Tuesday, April 8, 2014

Paste Directions Here!

Please place directions here, for another avenue of sharing information.


Technical Writing Blog Task 4--due April 23

Write 300+ words about the merits of technical writing practice. When/where/how will you use skills you develop when rehearsing technical writing? Attach some sort of information found on SDMyLife to earn credit.



Monday, April 7, 2014

Technical Writing Blog Task 3--due April 16

1.) In 300+ words, reflect on your writing improvement. What specifically have you worked on to communicate most effectively with a reader who is obviously outside your head and doesn't "know what you mean" automatically?

To explain her ideas, Lois Lowry had to think long and hard, indeed.


Technical Writing Blog Task 2--due April 10




1.) Type 15 super-specific, accurate, helpful words or phrases that have helped you achieve the absolute best results when crafting your sculptures. (Great examples include words like "perpendicular" and phrases like "covering each remaining gray peg.")

2.) Explain why 7 of these words work far better than poorer options. To earn full credit on any blog task, you must write 300+ words.




Technical Writing Blog Task 1--due April 8


1.) Locate a terrific sample of technical writing. Paste the link here.

2.) Summarize the content, telling the rest of us what this sample explains.

3.) Explain why the technical writing sample you found is exceptional. You should type 300+ words for this task.

Images from actx.edu and erikjohanssonphoto.com.



Friday, December 21, 2012

Thoughts Thursday--due February 28

Select a single standard to work on in 300+ words:


KEY IDEAS AND DETAILS
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CRAFT AND STRUCTURE
RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

INTEGRATION OF KNOWLEDGE AND IDEAS
RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RL.11-12.9 Demonstrate knowledge of the eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
RL.11-12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 12-CCR text complexity band independently and proficiently.

Thoughts Thursday--due January 24

What concept we discussed these past two weeks, whether briefly or at length, struck you as particularly fascinating and relevant?  Type 300+ words extending our discussion(s) to your life experiences and the world's vastness.  Connect to Mad Max, as well.

Agree. Disagree. Expand. Seek. Wonder. Ask. Muse. Doubt. Affirm. Connect. Confirm. Share. Research. React. Respond. Analyze. Assess. Align. Judge. Realize. Think. Discover. Explore. Extrapolate. Ponder.  

Thoughts Thursday--due January 10

  

What concept we discussed this past week, whether briefly or at length, struck you as particularly fascinating and relevant?  Type 300+ words extending our discussion(s) to your life experiences and the world's vastness.  

Agree. Disagree. Expand. Seek. Wonder. Ask. Muse. Doubt. Affirm. Connect. Confirm. Share. Research. React. Respond. Analyze. Assess. Align. Judge. Realize. Think. Discover. Explore. Extrapolate. Ponder.  

Friday, March 30, 2012

Where are the best, most imagistic sections?--due Tuesday
















Type 3 separate sections--exactly as they are--of poems and explain why they are extremely effective at creating images in your mind. What details help you imagine? What combinations of words work particularly well?

Which poem "speaks" the most to you?--due Monday





























To which of these famous poems do you most connect? Why? Type 200+ words here, explaining your connection to this poem, which you must mention by name with its author.

Tuesday, August 30, 2011

Practice Blog Task--Performed in class Tuesday, August 30




Type 100+ words expressing an epiphany (or "aha" moment) you experienced during our study of The Lion King. Which lens is most helpful or revealing for you? What have you learned from the "Lenses 101" flexbook I made for you? What has been the most interesting thus far?

Also, in a separate comment, sincerely compliment a classmate's work in class or on this blog task.

Wednesday, February 16, 2011

Read & Respond--due Friday, March 11


Click on a link at the right hand of your class blog. Read the article, review, or essay written about The Road. Then, respond to what you read with 200+ words, agreeing, disagreeing, complimenting, and criticizing the article, review, or essay and the author.
Include the title and author's name of the article, review, or essay you select.

Tuesday, February 8, 2011

Haiku Heroes


Post your haiku here for extra credit.

Friday, February 4, 2011

Senselessness in The Road--due Friday, February 11


Type a paragraph/section from The Road here, selecting a passage that is not mere description or dialogue. Select a passage that seems entirely senseless or pointless--a passage that "doesn't make sense." Then, attempt to make sense out of the passage by answering these questions in 200+ words:


What meaning can you create?

What can you infer from the passage?


What symbology can you extract?


What major themes are likely present?


What can you pull out from "reading between the lines"?

Wednesday, January 12, 2011

Tone in The Road


Type three sentences that really set a horrific tone. Put these sentences in quotes and provide the page number. Then, type three of your own sentences explaining how/why The Road creates such powerful responses in the reader.

Wednesday, September 29, 2010

Critical Lens Analysis--due Tuesday, Nov. 16


Select any exhibit and analyze it with 300+ words. Use the "Critical Lenses 101" handout. Use at least three terms/words from the "Critical Lenses 101" flexbook that you haven't used before. Look in the EXACT way the "Critical Lenses 101" handout tells you to as a critic. Ask the EXACT questions the "Critical Lenses 101" handout tells you to ask. Have the "Critical Lenses 101" handout with you as you study your exhibit and as you write this blog task. If you do not refer to the "Critical Lenses 101" handout enough or effectively, your grade will be cut in half because you are not following directions and are not thinking in the directed way.
“EXHIBIT” = novel, play, song, job, sculpture, film, poem, concert, painting, myth, sketch, poster, artwork, photograph, t-shirt, television show, biography, board game, military situation, college visit, speech, advertisement, event, place/building (school, office), game, brochure, practice, rehearsal, ritual, haircut/style, website, routine, suit coat, celebrity
This is a picture from Half Nelson, a phenomenal film starring Ryan Gosling of (The Notebook) about a great teacher who is also addicted to harmful, horrible narcotics.

Tuesday, September 28, 2010

Futuristic Stories--due Tue. Nov. 2


Why are futuristic novels and films so popular? What do they do to us? How do they make so much money?


Are we really that curious about the "end of things"? Why do we love to speculate about the future? Should we just focus on the present instead?


Write 300+ words answering these questions.


This picture is from the film The Road, which is about a father and son who try to survive in a world of ash and cannibalism. We'll study the novel and film.

Wednesday, September 8, 2010

Critical Lens Analysis--due Tuesday, Oct. 19


Select any exhibit and analyze it with 300+ words. Use the "Critical Lenses 101" handout. Look in the EXACT way the "Critical Lenses 101" handout tells you to as a critic. Ask the EXACT questions the "Critical Lenses 101" handout tells you to ask. Have the "Critical Lenses 101" handout with you as you study your exhibit and as you write this blog task. If you do not refer to the "Critical Lenses 101" handout enough or effectively, your grade will be cut in half because you are not following directions and are not thinking in the directed way.


“EXHIBIT” = novel, play, song, sculpture, job, film, poem, concert, painting, myth, sketch, poster, artwork, photograph, t-shirt, television show, board game, military situation, college visit, biography, speech, advertisement, event, place/building (school, office), game, brochure, practice, rehearsal, ritual, haircut/style, website, routine, suit coat, celebrity

Sunday, September 5, 2010

The Giver Excerpt--due Tuesday, Oct. 5


(1) Type 30+ words directly from The Giver. (2) Then, type 300+ words explaining & analyzing this excerpt you chose. You may answer these questions to accomplish 300+ words, too:


  • Why is this novel so popular?

  • What parts are the most interesting?

  • How did Lois Lowry create this world?

  • What problems do you have with Jonas's world?

  • What lessons should we learn from this novel?

Critical Lens Analysis--due Tuesday, Sept. 21


Select any exhibit and analyze it with 300+ words. Use the "Critical Lenses 101" handout. Look in the EXACT way the "Critical Lenses 101" handout tells you to as a critic. Ask the EXACT questions the "Critical Lenses 101" handout tells you to ask. Have the "Critical Lenses 101" handout with you as you study your exhibit and as you write this blog task. If you do not refer to the "Critical Lenses 101" handout enough or effectively, your grade will be cut in half because you are not following directions and are not thinking in the directed way.


“EXHIBIT” = novel, play, song, sculpture, film, poem, concert, painting, myth, sketch, poster, artwork, photograph, t-shirt, television show, biography, speech, advertisement, event, place/building (school, office), game, practice, board game, military situation, college visit, rehearsal, ritual, haircut/style, website, routine, brochure, suit coat, celebrity

Friday, September 3, 2010

Practice Blog Task 9/14 Tuesday



To practice blogging, answer these questions today during class time:
      1. 1. It is good to be unique, so why do so many of our rules prevent total/pure uniqueness?

2. How is Jonas's world similar to ours? How is Jonas's world different from ours?

3. What are the benefits of living in Jonas's world?

Tuesday, September 22, 2009

Critical Reading Task due 10/1, Thursday, by midnight


Type 50+ words directly from the novel The Giver, from a part that is particularly good. Then type 200+ words explaining why you think this section is good.



  • Does this section help your imagination work?

  • Can you personally relate your life to this section?

  • Are you able to connect this section to your/our/the world?

  • Does this part enlighten you or give you wisdom about __________?

Tuesday, September 15, 2009

Memories & The Giver


Tell us about a memory that involves the color red. Remember mine, falling off the garage? There was grey everywhere, except after I hit the ground. Include as much detail as you possibly can.

Wednesday, September 2, 2009

The Giver Predictions & Thoughts




Answer the following questions with a total of five paragraphs (each paragraph should have 4-7 sentences):




What is going to happen in this novel? What will be given? To whom will this be given?




What are most futuristic stories about? Will it have sci-fi elements?




Do you like this book so far? Is it understandable? Does Lowry deserve the wealth and fame writing this book provides for her?




What questions do you have about this novel so far?

Wednesday, March 25, 2009

Similarities to Your Nonfiction Book


What is similar to your nonfiction book?

What movie? What art? What song(s)? What other books or stories? And in what ways?

What other life experiences?

What makes you care about this nonfiction book over others?


Type 200+ words of your own to respond fully. Also, respond to others' comments, adding to what they wrote and giving compliments.


SAMPLE OF WHAT TO DO:

My book, Hello, I'm Special, is similar to the movie Gran Torino, because they both look at and expose problems in America. Hello, I'm Special looks at selfishness, "fame," power, greed, lust, depression, anorexia--big problems in our culture that we have created for ourselves. Gran Torino looks at prejudices like ageism, racism, sexism, and classism. Both Hello, I'm Special and Gran Torino want us to rethink our behavior so that we can live better, richer, longer lives.

Isn't it sad when people think they can get/be/have anything they want in America, just by working harder? Hard work unquestionably helps and can get you a better existences, but some opportunity, luck, chance, skill can make a big difference for some and not for others.
Isn't it sad when people prejudge you? Or when you prejudge others? We should judge people for what they can control, not for what they cannot control, right?

Monday, March 23, 2009

Meaningful Visual


Find a link to a picture online and include that link, so we can see the picture too, in your comment. Then, write 50+ words about how this picture adds meaning to your nonfiction experience.
See my sample comment about the picture to the right.

Thursday, March 19, 2009

Nonfiction Book Project: In-Class Blog Exercise Monday, 3/23


Type a 200+ word section verbatim (word for word) from your book, then explain what is going on in this section. Also, tell why this section is important and interesting. Add 100+ words of your own.

This is a saddening image from/of Hiroshima. How do we work to prevent this sort of atrocity?

Wednesday, December 3, 2008

TeacherTube: The Giver



Examine this video to think more critically about Lois Lowry's extraordinary novel The Giver.