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
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