Week of December 15

Independent Reading Bucket List! - Due by January 8, 2015 - Second Nine Weeks Completed Checklist. Please remember you may not use an item twice. You may score up to 100 points.

Monday

Complete writing prompt.

Review our activities with euphemisms last week.

Think-Write-Share

Are you aware of any use of language as for example in advertising in American culture that also serves to hide real meaning?

How do people communicate effectively?

Tell me ways euphemisms help and hinder the communication process.

I am looking for three to four paragraphs.

Exchange/Share with a friend. Write a response.

Complete Euphemism Research from Thursday.

Reminder:

Are you aware of any use of language as for example in advertising in American culture that also serves to hide real meaning?

Research and find as many contemporary euphemisms used today in government, advertising, education, and especially military.

Find a recent (within the last year) newspaper or magazine article that uses at least 10 euphemisms. If you need to, you may use multiple articles in order to reach 10 euphemisms.

Copy the article(s) into a Google Doc.

Highlight, circle, underline or otherwise mark the euphemisms in the articles.

Complete Euphemism Practice sentences. There is a copy for printing in the Notes/Handouts section.

Euphemism Practice

A euphemism is a polite way of saying something that might be sad, unpleasant, or shocking. For instance, For instance, if a teacher tells your mom or dad that you are “very social” they are really saying you “talk too much”. The expressions in italics are euphemisms. What do they probably mean?

1. She was less favored by beauty than her sister

2. Someone borrowed money from my locker without asking me.

3. I just bought a pre‐owned car yesterday.

4. I just won a lunch reservation from Mr. Simon.

5. The caretaker does an excellent job at Braden.

6. I got in a bit of trouble for stretching the truth about the broken lamp.

7. Now I’m headed for the correctional facility again.

8. Where do I work? Actually, I’m between jobs at the moment.

9. Now that I’m getting up there in years I don’t like birthdays so much.

10. Eric’s driving skills leave plenty of room for improvement.

Now that you are familiar with this figure of speech, think of something you could soften using a

euphemism. Make up five euphemisms and see if we can guess what they mean.

1. _______________________________________=________________________________

2. _______________________________________=________________________________

3. _______________________________________=________________________________

4. _______________________________________=________________________________

5. _______________________________________=________________________________

A Maddening World of Euphemisms - A Last Look

Read "A Maddening World of Euphemisms" by Jay Nordlinger. You can find this on my Notes and Handouts page. Identify ALL euphemisms in the article. I also suggest using the panel method when you read, because you need to write a summary of this article. Once you have written the summary, revisit our writing from earlier. Add to your response.

What isn't done during class is HOMEWORK.

Read 30 minutes.

Tuesday

Complete writing prompt.

Brainstorm as many words as you can to define a heroic person.

Activity - Collaborate and Investigate

Compare your words with those in your pod. add words to your list. You will only want to exchange as many as you get to your list. The object is to have the longest list. We will rotate pods, and repeat.

Now use an online thesaurus to to add additional synonyms or other words.

Select 8 words from your list. Sort the words by parts of speech.

You should have adjectives, nouns, and verbs.

Adjectives will describe what a hero is. (brave, courageous)

Nouns will define what a hero shows. (courage, bravery)

Verbs will define what a hero does. (moves forward, sacrifice)

Wednesday

COPY THE FOLLOWING NOTES:

Activity - Putting It Together

We can use our words to define heroism, and make the concept clearer to the reader.

Definition Essays use Strategies of Definition to clarify, develop, and organize ideas.

What is a definition essay?

What are three specific definition strategies?

Explain the following:

Definition by function

Definition by example

Definition by negation

http://essayinfo.com/essays/definition_essay.php

http://www.slideshare.net/mirandabattles/function-example-negation-plan-and-model

Complete Activity 3 on page 62 of your Springboard.

Read the passages and decide if they use Definition by function, Definition by example, or Definition by negation. Explain your reason for each answer.

Complete Activity 4 During Reading on pages 63-64.

Homework:

Read 30 minutes.

Thursday

Complete writing prompt.

Explain the strategies for writing a definition essay.

Finish questions 5-10 on pages 64-65.

Complete the graphic organizer on page 66 of your Springboard.

Practicing the Definition Strategy

Think about another concept such as family, politeness, determination, or love, and draft a paragraph of definition that establishes the function of the concept you have chosen. Remember that the function strategy explains how an idea or concept operates in the world.

Be sure to:

• Begin with a topic sentence that states how the idea you have chosen functions

in the world.

• Provide supporting detail (paraphrased and directly quoted) and commentary to

develop ideas.

• Use transitions to create coherence.

Think-Pair-Share

Share your paragraph with a partner.

Check that the partner and make the following marks:

Highlight the topic sentence that states how the idea your partner chose functions

in the world.

Underline the supporting details.

Make bold the transitions.

On Your Own

Revise the language in your draft by substituting a literal idea for a figurative

idea (metaphor).

Email the final paragraph.

Review the following the links:

http://programs.northlandcollege.edu/owl/Doing%20the%20definition%20essay.htm

http://essayinfo.com/essays/definition_essay.php

Fill in the missing sections below:

Paragraphs using the ____________ strategy explain how the concept functions or operates in the real world.

Paragraphs using the ____________ strategy use specific examples of the concept from texts or life.

Paragraphs using the ____________ strategy explain what something is by showing what it is not.

Describing the ____________ of something is telling how something is used.

To ____________ is to deny or make ineffective. The noun ____________ is to show what something is not in order to prove what it is.

Writers of a ____________ ____________use strategies of ____________ to clarify, develop, and organize ideas.

Read 30 minutes.

Complete writing prompt.

Revisit the article "Where I Find My Heroes" by Oliver Stone on pages 63-64 of your Springboard. State Stone’s definition of heroism in one concise statement.

Quick Research

Each pod will complete a quick research assignment on the person assigned to your pod. Be prepared to share the following information:

Who the person is
Why he or she is famous
Why he or she is a hero
An interesting fact most people did not know about the person

Topic Assignments

Pod 1 Mohandas Ghandi

Pod 2 General Custer

Pod 3 Teddy Roosevelt

Pod 4 Clara Barton

Pod 5 Florence Nightingale

Pod 6 Joan of Arc

Pod 7 Ron Kovic

Pod 8 George Washington

Putting it to Practice

Draft a paragraph of definition that establishes the function of the concept of proving why your assigned person is a hero. Continue by completing an outline with each of the strategies of definition addressed for this person.

Think-Pair-Share

Share your paragraph and outline with a partner.

Identify that the outline has a definition by example, definition by negation, and a definition by function. (how a hero functions in our society)

Read 30 minutes.

Friday

Complete writing prompt.

Summarize what you did and learned last Friday. You may need to review your notes, or look over my web pages to refresh your memory.

Collaborative Remediation and Skill Review Team

Signal Words – Understanding Text Structure

NOTE: Understanding the Basic Patterns for Organizing Information

How do you normally go about explaining your ideas to someone? Most of us do pretty much the same thing: we use patterns of speech.

Although there are many ways to express ideas, writers usually use speech patterns and generally mix or combine them in paragraphs and passages. Once you begin to understand these patterns, you should be able to follow the writer’s sequence of ideas more readily and improve your comprehension. These patterns will further help to clarify topics, key ideas, and the relationship of supporting statements.

The writers’ purpose and the topic help determine how their material will be arranged. Terms writers use to signal to the reader which organizational method is being used should be familiar to you, since these are often the very words instructors use in exams and quizzes: for example, classify, define, list, describe, analyze. You have probably used these words unconsciously when writing responses in test-taking situations. Understanding patterns of organizations used by writers assists you in your reading/study tasks and better prepares you to take examinations. These patterns can also serve as models or examples for your own writing tasks.

Independent Research Assignment Team

You are required to complete a research based project on the topic of your choice. There will be two components of the project –written and visual. The written component consists of a 300-500 word expository essay that demonstrates knowledge of your topic. The visual component is negotiable, and should encompass what you would like an audience to know about your topic.

Stages 1-4 should have been completed and submitted before you continue. Failure to meet deadlines may result in you losing your status and placement in the group.

Stage 5 – What is plagiarism?

Read the following articles:

- “Hamilton President Resigns Over Speech” (One copy per student in Group A)
- “Fame Can’t Excuse a Plagiarist” (One copy per student in Group B)
- “Washington Post Blogger Quits after Plagiarism Accusations” (One copy per student in Group C)
- “Hungary's Presendent Quits Over Alleged Plagiarism” (One copy per student in Group D)
- The following article is an alternative option for students who are fluent in more than one language. It treats the issue of plagiarism when translating a text from one language to another: “Plagiarism in China Fuels Debate on Intellectual Theft”
- This is another alternative article that does not treat one specific case of plagiarism but discusses plagiarism within the context of online publishing (e.g., on MySpace web pages): "Myspace: A Place for Plagiarism? (Part one)"
- “School Cheating Scandal Tests a Town’s Values” (One copy per student in the class for homework)

Complete the following chart:

What did the articles have in common?

What are some steps you can take to avoid plagiarism?

Read the article: “School Cheating Scandal Tests a Town’s Values.” Write a journal entry responding to the final consequence of the plagiarism case described in the article.

For further information:

http://kidshealth.org/kid/feeling/school/plagiarism.html

http://pbskids.org/video/?category=Arthur&pid=OldhxSi0jz_O9W_poSYcCjk1fvMBwcc6

https://www.commonsensemedia.org/educators/lesson/whose-it-anyway-4-5

https://www.brainpop.com/english/writing/plagiarism/preview.weml

https://www.pinterest.com/kimjoo/library-plagiarism-lessons/

Stage 6 – How do I avoid plagiarism?

Read the following links.

Creating and Using a Checklist

http://www.readwritethink.org/files/resources/lesson_images/lesson1062/checklist.pdf

http://ccnmtl.columbia.edu/projects/compass_old/discipline_socialsciences/toolkit_socialsciences/pdf/plagiarism_checklist.pdf

http://www.cvc.org/hslibrary/checklist_for_avoiding_plagiarism.pdf