A few photos of poetry projects…more to come

Posted on March 21, 2014 by jculver

poetryrpr poetpro2 poetrypro1 poetrypro3

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If you were on band trip

Posted on March 20, 2014 by jculver

You DO get extra time to turn in your poetry project (9th) and essay (11th).

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Reminder about poetry project due tomorrow

Posted on March 20, 2014 by jculver
  • Have Works Cited page on BACK of poster. Should have at least 3 sources. Remember what we talked about in class—double spaced, hanging indentions, Times New Roman, size 12, alphabetical order (Check MLA/Owl at Purdue——>link on right).
  • You can use a poster board OR triboard. 
  • Need at least one photo of your poet. More would be nice.
  • Information about the poet’s career highlights. 5 to 7 facts. Bulletpoint format is fine.
  • Information about the poet’s life—what did you think was interesting? Five to seven facts. Bulletpoint format is fine.
  • 2 of the poet’s poems
  • Analyze the poems. You can use the highlight method or the insert shape text option.
  • Jazz it up with something eye catching! 🙂 You’ve seen examples in the library of good ones and well…some that could have been better. 😉
  • See you tomorrow with your project!

Here are some links to project board ideas…some may spark your interest.

Perfecting the Project Display Board

Creative Way to Decorate Tri Boards

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Plans for 11th grade classes: Week of March 17-March 21, 2014

Posted on March 14, 2014 by jculver

Monday, March 17——-Advanced 11:

  1. Bellringer 1: How would you define “Generation Gap”? How do generation gaps cause conflict within families, communities, and societies?
  2. Explain the fourth 9 weeks focus. Anticipation Guide for Generation Gap/Decisions Affecting Others (#1 in folder)
  3. Students will write down the following words and define them (not cutting and pasting them, but writing them in their own handwriting), underlining OR highlighting the vocabulary words:
    • Aesthetic Impact, Comedic resolution,Tragic resolution, Quantitative,Qualitative, Cohesive, Coherent, Authoritative sources, Formal language, Informal language, Generation gap (Use your literature book index for the definition for most of these.)

mending wallTuesday, March 18, 2014

Advanced 11:

  1. Bellringer 2: What old saying/quote/adage does your mom or dad or someone else older than you say often? Do you agree with this saying/quote/adage? Why or why not?
  2. “Mending Wall” by Robert Frost, page 872-873. Literary Analysis: Pastoral poems, blank verse
  3. Mending Wall powerpoint
  4. Complete the 3 questions after “Mending Wall” in complete sentences.

 Wednesday, March 19, 2014

Advanced 11th:

  1. Bell ringer 3: Describe an important moment you shared with a parent, grandparent,  or a guardian. What were you doing? What did you talk about? What were you thinking about? How do you feel about this moment now?
  2. Review questions about “Mending Wall.” Put questions in their folder. (#2 in folder)
  3. Read Rita Dove’s “Adolescence III” after reading Rita Dove’s biographical information (page 1417)
  4. Turn your bell ringer for today into a poem, using a similar style to Rita Dove’s in “Adolescence III.” Put this poem in your folder as #3.  Impress me and type it as well ( if possible.)

 Thursday, March 20, 2014

Advanced 11th:

  1. Bell ringer 4: Think about a time when you visited a relative or friend of the family whose way of living was very different from your own. Describe the housing of this person. Describe any meal you had there, and what things surprised you, upset you, scared you, etc.  If you cannot think of any time this has happened, write about an imaginary relative or friend of the family.
  2. Relate my experience with my Grandma D and her way of life/memories of her home and how I still dream of that place/share quilt she made.
  3. Short story: Alice Walker and “Everyday Use.” Page 1310 in literature book. Literary analysis: characterization, dialect. Write down vocabulary in your folder (from page 1310). #4 in folder
  4. Questions that follow on pages 1320-1321. On page 1320, do 1-3 and make sure you cite textual evidence to support your responses.  On page 1321, do 1-10 and answer questions in complete sentences. #5 in folder

Friday, March 21, 2014

Adv. 11:

 1.Bellringer 5: What was the most interesting thing that you discovered during your time researching this last writing project? OR what skill did you improve upon during this last writing project?

2. Read cases aloud. Let them use the laptop/projector to find a photo of the person/event they are discussing.

3. If time, discuss the short story/narrative they will write in the upcoming weeks. Have them buy Tuesdays With Morrie over the break. Remind them that we have a class set of A Raisin in the Sun.

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Next Week’s Plans for 9th Grade Classes

Posted on March 13, 2014 by jculver

Monday, March 17, 2014

1. DRP Week 24, Monday

2.Literature Textbook: Page 606-611  Close Read: Poetic Language and Meaning

3. Check on their progress on poet project; give help where needed

Tuesday, March 18, 2014

  1. DRP Week 24, Tuesday
  2. Works Cited Help
  3. Have students copy down the language of the learner words for this new 9 weeks and define. Page one in your new folder.  Explain the theme of the 9 weeks. “How do values define society?” (With heavy empasis on dystopian novels/stories.)

Language of the Learner words:

Dystopia, propaganda, informational text, allegory,satire, rhetoric, logical fallacies, claim, support, summary, paraphrase, cite, parenthetical citation, sources, plagiarism, integrating information, research, media literacy, formal speech, academic language

Wednesday, March 19, 2014

  1. DRP, Wed Week 24
  2. Work in classroom on your poet project. Bring all materials you need.
  3. Supervise and help as needed.

 Thursday, March 20, 2014

  1. DRP, Thursday, Week 24
  2. I’ll be giving you what would have been your benchmark for last 9 weeks, but this will count 50 pts for effort and results will be used to check on skills that may need to be worked on. When finished, read quietly or work on project. Due tomorrow.

 Friday, March 21, 201

1. DRP, Friday, Week 24  2. Display projects and share with class/quick presentation

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12 Angry Men (People)

Posted on March 3, 2014 by jculver

IMG_0574Second period reading the

script for Twelve Angry Men.

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Words to Define–9th grade, 3rd 9 Weeks

Posted on February 17, 2014 by jculver

IMG_0395All 9th grade classes, define these words and it must be done in your handwriting. No copy and pasting from the internet. 🙂

Persuasion, Tragic Hero, Prose, Foil, Cause and Effect, Drama, Pun,

Iambic Pentameter,

Personification, Monologue, Simile, Dramatic Irony, Aside,

Shakespearean Sonnet, Collaboration, Metaphor, Soliloquy,

Hyperbole, blank verse, oxymoron, tragedy, analytical

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Shelby County Curriculum Guide, 9th Grade

Posted on January 15, 2014 by jculver

 

3rd 9 Weeks Unit Overview: Students will read Romeo and Juliet or a work with similar themes. In addition, students will read and analyze short stories, poems, historical documents, and informational texts in relation to the theme of human relationships. Students will also write an analytical essay analyzing the use of language in order to convey emotions and characterize relationships.

Writing Focus: Analytical

Unit: Human Relationships and Consequences

ESSENTIAL QUESTION(S):  How are human relationships developed and how can they change?

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s ―Muse des Beaux Arts‖ and Breughel’s

Landscape with the Fall of Icarus). [RL.9-10.7]

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [RL.9-10.9]

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. [RI.9-10.3]

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

Grade 9 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. [SL.9-10.1]

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

Grade 9 reading and content, choosing flexibly from a range of strategies. [L.9-10.4]

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.9-10.5]

LANGUAGE OF THE LEARNER:

Reading Standards Vocabulary

• Tragedy

• Drama

• Tragic Hero

• Monologue

• Soliloquy

• Dramatic Irony

• Foil

• Shakespearean Sonnet

• Iambic Pentameter

• Blank Verse

• Prose

• Aside

Writing Standards Vocabulary

• Analytical

• Cause and Effect

• Persuasion

Speaking/Listening Standards Vocabulary

• Collaboration

Language Standards Vocabulary

• Pun

• Simile

• Personification

• Metaphor

• Hyperbole

• Oxymoron
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Shelby County Curriculum Guide, 11th grade, 3rd 9 Weeks

Posted on January 15, 2014 by jculver

Unit Philosophy:
As eleventh graders near voting eligibility, it is critical that students begin to question the origin of their values and beliefs and evaluate how they will develop their own moral compass. Furthermore, students must begin to assess their involvement within society and the need to be citizens of the world.
Unit:Authority and Government Suggested Time Frame: 3rd 9 weeks

ESSENTIAL QUESTION(S):1. When must an individual challenge societal expectations? 2. To what extent does a governing body have the right to dictate morality? 3. Why and how do religion, politics, and persecution interact?LITERARY TEXTS  The Crucible by Arthur Miller,Twelve Angry Men by Reginald Rose, *If time Death of a Salesman by Arthur Miller  (We have all of these plays in our classroom/literature book. No need to purchase.)

LANGUAGE OF THE LEARNER:

rhetoric

• claim

• counterclaim

• syntax

• bias

• standard conventions

• hyphen

• societal expectations

• morality

satire

• sarcasm

• irony

• understatement
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Remind 101 reminder…:)

Posted on January 13, 2014 by jculver

If you are a parent or 9th grade student interested in getting easy reminders/updates about what is going on in class and about due dates, please follow these directions:

To receive messages via text, text   @culver9

to (772) 261-2092. You

can opt-out of messages at anytime

by replying, ‘unsubscribe @culver9’.

 

11th grade students or parents of 11th grade students, you have a different one:

To receive messages via text, text      @culver11

to (772) 261-2092. You

can opt-out of messages at anytime

by replying, ‘unsubscribe

@culver11′.

 

 

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