Poetry terms for test

Directions:  Look up the following terms—as they relate to poetry.  You will use these terms in our conversations and testing.

Speaker Subject Comparison Analogy Attitude

Allusions Sound Rhythm Stanza Form Analysis

Genre Mood Abstract / concrete language Diction:  connotation and denotation Figurative language

Binaries / Coding for the Narrative of the Life of Frederick Douglass

What do you see?	Now many times?	Positive	Negative

DUE AFTER BREAK

If you are able to complete the Great Thanksgiving Listen over Thanksgiving break, please submit the following when you return:

• The write up on my interview
• The title, summary, and keywords for YOUR interview
• The link to your interview 

If you are not able to complete your interview, please submit the write up on my interview; the remainder of the materials is due when you come back for December break.

Tentative NOVEMBER planner

Monday	Tuesday	Wednesday	Thursday	Friday
6 Seminar discussion on "Young Goodman Brown" and The Crucible:  What are good and evil? Review the paper topic for The Crucible HOMEWORK:  the seminar de-briefing worksheet (located here, on the blog)	7 Seminar discussion on "Young Goodman Brown" and The Crucible:  What are good and evil? Review the paper topic for The Crucible HOMEWORK:  the seminar de-briefing worksheet (located here, on the blog)	8 Collect the seminar sheets Discuss the Toulmin method of argumentation Writing workshop:  pre-writing prompts Homework:  FULL draft of paper due next class	9 Collect the seminar sheets Discuss the Toulmin method of argumentation Writing workshop: pre-writing prompts Homework:  FULL draft or paper due next class	10 NO SCHOOL
13 Peer review	14 Peer review	15 Paper due Introduce the Great Thanksgiving Listen	16 Paper due Introduce the Great Thanksgiving Listen	17 Shortened block MEDIA CENTER Explore the GTL site Craft interview questions/prompts for interviewee Craft interview questions for me
20 MEDIA CENTER Explore the GTL site Craft interview questions/prompts for interviewee Craft interview questions for me	21 Interview me Review Keyboarding  101 Introduce the Narrative Homework:  Begin reading and coding selected excerpts	22 Interview me Review Keyboarding 101 Introduce the Narrative Homework: Begin reading and coding selected excerpts
27 Share out The Great Thanksgiving Listen experiences Introduce Poetry Out Loud Visit Poetry Out  Loud site Watch a video Listen to poetry Rules and eligibility Distribute vocabulary sheet Short term homework: test on terms and poetry anotation on MONDAY	28 Share out The Great Thanksgiving Listen experiences Introduce Poetry Out Loud Rules and eligibility Visit Poetry Out Loud site Watch a video Listen to poetry Distribute vocabulary sheet Short term homework: test on terms and poetry anotation on MONDAY	29 MEDIA CENTER Select poem Begin to annotate using "Annotating process for POL poem" sheet Practice reciting poem	30 MEDIA CENTER Select poem Begin to annotate using "Annotating process for POL poem" sheet Practice reciting poem	1 Terms test Annotate and practice poem

The (alleged) Curse of Ham

http://www.nytimes.com/2003/11/01/arts/from-noah-s-curse-to-slavery-s-rationale.html

The fable of The Man and The Lion

Aesop for Children (1919)

99. THE MAN AND THE LION

A Lion and a Man chanced to travel in company through the forest. They soon began to quarrel, for each of them boasted that he and his kind were far superior to the other both in strength and mind.

Now they reached a clearing in the forest and there stood a statue. It was a representation of Heracles in the act of tearing the jaws of the Nemean Lion.

"See," said the man, "that's how strong we are! The King of Beasts is like wax in our hands!"

"Ho!" laughed the Lion, "a Man made that statue. It would have been quite a different scene had a Lion made it!"

It all depends on the point of view, and who tells the story.

The Great Thanksgiving Listen

I truly hope you enjoy this unit on storytelling.  If you're interested, the Common Core standards for this activity are listed on the Teacher's page...

Link to the app:https://storycorps.org/participate/storycorps-app/

About StoryCorps and Why Stories Matter

• Intro
• Classic animated stories
• Prior GTL interviews
• How to interview / great interview questions
• Watch video of interview tips

Before crafting interview questions, decide who it is you will ask to participate.  That way you can tailor the questions to that person and decide how to scaffold them.


Link to the Great Questions handout:  https://storycorpsorg-staging.s3.amazonaws.com/uploads/TGTL_2017_H4-Great-Questions-List.pdf


Follow up questions for our debrief (both the interview with me and with your interviews over break):

• How did you feel as an interviewer? What challenges or surprises did you encounter, and how did you work to address them?
• Did you have the chance to go “off script” and ask a follow-up question? If so, what question did you ask, and how did that change your interview?
• What question evoked a particularly memorable response?
• What makes an interview different from a text as a historical reference?
• What components contribute to differing perspectives of history?
• What could future historians learn about 2017 from listening to your interview?
• What would you do differently if you were to conduct another interview?
• Who else in your life would you like to interview?

Make sure you use the Paramedic Method when editing your work

ESSAY TERMS EXPLAINED

Essay term	Definition
Analyze	Break an issue into its constituent parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate to one another.
Assess	Weigh up to what extent something is true. Persuade the reader of your argument by citing relevant research but also remember to point out any flaws and counter-arguments as well. Conclude by stating clearly how far you are in agreement with the original proposition.
Clarify	Literally make something clearer and, where appropriate, simplify it. This could involve, for example, explaining in simpler terms a complex process or theory, or the relationship between two variables.
Comment upon	Pick out the main points on a subject and give your opinion, reinforcing your point of view using logic and reference to relevant evidence, including any wider reading you have done.
Compare	Identify the similarities and differences between two or more phenomena. Say if any of the shared similarities or differences are more important than others. ‘Compare’ and ‘contrast’ will often feature together in an essay question.
Consider	Say what you think and have observed about something. Back up your comments using appropriate evidence from external sources, or your own experience. Include any views which are contrary to your own and how they relate to what you originally thought.
Contrast	Similar to compare but concentrate on the dissimilarities between two or more phenomena, or what sets them apart. Point out any differences which are particularly significant.
Critically evaluate	Give your verdict as to what extent a statement or findings within a piece of research are true, or to what extent you agree with them. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice.
Define	To give in precise terms the meaning of something. Bring to attention any problems posed with the definition and different interpretations that may exist.
Demonstrate	Show how, with examples to illustrate.
Describe	Provide a detailed explanation as to how and why something happens.
Discuss	Essentially this is a written debate where you are using your skill at reasoning, backed up by carefully selected evidence to make a case for and against an argument, or point out the advantages and disadvantages of a given context. Remember to arrive at a conclusion.
Elaborate	To give in more detail, provide more information on.
Evaluate	See the explanation for ‘critically evaluate’.
Examine	Look in close detail and establish the key facts and important issues surrounding a topic. This should be a critical evaluation and you should try and offer reasons as to why the facts and issues you have identified are the most important, as well as explain the different ways they could be construed.
Explain	Clarify a topic by giving a detailed account as to how and why it occurs, or what is meant by the use of this term in a particular context. Your writing should have clarity so that complex procedures or sequences of events can be understood, defining key terms where appropriate, and be substantiated with relevant research.
Explore	Adopt a questioning approach and consider a variety of different viewpoints. Where possible reconcile opposing views by presenting a final line of argument.
Give an account of	Means give a detailed description of something. Not to be confused with ‘account for’ which asks you not only what, but why something happened.
Identify	Determine what the key points to be addressed are, and implications thereof.
Illustrate	A similar instruction to ‘explain’ whereby you are asked to show the workings of something, making use of definite examples and statistics if appropriate to add weight to your explanation.
Interpret	Demonstrate your understanding of an issue or topic. This can be the use of particular terminology by an author, or what the findings from a piece of research suggest to you. In the latter instance, comment on any significant patterns and causal relationships.
Justify	Make a case by providing a body of evidence to support your ideas and points of view. In order to present a balanced argument, consider opinions which may run contrary to your own before stating your conclusion.
Outline	Convey the main points placing emphasis on global structures and interrelationships rather than minute detail.
Review	Look thoroughly into a subject. This should be a critical assessment and not merely descriptive.
Show how	Present, in a logical order, and with reference to relevant evidence the stages and combination of factors that give rise to something.
State	To specify in clear terms the key aspects pertaining to a topic without being overly descriptive. Refer to evidence and examples where appropriate.
Summarize	Give a condensed version drawing out the main facts and omit superfluous information. Brief or general examples will normally suffice for this kind of answer.
To what extent	Evokes a similar response to questions containing 'How far...'. This type of question calls for a thorough assessment of the evidence in presenting your argument. Explore alternative explanations where they exist.

The Crucible: Argument Paper

The Toulmin method of argumentation:  https://owl.english.purdue.edu/owl/resource/588/03/

The basic format for the Toulmin Method is as follows.

Claim: The overall thesis the writer will argue for.

Data: Evidence gathered to support the claim.

Warrant (also referred to as a bridge): Explanation of why or how the data supports the claim, the underlying assumption that connects your data to your claim.

Backing (also referred to as the foundation): Additional logic or reasoning that may be necessary to support the warrant.

Counterclaim: A claim that negates or disagrees with the thesis/claim.

Rebuttal: Evidence that negates or disagrees with the counterclaim.

Including a well-thought-out warrant or bridge is essential to writing a good argumentative essay or paper. If you present data to your audience without explaining how it supports your thesis your readers may not make a connection between the two or they may draw different conclusions.

Don't avoid the opposing side of an argument. Instead, include the opposing side as a counterclaim. Find out what the other side is saying and respond to it within your own argument. This is important so that the audience is not swayed by weak, but unrefuted, arguments. Including counterclaims allows you to find common ground with more of your readers. It also makes you look more credible because you appear to be knowledgeable about the entirety of the debate rather than just being biased or uninformed. You may want to include several counterclaims to show that you have thoroughly researched the topic.



SAMPLE ESSAY:  http://www.excelsior.edu/media/oels/owl/ToulminArgument.pdf

Pre-writing (required)

• Examine* the established structure of Salem and its Puritan society – its binary oppositions/social divisions into rich and poor, powerful and powerless, town insiders and outsiders, male and female, educated and illiterate, old and young, religious conservatives and religious liberals, etc.
• Examine how the events of the play constitute an attempt of some segments of society to overturn the traditional ways of society, while other segments fight to maintain /strengthen the old/traditional social order.

Argument paper topic:

Discuss Miller’s larger message as it relates to these struggles—who, here, is or has the moral high ground?  

*

Look in close detail and establish the key facts and important issues surrounding a topic. This should be a critical evaluation and you should try and offer reasons as to why the facts and issues you have identified are the most important, as well as explain the different ways they could be construed.

LINK TO THE PLAY

Arthur Miller’s The Crucible

USE THIS TEMPLATE FOR THE SEMINAR DE-BRIEFING

Name:                                                                          Block:                           Role:                         

Post-Discussion Report:  EVERYONE MUST COMPLETE THIS FORM using specific and relevant details.

Questions	Responses
CONTENT: Bullet point the major topics of discussion.  Be specific
CONTENT: Most thought-provoking comment, question, or inference and why (and who said it)
CONTENT: Specific questions or comments that were undeveloped
CONTENT: Misreadings, misinterpretations, things that were confusing and needed clarification
PROCESS: How the group improved in the second half in terms of process
OVERALL SKILL LEVEL: If you were going to score the seminar as a whole, what overall skill level would you give the group and why? Define and support your choice: Developing skill Proficient skill Advanced skill
Your Opinion: What comment did you most AGREE with and why?
Your Opinion: What comment did you most DISAGREE with and why?

Additional comments: