vocab make-up option. due Tues Sept 4

If you received less than 2.0 for the vocabulary lesson 2 homework (talking back to the book), you may still receive some credit for this assignment–if you submit the completed assignment to me by the start of your Tuesday class (Sept 4).  The highest score you can receive is a 2.0, which represents the category called “developing.”  In other words, your performance for this assignment is developing; it has not reached proficiency because that idea includes the ability to meet a deadline.

You will not always have such a chance to make up for a missed deadline, but at the  beginning of the year, I want to give you the benefit of the doubt, while everyone adjusts to the new academic year and its multitudinous responsibilities.  I sometimes imagine the start of the year, as if I were in Pennsylvania Station, the bustling train terminal in the heart of Manhattan, NY.  I am carrying my bags in both hands, checking the schedules overhead, hearing announcements over the public address system, bumping into other travelers–all the while worrying whether or not I will make my train on time.  Starting school sometimes feels like this to me, and, I imagine, to other people, too.  Given these feelings, it seems reasonable to give you the benefit of the doubt for this vocabulary assignment.  I want you to learn new words, and even more importantly, to learn how to make your train on time.

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agenda. Fri Aug 31

To the end of your “11-sentence” draft, in this order, include the full pledge and a copy of the content writing rubric.  If you have received help from classmate, relative, friend, or anyone else, be sure to acknowledge the helper(s)—by naming them and their specific contribution.

After you have included these items, and given the essay a last proofreading, submit your draft to TURNITIN.

As you proofread, use the following examples to help you punctuate quotations:

(comma) The narrator begins by saying, “I was invited to the wedding” (74).

(no comma) The narrator remarks that the wedding events created “not only drama, but also a puzzle” (75).

(colon) In trying to explain her own experience, the narrator provides this information:  “I ran into her in the spa” (76).

daily. due Fri Aug 31 (updated Thurs Aug 30)

Complete, but do not submit, a full draft of an “11-sentence” paragraph on the topic of the more significant self-discovery.  For guidance, use the “11-sentence” paragraph instructions and the content writing rubric, both found in the Raw Materials page of this blog.

Special Note: 

Given the three-part nature of the “11-sentence” paragraph, I recommend you devote two of the essay’s parts to the character who makes the more significant self-discovery and one to the character from the other story.  You decide how best to  arrange these three parts.  For example, you can use a 2-1, 1-2 or a 1a-1b-1a sequence.  Another option, which presents unique challenges, is to include quotations or examples from each story in all three parts.

agenda. Wed/Thurs Aug 29/30

Conferences with other half—to explain yellow highlights

Email CONFERENCE SUMMARY to bill.brown@hies.org

“today we addressed these issues . . .”

Others start story—from writing prompts column (general writing prompts on blog)

Which story do you prefer—W or TL?  Why?

Write 5-sentence answer (included on story draft)

From “general writing prompts,” choose a first sentence for your original story

Consider conflict and characterization (max 1000 words)

If you want, read one story from Rhyme and Reason

 

                                    Notice dialogue punctuation and paragraphing

EMAIL PROGRESS at end of class:  “Story 1”

daily.due Wed/Thurs Aug 29/30

Using the description of an “11-sentence” paragraph (see Raw Materials), make an idea outline of your answer to the question about significant self-discovery.

For this assignment, an idea outline means you use short phrases for each line of the outline, rather than complete sentences.  This basic, bare-bones outline organizes the sequence of your ideas and supporting evidence.

 

Have this outline available for review on your computer screen.

agenda. Tues Aug 28

Vocabulary workbooks returned at start of class, with explanation of assessment for chapter two assignment–i.e., talking back to the book.

Reactions to using Inspiration’s diagramming feature

__________________

1. Group by answer to current question:

Which character, from “War” of “Torn Lace,” experiences the more significant self-discovery?  What details in the stories bring you to this conclusion?

2. Within your group, reach consensus on (a) main reasons for your choosing this story over the other and (b) details* from both stories that support those reasons

*  in identifying the stories’ details, refer to at least three from this list of terms

characterization, conflict, climax, reversal, irony, themes, point of view

3. As a group,with everyone encouraged to contribute, create a basic, legible diagram of your reasons and details on the designated white board.  Be prepared, as a group, to explain the diagram.

daily. due Tues Aug 28

Before Tuesday’s class, use the program called “Inspiration” to diagram* your ideas for the next writing:

Which character, from “War” of “Torn Lace,” experiences the more significant self-discovery?  What details in the stories bring you to this conclusion?

*Notice I have said “diagram” rather than “outline;”  the Inspiration software allows both processes.

Also, note that this question requires you to determine how you will measure significance of a story’s event.

agenda. Mon Aug 27

review week’s schedule; review policy for missed deadlines, including email explanation of late submission

review your answers, marking the one answer that gives you the least confidence; share that question and your reasons with partner(s)

read “Torn Lace” aloud, together—with an ear for details related to your challenging question

underneath your current answer, write at least one sentence confirming or revising your previous answer, including a pertinent detail

introduce next writing—about “War” and “Torn Lace”

Which character, from “War” of “Torn Lace,” experiences the more significant self-discovery?  What details in the stories bring you to this conclusion?

daily. due Mon Aug 27

Tags

make inferences, provide examples, shape meaningful schema

Before the start of Monday’s class, use TURNITIN to submit your answers–of at least three sentences each–to the identified questions about Pardo Bazan’s short story, “Torn Lace” (WL 73-78).  When the question uses a term in bold font, be sure to read that term’s definition in the “Glossary of Literary Terms” (811-823).  Please copy each question onto your document, before composing your answer.  Thank you.

If anyone other than yourself has contributed to your answers, clearly acknowledge that person, in writing.  For example, “I would like to acknowledge Harvey Schmaltz’s help with question 5.”

UNDERSTANDING THE STORY

2. Why does the author have the narrator imagine the wedding scene in such detail?

5. What is the epiphany in this story, and what does it reveal to whom?

7.  Why is “Torn Lace” an appropriate title for this story?

 

ANALYZING LITERARY TECHNIQUE

1. From whose point of view is this story told?  What does the point of view contribute to the story?

2. How does the author reveal Bernardo’s character in this story?

3. To what extent, if any, is the author’s use of an epiphany an effective literary device in this story?

agenda Fri Aug 24

review weekend homework questions for “Torn Lace”

 

due to TURNITIN before Monday’s class

 

submit vocab workbooks for assessment of “talking back to the book”

 

public art project