Wednesday, Feb. 28 ~ Hello Reyna Grande

GRAMMAR

• Complete Exercise 35-1 (page 407)
• Finish Journal checks if time

IMMIGRATION RESEARCH

• Trade your work so far with a partner. Check their citation structure and annotation content. 
• EQ: Is this work going to set you up for an easily written research paper (quotes and statistics cited)?
• Work time 25 minutes or so...

ACROSS A HUNDRED MOUNTAINS

• Journal 25: Author Notes ~ Take half a page of bullet point notes on our author, Reyna Grande, while you watch this video.

Heads up: We will have an Immigration Vocabulary Quiz this block day. 

Tuesday, Feb. 27 ~ Credibility, check!

GRAMMAR

• Take note from pages 405-406 on Colons (35a-d)

RESEARCH

·        EQ: What makes a website a legitimate source? 

Tips for finding reliable websites:

• Make sure the website is up to date (Preferably under 5 years old unless researching a historical issue).
• Use websites that cite their sources.
• Avoid citing commercial websites (.com).
• Do not cite Wikipedia or similar user-edited sites.
• Use Google Scholar - http://scholar.google.com/ - for scholarly articles.
• Use Google Books - http://books.google.com/ - for books you can read online.
• BASE - http://www.base-search.net/ - for academic open access web resources.
• Directory of Open Access Journals (DOAJ) - http://www.doaj.org - for academic open access web resources.
• Look for .gov sources when it comes to reporting on official law or policy items.

Practice ~ Annotations Review
Copy this paragraph into Notability and work on ordering the sentences to reflect a WHO, WHAT, WHY annotation.

1. Krikorian says that he doesn't agree with immigrants “becoming an American just by them saying the oath of citizenship.” He believes that they should earn the right to serve in the armed forces by first forming their relationship with the United States.

2. The unique perspective offered in this article is how people can expect illegal immigrants to fight for a country that is not theirs.

3. Author, Mark Krikorian is a nationally recognized expert on immigration issues and Krikorian has been the Executive Director of the Center for Immigration Studies (CIS) since 1995.

4. More than 37,000 green-card holders serve in the military account for about 3% of active-duty soldiers.

5. Krikorian states that they should avoid developing a mercenary army that is made up of illegal immigrants that are loyal to their countries. 

HW: Tonight, add two more articles to your assignment.

•  See example here
• 10 articles required by Monday, 3/5

Heads up! Immigration vocab quiz on block day. Here is the quizlet. 

Monday, Feb.25 ~ Research Question Check!

   IMMIGRATION

•     Discuss J22 & J23    

    EQ: What makes a good research question?

Draft your research question and post it here. 

Do you know these search tips?

• Journal 24: Using your research question, record 5-8 key words you will use in your search. Use at least two tricks from this link or this link.
• Always use keywords, not a sentence or a question.
• Use "" (quotations) around phrases such as "Wild Bill".
• * (asterisk) is a wildcard e.g. nurs* will search for nursing, nurses, nursed etc...
• In Google, - (minus) will exclude a certain word (-university).
• In a Google search, use ~ (tilde) to search for similar words (~college will also find university).
• Use a Google Advanced Search to limit your results to just .org (non-profit), .edu (educational institutions), or .gov (government) websites. This will also let you limit to a date range.
• Look at the references on sources you found helpful to lead you to more sources.

What is an Annotated Works Cited? It's basically a bibliography with very specific summaries.

How do I write an annotation? The purpose of the annotation paragraph is to inform the reader of the relevance, accuracy, and quality of the sources cited -- in short -- you are asked to comment on and/or explain why each source cited is useful. 

• WHO -- Who wrote it and why does this person have authority on the topic?
• WHAT -- What did it say? Summarize & comment on the article; compare or contrast this work with another you have cited -- does it agree or disagree? 
• WHY -- Explain why you think this article is a good addition to your research.  Also, comment on the intended audience -- who was the intended audience and most importantly why was it written.
• See an example here (10 sources for Honors, 6 sources for Regular)

HW: Begin your annotated works cited. Find and annotate two articles that relate to your research question.

·     

Block Day, Feb. 22-23 ~ 100 Years of Immigration

GRAMMAR ~ SEMI-COLON CONTINUED

• Use Bedford to take notes on 34d and complete Exercise 34-1 (page 402).

IMMIGRATION UNIT

• Discuss what you learned in the webquest.
• EQ: What is the current situation? Why is it so controversial and frustrating?

Notes: A LONG History based on a lecture

• History Lecture: Immigration History  1900-1999
• New Vocab: 
• Push Factors = Reasons to leave a country 
• Pull Factors = Reasons to enter a country.
• Click here for lecture notes. You should draw images or add small notes to help you remember information for a quiz later next week. Today's lecture is taken from this source document. Click here for the power point.

Line to apply for the Bracero Program

Journal 22: A Recent History based on theSKIMM's timeline

1. List a few factors that have influenced U.S. laws over the last 50 years. 
2. Name at least three problems that lawmakers tried to solve with past laws.
3. What kinds of complications have made the laws hard to define and keep?

Journal 23

1. Based on what you've heard in class today, brainstorm with a partner. What are the major Push/Pull factors in today's immigration surge?  How have these factors changed over the last 100 years?
2. Write a paragraph explaining why this issue is so historically complex, emotionally charged and seemingly impossible to solve.

HW: Finish J22 & J23 AND bring a first draft of your research question on Monday. Click here if you need help forming your research question.

Wednesday, Feb.21 ~ Immigration Webquest

GRAMMAR NOTES - The Semi-colon

• Use Bedford to take notes on 34a-34c

IMMIGRATION UNIT

EQ: What does it take to become a U.S. citizen?
A: For starters, you have to take a civics test.

• The actual test is in English.  
• The civics test is NOT a multiple choice test, so you need to study the correct answers.
• During the naturalization interview, a USCIS (United States Citizenship and Immigration Services) officer will ask you up to 10 questions from the list of 100 questions in English. 
• You must answer correctly 6 of the 10 questions to pass the civics test.
• Your turn! Click here to practice the Civics Test portion.

Journal 21: Immigration & Citizenship Webquest

• Directions: Each page of the webquest has at least one question. Keep track of these in your Immigration Notes under Journal 21. (You will need to click on the links provided for each page in order to answer the question.)
• Click here to get started.

HW: Finish J21


Click here to see graphic.

Tuesday, Feb. 20 ~ If...you can finish strong...

If Quiz

• When you finish your "If" Quiz, see if you can you pass this citizenship quiz?

IMMIGRATION UNIT

• Discussion: Go over Journal 18. Do you agree with your parents? 
• Journal 19: Immigration Vocab
• Carousel Vocabulary - Use the definitions hung around the room to record your own summarized definitions of some basic vocabulary before we continue to discuss the history of immigration in the U.S. BTW- This is testable material. 
• Quiz - Now finish your journal by recording your score to this quiz to see how much you really know about the issue (Don't worry, it's not for a grade, just to open our eyes about the complexity of the issue).

HW: Journal 20: Brainstorm at least three research questions that you would consider using for your coming Immigration Research Project.

Block Day, Feb.14-15 ~ Onward...Toward Immigration

First, some comma practice.

Commas Quiz

Refined Poetry Analysis Essays Due in Hard Copy

• These may be hand-written or typed.
• Make sure that you include 1 inch margins and double spacing.
• Make sure you staple the rubric and first two essays to the back of the pretty new copy. 

IMMIGRATION UNIT

• EQ: What question would you like to answer in your coming research? 
• Today we begin learning the background information for our new book, Across a Hundred Mountains by Reyna Grande. It is about a girl who gets entangled in the immigration process between Mexico and the U.S.

Journal 16: The Story I Know
(EQ) What do you already know about the issue of Mexican-American Immigration?

 
















 


Journal 17: My Opinion 
Is the U.S. responsible to help people in need from other countries? Why/Why not?


















Continue your journal as you view a quick intro video from the BBC.


Journal 18: Immigration Vocabulary
Begin working on this if we have time.

HOMEWORK

• Journal 18: Parent Interview ~ Talk to your parents or any other adult about immigration. Record their thoughts on the issue. 
• Make sure you can access the book on esco or buy a book if you want to keep your hard copy (Across a Hundred Mountains by Reyna Grande ISBN 978-0-7432-6958-2).

Tuesday, Feb. 13 ~ Essays Refined

IF (All stanzas due next Monday for quiz!)

Work Time

• You will receive both essays back. Choose the best one and perfect it. Then rewrite it beautifully in your best hand writing (or type it if you prefer, but not required).
• Please maintain margins on all sides of the paper, double spacing, MLA format and title, indented paragraphs and descent hand writing.
• Areas of refining may include in-text citation format, creating a full introduction and returning to it in the conclusion, making sure that all evidence is discussed in relation to the thesis, making sure that the thesis is not summary and is well proven in the end, general grammar, etc...

Refined Poetry Analysis Essays are due as a Hard Copy in class on block day unless otherwise arranged.

• Make sure you staple the rubric and first two essays to the back of the pretty new copy. 

If we have time, let's think out loud about immigration research questions for our next unit.

HW: Hard copy of perfected essay (with originals and rubric stapled to back)

Monday, Feb. 12 ~ Comma Love

"If" Quiz (stanzas 1-3)

When you finish, take notes from Bedford 32c-32e (pgs.376-382). Then complete Exercise 32-3 all (pg.382).

We will refine essays tomorrow.

Block Day, Feb.8 ~ Villanelle ICE!

In-class Essay today!

Don't forget to study stanzas 1-3 over the weekend. Test on Monday.

Wednesday, Feb. 7 ~

If...http://www.kiplingsociety.co.uk/poems_if.htm

Share some CAB thesis statements from J15.

Go over Essay Rubrics and strategize.

Bedford Commas if we have time.

Next time: Villanelle ICE on Block

Tuesday, Feb. 6 ~ Finish Villanelles

First, we work on "If" stanza 3.

15 minutes work time

Go over J14

Journal 15: Write a thesis about a Villanelle of your choice.

Monday, Feb.5 ~ Are you a Villan-

First, we work on "If" stanza 3

Journal 14: Villanelle Form

Notes  

• Villanelle: A French verse form consisting of five three-line stanzas and a final quatrain, with the first and third lines of the first stanza repeating alternately in the following stanzas. These two refrain lines form the final couplet in the quatrain (The Poetry Foundation).  The form is newer than Sonnet and has mostly been employed in modern times. 
• Etymology
• Italian: villanella: rustic song
• Italian: villano: peasant
• Latin: villanus: farmhand 
• Yes, this word is related to villain; bru, ha,ha!

• Some Key Ideas to Consider with a Villanelle
• Any poem featuring a repetition or refrain has special qualities:
• How does each instance of the refrain add meaning to the poem?  Perhaps it doesn't, but a great poem builds meaning.  Refrains aren't simply included for the sake of form.  Decide what the refrain means each time you see it.
• Does the refrain change at all?  Even by one word?  That is important; consider how the change nuances previously building meaning (synonymous, synthetic, or antithetic?).  

Practice: Read the poems, list the title, and answer the question(s) associated:

                 Elizabeth Bishop (1911–1979)

• "One Art"
• Ask yourself: What is the art?  Is it hard to master?  Has the speaker mastered it?  How do you know?


Dylan Thomas (1914–1953)

• "Do Not Go Gentle into that Good Night"
• Audio from Spotify 
• Why does the speaker give this advice to his father?

Theodore Roethke (1908–1963)

• The Waking
• In one good sentence, describe the effect of the refraining lines.
• "Great Nature has another thing to do/  To you and me" (13-14).  What is that "thing"?  How do you know? 
• Compose a theme for this poem in one sentence.  


Edwin Arlington Robinson (1869–1935)

• The House on the Hill
• Why does the speaker repeat himself if "There is nothing more to say"? 

                  W. H. Auden (1907–1973) 

• "If I Could Tell You" 
• Who is the speaker?  Who is the speaker addressing?

HW: You will have 15 minutes to work on this tomorrow before we go over it. 

Block Day, Feb. 1&2 ~ In Class Essay: Sonnets

In class essay today!

If you finish the essay, spend the time looking into which contest you will enter. (There is a tab at the top of the blog to help you.)