*IB 11* Assignments

Friday, April 12, 2013:

Class Activities:

-Announcements (1-2 minutes)

-Library: You may either:

            1. Work on your IOP’s

                        -find sources

-Remember: Only focus a small amount on your poet. Focus mainly on their poetry.

-I’ll come around and check on your progress.

OR

            2. Work on your EE’s

                        -Find sources from AVL and from the library.

-Remember: You cannot use internet sources ONLY. You must use book sources as well.

-You must have another page and a half by the end of the block.

Wednesday, April 10, 2013:

Class Activities:

-Announcements (1-2 min)

-Those of you who are not taking the AP exam will be working in the library today working on either your IOP or your EE.

-You will return to class 5 minutes before the bell rings to show me your work.

*IOP= Show me notes you have written from your research

*EE= You should be able to show me at least another page and a half typed.

-The AP exam takers:

            -We will review the Free Response section of the AP Language exam.

-3 groups: one group will have 4, the other two groups will have 5.

-In your groups, you will visit this website:

http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/51307.html

-One group will work on #1-2

-One group will work on #3-4

-One group will work on #5-6

-On poster paper, write the most important details about your numbers. You will share these with the other groups. You will have 10-12 minutes to discuss the information and write it on the poster paper.

-Once the groups have presented we will move on to the synthesis question.

-Each group will have 15 minutes to read the synthesis question and all the sources.

-After the 15 minutes, groups will begin to work on the essay question. You may discuss articles with your group as well as the organization of the essay. Begin writing as much as you can in your groups.

Monday, April 8, 2013:

Class Activities:

-Announcements (1-2 min)

-       For the first 25 minutes of class, the Peer Leaders will take you on an obstacle course to raise awareness of the dangers of drunk driving.

*When you return:

           

            -Library: Get in your poet groups

           

            -Neruda

            -Yeats

            -Frost

1.    In your groups, discuss any information you already have about your poet and their poems.

2.    Discuss poems that you have already read.

3.    Begin working on your IOP Prezi.

4.    Check out books or print off any sources you need for this presentation.

*Today’s grade will be for your group work.

Thursday, April 4, 2013:

Class Activities:

-Library: We will be using the library to work on the Extended Essay today

-By the end of class today, you must turn in the following:

=Your definite research question

=The category of your essay

=The first page and a half of your Extended Essay.

Tuesday, April 2, 2013:

Class Activities:

-General overview of the next two weeks (handout)

-Handouts on plot summary vs. analysis

-PowerPoint on Conducting Online Research

-Students who are not taking AP exam, went to library to work on EE's and IOP's

-Students who are taking the AP exam, stayed with me and worked on the multiple choice part of the exam.

Friday, March 8, 2013:

DEADLINES:  March 12, 2013- Your next 1,000 words for the WL is due.

Class Activities:

-Worked on WL papers.

Wednesday, March 6, 2013:

Class Activities:

-Went to the Library to work on WL papers and EE question.

Monday, March 4, 2013:

Class Activities:

-Library to peer review papers

Thursday, February 28, 2013:

Class Activities:

-Turned in works cited page and two sources

-Received their 400 word WL paper with a rubric and corrections that need to be made.

-Library to work on the WL paper and revisions.

Homework:

-1,200 words of your WL is due: Monday, March 4, 2013. 

Link to the AVL:

AVL Databases

Tuesday, February 26, 2013:

Class Activities:

-Watched "To This Day" activity. 

-Basics of Writing SMARTBoard presentation.

-Mini-assignment: Went to the Writer's Block link and typed five different strategies to help you get through writer's block. Copied and pasted these strategies on the blog for credit.

-Turned in one source from the AVL website on a notecard. This was an in-class grade for ten points. 

Homework:

-*For Thursday, you must find two secondary sources for your paper. (The text itself cannot be one of these two sources.)

*One source must be from an AVL database like the one we looked at today. The other source must be a book from the library. 

*RELEVANT SOURCES / EVIDENCE 

*Your two sources must be physically brought to class on Thursday along with a typed, MLA format Works Cited page. I will take your works cited paper at the beginning of class, so have them ready to hand to me. I will not allow you to print them off before class. Come prepared. 

Link to PurdueOWL 'Writer's Block':

Writer's Block

Friday, February 22, 2013:

Class Activities:

-Handed out the WL Rubric. 

-Went to the library: 400 words due by the end of the block. It was airdropped to Mr. LaPalme.

*Here is what the handout looks like if you were not here: 

Your paper will be graded on how well it meets the requirements of five different categories:

1.     Reflective Statement: To what extent does the student show how their understanding of cultural and contextual elements was developed through the interactive oral?

0-    The work does not meet any of the standards listed below.

1-    Shows superficial development of the student’s understanding of cultural and contextual elements.

2-    Shows some development of the student’s understanding of c&c elements.

3-    Shows development of the students understanding of c&c elements.

2.     Knowledge and Understanding: How effectively has the student used the topic and the essay to show knowledge and understanding of the chosen work?

0-    Paper does not meet any of the standards listed below.

1-2= Shows some knowledge but little understanding.

3-4= Shows knowledge and understanding of, and some insight.

5-6= Shows detailed knowledge and understanding of, and perceptive insight.

3.     Appreciation of the Writer’s Choices: To what extent does the student appreciate how the writer’s choices of language, structure, technique and style shape meaning?

0-    Paper does not meet any of the standards listed below.

1-2= Some mention, but little appreciation.

3-4= Adequate appreciation…(same as above)

5-6= Excellent appreciation…(same as above)

4.     Organization and Development: How effectively have the ideas been organized, and how well are references to the works integrated into the development of the ideas? *Word limit is 1,200-1,500 words. If limit is exceeded, 2 marks will be deducted.

0-    Paper does not meet any of the standards listed below.

1-    Some attempt to organize ideas/ Little use of ex. from the work.

2-    Ideas are superficially org. and dev./ Some integrated ex. from the work.

3-    Ideas are adequately org. and dev./ Appropriately integrated ex. from the work.

4-    Ideas are effectively org. and dev./ Well-integrated ex. from the work.

5-    Ideas are persuasively org. and dev./ Effectively integrated ex. from the work.

5.     Language: How clear, varied and accurate is the language? How appropriate is the choice of register, style and terminology? (‘Register’ is the use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.)

0-    Paper does not meet any of the standards listed below.

1-    Language is rarely clear and appropriate; many errors.

2-    Language is sometimes clear and appropriate; mechanical elements are fairly accurate.

3-    Language is clear and carefully chosen/ Adequate degree of accuracy with mechanical elements.

4-    Language is clear and carefully chosen/ Good degree of accuracy in mechanical elements.

5-    Language is very clear, effective, carefully chosen and precise/ High degree of accuracy in mechanical elements. 

Wednesday, February 20, 2013:

Class Activities:

-Mini-Lesson on "Writing Transitions."

-Group work on transitional devices.

Homework:

-Turn in your EE AGREEMENT FORMS and REFLECTIVE STATEMENTS!

-Remember to buy a one inch binder for your A-1 Guides.

Monday, February 18, 2013:

Class Activities:

-Took up EE agreement forms and Reflective Statements.

-Library to work on WL paper. 

Homework:

-Turn in your EE AGREEMENT FORMS and REFLECTIVE STATEMENTS!

Thursday, February 14, 2013:

Class Activities:

-Asked for WL Reflective Statements. 

-Library to work on WL papers.

-Must prove that you worked in the library.

Homework:

-Work on WL papers. 

Friday, February 8, 2013:

Class Activities:

-Turned in commentary on Mr. Shiftlet and Manley Pointer.

-Received handouts with important IB information.

-Completed a "Welty & Voice" word search.

-Read Eudora Welty's "A Worn Path" p.890.

-Took an open book quiz on "A Worn Path." 

Homework:

-WL Reflective Statements due by Next Friday, February 15, 2013.

Wednesday, February 6, 2013:

Class Activities:

-Turned in WL Reflective Statements and Responses from last class.

-Reviewed O'Connor's "The Life You Save May Be Your Own"

-Read O'Connor's "Good Country People"

Homework:

-Finish "Good Country People" (p.287-291).

-Write a commentary comparing Mr. Shiftlet and Manley Pointer. (Directions are on the handout in class). 

Monday, February 4, 2013:

Class Activities:

-THINK prompt (8 minutes)

-Blue Lit Book: p. 913-Flannery O'Connor Background Info.

-Blue Lit Book: p. 915 "The Life You Save May Be Your Own"

-Copied down 30 details while listening to the story for an in class grade. (15 pts)

Homework:

-Write a one and one-half page or four paragraph response about a connection you found in Flannery O'Connor's "The Life You Save May Be Your Own" and your WL novel. Find a similarity between the two and respond. Do not forget to add a Works Cited Page!

This will be due: Wednesday, February 6, 2013.

-Remember!!!: Bring in your WL Reflective Statements this week! Only type the statement that you want to send to IB.

Thursday, January 31, 2013:

Class Activities:

-Turned in the one detail from the brainstorming session for WL paper

-World Literature is Wow! Word Search

-Gave out a passage that has an identical symbol that your WL novel has. (cold read)
   -water imagery=Death in Venice
   -snow imagery= Snow Country
   -color imagery= Madame Bovary 

-Write a four paragraph compare/contrast essay about the symbol in the passage and in your WL novel. Remember to include a Works Cited page that lists each source you use for your paper!!!

Homework:

-Bring in your WL Reflective Statements.

-Only type up the Reflective Statement that you will send in to IB.

-Work on your four paragraph essay. DUE: MONDAY, February 4, 2013. 
-In your essay: Practice organizational skills, personal voice that is interesting and that stays on task.


Links:
-Link to Madame Bovary full text:
Madame Bovary
-Link to Death in Venice full text:
Death in Venice

Tuesday, January 29, 2013:

Class Activities:

-Collection of Essays
-Took Lit Terms Quiz D-E-F
-Groups: Brainstormed for World Literature
-Turn in "Winter Dreams" response in TURNITIN


Homework:
-You will have until Thursday to turn in your Yeats "Sailing to Byzantium" response into TURNITIN.
-Write one detail from the Brainstorming session that will help you develop your WL paper. DUE THURSDAY.

Friday, January 25, 2013:

Class Activities:

-Turned in "Sailing to Byzantium" commentary (Turnitin)

-Read F. Scott Fitzgerald's short story "Winter Dreams" p. 742 in the BBB.

-Worked on a KWL chart

Homework:

-Making Connections: "Winter Dreams" vs. World Literature
- The homework is on the handout you received in class.
-In a concise four-paragraph essay, explain how your theme is expressed in both works.