Click here to read or re-read Macbeth.
(Click here to watch Macbeth.)
Assignment 1
Create a four panel comic strip for the two scenes you were assigned. (See Mr. Cook for assigned scenes.)
Each panel must include a clear, informative drawing and a clear, informative written summary. (Most students create two panels for each scene; some students create one panel for one of the scenes and three for the other.)
You may refer to the scene summaries provided in the book for guidance, but you will get no credit for the assignment if you copy from the book. (The book's summaries are pretty poor, so you will have to add to them.)
The purpose of this assignment is to help us review what we have learned. This is a classwork/homework assignment not a final project. Do your best work in about 45 minutes.
Assignment 2
Click here for questions.
Answer all of the questions rated "regular".
Answer as many of the questions as you can rated "challenging".
This assignment is designed to take about 90 minutes to complete.
Monday, March 31, 2014
Monday, March 10, 2014
Preparing for the MCAS Composition (Essay with introduction, body paragraphs, and conclusion)
Tuesday we're focusing on how writers use grammar, spelling, and other English language conventions in their MCAS compositions.
Click here to read an essay with proficient use of grammar, spelling, and other conventions.
Click here to read an essay that needs improvement in its use of grammar, spelling, and other conventions.
Click here to read an essay that fails to use appropriate grammar, spelling, and other conventions.
In the comment box below answer these two questions.
1. What are some differences between the proficient and needs improvement responses?
2. What are some differences between the needs improvement and failing responses?
Click here to read the prompt for last year's MCAS composition.
**********************
Monday we focused on how writers develop ideas in response to an MCAS composition prompt.
We'll start by figuring out the difference between effective and ineffective responses.
Click here to read a proficient response to the prompt.
Click here to read a response that needs improvement.
Click here to read a failing response.
In the comment box below answer these two questions.
1. What are some differences between the proficient and needs improvement responses?
2. What are some differences between the needs improvement and failing responses?
In your answers you should mention how focused the responses are, how organized the responses are, how thoroughly developed the responses are, how well details are incorporated into the response.
Click here to read an essay with proficient use of grammar, spelling, and other conventions.
Click here to read an essay that needs improvement in its use of grammar, spelling, and other conventions.
Click here to read an essay that fails to use appropriate grammar, spelling, and other conventions.
In the comment box below answer these two questions.
1. What are some differences between the proficient and needs improvement responses?
2. What are some differences between the needs improvement and failing responses?
Click here to read the prompt for last year's MCAS composition.
**********************
Monday we focused on how writers develop ideas in response to an MCAS composition prompt.
We'll start by figuring out the difference between effective and ineffective responses.
Click here to read a proficient response to the prompt.
Click here to read a response that needs improvement.
Click here to read a failing response.
In the comment box below answer these two questions.
1. What are some differences between the proficient and needs improvement responses?
2. What are some differences between the needs improvement and failing responses?
In your answers you should mention how focused the responses are, how organized the responses are, how thoroughly developed the responses are, how well details are incorporated into the response.
Wednesday, February 26, 2014
Revising Your Injustice Letter
1. Add at least one specific supporting detail or persuasive supporting reason to paragraph 2, 4, and/or 5. Highlight the new detail(s) and/or reason(s) in yellow.
2. Replace three words with new words that are more vivid, more precise, and/or more interesting. Highlight the new words in light blue.
3. Check to make sure you have used capitalization properly. Check the beginning of sentences and names. There should be no capitalization errors.
4. Check to make sure you have used apostrophes properly. Apostrophes should be used in contractions and to show possession. (They're Mungo's Jolly Ranchers.) Apostrophes should not be used in possessive pronouns or to make something plural. (Those book's are her's. Those books are hers.) There should be no apostrophe errors.
5. Check every sentence. Is it complete? Is it a run on? There should be no sentence errors.
6. Highlight in green the paragraph that you are proudest of. Write a comment to explain why you're proud of the paragraph. (The comment button is in the upper right-hand corner of the Google Doc next to the share button.)
7. Highlight in red the paragraph that you think still needs some work. Write a comment to explain why you think the paragraph needs some work. (The comment button is in the upper right-hand corner of the Google Doc next to the share button.)
When you're done, log out of the Chromebook, return it to the cart, and start working on "The Trial" handout. "The Trial" is about someone being arrested for no apparent reason.
2. Replace three words with new words that are more vivid, more precise, and/or more interesting. Highlight the new words in light blue.
3. Check to make sure you have used capitalization properly. Check the beginning of sentences and names. There should be no capitalization errors.
4. Check to make sure you have used apostrophes properly. Apostrophes should be used in contractions and to show possession. (They're Mungo's Jolly Ranchers.) Apostrophes should not be used in possessive pronouns or to make something plural. (
5. Check every sentence. Is it complete? Is it a run on? There should be no sentence errors.
6. Highlight in green the paragraph that you are proudest of. Write a comment to explain why you're proud of the paragraph. (The comment button is in the upper right-hand corner of the Google Doc next to the share button.)
7. Highlight in red the paragraph that you think still needs some work. Write a comment to explain why you think the paragraph needs some work. (The comment button is in the upper right-hand corner of the Google Doc next to the share button.)
When you're done, log out of the Chromebook, return it to the cart, and start working on "The Trial" handout. "The Trial" is about someone being arrested for no apparent reason.
Sunday, February 23, 2014
Letters from Gloucester High School
Before Writing Your Letter
* Open a Google doc. Name the document "Injustice Letter".
* Brainstorm injustices of today that you know about. They can be in the school, in Gloucester, in America, or in the world. Choose an injustice from your brainstorm. Briefly explain the injustice, including what makes it an injustice. Then, figure out who you would like to convince to do something about the injustice. You'll be writing a letter that person or people.
Writing Your Letter
* Address your letter to the person or people you would like to convince to do something about the injustice.
* In the first paragraph explain what has motivated you to write the letter. This paragraph should include a thorough explanation of the injustice.
* In the second paragraph you should show that you understand the other side of the argument, that you understand how someone else might defend the thing you consider to be unjust. Anticipate the arguments that the other side might make. Then, in the second half of this paragraph respond to those arguments with counterarguments of your own. Explain, why even though those arguments supporting the injustice might seem reasonable they are actually not right. (To state it more succinctly, in this paragraph you will anticipate the other side's counterarguments and offer rebuttals.)
* In the third paragraph tell at least one vivid, specific, true story that shows the injustice. Your goal is to use reason (logos) and emotion (pathos) to convince the reader that they should do something about the injustice.
* In the fourth paragraph call for a particular change. What should be done about the injustice? Then, explain why the change is necessary; or, in other words, explain why the reader should do something in particular about the injustice.
* In the fifth paragraph state how you're going to push for the change. (This might involve civil disobedience of some kind.) Explain why you're particular way of pushing for change is necessary.
* In the sixth paragraph conclude by restating your position (your main point) and by linking your cause with a larger, universal right or principle.
* Open a Google doc. Name the document "Injustice Letter".
* Brainstorm injustices of today that you know about. They can be in the school, in Gloucester, in America, or in the world. Choose an injustice from your brainstorm. Briefly explain the injustice, including what makes it an injustice. Then, figure out who you would like to convince to do something about the injustice. You'll be writing a letter that person or people.
Writing Your Letter
* Address your letter to the person or people you would like to convince to do something about the injustice.
* In the first paragraph explain what has motivated you to write the letter. This paragraph should include a thorough explanation of the injustice.
* In the second paragraph you should show that you understand the other side of the argument, that you understand how someone else might defend the thing you consider to be unjust. Anticipate the arguments that the other side might make. Then, in the second half of this paragraph respond to those arguments with counterarguments of your own. Explain, why even though those arguments supporting the injustice might seem reasonable they are actually not right. (To state it more succinctly, in this paragraph you will anticipate the other side's counterarguments and offer rebuttals.)
* In the third paragraph tell at least one vivid, specific, true story that shows the injustice. Your goal is to use reason (logos) and emotion (pathos) to convince the reader that they should do something about the injustice.
* In the fourth paragraph call for a particular change. What should be done about the injustice? Then, explain why the change is necessary; or, in other words, explain why the reader should do something in particular about the injustice.
* In the fifth paragraph state how you're going to push for the change. (This might involve civil disobedience of some kind.) Explain why you're particular way of pushing for change is necessary.
* In the sixth paragraph conclude by restating your position (your main point) and by linking your cause with a larger, universal right or principle.
Thursday, December 19, 2013
Tuesday, December 17, 2013
Points of View on Chris McCandless
In the comment box below, explain how the different points of view in the videos you saw in class today affected your opinion of Chris McCandless.
Wednesday, December 11, 2013
Into the Wild: Responding to Your Environment and Making Decisions
Into the Wild film script
Into the Wild (film) character list
Into the Wild (film) significant quotations
Answer the following ten questions in a Google document called Into the Wild Decisions.
Share the document with me. Each answer will require multiple sentences.
1. What decisions does Chris McCandless (Alex Supertramp) make from the end of college through his final days in Alaska? (Use your notes. Be specific.) 2. What are the outcomes of his decisions? Be specific.
3. How does his social environment affect his decisions? Explain. Be specific. 4. How does his physical environment affect his decisions? Explain. Be specific. 5. How does Alex's world view (his philosophy of life) influence his decisions? Explain. Be specific. 6. How does his knowledge (or lack of knowledge) about the world affect his decisions? Explain. Be specific.
7. To what extent has Chris been successful? Explain. 8. To what extent has he been unsuccessful? Explain.
What would Chris say about his decisions?
9. What decisions might he be proud of? Explain. 10. What might he regret? Explain.
***
For those interested in a more complete version of the story read this for your next independent reading book.
And click here for an article from this year that provides the most updated information about how Chris died.
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