DAILY ASSIGNMENTS
1. Study SAT Vocabulary Terms (List 1). You should review the following:
a. word definitions
b. part(s) of speech (nouns, verbs, adjectives, adverbs)
c. related forms (family words)
d. synonyms and antonyms notes on how to distinguish the varied parts of speech.
In addition, students should prepare to work on additional in-class vocabulary assignments by reviewing words nightly. For test/quiz dates see calendar in class or upcoming dates post. To prepare for the in-class study and tests/quizzes, students are encouraged to create 3x5 study cards. STANDARD [EV1]
2. Students should conduct a nightly/daily review of the literary elements for prose fiction. Students will be expected to adequate mastery and knowledge of ALL terms. They should employ the same study method that is suggested for the SAT terms. STANDARD [ER2]
3. Students should conduct a nightly/daily review of the elements of grammar. Students will be expected to adequate mastery and knowledge of all elements.
4. Bring Materials/Supplies to class; this includes textbooks, paper, pens, notebooks, writing journals, etc. (NO EXCEPTIONS)
5. You should conduct a nightly/daily review of the course orientation notes. You will be expected to have adequate mastery and knowledge of all course policies and procedures.
6. You should conduct a nightly/daily review of the course standards. You will be expected to have adequate mastery and knowledge of all course standards.
TONIGHT'S ASSIGNMENTS
I. Type the final copy of your Practice Essay for "The Most Dangerous Game". This assignment is DUE 10/11 [A] and 10/12 [B]. Please adhere to the following type specifications for this assignment.
TYPING RULES FOR ESSAY
1. ALL WORK MUST BE TYPED…NO EXCEPTIONS, PLEASE.
2. ESSAY MUST BE TYPED IN TIMES NEW ROMAN FONT @ 12 POINT FONT SIZE
3. ESSAY MUST BE DOUBLE SPACED…NO EXCEPTIONS, PLEASE
4. ESSAY MUST BE TYPED IN THE PRESCRIBED LITERARY ANALYSIS FORMAT (SEE FORMAT AND MODEL)
5. PASSAGES USED AS EVIDENCE SHOULD BE TYPED IN THEIR ENTIRITY AND SHOULD BE SINGLE SPACED…NO EXCEPTION.
6. ESSAY MUST SHOW EVIDENCE OF YOUR KNOWLEDGE OF THE LITERARY ANALYSIS ESSAY. YOU MUST INCLUDE BRACKETS, PARENTHESES, AND ANY OTHER SYMBOLS THAT DENOTES A PART OF THE ESSAY (NOTE: SEE FORMAT GUIDE SHEET.)
7. YOUR NAME SHOULD BE WRITTEN ON THE BACK OF THE LAST SHEET OF YOUR ESSAY. MAKE SURE TO INCLUDE THE DATE AND CLASS PERIOD AS WELL.
8. PLEASE VIEW THIS ESSAY AS A SERIOUS ASSIGNMENT. IF YOU DON’T PLACE ABSOLUTE EFFORT INTO IT…I WILL KNOW!!!
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II. Define the SAT Vocabulary List 3 terms. Use the format that was prescribed for both Lists 1 and 2. No exception; any deviation will result in a loss of points.
SAT Vocabulary List 3
AFFABLE
ANTAGONIST
AMIABLE
ACQUIESCE
BENEVOLENT
CENSURE
COMPLACENT
DISPARITY
EPHEMERAL
ENHANCE
GUILE
INNOVATION
INSIPID
INDOLENT
PRECLUDE
REFUTE
REPUDIATE
TRANQUIL
VERIFY
VIRULENT
All responses MUST follow the following model:
1. VOCABULARY WORD
a. definition
b. part of speech (with root suffix ending)
c. related forms (at least 3; include part of speech and underline root suffix)
d. synonyms (at least 3)
e. antonyms (at least 3)
f. context clue style sentence (underline context clue, place word in parentheses)
Example:
1. CADAVEROUS
a. of, like, or relating to a corpse
b. adjective (-ous)
c. cadaver (n), cadaverously (adv), cadaverousness (n)
d. pale, gaunt, ghastly, corpselike, ashen
e. lush, well-fed, lively, alive, florid
f. After being lost in the wilderness for two months without much food or water, the (cadaverous) hiker emerged from the forest looking much like a skeleton.
*NOTE: Though this process may see a bit labor-intensive, it does provide you with the basics for a good, accurate study of the vocabulary terms. IT DOES HELP...TRY IT!!!
This assignment is due 10/13 [A] and 10/17 [B]
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III. Begin working on the Poetry is Alive! Project. Don't wait until the designated in-class study/prep session...start working now.
Poetry is Alive! Group Discussion Project
You have each been assigned a poem and a group- each group must complete the following for their poem:
· A Summary of the Poem- Identify the subject of the poem. Identify the speaker of the poem. Explain what the speaker is saying about the subject of the poem. What is happening in the poem? This should be at least one page typed (Times New Roman, double space, 12 point font); the heading should be: A SUMMARY OF ‘POEM TITLE’ by GROUP ??? I will be looking for specific references to the poem. When writing this, think of the level of specificity required when writing a literary analysis essay or annotation.
· You must include a short, but informative biography on your writer. This may be pulled from any research site, however, you must copy and paste the information in the prescribed format (Times New Roman, 12 point font, double space). Do not simply include a printed copy of a biography from an online site…you must put the information in the specific format.
· An Analysis of the Poem- This should be completed as a group!!! This should explain how the speaker expresses his/her thoughts about the subject. What kind of literary devices do you see in the poem? Why are those literary devices significant? What effect does the literary device have on the poem? Why does the poet use that literary device in this poem? Check each line for literary devices- there will be lots of them. Be especially aware of metaphor, simile, imagery, symbol, personification, alliteration, rhyme- these are the literary devices most often found in poetry. Set up your analysis using the literary analysis workchart- in three columns. A detailed annotation should be typed in conjunction with the chart.
· A Presentation of the Summary and Analysis- Prepare a way to teach your summary and analysis to the class. This is important because you will have a quiz based on these poems after the presentations are finished! Be sure that you clearly explain the summary and analysis to your classmates. This presentation must include a visual that will allow your classmates to take notes about the poem’s summary and analysis. (So, a picture of the poem will not work. Think overhead, PowerPoint, etc.)
· A Dramatic Interpretation/Reading of the Poem- Find a way to bring your poem to life! You may select one student in your group to present the interpretation/reading. PLEASE…make it interesting to the class- find a way to help them remember your poem. This should be done BEFORE your presentation of the summary and analysis.
Each group will turn in the following to Mr. Knight:
· A Typed Summary
· A Typed Biography (you must provide me with a source of your bio info)
· A Written Lit Analysis Workchart (use the three column handout)
· A Typed Annotation Analysis (use the information written on the workchart)
· The Presentation Visual
Poetry is Alive! Evaluation Rubric
Typed Summary _________/15
· Correctly identifies subject
· Correctly identifies speaker
· Correctly and completely explains what is happening in the poem
· Typed per the assignment standards
Typed Biography _________/15
· Typed per the assignment standards
· Short, but informative
· Provides the class with useful information on the writer’s past, other works of literature, style, etc.
Typed Analysis _________/30
· Correctly identifies majority of literary devices used in poem
· Correctly and completely explains significance of literary device and its effect on the poem
· Correctly formatted- three columns
· Workchart and typed annotation was submitted and completed correctly
Presentation / Visual _________/30
· Neatly done
· Clear; allows classmates to take notes
· Addresses summary and analysis of poem
· All group members speak/have a role in the presentation
Dramatic Interpretation/Reading _________/25
· Addresses the subject of the poem
· Creative and well-thought out!
TOTAL: ___________/115
NOTE: This is a group grade. This is also the first MAJOR grade of the second nine weeks. There will be a major assessment/quiz on all discussed poems that will follow the discussion.
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