First, complete both sides of your worksheet (see yesterday's blog post). Make sure you are using the correct information from ACT 2. Scene 3 ONLY.
Quick Write Topic: (Example Quick Write was on Friday 4/18)---Use your graphic organizer from your worksheet for help!!!!!!
Quick Write #4 RITS: Make at least three claims about the character of Walter displayed by the author in Act 2, Scene 3. Use at least one example from the text to support each claim and explain. I strongly suggest you use adjectives to describe Walter. Think about the STEAL strategy we have notes on indirect characterization (as well as any direct you see):
Speech
Thoughts
Effects on others
Actions
Looks
Here is a review of our TREEE*S quick write format:
Thesis- (the point you will prove--your 3 claims about Walter as seen in Act 2, Scene 3/TAG)
Reason- (why do you believe this is true--just an overview--NOT SPECIFIC examples yet!)
Claim #1: (adjective from your chart)
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
TRANSITION
Claim #2:(adjective from your chart)
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
TRANSITION
Claim #3:(adjective from your chart)
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Summary-sum up your main points
**Note: for the best quick write (8/8), I would use 2 textual examples for each claim
For example:
claim #1: Walter is sexist
I saw this here: this shows he is sexist because:
I also saw this here: this shows this because:
Friday, April 29, 2016
Thursday, April 28, 2016
Today we will:
1. Complete reading Act 2, Scene 3 (pages 122-130)
2. Watch film of this section
3. Begin working on Raisin in the Sun worksheet (2 sided)
Worksheet explanation:
Side 1: Character Map---Characterize Walter in Act 2.3 (this includes everything from pages 110-130--yesterday's and today's reading passages)
Side 2: Act 2,:Scene 3 worksheet--Complete all boxes on the sheet for these same pages
Here is some review for plot outline:
2. Watch film of this section
3. Begin working on Raisin in the Sun worksheet (2 sided)
Worksheet explanation:
Side 1: Character Map---Characterize Walter in Act 2.3 (this includes everything from pages 110-130--yesterday's and today's reading passages)
Side 2: Act 2,:Scene 3 worksheet--Complete all boxes on the sheet for these same pages
Here is some review for plot outline:
Wednesday, April 27, 2016
Today's reading: pages 110-121---enter Mr. Lindner
Before you leave today, you should add on at least 2-3 more entries on your double-entry journal sheet from 2.3 that help characterize Walter.
Try to make 1--show how Walter's personality is much more positive in this scene
And make 1--show Walter's reaction to Mr. Lindner's offer
*Answer through #58 in your packet
Try to make 1--show how Walter's personality is much more positive in this scene
And make 1--show Walter's reaction to Mr. Lindner's offer
*Answer through #58 in your packet
Start by either finishing your quiz from yesterday, or copying the quotes from Act 2, Scenes 1 and 2--I have more charts available--you need to fill in the blanks!!!
When you are finished, we will watch this section on the movie.
After the movie is over, periods 2, 3, and 4/5 will work on the RITS poetry sheet and finish it as homework.
deferred--delayed or put off to a later time.
Period 7/8 and 11 will have another assignment.
Tuesday, April 26, 2016
Today's work:
1. We will begin reading on page 104-109 (finish reading Act 2, Scene 2)
2. Quiz 2.2--paper quiz
3. If you happen to finish early, work on packet questions through #53
2. Quiz 2.2--paper quiz
3. If you happen to finish early, work on packet questions through #53
Friday, April 22, 2016
Last day of the quarter!!
Today you can:
- Make up missed assignments (see below for those that are still eligible)
- Complete the extra credit assignments (see below)
Make-up assignments:
1. "Running for His Life" essay questions (100 pt. essay grade)
2. Research paper/portfolio--check your grade in Infinite Campus '
3. Quick Writes 2 and 3
4. Worksheets for RITS (setting and close reading)
5. Comprehension Questions (packet) RITS through #45/read through ACT II, Scene 1
6. District multiple choice
7. Quizzes (2) for RITS
Extra Credit:
1. Plagiarism worksheet (see post below)
2. Quick Write Extra Credit:
Characterize any of the characters other than Walter in Act I, Scene 1, Act I, Scene 2, and/or Act II, Scene 1. Make 2 claims about your chosen character and support with textual evidence/explain. Use the TREEES format for your Quick Write response.
Plagiarism information and practice: Paraphrasing worksheet due today in class if you want the extra credit!
--From the OWL at Purdue page (https://owl.english.purdue.edu/owl/resource/619/1/)
Paraphrase: Write it in Your Own Words
Consequences of Plagiarism
Summary:
This resources discusses how to paraphrase correctly and accurately.
Learn to borrow from a source without plagiarizing. For more information on paraphrasing, as well as other ways to integrate sources into your paper, see the Purdue OWL handout Quoting Paraphrasing, and Summarizing. For more information about writing research papers, see our resource on this subject. Purdue students will want to make sure that they are familiar with Purdue's official academic dishonesty policy as well as any additional policies that their instructor has implemented. Another good resource for understanding plagiarism is the Statement on Plagiarism from the Council of Writing Program Administrators.
A paraphrase is...•your own rendition of essential information and ideas expressed by someone else, presented in a new form.
•one legitimate way (when accompanied by accurate documentation) to borrow from a source.
•a more detailed restatement than a summary, which focuses concisely on a single main idea.
Paraphrasing is a valuable skill because...•it is better than quoting information from an undistinguished passage.
•it helps you control the temptation to quote too much.
•the mental process required for successful paraphrasing helps you to grasp the full meaning of the original.
6 Steps to Effective Paraphrasing1.Reread the original passage until you understand its full meaning.
2.Set the original aside, and write your paraphrase on a note card.
3.Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
4.Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.
5.Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.
6.Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.
Some examples to compare:
The original passage:
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.
A legitimate paraphrase:
In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).
An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).
A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.
Paraphrasing worksheet
Paraphrase: Write it in Your Own Words
Consequences of Plagiarism
Summary:
This resources discusses how to paraphrase correctly and accurately.
Learn to borrow from a source without plagiarizing. For more information on paraphrasing, as well as other ways to integrate sources into your paper, see the Purdue OWL handout Quoting Paraphrasing, and Summarizing. For more information about writing research papers, see our resource on this subject. Purdue students will want to make sure that they are familiar with Purdue's official academic dishonesty policy as well as any additional policies that their instructor has implemented. Another good resource for understanding plagiarism is the Statement on Plagiarism from the Council of Writing Program Administrators.
A paraphrase is...•your own rendition of essential information and ideas expressed by someone else, presented in a new form.
•one legitimate way (when accompanied by accurate documentation) to borrow from a source.
•a more detailed restatement than a summary, which focuses concisely on a single main idea.
Paraphrasing is a valuable skill because...•it is better than quoting information from an undistinguished passage.
•it helps you control the temptation to quote too much.
•the mental process required for successful paraphrasing helps you to grasp the full meaning of the original.
6 Steps to Effective Paraphrasing1.Reread the original passage until you understand its full meaning.
2.Set the original aside, and write your paraphrase on a note card.
3.Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
4.Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.
5.Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.
6.Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.
Some examples to compare:
The original passage:
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.
A legitimate paraphrase:
In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).
An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).
A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.
Paraphrasing worksheet
Friday, April 15, 2016
Example Quick Write/Quiz Today
After you take the quiz today, you should make sure you have completed: your worksheet from yesterday, all of your comprehension questions up until #34, and QUICK WRITE #3.
Below is an example for Mama (same quick write, different character):
Thesis/TAG: In Act I, scene 2 of the play A Raisin in the Sun by Lorraine Hansberry, the character of Mama is seen as someone who values pride and dignity in oneself and one's family, and is also confused why her children do not seem to hold these same values.
Reason: This is clear to the audience as the author reveals these views through the conversations with her children and her stories of the past.
Claim #1(include topic sentence): In 1.2 the character of Mama is portrayed as a woman who takes pride in not only herself, but also her home.
Evidence/Explain #1:In the beginning of this scene the Youngers are cleaning the apartment, when Beneatha receives a call from Joseph Asagai. She informs him, "Mama hates it if I let people come over when the house is like this," however she tells him to visit anyways. Mama replies, "You ain't got the pride you was born with!" This conversation shows the reader that Mama believes that no matter what the value of your house, you should take pride in what you own, and treat it as a home.
Evidence/Explain #2: Again, we see how important pride and dignity are to Mama when she reprimands Walter for speaking rudely to both her and Ruth. She will not allow Walter to disrespect her when he raises his voice to her stating, "I don't 'low no yellin' in this house Walter Lee..." She also demands that he respect his wife Ruth after he yells at her telling him that as long as he is in her home and her presence he will talk "civil" to his wife (1.2). This shows us how important it is that he not only respect himself, but others as well.
Claim #2 (include topic sentence and transition): The fact that Mama puts such a strong emphasis on these values, makes it especially difficult for her to deal with the fact that her children do not seem to have those values as well.
Evidence/Explain #1: Mama gets especially upset with Walter during their conversation about Walter's wanting to invest in the liquor store with Willy Harris. She tells him he is, "a good-looking boy" with "a job, a nice wife, and a fine boy" and that he should be happy but Walter disagrees saying, "that ain't nothing at all". Mama is very confused as to why Walter thinks that "money is life" and is disappointed his values are not placed on his family instead (1.2).
Evidence/Explain #2: Mama is further disappointed in Walter's lack of values when it seems he does not have her same pride and dignity. She says this is not the way she and Big Walter raised him stating, "You ain't satisfied or proud of nothing we done....that we kept you out of trouble till you was grown..." Also, she feels that he doesn't have an appreciation for the things African-Americans valued in her day such as "not being lynched and getting to the North" and "still have a pinch of dignity too" (1.2).
Summary: The author Lorraine Hansberry portrays Mama as a very strong character in Act I, scene 2 of the play A Raisin in the Sun. Her dialogue with her children makes it immediately clear to the audience who she is as a person and what she values.
Below is an example for Mama (same quick write, different character):
Thesis/TAG: In Act I, scene 2 of the play A Raisin in the Sun by Lorraine Hansberry, the character of Mama is seen as someone who values pride and dignity in oneself and one's family, and is also confused why her children do not seem to hold these same values.
Reason: This is clear to the audience as the author reveals these views through the conversations with her children and her stories of the past.
Claim #1(include topic sentence): In 1.2 the character of Mama is portrayed as a woman who takes pride in not only herself, but also her home.
Evidence/Explain #1:In the beginning of this scene the Youngers are cleaning the apartment, when Beneatha receives a call from Joseph Asagai. She informs him, "Mama hates it if I let people come over when the house is like this," however she tells him to visit anyways. Mama replies, "You ain't got the pride you was born with!" This conversation shows the reader that Mama believes that no matter what the value of your house, you should take pride in what you own, and treat it as a home.
Evidence/Explain #2: Again, we see how important pride and dignity are to Mama when she reprimands Walter for speaking rudely to both her and Ruth. She will not allow Walter to disrespect her when he raises his voice to her stating, "I don't 'low no yellin' in this house Walter Lee..." She also demands that he respect his wife Ruth after he yells at her telling him that as long as he is in her home and her presence he will talk "civil" to his wife (1.2). This shows us how important it is that he not only respect himself, but others as well.
Claim #2 (include topic sentence and transition): The fact that Mama puts such a strong emphasis on these values, makes it especially difficult for her to deal with the fact that her children do not seem to have those values as well.
Evidence/Explain #1: Mama gets especially upset with Walter during their conversation about Walter's wanting to invest in the liquor store with Willy Harris. She tells him he is, "a good-looking boy" with "a job, a nice wife, and a fine boy" and that he should be happy but Walter disagrees saying, "that ain't nothing at all". Mama is very confused as to why Walter thinks that "money is life" and is disappointed his values are not placed on his family instead (1.2).
Evidence/Explain #2: Mama is further disappointed in Walter's lack of values when it seems he does not have her same pride and dignity. She says this is not the way she and Big Walter raised him stating, "You ain't satisfied or proud of nothing we done....that we kept you out of trouble till you was grown..." Also, she feels that he doesn't have an appreciation for the things African-Americans valued in her day such as "not being lynched and getting to the North" and "still have a pinch of dignity too" (1.2).
Summary: The author Lorraine Hansberry portrays Mama as a very strong character in Act I, scene 2 of the play A Raisin in the Sun. Her dialogue with her children makes it immediately clear to the audience who she is as a person and what she values.
Wednesday, April 13, 2016
Thursday 4/14 Close-reading: Characterization of Walter in Act I, Scene 2 and Quick Write #3
We are going to do a close-reading of one of the passages from Act I, Scene 2
First we will read it (Wednesday) and then we'll watch a video clip (Thursday) to reinforce the image of Walter we have in our heads.
Here is the link to the passage/questions: Close-reading passage and questions Act I
Here is the link to the worksheet you will download and complete for our claims: Evidence-based claims worksheet
In-class/Homework: Quick Write #3: Use your chart and worksheet for help:
Quick Write #3 RITS: Make at least two claims about the character of Walter displayed by the author in Act I, Scene 2. Use at least one example from the text to support each claim and explain. I strongly suggest you use adjectives to describe Walter. Think about the STEAL strategy we have notes on indirect characterization (as well as any direct you see):
Speech
Thoughts
Effects on others
Actions
Looks
Here is a review of our TREEE*S quick write format:
Thesis- (the point you will prove--your 2 claims about Walter as seen in Act I, Scene 1/TAG)
Reason- (why do you believe this is true--just an overview--NOT SPECIFIC examples yet!)
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Summary-sum up your main points
**Note: for the best quick write (8/8), I would use 2 textual examples for each claim
For example:
claim #1: Walter is sexist
I saw this here: this shows he is sexist because:
I also saw this here: this shows this because:
First we will read it (Wednesday) and then we'll watch a video clip (Thursday) to reinforce the image of Walter we have in our heads.
Here is the link to the passage/questions: Close-reading passage and questions Act I
Here is the link to the worksheet you will download and complete for our claims: Evidence-based claims worksheet
In-class/Homework: Quick Write #3: Use your chart and worksheet for help:
Quick Write #3 RITS: Make at least two claims about the character of Walter displayed by the author in Act I, Scene 2. Use at least one example from the text to support each claim and explain. I strongly suggest you use adjectives to describe Walter. Think about the STEAL strategy we have notes on indirect characterization (as well as any direct you see):
Speech
Thoughts
Effects on others
Actions
Looks
Here is a review of our TREEE*S quick write format:
Thesis- (the point you will prove--your 2 claims about Walter as seen in Act I, Scene 1/TAG)
Reason- (why do you believe this is true--just an overview--NOT SPECIFIC examples yet!)
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Summary-sum up your main points
**Note: for the best quick write (8/8), I would use 2 textual examples for each claim
For example:
claim #1: Walter is sexist
I saw this here: this shows he is sexist because:
I also saw this here: this shows this because:
Friday, April 8, 2016
After we copy this chart in our packet, begin reading on page 54 (Act I, scene 2)
Quote
|
Speaker
|
Act/scene
|
Lit
element/tech
|
Explain
|
“What
you tell the boy things like that for? Here son--"
|
Walter
|
1.1
(Act
1, scene 1)
|
Conflict/
characterization
|
Walter
wants it to appear as if he has money to his son
|
“A
man needs for a woman to back him up…”
|
Walter
|
1.1
|
Conflict/
characterization
|
He
feels like Ruth does not support his dreams
|
“Man
say to his woman: I got me a dream”
|
Walter
|
1.1
|
Conflict/
characterization
|
He
thinks men that do not have supportive women don’t succeed
|
“I’m
thirty-five years old…how rich white people live”
|
Walter
|
1.1
|
Conflict/
characterization
|
Walter
feels like he is not successful in life and is embarrassed
|
“be
a nurse like other women…or just get married and be quiet”
|
Walter
|
1.1
|
Conflict/
characterization
|
Walter
shows his sexist ideas regarding Beneatha’s dreams
|
“The
world’s most backward race of people and that’s a fact”
|
Walter
|
1.1
|
Conflict/
characterization
|
Walter
seems to blame his race for the lack of his success in life
|
Tuesday, April 5, 2016
Tuesday 4/5 assignments: Quiz, finish Act I, Scene 1 Comprehension check questions, Quick Write #2
Step 1: Take the 10! question quiz on Act I, Scene 1 on the quiz page (click here for quiz page)
Step 2: Finish your comprehension check questions for Act I, Scene 1 (your packet)
Step 3: Complete Quick Write #2 (directions below)
Quick Write #2 RITS: Make at least two claims about the character of Walter displayed by the author in Act I, Scene 1. Use at least one example from the text to support each claim and explain. I strongly suggest you use adjectives to describe Walter. Think about the STEAL strategy we have notes on indirect characterization (as well as any direct you see):
Speech
Thoughts
Effects on others
Actions
Looks
Here is a review of our TREEE*S quick write format:
Thesis- (the point you will prove--your 2 claims about Walter as seen in Act I, Scene 1/TAG)
Reason- (why do you believe this is true--just an overview--NOT SPECIFIC examples yet!)
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Summary-sum up your main points
**Note: for the best quick write (8/8), I would use 2 textual examples for each claim
For example:
claim #1: Walter is sexist
I saw this here: this shows he is sexist because:
I also saw this here: this shows this because:
Step 2: Finish your comprehension check questions for Act I, Scene 1 (your packet)
Step 3: Complete Quick Write #2 (directions below)
Quick Write #2 RITS: Make at least two claims about the character of Walter displayed by the author in Act I, Scene 1. Use at least one example from the text to support each claim and explain. I strongly suggest you use adjectives to describe Walter. Think about the STEAL strategy we have notes on indirect characterization (as well as any direct you see):
Speech
Thoughts
Effects on others
Actions
Looks
Here is a review of our TREEE*S quick write format:
Thesis- (the point you will prove--your 2 claims about Walter as seen in Act I, Scene 1/TAG)
Reason- (why do you believe this is true--just an overview--NOT SPECIFIC examples yet!)
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Summary-sum up your main points
**Note: for the best quick write (8/8), I would use 2 textual examples for each claim
For example:
claim #1: Walter is sexist
I saw this here: this shows he is sexist because:
I also saw this here: this shows this because:
Monday, April 4, 2016
Complete Act I/Scene I reading and comprehension questions: Quiz 1 tomorrow! (10 mc reading questions/open book)
Today we will:
- Finish reading Act I, Scene 1 beginning on page 45 (yes, I know we already read this page but we left off in the middle of a conversation which wouldn't make sense if we didn't back up a little bit--but thanks for noticing:) )
- Complete Act I, Scene 1 questions in our packet (please do not turn this in until I ask you to--I will check the Scene 1 questions during tomorrow's quiz)
- Watch the movie (periods 2, 3, 4/5 only)
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