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Cohn 2013-14


Table of Contents

Honors vs. AP Students


Document Requirements—MLA Format




Cornell Notes


Sentence Cheat Sheet


Sentence Structure


Paragraph Structure


Buff Paragraph


FIB Essay


One Pager


Dialectical Journal


Self Questioning Strategy


Vocabulary Word Card


Vocabulary Schema


Literature Data Sheet


Socratic Seminar


Chart the Text






Power Point




Paper Slide Video


Works Cited


MLA Sample Document




Honors courses are also geared towards helping students at a later date to enroll in Advanced Placement (AP) courses.

Open-mindedness and able to think “outside the box” Involved in classroom activities Takes pride in school work/consistently does his or her best work Spends at least three hours per week outside of school working on classroom assignments  Attends class at a very high rate (few or no absences)  Be willing to work—in groups on his or her own and as a class  Takes a leadership role in class and outside of class  Deals with personal issues in a non-defiant manner  Has respect for self and others  Accepts constructive criticism with ease  Knows the requirements/format of a basic 5-paragraph essay  Knows school and classroom rules and follows them  Accepts responsibility—thinks of others before acting BONUS: Can apply classroom strategies into other areas

   


Be prepared to write on author’s style, addressing diction, tone, point of view, figurative language, etc.

The reading load for AP Language is thus: one novel read entirely outside of class per month; typically daily-assigned essays and other shorter readings. Each piece of reading will be responded to through a dialectical journal and a summary.

Come in with a basic understanding of figurative language, author’s purpose, pathos/ethos/logos, and basic research knowledge (i.e., the need to cite sources and knowledge of what a parenthetical citation is).

Resilience: Students need to be able to take negative feedback of their work and accept it. Work ethic: Students will need to read widely on their own outside of class. Time: Students need to be able to devote as much time for AP homework as they would homework for a college class—about 1-2 hours out of class for EACH hour in class depending on skills. Reading: Students should be ready to read large amounts of college-level materials with minimal support. Writing: Students should be able to structure an essay in a way that would score at least consistent 3s in Ideas and Content and Organization and always at least 2s for conventions and sentence fluency. Students should be able to address an essay prompt without teacher guidance. Students must be able to work effectively independently, in small groups, and whole-class activities. Synthesis: Students should be able to combine different sources formally and informally in writing, speaking, and thinking.

      

Stays focused for 90-minute class periods Able to write and read at an above-average level Knows the rules on plagiarizing and writes with integrity Reads a novel on his or her own with little classroom instruction Is an active reader Motivated to learn and perseveres Able to find information on his or her own, especially if a teacher is unavaila-

AP English (Advanced Placement)

Honors English


All submitted work should be in MLA Format

Upper Left Corner Name Teacher Name Class Date

All Written assignments will be double spaced on both notebook paper AND typed papers.

If an assignment is longer than one page, the page number should appear in the upper right hand corner using this format: Your last Name + Page # Cohn 3


WSQ Watch—Summarize—Question

Strategy for watching video information and presenting observations in class.

Watch— Watch the assigned video(s). Most videos will be approximately 10 minutes in length. Some may be shorter and there may be collections of shorter videos a group.

Summarize—Provide a brief synopsis/explanation of the information presented in the video. Be sure to include the main points of the video and any information you found interesting, new or insightful. How does the video apply to what we are studying? 3-4 sentences.

Question— What is a question you have about the video information or what Essential Question is the video addressing? You must have at least 1 Question to present in class.

Example Format: Should be written on notebook paper and submitted at the beginning of class.

Watch Video Title and Date Assigned



3-4 Sentences about the content of 1 Question you have about the conthe video tent, or what Essential Question the video is addressing.




Class Hour

Essential Question

Main Ideas


Terms &



Text Subheadings Key ideas and content from text


Explanation, dates, details

Questions to

Possible answers.



1-3 sentences summarizing notes for review. Main ideas, key terms, and information to remember.





Cumulative Sentence Cumulative Sentence - Base clause and free modifiers that are added most often at the end. 1st Lesson - Verbal @ first = then they write their thoughts down. Circle of focus - 7-8 students. (fishbowl) Prompt #1 - Think of a person important to you. Share who it is. Prompt #2 - Think of something specific that person has done - Share Prompt #3 - Think of another specific occasion regarding that person - Share Prompt #4 - Think of a final specific attribute, event involving that person - Share. Write what you’ve shared, starting with the phrase, “This morning I remembered…” Review previous student work: Edit Look at a base clause - change the period to a comma (. ,) Start with narrative focus. With supplementary lessons, branch out into expository Kim walked into the room…. The rain came down in San Antonio… Today I learned…. Whitman’s poetry style incorporates … AVG Words in Sentence th 4 Grade 8 th 9 Grade 11 th 12 Grade 15

During this first week of school I..... * something I did , *something I learned , and *something that made me laugh . 8

PARAGRAPH STRUCTURE A topic sentence is the first sentence in a paragraph and gives the reader an idea of what the paragraph will be about. The second sentence usually provides an example of the topic, or a reason/argument for the reader to consider your point of view. The third sentence provides details to support the second sentence. The fourth sentence provides another example or reason relating to the topic. The fifth sentence provides details to support the fourth sentence. The sixth sentence summarizes the paragraph and provides a transition to the next paragraph topic.


BUFF PARAGRAPH Buff Paragraph Outline

This is an outline for a single paragraph essay. This outline does not include the introduction or conclusion, and they are not usually included in an outline anyway. Note that the first body paragraph is a Roman I. There may be some variation within this outline, but there must be thorough explanation/analysis of your support and quotes that relates back to the main point or thesis of the whole paper. I. Topic Sentence: States both the topic of the paragraph and the main point you want to make about that topic. A. Introduce the first reason or example that supports your main point. 1. Provide a quote or specific example as evidence or support. 2. Explain how the quote or example supports your main point. B. Transition to another reason or example that supports your main point. 1. Provide a quote or specific example as evidence or support. 2. Explain how this quote or example supports your main point. C. Transition to a third reason or example to support your main point. 1. Provide a quote or specific example as evidence or support. 2. Explain how this quote or example supports your main point. Write a concluding sentence (or two) that explains how all three of the examples above support your topic sentence. In a multi-paragraph paper, the last sentence should relate the whole paragraph to the larger thesis of the whole paper and help transition to the next paragraph.

In a multi-paragraph paper, each body paragraph would follow this outline. The first topic sentence of each paragraph would be a Roman I on the outline. Each subsequent body paragraph would be II, then III, etc.


FIB ESSAY Name Pg# Name: Teacher: Class: Date: Title: Introductory Paragraph: Opening Lead: _____________________________________________________________ Brief summary and narrow focus ___________________________________________________ _____________________________________________________________________________ Thesis Statement: __________________________________________________________ ______________________________________________________________________________ I. Topic Sentence of Body Paragraph _________________________________________ A. Reason or example ___________________________________________________ 1. Supporting evidence ___________________________________________ 2. Explanation _________________________________________________ B. Transition to second reason or example __________________________________ 1. Supporting evidence ___________________________________________ 2. Explanation _________________________________________________ C. Transition to third reason or example ____________________________________ 1. Supporting evidence ___________________________________________ 2. Explanation _________________________________________________ D. Concluding/Transition sentence ________________________________________ II. Topic Sentence of Body Paragraph ________________________________________ A. Reason or example ___________________________________________________ 1. Supporting evidence ___________________________________________ 2. Explanation _________________________________________________ B. Transition to second reason or example __________________________________ 1. Supporting evidence ___________________________________________ 2. Explanation _________________________________________________ C. Transition to third reason or example ____________________________________ 1. Supporting evidence ___________________________________________ 2. Explanation _________________________________________________ D. Concluding/Transition sentence ________________________________________ III. Topic Sentence of Body Paragraph _________________________________________ A. Reason or example ___________________________________________________ 1. Supporting evidence ___________________________________________ 2. Explanation _________________________________________________


FIB ESSAY B. Transition to second reason or example __________________________________ 1. Supporting evidence ___________________________________________ 2. Explanation _________________________________________________ C. Transition to third reason or example ____________________________________ 1. Supporting evidence ___________________________________________ 2. Explanation _________________________________________________ D. Concluding/Transition sentence ________________________________________ Concluding Paragraph: Summary of thesis ______________________________________________________________ Significance of ideas _____________________________________________________________ Big idea/question/reflection _______________________________________________________

When converting to essay format be sure that your essay is in paragraph format, double spaced in 12 point black font. Your headING should be on the left side with your last name and page number, the headING should only appear on the first page of your document. You should have 1 inch margins around the page. Preferred Fonts are Arial, Times New Roman, Calibri, Cambria, Gautami,Candara, Franklin Gothic, Garamond, Lucida Bright, Mangal, and Tahoma.


The visual should connect to the lit piece and the focus of the assignment

A one pager usually contains a paragraph that analyzes the lit piece in connection with the focus of the assignment (mood, theme, character, plot summary, cause/effect, compare/contrast). It should be at least 5-7 strong sentences. One sentence should incorporate the selected quote as well. It should be informative (3rd person) and should be error free. It is usually a summary paragraph OR analysis (how or why). The entire surface of the page should be covered with text/image. Make it colorful to attract attention.

“You will place a quote on this page from your novel that applies to the focus of the assignment. (Page #)



DIALECTICAL JOURNAL PROCEDURE:  As you read, choose passages that stand out to you and record them in the left-hand column of a T-chart (ALWAYS include page numbers).

 In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on each passage)

 If you choose, you can label your responses using the following codes:  (Q) Question – ask about something in the passage that is unclear  (C) Connect – make a connection to your life, the world, or another text  (P) Predict – anticipate what will occur based on what’s in the passage  (CL) Clarify – answer earlier questions or confirm/disaffirm a prediction  (R) Reflect – think deeply about what the passage means in a broad sense – not just to the characters in the story. What conclusions can you draw about the world, about human nature, or just the way things work?

 (E) Evaluate - make a judgment about the character(s), their actions, or what the author is trying to say Complete journal entries for at least two passages each week. You can earn up to 25 points per week for your journals. Sample Dialectical Journal entry: THE THINGS THEY CARRIED by Tim O’Brien Passages from the text “-they carried like freight trains; they carried it on their backs and shoulders-and for all the ambiguities of Vietnam, all the mysteries and unknowns, there was at least the single abiding certainty that they would never be at a loss for things to carry”.


Pg 2

Comments & Questions (R) O’brien chooses to end the first section of the novel with this sentence. He provides excellent visual details of what each solider in Vietnam would carry for day-to-day fighting. He makes you feel the physical weight of what soldiers have to carry for simple survival. When you combine the emotional weight of loved ones at home, the fear of death, and the responsibility for the men you fight with, with this physical weight, you start to understand what soldiers in Vietnam dealt with every day. This quote sums up the confusion that the men felt about the reasons they were fighting the war, and how they clung to the only certainty things they had to carry - in a confusing world where normal rules were suspended.


SELF QUESTIONING During Reading Strategy.

At the end of each paragraph, ask yourself a question about what you just read. Use the 5W+H (Who, What, When, Where, Why, How) to help you come up with the questions. Make an inference (best guess) about the answer to the question, and when you find the answer in the text or the information that confirms or denies your guess, make a note of that as well. The worksheet for this strategy is as follows:









Summary of information or story.

1-2 sentences.


Text Answer—Pg #



VOCABULARY SCHEMA Vocabulary Schema 'Schema" is one of the first words we learn about at the beginning of the school year. It is all of the things that you know in your brain. Everyone has schema, although everyone's schema is different. Pick 15 words from the Vocabulary list for the novel/unit and create a diagram that illustrates your schema of the vocabulary from the novel/unit.

EXAMPLE: bonbon Food




Bonbon sweet







LITERATURE DATA SHEET Title: Author: Protagonist Antagonist Main Idea (what is story about)


Copyright : Genre: Setting:


Theme (life lesson)


Author’s Purpose



Figurative Language – 3 examples (quote) + identify term (metaphor, simile, etc)

Summary of story:


SOCRATIC SEMINAR Socratic Seminar is a method of discussion that allows participants to discuss a topic thoroughly and leads to a deeper understanding of the topic/text. Seminar participants explore and evaluate ideas, issues and values. 4 Elements of Socratic Seminar The Text A text for study is selected and all members read the text silently. They then read the text again, marking the text for important ideas, questions and understanding. Students develop possible focus points for discussion after reading. The Question An opening question is presented by the leader or a participant. The opening question should not have a right or wrong answer. A good opening question leads participants back to the text to discover new understandings. The discussion of the question generally leads to more questions. The Leader The seminar leader opens the discussion with the opening question and facilitates or guides the discussion as it progresses. They guide participants back to the text, clarify responses, ask follow up questions and encourage reluctant participants to speak up. The leader doesn’t control the conversation, they guide it towards true discussion and learning, instead of debate. The Participants Participants study the text, arrive at the seminar ready to engage with the text and others, listen actively, share their ideas and questions with each other and search for evidence to support their ideas. Inside/Outside Circle The seminar is formed with 2 circles, the inner circle is where the discussion takes place. There is usually an empty seat at the table for someone from the outside circle to join in the discussion as needed. The outside circle monitors the discussion and takes notes over the discussion to track the issues and evidence of the conversation.


CHART THE TEXT Use the chart below to help with your analysis of the selected text. Indicate the text you are reading (cut & paste, paragraph # and sentence #), what you believe the author is saying and what the author is doing in that particular section. Then summarize into an analysis paragraph. What the Author Says One night a plane exploded in midair over the island and the dead pilot floated to the ground.

I lied about how much I was making because they would spend it all.

Text But a sign came down from the world of grownups, though at the time there was no child awake to read it. There was a sudden bright explosion and corkscrew trail across the sky; then darkness again and stars. There beneath a parachute, a figure that hung with dangling limbs. -Lord of the Flies

What the Author is Doing The “universe” is answering Ralph’s call for a sign from the grown ups. The author uses this as a symbol and foreshadowing for the deathly events to come.

Maus (77) “Of course I only SAID I got half of what I really made. Otherwise they wouldn’t save anything.”

Inferring that Vladek is more financially responsible than his inlaws. Demonstrating how Vladek’s restraint could be an asset.

Analysis: Combine what the author is saying and what the author is doing into a summary paragraph. The author uses Vladek’s lying about his income to demonstrate how his inlaws are poor money managers. His miserly ways prove to be an asset.


TPCASTT TPCASTT (Typecast Strategy for Poetry Analysis) Title: Ponder the title before reading the poem. Paraphrase: Translate the poem into your own words Connotation: Contemplate the poem for meaning beyond the literal. (Focus on Simile, Metaphor, Symbol, Diction, Point of View, Alliteration, Onomatopoeia, Rhythm and Rhyme) Attitude: Observe both the speaker’s and the poet’s attitude (tone) Shifts: Note shifts in speakers and in attitudes (Change of Feelings in the poem) Title (again): Examine the title again, this time on an interpretive level (How is the title different now to the overall meaning of the poem?). Theme: Determine what the poet is saying 21

PRESENTATIONS Oral Presentations are a requirement of the College and Career Readiness Standards. To be successful in the adult world you must be able to present your ideas and position to individuals and groups of people with confidence. For this class, your oral presentations will usually include some type of visual aid and you may present individually or in a small group.

Most presentations will be reflective and can follow the following outline.


What I/we did.


What went well.


What didn’t go well.


What I/we would differently next time.


Connection between classroom topic and real world.

For informational (teaching) presentations, you will be providing the class with new information as an enhancement to their own learning. These presentations should include:


Topic/Essential Question


Research consisted of‌. (where did you get information)


Historical relevance


Literary relevance


Modern day relevance


What I/we learned. Most interesting piece of information, most surprising/shocking, etc.


POWER POINT 15 slides 1st Slide Title/Name/Class 14th/15th Slide – Works Cited You will present in front of class (3 minutes)

     

Slides 2—13 should include the following: Heading Color Image Link—optional 3-4 lines of text (bullet points) Citation of sources—If you didn’t take the picture or come up with the information on your own (personal experience) give credit where it is due.

You should use your Power Point as a memory cue. DO NOT read directly from Power Point


PECHAKUCHA Pechakucha – oral presentation

Pechakucha—Japanese for “chatter” 15 slides @ 12 seconds each – Visual Note Cards - 5 seconds 5 Seconds 1st Slide Title/Name/Class nd th 12 Seconds 2 – 11 Slide – Images only – Summary/Narrative – What is it about? 12 Seconds 12th – 13th Slide – Images – Reflection/Analysis – What does it mean? 7 Seconds 14th/15th Slide – Works Cited You will present in front of class (3 minutes)


PAPER SLIDE VIDEO Follow the process below to develop a Paper Slide Video—an alternative to Power Point or Posters. Step 1 – Topic Problem Solution Compare Contrast Analysis Step 2 – Plan Group or Individual? Assign roles – camera, talking, place papers, pull papers Requirements Basic Slides Background with Moveable Objects Music Video Storyboard Step 3 – Narration Fluency Script Step 4 – Create Images Hand Draw Internet – Print Black & White Step 5 – Practice Rehearse On Deck Group on Recording Day Time Limit – Storyboard Script / Power Point Note View Uhms count Number Slides Step 6 – Record/Present Use Sphere to Record Good/Bad Sign – Bad Take Quiet Space 2 people on each side of camera Incoming and outgoing piles Flat Surface


WORKS CITED Works Cited Batman. Dir. Tim Burton. Perf. Michael Keaton, Jack Nicholson. 1989. Warner Bros., 2009. DVD. Bearden, Romare. The Train. 1974. Photogravure and aquatint. Museum of Mod. Art, New York. Brueggeman, Brenda Jo, and Debra A. Moddelmog. “Coming-Out Pedagogy: Risking Identity in Language and Literature Classrooms.” Pedagogy 2.3 (2002): 311-35. Print. Chan, Evans. “Postmodernism and Hong Kong Cinema.” Postmodern Culture 10.3 (2000): 729-31. Project Muse. Web. 5 June 2008. URL: Child, L. Maria, ed. The Freedmen’s Book. Boston, 1866. Google Book Search. Web. 15 May 2008. Flynn, Giilan and Dave Karger “Fighting Chances.” Entertainment Weekly 12 Jan. 2001: 22-34. Print. Foo Fighters. “All My Life.” One By One. BMG, 2002. CD. Hanzlik, Josef. “The Black Slave Trade: A Poem.” British Women Poets of the Romantic Era. Ed. Paula R. Feldman. Baltimore: John Hopkins UP, 1997. 472-82. Print. Homer. The Iliad. Tr. Robert Fagles. New York: Viking, 1996. Print. ---. The Odyssey. Tr. Robert Fagles. New York: Viking, 1996. Print. “Hourly News Summary.” National Public Radio. Natl. Public Radio, 20 July 2007. Web. 20 July 2007. Quade, Alex. “Elite Team Rescues Troops behind Enemy Lines.” Cable News Network, 19 Mar. 2007. Web. 15 May 2008.





Student resource packet  

An online packet of instructions and examples for succes in Tradigital classroom.

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