College Readiness/Literacy Skills Development 2016-2017 (Henderson) 1. Article/News Students will be tasked with being proactive on learning what is developing in the world now. Students will do this in two ways – Reading relevant news items, and by watching the news. i. - Students must actively read an article from the news. Articles may not be less than 10 paragraphs long. - Students will then highlight the article, noting the most important parts. - Finally, students will write a 2 paragraph summary of the article. - Students may pick from the following online or print news sources: Smithsonian, National Geographic, Forbes, Consumer Reports, Popular Photography, New Yorker, Architectural Digest, Time, Newsweek, National Review, Discover, Wired * No articles on lifestyle, sports, entertainment or health (unless you are NOT in Health Tech) ii. Students must watch ‘live’ news (ABC, NBC, FOX, CBS, CNN, BBC or similar), and summarize 3 news stories viewed (4-5 sentences each). Please indicate program day/time. The 3 stories need not come from the same news program – this is totally up to you. Due dates for these are on the calendar. 2. Independent Reading Students will be tasked with collegiate level reading, to be done on their own time. Students will be assessed on these readings. i. Students will read 3 novels on their own time, and will either take a test to ascertain competency, or tasked with a small project that assesses proficiency. Due dates for these tasks are on the calendar. ii. Students will study short stories from a college composition anthology, and develop skills independently by responding to questions which correlate with the respective stories. Due dates for these tasks are on the calendar. 3. Research Papers Students will be writing one research paper per marking period, each growing in level of difficulty, and each corresponding to a different 1
Transcript
College Readiness/Literacy Skills Development 2016-2017 (Henderson)1. Article/News
Students will be tasked with being proactive on learning what is developing in the world now. Students will do this in two ways – Reading relevant news items, and by watching the news.
i. - Students must actively read an article from the news. Articles may not be less than 10 paragraphs long. - Students will then highlight the article, noting the most important parts. - Finally, students will write a 2 paragraph summary of the article. - Students may pick from the following online or print news sources: Smithsonian, National Geographic, Forbes, Consumer Reports, Popular Photography, New Yorker, Architectural Digest, Time, Newsweek, National Review, Discover, Wired* No articles on lifestyle, sports, entertainment or health (unless you are NOT in Health Tech)
ii. Students must watch ‘live’ news (ABC, NBC, FOX, CBS, CNN, BBC or similar), and summarize 3 news stories viewed (4-5 sentences each). Please indicate program day/time. The 3 stories need not come from the same news program – this is totally up to you.
Due dates for these are on the calendar.
2. Independent ReadingStudents will be tasked with collegiate level reading, to be done on their own time. Students will be assessed on these readings.
i. Students will read 3 novels on their own time, and will either take a test to ascertain competency, or tasked with a small project that assesses proficiency. Due dates for these tasks are on the calendar.
ii. Students will study short stories from a college composition anthology, and develop skills independently by responding to questions which correlate with the respective stories. Due dates for these tasks are on the calendar.
3. Research Papers
Students will be writing one research paper per marking period, each growing in level of difficulty, and each corresponding to a different collegiate paper type. Students are expected to follow district guidelines (no plagiarizing, adequate grammar/writing conventions, etc.), and, when applicable, use correct MLA standards. See calendar for due dates.
4. Humanities Vocabulary/Terminology Prep
On a regular basis, students will develop “prior knowledge” on a wealth of subjects that will be relevant when they are in college. Disciplines include psychology, geography, English lit, history, sociology, political science, and other disciplines. Students will be assessed on a regular basis, sometimes via quiz, sometimes via tests. By performing these exercises now, students are opening doors for acquiring new knowledge in an efficient manner, and, while in college, won’t wind up “bogged down” by fundamental key terms that are readily attainable now.
E. Greek Latin Roots (2)F. Poetic Terms Review (1)G. Geography Review (1)H. Psychology/Sociology Review (1)
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While this may seem like an exhaustive handout, it is NOT. While some sections are more detailed than others, it’s function is to assist you in developing background knowledge, so that tasks assigned this year, and in future years, become more fruitful as you activate this information in your schemata. You will surely develop additional knowledge in other disciplines and through other mediums, well beyond what has been provided.
*Transferring this data to index cards is STRONGLY RECOMMENDED, however, chart is REQUIRED.
*You will be assessed on this data in blocks, however, assessments will be COMPREHENSIVE, so be sure to review previous terms as well.
1. Analyzing Poetry
Practice here: o http://unix.cc.wmich.edu/~cooneys/tchg/quiz/meter/q2/quiz.html o http://www.theproblemsite.com/reference/literature/poetry/the-bard/
1. Content2. Structure/Form
a. Meterb. Rhyme Scheme
c. Lengthd. Literary Techniques
3. Types
a. Haikub. Sonnetc. Free Versed. Blank Versee. Odef. Ballad
g. Elegyh. Epici. Cinquain*j. Limerickk. *There are more
1. Content – How to Read a Poem (http://writing.wisc.edu/Handbook/ReadingPoetry.html <edited>)
A. Read with a pencil Read a poem with a pencil in your hand. Mark it up; write in the margins; react to it; get involved with it. Circle important, or striking, or repeated words.
Draw lines to connect related ideas. Mark difficult or confusing words, lines, and passages. Read through the poem, several times if you can, both silently and aloud.
B. Examine the basic subject of the poem
Consider the title of the poem carefully. What does it tell you about the poem's subject, tone, and genre? What does it promise? (After having read the poem, you will want to come back to the title in order to consider further its relationship with the poem.)
What is your initial impression of the poem's subject? Try writing out an answer to the question, "What is this poem about?"--and then return to this question throughout your analysis.
What is the poem's basic situation? What is going on in it? Who is talking? To whom? Under what circumstances? Where? About what? Why? Is a story being told? What specifically can you point to in the poem to support your answers?
Because a poem is highly compressed, it may help you to try to unfold it by paraphrasing the poem aloud, moving line by line through it. If the poem is written in sentences, can you figure out what the subject of each one is?
Is the poem built on a comparison or analogy? If so, how is the comparison appropriate? How are the two things alike? How different?
What is the author's attitude toward his subject? Serious? Reverent? Ironic? Satiric? Ambivalent? Hostile? Humorous? Detached? Witty?
Does the poem appeal to a reader's intellect? Emotions? Reason?
C. Consider the context of the poem
Are there any allusions to other literary or historical figures or events? How do these add to the poem? How are they appropriate?
What do you know about this poet? About the age in which he or she wrote this poem? About other works by the same author?
D. Study the form of the poem
Consider the sound and rhythm of the poem. Is there a metrical pattern? If so, how regular is it? Does the poet use rhyme? What do the meter and rhyme emphasize? Is there any alliteration? Assonance? Onomatopoeia? How do these relate to the poem's meaning? What effect do they create in the poem?
Are there divisions within the poem? Marked by stanzas? By rhyme? By shifts in subject? By shifts in perspective? How do these parts relate to each other? How are they appropriate for this poem?
How are the ideas in the poem ordered? Is there a progression of some sort? From simple to complex? From outer to inner? From past to present? From one place to another? Is there a climax of any sort?
What are the form and genre of this poem? What should you expect from such a poem? How does the poet use the form?
E. Look at the word choice of the poem
One way to see the action in a poem is to list all its verbs. What do they tell you about the poem?
Are there difficult or confusing words? Even if you are only the slightest bit unsure about the meaning of a word, look it up in a good dictionary. If you are reading poetry written before the twentieth century, learn to use the Oxford English Dictionary, which can tell you how a word's definition and usage have changed over time. Be sure that you assess grammatical context – is a word being used as a noun or an adjective? Be aware of semantics – many words have multiple meanings.
What mood is evoked in the poem? How is this accomplished?
Is the language in the poem abstract or concrete? How is this appropriate to the poem's subject?
Are there any consistent patterns of words? For example, are there several references to flowers, or water, or politics, or religion in the poem? Look for groups of similar words.
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Does the poet use figurative language? Are there metaphors in the poem? Similes? Is there any personification? Consider the appropriateness of such comparisons. Try to see why the poet chose a particular metaphor as opposed to other possible ones. Is there a pattern of any sort to the metaphors? Is there any metonymy in the poem? Synecdoche? Hyperbole? Oxymoron? Paradox? A dictionary of literary terms may be helpful here.
F. Finishing Up
Ask, finally, about the poem, "So what?" What does it do? What does it say? What is its purpose?
2. Structure/Form
All poems contain at least some components of the elements below. While there are some poets who intentionally strive to create by omitting standardly used qualities, most possess features from each of the following sections.
A. Metero What is Meter in poetry?
In poetry meter is the pattern or the rhythmic structure of a given verse or, or a set of lines in a verse. In most poems, the rhythmic patterns are fairly easy to determine and/or predict, but not always.
1. Syllables - ________________________________________________________________________A. “Types of Syllables” (AKA Feet)
Read more at http://examples.yourdictionary.com/examples-of-iambic.html#YvECh1RqjIyPCCd7.99
B. Rhyme Scheme - Pattern of Rhyming at the End of the Lines Rhyme scheme is ascertained by “labeling” lines of poetry which demonstrate the correlation of
rhyming lines. This is standardly done using letters of the alphabet:
Baa, baa, black sheep, (A)Have you any wool? (B)Yes sir, yes sir, (C)Three bags full; (B)One for the master, (D)One for the dame, (E)And one for the little boy (F)Who lives down the lane. (E)
One, two, (A)Buckle my shoe; (A)Three, four, (B)Open the door; (B)Five, six, (C)Pick up sticks; (C)Seven, eight, (D)Lay them straight: (D)Nine, ten, (E)A big fat hen. (E)
C. LengthThere are a few way to identify length in poetry:
Line –
Stanza –
Refrain (Chorus)
Stanza Length:
Couplet:
Tercet:
Quatrain:
Cinquain: *
Sestet:
Septet:
Octet
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D. Literary Techniques/Strategies Employed
Technique What is it? Example (Line(s) and Name/Author of a work
Syncopation
MetaphorComparison of two unalike things (not using “like” or “as”.
SimileComparison of two unalike things using “like” or “as”.
Alliteration
Assonance
Consonance
Dissonance“Hardcore” repetition of all sounds
“My stick fingers click with a snicker And, chuckling, they knuckle the keys; Light footed, my steel feelers flicker And pluck to these keys melodies.”John Updike – Player Piano
Hyperbole
Repetition Repeating of sounds or phrases Dr. Seuss – Green Eggs and Ham – “I do not like green eggs and ham/I do not like them Sam I am”
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Technique What is it? Example (Line(s) and Name/Author of a work
Oxymoron
Analogy
Allusion
Pun
Onomatopoeia
Paradox
Irony
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E. Literary Techniques/Strategies Employed
Sample Type Author Title Rhyme Scheme
1. BeowulfNone X
N/A – too many translations
2. “It was many and many a year ago,In a kingdom by the sea,That a maiden there lived whom you may knowBy the name of Annabel Lee,; And this maiden she lived with no other thoughtThan to love and be loved by me.”
3. A Noiseless Patient SpiderX
N/A - None by design
4. “Look up…From bleakening hillsBlows down the light, first breathOf wintry wind…look up, and scentThe snow!”
XN/A - None by design
5. “Fair fa’ your honest, sonsie face,Great Chieftan o’ the Puddin-race!Aboon them a’ ye tak your place,Painch, tripe, or thairm:Weel are ye wordy of a graceAs lang’s my arm”
6. Once upon a midnight dreary, while I pondered weak and weary,Over many a quaint and curious volume of forgotten lore,While I nodded, nearly napping, suddenly there came a tapping,As of some one gently rapping, rapping at my chamber door.
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Sample Type Author Title Rhyme Scheme
7. IlliadX
N/A – too many translations
8. “Little maidens, when you look / On this little story-book”
9. “Five years have past; five summers, with the lengthOf five long winters! And again I hearThese waters, rolling from their mountain-springsWith a soft inland murmur. – Once againDo I behold these steep and lofty cliffs…”
N/A - None by design
10. HALF a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. 'Forward, the Light Brigade! Charge for the guns! ' he said: Into the valley of Death Rode the six hundred.
No consistency by design
11. “Shall I compare thee to a summer’s day?”
12. “There was an old man from Peru….”
N/A N/A
13. This is Just to Say (WCW)
XN/A - None by design
14. “Elizabeth it is in vain you say,” X
15. In Memory of W.B. Yeats X N/A - None by design
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Sample Type Author Title Rhyme Scheme
16. “Hickory dickory dock….”N/A N/A
17. The Garden X
18. “To Helen” (EAP) X
19. Ulysses XN/A - None by design
20. “Like as the waves make towards the pebbled shore”
21. “A silly young man from Clyde”
N/A N/A
22Listen, my children, and you shall hearOf the midnight ride of Paul Revere,On the eighteenth of April, in 'Seventy-five;Hardly a man is now aliveWho remembers that famous day and year.
23. On the Death of a Young Lady Five Years of Age
X
24. Paradise Lost X N/A - None by design
25. “Blest! who can unconcern’dly find Hours, days, and years slide soft away, In health of body, peace of mind, Quiet by day,”
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Sample Type Author Title Rhyme Scheme
26. Over the wintryforest, winds howl in ragewith no leaves to blow.
N/A N/A - None by design
27. “How do I love thee? Let me count the ways…..”
28. Gilgamesh XN/A – too many translations
29. In Flanders fields the poppies blowBetween the crosses, row on row,That mark our place; and in the skyThe larks, still bravely singing, flyScarce heard amid the guns below.
30. Whitecaps on the bay:A broken signboard bangingIn the April wind
X N/A - None by design
31. There was an old man in a tree,Whose whiskers were lovely to see;
X X
32. The Odyssey XN/A – too many translations
33. An old silent pond...A frog jumps into the pond,splash! Silence again.
N/A N/A - None by design
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2. Geographical Terms (1-23, 24-45)
# Term Description Example1 Aftershock XXXX
2 Archipelago
3 Biome XXXXXX
4 Blizzard XXXXXX
5 Cartography XXXXXX
6 Cold Desert Eastern Oregon
7 Comet Hailey’s Comet
8 Coniferous Trees (Conifers)
9 Crater Crater Lake, Oregon
10 Crevasse XXXXX
11 Deciduous Trees/Forest
12 Earthquake San Francisco, 1989
13 Erosion XXXXX
14 Faulting/Fault Line XXXX
15 Fauna XXXXX
16 Flora
17 Folding XXXX
18 Fracking New York State
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# Term Description Example19 Glacier XXXX
20 Grasslands
21 Groundwater XXXXX
22 Habitat XXXXX
23 Hemisphere
24 Hurricane Sandy 2012
25 Ice Sheet
26 Isthmus Panama
27 Jet Stream XXXXX
28 Latitude XXXXX
29 Longitude XXXXX
30 Monsoon XXXXX
31 Peninsula
32 Permafrost XXXXX
33 Precipitation XXXXX
34 Rain Forest
35 San Andreas XXXXX
36 Savanna
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# Term Description Example37 Superconnerbation BostonWashington DC
Santa BarbaraSan Diego
38 Taiga
39 Tornado XXXXX
40 Trade Winds XXXXX
41 Tributary XXXXX
42 Tsunami Japan, 2011
43 Tundra
44 Watershed
45 Westerlies XXXXX
3. U.S. Government – Summarize each decisioni. Major Supreme Court Decisions – Explain each one (use www.streetlaw.org )
Many English words are formed by taking basic words and adding combinations of prefixes and suffixes to them. A basic word to which affixes (prefixes and suffixes) are added is called a root word because it forms the basis of a new word. The root word is also a word in its own right. For example, the word lovely consists of the word love and the suffix -ly. In contrast, a root is the basis of a new word, but it does not typically form a stand-alone word on its own. For example, the word reject is made up of the prefix re- and the Latin root ject, which is not a stand-alone word.
Complete the following Greek and Latin Affix chart by:
- Recording 3 words with the listed affix/root- Defining the affix/root- Determining whether the affix is Greek or Latin
* In some cases, I have given you an example to get you started. Use the clues!** In some cases you will find roots in both languages. Pick one, and identify it.
https://www.learnthat.org/pages/view/roots.html (This seems like a pretty good source to reference)
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