Wednesday, September 18th

Do Now:

• Take out your Hamlet materials
• Prepare to discuss your STAR assessment questions
• Review the end of Act II, scene i

Agenda:

• Discuss STAR assessments
• Review the end of Act II, scene i
• Read Act II, scene ii
• Review homework questions for act II, scene ii

SWBAT:

• Understand the Shakespeare's intent
• Identify elements/craft of writing

Homework:  

• TBD

AP scores are released!!! Please let me know how you did!

Be Prepared for Final Exam Portfolios and Presentations

 Remember that final exam portfolios are due at 7:30 on          Wednesday, June 6th!

1. Final copy of your children's literature (illustrated)

2. Completed Peer Editing Form

3. Typed Justification (MLA Format)

4. Be prepared to present...

(For specific "reminders" please review the portfolio assignment on our previous posting.)

 

Below are copies of the grading explanation and additional copies of your peer editing forms. See you in the morning...

-Ms. O'Donnell

 

AP Literature and Composition: Children’s Lit. Portfolio Grading

	Thoroughly Complete/Skilled	Relatively Complete/ Capable	Inconsistent/ Developing	Incomplete/ Inaccurate
Final Draft of Children’s literature (story and illustrations)	50pts. A fully completed piece of children’s literature: Engaging, insightful, well- developed writing with a sense of audience/purpose. Illustrations enhance story line, are creative and thoughtful.	40pts. A generally completed piece of children’s literature: generally well- developed writing with some sense of audience/purpose. Illustrations mesh with story line, are creative and thoughtful.	30pts. A partially completed piece of children’s literature: sporadically developed writing with some sense of audience/purpose. Basic illustrations show some creativity and effort.	20pts. An incomplete piece of children’s literature: basic development with little sense of audience/purpose. Basic illustrations show some creativity and effort.
Justification of Children’s literature-Paper (Intended message, Audience, Historical significance, etc.)	30pts. Engaging, insightful, well- developed writing with a sense of audience/purpose. Refer to essay rubric for specifics.	25pts. Well- developed writing with a sense of audience/purpose. Refer to essay rubric for specifics.	20pts. Inconsistent writing with a general sense of audience/purpose. Refer to essay rubric for specifics.	15pts. Incomplete writing with little to no sense of audience/purpose. Refer to essay rubric for specifics.
Completed peer editing form	10pts. Attentive & specific with evidence of an academic discussion & the ultimate audience/ purpose.	7pts. Some evidence of an academic discussion & the ultimate audience/ purpose.	4pts. Little evidence of an academic discussion & the ultimate audience/ purpose.	1pt. No evidence of an academic discussion & the ultimate audience/ purpose.
Presentation	10 pts. Refer to presentation rubric.	7pts. Refer to presentation rubric.	4pts. Refer to presentation rubric.	1pt. Refer to presentation rubric.

 

 

Children’s Literature: Peer Editing Sheet

Title of Piece: _______________________________

Writer's Name: ______________________   Editor’s Name:______________________

Directions: Begin this peer editing session simply by reading your partner's piece without critiquing it. After you have read through the piece once, read each of the following questions on this peer editing sheet. Keeping these questions in mind, read your partner's piece again and answer the questions as you proceed. Write your thoughts and ideas on this paper and on your partner's piece.

(1) Is your partner's piece guided by an overall theme, message or issue? Identify that here:

(2) Does your partner's story flow and make sense? Note particular examples of ideas or details that you think are really good.

(3)Are there any details or plot twists that you just do not understand? If so, make a note of them and explain why you do not understand them.

(4) Does your partner's piece contain spelling/grammar errors? (This can be done on the paper.)

(5) Who is the intended audience? (Be specific about the child’s age and reading level.)

Is this written appropriately for the intended reader? (Sentence structure, word count, illustrations, etc.)

(6)  Do you have any additional thoughts, suggestions or concerns for your write

Final Exam - Children's Literature Portfolio

Due: June 6^th

Name:__________________________

Directions:

This portfolio will count as your final exam grade.  You will be given class time to work on your writing and editing, but successful completion of the work will require significant outside work and time management.  10 points per day will be deducted from any portfolio that is submitted after 7:30 am, on June 6^th.

                                                                                                Completed (X)

Portfolio Components:
                                                                                                                                    

1. Story  Draft                                                                          ______

2. Peer Editing                                                                          ______

3. Revised Story                                                                        ______

4. Justification/explanation                                                  ______

5. Presentation                                                                           ______

Student Learning Objectives:

      Students who successfully complete this unit should be able to:

• Recognize distinctive features of the major writers, literary works, movements, trends and genres in Children's Literature from the oral tradition to the present.
• Demonstrate an understanding of these works in context, including, though not limited to, historical, philosophical, social, political, religious, psychological, biographical, artistic backgrounds.
• Employ critical thinking and college-level methods and terminology of literary analysis to reading and interpreting literature by producing well-developed, fluent writing that supports premises about literary works and which utilizes logical observations supported by textual examples.
• Demonstrate continued understanding of MLA conventions developing essays that integrate source material and incorporate standard documentation and format.

Your task:

• Write an illustrated children's story.  
• Share your illustrated draft with a peer editing partner. (Form to follow)
• Make editing adjustments and finalize your writing/illustrations. (Rubric to follow)
• Write a 500 word justification/explanation of your book. Consider target audience, intended message, specific techniques employed, historical perspective, genre, etc. Your justification should have a minimum of 3 citations & a Works Cited page. (Form to follow)
• Prepare to share your story and illustrations with the class on June 6th.

Guidelines:

• Your story should be at least ten pages long and have ten illustrations (one for each page). The amount of text you include on each page will depend on your style and message. You may exceed the minimum the pages!
• Your ten illustrations may be either (or a mix) of the following: hand-drawn illustrations (pencil, marker, paint), photographs you have taken, collages you make from magazine photos or internet pictures (see example), or any other original work. You may not simply download or paste magazine photos into this! Cut them apart to make meaningful illustrations. Be creative! There should be some of you in the artwork. Even stick figures are OK!
• Your story must contain the following basics: at least one main character, a conflict/obstacle(s), conflict development, climax, and resolution, a setting of some type, etc. You should strongly consider dialogue.
• Provide a compelling title.
• You may use any type of paper, materials, supplies, etc.

Our previous blog entry has multiple links to help you in researching children's literature from an historical perspective.  This will be critical in writing your justification/explanation, but you are not limited to these sources.  In addition, you are encouraged to do outside research from other credible academic sources.  I encourage you to go to the site (below) in order determine the appropriate target age/target audience for your book.

Determining your target audience (age):

http://faculty.deanza.edu/frasermary/stories/storyReader$325

Enjoy your final weeks of high school - you will look back fondly on these days...

Oh, the Places You'll Go!

by Dr. Seuss

Congratulations!
Today is your day.
You're off to Great Places!
You're off and away!

You have brains in your head.
You have feet in your shoes
You can steer yourself
any direction you choose.
You're on your own.  And you know what you know.
And YOU are the guy who'll decide where to go.

You'll look up and down streets.  Look 'em over with care.
About some you will say, "I don't choose to go there."
With your head full of brains and your shoes full of feet,
you're too smart to go down any not-so-good street.

And you may not find any
you'll want to go down.
In that case, of course,
you'll head straight out of town.

It's opener there
in the wide open air.

Out there things can happen
and frequently do
to people as brainy
and footsy as you.

And when things start to happen,
don't worry.  Don't stew.
Just go right along.
You'll start happening too.

OH!
THE PLACES YOU'LL GO!

You'll be on your way up!
You'll be seeing great sights!
You'll join the high fliers
who soar to high heights.

You won't lag behind, because you'll have the speed.
You'll pass the whole gang and you'll soon take the lead.
Wherever you fly, you'll be the best of the best.
Wherever you go, you will top all the rest.

Except when you don't
Because, sometimes, you won't.

I'm sorry to say so
but, sadly, it's true
and Hang-ups
can happen to you.

You can get all hung up
in a prickle-ly perch.
And your gang will fly on.
You'll be left in a Lurch.

You'll come down from the Lurch
with an unpleasant bump.
And the chances are, then,
that you'll be in a Slump.

And when you're in a Slump,
you're not in for much fun.
Un-slumping yourself
is not easily done.

You will come to a place where the streets are not marked.
Some windows are lighted.  But mostly they're darked.
A place you could sprain both your elbow and chin!
Do you dare to stay out?  Do you dare to go in?
How much can you lose? How much can you win?

And IF you go in, should you turn left or right...
or right-and-three-quarters? Or, maybe, not quite?
Or go around back and sneak in from behind?
Simple it's not, I'm afraid you will find,
for a mind-maker-upper to make up his mind.

You can get so confused
that you'll start in to race
down long wiggled roads at a break-necking pace
and grind on for miles across weirdish wild space,
headed, I fear, toward a most useless place.
The Waiting Place...

...for people just waiting.
Waiting for a train to go
or a bus to come, or a plane to go
or the mail to come, or the rain to go
or the phone to ring, or the snow to snow
or waiting around for a Yes or a No
or waiting for their hair to grow.
Everyone is just waiting.

Waiting for the fish to bite
or waiting for wind to fly a kite
or waiting around for Friday night
or waiting, perhaps, for their Uncle Jake
or a pot to boil, or a Better Break
or a string of pearls, or a pair of pants
or a wig with curls, or Another Chance.
Everyone is just waiting.

NO!
That's not for you!

Somehow you'll escape
all that waiting and staying.
You'll find the bright places
where Boom Bands are playing.

With banner flip-flapping,
once more you'll ride high!
Ready for anything under the sky.
Ready because you're that kind of a guy!

Oh, the places you'll go! There is fun to be done!
There are points to be scored.  there are games to be won.
And the magical things you can do with that ball
will make you the winning-est winner of all.
Fame!  You'll be famous as famous can be,
with the whole wide world watching you win on TV.

Except when they don't.
Because, sometimes, they won't.

I'm afraid that some times
you'll play lonely games too.
Games you can't win
'cause you'll play against you.

All Alone!
Whether you like it or not,
Alone will be something
you'll be quite a lot.

And when you're alone, there's a very good chance
you'll meet things that scare you right out of your pants.
There are some, down the road between hither and yon,
that can scare you so much you won't want to go on.

But on you will go
though the weather be foul
On you will go
though your enemies prowl
On you will go
though the Hakken-Kraks howl
Onward up many
a frightening creek,
though your arms may get sore
and your sneakers may leak.

On and on you will hike
and I know you'll hike far
and face up to your problems
whatever they are.

You'll get mixed up, of course,
as you already know.
You'll get mixed up
with many strange birds as you go.
So be sure when you step.
Step with care and great tact
and remember that Life's
a Great Balancing Act.
Just never forget to be dexterous and deft.
And never mix up your right foot with your left.

And will you succeed?
Yes! You will, indeed!
(98 and 3/4 percent guaranteed.)

KID, YOU'LL MOVE MOUNTAINS!

So...
be your name Buxbaum or Bixby or Bray
or Mordecai Ali Van Allen O'Shea,
you're off to Great Places!
Today is your day!
Your mountain is waiting.
So...get on your way!
 

Children's Literature Unit

Homework: Due Friday, May 18th

Bring in your favorite childhood book.  Be prepared to share "why" this book was/is a favorite.

We will be referencing the information (addressed in the links below) in our study of children's literature. 

1. http://www.randomhistory.com/1-50/024children.html

2. http://comminfo.rutgers.edu/professional-development/childlit/HistoryofChildLit/index.html

3. http://www.lib.udel.edu/ud/spec/exhibits/child/

4. http://www.theatlantic.com/magazine/archive/1888/01/the-history-of-children-apos-s-books/6098/

5. http://www.catinthehat.org/history.htm

6. http://www.infoplease.com/spot/seuss1.html

7. http://www.npr.org/2012/01/24/145471724/how-dr-seuss-got-his-start-on-mulberry-street

8. http://history1900s.about.com/od/people/a/Seuss.htm

9. http://www.slideshare.net/mrsingram/teaching-history-with-dr-seuss

10. http://news.discovery.com/history/the-politics-of-dr-seuss-120303.html

Anonymous review

http://movies.nytimes.com/2011/10/28/movies/anonymous-by-roland-emmerich-review.html

respond to survey!

http://www.schoolclimate.net/survey/schools/student3.asp?caseid=1121207&survey=3