MR. MOORE'S HOMEWORK PAGE:
a scrolling down experience.... :) :) :)
(THIS IS NOT ROCKET SCIENCE!!)
** OVERVIEW & INFO. at the TOP, THEN SCROLL DOWN
... HW BELOW. CHECK THE HW PAGES EVERY DAY!!!!**
**** CONTENTS KEY, THE ORDER OF ITEMS....
(JUST *** SCROLL DOWN *** TO FIND.... REORGANIZED 9/08 :)
* FIRST, VARIOUS NOTES .... HW POLICIES, HONOR, ETC.
*** HOMEWORK FOR ENGLISH 10 [CHECK BELOW EVERY DAY--will be in RED]
*** HOMEWORK FOR AP LANG. [CHECK BELOW EVERY DAY--will be in BLUE]
* ENGLISH 10 OVERVIEW [COURSE DESCRIPTION]
* ENGLISH AP LANG. OVERVIEW [COURSE DESCRIPTION]
* LAST, FIND the CAST STUDY GUIDE tips, incl. the THEME "formula."
** CONTACT DURING SCHOOL DAY:
or 288-8590 x-833 (checked occasionally)
** HONOR NOTE:
Students are expected, of course, not to violate the Honor Code—no plagiarism
of each other's work or from the Internet, no cheating, etc. Remember the Honor Assemblies.
ASK if you have ANY questions at all about this. Remember Honor.
** HOMEWORK NOTE:
Homework is assigned to students in class. If a student is absent or uncertain about homework, he or she should first check the assignments on the HW site--or call a reliable friend, or email me. Students should do HW completely independently, after which they may "troubleshoot" fine points with others. No written work, of course, is to be copied from others or from the Internet. Remember Honor. "Team" assignments would be the exception. Remember to bring all books and HW to class.
** THE U.S. WRITING CENTER:
For several years in the GDS Upper School we have offered the Writing Center, organized and staffed by the English Department; we hope students will make frequent use of the Center for writing help and advice. I am available for writing conferences, usually right after school; students keep writing folders of their work for this purpose.
[ NEXT WILL COME THE ENG. 10 HW....THE ENG. 10 OVERVIEW IS AFTER THE HW'S]
AND THEN THE AP LANGUAGE HW.... THE AP OVERVIEW IS AFTER THE HW'S ]
*** ENGLISH 10 HOMEWORK: SUBJECT TO CHANGE DEPENDING ON CLASS
PROGRESS AND NEEDS.... STUDENTS SHOULD ALWAYS BRING BOOKS AND HW ASSIGNED TO CLASS.
STUDENTS ARE EXPECTED TO FOLLOW THE *HONOR CODE* AT ALL TIMES, ON MAJOR AND
MINOR ASSIGNMENTS. WRITTEN WORK, INCLUDING STUDY GUIDES, SHOULD BE
COMPOSED *INDEPENDENTLY* BY STUDENTS--NOT COPIED FROM INTERNET OR OTHER
STUDENTS, ETC. AGAIN, ASK if you have ANY questions at all about this.
FIRST SEMESTER, 2008
WELCOME BACK, ALL!! I'M LOOKING FORWARD TO WORKING WITH YOU. -MR. M
** NOTE: EXTRA-GRADED OPTIONS FOR INDEPENDENT LEARNING: ONE PER QUARTER ALLOWED.... ASK PLEASE.
** YOU MUST KEEP YOUR WRITING FOLDER SAFE, WITH ALL CONTENTS THERE!!
....
WEEK OF 11/3
FOR MON. 11/3-- in Story & Structure READ UPDIKE'S "A&P", PP. 633-639: TRACE "DRAMATIC STRUCTURE" of conflicts, developments, issues, themes. READ ACTIVELY W/ PENCIL IN HAND: circle names, mark important details/ passages, ????, etc. THINK THROUGH THE ISSUES/ POSS. THEMES. BRING BOOK OF COURSE--"BOOK CHECK !!!"
FOR TUES. 11/4 [ PARENT-STUDENT CONFERENCES + ELECTION DAY !! ]
FOR WED. 11/5-- review/ catch up w/ "A&P" story (as above) BRING BOOK TO CLASS--your own or borrowed.
FOR THURS. 11/6-- cont. your review and analysis of the "A&P" story!! go into great DEPTH. circle hard vocab. words too!!
FRI. 11/7-- same IN DEPTH reading, with ACTIVE PENCIL for new story: GORDIMER, "ONCE UPON A TIME," PP. 162-168
WEEK OF 11/10
FOR MON. 11/10-- MORE IN DEPTH reading, AGAIN ACTIVE PENCIL: JACKSON, "THE LOTTERY," PP. 193-201 [LONGER--start early]
why does the town have this kind of lottery ritual? how did it start? why does it continue? what is jackson's big point/ theme? consult/ think deeply about the questions accompanying the story.....
FOR TUES. 11/11-- OK, we have lots to continue exploring/ analyzing/ understanding/ appreciating about our current stories: from raymond carver's "popular mechanics" (read aloud in class) and john updike's "A&P" to the current story by shirley jackson, "the lottery." SO, YES, IT'S A CATCH-UP/ REVIEW/ CHECK THE "LOTTERY" QUESTIONS IN-DEPTH, ANALYZE, THINK MORE DEEPLY NIGHT. :) REMEMBER TO ANALYZE/ THINK THROUGH THE "CAST" (characters, actions, settings, themes) approach to ANALYZE/ understand/ SYNTHESIZE/ appreciate each story more fully. NOW, REALLY, TAKE ADVANTAGE OF THIS OPPORTUNITY !!
FOR WED. 11/12-- 1) of course be an expert on CAS(T) for " The Lottery" 2) oops--REVIEW "Once Upon a Time" (S. African story) again: we didn't work on that story in enough detail, so CAS(T), etc. 3) fresh meat, i mean reading: Ernest Hemingway, "Hills Like White Elephants," pp. 210-215, incl. CAS(T) + thinking through the questions.... be a literaray detective: figure out from evidence what the couple is arguing about.
FOR THURS. 11/13-- GOSH !! another REVIEW EVERYTHING/ KNOW IT REALLY WELL/ THINK INTO IT IN DEPTH NIGHT: SO, be sure to know CAS(T) for... A&P, ONCE UPON A TIME, THE LOTTERY, AND HILLS LIKE WHITE ELEPHANTS. (see above as needed) ALSO FIND YOUR CATCHER
IN THE RYE NOVEL BY JD SALINGER !! :) :)
FOR FRI. 11/14-- 1) continue to review/ be an expert on the 4 stories.... 2) ONE NEW STORY TO READ & ANALYZE FOR CAS(t): K. MANSFIELD, MISS BRILL, PP. 117-121. work hard at figuring out the ending & consult/ think through the queStions. THINK OF MISS BRILL AS YOUR GRANDMOTHER; would you want her to end up like this? would you want her treated like this?
WEEK OF 11/17
FOR MON. 11/17-- 1) MEGA-QUIZ ON THE 5 STORIES: you should know CAS(t)--meaning Characters (names/ spellings, who they are, their issues, etc.), Actions (plot, what happened, who did what, etc.), Settings (main location/ country, specific location/ city or town, when possible, particular houses & environments, etc.), and Themes (reasonable interpretations of general ideas/ morals the author seems to be showing to careful/ thoughtful readers--practice your "theme formula" statement on each story/ see all the way below for review of that if needed) ...AND OF COURSE BRING YOUR *THE CATCHER IN THE RYE* (by Salinger) NOVEL !!
UPDATE: EXAM PREVIEW FROM LAST WEEK.... hope this helps. :)
our big deal is theme thinking/ interpretation
(see last ex. on my HW page--scroll all way to bottom).
* we are about to start reading *the catcher in the rye* novel as our last
book of the term--and that will be the big themes essay on the exam. (50)
* we will also have a poetry analysis on the exam:
meanings/moods/feelings and the uses of literary techniques. (20)
* we will probably have a modest amount of points for some grammar. (10)
we will have significant points for clean proofing/editing, (20)
ESTIMATED POINTS in parentheses above;
these are not set in stone, but are close.
the big challenge for all is reading *catcher* carefully,
and then being able to stick-to-it when writing the themes essay.
FOR TUES. 11/18-- * THE CATCHER IN THE RYE *-- READ CAREFULLY & THOUGHTFULLY CHAPS. 1-2, PP. 1-16.
USE YOUR WRITING UTENSIL/ HIGHLIGHTER ACTIVELY: names, conflicts-problems, important info., questions!!
use all your S.S. interpretation skills on the novel.... DO NOT FALL BEHIND: read read read. :)
FOR WED. 11/19-- hmmmmmmmmm.... OK, catch up/ review/ get ahead night: be sure to have expert knowledge of chaps. 1-2,
and be wise and start chap. 3. read actively with pencil in hand.... NOTE: we will not have time for more random catch up nights!!
FOR THURS. 11/20-- moving ahead in CATCHER, READ CAREFULLY/ ACTIVELY CHS. 3 & 4: remember to circle and learn the names and issues of the new characters introduced.... plus the usual CAS(T). come to class with your questions please. :)
FOR FRI. 11/21-- in CATCHER, READ CAREFULLY/ ACTIVELY CHS. 5 & 6 (shorter than usual): remember to circle and learn the names and issues of the new characters introduced.... plus the usual CAS(T). BIG REVELATIONS TONIGHT!! stay on top of the reading.
OH, AND BRING YOUR BEDFORD HANDBOOK TO CLASS ALSO. :)
WEEK OF 11/24 [two days of classes--then T.giving break]
FOR MON. 11/24-- CATCH UP AS NEEDED... THEN READ CAREFULLY, IN-DEPTH CHAPS. 7 - 8 - 9 (to P. 66). BE WELL-PREPARED! ALSO, BRING THE BEDFORD HANDBOOK, PLUS CATCHER.... DOUBLE BOOK CHECK !! :)
FOR TUES. 11/25--
[ NEXT WILL COME THE AP LANGUAGE & COMPOSITION HW. AT THE END ARE THE
ENG. 10 AND AP COURSE DESCRIPTIONS, AND A CAST STUDY GUIDE REVIEW .]
**** AP LANGUAGE & COMP. HOMEWORK: SUBJECT TO CHANGE
DEPENDING ON CLASS PROGRESS AND NEEDS.... STUDENTS SHOULD ALWAYS BRING BOOKS AND HW ASSIGNED
TO CLASS. STUDENTS ARE EXPECTED TO FOLLOW THE *HONOR CODE* AT ALL TIMES, ON MAJOR AND MINOR
ASSIGNMENTS. WRITTEN WORK, INCLUDING STUDY GUIDES, SHOULD BE COMPOSED *INDEPENDENTLY* BY STUDENTS--
NOT COPIED FROM INTERNET OR OTHER STUDENTS, ETC. AGAIN, ASK if you have
ANY questions at all about this.
FIRST SEMESTER, 2008
WELCOME BACK, ALL!! I'M LOOKING FORWARD TO WORKING WITH YOU. -MR. M
** NOTE: EXTRA-GRADED OPTIONS FOR INDEPENDENT LEARNING: ONE PER QUARTER ALLOWED.... ASK PLEASE.
** YOU MUST KEEP YOUR WRITING FOLDER SAFE, WITH ALL CONTENTS THERE!!
....
WEEK OF 11/3
FOR MON. 11/3-- OK--NEW PLAN: ORGANIZE ALL THE READING INTO A 3-PART, 3-PAGE STUDY GUIDE WITH A PAGE EACH FOR "NATIVE AMERICANISM" + "PURITANISM" + RATIONALISM"-- THEN LIST SOURCE READINGS WITH AUTHORS & TITLES (FROM N.A. POEMS TO USL TO INTERNET) FOR EACH CATEGORY.... AND LIST VALUES, PHILOSOPHIES, ATTITUDES, ASSUMPTIONS, IDEAS FROM EACH OF THESE 3 PHILOSOPHIES.... THEN CONSIDER TO WHAT EXTENT YOU AGREE/ DISAGREE WITH EACH OF THESE 3 WORLD VIEWS . :) :) :) [EVALUATION ESSAY COMING UP....]
FOR TUES. 11/4 [ PARENT-STUDENT CONFERENCES + ELECTION DAY !! ]
FOR WED. 11/5-- CONT. adding details/ exs. to the TRIPLE STUDY GUIDE (as above) + small fourth category of "Planters" (Plantation founders) Columbus & John Smith. CLARIFICATION: take whatever notes would be useful to you for each of the sources in the three categories + planters, etc. REMEMBER: the goal is to know the authors, titles, ideas, and examples from the sources. (go back through the HW assignments to get reading text sources, etc. ) DO A GOOD JOB in order to be prepared for the EVALUATION ESSAY.
FOR THURS. 11/6-- cont. build and review your THREE PHILOSOPHIES study guide, as above. go into DEPTH. KNOW your sources/ examples.
FRI. 11/7-- MORE STUDY GUIDE, as above, FOCUSING ON IDEAS-AUTHORS-TEXTS-BALANCED EVALUATIONS OF THE THREE "PHILOSOPHIES".... COOK UP YOUR QUESTIONS PLEASE, PERHAPS FOCUSING ON RATIONALISM.
WEEK OF 11/10
FOR MON. & TUES. 11/10 & 11/11 -- IN-CLASS EVALUATION ESSAY ON THE 3 PHILOSOPHIES (NO NOTES, HAND-WRITTEN). BRING DARK PENS, & PAPER (AGAIN--NO NOTES). REMEMBER TO LEAVE FULL LEFT & RIGHT MARGINS ON YOUR ESSAY PAPER. YOU MUST KNOW THE THREE PHILOSOPHIES--BE PREPARED--BUT I MAY ASSIGN JUST TWO TO BE WRITTEN ABOUT (AGAIN, PREPARE ALL THREE). HERE'S THE ROUGH PROMPT (READ THE ACTUAL PROMPT CAREFULLY MONDAY): "CONSIDERING THE THREE PHILOSOPHIES--NATIVE AMERICANISM, PURITANISM, AND RATIONALISM--EVALUATE TO WHAT EXTENT YOU FIND EACH RELEVANT, MEANINGFUL, AND PRACTICABLE FOR OUR LIVES AND THE WORLD OF THE 21ST CENTURY." BINGO!! THERE YOU HAVE IT, SO FAR.... BEST WISHES. :) :) :)
FOR WED. 11/12-- TAKE A NIGHT OFF AFTER YOUR TREMENDOUS EFFORTS TO PREPARE FOR AND EXECUTE THE BIG ESSAY ON EARLY AMER. PHILOSOPHIES AND THEIR POTENTIAL RELEVANCE--OK ?? :) DO LOOK AHEAD TO NEXT ASSIGNMENTS, AND CHECK YOUR SCHEDULE OF THE WEEK, TO DETERMINE IF YOU SHOULD GET AHEAD TONIGHT... TO HAVE MORE TIME LATER IN THE WEEK?? SH/ GAMING OPPORTUNITIES IN CLASS !!
FOR THURS. 11/13-- 1) REVIEW S&W, PART I--esp. the principles we've not discussed 2) start S&W, PART II, PRINCIPLES, #12-16, PP. 15-22: VERY HELPFUL WRITING SKILLS FOR STRENGTHENING YOUR SENTENCES.... BRING THE ONE BOOK.
FOR FRI. 11/14-- 1) REVIEW S&W, PART II, AS ABOVE.... 2) RE-REVIEW YOUR AP WORK BOOK GLOSSARIES !! (REALLY--DO IT & HAVE ??) SO... BRING THE TWO BOOKS. :)
WEEK OF 11/17
FOR MON. 1/17-- AS FOR FRIDAY + IN 40 MODEL ESSAYS, PREVIEW THE TABLE OF CONTENTS (noting rhetorical concepts) and PREVIEW THE GLOSSARY (figuring out what it has that the AP workbook does not). thus TRIPLE BOOK CHECK MONDAY !!! (REALY)
[ UPDATE--REMINDER ON DEADLINES: IF YOU WANTED TO SHOW ME YOUR THOROUGH. THOUGHTFUL SG ON THE 3 PHILOSOPHIES, LAST WEEK WAS THE TIME--BUT I WILL ACCEPT VIEWING SOME TODAY AND THE REST TOMORROW/ final deadline. grades are running 9's and 10's so far.... ALSO, X-GRADED WORKS ARE COMING TO DEADLINES: 1) FREE-WRITING JOURNAL (10 PP. dep. on handwriting size) DUE BEFORE T.GIVING BREAK 2) OTHER PROPOSED PROJECTS DUE SHORTLY AFTER BREAK.... FINALLY, REQUIRED REWRITES (or independent writing project if all A's so far) DUE IMMEDIATELY AFTER BREAK. please enter these dates in your SCHEDULES/ AGENDAS!! ]
FOR TUES. 11/18-- bring all 3 books.... READ IN 40 MODEL ESSAYS (FME), PP. 1-10 IN INTRO., WITH SPECIAL ATTENTION TO "CRITICAL READING ," PP. 3-5, AND THE SAMPLE ESSAY BY ASCHER, "tHE BOX mAN," PLUS THINK THROUGH THE QUESTIONS !! have we had a pop quiz recently?? [ LAST DAY to show thorough/ thoughtful SG--see above-- for quiz grade ]
FOR WED. 11/19-- OK--3 BOOKS, REALLY. IN 40 ME, READ SUPER INSIGHTFULLY/ "CRITICALLY" (REVIEW PP. 3-5) THE ESSAY BY A. QUINDLEN, "HOMELESS," PP. 104-107, WITH GOOD ATTENTION TO THE QUESTIONS TOO....
FOR THURS. 11/20-- 3 books cont. in class. also in 40 ME, READ CAREFULLY/ "CRITICALLY" (REVIEW PROCEDURES ON PP. 3-5) THE ESSAY "DUMPSTER DIVING," PP. 182-185, WITH GOOD ATTENTION TO THE QUESTIONS TOO....
FOR FRI. 11/21-- ONE BOOK FOR this CLASS: READ IN DEPTH AND CAREFULLY IN 40ME Jonathan Swift's alarming, clever essay "A MODEST PROPOSAL," pp. 356-364 (plus skim the QUESTIONS following, pp. 364-366). this is LONGER than we're used to, so don't wait until the last minute to read. ALSO, this is a sneaky essay--see if you can figure out what it is REALLY TRYING TO SAY, THE REAL RHETORICAL PURPOSE. you'll have to notice a certain sneaky tone of voice and overall approach. i say no more: try to figure out the "riddle." :) NOTE : you will need the AP WORKBOOK + 40ME for the weekend....ALSO YOUR BB OR STUFF ESSAY THAT YOU ARE REWRITING.... LOOK AHEAD/ get ahead as needed.
WEEK OF 11/24 [two days of classes--then T.giving break]
FOR MON. 11/24-- 1) in AP WORKBOOK, PRACTICE TEST #2, MULTIPLE CHOICE, READ & ANSWER FIRST TWO PASSAGES, PP. 121-126, #S 1-26 + CHECK ANSWER KEY (mark X for the incorrect answers--do the math), P. 144 + CONSULT EXPLANATIONS FOR ANY WRONG ANSWERS (highlight or mark the explanations you read--to support your showing the work), PP. 147-149 [ you must SHOW ME the corrections in class--this will end up as a 10 pt. GRADE] 2) CATCH UP/ REVIEW IN-DEPTH JON. SWIFT ESSAY (see FRI. above), including the follow-up QUESTIONS. work hard on understanding how satire works.... 3) REREAD YOUR ESSAY TO REWRITE (BB or Stuff), incl. corrections/ comments/ suggestions--then JOT DOWN NOTES/ PLAN FOR YOUR FABULOUS, IMPROVED ESSAY REWRITE + ???. SEE THE ESSAY "KEYHOLE" OUTLINE (near bottom of my HW page--SCROLL DOWN almost to end: right click...and you can save this to a more convenient place) to help guide you toward improvements!! ask questions monday.
FOR TUES. 11/25-- 1) in AP WORKBOOK, PRACTICE TEST #2 cont., MULTIPLE CHOICE, READ & ANSWER next two PASSAGES, PP. 127-133, #S 27-55 + CHECK ANSWER KEY, P. 145 + CONSULT EXPLANATIONS FOR ANY WRONG ANSWERS, PP. 149-151 [ you must SHOW ME the corrections in class--this will end up as a GRADE] 2) do you understand Jon. Swift now?? GO ON TO THE VERY SHORT, SASSY ESSAY BY JUDY BRADY "I WANT A WIFE," PP. 241-245, incl. thinking about the questions.... WHAT DO THE SWIFT & BRADY ESSAYS HAVE IN COMMON FOR LITERARY-RHETORICAL TECHNIQUES??
NOTE: T.GIVING BREAK IS FOR R&R, AND FOR REWRITING YOUR EARLY AP ESSAY INTO A MUCH IMPROVED FULL ESSAY DRAFT!!
** ENGLISH 10 OVERVIEW - MR. MOORE
The English 10 class seeks to help students enhance their reading,
writing, and thinking skills—while developing an appreciation for various
genres of literature, from fiction and poetry to drama.
The major emphases of the course:
1. literary analysis and interpretation, especially cause and effect/ theme thinking
2. sentence variety and correctness (Kung Fu grammar), along with paragraph organization
3. essay writing (the Essay "Keyhole"), formal and informal
4. vocabulary study
Students in English 10 should make a commitment to enhance their reading,
writing, and thinking skills. Written and spoken communication can be
keys to success in life, personally and professionally. Students who read
their assignments carefully, think deeply, share their views in class, and
write effectively are laying the groundwork for accomplishments in high
school, college, and beyond. Hard work in English 10 can boost PSAT/SAT
scores, opening the door to college more widely.
In writing we will move from refining sentences and paragraphs to
thoughtful, well-organized essays composed with style. In reading and
thinking we will have the luxury of a variety of good books, with long and
short works for changes of pace. We will develop literary analysis
vocabulary and college preparatory vocabulary through our reading and some
PSAT/SAT word lists: a broad vocabulary not only aids reading comprehension but
it opens avenues of thought.
To help students get very detailed evaluations on major essays, the
English Department has developed several Writing Rubrics with many
sub-categories of writing quality. Students should observe guidelines for
using extra help properly from parents, friends, or tutors. (Principle: no
one should actually do the work for the students, although students may
get pointers and then do revisions themselves.) Remember: Honor. In January we
will pursue a special interterm creative study of short story writing.
Books: Fahrenheit 451 (summer reading); Story & Structure;
Discovering Poetry; Bedford Handbook; The Catcher in the Rye;
Shakespeare’s Othello....
** AP LANGUAGE & COMPOSITION OVERVIEW - MR. MOORE
The English Language AP class seeks to achieve two main goals: 1) to develop AP
skills for students to compete successfully on the AP Language and Composition Exam
in May. 2) to lead students to an appreciation of American literature and ideas.
Thus, this class in some ways parallels the AP US History class. Current events,
national and global, have become prominent in AP essay questions recently--so students
should tune in to NPR radio in the late afternoon, consult legitimate news websites,
and read news magazines....
To these ends we focus on reading, writing, and thinking skills with special emphases
on language usage (diction, connotation, implication, imagery, figurative language,
syntax, structure, grammar, and rhetoric) and making judgments. We practice AP
multiple-choice questions and essay writing, and we study classics from the major eras
of American literature: Puritanism, Rationalism, Romanticism, Transcendentalism, Realism,
Naturalism, and Modernism. We also explore readings from the diverse cultures of the
United States and issues throughout American history and now.
Students in English Language AP should love to read and inquire into the subtle
arts of literature and communication; they should be interested in testing out ideas and
engaging in class discussion; they should care about and work hard to become the best
writers and speakers they can be. To become an expert AP student, with wide knowledge of
American ideals and issues, is to become a powerful person in the modern world; with this
power comes the responsibility to use these skills ethically and responsibly. Although there
is a strong correlation between high SAT scores and AP success--with speed and insight in
reading plus fluency and sophistication in writing as key skills--most students in
English AP class score at or above the national average on the AP exam.
Students should observe propriety in using extra help from parents, friends, or tutors.
Principle: no one should actually do work for the students, although students may get pointers
and then do assignments themselves. Remember Honor. In January we will pursue a special
interterm cultural study of the "First Flowering" of the 1850s, also called the "American
Renaissance." To help students get detailed evaluations on major essays, the English Department
has developed several Writing Rubrics with major sub-categories of writing quality.
Books: The Awakening by K. Chopin and Black Boy by R. Wright (both summer reading); AP English
Language and Composition Examination Preparation Guide (practice); Native American Songs and Poems;
United States Literature (text); Elements of Style by E.B. White (grammar and usage review);
Billy Budd by H. Melville; Huckleberry Finn by M. Twain....
*** A VERY EFFECTIVE ESSAY FORMAT !!!
[ NEXT WILL COME SPECIAL NOTES FOR C.A.S.T. "STUDY" GUIDES.]
** SPECIAL NOTES
*** NOTE: Relevant for CAST STUDY GUIDES ANY TIME OF the year!! :)
1) I'M LOOKING FORWARD TO WORKING WITH MY 10TH AND 11TH GRADERS NEXT
YEAR--HOPE YOU'RE HAVING A GOOD SUMMER!! I'M IN AND OUT OF TOWN SOME THIS
SUMMER--WORKING ON MY HOUSE AND PLAYING MUSIC, READING AND HELPING MY MOTHER....
2) RE SUMMER READING:
* it is extremely important and worthwhile for students to start off on
the right foot by actually reading their summer reading. :)
* students should read their assigned book or books completely, alertly,
and thoughtfully: summer reading tests make up a weighty part of the first
quarter grade in the fall, so it pays to be well-prepared (and these are
good books).
* to know your book or books well, organize the info. from each book into
the CAST STUDY GUIDE format, using roman numerals I-IV for the 4 parts:
I. C= main and secondary Characters--what roles do they play? who are they?
what are their issues/ conflicts? what are their motivations? what do they learn or
fail to learn? [top 8-12 characters roughly]
II. A= Actions, better known as the plot--what happens and why? what are the main
issues/ conflicts? what are the various stages of development for the story? situation at
start of book? high points in middle? situation at end of book? [3-4 paragraphs roughly]
III. S= Settings what are the geographical and local places, and historical
times? any symbolic settings? what might the book be showing about a
place and historical era? [3-5 significant settings roughly]
IV. T= Themes what is the author trying to show us about people and life? what
choices did the characters make about their issues/ conflicts--what were the consequences?
what realizations might the author be pointing out to careful readers? is the author’s viewpoint
mainly optimistic, pessimistic, realistic, mixed? [3-5 theme sentences--see below]
NOTE: it is very helpful/ necessary to formulate FULL sentences to
clarify your understanding of themes: the example that follows presents a helpful
"formula" for theme statements. ** EX. Shakespeare (author) in
Macbeth (title) shows that (key verb to introduce analytic clause) lust
for power (the topic) can lead to disaster and self-destruction (cause & effect
analysis).
3) BEST WISHES FOR A HAPPY, PRODUCTIVE SUMMER!
--THE BIG M
