Monthly Archives: February 2009

NOTE TO STUDENTS re: SEM 2, W4 ENTRIES

Due to SPC taking place this weekend, blog entries are due by Tuesday, 3/17 by 8:30am.

Hon Eng II students: Please keep in mind that that is the same day that the “Poetry Interview” and vocab quiz.  If you want to take the extra day to complete entries, feel free to do so…but keep in mind that the other assignment dates are still the same.

SEM 2, W4, #2: MANDATORY VOCAB STORY

This entry is mandatory. A separate quiz grade will be given for every student’s entry.

  • “A” = a truly unique story/description that shows a sophisticated use of the words and the willingness to develop the idea(s); it’s clear that the story works even without the vocab words being the focus.
  • “B” = a creative idea with potential (if more time was available) with a solid use of the vocab words; perhaps a bit rushed; the vocab words seem to be the focus (with the story seeming to be ‘added on’ a bit).
  • “C” (or lower) = seems to be rushing through the assignment with minimal development/understanding.
  • “F” = no entry.
  • Note:  Mr. Long may substitute “F” with a “zero” in the grade book if the student has a pattern of not doing these vocab entries over the quarter.  If only one mandatory vocab entry is missing in the quarter, then an “F” will offer a minimal penalty grade-wise.

Directions:

  • Write a brief story or description of the image.
  • Use all 10 of the following words from the January 26 list seen below.
  • Include:  definition and part of speech (as you use it) in parenthesis to receive maximum credit.

The Words:

  • adulation
  • dogmatic
  • dupe
  • fawning
  • imperturbable
  • lethargic
  • penury
  • proscribe
  • relegate
  • taciturn

Remember: Include the definition and part of speech (as you use it) in parenthesis to get maximum credit.

Image #1   (http://tinyurl.com/cs69ja)

takeabreak1

Image #2   (http://tinyurl.com/ab28g5)

whatif

Image #3  (http://tinyurl.com/bc2n8s )

marmite

SEM 2, W4, #1: GIVING FEEDBACK TO OTHERS

We’re going to start something new this semester.

After we spend a week answering new questions/prompts, we’ll spend a week responding to what people said that previous week.

Here are the rules:

  1. Every response must start with “I’m responding to Student #37″ (or whatever the student’s # is).
  2. Every response must be a minimum of 7 sentences to receive credit.
  3. To receive credit, a student can only respond once to each entry (vocab story, etc) for credit.
  4. Once a student responds to a student in an entry, the student may offer responses to additional students in that entry…but no additional credit will be offered.
  5. Like in other weeks, Mr. Long will respond to the total # of entries that a student responded to a single student.  Example:  To get credit for 5 entries (an “A”), the student would have to respond to 5 students (7+ sentences each) in 5 different entries.
  6. Responses must be respectful to be given credit.  While it is acceptable to disagree, responses must be offered in an appropriate manner with a focus on details (not emotions).

Once you are ready to start responding to entries/students from last week, simply go back to that original entry and offer your reaction with the “I am responding to student #…” statement at the top.

SEM 2, W3, #6: THE WRITTEN WORD

While we spend a great deal of time on the ‘techniques’ of writing, we must never forget that writing is as much an ‘attitude about life’ as it is a set of skills.

Challenge: Pick one of these quotations about writing that catches your eye.  Offer a reaction.

Length: 7+ sentences:

Option 1:

“What I don’t write is as important as what I write.” — Jamaica Kincaid

Option 2:

“Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep.” — Scott Adams

Option 3:

“I have nothing to say / and I am saying it / and that is poetry / as I needed it.” — John Cage

SEM 2, W3, #5: A ‘GAP’ YEAR

Obviously ‘college’ is a word that we hear a lot about on a campus like ours.  In some ways, getting into college seems to be the focus for many…but I often wonder what students really want to experience the year after they graduate from high school.  And with the upcoming 10th grade trip in a few weeks to visit 2 Texas colleges, I’m even more curious.

Many students across the world take what is called a ‘gap’ year.

This is essentially a year between high school and college where a student pursues something really important to them (traveling, volunteering, working, creating, etc.).

Challenge:

  • If you could take 1 year off from ‘school’ between HS graduation and starting college — to do something truly meaningful with your life — what would it be?  And why?
  • For the sake of this assignment, assume the money is limited (or at least something that has to be taken seriously) and that whatever you choose it must be something that will have a significant impact on your adult future.

Length: 7+ sentences

SEM 2, W3, #4: CONSIDERING THE BARD

William Shakespeared, aka “The Bard”, is going to become a large part of all of our lives for the rest of the quarter.  With that said, I’m curious what your overall thoughts and experiences are as you look to read one (Eng II) or two (Hon Eng II) of his plays in the coming weeks.

Challenge: Based on what you’ve read in school in the past (middle school or 9th grade), plays/movies you’ve seen (either the originals or adaptations, such as Leonardo DiCaprio’s “Romeo and Juliet” or the high-school version of “Othello” called “O” that also came out a few years back), or just a general sense of Shakespeare’s writing, tell us what your overall ‘expectations’ are about tackling one of his major works in this class.

Length: 7+ sentences

SEM 2, W3, #3: PICKING THE POEM/POET

I’m curious what poem you’ve decided to analyze for your “Poetry Interview” assignment.

Challenge:

  1. Identify the poem and poet you’ve selected (or at least think you’re going to do).
  2. Tell all of us why it has caught your attention — in general — with regards to writing a great conversation.
  3. Point out 5 ‘interesting’ things about the poem that might lead to great questions (and analysis).

Length: 7+ sentences