Wednesday, February 28 ~ Let the annotation begin

WARM UP

SAT Vocab Word of the Day #17:

SOLICITOUS (adj) full of anxiety and concern

GRAMMAR - The semicolon (Continue J19)

Bedford 34-1 (p.402-403) a-e and 1-5


IMMIGRATION

Do you know these search tips?

• Journal 20: Using your research question, record 5-8 key words you will use in your search. Use at least two tricks from this link or this link.
• Always use keywords, not a sentence or a question.
• Use "" (quotations) around phrases such as "Wild Bill".
• * (asterisk) is a wildcard e.g. nurs* will search for nursing, nurses, nursed etc...
• In Google, - (minus) will exclude a certain word (-university).
• In a Google search, use ~ (tilde) to search for similar words (~college will also find university).
• Use a Google Advanced Search to limit your results to just .org (non-profit), .edu (educational institutions), or .gov (government) websites. This will also let you limit to a date range.
• Look at the references on sources you found helpful to lead you to more sources.

What is an Annotated Works Cited? It's basically a bibliography with very specific summaries.

How do I write an annotation? The purpose of the annotation paragraph is to inform the reader of the relevance, accuracy, and quality of the sources cited -- in short -- you are asked to comment on and/or explain why each source cited is useful. 

• WHO -- Who wrote it and why does this person have authority on the topic?
• WHAT -- What did it say? Summarize & comment on the article; compare or contrast this work with another you have cited -- does it agree or disagree? 
• WHY -- Explain why you think this article is a good addition to your research.  Also, comment on the intended audience -- who was the intended audience and most importantly why was it written.
• See an example here (10 sources for Honors, 6 sources for Regular)

HW: Begin your annotated works cited. Find and annotate two articles that relate to your research question.

Tuesday, February 27 ~ How to form a researchable question

WARM UP

SAT Vocab Word of the Day #16:

EXPUNGE (v) - remove by erasing or crossing out or as if by drawing a line

GRAMMAR - The semicolon
 Journal 19:
Bedford - Take notes on 34a-34c (pg. 398-401)

IMMIGRATION


Journal 17: A Recent History based on theSKIMM's timeline

1. List a few factors that have influenced U.S. laws over the last 50 years. 
2. Name at least three problems that lawmakers tried to solve with past laws.
3. What kinds of complications have made the laws hard to define and keep?

Journal 18: You are all exempt.

Click here if you need help forming your research question.

Heads up! Immigration vocab quiz on block day. Here is the quizlet. 

Monday, February 26 ~ The history of immigration

IMMIGRATION UNIT

• Discuss what you learned in the webquest.
• EQ: What is the current situation? Why is it so controversial and frustrating?

Notes: A LONG History based on a lecture

• History Lecture: Immigration History  1900-1999
• New Vocab: 
• Push Factors = Reasons to leave a country 
• Pull Factors = Reasons to enter a country.
• Today's lecture is taken from this source document. Click here for the power point.

Line to apply for the Bracero Program

Journal 17: A Recent History based on theSKIMM's timeline

1. List a few factors that have influenced U.S. laws over the last 50 years. 
2. Name at least three problems that lawmakers tried to solve with past laws.
3. What kinds of complications have made the laws hard to define and keep?

Journal 18

1. Based on what you've heard in class today, brainstorm with a partner. What are the major Push/Pull factors in today's immigration surge?  How have these factors changed over the last 100 years?
2. Write a paragraph explaining why this issue is so historically complex, emotionally charged and seemingly impossible to solve.

HW: Finish J17 & J18 AND bring a first draft of your research question on Tuesday. Click here if you need help forming your research question.

Block Day, February 22&23 ~ Can you pass the citizenship test?

QUIZ - Commas and Vocab.

Journal Check (Journals 11-15)

IMMIGRATION UNIT

EQ: What does it take to become a U.S. citizen?
A: For starters, you have to take a civics test.

• The actual test is in English.  
• The civics test is NOT a multiple choice test, so you need to study the correct answers.
• During the naturalization interview, a USCIS (United States Citizenship and Immigration Services) officer will ask you up to 10 questions from the list of 100 questions in English. 
• You must answer correctly 6 of the 10 questions to pass the civics test.
• Your turn! Click here to practice the Civics Test portion.

Journal 16: Immigration & Citizenship Webquest

• Directions: Each page of the webquest has at least one question. Keep track of these in your Immigration Notes under Journal 16. (You will need to click on the links provided for each page in order to answer the question.)
• Click here to get started.

HW: Finish J16

Wednesday, February 21 ~ Immigration

WARM UP

SAT Vocab Word of the Day #15:

PENCHANT (n) - a strong liking

FYI: QUIZ on Block - Commas and Vocab

IMMIGRATION UNIT

• Discussion: Go over Journal 13. Do you agree with your parents? 
• Journal 14: Immigration Vocab
• Carousel Vocabulary - Use the definitions hung around the room to record your own summarized definitions of some basic vocabulary before we continue to discuss the history of immigration in the U.S. BTW- This is testable material. 
• Quiz - Now finish your journal by recording your score to this quiz to see how much you really know about the issue (Don't worry, it's not for a grade, just to open our eyes about the complexity of the issue).

HW: Journal 15: Brainstorm at least three research questions that you would consider using for your coming Immigration Research Project.

Study your commas and vocab.

Journal check on Block. (Journals 11-15)

Tuesday, February 20 ~ What do you know about immigration?

WARM UP

SAT Vocab Word of the Day #14:
OBFUSCATE (v) - make unclear

FYI: Comma and Vocab QUIZ on Block

GRAMMAR

Comma Practice


IMMIGRATION UNIT

• EQ: What question would you like to answer in your coming research? 
• Today we begin learning the background information for our new book, Across a Hundred Mountains by Reyna Grande. It is about a girl who gets entangled in the immigration process between Mexico and the U.S.

Journal 11: The Story I Know
(EQ) What do you already know about the issue of Mexican-American Immigration?

 
















 


Journal 12: My Opinion 
Is the U.S. responsible to help people in need from other countries? Why/Why not?


















Continue your journal as you view a quick intro video from the BBC.



HOMEWORK

• Journal 13: Parent Interview ~ Talk to your parents or any other adult about immigration. Record their thoughts on the issue. 
• Make sure you can access the book on esco or buy a book if you want to keep your hard copy (Across a Hundred Mountains by Reyna Grande ISBN 978-0-7432-6958-2).

Block Day, February 14&15 ~ You're back on ICE

POETRY

Let's take another chip at the ICE!

FYI: QUIZ - commas and vocab on Block next week!

HOMEWORK
Nope!

Tuesday, February 13 ~ Analysis of a different kind

WARM UP

SAT Vocab Word of the Day #13:

MUNIFICENT - (adj) - very generous

 GRAMMAR

Comma Practice

POETRY

What the evangelist should have said

 

Monday, February 12 ~ You thought the ICE was behind you

WARM UP

SAT Vocab Word of the Day #12:

LACONIC (adj) brief and to the point.


POP QUIZ - commas

ICE - revisions

Block Day, February 8&9 ~ Ice, ice baby...

In Class Essay today!

You need:

• Paper 
• Pen or pencil
• Journal

Good luck!

HOMEWORK
Nope!

Wednesday. February 7 - Gearing up for ICE

WARM UP

SAT Vocab Word of the Day #11:
IMPETUOUS (adj) - acting quickly and angrily without thinking

GRAMMAR - comma
Bedford - p. 390, Exercise 32-5 (1-5)

POETRY - Sonnet and Villanelle Analysis
 FYI: ICE on Block

Review

How do I quote lines from poetry?
What will the prompt look like?
Which tense should I write in? The answer is......PRESENT!

Quoting Poetry

If the piece of poetry you are quoting crosses multiple lines of the poem itself, you may still type them in your text run together. Show the reader where the poem's line breaks fall by using slash marks.

In his poem, "Mending Wall," Robert Frost writes: "Something there is that doesn't love a wall,/ that send the frozen-ground-swell under it" (42-44).

If the quotation is three lines or longer, set it off like a block quotation (see above). Some writers prefer to set off two-line verse quotations for emphasis. Quote the poem line by line as it appears on the original page. Do not use quotation marks, and indent one inch from the left margin.

In his poem "Mending Wall," Robert Frost questions the building of barriers and walls:

    Before I built a wall I'd ask to know
    What I was walling in or walling out,
    And to whom I was like to give offense. (45-47)

The Directions and the Prompt

• You will be given two poems.
• Read both. As you read, consider how the author creates meaning through the elements within the text. 
• Consider the areas you might want to examine to find EVIDENCE to support your interpretation or thesis. For example: 

1. evidence such as facts or direct wording
2. stylistic or persuasive elements such as word choice or appeals to emotion to add power to the ideas expressed.
3. structural features such as punctuation or rhyme schemes/structures
4. poetic devices 

Write a 5 paragraph essay in which you explain what the poem means and how you know what that meaning is. Your essay should not explain whether you agree or disagree with the message of the poem, but rather explain how the poet clearly states his/her message.

  
Thesis
     Contest
                   Although the Greek heroes were often demigods and quite selfish,
          Assert
                   they do have some major similarities with the typical modern hero
          Because
                    because they share the traits of self-sacrifice, loyalty and courage.

Paragraph Structure
 

Topic Sentences	T: The topic sentences lets the reader know what your subject is and what you are going to prove.  Never use "I" or talk about the essay/paragraph in this sentence. Always include a key word that correlates to the list in your thesis.
Introduce Evidence	I: After the topic sentence, you should introduce  the context of your evidence (or quote).
Evidence          (this could be a quote           or logical reasoning)	E: In a Literary Response essay this is the quote that demonstrates your point.
Discuss (aka commentary)	D: You must discuss how the evidence is important in proving your assertion from the thesis. Always button up your evidence on the thesis...never let your evidence speak for itself.

To incorporate more evidence, repeat the IED portions...TIEDIED or for a large body paragraph TIEDIEDIED. Extra Discussion sentences are good too.

If time, let's discuss J10 and write a couple of practice thesis statements.

HOMEWORK: 

• Bring paper and a pen or pencil. 
• Bring your journal.

Tuesday, February 6 ~ Sonnets

WARM UP

SAT Vocab Word of the Day #10:

HAPLESS (adj) - deserving pity, unfortunate

GRAMMAR - commas

Bedford - p.383 (32f, g, h, i, j) - Record the rules and take some notes
Exercise 32-4 (1-5)


Journal #10- Sonnet Analysis - On Your Own
*You will practice analyzing a sonnet below. For each poem, write a 1/2 page analysis that includes:
1) Is this sonnet an Italian or British style sonnet?
2) What poetic devices are present (name at least five) and how do they affect the speed and rhythm of the poem?
3) Where is the volta (turn) and what is the conceptual relationship shown by the structure?

• Christina Rossetti
• Robert Frost
• Here are a couple from Mr. Reno (choose 1)

 HOMEWORK: Finish Journal 10 - There will be a check for Journal 10 tomorrow, Wed., Feb. 7!

Monday, February 5 ~ Sonnets

WARM UP


SAT Vocab Word #9 - (adj) - GARRULOUS - talkative, someone who talks just for the sake of talking, full of trivial conversation

GRAMMAR - commas

Bedford p. 378, 32e - take notes on this new rule
Exercise  32-3 on p. 382 - We will go over as a class

POETRY - sonnets

Terms to consider:

• iambic pentameter
• volta 
• rhyme scheme
• sonnet
• stanza
• couplet
• octave
• sestet
• quatrain 

• EQ: What is the difference between an Italian vs. a British sonnet? 

  

Here are a couple of examples.... Notice the Iambic Pentameter.

Italian Sonnet aks Petrarchan Sonnet

 British Sonnet aka Shakespearean Sonnet

Sonnet 130 by William Shakespeare

 Quatrain 1
     My mistress’ eyes are nothing like the sun;  A
     Coral is far more red than her lips’ red;   B
     If snow be white, why then her breasts are dun;   A
     If hairs be wires, black wires grow on her head.  B

Quatrain 2
     I have seen roses damasked, red and white,  C
     But no such roses see I in her cheeks;  D
     And in some perfumes is there more delight  C
     Than in the breath that from my mistress reeks.  D


Quatrain 3
     I love to hear her speak, yet well I know  E
     That music hath a far more pleasing sound;  F
     I grant I never saw a goddess go;  E
     My mistress when she walks treads on the ground.  F


Couplet
     And yet, by heaven, I think my love as rare  G
     As any she belied with false compare.  G


Guess the sonnet. Is it British or Italian?


 
HOMEWORK
Nope!

Block Day, February 1&2 ~ Mad Girls and Commas

WARM UP

SAT Vocab Word of the Day #8:

FORTUITOUS (adj) - lucky

GRAMMAR - commas

• Journal 6 (cont.)
• Bedford p. 376
• Take notes on 32c and 32d
• Complete Exercise 32-2 on p. 378 (a-e) and (1-5)

*West's class will have a journal check while you are taking grammar notes.

POETRY - The Villanelle

Mad Girl's Love Song

I shut my eyes and all the world drops dead;
I lift my lids and all is born again.
(I think I made you up inside my head.)

The stars go waltzing out in blue and red,
And arbitrary darkness gallops in:
I shut my eyes and all the world drops dead.

I dreamed that you bewitched me into bed
And sung me moon-struck, kissed me quite insane.
(I think I made you up inside my head.)

God topples from the sky, hell's fires fade:
Exit seraphim and Satan's men:
I shut my eyes and all the world drops dead.

I fancied you'd return the way you said.
But I grow old and I forget your name.
(I think I made you up inside my head.)

I should have loved a thunderbird instead;
At least when spring comes they roar back again.
I shut my eyes and all the world drops dead.
(I think I made you up inside my head.)

--Sylvia Plath

Journal 9 - Consider the following and write

• How do you know what the poem means considering the devices and structure? (Find at least five devices that you believe the author intentionally used to emphasize her theme.)
• What is the effect of the refrain (repeating line) in the poem?
• Does the meaning of that refrain line change each time it is repeated?

Extra Credit Opportunity: If you would like to use your own short story or write a Villanelle poem to enter a contest, I will give you up to five points of extra credit upon seeing the work and proof of your entry application. Click here to see a few contests that you could go for.