DUE Wednesday, July 23rd, 2014
1) Analyze and Label the film review "A sad naked truth to sex tape" in the Los Angeles Times dated Friday, July 18, 2014 (the same issue that you used for the prior assignment).
2) Find 5 new vocab words in the article and hand them in with your guesses and dictionary definitions.
3) Review for the quiz on Thursday, which will cover anything that has been taught and tested this semester, especially the material in Chapters 6, 7, & 8.
The vocabulary quiz will happen first thing Monday morning, as we have done for all the prior quizzes. The vocab quiz will include all the new words through "verisimilitude" as well as any words that were on the Midterm (the first 50 words).
DUE Tuesday, July 22nd, 2014
1) Using the film review labels that I taught you on Monday, do a structural analysis of the film review, "Soaring, sizzling visuals" found on page D6 in the Los Angeles Times dated Friday, July 18th, 2014.
2) Find 5 new vocab from the above assigned article complete with your guesses and the appropriate dictionary definitions ("appropriate" meaning the definition that makes the most sense for how the word is used in the context of the article).
DUE Monday, July 21st, 2014
1) MIL chapter 12 in Pigs.
2) Purchase the Los Angeles Times for Friday, July 18th, 2014 and bring it to class.
3) From the Newspaper Articles tab on the left, print and bring to class the review on the recently released Planet of the Apes film. The title of the article is "Captured by his spell."
4) Do Practice Exercises 1 - 6 in Chapter 8 of your textbook; correct your own work and hand it in.
5) Find on YouTube the following 4.5 minute video and watch it: "Look Up" by Gary Turk.
(If I could play it in the classroom, I would, but I believe our technology is still not working there.)
DUE Thursday, July 17th, 2014
1) MIL chapter 10 in Pigs.
2) 5 new vocab words from Chapter 10
3) In textbook: Chapter 7, Do Practices 1 - 4 (this will not be collected)
AND, obviously, you should read Chapter 7 before doing the Practice exercises.
4) Be prepared that you will need to purchase this Friday's Los Angeles Times.
DUE Wednesday, July 16th, 2014
No Homework due.
Bring to class: 1) Textbook
2) A Day No Pigs Would Die
3) Timings Record
DUE Tuesday, July 15th, 2014
DUE Monday, July 14th, 2014
1) MIDTERM - the Midterm exam is now moved to Tuesday, July 15th.
2) Prepare for class on Monday all the Practice exercises and the Mastery Tests in Chapters 5 and 6. I will not collect this homework, but this textbook work WILL BE on the Midterm. Monday will be our day to review and prepare for that.
3) The Santa Clarita Shakespeare Festival production of Cymbeline at Towsley Park opens this weekend, and I welcome all of you to come check it out if you are interested.
WHERE: Towsley Park
24255 The Old Road
Newhall, CA 91321
PERFORMANCE DATES: July 12, 13 (this weekend)
TIME: Gate opens at 7pm, Show starts at 7:30 pm
BRING: Bring blankets or beach chairs to sit on as well as a picnic basket with whatever you want to eat and drink. Even though it has been hot lately, it gets a bit cold for some folks when the night breeze picks up, so bring a sweater too.
EXTRA CREDIT PROJECT
As an extra credit project, I have decided to give 20 points toward your grade if you simply come see the show. Obviously, you will need to let me know that you are present on the day of the performance for that to be earned.
Additionally, I will give up to 40 additional points (based on quality) for a two page essay about the show, the parameters of which I will discuss with you after you have seen the show. That makes 60 total points for seeing and writing about the show. (Be aware that the writing will involve doing at least one re-write -- maybe more depending on your essay.) The finished essay will be due no later than the day of the Final Exam, and it is something that you and I will need to have discussed well in advance (in other words, you can't decide last minute to write the essay without having spoken to me about it first). More details will be given in class for those who are interested.
DUE Thursday, July 10th, 2014
Same homework from the prior due date:
1) Analyze and label the article "Beck regains footing" in the Los Angeles Times dated Monday, July 7, 2014.
2) Find 10 words from the above article with your guesses and dictionary definitions.
3) MIDTERM THIS COMING MONDAY
CLUES FOR THE ARTICLE:
You start with, What is the LEAD? What is this "Beck" article concerned with? What is the MAIN IDEA of the article?
You start by looking hard at the Headline and the Subheading to get a clue about what the Lead should look like (remember? - "specific elements that make the thing recognizable").
So, what do we gather from what is said in just the Headline and the Subheading?
1) Beck is in trouble - he may not get a 2nd term as chief of police in the Spring (which I can assume is when he would normally be re-elected or re-appointed)
2) "Discipline" and "communication" problems with the Police Commission (which, based on the word "commission," I can assume is going to be a group of people who have some say in whether or not he gets to continue in his job).
So he has not done a good enough job -- in their opinion -- with communicating with them (or with the public, or with other people, perhaps - I don't know, but I will figure that out when I read the article). Also, either he, or his department, is not very "disciplined."
3) But the Headline says that he "regains [his] footing," so it may also have something to do with how he has been trying to fix this situation in order to keep his job.
Therefore, I am looking for a paragraph (or paragraphs) somewhere AT THE BEGINNING OF THE ARTICLE that addresses these ideas/issues directly. In other words, the Lead will clearly state these ideas in the broadest sense (the "umbrella" metaphor from the textbook). The Lead may not use the same exact language as the headline and subheading, but it will definitely reflect/restate the same ideas presented in the headline and the subheading.
This also means that, after I find the Lead, I am then looking for paragraphs that tell me information about how he has screwed up and what he has done to fix his mistakes. These would be Detail paragraphs. Which means that when a paragraph states, for example, that last month, or a year ago, or two years ago, Beck failed in some way, this is a Detail paragraph. This would NOT be a Background paragraph.
QUESTION: Yeah, but it happened in the past, and that's what Background paragraphs do. Right? "Additional/Historical" info. Right?
ANSWER: No. The article, in part, is about what he did wrong. When would his mistakes have occurred - in the future? Of course not. In order to directly support the Lead, the author of the article will need to tell me exactly what Beck had done wrong (past tense) that put his re-election at risk.
QUESTION: Then what would be Background information?
ANSWER: Off the top of my head, I would say: info about other times in his life/career where the same issues have occurred, or info about when the Commission was formed, or info about how the Commission works in other situations that have nothing to do with Beck, or how other cities' Commissions do their work, or info about prior police chiefs and their "run-ins" with the Police Commission, or . . . basically, anything that is additional to 1) Beck's mistakes as police chief in his first term, 2) his most recent and current interaction with the commission, and 3) what he has done/is doing to straighten that out.
QUESTION: I see that the word "footing" appears much later in the article. Does that mean that that paragraph is part of the Lead because the word "footing" is in the headline?
ANSWER: NO, NO, NO. The Lead comes at the beginning of the article. It is true that there could be a Lead that is three paragraphs long but with a Detail or Statement paragraph sandwiched in between them. It could happen that in an article paragraphs 1 and 2 are the Lead, paragraph 3 is a Statement or Detail, and then paragraph 4 is also part of the Lead. But you cannot call any paragraph the Lead in an article this size when that paragraph is buried more than halfway into the article. It may sound like it should be part of the Lead, but it cannot be because it is not at the beginning of the article. (This basic structural idea is why I wanted you to identify the Beginning/Middle/End of the poetry we analyzed - the beginning has a job, the middle has a different job, and the end has its own job.)
I hope this helps you re-think this homework assignment.
DUE Wednesday, July 9th, 2014
1) Due on Wednesday: Analyze and label the article "Beck regains footing" in the Los Angeles Times dated Monday, July 7, 2014.
2) Find 10 words from the above article with your guesses and dictionary definitions.
DUE Tuesday, July 8th, 2014
1) Read Chapter 4 and do Mastery Tests 1 - 6. (Just write down the answers, not the questions.)
DON"T FORGET to check your work with the answer key in the back of the book. Grade your own work, and, if you got something wrong, KNOW WHY you got it wrong - investigate the working of your own mind by discovering why the right answer works better.
2) Due on Wednesday: Analyze and label the article "Beck regains footing" in the Los Angeles Times dated Monday, July 7, 2014.
DUE Monday, July 7th, 2014
1) Read, analyze, and label the following article in the Los Angeles Times, dated Wednesday, July 2, 2014: "University fires pot researcher" on page A6.
2) Find ten new vocab words in the "University fires pot researcher" article and hand that in with your guesses and dictionary definitions.
3) Quiz #2, Part 2 - Vocabulary (newest and earliest both).
4) Bring your textbook to class.
5) Have with you the poetry that we have already done in class and for homework; we will go over those poems in class either this day or the next (that's the plan, anyway).
DUE Thursday, July 3rd, 2014
PAY CAREFUL ATTENTION: I am listing below work that is due this day, and work that is not due till Monday of next week.
1) Read, analyze, and label the following article in the Los Angeles Times, dated Wednesday, July 2, 2014: "In shift, Japan's military allowed to protect allies" on page A4.
NOTE: This article is too short to find 10 new vocab, but you will likely find a handful of words that are new to you. If you like them, you can suggest that they be used on the official vocab list. Just ask in class and we can briefly discuss it.
2) ALSO, due on Monday July 7th: Read, analyze, and label the following article in the Los Angeles Times, dated Wednesday, July 2, 2014 (yes, the same newspaper as the one used above in #1): "University fires pot researcher" on page A6.
3) Find ten new vocab words in the "University fires pot researcher" article and hand that in also on Monday July 7th with your guesses and dictionary definitions.
NOTE: Normally, I only use the articles that start on the front page of the paper. However, given that this class meets everyday (almost), I have chosen these articles for their brevity (Whoa! What does "brevity" mean?).
4) Prepare for the quiz.
5) Review the newly added vocab words for the Quiz on Monday, July 7th.
DUE Wednesday, July 2nd, 2014
1) Using the structural elements of the news article (Lead, Detail, Background, Statement), analyze and label each and every paragraph of the article "Veteran's Murder Trial" found under the "Newspaper Articles" tab on the left.
As needed, use the other article you were supposed to print and bring to class -- "New defense setback for Jackson's doctor" -- as a reference.
i. Read the Headline and the subheading to determine what the main idea of the article is. This is like doing a Fiction Preview where you figure out - before you really read anything of substance - what the thing is all about. Now, like a bloodhound, you have the scent and you know what you are sniffing for.
ii. Read the entire article from beginning to end so that you get a sense of the full scope of the content.
iii. Then go back to the beginning and reread looking for the Lead - the paragraph(s) that states the main idea of the entire thing. Remember the clue you can use to find the Lead is whatever the headline and subheading are talking about.
(In truth, if the headline and subheading did not exist, you could still find the Lead, but, since they are there, we might as well take full advantage of the information that they offer.)
iv. Then go through the entire article determining and labeling the function of each of the remaining paragraphs (as in, Detail, Statement, or Background).
2) Find 10 words in the article that are new to you; as before, you should have your guess for each word along with the dictionary definition.
3) Prepare for Quiz #2 on Thursday (Quiz #1 plus anything new since then) and the Vocab quiz on Monday.
DUE Tuesday, July 1st, 2014
1) In A Day No Pigs Would Die read Chapter 9 and do an MIL.
2) Print the Sharon Olds poem "Summer Solstice" (in the Sharon Olds tab to the left), and do the same structural analysis as described
in the June 19th homework description found below.
3) Bring the same newspaper to class that we were about to use in the last class. If you don't have that paper, you can look on with someone in class.
4) Go to the newspaper tab and print these two articles and bring them both to class: "New defense setback for Jackson's doctor" AND "Veteran's Murder Trial."
5) Bring your dictionary to class - we will crack that open in this class or the next class.
DUE Monday, June 30th, 2014
1) In your textbook, read Chapter 3, and, as you read, do Practices 1 - 4. Hand in this work on Monday.
NOTE: The answers for these exercises are in the back of the book. If you are looking to increase the power of mind, do the following:
a. Read and do all the work on your own.
b. When you are finished, check your answers against the answer key and mark on your paper the correct answer for anything you did not get right.
c. THIS IS THE MOST IMPROTANT STEP: Go back and investigate what you got right and what you got wrong - remember what you were thinking when you chose the incorrect answer, and figure out why the correct answer works better. This investigation can take all of a few seconds for you to see what you need to see. By simply seeing what you missed and seeing WHY you missed it trains your mind to see the details, to see how the thing you are reading is put together. This is what people of courage do: the courageous face their mistakes so that they can teach themselves the better way to go. In this process, You Learn How To Learn.
2) Bring all your books to class.
3) Bring your newspaper ( the one you bought a while ago - I will get to it eventually).
4) Quiz part 2 - Vocabulary.
I will be starting much closer to the start time of 7:45, so don't be late.
DUE Thursday, June 26th, 2014
1) Read through Chapter 8 and do an MIL for Chapter 8.
If you were not in class, or if you need a little refresher, look at the MIL tab to the left. You will find there instructions on how to do the assignment as well as the MIL for Chapter 4, which we did in class.
2) QUIZ #1 , Part 1. This will be a quiz of all the principles and ideas that I have been sharing with you since the beginning of class. For example:
What is the definition of structure?
What does an active reader always do?
What are the steps of a Fiction Preview?
What does an active reader look for when doing a Fiction Preview?
(And the rest from your notes)
3) QUIZ #1, Part 2 will be on Monday, and it will cover the 15 words on the vocabulary list.
DUE Wednesday, June 25th, 2014
1) Read through Chapter 6 in A Day No Pigs Would Die using Long Smooth Underline. Definitely do the same vocabulary work for yourself - I will not be collecting any work from you this class.
2) Have A Day No Pigs Would Die as well as your textbook in class.
3) Hold on to that newspaper you bought last week - keep bringing it to class - I will get to it.
4) If you haven't done so already, read the content of the Vocabulary tab to the left and check in there later to see the Vocabulary List that I will have posted there by the end of the day on the 24th.
DUE Tuesday, June 24th, 2014
1) Read through Chapter 3 in A Day No Pigs Would Die using the Long Smooth Underline (LSU) technique that you learned in class.
2) Find 10 new vocabulary words within Chapters 1 - 3 in Pigs. Look to the vocabulary tab to the left for a reminder about how to do this vocab assignment.
DUE Monday, June 23rd, 2014
1) Do The Beginning/Middle/End analysis with the poem "Mending Wall." This is the other Robert Frost poem which you may have already printed with "The Road Not Taken."
Do this work following the same instructions given on June 19th (see below) for this poetry analysis assignment.
NOTE: You will need to write your MAIN IDEA on the back of the sheet of paper since there is no room for it on the front.
NOTE: You must do all steps of this assignment -- and any of my assignments, for that matter -- in order to get credit for your work. Incomplete work (which means, in any way incomplete) gets zero credit. Following directions and following through all the way with your work is what gets credit.
2) Purchase and bring to class the Los Angeles Times for Thursday, June 19th, 2014.
3) Be prepared on Monday to purchase the Textbook for this class.
4) Based on the work & discussions that we had in class on 6/19, come up with the "WHY" for A Day No Pigs Would Die.
As I demonstrated in class, you need to consider WHO wrote this piece of literature (AUTHOR); you combine that information with WHAT he/she wrote about (SUBJECT), and you conclude from all of that the WHY he/she wrote this piece. In other words, what is the PURPOSE -- the MAIN IDEA, the THESIS, the MESSAGE IN THE BOTTLE -- that the author intended for you to understand.
Write this sentence on a piece of paper - separate from your poetry work. Put your name at the top left corner of the paper, and hand it in.
5) Start memorizing anything that I have put on the board. As mentioned, there will be 100 new words that you will need to have learned by the end of the remaining 7 weeks of this compressed semester. DO NOT WAIT to begin committing to memory the work and material that I have already presented, or the work for this class may suddenly become overwhelming for you. Begin today.
I will talk more about how to do this, and other academic skills that you will need to develop, in upcoming classes.
DUE Thursday, June 19th, 2014
1) Do The Beginning/Middle/End analysis with the poem "The Road Not Taken."
Look to the left of this window and click on "Class Materials: Poetry."
Then click on "Robert Frost Poems." A Word.doc will open with two poems.
Print "The Road Not Taken" and follow the instructions below. (We'll do the other poem, "Mending Wall," later, so you can print it and hold it if you like).
When you do this assignment, DO IT THOUGHTFULLY by using these steps to the best of your ability:
a) Read the entire poem through once.
b) Read it again OUTLOUD - your first encounter with language was through your ears, so that is the means by which you first learned to interpret what was being said to you, which, therefore also makes this your dominant mode for deciphering language. So, don't be shy about this step - READ IT OUTLOUD.
c)IF you have the time, put the poem down and walk away from it . . . knowing that you will come back to it later . . .
. . . After some time has passed . . .
d) Read the poem again from top to bottom and decide where to divide the poem into its three sections.
e) LABEL the beginning with the word "Beginning," the middle with the word "Middle," and the end with the word "End."
f) LABEL each of the three sections again, but now with your title for each section: just a few words that captures the meaning (or, if you like, the communication, or the message, or the structural/thematic function) of each of the three sections.
g) In the "MAIN IDEA" area at the bottom of the page, write out, in a complete sentence, what the overall message of the entire poem is by using the three titles that you already gave to the Beginning/Middle/End sections. You don't have to copy the exact words you used in those titles, but your main idea statement should contain the ideas represented in those three titles.
h) Be sure to put your name at the top of this assignment; you will need to hand it in to me at the beginning of class.
2) Bring to class A Day No Pigs Would Die.
3) Remember to purchase the Los Angeles Times for this date, June 19th, and bring it to class on Monday.
DUE Wednesday, June 18th, 2014
1) Do The Beginning/Middle/End analysis with the poem "The Chute" which was handed out in class. If you do not have this poem in hand, you can find it under the Sharon Olds tab to the left.
2) Bring A Day No Pigs Would Die to class.