Goal: Students will read their advice paragraphs
Students will discuss organizational strategies
Students will understand what nouns are and how they are used
Students will be able to identify compound nouns
1. In small groups, students will present their "Advice" paragraphs
2. Students will discuss organizational strategies and evaluate paragraphs
3. Students will read about nouns on pg 341-42 in their Grammar and Writing textbooks
4. We will review and discuss nouns using practice exercises from the text
5. If time allows, students will complete and review workbook exercises on pages 1 and 2
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
Tuesday, August 31, 2010
Sunday, August 29, 2010
Goal: Students will read and respond to a selection of written works
Students will explore various styles and approaches to writing
Today, we will read an article on "Advice"
Next, students will write a short essay about advice they would give to others or advice that they follow.
Below is a section from an essay that appeared in Reader's Digest.
DIRECTIONS: Read the article. Respond to the author's opinion about giving advice. How do you feel about giving advice to others? What advice do you live by? Should you get involved in other people's lives?
ADVICE: DOES ANYONE ASK FOR IT?
You hate getting it when you didn’t ask for it, but in the end it might have helped you. Unwanted advice is annoying and can put you on the defensive. But occasionally, you’ll need to give advice to someone who desperately needs it, but won’t seek it out. So how do you impart your words of wisdom without seeming nosy or pushy, and when should you just be quiet? Find out now. Plus: Do you have good manners? Take our quiz.
“Good advice is always certain to be ignored, but that’s no reason not to give it.” Agatha Christie
Other advice columns and radio call-in shows deal with this same kind of question constantly. You are not alone in your care and concern for trying to do the right thing. With no direct rules and regulations for each different kind of situation, how do you know where to draw the line when it comes to giving unsolicited advice? What if someone you know or love is compromising their health or safety or the health and safety of someone around them? Is it then OK to step in and say something?
Not many people agree on when it would be appropriate to “butt in” and offer advice to someone. Some people are naturally more private while some people let everything hang out in the open. But it’s not difficult to tell the difference between someone who needs advice on the right way to cut a cantaloupe versus someone who needs advice on how to quit smoking. Isn’t it obvious? But sometimes it’s not so simple.
If you decide to offer advice or help in a situation where destructive behavior is occurring, you’re going to have to take a more aggressive approach with advice rather than trying to please the other person by sugar coating it. There’s a definite art to giving advice. First, recognize what your true motives are by asking yourself a couple of questions:
Is it really my business? For example, is it something private between a couple or a family?
Can I really inspire change?
Does the situation call for just a suggestion or an actual stepping in with the intent to change the situation?
This will seem more like a two-way street rather than dictation, which might make them more receptive.
Remember, not many people enjoy receiving unsolicited advice involving personal matters. Solicited advice is something totally different, in which case they either know the answer, but want approval, or they genuinely want advice and will be more inclined to use it. When confronted with advice, people will resort to all sorts of tactics, from being defensive to making all kinds of excuses. And sometimes, there’s only so much you can do.
Sample response:
Student Essay - Sample:
Advice
From the moment you are born, everyone is always giving you advice and telling you how you should live your life. I always listen to others' advice, but I do not always follow it. There has been one piece of advice I have followed since the day it has been given to me and will continue to follow for the rest of my life. From the moment I was able to comprehend what words meant, I can remember receiving one piece of advice from my parents, "as long as you do your best." This advice was given to me in everything I did, from sports to school to my first job. I believe that this is good advice because it tells me that they trust my judgment and will respect my decisions and stand by me, even if I made the wrong ones.
Submit:
http://www.turnitin.com/
(Upload your paper)
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
http://www.newseum.org/todaysfrontpage
http://www.newseum.org/todaysfrontpages/
http://www.readwritethink.org/lessons/index.asp
Students will explore various styles and approaches to writing
Today, we will read an article on "Advice"
Next, students will write a short essay about advice they would give to others or advice that they follow.
Below is a section from an essay that appeared in Reader's Digest.
DIRECTIONS: Read the article. Respond to the author's opinion about giving advice. How do you feel about giving advice to others? What advice do you live by? Should you get involved in other people's lives?
ADVICE: DOES ANYONE ASK FOR IT?
You hate getting it when you didn’t ask for it, but in the end it might have helped you. Unwanted advice is annoying and can put you on the defensive. But occasionally, you’ll need to give advice to someone who desperately needs it, but won’t seek it out. So how do you impart your words of wisdom without seeming nosy or pushy, and when should you just be quiet? Find out now. Plus: Do you have good manners? Take our quiz.
“Good advice is always certain to be ignored, but that’s no reason not to give it.” Agatha Christie
Other advice columns and radio call-in shows deal with this same kind of question constantly. You are not alone in your care and concern for trying to do the right thing. With no direct rules and regulations for each different kind of situation, how do you know where to draw the line when it comes to giving unsolicited advice? What if someone you know or love is compromising their health or safety or the health and safety of someone around them? Is it then OK to step in and say something?
Not many people agree on when it would be appropriate to “butt in” and offer advice to someone. Some people are naturally more private while some people let everything hang out in the open. But it’s not difficult to tell the difference between someone who needs advice on the right way to cut a cantaloupe versus someone who needs advice on how to quit smoking. Isn’t it obvious? But sometimes it’s not so simple.
If you decide to offer advice or help in a situation where destructive behavior is occurring, you’re going to have to take a more aggressive approach with advice rather than trying to please the other person by sugar coating it. There’s a definite art to giving advice. First, recognize what your true motives are by asking yourself a couple of questions:
Is it really my business? For example, is it something private between a couple or a family?
Can I really inspire change?
Does the situation call for just a suggestion or an actual stepping in with the intent to change the situation?
This will seem more like a two-way street rather than dictation, which might make them more receptive.
Remember, not many people enjoy receiving unsolicited advice involving personal matters. Solicited advice is something totally different, in which case they either know the answer, but want approval, or they genuinely want advice and will be more inclined to use it. When confronted with advice, people will resort to all sorts of tactics, from being defensive to making all kinds of excuses. And sometimes, there’s only so much you can do.
Sample response:
Student Essay - Sample:
Advice
From the moment you are born, everyone is always giving you advice and telling you how you should live your life. I always listen to others' advice, but I do not always follow it. There has been one piece of advice I have followed since the day it has been given to me and will continue to follow for the rest of my life. From the moment I was able to comprehend what words meant, I can remember receiving one piece of advice from my parents, "as long as you do your best." This advice was given to me in everything I did, from sports to school to my first job. I believe that this is good advice because it tells me that they trust my judgment and will respect my decisions and stand by me, even if I made the wrong ones.
Submit:
http://www.turnitin.com/
(Upload your paper)
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
http://www.newseum.org/todaysfrontpage
http://www.newseum.org/todaysfrontpages/
http://www.readwritethink.org/lessons/index.asp
Friday, August 27, 2010
Journal Day #1
Write about your favorite memories from your summer vacation. What did you do? Where did you go? Any special events? Were you ready for school to start?
Or
Write a short creative story using a watch, string, a straw, a door, and a statue.
Or
Write on a topic of your choice.
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Or
Write a short creative story using a watch, string, a straw, a door, and a statue.
Or
Write on a topic of your choice.
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Thursday, August 26, 2010
Reflection
Thursday, August 26, 2010
Reflective writing:
The need to think reflectively improves your ability to read critically and analyse ideas presented in class as well as daily experiences. As you write, you clarify your own understanding. The process of thinking and writing reflectively helps you to lay philosophical foundations for all of your creative work.
Thinking reflectively helps you:
Understand the concept of reflective writing
Recognise the benefits of reflecting on your developing an idea or philosophy
Click on the following link to view the painting:
http://www.ibiblio.org/wm/paint/auth/munch/munch.scream.jpg
Painting: The Scream
Artist: Edvard Munch
ASSIGNMENT: Study the painting above. Place yourself in the composition and experience the message that the artist, Edvard Munch, is attempting to convey. If you are the person Munch is painting, what have you just experienced? Why are you here? What is Edvard Munch's message? What do you see? Incorporate the following concepts into your essay:
1. Your emotional reaction
2. What emotion is being expressed?
3. How do the colors influence the emotional impact? (Comment on the use of color, direction, brushstrokes used)
Standard - 1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information.
Standard - 1.8.11.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inferences and conclusions drawn from research.
PDFPrint
Mrs. Christian's classes will sign in to www.turnitin.com
Period 3 class ID: 3430599
Period 6 class ID: 3430604
Period 7 class ID: 3430610
Reflective writing:
The need to think reflectively improves your ability to read critically and analyse ideas presented in class as well as daily experiences. As you write, you clarify your own understanding. The process of thinking and writing reflectively helps you to lay philosophical foundations for all of your creative work.
Thinking reflectively helps you:
Understand the concept of reflective writing
Recognise the benefits of reflecting on your developing an idea or philosophy
Click on the following link to view the painting:
http://www.ibiblio.org/wm/paint/auth/munch/munch.scream.jpg
Painting: The Scream
Artist: Edvard Munch
ASSIGNMENT: Study the painting above. Place yourself in the composition and experience the message that the artist, Edvard Munch, is attempting to convey. If you are the person Munch is painting, what have you just experienced? Why are you here? What is Edvard Munch's message? What do you see? Incorporate the following concepts into your essay:
1. Your emotional reaction
2. What emotion is being expressed?
3. How do the colors influence the emotional impact? (Comment on the use of color, direction, brushstrokes used)
Standard - 1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information.
Standard - 1.8.11.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inferences and conclusions drawn from research.
PDFPrint
Mrs. Christian's classes will sign in to www.turnitin.com
Period 3 class ID: 3430599
Period 6 class ID: 3430604
Period 7 class ID: 3430610
Tuesday, August 24, 2010
Welcome
8/25/10
SYLLABUS
Composition and Communication Course Syllabus
Composition and Communication – Writing and Presentation
Grade 11
Mission Statement:
This class will provide students with opportunities for improvement in the communication areas of writing and speaking.
Resources:
· Power Library
· Nettrekker
· MLA
· PSSA Resource Materials
· Newspapers, Magazines, Trade Journals, etc.
Prerequisites:
Successful completion of graduation project requirements for each grade level.
PA Academic Standards:
1.1. Learning to Read Independently
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
1.4. Types of Writing
1.5. Quality of Writing
1.6. Speaking and Listening
1.7. Characteristics and Function of the English Language
1.8. Research
For additional information visit http://www.pde.state.pa.us/
Academic Expectations:
Students will participate in class discussions in a meaningful way. Students will complete all assignments on time and be responsible for obtaining assignments given in their absence. Students will be punctual and take responsibility for their own actions.
Students are encouraged to avoid extended absences as these often result in academic difficulties and poor performance on assessments. Failure to meet established deadlines will result in academic penalties.
Course Description:
· This course will help students build a foundation for writing various types of essays.
· Students will complete necessary components of the Graduation Project.
Content Outline:
Composition/Language Study- essays of various types.
Peer Editing Skills
Interview and Presentation skills
Graduation Project Requirements
PSSA preparation
Timeline:
The following represents an approximate timeline for the course. Variations may be necessary to better meet the needs of the students.
Marking Period 1-
· Course introduction and set up
· Five paragraph essay format
· Descriptive essay
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 2-
· Narrative essay
· Autobiographical Essay (Graduation Project requirement)
· Introduction to research
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 3-
· Informational essay
· Resume (Graduation Project requirement)
· Persuasive essay
· Cover letter (Graduation Project requirement)
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 4-
· Reflective essay (Graduation Project requirement)
· Thank you letter (Graduation Project requirement)
· Oral presentation
· Interview skills
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Assessments and Grading:
Written exams, essays, oral presentations, class discussions, and projects both individual and small group. Grading is done using a total points system. Integrity is expected at all times.
Every Friday we will part from formal writing and jump into our journals.
All work will be graded. Students MUST meet deadlines. Late work will not be accepted. All work must be completed. Partial essays, projects and journals will receive a zero.
Posted by Composition and Communications at 7:12 AM 0 comments
Home
SYLLABUS
Composition and Communication Course Syllabus
Composition and Communication – Writing and Presentation
Grade 11
Mission Statement:
This class will provide students with opportunities for improvement in the communication areas of writing and speaking.
Resources:
· Power Library
· Nettrekker
· MLA
· PSSA Resource Materials
· Newspapers, Magazines, Trade Journals, etc.
Prerequisites:
Successful completion of graduation project requirements for each grade level.
PA Academic Standards:
1.1. Learning to Read Independently
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
1.4. Types of Writing
1.5. Quality of Writing
1.6. Speaking and Listening
1.7. Characteristics and Function of the English Language
1.8. Research
For additional information visit http://www.pde.state.pa.us/
Academic Expectations:
Students will participate in class discussions in a meaningful way. Students will complete all assignments on time and be responsible for obtaining assignments given in their absence. Students will be punctual and take responsibility for their own actions.
Students are encouraged to avoid extended absences as these often result in academic difficulties and poor performance on assessments. Failure to meet established deadlines will result in academic penalties.
Course Description:
· This course will help students build a foundation for writing various types of essays.
· Students will complete necessary components of the Graduation Project.
Content Outline:
Composition/Language Study- essays of various types.
Peer Editing Skills
Interview and Presentation skills
Graduation Project Requirements
PSSA preparation
Timeline:
The following represents an approximate timeline for the course. Variations may be necessary to better meet the needs of the students.
Marking Period 1-
· Course introduction and set up
· Five paragraph essay format
· Descriptive essay
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 2-
· Narrative essay
· Autobiographical Essay (Graduation Project requirement)
· Introduction to research
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 3-
· Informational essay
· Resume (Graduation Project requirement)
· Persuasive essay
· Cover letter (Graduation Project requirement)
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 4-
· Reflective essay (Graduation Project requirement)
· Thank you letter (Graduation Project requirement)
· Oral presentation
· Interview skills
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Assessments and Grading:
Written exams, essays, oral presentations, class discussions, and projects both individual and small group. Grading is done using a total points system. Integrity is expected at all times.
Every Friday we will part from formal writing and jump into our journals.
All work will be graded. Students MUST meet deadlines. Late work will not be accepted. All work must be completed. Partial essays, projects and journals will receive a zero.
Posted by Composition and Communications at 7:12 AM 0 comments
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