The Scream

8/31 - 9/1

Daily Activity:
Click on the following link: Wednesday, 8/31- Click to view sentences
Thursday, 9/1- Click on link

Goals: Understand the difference between figurative and literal language
Students will be able to demonstrate reflective ideas in their writing

Figurative and Literal:

Recognizing Literal Language
You have probably read or heard someone make a comment similar to this one:

The store was literally bursting with shoppers!

In this case, the person is not using the word literally in its true meaning. Literal means "exact" or "not exaggerated." By pretending that the statement is not exaggerated, the person stresses the fullness of the store. Literal language is language that means exactly what is said. Most of the time, we use literal language.

Recognizing Figurative Language

The opposite of literal language is figurative language. Figurative language is language that means more than what it says on the surface.

It usually gives us a feeling about its subject. For example, one poet writes about the "song of the truck." She does not mean that a truck can actually sing. Rather, she is speaking figuratively. She is referring to road noises as music. By using the word song, and suggesting music, she brings joyful feelings to mind.

Writers and artists use figurative language almost as frequently as literal language. When you read, you must be conscious of the difference.

For example, can you explain these lines from "The Storyteller"


He talked, and as he talked

Wallpaper came alive.


Of course, the poet is not using literal language. He doesn't mean that the wallpaper literally jumped off the walls. Rather, he is using figurative language. This exaggeration suggests the power of the storyteller.


Sometimes the literal meaning of a line does not make sense, and only the figurative meaning does. At other times, both literal and figurative meanings make sense. As you read or view artwork, you must be alert for statements with both literal and figurative meanings.

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)

Closure Activity:
At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response.

Daily Closure Activity:(Click on the appropriate day when completing the closure activity
Wednesday, 8/31: Would you describe your responses as figurative or literal? Explain

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.
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Evaluation

Daily Activity:
Click: http://bhscomp1.blogspot.com/2011/08/tuesday-831-daily-opening-activity-1.html

Goal:
Students will discuss organizational strategies

Students will understand what nouns are and how they are used
Students will be able to identify compound nouns

Plan:
Students will read their advice paragraphs


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

CLOSURE ACTIVITY:
At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response.

Daily Closure Activity:(Click on the appropriate day when completing the closure activity.
Tuesday, 8/30 - Use two nouns and two compound nouns in ONE sentence.

Read and Respond

Daily Activity:

Thursday, 8/25- Intro activity 1

Friday, 8/26- Intro activity 2

Monday, 8/29 - Intro activity 3

Goal: Students will learn how to read and respond to an article

-Students will learn how to use http://www.turnitin.com/

-Students will learn how to read and respond to a threaded discussion

PLAN:

-Today, we will talk about giving and receiving "Advice".

-Students 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.
-STUDENTS WILL SUBMIT THEIR WORK TO http://www.turnitin.com/
-Once students set up an account and submit their paper, they will reply to 3 other student responses
-(All responses MUST be at least 5 sentences)

___________________________________________________________________________________
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)

Period 2 Class ID: 4217075

Period 6 Class ID: 4217105

Period 7 Class ID: 4217117

RESPOND:

-Once all papers are uploaded, students will select submissions by 3 classmates and respond.

-Use the threaded discussion on http://www.turnitin.com/

Closure Activity:

At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response.

Daily Closure Activity:(Click on the appropriate day when completing the closure activity.
Wednesday, 8/24: In your notebook, please let me know how you process advice from others.....Do you listen? Follow it? Ignore it? Why?

Thursday, 8/25: In your notebook, please let me know how you process advice from others.....Do you listen? Follow it? Ignore it? Why?

Friday, 8/86: Look over your paragraph. Comment on the organization

Monday, 8/29: Discuss any questions or concerns with today's assignment. If all went well, please discuss the other students' comments on your work.
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature

Welcome

2011

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.
_________________________________________________________________

DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
1. At the beginning of each class, one student will be assigned to DISTRIBUTE AND COLLECT NOTEBOOKS EVERY DAY.
2. Students will log on to the blog and click on the daily exercise
3. Students will write their names on the top left hand margin of each page in their notebook.
4. Students will write and correct the assigned sentences.

Daily Activity: Wednesday, 8/24 - Intro activity

Closure Activity:
At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response.
Daily Closure Activity:(Click on the appropriate day when completing the closure activity.

Wednesday, 8/24:

R

Correct the following sentences:

A. 1. When we go to Arizona, me and my family plan to visit the Navajo reservation.

2. Neither my brother nor my sister are familiar with that part of the country.

Q

Correct the following sentences:
A. 1. The Navajo are known for their durable nice rugs.

2. Because Navajo rugs are very valuable, they are woven by hand.

P

A. 1. Of all the students in the berwick area school district, the students at berwick senior high school make up the larger group.

2. Many students are live in berwick. Also, Nescopeck.

O

Correct the following sentences:
A. 1. In 1864, many Navajo were forced to leave their land and walk three hundred miles to Fort Sumner New Mexico.

2. The reason why they were forced to leave is that they had fought to drive white settlers from Navajo lands.

N

Correct the following sentences:
A. 1. In about a.d. 1000, the ancestors of the Navajo migrated to what is now Arizona, New Mexico, and Utah.

2. Today most of the Navajo reservation is located in the state of AZ.

M

Correct the following Sentences:
A. 1. Chee brought the following to Old Fat Man, vegetables, coffee, meat, and dryed fruit.

2. As he rode home with his daughter, Chee began to reverently sing a song.

L

L.
Correct the following sentences
A. 1. The relationship between Chee and his wife’s people were never well.

2. After losing his child. Chee thought about taking a job in town.

AA

Correct the following sentences:

1. The frothy hot chocolate of Mexico is different than the drink that mom makes at home.

2. Turkey in mole a sauce made from chocolate and spices is a popular holiday dish.

Z

Correct the following sentences:

1. On important holidays, Mexicans wear their national costume often.

2. The men wear dark-blue bolero jackets the women wear full skirts with sashes.

Y

Correct the following sentences:

1. Most communities in Mexico have a special, patron saint.

2. Each city, town, or village hold a fiesta to celebrate the feast day of it’s patron saint.

X

Correct the following sentences:

1. Mexico won their independence from Spain in eighteen twenty-one.

2. Fiestas or festivals are held each september to celebrate this event.

W

Correct the following sentences:


1. The strangers package contains a delicious cheese made by his father.

2. As the guests enjoy the most perfect cheese, they realize that the stranger he is from the other village.

V

Correct the following sentences:

1. The stranger asks the band to play The Shy Young Maiden, the favorite song of his village.

2. Because of a quarrel, his people and the people of San Juan Iglesias have’nt spoke in years.

U

1. It is Don Roméo Calderón’s daughter’s 18th birthday.

2. The stranger quick gets permission to dance with her.

T

1. A stranger walks passed the dark homes of the village.

2. The stranger who is carrying a package enters into the home of Don Roméo Calderón.

S

Correct the following sentences:

S. 1. “The Street of the Cañon” has more details about old Mexico than any story I have read.

2. The story opens in a village. San juan Iglesias is the village. It is May.

gg

GG. 1. Irregardless of Prospero’s precautions Red Death enters the abbey.

2. The story ends with the words Red Death held illimitable domination over all.

ff

FF. 1. One day prince Prospero makes a decision. He decides to hold a ball. It will be a masked ball.

2. The Red Death is a topic of discussion between the many guests.

ee

EE. 1. The sickness called the Red Death is a horrible illness that kills its victims within half an hour.

2. And to avoid the illness, Prospero goes into seclusion with his freinds.

dd

DD. 1. The setting for “The Masque of the Red Death” is Prince Prosperos abbey.

2. The abbey has lofty walls, rooms decorated in blue, purple, green, orange, white, violet, and black, and castle like towers.

cc

CC. 1. “The masque of the red death” is a allegory.

2. In a allegory characters, settings, and events have symbolic meanings.

BB

BB. 1. Folk dancing is part of almost every special occassion in Mexico.

2. Mariachis, strolling people who play music, are a common sight on the streets of Mexico.