Wednesday, May 21, 2014

Wednesday, May 21 common core multiple choice practice





At this point, all essays are LATE.  Anyone who did not take Monday's vocabulary test, needs to make this up.  Make sure to turn in your graphic organizer, as well- unless we have had a previous conversation.
In class. part 1 review of the common core exam.  class handout / copy below.  These will be collected as a participation grade tomorrow, after we go over the responses. 
Tomorrow we are also collecting the play The Crucible by Arthur Miller

 Note that on Monday, Tuesday and Thursday's after school, there is regents review. This will take place in room 176 through June 19. For everyday you attend- and work productively- you will receive 1 additional point to your base line grade.  As well, everyone who shows for the Common Core exam will receive 2 points to his or her base grade.

Lastly, keep in mind that the ELA exam is a line item on your transcript; that means colleges will see this. If you are not content with this score, you should consider retaking the Regents during exam week. Let me know, and I'll get you signed up.



Directions (1–18): Below each of the three passages, there are several multiple-choice questions.
Select the best suggested answer to each question. You may use the margins to take notes as you
read.
Passage A 

 It was eleven o’clock that night when Mr. Pontellier returned 
from Klein’s hotel. He was in an excellent humor, in high spirits, 
and very talkative. His entrance awoke his wife, who was in bed and fast asleep when he came in. He talked to her while he undressed, telling her anecdotes and bits of news and gossip that he had gathered during the day. From his trousers pockets he took a fistful of crumpled bank notes and a good deal of silver coin, which he piled on the bureau indiscriminately with keys, knife, handkerchief, and whatever else happened to be in his pockets. She was overcome with sleep, and answered him with little half utterances. 
 He thought it very discouraging that his wife, who was the sole 
object of his existence, evinced so little interest in things which 
concerned him, and valued so little his conversation. 
 Mr. Pontellier had forgotten the bonbons and peanuts for the 
boys. Notwithstanding he loved them very much, and went into the 
adjoining room where they slept to take a look at them and make 
sure that they were resting comfortably. The result of his 
investigation was far from satisfactory. He turned and shifted the 
youngsters about in bed. One of them began to kick and talk about a basket full of crabs. 
 Mr. Pontellier returned to his wife with information that Raoul 
had a high fever and needed looking after. Then he lit a cigar and 
went and sat near the open door to smoke it. 
 Mrs. Pontellier was quite sure Raoul had no fever. He had gone 
to bed perfectly well, she said, and nothing had ailed him all day. 
Mr. Pontellier was too well acquainted with fever symptoms to be 
mistaken. He assured her the child was consuming
 at that moment in the next room. 
 He reproached his wife with her inattention, her habitual neglect 
of the children. If it was not a mother’s place to look after children, 
___________________ 
1 evinced — clearly showed
2 consuming — wasting away

whose on earth was it? He himself had his hands full with his 
brokerage business. He could not be in two places at once; making a living for his family on the street, and staying at home to see that no harm befell them. He talked in a monotonous, insistent way. 
    Mrs. Pontellier sprang out of bed and went into the next room. 
She soon came back and sat on the edge of the bed, leaning her head down on the pillow. She said nothing, and refused to answer her husband when he questioned her. When his cigar was smoked out he went to bed, and in half a minute he was fast asleep. 
    It was then past midnight. The cottages were all dark. A single white light gleamed out of the hallway of the house. There was no sound abroad, except for the hooting of an old owl in the top of the water oak, and the everlasting voice of the sea, that was not uplifted at that hour. It broke like a mournful lullaby upon the night.

     Mrs. Pontellier was by that time thoroughly awake. She began 
to cry a little, and wiped her eyes on the sleeve of her peignoir.
 Blowing out the candle, which her husband had left burning, she 
slipped her bare feet into a pair of satin mules at the foot of the bed 
and went out on the porch, where she sat down in the wicker chair 
and began to rock gently to and fro. 
     The tears came so fast to Mrs. Pontellier’s eyes that the damp 
sleeve of her peignoir no longer served to dry them. She was holding 
the back of her chair with one hand; her loose sleeve had slipped 
almost to the shoulder of her uplifted arm. Turning, she thrust her 
face, steaming and wet, into the bend of her arm, and she went on 
crying there, not caring any longer to dry her face, her eyes, her 
arms. She could not have told why she was crying. Such experiences 
as the foregoing were not uncommon in her married life. They 
seemed never before to have weighed much against the abundance 
of her husband’s kindness and a uniform devotion which had come 
to be tacit and self-understood. 
 An indescribable oppression, which seemed to generate in some 
unfamiliar part of her consciousness, filled her whole being with a 
vague anguish. It was like a shadow, like a mist passing across her 
soul’s summer day. It was strange and unfamiliar; it was a mood. 
She did not sit there inwardly upbraiding her husband, lamenting at 
Fate, which had directed her footsteps to the path which they had 
taken. She was just having a good cry all to herself. The mosquitoes made merry over her, biting her firm, round arms and nipping at her bare insteps. 
 The little stinging, buzzing imps succeeded in dispelling a mood 
which might have held her there in the darkness half a night longer. 

    The following morning Mr. Pontellier was up in good time to 
take the rockaway which was to convey him to the steamer at the 
wharf. He was returning to the city to his business, and they would 
not see him again at the Island till the coming Saturday. He had 
regained his composure, which seemed to have been somewhat 
impaired the night before. He was eager to be gone, as he looked 
forward to a lively week in Carondelet Street. 
 Mr. Pontellier gave his wife half of the money which he had 
brought away from Klein’s hotel the evening before. She liked 
money as well as most women, and accepted it with no little 
satisfaction. … 
 A few days later a box arrived for Mrs. Pontellier from New 
Orleans. It was from her husband. It was filled with friandises,
 with luscious and toothsome
 bits—the finest of fruits, pates, a rare bottle 
or two, delicious syrups, and bonbons in abundance. 
 Mrs. Pontellier was always very generous with the contents of 
such a box; she was quite used to receiving them when away from 
home. The pates and fruit were brought to the dining-room; the 
bonbons were passed around. And the ladies, selecting with dainty 
and discriminating fingers and a little greedily, all declared that Mr. 
Pontellier was the best husband in the world. Mrs. Pontellier was 
forced to admit that she knew of none better. 

—Kate Chopin 
excerpted from The Awakening, 1899 


Tuesday, May 20, 2014

Tuesday, May 20 finishing essay denotation connotation




In class: today is the last opportunity to turn in your argumentative essays, along with your graphic organizers. Everyone had out of class time to work on these.  After 3:00 today, they are worth 50 points each.

As many folks have finished up, they will continue on with an exercise on denotation and connotation. (class handout / copy below)  This is due at the beginning of class on Wednesday.
Definition of Connotation vs. Denotation
Words can have several meanings. The literal meanings, the denotation, are direct, realistic, and often found in the dictionary. What the word suggests or implies, the connotation, is symbolic, culturally constructed, and often influences the interpretation of poetry or literature. For example, the denotations of the word snake might be "reptile," "scaly," or "without legs." Connotations of the word, however, might include "treachery," "evil," or "betrayal." Writers of nonfiction assume that the denotation of words will inform the meaning for readers. On the other hand, poets or fiction writers may instill meaning beyond the literal by using words with culturally rich connotations.


Denotation vs. Connotation
A word's connotation is all the association we have with it. For example:  "snake in the grass," the biblical serpent, the danger of poisonous snakes, our own fear of snakes, or a malevolent (evil, bad) person might be called "a real
snake"
 Connotation can depend on the person who hears the word and relates his or her own associations.
• A plumber might immediately think of a plumbing tool called a snake.
• A biologist might think of the rare Indigo Snake he felt lucky to see the past weekend.
 Some words, though, have shades of meaning that are commonly recognized.
• While "serpent" is literally a snake, the word "serpent" is usually associated with evil.
• In today's society, "politician" has somewhat negative associations, while "statesman" sounds more positive.

 For these conditions, first think of a word with a positive connotation, and then think of a word with a negative connotation.
condition
positive word
negative word
1.       Not as tall as most


2.       Careful with money


3.       Wanting to know



4.       Describe the difference between these words: house; home.

 For each pair of words, list the one that is positive in the “Positive Connotation” category and the one that is negative in the “Negative Connotation” category.
                                                                                    Positive                                         Negative
 5. gaze; stare
6. brainwash; persuade
7. delayed; tardy
8. lazily; leisurely
9. demand; request
10. gathering; mob
11. observe; spy
12. youthful; immature
13. irresponsible; carefree
14. unique; strange
15.. inexpensive; cheap
16. competitive; cutthroat
For each of the following denoted words, give a positive and negative connotation
                                                                                positive                                                negative
17. look steadily
18.  influence one way or another
19.  not on time
20. without haste
21.  ask of someone
22.  a large group
23.  to watch
24.  a young age
25.  not having a care
26. not commonly found
27. fairly priced
28. wanting to succeed



Monday, May 19, 2014

Monday, May 19 literary terms 2 test...argumentative essay due



In class today: Literary terms assessment (handed out last Monday)
     Finishing up the argumentative essay. This will be due at the beginning of class tomorrow. There are two components: the graphic organizer and the essay.

Note: every Monday, Tuesday and Thursday there is an ELA review after school.  This is bonus work for my students. Everyday gets you one point on your base grade.


Thursday, May 15, 2014

Friday, May 16 persuasive essay.

Due Monday, May 19...vocabulary test on rhetorical terms 2   (A copy of the words is on last Monday's blog)

In class: working on persuasive essay. Below is another copy. 
             Outline organizer for the your essay. Please fill in the organizer, before writing. This is to be turned in with your essay on Monday. (class handout / copy below)
Assignment due Monday, May 19. Think about a topic that you personally find important. This may be social, economic, political or environmental. You are to write an essay of no fewer than 400 words in which you make an argument to bring people around to your way of thinking. This should be three paragraphs. You are to employ all three rhetorical devices: logos, ethos and pathos. As well, you should incorporate either the technique of anaphora or epistrophe  and parallelism.  In case you are struggling for a topic, I have listed some suggestions below. As well, I have broken down the essentials you need to know to write an affective persuasive or argumentative essay. Please review, before beginning your paper. As always, if you write a careful outline, the paper will build itself.
What is an argumentative or persuasive essay? The argumentative essay is a genre of writing that requires you to investigate a topic and establish a position on the topic in a concise manner.

How should you organize your essay?
 
The structure of the argumentative essay is held together by the following:

1) A clear, concise, and defined thesis statement that  reviews the topic in a general way. It is essential that this thesis statement have a narrow focus. You are not writing a book.

2) Clear and logical transitions.
Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. (see sheet of transition words). Make sure to address a conflicting opinion, noting how it might not be well-informed.

3) A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.
This is where folks are struggling. Remember that this is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work. DO NOT REPEAT THE INTRODUCTION!


IF YOU NEED AN IDEA
1.         Should students have to wear uniforms?
2..        Should all American citizens have to complete a year of community service?
3..        Should students have to pass a basic skills test to graduate high school?
4.        Should prostitution be legalized and regulated by the government?
5.       Should large businesses and corporations be required to employ a number of minorities
                 proportionate to the population?

6.      Should college athletes be paid?

Review of rhetorical terms and techniques
anaphora-  (noun) repetition of a word or words at the beginning of two or more successive verses, clauses, or sentences.  Its purpose is to make the statement memorable, to emphasize an idea, thought or passage and to provide a linking thread.   Examples: “Every day, every night, in every way, I am getting better and better”
                                         “My life is my purpose. My life is my goal. My life is my inspiration.”
                                         “Buying nappies for the baby, feeding the baby, playing with the baby: This is what your life is    
                                         when you  have a baby.  
                                         “I want my money right now, right here, all right?”

epistrophe- (noun)- stylistic device that can be defined as the repetition of phrases or words at the end of the clauses or sentences. Its purpose is to make the statement memorable, to emphasize an idea, thought or passage and to provide a linking thread.
                      Examples: “The big sycamore by the creek was gone. The willow tangle was gone. The little enclave of
                                        untrodden bluegrass was gone. The clump of dogwood on the little rise across the creek–now
                                        that, too, was gone….


parallelism – (noun) - the use of components in a sentence that are grammatically the same; or similar in their construction, sound, meaning or meter. This method adds balance and rhythm to sentences giving ideas a smoother flow and thus can be persuasive because of the repetition it employs.
                         Examples: Like father, like son.
                                          The escaped prisoner was wanted dead or alive.
                                          Easy come, easy go.
                                         Whether in class, at work or at home, Shasta was always busy.
      
logos- (noun)- a mode of persuasion that uses logic and reason as a means to convince an audience of the presenter’s
                            argument.  
ethos-(noun)-a mode of persuasion that uses ethical appeal as a means to convince an audience of the author’s credibility or character.

pathos-(noun)- a mode of persuasion that uses emotion to convince an audience of the presenter’s argument.
               
Transitional Words & Phrases
Using transitional words and phrases
helps papers read more smoothly, and at the same time allows the reader to flow more smoothly from one point to the next.
Transitions enhance logical organization and understandability
and improve the connections between thoughts. They indicate relations,
whether within a sentence, paragraph, or paper.
This list illustrates categories of "relationships" between ideas,
followed by words and phrases that can make the connections:
Addition:
also, again, as well as, besides, coupled with, furthermore, in addition, likewise, moreover, similarly
When there is a trusting relationship coupled with positive reinforcement, the partners will be able to overcome difficult situations.
Consequence:
accordingly, as a result, consequently, for this reason, for this purpose,
hence, otherwise, so then, subsequently, therefore, thus, thereupon, wherefore
Highway traffic came to a stop as a result of an accident that morning.
Contrast and Comparison:
contrast, by the same token, conversely, instead, likewise,
on one hand, on the other hand, on the contrary, rather,
similarly, yet, but, however, still, nevertheless, in contrast
The children were very happy. On the other hand, and perhaps more importantly, their parents were very proactive in providing good care.
Direction:
here, there, over there, beyond, nearly, opposite, under, above,
to the left, to the right, in the distance
She scanned the horizon for any sign though in the distance she could not see the surprise coming her way.
Diversion:
by the way, incidentally
He stumbled upon the nesting pair incidentally found only on this hill.
Emphasis
above all, chiefly, with attention to, especially, particularly, singularly
The Quakers gathered each month with attention to deciding the business of their Meeting.
Exception:
aside from, barring, beside, except, excepting, excluding, exclusive of, other than, outside of, save
Consensus was arrived at by all of the members exclusive of those who could not vote.
Exemplifying:
chiefly, especially, for instance, in particular, markedly, namely,
particularly, including, specifically, such as
Some friends and I drove up the beautiful coast chiefly to avoid the heat island of the city.
Generalizing:
as a rule, as usual, for the most part, generally, generally speaking, ordinarily, usually
There were a few very talented artists in the class, but for the most part the students only wanted to avoid the alternative course.
Illustration:
for example, for instance, for one thing, as an illustration,
illustrated with, as an example, in this case
The chapter provided complex sequences and examples illustrated with a very simple schematic diagram.
Similarity:
comparatively, coupled with, correspondingly, identically, likewise, similar, moreover, together with
The research was presented in a very dry style though was coupled with examples that made the audience tear up.
Restatement:
in essence, in other words, namely, that is, that is to say, in short, in brief, to put it differently
In their advertising business, saying things directly was not the rule. That is to say, they tried to convey the message subtly though with creativity.
Sequence:
at first, first of all, to begin with, in the first place, at the same time,
for now, for the time being, the next step, in time, in turn, later on,
meanwhile, next, then, soon, the meantime, later, while, earlier,
simultaneously, afterward, in conclusion, with this in mind,
The music had a very retro sound but at the same time incorporated a complex modern rhythm.
Summarizing:
after all, all in all, all things considered, briefly, by and large, in any case, in any event,
in brief, in conclusion, on the whole, in short, in summary, in the final analysis,
in the long run, on balance, to sum up, to summarize, finally


Thursday, May 15....finishing King analysis, argumentative essay

Due Monday, May 19 vocabulary quiz on literary / rhetorical terms 2

Due Monday, May 19 argumentative essay (class handout/ copy below). If 

you are performing at the Lilac Festival or have an AP exam, your essay is

 still due on Monday. Plan on working on this over the weekend.



Due today by the end of class: analysis of King's speech. Remember that you are turning in only the response sheet, not the whole packet. 

There is a copy of this assignment on Tuesday's blog.

In class today: finishing up the rhetorical analysis of King's speech.
 
Essay Assignment due Monday, May 19. 
Think about a topic that youpersonally find important. This may be social, economic, political or environmental. You are to write an essay of no fewer than 400 words in which you make an argument to bring people around to your way of thinking. This should be three paragraphs. You are to employ all three rhetorical devices: logos, ethos and pathos. As well, you should incorporate either the technique of anaphora or epistrophe  and parallelism.  In case you are struggling for a topic, I have listed some suggestions below. As well, I have broken down the essentials you need to know to write an affective persuasive or argumentative essay. Please review, before beginning your paper. As always, if you write a careful outline, the paper will build itself.
What is an argumentative or persuasive essay? The argumentative essay is a genre of writing that requires you to investigate a topic and establish a position on the topic in a concise manner.

How should you organize your essay?
 
The structure of the argumentative essay is held together by the following:

1) A clear, concise, and defined thesis statement that  reviews the topic in a general way. It is essential that this thesis statement have a narrow focus. You are not writing a book.

2) Clear and logical transitions.
Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. (see sheet of transition words). Make sure to address a conflicting opinion, noting how it might not be well-informed.

3) A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.
This is where folks are struggling. Remember that this is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work. DO NOT REPEAT THE INTRODUCTION!


IF YOU NEED AN IDEA
1.         Should students have to wear uniforms?
2..        Should all American citizens have to complete a year of community service?
3..        Should students have to pass a basic skills test to graduate high school?
4.        Should prostitution be legalized and regulated by the government?
5.       Should large businesses and corporations be required to employ a number of minorities
                 proportionate to the population?

6.      Should college athletes be paid?

Review of rhetorical terms and techniques
anaphora-  (noun) repetition of a word or words at the beginning of two or more successive verses, clauses, or sentences.  Its purpose is to make the statement memorable, to emphasize an idea, thought or passage and to provide a linking thread.   Examples: “Every day, every night, in every way, I am getting better and better”
                                         “My life is my purpose. My life is my goal. My life is my inspiration.”
                                         “Buying nappies for the baby, feeding the baby, playing with the baby: This is what your life is    
                                         when you  have a baby.  
                                         “I want my money right now, right here, all right?”

epistrophe- (noun)- stylistic device that can be defined as the repetition of phrases or words at the end of the clauses or sentences. Its purpose is to make the statement memorable, to emphasize an idea, thought or passage and to provide a linking thread.
                      Examples: “The big sycamore by the creek was gone. The willow tangle was gone. The little enclave of
                                        untrodden bluegrass was gone. The clump of dogwood on the little rise across the creek–now
                                        that, too, was gone….


parallelism – (noun) - the use of components in a sentence that are grammatically the same; or similar in their construction, sound, meaning or meter. This method adds balance and rhythm to sentences giving ideas a smoother flow and thus can be persuasive because of the repetition it employs.
                         Examples: Like father, like son.
                                          The escaped prisoner was wanted dead or alive.
                                          Easy come, easy go.
                                         Whether in class, at work or at home, Shasta was always busy.
      
logos- (noun)- a mode of persuasion that uses logic and reason as a means to convince an audience of the presenter’s
                            argument.  
ethos-(noun)-a mode of persuasion that uses ethical appeal as a means to convince an audience of the author’s credibility or character.

pathos-(noun)- a mode of persuasion that uses emotion to convince an audience of the presenter’s argument.
               
Transitional Words & Phrases
Using transitional words and phrases
helps papers read more smoothly, and at the same time allows the reader to flow more smoothly from one point to the next.
Transitions enhance logical organization and understandability
and improve the connections between thoughts. They indicate relations,
whether within a sentence, paragraph, or paper.
This list illustrates categories of "relationships" between ideas,followed by words and phrases that can make the connections:
Addition:
also, again, as well as, besides, coupled with, furthermore, in addition, likewise, moreover, similarly
When there is a trusting relationship coupled with positive reinforcement, the partners will be able to overcome difficult situations.
Consequence:
accordingly, as a result, consequently, for this reason, for this purpose,
hence, otherwise, so then, subsequently, therefore, thus, thereupon, wherefore
Highway traffic came to a stop as a result of an accident that morning.
Contrast and Comparison:
contrast, by the same token, conversely, instead, likewise,
on one hand, on the other hand, on the contrary, rather,
similarly, yet, but, however, still, nevertheless, in contrast
The children were very happy. On the other hand, and perhaps more importantly, their parents were very proactive in providing good care.
Direction:
here, there, over there, beyond, nearly, opposite, under, above,
to the left, to the right, in the distance
She scanned the horizon for any sign though in the distance she could not see the surprise coming her way.
Diversion:
by the way, incidentally
He stumbled upon the nesting pair incidentally found only on this hill.
Emphasisabove all, chiefly, with attention to, especially, particularly, singularly
The Quakers gathered each month with attention to deciding the business of their Meeting.
Exception:
aside from, barring, beside, except, excepting, excluding, exclusive of, other than, outside of, save
Consensus was arrived at by all of the members exclusive of those who could not vote.
Exemplifying:chiefly, especially, for instance, in particular, markedly, namely,
particularly, including, specifically, such as
Some friends and I drove up the beautiful coast chiefly to avoid the heat island of the city.
Generalizing:
as a rule, as usual, for the most part, generally, generally speaking, ordinarily, usually
There were a few very talented artists in the class, but for the most part the students only wanted to avoid the alternative course.
Illustration:
for example, for instance, for one thing, as an illustration,
illustrated with, as an example, in this case
The chapter provided complex sequences and examples illustrated with a very simple schematic diagram.
Similarity:
comparatively, coupled with, correspondingly, identically, likewise, similar, moreover, together with
The research was presented in a very dry style though was coupled with examples that made the audience tear up.
Restatement:
in essence, in other words, namely, that is, that is to say, in short, in brief, to put it differently
In their advertising business, saying things directly was not the rule. That is to say, they tried to convey the message subtly though with creativity.
Sequence:
at first, first of all, to begin with, in the first place, at the same time,
for now, for the time being, the next step, in time, in turn, later on,
meanwhile, next, then, soon, the meantime, later, while, earlier,
simultaneously, afterward, in conclusion, with this in mind,
The music had a very retro sound but at the same time incorporated a complex modern rhythm.
Summarizing:
after all, all in all, all things considered, briefly, by and large, in any case, in any event,
in brief, in conclusion, on the whole, in short, in summary, in the final analysis,
in the long run, on balance, to sum up, to summarize, finally