Sample Working Outline
Thesis: Each person in the United States, regardless of his or her financial situation, has a right to affordable healthcare.
I. Background on the current state of healthcare in the United States
II. The rising cost of healthcare in the U. S.
III. Stories of people’s experiences/hardships with the U.S. healthcare system
IV. What is universal healthcare?
V. Solutions for improving the U. S. healthcare system
Keeping Track of Your Research Sources
Keep a folder with all of your resources in it.
Keep a Word document that includes the following:
1. Type the headings from your working outline
2. Bibliography entry (minimally the URL) from the resource that belongs to that heading
3. Under the bibliography entry (URL) type a short description of the kind of information found on that website
4. Also, include the printout of the website with your notes and highlighted quotes
Sample entry for Word document:
I. Background on the current state of healthcare in the United States
http://www.kaiseredu.org/topics_im.asp?imID=1&parentID=61&id=358
Notes:
Info on U.S. healthcare costs
Good background information
II. The rising cost of healthcare in the U. S.
http://www.nchc.org/facts/cost.shtml
Facts on the Cost of Health Insurance and Health Care
III. Stories of people’s experiences/hardships with the U.S. healthcare system
IV. What is universal healthcare?
V. Solutions for improving the U. S. healthcare system
http://www.commonwealthfund.org/Content/Publications/Chartbooks/2005/Oct/A-Need-to-Transform-the-U-S--Health-Care-System--Improving-Access--Quality--and-Efficiency.aspx
Title: “A Need to Transform the U.S. Health Care System: Improving Access, Quality, and Efficiency”
Notes:
Brief discussion of the need for changing the current system
Wednesday, May 6, 2009
Tuesday, March 31, 2009
Slave Narratives Documentary Project
The goal of this project is to create a collaborative class documentary of slave narratives using HBO’s Unchained Memories as a model.
Project Guidelines
Each student will assume at least two of the following roles. One of those two roles must be a research role (1-4):
1. Collector of internet images of slavery (images must reflect segment topic, including images of the slaves whose narratives are used in the film);
2. Collector/researcher of slave narratives (gathers narratives relevant to segment topic/theme and selects the part of the narrative to be performed);
3. Collector/researcher of slave/negro spirituals (text and/or audio);
4. Collector/researcher of historical, background information (info relevant to segment overall, to any images that accompany it and to whatever immediately follows it;
5. Actor(s) (performs the dramatic reading of the narratives and the slave spirituals and the historical/background information);
6. Camera person (multiple angles);
7. Film editors (film editors need to have an advanced ability to grasp new technology and be able to learn how to do things by reading information in “Help” and/or follow video tutorials http://www.apple.com/ilife/tutorials/#imovie; logical, cohesive, thematic flow of video, audio, images, etc.; transitions; titles; subtitles; credits);
8. Narrator (uses GarageBand or possibly iMovie to create voice-overs of historical background information)
Day 1
1. Explanation of project
2. Expectations/Rubric
a. Each day each individual will be given a pass/fail grade based on participation and completion of what is due at the end of class
b. Upon completion of the project, your group will receive a grade based on your film
3. Time-line
4. Each group will be responsible for the filming and production of one segment of the documentary
5. As a class we will decide how to group the segments (thematically, topically, chronologically, by gender and/or age, etc.)
6. DUE AT THE END OF CLASS: Selection of groups and roles
Day 2 (Will need access to computers)
1. Research day
2. Collect images (qty. 10 ), slave narratives (qty. 3 different narratives from different people), slave spirituals (qty. 3), historical info (qty. 3 sources) (save to flash drive or email yourself copies, links, documents, etc.)
3. Sources must be documented using MLA format.
4. SIDE NOTE: There must be coordination with other groups to prevent duplicate material. (Ex. Researchers of slave narratives must communicate with researchers of slave narratives from other groups to be sure not to film the same material.)
5. DUE AT THE END OF CLASS: You must show me the files you have saved to your flash drive and/or emailed to yourself.
6. HOMEWORK: Continue to collect and revise your research
Day 3
1. Refine research
2. Organize and plan your segment
3. Put your plan in writing
4. DUE AT THE END OF CLASS: Your plan in writing (a tentative shot list)
a. Ex. 1. Film opens with title page saying …
b. 2. Narrator gives background info about …
c. 3. At the same time narrator is speaking, the screen will show images of …
5. iMovie tutorial (if time permits)
Day 4 (Will need access to cameras and computers)
1. Download images and put into iPhoto
2. Download audio into iTunes
3. Put narration into Garage Band
4. Film your narratives, background info, and slave spirituals
5. You will need to save time to download what your group filmed to your computer
6. DUE AT THE END OF CLASS:
Day 5 (Will need access to cameras and computers)
1. Begin editing video (adding titles, subtitles, transitions, images, etc.)
2. Film your narratives, background info, and slave spirituals
3. You will need to save time to download what your group filmed to your computer
4. DUE AT THE END OF CLASS:
Day 6 (Last day for in-class filming; Any additional footage will need to be filmed at lunch or after school; Will need access to cameras and computers)
1. Begin editing video (adding titles, subtitles, transitions, images, etc.)
2. Film your narratives, background info, and slave spirituals
3. You will need to save time to download what your group filmed to your computer
4. DUE AT THE END OF CLASS:
Day 7
1. This day will be devoted entirely to editing your film
2. DUE AT THE END OF CLASS:
Day 8
1. This day will be devoted entirely to editing your film
2. DUE AT THE END OF CLASS:
Project Guidelines
Each student will assume at least two of the following roles. One of those two roles must be a research role (1-4):
1. Collector of internet images of slavery (images must reflect segment topic, including images of the slaves whose narratives are used in the film);
2. Collector/researcher of slave narratives (gathers narratives relevant to segment topic/theme and selects the part of the narrative to be performed);
3. Collector/researcher of slave/negro spirituals (text and/or audio);
4. Collector/researcher of historical, background information (info relevant to segment overall, to any images that accompany it and to whatever immediately follows it;
5. Actor(s) (performs the dramatic reading of the narratives and the slave spirituals and the historical/background information);
6. Camera person (multiple angles);
7. Film editors (film editors need to have an advanced ability to grasp new technology and be able to learn how to do things by reading information in “Help” and/or follow video tutorials http://www.apple.com/ilife/tutorials/#imovie; logical, cohesive, thematic flow of video, audio, images, etc.; transitions; titles; subtitles; credits);
8. Narrator (uses GarageBand or possibly iMovie to create voice-overs of historical background information)
Day 1
1. Explanation of project
2. Expectations/Rubric
a. Each day each individual will be given a pass/fail grade based on participation and completion of what is due at the end of class
b. Upon completion of the project, your group will receive a grade based on your film
3. Time-line
4. Each group will be responsible for the filming and production of one segment of the documentary
5. As a class we will decide how to group the segments (thematically, topically, chronologically, by gender and/or age, etc.)
6. DUE AT THE END OF CLASS: Selection of groups and roles
Day 2 (Will need access to computers)
1. Research day
2. Collect images (qty. 10 ), slave narratives (qty. 3 different narratives from different people), slave spirituals (qty. 3), historical info (qty. 3 sources) (save to flash drive or email yourself copies, links, documents, etc.)
3. Sources must be documented using MLA format.
4. SIDE NOTE: There must be coordination with other groups to prevent duplicate material. (Ex. Researchers of slave narratives must communicate with researchers of slave narratives from other groups to be sure not to film the same material.)
5. DUE AT THE END OF CLASS: You must show me the files you have saved to your flash drive and/or emailed to yourself.
6. HOMEWORK: Continue to collect and revise your research
Day 3
1. Refine research
2. Organize and plan your segment
3. Put your plan in writing
4. DUE AT THE END OF CLASS: Your plan in writing (a tentative shot list)
a. Ex. 1. Film opens with title page saying …
b. 2. Narrator gives background info about …
c. 3. At the same time narrator is speaking, the screen will show images of …
5. iMovie tutorial (if time permits)
Day 4 (Will need access to cameras and computers)
1. Download images and put into iPhoto
2. Download audio into iTunes
3. Put narration into Garage Band
4. Film your narratives, background info, and slave spirituals
5. You will need to save time to download what your group filmed to your computer
6. DUE AT THE END OF CLASS:
Day 5 (Will need access to cameras and computers)
1. Begin editing video (adding titles, subtitles, transitions, images, etc.)
2. Film your narratives, background info, and slave spirituals
3. You will need to save time to download what your group filmed to your computer
4. DUE AT THE END OF CLASS:
Day 6 (Last day for in-class filming; Any additional footage will need to be filmed at lunch or after school; Will need access to cameras and computers)
1. Begin editing video (adding titles, subtitles, transitions, images, etc.)
2. Film your narratives, background info, and slave spirituals
3. You will need to save time to download what your group filmed to your computer
4. DUE AT THE END OF CLASS:
Day 7
1. This day will be devoted entirely to editing your film
2. DUE AT THE END OF CLASS:
Day 8
1. This day will be devoted entirely to editing your film
2. DUE AT THE END OF CLASS:
Sunday, February 22, 2009
Plans for the week of Monday, Feb 23
Plans for the week of Monday, Feb. 23
English 3
Monday, Feb. 23
Collect Homework:
Handouts 11 & 12;
Reading discussion questions;
Thoreau, Gandhi and King comparison matrix (2nd period and absent students)
2nd Period
Review warm-up handouts;
Finish Thoreau group presentation;
Civil Disobedience choice boards;
The Soloist lesson;
6th and 7th
Review warm-up handouts;
Civil Disobedience choice boards;
The Soloist lesson;
Objectives:
To extend the reading of The Soloist beyond the text by reading an article about homelessness and analyzing the article.
Essential Questions:
Is it okay for the homeless to live and sleep, to put up temporary residences, such as tents, on public land?
If society is not going to provide shelter for every homeless man, woman, and child, then what can be done for them?
Task:
Read the article: "Camden's Tent City homeless keep up hope"
Write down one thing that stood out to you.
Make your own list of ten rules, a code of conduct, if you ran Tent City.
Small group then whole group discussion:
Why is it so hard to solve the problem of Skid Row? Which approach is better--solving it top-down through the mayor's office, or helping one person at a time like Lopez?
Why does Ayers resist moving inside into the apartment?
Homework:
Study for quiz--Capitalization and Punctuation--Study handouts 1-12
Due Friday: Using the Civil Disobedience choice board as a guide, come up with a project you would like to do for The Soloist. The project must look at the plight of the homeless, especially in Philadelphia. What would the criteria be? What category would it fit into?
Tuesday, Feb. 24
Quiz: Capitalization and Punctuation
"The Raven" --Edgar Allan Poe
Objective:
Understand and analyze sound effects in poetry.
Essential Terms:
Sound Effects/Devices:
Refrain
End rhyme
Internal rhyme
Alliteration
Onomatopoeia
Meter
Literary Concepts/Terms:
Symbolism
Mood
Tone
Read the Adaptation Distribute copies of the annotated version of
“The Raven”. Have all students read the selection silently.
Listen to the Poem (Use the YouTube download) Help students appreciate sound effects in the
poem. Play the audio recording of the selection in English as
students read along silently. Explain that Poe uses rhythm, rhyme,
and alliteration in “The Raven” to create sound effects. Help students
analyze how he achieves this purpose by guiding students to identify
and discuss examples of these techniques throughout the poem. For
example:
• Pause after listening to line 13. Reread the line aloud
emphasizing the repeated /s/ in silken, sad, uncertain, and
rustling. Help students identify this use of alliteration.
• Then help them identify onomatopoeia by asking the following
questions:
1.What sound is repeated here? (/s/)
2.What is Poe describing in this line? (curtains moving slightly)
3.What sound does moving cloth make? (a swishing sound)
Homework:
Complete test "The Raven" by Edgar Allan Poe online at my.hrw.com
Wednesday, Feb. 25
Pretest for Unit (Complete online)
Objectives: Evaluate genres and traditions in American literature;
Task:
Paired reading: Read Textbook pp. 299-305 (or if in class, Holt Reader pp. 125-127) "American Masters: Whitman and Dickinson";
Still in pairs: In your notebook, answer questions in the Holt Reader that appear in the margins. (Do not write question, but instead use wording from the question in your answer); Complete a Venn Diagram comparing and contrasting both authors;
Whole class: Review Venn Diagram comparing and contrasting both authors;
Homework:
Due Tomorrow: Answer the following question found on p. 305: Write About… What do they mean? A quotation from Walt Whitman and a quotation from Emily Dickinson appear on page 299 in the textbook, at the start of this introduction. Read each quotation carefully. Then, write a paragraph reflecting on the two quotations. You can comment on what you think each poet means by the quotation, or you can express your own feelings about what each poet says—even if your feelings are confused!
Due Friday: Read "from Song of Myself, Numbers 10, 33, and 52" handout; Complete "Free Verse" handout;
Thursday, Feb. 26
***Benchmark Test***
Friday, Feb. 27
Warm-up:
Proofreading handout #14;
Collect reading questions
Objectives:
To analyze The Soloist and discuss a final project (choice board: topics created with student input) that looks at the plight of the homeless in Philadelphia
Task:
Discuss and rate the project ideas students came up with from Monday's homework;
Develop the first draft of the choice board for The Soloist;
English 3
Monday, Feb. 23
Collect Homework:
Handouts 11 & 12;
Reading discussion questions;
Thoreau, Gandhi and King comparison matrix (2nd period and absent students)
2nd Period
Review warm-up handouts;
Finish Thoreau group presentation;
Civil Disobedience choice boards;
The Soloist lesson;
6th and 7th
Review warm-up handouts;
Civil Disobedience choice boards;
The Soloist lesson;
Objectives:
To extend the reading of The Soloist beyond the text by reading an article about homelessness and analyzing the article.
Essential Questions:
Is it okay for the homeless to live and sleep, to put up temporary residences, such as tents, on public land?
If society is not going to provide shelter for every homeless man, woman, and child, then what can be done for them?
Task:
Read the article: "Camden's Tent City homeless keep up hope"
Write down one thing that stood out to you.
Make your own list of ten rules, a code of conduct, if you ran Tent City.
Small group then whole group discussion:
Why is it so hard to solve the problem of Skid Row? Which approach is better--solving it top-down through the mayor's office, or helping one person at a time like Lopez?
Why does Ayers resist moving inside into the apartment?
Homework:
Study for quiz--Capitalization and Punctuation--Study handouts 1-12
Due Friday: Using the Civil Disobedience choice board as a guide, come up with a project you would like to do for The Soloist. The project must look at the plight of the homeless, especially in Philadelphia. What would the criteria be? What category would it fit into?
Tuesday, Feb. 24
Quiz: Capitalization and Punctuation
"The Raven" --Edgar Allan Poe
Objective:
Understand and analyze sound effects in poetry.
Essential Terms:
Sound Effects/Devices:
Refrain
End rhyme
Internal rhyme
Alliteration
Onomatopoeia
Meter
Literary Concepts/Terms:
Symbolism
Mood
Tone
Read the Adaptation Distribute copies of the annotated version of
“The Raven”. Have all students read the selection silently.
Listen to the Poem (Use the YouTube download) Help students appreciate sound effects in the
poem. Play the audio recording of the selection in English as
students read along silently. Explain that Poe uses rhythm, rhyme,
and alliteration in “The Raven” to create sound effects. Help students
analyze how he achieves this purpose by guiding students to identify
and discuss examples of these techniques throughout the poem. For
example:
• Pause after listening to line 13. Reread the line aloud
emphasizing the repeated /s/ in silken, sad, uncertain, and
rustling. Help students identify this use of alliteration.
• Then help them identify onomatopoeia by asking the following
questions:
1.What sound is repeated here? (/s/)
2.What is Poe describing in this line? (curtains moving slightly)
3.What sound does moving cloth make? (a swishing sound)
Homework:
Complete test "The Raven" by Edgar Allan Poe online at my.hrw.com
Wednesday, Feb. 25
Pretest for Unit (Complete online)
Objectives: Evaluate genres and traditions in American literature;
Task:
Paired reading: Read Textbook pp. 299-305 (or if in class, Holt Reader pp. 125-127) "American Masters: Whitman and Dickinson";
Still in pairs: In your notebook, answer questions in the Holt Reader that appear in the margins. (Do not write question, but instead use wording from the question in your answer); Complete a Venn Diagram comparing and contrasting both authors;
Whole class: Review Venn Diagram comparing and contrasting both authors;
Homework:
Due Tomorrow: Answer the following question found on p. 305: Write About… What do they mean? A quotation from Walt Whitman and a quotation from Emily Dickinson appear on page 299 in the textbook, at the start of this introduction. Read each quotation carefully. Then, write a paragraph reflecting on the two quotations. You can comment on what you think each poet means by the quotation, or you can express your own feelings about what each poet says—even if your feelings are confused!
Due Friday: Read "from Song of Myself, Numbers 10, 33, and 52" handout; Complete "Free Verse" handout;
Thursday, Feb. 26
***Benchmark Test***
Friday, Feb. 27
Warm-up:
Proofreading handout #14;
Collect reading questions
Objectives:
To analyze The Soloist and discuss a final project (choice board: topics created with student input) that looks at the plight of the homeless in Philadelphia
Task:
Discuss and rate the project ideas students came up with from Monday's homework;
Develop the first draft of the choice board for The Soloist;
Monday, June 2, 2008
WUP for Tuesday, June 3
It is better to be happy for the moment and be burned up with beauty than to live a long time and be bored all the while. --Don Marquis
Vocab
covert (adj.) hidden, disguised, purposefully kept secret; sheltered, secluded
Napoleon was an expert at making covert preparations to attack unsuspecting opponents.
Usage: past vs. passed
In the past, people with manners would have asked for the potatoes to be passed instead of reaching over someone to get them. "Past" is a time before now. "Passed" is past tense of "to pass."
Vocab
covert (adj.) hidden, disguised, purposefully kept secret; sheltered, secluded
Napoleon was an expert at making covert preparations to attack unsuspecting opponents.
Usage: past vs. passed
In the past, people with manners would have asked for the potatoes to be passed instead of reaching over someone to get them. "Past" is a time before now. "Passed" is past tense of "to pass."
Friday, May 30, 2008
WUP for Friday, 5/30
I love myself when I am laughing. --Zora Neale Hurston
Vocab
bedlam (n.) a state or scene of uproar and confusion
Is this the same band that caused mob scenes and virtual bedlam on their first tour?
Usage: loose versus lose
If you keep your hold on that leash so loose, you will lose the leash and the dog will run away. "Loose" is not tight. "Lose" is to have something disappear.
Quiz on WUPs from this week is on Tuesday, 6/3
Vocab
bedlam (n.) a state or scene of uproar and confusion
Is this the same band that caused mob scenes and virtual bedlam on their first tour?
Usage: loose versus lose
If you keep your hold on that leash so loose, you will lose the leash and the dog will run away. "Loose" is not tight. "Lose" is to have something disappear.
Quiz on WUPs from this week is on Tuesday, 6/3
Thursday, May 29, 2008
WUP for Thursday, 5/29
If you always live with those who are lame, you will yourself learn to limp. --Latin proverb
Vocab
gratuitous (adj.) freely given; not called for by circumstances, unwarranted
Though she had hoped to leave the lecture early, several members of the audience asked gratuitous questions, delaying her by an hour.
How To: Works Cited
A Web Site:
Author(s). Name of Page. Date of Posting/revision. Name of institution/ organization affiliated with the site. Date of Access.Electronic address.
Presentations will start Thursday, 6/5.
Vocab
gratuitous (adj.) freely given; not called for by circumstances, unwarranted
Though she had hoped to leave the lecture early, several members of the audience asked gratuitous questions, delaying her by an hour.
How To: Works Cited
A Web Site:
Author(s). Name of Page. Date of Posting/revision. Name of institution/ organization affiliated with the site. Date of Access.
An article on a web site:
Author(s). "Article Title." Name of web site. Date of Posting/revision. Name of institution/organization affiliated with site. Date of Access.
Usage: Use to Versus Used to
The right way to say this is “used to” with a “d” on the end. People get confused about this phrase because the d and t sounds between the words are easy to run together, but it's easy to remember that used to is the right form. Just remember that when you say you used to do something you are talking about the past, and you make most verbs past tense by adding -d or -ed to the end. So just as you say you heavED yourself into the kayak or twirlED in a circle, you say you usED to have a lot more fun than sitting around at lunch arguing about words.
Presentations will start Thursday, 6/5.
Wednesday, May 28, 2008
WUP for Wednesday, 5/28
Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome. --Booker T. Washington
Vocab
sedentary (adj.) characterized by or calling for continued sitting; remaining in one place
She exchanged her sedentary job for a position as a swimming instructor.
Lit Term
Usage: Who vs. Whom
Like whom, the pronoun him ends with m. When you're trying to decide whether to use who or whom, ask yourself if the answer to the question would be he or him. That's the trick: if you can answer the question being asked with him, then use whom, and it's easy to remember because they both end with m. For example, if you trying to ask, "Who (or whom) do you love?" The answer would be "I love him." Him ends with an m, so you know to use whom. But if you are trying to ask, "Who (or whom) stepped on Squiggly?" the answer would be "He stepped on Squiggly." There's no m, so you know to use who. So that's the quick and dirty trick: if you can't remember that you use whom when you are referring to the object of the sentence, just remember that him equals whom (Grammar Girl: Quick and Dirty Tips for Better Writing. http://grammar.quickanddirtytips.com/who-versus-whom.aspx).
Vocab
sedentary (adj.) characterized by or calling for continued sitting; remaining in one place
She exchanged her sedentary job for a position as a swimming instructor.
Lit Term
VERNACULAR The language spoken by the people who live in a particular locality. Regionalist writers try to capture the vernacular of their area.
Usage: Who vs. Whom
Like whom, the pronoun him ends with m. When you're trying to decide whether to use who or whom, ask yourself if the answer to the question would be he or him. That's the trick: if you can answer the question being asked with him, then use whom, and it's easy to remember because they both end with m. For example, if you trying to ask, "Who (or whom) do you love?" The answer would be "I love him." Him ends with an m, so you know to use whom. But if you are trying to ask, "Who (or whom) stepped on Squiggly?" the answer would be "He stepped on Squiggly." There's no m, so you know to use who. So that's the quick and dirty trick: if you can't remember that you use whom when you are referring to the object of the sentence, just remember that him equals whom (Grammar Girl: Quick and Dirty Tips for Better Writing. http://grammar.quickanddirtytips.com/who-versus-whom.aspx).
Tuesday, May 27, 2008
WUP for Tuesday, 5/27
"Whatever good I have accomplished as an actress I believe came in direct proportion to my efforts to portray black women who have made positive contributions to my heritage.
--Cicely Tyson
Vocab
ameliorate (v.) to improve, make better, correct a flaw or shortcoming
A hot meal can ameliorate the discomforts of even the coldest day.
Literary Term
SUBJECTIVE AND OBJECTIVE WRITING Subjectivity, in terms of writing, suggests that the writer’s primary purpose is to express personal experiences, feelings, and ideas. Objectivity suggests that the writer’s purpose is to report facts, avoiding personal judgments and feelings. Subjective writing is typified by autobiographies and memoirs. Objective writing is used mostly in news reporting and other types of journalism.
Usage
--Cicely Tyson
Vocab
ameliorate (v.) to improve, make better, correct a flaw or shortcoming
A hot meal can ameliorate the discomforts of even the coldest day.
Literary Term
SUBJECTIVE AND OBJECTIVE WRITING Subjectivity, in terms of writing, suggests that the writer’s primary purpose is to express personal experiences, feelings, and ideas. Objectivity suggests that the writer’s purpose is to report facts, avoiding personal judgments and feelings. Subjective writing is typified by autobiographies and memoirs. Objective writing is used mostly in news reporting and other types of journalism.
Usage
who, which, that Who refers to persons only. Which refers to things only. That may refer to either persons or things.
EXAMPLES
Wasn’t Beethoven the composer who [or that ] continued to write music after he lost his hearing?
First editions of Poe’s first book, which is titled Tamerlane and Other Poems, are worth thousands of dollars.
Is this the only essay that James Baldwin wrote?
I’ve never met or even seen the person that delivers our newspaper each morning.
Homework
Preview vocab on p. 763
Read "from Dust Tracks on a Road" by Zora Neale Hurston pp.765-769
Thoroughly answer question 12 under "Literary Criticism" on p.770
Homework
Preview vocab on p. 763
Read "from Dust Tracks on a Road" by Zora Neale Hurston pp.765-769
Thoroughly answer question 12 under "Literary Criticism" on p.770
Wednesday, May 14, 2008
The reality is that changes are coming...They must come. You must share in bringing them. --John Hersey
Vocab
accrue (v.) to grow or accumulate over time; to happen as a natural result
We allowed the interest to accrue on the account until it turned into a small fortune.
Literary Term
PARABLE A relatively short story that teaches a moral, or lesson, about how to lead a good life. The most famous parables are those told by Jesus in the Bible.
Usage
Homework
Read pp 742-743 & 756-757; Using the two readings, summarize what the Harlem Renaissance was.
Vocab
accrue (v.) to grow or accumulate over time; to happen as a natural result
We allowed the interest to accrue on the account until it turned into a small fortune.
Literary Term
PARABLE A relatively short story that teaches a moral, or lesson, about how to lead a good life. The most famous parables are those told by Jesus in the Bible.
Usage
when, where Avoid using when or where to begin a definition.
| NONSTANDARD | A predicament is where you are in an embarrassing situation. |
| STANDARD | A predicament is an embarrassing situation. |
Homework
Read pp 742-743 & 756-757; Using the two readings, summarize what the Harlem Renaissance was.
Tuesday, May 13, 2008
To grow and know what one is growing towards--that is the source of all strength and confidence in life. --James Baillie
Vocab
slovenly (adj.) untidy, dirty, careless
Her room was in a slovenly state, and it took her an entire Saturday to clean it.
Literary Term
ODE A lyric poem, usually long, on a serious subject and written in dignified language. In ancient Greece and Rome, odes were written to be read in public at ceremonial occasions. In modern literature, odes tend to be more private, informal, and reflective.
Usage
Vocab
slovenly (adj.) untidy, dirty, careless
Her room was in a slovenly state, and it took her an entire Saturday to clean it.
Literary Term
ODE A lyric poem, usually long, on a serious subject and written in dignified language. In ancient Greece and Rome, odes were written to be read in public at ceremonial occasions. In modern literature, odes tend to be more private, informal, and reflective.
Usage
than, then Than is a conjunction used in comparisons. Then is an adverb meaning “at that time” or “next.”
EXAMPLES
Tyrone is more studious than I am.
First, mix the wet ingredients; then, add the flour and other dry ingredients.
Monday, May 12, 2008
WUP for Monday, 5/12
Monotony is the awful reward of the careful. --A.G. Buckham
Vocab
pretentious (adj.) done for show, striving to make a big impression; claiming merit or position unjustifiably
Talking about one's wealth is thought to be pretentious and in poor taste.
Literary Term
NARRATIVE POEM A poem that tells a story—a series of related events with a beginning, a middle, and an end. A narrative poem also features characters and, frequently, dialogue. Henry Wadsworth Longfellow is famous for his long narrative poems based on figures from myth and from European and American history. The Song of Hiawatha and Evangeline are major examples of his narrative poems.
Usage
Vocab
pretentious (adj.) done for show, striving to make a big impression; claiming merit or position unjustifiably
Talking about one's wealth is thought to be pretentious and in poor taste.
Literary Term
NARRATIVE POEM A poem that tells a story—a series of related events with a beginning, a middle, and an end. A narrative poem also features characters and, frequently, dialogue. Henry Wadsworth Longfellow is famous for his long narrative poems based on figures from myth and from European and American history. The Song of Hiawatha and Evangeline are major examples of his narrative poems.
Usage
some, somewhat In formal situations, use somewhat instead of some to mean “to some extent.”
EXAMPLE
My grades have improved somewhat [not some].
Wednesday, May 7, 2008
WUP for Thursday, 5/8
You will never be the person you can be if pressure, tension and discipline are taken out of your life. --Dr. James G. Bilkey
Vocab
astute (adj.) shrewd, crafty, showing practical wisdom
The astute management of money is a valuable skill but may not by itself make a good executive.
Literary Term
METONYMY A figure of speech in which a person, place, or thing is referred to by something closely associated with it. Referring to a king or queen as “the crown” is an example of metonymy, as is calling a car “wheels.”
Usage
Vocab
astute (adj.) shrewd, crafty, showing practical wisdom
The astute management of money is a valuable skill but may not by itself make a good executive.
Literary Term
METONYMY A figure of speech in which a person, place, or thing is referred to by something closely associated with it. Referring to a king or queen as “the crown” is an example of metonymy, as is calling a car “wheels.”
Usage
try and, try to Use try to, not try and.
EXAMPLE
I will try to [not try and] finish my report on John Updike.
WUP for Wednesday, 5/7
The mind is its own place, and in itself can make a heaven of hell, a hell of heaven. --John Milton
Vocab
adulation (n.) praise or flattery that is excessive
Athletes have little choice but to enjoy the sometimes puzzling adulation of their fans.
Literary Term
LYRIC POEM A poem that does not tell a story but expresses the personal feelings or thoughts of a speaker.
Usage
Vocab
adulation (n.) praise or flattery that is excessive
Athletes have little choice but to enjoy the sometimes puzzling adulation of their fans.
Literary Term
LYRIC POEM A poem that does not tell a story but expresses the personal feelings or thoughts of a speaker.
Usage
sit, set The verb sit means “to rest in an upright, seated position.” Its principal parts are sit, sitting, sat, and sat. Sit seldom takes an object. The verb set means “to put [something] in a place.” Its principal parts are set, setting, set, and set. Set usually takes an object.
EXAMPLES
The raven sat on the bust of Pallas above the door. [no object]
Eben set the jug down. [Jug is the object of set.]
Monday, May 5, 2008
WUP for Tuesday, 5/6
Hold on; hold fast; hold out. Patience is genius. --Georges de Buffon
Vocab
culpable (adj.) deserving blame, worthy of condemnation
What do you think of the concept that when a crime is committed, society is often as culpable as the criminal?
Literary Term
MARXISM The political and economic philosophy developed by Karl Marx and his followers in the mid-nineteenth century. In contrast to capitalists, Marxists believe greater economic unity can be reached by a classless society.
Usage
Vocab
culpable (adj.) deserving blame, worthy of condemnation
What do you think of the concept that when a crime is committed, society is often as culpable as the criminal?
Literary Term
MARXISM The political and economic philosophy developed by Karl Marx and his followers in the mid-nineteenth century. In contrast to capitalists, Marxists believe greater economic unity can be reached by a classless society.
Usage
rise, raise The verb rise means “to go up” or “to get up.” Its principal parts are rise, rising, rose, and risen. Rise never takes an object. The verb raise means “to cause [something] to rise” or “to lift up.” Its principal parts are raise, raising, raised, and raised. Raise usually takes an object.
EXAMPLES
The queen rose from her throne. [no object]
The movers raised the boxes onto their shoulders. [Boxes is the object of raised.]
WUP for Monday, 5/5
"The man who insists upon seeing with perfect clearness before he decides, never decides." --Henri Frederic Amiel
Vocab
abate (v.) to make less in amount, degree, etc.; to subside, become less; to nullify; to deduct, omit
We stood on the dock on that moonless night, waiting for the storm to abate.
Literary Term
Usage
Vocab
abate (v.) to make less in amount, degree, etc.; to subside, become less; to nullify; to deduct, omit
We stood on the dock on that moonless night, waiting for the storm to abate.
Literary Term
INTERNAL RHYME Rhyme that occurs within a line of poetry or within consecutive lines. The first line of the following couplet includes an internal rhyme.
| And so, all the night-tide, I lie down by the side Of my darling—my darling—my life and my bride…. —Edgar Allan Poe, from “Annabel Lee” |
Usage
or, nor Use or with either; use nor with neither.
EXAMPLES
On Tuesdays the school cafeteria offers a choice of either a taco salad or a pizza.
I wonder why neither Ralph Ellison nor Robert Frost was given the Nobel Prize in literature.
Thursday, May 1, 2008
iMovie Project Guidelines
iMovie Project
Project Description
This iMovie project is designed to tap into your creative and technical skill. In reinterpreting the scene in the book and drafting a script to be filmed, edited, scored and, ultimately, screened by your peers, it is your task to choose a scene for its dramatic impact as well as its importance to the overall story. Avoid the temptation to choose a scene based on its vulgarities, i.e. a fight.
Advanced (4-5) Proficient (3) Basic (2) Below Basic (0-1)
The following describe what would need to be done to receive a score of 4 or 5
Script
Script accurately replicates the scene upon which it is based; Any additions (action and dialogue) to the scene are relevant and move the scene forward in a meaningful way; Narration is used only when action or dialogue can’t achieve same result; Script follows the format provided; On time; Cover page with original title and names of all group members; copy is emailed to me: lmullen@phila.k12.pa.us
Video
All shots on the storyboard or shot list appear on film; Film contains close-ups, medium shots, long shots and a variety of camera angles; Zooms in or out are smooth, not jerky; Film is smooth, not shaky;
Editing
Opening credits including original title; transitions used between shots in the scene; closing credits; no misspellings; voice-overs and narration are properly synched; volume is loud enough and maintains a consistent level
Score
An original score is created using Garage Band; The score reflects and enhances the mood of the action on the screen; Music is layered and instruments blend well together; any songs chosen must relate to the theme, main idea, or time period of your scene
Production
Producer communicates well with her team and with the teacher; Team pulls together; There is a clear plan of action; Time is used efficiently; All materials, props, copies of script are available when needed; Extras and actors know when they are needed and are ready to go;
Project Description
This iMovie project is designed to tap into your creative and technical skill. In reinterpreting the scene in the book and drafting a script to be filmed, edited, scored and, ultimately, screened by your peers, it is your task to choose a scene for its dramatic impact as well as its importance to the overall story. Avoid the temptation to choose a scene based on its vulgarities, i.e. a fight.
Advanced (4-5) Proficient (3) Basic (2) Below Basic (0-1)
The following describe what would need to be done to receive a score of 4 or 5
Script
Script accurately replicates the scene upon which it is based; Any additions (action and dialogue) to the scene are relevant and move the scene forward in a meaningful way; Narration is used only when action or dialogue can’t achieve same result; Script follows the format provided; On time; Cover page with original title and names of all group members; copy is emailed to me: lmullen@phila.k12.pa.us
Video
All shots on the storyboard or shot list appear on film; Film contains close-ups, medium shots, long shots and a variety of camera angles; Zooms in or out are smooth, not jerky; Film is smooth, not shaky;
Editing
Opening credits including original title; transitions used between shots in the scene; closing credits; no misspellings; voice-overs and narration are properly synched; volume is loud enough and maintains a consistent level
Score
An original score is created using Garage Band; The score reflects and enhances the mood of the action on the screen; Music is layered and instruments blend well together; any songs chosen must relate to the theme, main idea, or time period of your scene
Production
Producer communicates well with her team and with the teacher; Team pulls together; There is a clear plan of action; Time is used efficiently; All materials, props, copies of script are available when needed; Extras and actors know when they are needed and are ready to go;
WUP for Thursday, 5/1
Nothing in life is more remarkable than the unnecessary anxiety which we endure, and generally create ourselves. --Benjamin Disraeli
Vocab
susceptible (adj.) open to; easily influenced; lacking in resistance
The trouble with being susceptible to flattery is that you can never be sure that the flatterer is sincere.
SYNONYMS: vulnerable
ANTONYMS: immune
Literary Term
HARLEM RENAISSANCE A cultural movement of the early 1920s led by African American artists, writers, musicians, and performers, located in Harlem. After World War I, vast numbers of African Americans migrated north and settled in the New York City neighborhood called Harlem. Important contributors to the Harlem Renaissance were the writers Langston Hughes and Countee Cullen, the artists Jacob Lawrence and Aaron Douglas, and the performers Paul Robeson and Josephine Baker.
Usage
Vocab
susceptible (adj.) open to; easily influenced; lacking in resistance
The trouble with being susceptible to flattery is that you can never be sure that the flatterer is sincere.
SYNONYMS: vulnerable
ANTONYMS: immune
Literary Term
HARLEM RENAISSANCE A cultural movement of the early 1920s led by African American artists, writers, musicians, and performers, located in Harlem. After World War I, vast numbers of African Americans migrated north and settled in the New York City neighborhood called Harlem. Important contributors to the Harlem Renaissance were the writers Langston Hughes and Countee Cullen, the artists Jacob Lawrence and Aaron Douglas, and the performers Paul Robeson and Josephine Baker.
Usage
lie, lay The verb lie means “to rest” or “to stay, to recline, or to remain in a certain state or position.” Its principal parts are lie, lying, lay, and lain. Lie never takes an object. The verb lay means “to put [something] in a place.” Its principal parts are lay, laying, laid, and laid. Lay usually takes an object.
EXAMPLES
Their land lay in the shadow of Rainy Mountain. [no object]
Eduardo laid the strips of grilled meat on the tortilla. [Strips is the object of laid.]
Tuesday, April 29, 2008
WUP for Wednesday, 4/30
The worst loneliness is not to be comfortable with yourself. --Mark Twain
Vocab
subservient (adj.) subordinate in capacity or role; submissively obedient; serving to promote some end
The officers were taught to be respectful of but not blindly subservient to their superior's wishes.
Literary Terms
FOIL A character who acts as a contrast to another character. In Maxine Hong Kingston’s “The Girl Who Wouldn’t Talk” (Collection 6), the quiet girl who takes refuge in her Chinese family is a foil for the narrator who is aggressively trying to fit into American society.
Usage
Vocab
subservient (adj.) subordinate in capacity or role; submissively obedient; serving to promote some end
The officers were taught to be respectful of but not blindly subservient to their superior's wishes.
Literary Terms
FOIL A character who acts as a contrast to another character. In Maxine Hong Kingston’s “The Girl Who Wouldn’t Talk” (Collection 6), the quiet girl who takes refuge in her Chinese family is a foil for the narrator who is aggressively trying to fit into American society.
Usage
irregardless, regardless Irregardless is nonstandard. Use regardless instead.
EXAMPLE
Regardless [not irregardless] of the children’s pleas, their father said they had to go to bed.
WUP for Tuesday, 4/29
Anger and worry are the enemies of clear thought. --Madeleine Brent
Vocab
relegate (v.) to place in a lower position; to assign, refer, turn over; to banish
Even if they relegate him to a mere clerical job, he is determined to make his presence felt.
SYNONYMS: demote
Literary Term
EPIC A long narrative poem, written in heightened language, which recounts the deeds of a heroic character who embodies the values of a particular society. Epics in English include Beowulf (c. 700) and John Milton’s Paradise Lost (1667).
Usage
Homework
Read and answer questions for chapter 25 and Epilogue
Vocab
relegate (v.) to place in a lower position; to assign, refer, turn over; to banish
Even if they relegate him to a mere clerical job, he is determined to make his presence felt.
SYNONYMS: demote
Literary Term
EPIC A long narrative poem, written in heightened language, which recounts the deeds of a heroic character who embodies the values of a particular society. Epics in English include Beowulf (c. 700) and John Milton’s Paradise Lost (1667).
Usage
kind of, sort of In formal situations, avoid using these terms for the adverb somewhat or rather.
| INFORMAL | Roderick became kind of agitated. |
| FORMAL | Roderick became rather agitated. |
Homework
Read and answer questions for chapter 25 and Epilogue
Monday, April 28, 2008
WUP for Monday, 4/28
Enjoy the little things, for one day you may look back and realize they were the big things. --Robert Brault
Vocab
dissipate (v.) to cause to disappear; to scatter, dispel; to spend foolishly, squander; to be extravagant in pursuit of pleasure
As chairman he is fair and open, but he dissipates his energies on trivial things.
Lit Term
DICTION A speaker’s or writer’s choice of words. Diction can be formal, informal, colloquial, full of slang, poetic, ornate, plain, abstract, concrete, and so on. Diction depends on the writer’s subject, purpose, and audience. Some words, for example, are suited to informal conversations but are inappropriate in a formal speech. Diction has a powerful effect on the tone of a piece of writing.
Usage
Vocab
dissipate (v.) to cause to disappear; to scatter, dispel; to spend foolishly, squander; to be extravagant in pursuit of pleasure
As chairman he is fair and open, but he dissipates his energies on trivial things.
Lit Term
DICTION A speaker’s or writer’s choice of words. Diction can be formal, informal, colloquial, full of slang, poetic, ornate, plain, abstract, concrete, and so on. Diction depends on the writer’s subject, purpose, and audience. Some words, for example, are suited to informal conversations but are inappropriate in a formal speech. Diction has a powerful effect on the tone of a piece of writing.
Usage
fewer, less Use fewer to modify a plural noun and less to modify a singular noun. Hint: If you can count them use fewer.
EXAMPLES
Later in life, Emily Dickinson entertained even fewer guests.
Later in life, Emily Dickinson spent less time entertaining guests.
Homework
Read and answer questions for chapters 23 &24
Homework
Read and answer questions for chapters 23 &24
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