Day 6 Vocab G Unit 11 exercises
Ferlinghetti practice multiple choice:
“In Goya’s Greatest Scenes”
Intro Maus & PersepolisAssign Maus Ch. 1 (5 Q’s)
or Persepolis
“The Veil” – “The Water Cell” (5 Q’s)
Day 7 Vocab G Unit 11 quizDiscuss Maus/Persepolis HWAssign Maus Ch. 2 (5 Q’s)
or Persepolis “Persepolis” – “The Heroes” (5 Q’s)
Intro Amazing Adventures of Kavalier
and ClayAssign AAK&C Part I (5 Q’s)
In-Class Essay: Painting
Day 8 Assign Vocab G Unit 12 words
Discuss AAK&C Part I HWAssign AAK&C Part II (5 Q’s)
(due Day 10)Discuss Maus/Persepolis HWAssign Maus Ch. 3 (5 Q’s)
Or Persepolis “Moscow – “The Trip”
(5 Q’s)
Day 9 Intro Vocab G Unit 12 words Discuss Maus/Persepolis HWAssign Maus Ch. 4 (5 Q’s)
Or Persepolis
“The F-14s” – “The Key” (5 Q’s)
Assign AAK&C Part III (5 Q's)
(due Day 11)
Day 10 Vocab G Unit 12 exercises
Discuss AAK&C Part II HWPreview AAK&C Parts I-II quizDiscuss Maus/Persepolis HWAssign Maus Ch. 5 (5 Q’s)
Or Persepolis “The Wine” –
“The Passport” (5 Q’s)
Day 11 Vocab G Unit 12 quiz
AAK&C Parts I-II Quiz
Discuss AAK&C Part III HW
Assign AAK&C Part IV Ch. 1-7 (5 Q's)
Discuss Maus/Persepolis HWAssign Maus Ch. 6 (5 Q’s)
Or Persepolis “Kim Wilde” – “The Dowry” (5 Q’s)
Friday, January 16, 2009
Wednesday, January 7, 2009
How to Quote
How to Quote
by Dr. Carter
There are three ways to lead into a quote:
the "someone says" lead
the "blended" lead
the "full sentence" lead
In the "someone says" lead, you give the author’s or speaker’s name and use the present tense:
Austen says, "It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife" (1).
In the "blended" lead, use the syntax of the quote to complete the thought:
Women in particular would agree that "a single man in possession of a good fortune must be in want of a wife" (Austen 1).
In the "full sentence" lead, the quote supports a generalization made before the colon:
Austen opens the novel expressing a woman’s point of view: "It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife" (1).
NB: Because of the elementary nature of the "someone says" lead, advanced writers show mastery by introducing quotes using a variety of leads.
The author’s name must appear somewhere to document the quote. If it has not appeared in the text, it must appear in the parentheses, but only once. You are assumed to refer to the same source until you explicitly refer to a new one.
For quotes of more than four typed lines, use the block quote format:
The new tenants seem to be almost ideal:
Mr. Bingley was good-looking and gentleman-like;
he had a pleasant countenance, and easy, unaffected manners. His brother-in-law, Mr. Hurst, merely looked the gentleman; but his friend Mr. Darcy soon drew the attention of the room by his fine, tall person, handsome features, and noble mien. (7)
Use square brackets to change the wording of a quote if necessary:
Austen early on characterizes husbands by their taciturnity: "Mr. Bennet made no answer [to his wife]" (1).
Use ellipses to tailor your quotes. It is not mandatory to use them at the beginning or end of a quote, but they appear to show material has been left out of the middle:
Austen says, "A single man . . . must be in want of a wife" (1).
If you want to quote two sentences but leave out the end of the first or the beginning of the second, you can use ellipses in conjunction with a period:
The first married couple we meet certainly seem poorly matched: "Mr. Bennet was [an odd] mixture of quick parts, sarcastic humour, reserve and caprice. . . . [Mrs. Bennet] was a woman of mean understanding, little information, and uncertain temper" (3).
To quote a poem, use slash marks to indicate line breaks in quotations of four lines or less. Document the line number rather than the page:
Grendel appears as "A powerful monster, living down / In the darkness" (1-2).
For quotations of more than four lines, use the block quote format:
The anonymous poet highlights the drama of Beowulf’s first appearance in the poem:
In his far-off home, Beowulf, Higlac’s
Follower and the strongest of the Geats—greater
And stronger than anyone anywhere in this world
Heard how Grendel filled nights with horror
And quickly commanded a boat fitted out,
Proclaiming that he’d go to [Herot]. (109-113)
by Dr. Carter
There are three ways to lead into a quote:
the "someone says" lead
the "blended" lead
the "full sentence" lead
In the "someone says" lead, you give the author’s or speaker’s name and use the present tense:
Austen says, "It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife" (1).
In the "blended" lead, use the syntax of the quote to complete the thought:
Women in particular would agree that "a single man in possession of a good fortune must be in want of a wife" (Austen 1).
In the "full sentence" lead, the quote supports a generalization made before the colon:
Austen opens the novel expressing a woman’s point of view: "It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife" (1).
NB: Because of the elementary nature of the "someone says" lead, advanced writers show mastery by introducing quotes using a variety of leads.
The author’s name must appear somewhere to document the quote. If it has not appeared in the text, it must appear in the parentheses, but only once. You are assumed to refer to the same source until you explicitly refer to a new one.
For quotes of more than four typed lines, use the block quote format:
The new tenants seem to be almost ideal:
Mr. Bingley was good-looking and gentleman-like;
he had a pleasant countenance, and easy, unaffected manners. His brother-in-law, Mr. Hurst, merely looked the gentleman; but his friend Mr. Darcy soon drew the attention of the room by his fine, tall person, handsome features, and noble mien. (7)
Use square brackets to change the wording of a quote if necessary:
Austen early on characterizes husbands by their taciturnity: "Mr. Bennet made no answer [to his wife]" (1).
Use ellipses to tailor your quotes. It is not mandatory to use them at the beginning or end of a quote, but they appear to show material has been left out of the middle:
Austen says, "A single man . . . must be in want of a wife" (1).
If you want to quote two sentences but leave out the end of the first or the beginning of the second, you can use ellipses in conjunction with a period:
The first married couple we meet certainly seem poorly matched: "Mr. Bennet was [an odd] mixture of quick parts, sarcastic humour, reserve and caprice. . . . [Mrs. Bennet] was a woman of mean understanding, little information, and uncertain temper" (3).
To quote a poem, use slash marks to indicate line breaks in quotations of four lines or less. Document the line number rather than the page:
Grendel appears as "A powerful monster, living down / In the darkness" (1-2).
For quotations of more than four lines, use the block quote format:
The anonymous poet highlights the drama of Beowulf’s first appearance in the poem:
In his far-off home, Beowulf, Higlac’s
Follower and the strongest of the Geats—greater
And stronger than anyone anywhere in this world
Heard how Grendel filled nights with horror
And quickly commanded a boat fitted out,
Proclaiming that he’d go to [Herot]. (109-113)
WHAM! The Comic Book Unit shopping list
Chabon, Michael. The Amazing Adventures of Kavalier and Clay. ISBN 0-312-28299-0
and
Moore, Alan, and Dave Gibbons. Watchmen. ISBN 0-930289-23-4
and
Spiegelman, Art. Maus. Vol. 1. ISBN 0-394-74723-2
or
Satrapi, Marjane. Persepolis: The Story of a Childhood. ISBN 0-375-71457-x
and
Moore, Alan, and Dave Gibbons. Watchmen. ISBN 0-930289-23-4
and
Spiegelman, Art. Maus. Vol. 1. ISBN 0-394-74723-2
or
Satrapi, Marjane. Persepolis: The Story of a Childhood. ISBN 0-375-71457-x
Monday, January 5, 2009
QCC State Standards
1 Topic: Core Skills
Standard: Reads poems, short stories, essays, novels, magazines, newspapers, charts, graphs, and technical documents for
pleasure and self-improvement.
2 Topic: Core Skills
Standard: Reads critically, asks pertinent questions, recognizes assumptions and implications, and evaluates ideas.
3 Topic: Core Skills
Standard: Takes notes on the main and subordinate ideas in lectures and discussions and reports accurately what others
have said.
4 Topic: Core Skills
Standard: Uses research process: selecting topic, formulating questions, identifying key words, choosing sources,
skimming, paraphrasing, note-taking, organizing, summarizing, and presenting.
5 Topic: Core Skills
Standard: Identifies, comprehends, and summarizes the main and subordinate ideas in a written work.
6 Topic: Core Skills
Standard: Learns that words gather meaning from their context and carry connotation and denotation.
7 Topic: Core Skills
Standard: Distinguishes between fact and opinion.
8 Topic: Core Skills
Standard: Comprehends, develops, and uses specifics and generalizations.
9 Topic: Core Skills
Standard: Acquires new vocabulary through reading and listening; demonstrates progress through speaking and writing.
10 Topic: Core Skills
Standard: Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea).
11 Topic: Core Skills
Standard: Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicitly stated main idea).
12 Topic: Core Skills
Standard: Defines unfamiliar words by using appropriate structural analysis skills including prefixes, suffixes, root words,
and context clues.
13 Topic: Core Skills
Standard: Uses a variety of print and non-print resources (e.g., films, recordings, theater, computer databases) as parts
of the study of literature.
14 Topic: Core Skills
Standard: Draws reasoned conclusions from various sources.
15 Topic: Core Skills
Standard: Writes Standard American English sentences with correct verb forms, punctuation, capitalization, possessives,
plural forms and other mechanics, word choice, and spelling.
16 Topic: Core Skills
Standard: Recognizes speaker's purpose and identifies verbal and nonverbal components of communication (body
language, facial expression, gestures).
17 Topic: Core Skills
Standard: Uses language appropriate to situation and audience.
18 Topic: Core skills
Standard: Participates in the writing process: prewriting, drafting, revising, editing, proofreading, and publishing.
19 Topic: Core Skills
Standard: Writes for many purposes including, but not limited to, personal (journals, diaries, stories, poems), social
(friendly letters, thank-you notes, invitations), academic (themes, reports, essays, analyses, critiques), and business
(letters, memos, and applications) writing.
20 Topic: Core Skills
Standard: Gains insight into human behavior from the study of literature.
21 Topic: Core Skills
Standard: Creates hypotheses and predicts outcomes.
22 Topic: Core Skills
Standard: Defends conclusions rationally.
23 Topic: Core Skills
Standard: Speaks so others can hear and understand.
24 Topic: Core Skills
Standard: Works as a team member to solve problems.
25 Topic: Core Skills
Standard: Composes and revises on a computer.
26 Topic: Critical Thinking
Standard: Recognizes analogies.
27 Topic: Critical Thinking
Standard: Constructs logical sequences and understands the conclusions to which they lead.
28 Topic: Critical Thinking
Standard: Recognizes that how to think is different from what to think; recognizes multiple valid interpretations; develops
and defends individual interpretations.
29 Topic: Reading/Literature
Standard: Reads independently and responds critically.
30 Topic: Reading/Literature
Standard: Evaluates and synthesizes a variety of written materials.
31 Topic: Reading/Literature
Standard: Reads critically, asks pertinent questions, recognizes assumptions and implications, and evaluates ideas within
time constraints.
32 Topic: Speaking/Listening
Standard: Conceives and develops ideas about topics for the purpose of speaking to a group, chooses and organizes
related ideas, presents them clearly in standard American English, and evaluates similar presentations by others.
33 Topic: Speaking/Listening
Standard: Presents arguments in orderly and convincing ways.
34 Topic: Writing/Usage/Grammar
Standard: Refines all areas of the writing process including prewriting, drafting, revising, editing, proofreading, and
publishing.
35 Topic: Writing/Usage/Grammar
Standard: Uses a variety of writing modes, including description, narration, exposition, and persuasion with emphasis on
expository writing.
36 Topic: Writing/Usage/Grammar
Standard: Refines the research process. Cites sources according to a standard style sheet (MLA, APA, or others).
37 Topic: Writing/Usage/Grammar
Standard: Is precise in punctuation, capitalization, spelling, and other elements of manuscript form.
38 Topic: Writing/Usage/Grammar
Standard: Synthesizes an idea from a text or an abstract concept and writes a response under time constraints.
Standard: Reads poems, short stories, essays, novels, magazines, newspapers, charts, graphs, and technical documents for
pleasure and self-improvement.
2 Topic: Core Skills
Standard: Reads critically, asks pertinent questions, recognizes assumptions and implications, and evaluates ideas.
3 Topic: Core Skills
Standard: Takes notes on the main and subordinate ideas in lectures and discussions and reports accurately what others
have said.
4 Topic: Core Skills
Standard: Uses research process: selecting topic, formulating questions, identifying key words, choosing sources,
skimming, paraphrasing, note-taking, organizing, summarizing, and presenting.
5 Topic: Core Skills
Standard: Identifies, comprehends, and summarizes the main and subordinate ideas in a written work.
6 Topic: Core Skills
Standard: Learns that words gather meaning from their context and carry connotation and denotation.
7 Topic: Core Skills
Standard: Distinguishes between fact and opinion.
8 Topic: Core Skills
Standard: Comprehends, develops, and uses specifics and generalizations.
9 Topic: Core Skills
Standard: Acquires new vocabulary through reading and listening; demonstrates progress through speaking and writing.
10 Topic: Core Skills
Standard: Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea).
11 Topic: Core Skills
Standard: Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicitly stated main idea).
12 Topic: Core Skills
Standard: Defines unfamiliar words by using appropriate structural analysis skills including prefixes, suffixes, root words,
and context clues.
13 Topic: Core Skills
Standard: Uses a variety of print and non-print resources (e.g., films, recordings, theater, computer databases) as parts
of the study of literature.
14 Topic: Core Skills
Standard: Draws reasoned conclusions from various sources.
15 Topic: Core Skills
Standard: Writes Standard American English sentences with correct verb forms, punctuation, capitalization, possessives,
plural forms and other mechanics, word choice, and spelling.
16 Topic: Core Skills
Standard: Recognizes speaker's purpose and identifies verbal and nonverbal components of communication (body
language, facial expression, gestures).
17 Topic: Core Skills
Standard: Uses language appropriate to situation and audience.
18 Topic: Core skills
Standard: Participates in the writing process: prewriting, drafting, revising, editing, proofreading, and publishing.
19 Topic: Core Skills
Standard: Writes for many purposes including, but not limited to, personal (journals, diaries, stories, poems), social
(friendly letters, thank-you notes, invitations), academic (themes, reports, essays, analyses, critiques), and business
(letters, memos, and applications) writing.
20 Topic: Core Skills
Standard: Gains insight into human behavior from the study of literature.
21 Topic: Core Skills
Standard: Creates hypotheses and predicts outcomes.
22 Topic: Core Skills
Standard: Defends conclusions rationally.
23 Topic: Core Skills
Standard: Speaks so others can hear and understand.
24 Topic: Core Skills
Standard: Works as a team member to solve problems.
25 Topic: Core Skills
Standard: Composes and revises on a computer.
26 Topic: Critical Thinking
Standard: Recognizes analogies.
27 Topic: Critical Thinking
Standard: Constructs logical sequences and understands the conclusions to which they lead.
28 Topic: Critical Thinking
Standard: Recognizes that how to think is different from what to think; recognizes multiple valid interpretations; develops
and defends individual interpretations.
29 Topic: Reading/Literature
Standard: Reads independently and responds critically.
30 Topic: Reading/Literature
Standard: Evaluates and synthesizes a variety of written materials.
31 Topic: Reading/Literature
Standard: Reads critically, asks pertinent questions, recognizes assumptions and implications, and evaluates ideas within
time constraints.
32 Topic: Speaking/Listening
Standard: Conceives and develops ideas about topics for the purpose of speaking to a group, chooses and organizes
related ideas, presents them clearly in standard American English, and evaluates similar presentations by others.
33 Topic: Speaking/Listening
Standard: Presents arguments in orderly and convincing ways.
34 Topic: Writing/Usage/Grammar
Standard: Refines all areas of the writing process including prewriting, drafting, revising, editing, proofreading, and
publishing.
35 Topic: Writing/Usage/Grammar
Standard: Uses a variety of writing modes, including description, narration, exposition, and persuasion with emphasis on
expository writing.
36 Topic: Writing/Usage/Grammar
Standard: Refines the research process. Cites sources according to a standard style sheet (MLA, APA, or others).
37 Topic: Writing/Usage/Grammar
Standard: Is precise in punctuation, capitalization, spelling, and other elements of manuscript form.
38 Topic: Writing/Usage/Grammar
Standard: Synthesizes an idea from a text or an abstract concept and writes a response under time constraints.
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