Monday, November 29, 2010

Monday, 29 November

Today in class we considered the "Bucket List." Students created their own Bucket Lists. We then read the poem "Curriculum Vitae".

After discussing the simple, direct list form of the poem students had time to draft a poem of their own Curriculum Vitae.

Homework:
At least ten lines of a poem about your own life (past, present, or future) in the form of "Curriculum Vitae" is due tomorrow.

Wednesday, November 17, 2010

Wednesday, 17 November

In class students conferenced with Mr. Zartler and one another to improve and perfect their Catcher essays. Mr. Zartler reviewed the following editing checklist and students who had good drafts used this to guide their editing.

Papers are due on Friday. The finished papers will be the basis for an activity in class. Then on Friday, the class will have an assignment to begin the new unit.

Rough Draft CHECKLIST for

Catcher in the Rye

____ Introduction has a clear thesis statement

____ Introduction mentions the title of the novel

____ Introduction gives and thesis relate to a “big question”

____ Each paragraph begins with a topic sentence

Topic sentences explain what the whole paragraph is about

Topic sentences relate to thesis statement

____ Each paragraph basically makes sense read on it’s own

____ there are at least two (2) quotes from the book

____ each quote is introduced (who is speaking, about when in the book)

____ what each quote is explained thoroughly

____ each quote has a parenthetical citation in correct format (see blog for examples)

____ all longer quotes are block indented, single spaced, no quotation marks

____ shorter quotes are inside quotation marks, parenthetical followed by end mark

____ Spelling is generally correct Use the following tips:

•Use spell check.

•Circle words that might be wrong and look them up.

____ All sentences begin with a capital letter?

____ Each sentence ends with the correct punctuation mark. ( . ! ? ; )

____ Titles of novel is italicized or underlined. Nouns and verbs and first word capitalized.

____ Comma usage is correct:

•Commas separate items in a series.

•Commas precede coordinating conjunctions (and, but, so, for or, nor, yet) in compound sentences.

•Commas DO NOT separate two complete sentences. (This is called a comma splice).

____ Apostrophes are used to show possession or to mark contractions or to show missing numbers (as in ‘99)?

____ All proper names of people, places and things are capitalized.

____ Check subjects and verbs to see that they agree in tense and in number.

•I/am or We are and He/she is and They are

____ There is an appropriate title that reflects the main topic of the essay.

____ Actions in the book are presented in “Eternal Present Tense,” e.g. Holden watches a football game in Chapter 1. Then he goes to visit his teacher.”

Tuesday, November 16, 2010

Tuesday, 16 November

Students shared a brief outline / description of their papers.

Students worked on revisions to their papers. One important strategy was to read first the thesis statement then topic sentences aloud to another student.

Another important strategy was to read the entire paper aloud (pen in hand!).

Students turned in rough drafts for teacher edits.

Students who did not turn in a draft, but want teacher feedback before the

FINAL IS TURNED IN FRIDAY MORNING,

must meet with Mr. Zartler during conference period on Wednesday.

Monday, November 15, 2010

Monday, 15 November, 2010

Homework of Rough Drafts was checked.

Class was devoted to editing the final rough drafts of Catcher in the Rye papers.

Writers highlighted the thesis and all topic sentences. Reading just these sentences aloud to a partner was a test of the structure and organization of the paper.

Writers highlighted the first four or five words of each sentence in the paper. Reading these aloud, or writing them down in five columns helped students identify if there was a repetitive pattern of sentence structure in their paper. If there was, writers were encouraged to change the structure of some sentences.

Writers ensured that their conclusions were expansive.

Writers reviewed the proper format for embedding quotes in text by chanting the quote pattern.

Intro the Quote
Quote the Quote
Cite the Quote
Explain the Quote

Here is an example:
Mr. Zartler writes in his blog, "Writers reviewed the proper format for embedding quotes in text by chanting the quote pattern," (www.blogger.com). What he means by this is he made us chant in a silly way to help us learn.


Bob says to Cherise, "'I think we should go home'" (137). What he is saying is that the monster in the woods will eat them if they don't run away.

Notice that quotes in the second example that is quoting dialogue changes the double quote marks in the text to single marks, and adds double marks to indicate that the quote is being quoted.

A block quote is used when there are more than three lines devoted to a quote. Mr. Zartler saw a play last night. During the play he was reminded of the opening of Virgils Aeneid:
     Arms and the man I sing, who, forced by fate
And haughty Juno's unrelenting hate,
Expelled and exiled, left the Trojan shore.
Long labors, both by sea and land, he bore;
And in the doubtful war, before he won
The Latin realm and built the destined town,
His banished gods restored to rights divine,
And settled sure succession in his line;
From whence the race of Alban fathers come,
And the long glories of majestic Rome.
(Dryden 1)

The play he saw was based on the Illiad, but these lines, too, show the focus on war and honor that was part of ancient society.

Not that in this kind of quote quotation marks are not used (unless there is dialogue). The citation (page reference) occurs after the final period. The quote is introduced (who is talking, what is the context of the quote), then preceded by a colon (:). As in every use of a quote for evidence, the quote is followed by an explanation of what it means.

Next Due Dates: Tuesday another (final) Rough Draft. Tuesday night Mr. Zartler will take home those papers, ignore his wife and puppy, and bring you feedback for class Wednesday morning -- What a Guy!

Final Paper is Due: Friday!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Friday, November 12, 2010

Friday, November 12

Today in class we reviewed the requirement for a good literary analysis paper. We reviewed how to outline a paper, and students had time to work on developing a detailed outline for their paper. Here is a handout that explains how develop your ideas for an essay and how to properly put quotes in your essay.

Rough drafts of Catcher essays are due on Monday, 15 November.

Wednesday, November 10, 2010

Tuesday-Wenesday, 9-10, November

Students worked on a worksheet to help them choose a topic, develop a thesis statement, and to begin to outline a paper on Catcher in the Rye.

A brief outline for the paper is due on Friday. A typed rough draft of the paper is due on Monday.

The paper is to answer the question: What does reading Catcher in the Rye help one understand about the world?

The outline should include:
Thesis

What will be explained in the first paragraph
What symbols or actions will be discussed
What will be explained next
What symbols or actions will be discussed
What will be explained next
etc., etc.,
What will be explained in the conclusion, e.g., "So what?" (How does Catcher in the Rye relate to big questions about the world?)

Friday, November 5, 2010

Monday, 8 November, 2010

Students wrote on a prompt in class. The Prompt is: “Would you rather die for a cause and be remembered forever? Or live your life for a cause in obscurity?” This prompt is based on something Holden’s ex-teacher said to Holden (pg 188) of Catcher. Read the context of the quote before writing. You might consider if you would respond differently to the prompt if it hadn’t been brought up by this particular character.

After discussing this prompt students had their homework (see the last blog entry) checked off. After discussing the homework students were assigned a short writing assignment. This is due tomorrow: Thisn about the behaviors and attitudes Holden exhibits. Which are related to his trauma. Using evidence from the text explain why you think one of these attitudes or behaviors is related to his trauma and why you think that.

Thursday, November 4, 2010

Monday, Tuesday, Wednesday 1-3 November

Sorry for the delay in posting.

On Monday we discussed chapters near the end of the novel.

On Tuesday there was a two part final exam on the novel. Part One was done in class, part two was an open book take home exam.

We discussed the exam in class on Wednesday, and met for a final time in Psychologists groups to discuss Holden's problems.

Students have due on Monday the Catcher in the Rye Novel Review worksheet (only page one is due. Get that assignment here. Attached to this assignment is an assignment that will be worked on next week to develop a thesis statement for a Catcher in the Rye paper.