Thursday, November 26, 2015

"PeckPocketed" by K...





TONE

Provide 3 adjectives that reflect the overall effect of the work



SYMBOL

Supply 2 images that represent this selection (cite 2, with brief explanation)



THEME

write 2 (not a moral; write as a statement;)



TAG IT

write 2 tags that relate to the selection.



GIST

Create a GIST statement that summarizes the story.


"Brain Divided" - by Josiah Haworth, Joon Shik So...





TONE

Provide 3 adjectives that reflect the overall effect of the work



SYMBOL

Supply 2 images that represent this selection (cite 2, with brief explanation)



THEME

write 2 (not a moral; write as a statement;)



TAG IT

write 2 tags that relate to the selection.



GIST

Create a GIST statement that summarizes the story.


Animated Shorts to Teach Issues





TONE

Provide 3 adjectives that reflect the overall effect of the work



SYMBOL

Supply 2 images that represent this selection (cite 2, with brief explanation)



THEME

write 2 (not a moral; write as a statement;)



TAG IT

write 2 tags that relate to the selection.



GIST

Create a GIST statement that summarizes the story.


Monday, October 12, 2015

a plethora of links

I just copied and pasted what was in the inbox

http://st1998.blogspot.com/ 
http://yslrg.blogspot.com/ 
http://kateisgreat123.blogspot.com/

1st pd blogs

What is your pace?


Do you agree or disagree with this idea? Post your comment below. 

Friday, October 2, 2015

Prevision By Aline Kilmer

Prevision
By Aline Kilmer

I know you are too dear to stay;
You are so exquisitely sweet:
My lonely house will thrill someday
To echoes of your eager feet.

I hold your words within my heart,
So few, so infinitely dear;
Watching your fluttering hands I start
At the corroding touch of fear.

A faint, unearthly music rings
From you to Heaven -- it is not far!
A mist about your beauty clings
Like a thin cloud before a star.

My heart shall keep the child I knew,
When you are really gone from me,
And spend its life remembering you

As shells remember the lost sea.

record the Title:
What is this poem about?

What is the speaker's tone? Explain your answer using textual evidence.

Songs of an Empty House

from Songs of an Empty House
By Marguerite Wilkinson

My father got me strong and straight and slim,
 And I give thanks to him;
My mother bore me glad and sound and sweet, --
 I kiss her feet.

I have no son, whose life of flesh and fire
 Sprang from my splendid sire,
No daughter for whose soul my mother's flesh
 Wrought raiment1 fresh.

Life's venerable2 rhythms like a flood
 Beat in my brain and blood,
Crying from all the generations past,
 "Is this the last?"

And I make answer to my haughty3 dead,
 Who made me, heart and head,
"Even the sunbeams falter, flicker and bend --
 I am the end."

1. raiment: clothing or material
2. venerable: commanding respect because of age, character, or position.3. haughty: expressing an attitude of superiority.
 Title of poem:
What is this poem about?

What is the speaker's tone? Explain your answer using textual evidence.

Friday, August 21, 2015

2081 memes







Our 4 x 4s for 2081

Police breaks in house.
Harrison fought for life.
His father tried remembering.
Harrison broke free..........death.
by Khalil 1st pd

Everyone was unfairly equal.
Harrison's dad couldn't remember.
Harrison wanted talent's freedom.
Harrison decided to revolt.
by Emosha 1st pd


Everyone was treated equally
The strong were handicapped
Their strengths were wrong
Handicapped to be average
by Khadijah 2nd pd

Is being strong wrong?
Is equality really equal?
Live Free or Die!
Revolt to be heard!
by Jarenee 2nd pd


Being smart isn't safe.
Being average is better.
Death to the Anarchist.
They are finally equal.
by Aileen 2nd pd

Friday, April 17, 2015

Thursday, April 16, 2015

Found Poem

Found Poems

Rationale

Found poems are created through the careful selection and organization of words and phrases from existing text. Writing found poems provides a structured way for students to review material and synthesize their learning.

Procedure

Step one: Create a List of Words, Phrases, and Quotations.

Ask students to review any text related to the unit of study, including work on the walls of the classroom, journal entries, primary source documents, and the text itself. As students look over these texts, have them record words, phrases, or quotations that are particularly interesting or meaningful. We recommend that they identify between 15-20 different words or phrases so that they have plenty of ideas from which to choose when composing their poem.  

Step two: Determine a Theme and Message.

Now students identify a theme and message that represents some or all of the language they have selected. A theme is a broad concept such as obedience or loyalty. A message is a specific idea they would like to express about this theme. For example, "decision-making" is a theme. A message about decision-making expressed by humanitarian Carl Wilkens is, "Every situation is an opportunity and every opportunity demands a decision." Often it is helpful for students to do this step with a partner. Students can trade lists and describe the themes or main ideas they see in their partner's list. 

Step three: Select Additional Language.

Found poems only use words that have been collected from other sources. So, once students have selected a theme and a message, they may need to review their materials again to collect additional language. 

Step four: Compose your Poem.

Students are now ready to arrange the language they have selected to create their poems. One approach to this task is to have students write all of the words and phrases on slips of paper, so that they can move the slips around until they are satisfied with their poem. Let students know that they cannot add your own words when creating a found poem (not even articles or prepositions), but they can repeat words or phrases as often as they like.  Also, when composing found poems, students do not need to use all of the words or phrases they have previously selected.

Step five: Share

Students can read their poems aloud to the class. Alternatively students can read the poems silently. First, have students pass their poems to the left once. Have students read the poem, write a comment (students should sign their name to their comment), and then pass the poem again to the left for another comment. Depending on how much time you have, you might allow for three or four passes, or you might have time for students to comment on all of the poems created by their classmates.  

Step five: Discuss

This activity can end with a final discussion about what the prompts reveal about the material students have just studied. Prompts you might use to structure this discussion include: What strikes you about these poems? What do they have in common? How are they different? What surprised you when reading them?



Sent via the Samsung Galaxy S® 5 ACTIVE™, an AT&T 4G LTE smartphone

Wednesday, March 25, 2015

Christian Leon Torres March 25 2015

Christian Leon Torres March 25 2015

The pardoners tale

Vocab Development

1.Avarice- too great a desire for wealth.
2.Abominable- disgusting; hateful.
3.Superfluity- excess.
4.Grisly- terrifying.
5.Adversary- enemy.
6. Pallor- paleness.
7. prudent- careful; cautious.
8.credentials- evidence of a person position.
9.Absolve- forgive; make free from blame.

Reading check

1. The pardoner describes himself as greedy
2.The three young rioters are looking for death so that they can kill death so that death cant kill their friends anymore.
3.the old man tells them to go to under the tree for death. the three rioters treated the old man very poorly.
4 the two rioters that stayed to watch the gold planed to kill the third by stabbing him. The third rioter put poison into cups of wine to poison the other two. all three end up dieing.
5.THEY MADE IT SEEM LIKE DEATH WALKED FROM TOWN TO TOWN KILLING PEOPLE. (sorry cap lock). Death is personified by walking around and killing. The rioters don't fear death.
6. The old man symbolizes Death.
7.The central irony is that the rioters went looking for Death and they found death.
8. The irony is that the pardoner is a cheater and a greedy person and that is part of the story. Because the pardoner cheats so naturally that his story is about cheating. thats the irony (i think).
9.Chaucer is satirizing the aspect that money brings out the worst in people.
10.the moral of the Pardoner story is "Cheat with rules." The moral of Chaucer's story is that "Cheaters never win."
11. yes in all professions they are people who cheat and try to get over the system.
12.no greed and desire is not the root of all evil. in the pardoner's story maybe but in real life their is no singular root of evil there is just evil.




The wife of Bath's Tale


Vocab Development

1. reprove- disapprove
2. extort- get by threats or violence
3. Disperses- breaks up
4. Contemptuous- scornful
5. Bequest- gift left by means of a will
6. Prowess- outstanding ability
7. Temporal- limited to this world;not spiritual
8. Capacity- ability to absorb
9. Pestilence- plague


Sent from my iPad

Tuesday, March 10, 2015

Songs relating to characters

You can tell that everyone listens to different genres of music from the songs that were picked out . Each song relates to certain characters or events that went on in the story. We had to explain why the song relates to the person . It can go from love, decision making , anger , or family . You can use multiple songs for the same person or different songs . The entire song doesn't necessarily have to refer to the person it can be just a verse. Each and every song can seriously fit a person perfectly . We are really relating today's songs to a story that was created along time ago.For example , Danny Nickerson used J.Cole because he talks about real life situations in his song. Another example would be how Karroyln used as she would say all of them . Just to list a few she said old school , rap , and the blues .  Also with Huy he is deciding to use Asian songs to relate to the characters . 

What've been doing in class...

In class we've been discussing Hamlet . In case you don't know what Hamlet is about I'll summarize it for you. Hamlet is the son of a king that was murdered. Hamlet later finds out from a ghost which is his father that his uncle murdered his dad . His mother ends up marrying his uncle that he doesn't like . Also hamlet decides to seek revenge on his uncle Claudius , he also put on a play that basically is a reenactment of what his uncle did to his farther. After he falls in love with a girl named Ophelia but he ended up killing her father and she died because she drowned . In the end everyone that was in the play died .  

So Ms. Burton wants us to find 10 songs that relate to the characters in Hamlet .



Saturday, February 14, 2015

On Compassion Notecard Videos

I asked a few bold students to create the notecard videos and this is Savannah's creation.


 


The directions Notecard Confessions were: 

Today, you will create a “notecard confession” style video that answers the question “Do we feel compassion or fear for the ‘rags with voices that make no sense and scream forth in inarticulate rage?’”
You must take the perspective of either the homeless OR the onlooker. Your video must have at least 10 cards. No card can have more than 8 words. Your first few cards must be used to introduce who you are, and how you have been impacted by homelessness. You must seriously put yourselves into the shoes of the person you are portraying. Feel the fear, feel the power, feel the sorrow, or feel the pain.

Quote from the text. Be the woman or the grinning man or the pastry shop owner or the uncustomer. The choice is yours. Your goal is to speak for the person so that we can understand your point of view as you answer the question

“Do we feel compassion or fear for the ‘rags with voices that make no sense and scream forth in inarticulate rage’?” 


Friday, February 13, 2015

Note card videos

Directions:
Notecard Confessions    
Today, you will create a “notecard confession” style video that answers the question “Do we feel compassion or fear for the ‘rags with voices that make no sense and scream forth in inarticulate rage?’”


You must take the perspective of either the homeless OR the onlooker. Your video must have at least 20 cards. No card can have more than 8 words. Your first five cards must be used to introduce who you are, and how you have been impacted by homelessness. You must seriously put yourselves into the shoes of the person you are portraying. Feel the fear, feel the power, feel the sorrow, or feel the pain.  
Quote from the text. Be the woman or the grinning man or the pastry shop owner or the uncustomer. The choice is yours. Your goal is to speak for the person so that we can understand your point of view as you answer the question
“Do we feel compassion or fear for the ‘rags with voices that make no sense and scream forth in inarticulate rage’?”
Don’t waste time looking for music but if you want some here is a link http://incompetech.com/music/royalty-free/index.html?feels%5B%5D=Dark

Tuesday, February 10, 2015

Be passionate

"Your time is limited, so don't waste it living someone else's life."

Passion Proposals pd. 4

If you have trouble viewing or submitting this form, you can fill it out online.

Passion Proposals pd. 4

You have worked hard and now we get to enjoy and critique each other's work.
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?
    Content - can you tell what their passion is?
    Writing - does it make sense?
    Creativity - good use of images and music
    Appearance - was it attractive?
    Message - can you tell how they feel about their subject?