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Honors English I
Maureen Mensing
SALISBURY HIGH
Zip Code: 28144

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A Literature WebQuest: focus o...  Posted November 17th, 2010 at 5:28am   Comments(0)


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Welcome Honors English I students and parents!
Our latest web journey includes exploring William Shakespeare's stage, The Globe, the man himself, and the mystique that still surrounds him.

Open the file below entitled "Shakespeare on the Web".  You will need paper and a pen or pencil.  Start with Part One today.

The Hero’s Journey:  Pack Your Bags!

 

1.  First,read the hero’s journey handout. Think about how this is an archetype (an ancient symbol – in this case,a symbolic character type who goes on a symbolic journey that resemblesjourneys over the ages) that shows us the heart of most any story but also anyjourney or change we undertake in a lifetime.  Our lives and the stories we read and view may contain manyjourneys, some internal and some external. 

 

2.  Allyou need is a sheet of paper and pen/pencil or a word document.  Answer the questions by writing insentences or copying the question and answering. 

 

3.  Today’spurpose: to explore the hero archetype, specifically by creating one of yourown.  You will create a hero and byanswering questions, send him or her on a life-changing journey.  It’s a fun activity that uses yourintuitive/creative brain to build the structure of a story based on a hero andhis or her journey – whether it’s a physical (external) journey or anemotional/intellectual journey (internal).

 

 

4.  Typein the following URL in the address bar: http://www.mcli.dist.maricopa.edu/smc/journey/

5.  Clickon “I am packed and ready to go.” Read the first paragraph.

6.  Clickon the blue suitcase: about.  Readthe page and answer the following question:  “Ubiquitous” means “seeming to be everywhere.”

a.  Daybook:(8 sentence journal) What is the hero’s journey?  What do you think Joseph Campbell is saying about all menand women and their relation to the ideas of heroes and hero’s journeys?  What are a few ways you yourself are ona hero’s journey? WRITE THIS ANSWER IN YOUR DAYBOOK. 

 

 

 

7.  Clickon the purple suitcase: ideas.  Readthe statements.  This page hassuggestions on how you can use this site for developing your hero essay.

8.  Clickon the green suitcase: reference.  Readthe introduction.

 

9.  Scrolldown on the menu in the upper left part of the Reference tool frame.  These are the steps in the Hero’sJourney, as described by Joseph Campbell. Click on each one, step by step, and answer the questions from eachsegment.  THERE ARE OVER 16 SECTIONS, EACH WITHMANY QUESTIONS!  Don’t stop afterthe first section.  YOU AREINVENTING A HERO.  Note that youcan follow the journey on the map on the back of this page: The Hero’sJourney.  Label each step, and copythe questions from each step you choose from the section.  Then answer.  Type:  it’sfaster.  Unless it’s not: thenhandwrite.  Avoid this boringprocess by writing the answers in complete sentences!

a.   Butthere’s a catch!!!!!  You arecreating a hero yourself!  You mustcreate and imagine a person and answer the questions according to yourimaginary hero!  If it helps you,give your hero a hero or heroine’s name and use it.  It can be Greek, ancient, modern.  It doesn’t matter. According to Joseph Campbell, each of us makes a hero’s journey in ourown lives.  What’s your hero’sname?  You can answer that later,if you want.  HAVE FUN!  Here’s a little helping hint:  you can take a real person and create fictionby “lying” about certain things if you need a little jump start.

 

10.                Forexample:  Call to Adventure

  • What stage of life is he or she in?  My hero is a teenager named Oboyu who is deciding whether to pursue his talent in speaking foreign languages.  He’s a sophomore.  He’s got his first real girlfriend, only a week ago.
  • What do you see coming next for this person?   Oboyu will have to take a challenge when he is offered a chance to travel to Europe to study for a year of high school on his own!  The trip, the school, and the living arrangements are free.
  • What would cause the person to leave this stage, to "leave home" ?  Oboyu will have to leave those he loves most:  his mother, father, sister, and his dog Kinko.  Come to think of it, he’ll have to leave his friends and girlfriend!
  • What is the person doing when the call comes? Is it an accident, a blunder, something planned, or hoped for? Is it anticipated or dreaded? Oboyu is mowing his neighbor’s lawn for the usual twenty dollars when he sees his sister running to him, holding an envelope.  He realizes it’s the scholarship from the school in London the second he sees the letterhead.  As he opens the letter, he  is excited, but he suddenly can only think of his girlfriend Cycilee.  What will happen between them if he goes?







ClassScape Testing HelpSheet

 

 

Thank you for helping usmake this go smoothly for you!

 

  1. Turn on your computer and login to the system as usual. 
  2. Open your internet browser. Do not use IE on a Mac.  On a Mac, use Safari.
  3. IMPORTANT: Turn off pop-up blocker!

 

 

  1. Please go to http://classscape.ncsu.edu/.  If this does not work, Google search for Classscape.  The actual URL is www.classscape.org , but occasionally it does not show up until you try a few times.

 

  1. Click the “Login” button.

 

  1. Release on “Student Assessment”.

 

  1. Refer to your student information as given to you by your teacher.

 

  1. The test number for today’s test is to be given to you by your teacher.  Please carefully read letters and numbers because a zero and an “O” can look the same in the ClassScape font.  

 

  1. IMPORTANT: Make sure you’ve turned off the pop-up blocker.

 

  1. IMPORTANT: Choose the answer you will stick with and don’t change it.  Leave it blank until you’re sure, and then click the answer you want.

 

  1. IMPORTANT: LEAVE ALL WINDOWS THAT OPEN UNTIL THE ENTIRE TEST IS TAKEN.  THAT WILL MEAN A LOT OF OPEN WINDOWS.  THIS INCLUDES THE WINDOW THAT SAYS “CLOSE ME”.

 

  1. Do well!!!  When you are finished, click the “Grade Me” button.  You will next have to find the pop up box that asks you to confirm that you are finished.  Click “yes” and then close all windows.  To see this confirmation, you MUST have pop ups allowed.  Look for the pop-up blocker and allow them, if you don’t see a confirmation window.

 

PLEASE NOTE:  You may leave answers blank and returnto answer them after you hit “Grade Me”. If you have left any blanks, they will show up in red.  You can click on that number and thenanswer. You must hit "Grade Me" to be graded,and that is required.

 

 

 

 

 

 

 

 

 

 

 

 

PLEASE USE THE WORKSHEET ON THE BACK DURING/AFTERTHE TEST

 

 

  1. Your Name:

 

 

  1. Which answers did you miss?  Write each number and describe each question.

 

 

 

 

 

 

 

 

 

 

 

 

  1. List here words IN THE QUESTIONS that made them difficult to answer:

 

 

  1. List here words IN THE TEXT that made the questions difficult to answer:

 

 

 

 

 

  1. Answer this question: What was the most difficult question for you?

 

 

 

  1. Why was that question more challenging than others?

 

 

 

  1. Answer this question:  What was the most difficult text for you to read or edit?

 

 

 

 

  1. Why was that text more challenging than others for you?

 

 

 

 

 

  1. What question do you have about taking the EOC right now?


Activity for 2-14-2011


A Learning WebQuest


Today, you are investigating your Multiple Intelligences,including the three main learning styles (visual, auditory, and kinesthetic).


  1. Creating a Picture of your Learning: Go to http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm


Click and read “What are Multiple Intelligences”. Next,click and take the “Test”.  Printyour graph.

 


  1. Find Your Strengths  Go to http://literacyworks.org/mi/assessment/findyourstrengths.html


Take the “test” and view your score.  Print your results.  Next, click on practice and create achart of 5 or more ways you can use each “intelligence” to increase yourlearning.

The notes below are supplementary to notes given in class.
 
 
Assignments Done and Due:

M 1-31 First Day of Second Semester
T 2-1 Parent Packet and Homework (I Am Essay and I Am Not object)
W 2-2 Human Rights: article related to human rights and an outline of the article
T 2-3 Reading Proof Quiz for To Kill a Mockingbird
F 2-4 The Lively Art of Writing Ch. 1: Questions and Assignments (no vocabulary)

M 2-7 -----
T 2-8 Social Change and You Essay, TNR, size 12 font, Double Spaced
W 2-9 Anthem Reading Quiz and Questions
T 2-10 The Lively Art of Writing Ch. 2
F 2-11 Thirteen Ways of Looking at Me poem

M 2-14 (Happy Valentines Day!)  TBA
T 2-15 TBA
W 2-16 Reading Quiz for Animal Farm; Questions and Reading Log (Ethos/Logos/Pathos: one example per chapter)
T 2-17 TBA
F 2-18 TBA

Featured Questions:

Why do freshmen write eight sentences as a rule?  Does this cause repetetiveness or make the writer boring?

The eight sentence rule is actually in place despite that many students become repetetive, which may be boring to a reader.  What the goal of this rule is, is to put a parameter in place that requires students to reach beyond short mechanical sentences and rote informative thinking and to move into meaningful analysis, reflection, and higher order thinking.  It takes a while for students to achieve this kind of thinking.  They often try to just "fill the space" until they see how repetition and fluff is boring to the reader and choose to move into the more challenging role of thinking critically.  In short, the eight sentence rule is one method of encouraging more deep thinking with the goal of more meaningful writing.  Often, freshmen enter the year writing three or four word sentences that communicate very little.  Even eight of those leaves the reader lacking.  Eventually, most students receive enough feedback about short, mechanical, or repetetive writing that they try to move into more challenging territory. 


Honors English I Writing Style

Note:  Comments on work you write will appear as the number written with a + or a -.  A + with a number on this sheet means “well done.”  A – with a number on this sheet means “needs work.”  C refers to “concrete details,” and D refers to “discussion.”  Be sure to refer to your proofreading mark handout.  With the use of this sheet, you will write a writer’s dialogue telling what you have done well, what you have done incorrectly, and what you think you can improve.
 
Editing Procedure
1.       Prewriting is in formal outline format: I., A., 1., a., i.  Be sure to indent to show the values of ideas. 
2.       Proofread and edit your draft/s.  Include your draft/s with the assignment.  Include proofreading sheets if used.
3.       When turning your essay in, assemble it with the final copy on top.
 
Format
4.           Indent new paragraphs.  Do not put extra spaces between paragraphs.
5.           Follow the guidelines of formatting and documenting research.  Support is properly cited in the text according to MLA parenthetical reference rules.  Sources are cited! If they are not, you are plagiarizing.
Organization
6.       Length of each paragraph: achieve eight sentences or more.
7.       Text by a chosen author is used properly as support in paraphrase, quotation, summary.
8.       The introduction should open with a solid hook.
9.       If discussing literature, mention the author and title at the start.
10.     The introduction leads to a strong thesis statement.  Note the phrase “leads up to.”
a.       The thesis indicates the focus of the essay clearly.  Pay attention to the prompt and structure the thesis from the prompt.  If you are creating an open thesis, be sure it is not vague.  You must have a thesis statement to receive a passing grade.  The thesis must appear at the end of the introduction, and it should be a sentence.
11.   Body paragraphs begin with ideas generated by the thesis, in the order indicated by a thesis.  If a thesis is open and broad, the order may be as the writer wishes.
12.      The conclusion restates the thesis statement.  This involves paraphrasing and reworking the thesis.
13.      The conclusion ties together the points discussed in the essay.  The conclusion leads up to a statement of insight, goes beyond a simple clincher sentence.  The insight stays on topic.
14.      Do not simply summarize plot.
15.      Indent and begin new paragraphs for new ideas.  Indent for each speaker in a conversation.
16.      The introduction leads up to the thesis.
17.      Stay on topic.  Plot summary is off topic.  Going on an interesting tangent is off topic if it does not relate to the thesis. 
18.      Limit one main idea discussion per paragraph.
19.      Do not split ideas into more than one paragraph.
20.      Use appropriate transitions for coherence.
 
Support and Elaboration
21.      Discussion should be convincing.
22.      Details should be significant and relevant to the main idea.
23.      Detail should move the essay to the desired end [not be simply filler].
24.      Body paragraphs include idea, argument and support as follows       
a.        Main idea [A clear and articulate statement: topic sentence]
b.        Concrete Detail [fact, example, information]
c.        Discussion [opinion, argument]
d.        Concrete Detail [C]
e.        Discussion [D]
f.         Concrete Detail
g.        Discussion
h.        Concrete Detail
i.          Discussion: Clincher statement
Style
25.      The piece should address the specified audience appropriately.
26.      Words should be used that are precise, engaging, and well-suited to the purpose, audience, and context.
27.      Language should be used appropriately for the purpose, audience, and context of the task.
28.      The writer should use a variety of well-crafted sentences to establish relationships between and among ideas and statements.
29.      Transitions join ideas rather than being cliché.
Focus
30.      Have a clear focus that is appropriate to the purpose, audience and context of the task.
31.      Maintain the focus [based on the thesis] clearly throughout the task.
32.      Accomplish the purpose of the task.
 
Conventions:  Mechanics
33.      Follow capitalization rules.
34.      Punctuate the end of each sentence.  Use commas and other marks correctly.  Avoid ! marks!!!!!!!!!!!
35.      Do not use abbreviations or contractions.
36.      Hyphens join compound words such as in “two-thirds”.  A dash is NOT a hyphen.  Do not use dashes in essay.
37.      Titles are written correctly:  Use italics for titles of books, novels, newspapers, magazines, long poems [like The Odyssey].  Use quotation marks for poems, short stories, articles, and songs
38.      Do not use parentheses except for documenting citations within the text.
39.      Use ellipses correctly […].  Omitting material in a quotation […] results in the use of brackets and ellipses.  Replacing or rewriting material in a quotation results in the use of brackets.
40.      Inside parentheses go brackets. (Xxx xx xx [xx xxx] xxx)
41.      Spell out numbers that are one hundred or less, with the exception of dates and addresses.
42.      Use a dictionary to check your spelling.  Look out for homonyms like their/there/they’re!
43.      Correctly use quotation marks and punctuation for quoting and using dialogue.  Do not quote yourself; quote others.  Don’t quote for emphasis, as in The man “seemed” to be telling the truth.  Be sure to TELL THE SPEAKER when you quote ANYTHING/ANYONE.  Are you writing about a certain word?  Quote it [The word “word” is kind of a funny word, eh?]
44.      Commas join or separate.  Think.  What are you using the comma for?  If you split a sentence in half and invert it [reverse the order], use a comma.  Never, never use a comma with “because.”  Always write the comma before “and”, “but”, “or” [etc]
 Conventions:  Language Use: Refer to the Fumble Rules Handout.
45.      Rarely, if ever, use a question; do so only if you answer it.  Do not open your essay with a question.
46.      Use language for emphasis; do not use exclamation points or all capital letters to emphasize.
47.      Do not use clichés or slang.  Refer to the clichés handout.  Avoid informal language.
48.      Do not use empty words such as thing, a lot, very, or nice.  This, that, and other such pronouns are empty if you don’t say what, such as in “this process” or “these techniques.”
49.      Do not use constructions such as there is, there are, here is, or here are.
50.      Do not use apologies such as I think, I believe, or in my opinion.
51.      Do not write about the essay itself.
52.      Remember that authors write.  Characters or speakers say.  In a novel, the narrator is the speaker, not the author.
53.      Do not use empty function words such as in order to or the fact that.
54.      Do not use obvious phrases, such as in conclusion, for transition.
55.      Avoid being vague.
56.      Use adjectives before your nouns and adverbs after your verbs.
57.      Use parallel structure in sentences and paragraphs.
58.      Avoid run on sentences.  These are incorrectly joined sentences [independent clauses].  Try these solutions:
a.        Using a comma and a conjunction [like , and]
b.        Using a semicolon
c.        Blending the sentences [This is called sentence combining]
59.      Avoid comma splices.  These are sentences joined with a comma. 
60.      Write complete sentences. [A sentence has a noun part and a verb part: the subject and the predicate].  Avoid sentence fragments.  They don’t have both a subject and a verb.  Never start with “and,” “but,” “or,” “so,” or “because.”
61.      Write in 3rd person unless the assignment directs otherwise.
62.      Keep verb tenses consistent. Remember that verb tense indicates time relationship.
63.      Subjects and verbs must agree.
64.      Pronouns and antecedents [the words to which they refer] must be clear and must agree.  One person is never a they.
65.      Write about literature in the present tense.
66.      Write in active voice rather than in passive voice.
67.      Do not end a sentence with a preposition, as in “The boy did not know what he was referring to.”
68.      Avoid awkward sentence structure.
69.      Avoid repetition.
70.      “If”…is followed by “then” [not “than”].  Another “if” thing is the subjunctive mood.  You say, “If I [or whoever] were!”
71.      Subjunctive mood:  say “if I were” not “if I was”.
72.      Say, “This is she,” not “this is me”
 
Thinking and Logic
73.      Avoid illogical statements or circular arguments.
74.      Ideas should relate well.
75.      Facts should be correct.
76.      Avoid overgeneralization and oversimplification.
77.      If you make an argument, support it with detail.
78.      If you use a detail, discuss it.
79.      Follow through.  Complete all thoughts and ideas.
80.      Assume the reader is familiar with the literature.
 
Word Processing
81.      Double-space.
82.      Tab paragraphs 1/2 inch from the left margin [five spaces].
83.      Use Times New Roman 12-point font, plain [no bold].
84.      Do not rely on spell check alone to proof spelling. 
85.      The header is for your name, aligned right.
86.      The footer is for your page numbers, set to number in sequence.
87.      Space the same number of times after each period [choice: one or two spaces]
88.      Use factory margin settings [one inch margins].
89.      Do not underline, quote, or write your own titles in bold.  They are YOUR titles; you’re not quoting yourself.


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