Wed Sept 13

4U1
-the wonderful world of the—EM dash (and the - EN dash as well)
-what is narrative? (note)
-began a group reading "Growing Up Native"   

Midnight Oil

Sydney Olympics

tragically hip

Review of "The Interlopers"

Mon Sept 11

3C1
-note on conflict and 6 types
-began reading "The Interlopers" p. 41

Homework
-read over the 6 types
-DO NOT finish the story

4U1
-note on descriptive writing (p. 4 and 5, Reading and Writing)
-complete chart for "The Skier" p. 6

Homework
-finish the chart (except diction)
-keep memorizing your rhetorical devices

Friday Sept 8

3C1
-note on overview of Short Stories
-what is a pseudonym? note
-introduction of the short story "The Interlopers"
-D'Angela's guide to a successful year - handout

Homework
-get 2 signatures (due Tuesday)
-read over any material you'd like

4U1
-rhetorical devices ppt (handout and note)
-D'Angela's guide to a successful year - handout

Homework
-get 2 signatures (due Tuesday)
-read over rhetorical devices - they are the basis of the unit

And so it begins...Semester 1, 2017

Welcome to D'Angela Thoughts.

On this blog you will find course information, etexts to much of the literature we study, helpful websites to visit for your course and what we do daily, in class.

Each day (or two) I update the blog with what we did in class, what is for homework and upcoming important dates and assignments.

If you are away, simply go to D'Angela Thoughts and see what you missed.

If you left your books here, I usually have an etext link to click on.  If I don't, well, at least you know what you need to catch up on upon your return.

This is a useful place to visit if you are away from school, if you get home and you can't remember what we did or what was for homework or you are unsure when the next assignment is due.

Please put it on your homepage of your phone and use it. After all, 185,000 followers cant be wrong.

Parents, Guardians and Students: Here is my Phone Policy

D'ANGELA'S PHONE POLICY

One of the biggest detriments to learning today is the increased reliance and use of cell phones.  

I encourage you to speak with your child and to explain to them the importance of keeping their phone away and out of use during class.  I will quietly speak to your child if they are using their phone in class and will remind them it can negatively impact their learning and chance for success in the class.

However, at no point am I going to confiscate a phone nor will I continually interrupt the lesson and the flow of the class for a student who is more interested in their phone than the content of the class and has now made the choice to ignore my request.  It is simply not fair to the rest of the class. They will get one reminder a class.  If they choose to keep using their phone, that is their choice.  

I firmly believe this is a conversation for you to have with your child before semester 2 begins. 

Thank you in advance for your support.  

General Literary Essay Reminders

1.  No first or second person language.

2.  Write in the present tense when discussing literature.

3.  Use first and last names, and then refer to the character as they were most called in the novel.  Atticus Finch, then Atticus is fine.

4.  Avoid contractions - don't is do not, can't is cannot.

5.  Be clear, formal and practical. Avoid using slang or idiomatic expressions in general academic writing.  Why? Remember:  y'all, cool or feeling blue or idiomatic expressions "pull someone's leg," "spill the beans," and "something smells fishy" should not be used in formal academic writing. These words make your writing sound informal, and hence, less credible. Furthermore, for non-native speakers of English, these expressions may prove more difficult to understand because of their non-literal nature.  Remember the aliens!

6.  Indent each paragraph. There should be four indentations (thus four paragraphs).

7.  Must avoid phrases that refer to the essay, or parts of the essay, itself.  For example:
-In this essay
-This essay will prove
-In the following paragraph
-This quote shows...this example proves

8.  Use key words from the question to make your claim (thesis).

9.  Use specific, exact and detailed examples from the novel to back up your claims. Know character names, where they were, what they were discussing, why they were discussing it, and why the chosen example proves your claim. Show me your knowledge of the novel is specific, accurate and encompassing.

10.  Use transitions to create flow and connect your points, ideas and paragraphs.

GOOD LUCK!

The Conclusion

Let your readers know you have come to the end of the essay.  Again, the world is divided on whether to begin with a transition phrase. 

The three parts to have are:

1.  Restatement of the thesis statement - using different diction, order etc to keep it fresh and avoiding repetition and monotony
2.  Revisit your two supports following the same advice as above
3.  Offering a So what?

A So What offers an insight on why your topic was important either to life (what life lesson can be learned about the topic when viewed through the lens of the evidence provided) or to the literature itself (how does it help us to better understand some aspect of the novel—theme, character, symbolism, etc).  The So what will try to suggest the broader significance of your discussion—why is it important?

You are not raising any new evidence or supports from the literature, but instead offering a deeper meaning or new insight based on the supports you have used in the previous three paragraphs.

The best essays will use parallel structure—what I begin with, I end with—they will incorporate something from their lead in the final statement of the essay.