Friday, September 28, 2018

Affect vs. Effect

First, copy the following notes in read into your Reading/Writing Strategies Section of your notes:
Affect and effect sound a little alike, but their meanings are different. 

Affect--is used as a verb meaning to change or influence. 
Example 1: Your test grade will affect your final grade. 
Example 2: His actions negatively affected the rest of his life.

Effect-- is usually a noun meaning a result, an impression, or something that comes into being. 
Example 1: The baby’s crying had a terrible effect on the passengers. 
Example 2: The new roof gave the effect of a whole new house

Practice:
1. Another drought will _______________________ the wheat crop. 
2. The movie had a big _______________________ on her. 
3. He did not want the scandal to have a negative _____________ on the outcome of the election.
4. The bad behavior of some students may ___________________ the reputation of the whole school.
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Second, Fill in the blank with either affect or effect. (we will check our work)
1. Wars _______________ everybody, and their destructive _______________ last for generations.
2. Television has a strong _______________ on public opinion.
3. My mood can _______________ my thinking, too.
4. I see that you're trying to _______________ me, but I know that you really do care.
5. Falling on my head had a bad _______________ on my memory.
6. His years of smoking have negatively ____________ed his health.
7. This plan will surely ______________ significant improvements in our productivity.
8. The patient shows normal ______________s of age and appears to be psychologically stable.
9. The principal's new rules _______________ the school.
10. Supply and demand have a direct ________________ on the prices of commodities.
11. The _______________ of the speech was visible on the faces of the sleeping audience.
12. He's just trying to seem cool; his indifference completely _______________ed all of us.
13. We may never know the full _______________ of the radiation leak.
14. The early frost will _______________ the crops.
15. What kind of _______________ can this quiz have on your dinner tonight?
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Friday, September 7, 2018

Binder sections

1. Reading/Writing Strategies
2. College Essay/Malcolm X
3.Julius Caesar
4. Research Paper Unit
5. A Raisin in the Sun


Tuesday, May 29, 2018

In my absence...

Again, I am out today for meetings. If you need me email me! Today you should:

1. Finish any study guide questions
2. worksheet for Act 3 (if not done)
3. both sides of the end of play worksheet from Friday 5/25--if you weren't here make sure you get one
4. there is extra-credit available for those who want it from the substitute

***We will be working on the essay wed-thurs so please make sure you are here!!!!

***Friday is the senior breakfast!!!

Friday, May 25, 2018

Last Worksheet for Raisin in the Sun

DIRECTIONS: Today you will work on completing (in addition to the Act 3 worksheet and study guide questions if you are not done) is the final worksheet analyzing Walter for the entire play.

You MUST COMPLETE BOTH SIDES FOR FULL-CREDIT!!!

Please place in the bin when you are finished.

Want Extra Credit? Turn it into a Quick Write!

QUICK WRITE TOPIC: Is Walter a static (stays the same) or dynamic (changes) character? Prove your claim with evidence from ALL 3 acts of A Raisin in the Sun by Lorraine Hansberry. 

You can use one trait with 2 pieces of evidence per act 

--or--
You can use two traits with 1 piece of evidence each per act

*List of character traits: click here
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Here is a review of our TREEE*S quick write format:

Thesis- (the point you will prove--your claims about Walter (is he static or dynamic) /TAG)
Reason- (why do you believe this is true--just an overview (outline your traits)--NOT SPECIFIC examples yet!)


Claim #1: Act 1 (adjective or adjectives 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:Act 2 (adjective or adjectives 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:Act 3 (adjective or adjectives 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


There is also an additional 2-sided worksheet for extra-credit on the test


Thursday, May 24, 2018

Here are some quotes for Act 3 if you need them for anything



*Today's class will be spent on finishing yesterday's close-reading worksheet on the end of Act 3 as well as the Act 3 section of the study guide packet  (you can put it in the basket or save it and give it to me tomorrow). If you were not here, the worksheets are on the blue filing cabinet next to my desk.

CANCELLED!!!!*Remember, the test for RITS will be Wednesday 5/30 (multiple choice, short answer, true/false--no essay on the test)--You may use your character map and any additional info you added on to it. I will re-post it below if you want to copy it over again. PLEASE STUDY!!!---CANCELLED!!!!

*Packets are due on Wed. 5/30 

*Tuesday-Thursday of next week will be spent working on the essay for RITS








Friday, May 18, 2018

Act III Vocabulary--Please copy!

Please copy the following 14 vocabulary words for Act III, and write 14 GOOD vocabulary sentences for each word (THAT SHOW THE WORD'S MEANING)

ACT 3 VOCABULARY (14 sentences for extra-credit)
1. ails (v)-- pains or makes ill  
2. briskly (adv)-- quickly; speedily 
3. despair (n)-- hopelessness 
4. epitaph (n)-- sentence or phrase that summarizes a person’s life or character 
5. flippancy (n)-- casualness; without seriousness
6. lingers (v)-- waits around; moves slowly 
7. mirage (n)-- something you see that isn’t there 
8. ominous (adj)--menacing; threatening 
9. outmoded (adj)-- out of style 
10. plunder (v)-- steal; take forcefully 
11. precariously (adv)-- placed dangerously 
12. retrogression (n)-- movement backward to a worse state
13. reverie (n)-- dream-like state 
14. wrought (v)-- shaped; made 

Today we will:
*Read pages: 131-138 middle
*Watch the film
*Answer the study guide questions for this section (#s 64-69)
64. 131
65. 132-133
66. -----------skip-------------
67. 134
68. 134-137
69. 137-138
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*For extra-credit: Analyze this section of the text (this was another scene that was cut at one point)

Answer the following question below: (you do not have to copy it but you do need RACE for full-credit: Hand in on your way out
Does this scene add anything (any information) about the plot or characters that you think would be missing if it wasn't there? In other words, do you learn anything about the plot, characters, or context of the play that are necessary to gaining a full understanding of the play--why or why not?