English 10 CP Homework- due MONDAY 12/2

NAME:______________________________ What are YOU thankful for CHALLENGE? Assignment: DUE MONDAY 12/2 Directions: 1. Give the thank you letter you made in class to its recipient. Take a picture with you and the recipient and bring the picture in on MONDAY 12/2. 2. On this paper, give a write up of what their reaction was/ your feelings after you gave the letter to them. 3. What does it really mean to say thanks?

Old School read Aloud of OF MICE AND MEN!

Close your eyes and let Steinbeck take you back to the DUST BOWL in Salinas.
Watch in your mind how George and Lennie get along...or not.

This is a great supplemental when you are too tired to read with just your eyes, and this way creates a mind-movie.

Enjoy!

Old School Read-aloud of Huck Finn

Close your eyes and let the story of Huckleberry Finn unfold ....

This YouTube series is perfect if you struggle from eye-strain, or if you just want a refresher of the chapter. I find that it makes the story come alive! Especially with the encounter of the duke and king in chapters 19-20.

Spotswood Troupers Present...GUYS AND DOLLS! March 13-16, 2014

TECHNICAL DIFFICULTIES :\ . Scanning did not work- you will get a hard copy tomorrow in class!

CORRECT YOUR VOCAB

Listen up English Scholars...

Your vocabulary test results are in...

They are sub-par

Therefore:

I am allowing Test Corrections to earn 1/2 back on each question- DUE WEDNESDAY 11/13- as the MP ends that day.

You will get your tests back on MONDAY 11/11.

Homework and THINGS - English 9 and 10- very IMPORTANT!

GRAMMAR BYTES! Everything you need to know, and did not know you needed to know about GRAMMAR!

http://www.chompchomp.com/menu.htm

The above is a TERRIFIC link that provides hand on grammar practice, fun, cheesy videos, and much more.

Great for PSAT prep, and just to view for writing enhancement!

*~No act of kindness, however small, is ever wasted~*

Have you been KIND today?

Go to randomactsofkindness.org (clicking the link above)


There, you'll be inspired by the number of wonderfully kind people in this world. If you do something nice, however small, leads on to a ripple effect. Remember the movie Pay It Foward? The main character worked out mathematically that if he helped three people, and then those three people helped three people each...well you get the point.

10th GRADE VOCABULARY UNITS 2 and 3!

9th GRADE VOCABULARY - UNITS 2 and 3

POEtry is where it's AT!

Quoth the Raczko "EVERMORE"

Enjoy the weekend everyone! GO CHARGERS!

DRAMA CLUB LOGO!

ODYSSEY Mind MAPS!

What is a Mind Map?

        A mind map is a graphical way to represent ideas and concepts. It is a visual thinking tool that helps structuring information, helping you to better analyze, comprehend, synthesize, recall and generate new ideas.
Just as in every great idea, its power lies in its simplicity.

In a mind map, as opposed to traditional note taking or a linear text, information is structured in a way that resembles much more closely how your brain actually works. Since it is an activity that is both analytical and artistic, it engages your brain in a much, much richer way, helping in all its cognitive functions. And, best of all, it is fun!
So, how does a mind map look like? Better than explaining is showing you an example.

TONE and MOOD- Hot Kool-Aid

http://prezi.com/dxilksi6b0sz/?utm_campaign=share&utm_medium=copy&rc=ex0share

English 10 CP - Period 3 FORUM on CHP 1-3= HUCK FINN

ENGLISH 10 CP Period 1 Discussion Notes - HUCK FINN Chp 1-3 FORUM

CHECK THIS OUT- REWORDIFY!

Check out this new tech tool for reading! Neil Goldman, a high school special education teacher, has developed a site that allows you to enter complex text (or websites) and then "rewordify" it. The tool looks up all the difficult words immediately and replaces them with easier vocabulary. There are three different settings so that the user can choose how to view the altered sentences based on their preference.

English 10- How can FICTION change REALITY- Huck Finn

THE ODYSSEY

Odyssey: noun, plural Od·ys·seys for 2.

1. An epic poem attributed to Homer, describing Odysseus's adventures in his ten-year attempt to return home to Ithaca after the Trojan War.

2. A long series of wanderings or adventures, especially when filled with notable experiences, hardships, etc.

Epic Hero: An epic hero is a larger than life figure from a history or legend, usually favored by or even partially descended from deities, but aligned more closely with mortal figures in popular portrayals. The hero participates in a cyclical journey or quest, faces adversaries that try to defeat him in his journey, gathers allies along his journey, and returns home significantly transformed by his journey. The epic hero illustrates traits, performs deeds, and exemplifies certain morals that are valued by the society from which the epic originates. They usually embody cultural and religious beliefs of the people. Many epic heroes are recurring characters in the legends of their native culture. Epic heroes are superhuman in that they are smarter, stronger, and braver than average humans. An epic hero can also be a warrior of some sort who performs extraordinary tasks that most find difficult. This hero is strong, smart, and brave.

Epic Poem:  a long narrative poem telling of a hero's deeds

For the next several weeks we will be doing a CLOSE READING of The Odyssey by Homer- the best ACTION STORY EVER!

Enjoy the video below:

VOCABULARY English 9 CP Unit ONE for challenge next MONDAY 9/24

http://www.quia.com/jg/2578150.html

ENGLISH 10 CP Vocab Unit One - games for the challenge in class on MONDAY

http://www.quia.com/jg/2577870.html

PROPER QUOTATION INTEGRATION!

http://more.headroyce.org/research/writing/techniques/quoteint_lit.html

Use the LINK above to practice avoiding float quotes- (quotes that appear out of nowhere with NO apparent analysis).


The formula for quote integration:

1. Introduce the quote-put it in context
2. Write the quote and cite it properly using MLA format
3. Analyze the quote with an A-line
              A-line stems: this shows, this reveals, this signifies, this symbolizes, this demonstrates, this identifies

HOMEWORK - ALL Classes- Updated WEEKLY

English 10 CP: Literary Compare/Contrast Essay ( choice of - "Yellow Wallpaper and Story" or "Yellow Wallpaper and Wings" or ALL THREE ...Due September 26th, 2013


English 9 CP: Literary Compare/Contrast Essay (choice of - "Wings and Most Dangerous Game" or " Necklace and Most Dangerous Game" or ALL THREE....due October 1, 2013


Drama I&II: Greek Theatrical Performance - This Friday (performance is graded)
                     Reflection Journal entries due Friday 9/20- MUST be at LEAST ONE PAGE!!!

Literary Essay- Revise and Organize for CLARITY

View this sliderocket presentation on Literary Essay- Organization and Clarification: http://portal.sliderocket.com/CDFYK/CA1B92D1-0709-4D81-99BE-F8DDEF31139F

The Hero's (or Archetypal) Journey- courtesy of Joseph Campelll

THE HERO's JOURNEY !

Joseph Campbell defined a classic sequence of actions that are found in many stories. It is also known as the Monomyth, a term Campbell coined from James Joyce's Finnigan's Wake.

An Explanation of each part of the JOURNEY~

Watch WHAT MAKES a HERO from TED Ed for a visual interpretation of the Hero's Journey or MONOMYTH!

English 9 CP Syllabus

SYLLABUS 2013-2014 English 9 CP Miss Raczko Guiding Principles Literature is about men and women. The writer tries to illumine mankind’s tragedies and triumphs, fears and foibles, insights and insufficiencies. The writer seeks to discover and portray the recurring themes of the human condition. The vitality of literature is the story it tells, the emotions it arouses, the vision of human suffering and human triumph it presents. Our study of various genres will be divided into four marking periods worth of novels, plays, short stories, and poetry. Our essential questions for the year are: How is literature is our window in humanity? How does fiction present us with the truth? How do nonfiction/informational text connect the human experience with the facts? As we consider these issues, it is hoped that you will learn to know yourself, your society, your world, and your place in it, as well as become an active participant in our community of learners. Course Description Primarily this English 9 CP course will emphasize independent and critical thinking through the reading of various genres, the careful selection of evidence to support close reading, critical discussion, and extensive writing. The class will be conducted as a seminar where there will be an exchange of ideas during discussion. I. OBJECTIVES: You will: use each work studied to test our “essential question” Develop confidence in the validity of your own ideas Employ the highest levels of critical thinking ( analysis, synthesis, evaluation) to read, discuss, and write about literature. Practice speaking clearly, persuasively, and expressively in individual and group situations Lead class discussions Explore universal themes found in literature React critically and analytically to film adaptations of literature Share a personal response to literature through dialectical journals and discussion Evaluate your own writing as a learning tool Use process writing to evaluate your own and other student writing Present your understanding of complex themes through textual support of ideas in discussion and writing Write a variety of types of writing, including: essays, short stories, journals, plays, reflections Utilize proper grammar when writing Extend your vocabulary Bring your journal, class notebook, pen/pencil, and texts to class EVERYDAY Hand in work on TIME ( late homework will not be accepted, and major assignments will lose a letter grade each day it is late. II. LITERATURE (arranged by unit): Unit I: Short Stories and The Odyssey- active reading In your Literature Anthology, you will focus on the elements of fiction , poetry, and drama. You will read and analyze selections from the text. Unit II: Relationships and Conflict Of Mice and Men Unit III: Love and its repercussions Romeo and Juliet Poetry Unit IV: Racism and Prejudice To Kill a Mockingbird A Raisin in the Sun III. PAPERS: a. Your writing portfolio will emphasize PROCESS writing and will include the following types of papers: i. Dialectical journals ii. Analytical papers iii. Fiction iv. Argumentative/persuasive essays v. Timed essays vi. Imitations of various styles and authors vii. College essay viii. Thesis papers ix. Literary research paper b. All papers will be written in MLA format. IV. METHODS OF EVALUATION and TESTING: a. Satisfactory completion of assigned class and homework b. Your evaluation of your Writer’s Portfolio c. Personal responses as dialectical journals d. Class discussion and participation in our community of learners e. Class and individual projects f. Expressive, poetic, and expository papers g. Tests and quizzes h. Mid-term /Final Exam Keep the above information in your notebook at ALL TIMES. Detach the next page and return to your teacher by TOMORROW!!! V. AGGREEMENT: Return to teacher I have read carefully the plans for this year’s English 9 CP course. I recognize my responsibility for setting my priorities and for completing the work honestly and thoroughly. My contribution to class discussion and shared learning will be my best effort. I realize that using materials such as Cliff Notes cripples my ability to draw my OWN conclusions, my ability to THINK and to LEARN. Therefore, I pledge NOT to hinder my learning in such ways. Student signature:_________________________ Date:_______________________ Parent or guardian’s signature:___________________________ Date:____________ Questions?____________________________________________________________ Parent or guardian’s telephone number and email _________________________________________________________________________________________________________________________________________________________________

Drama I&II Syllabus

SYLLABUS 2013-2014 Drama I & II Miss Raczko Guiding Principles Theatre is “a place for learning about the brevity of human glory”, according to Iris Murdoch. The actor tries to illumine mankind’s tragedies and triumphs by using the playwright’s words as written truth. The director paints a slice of human life, the dramaturge questions everything, and the technician operates the set to bring the world to life. Course Description Primarily this Drama course will explore all facets of theatre: from page to stage. Students will also work with Theatre Link to read, revise, and perform a piece of theatre. I. OBJECTIVES: You will: use each work to develop as an actor, director, and playwright Develop conference in the validity of your own ideas Find your voice and use it to express authentic emotions Use actable verbs to attain the objective/super objective of the character Yes..and… to collaborate in a creative community *Bring your journal, class notebook, pen/pencil, and texts to class EVERYDAY * Hand in work on TIME ( late homework will NOT be accepted, and major assignments will lose a letter grade each day it is late) II. MATERIALS: The Stage and the School, various plays III. ASSIGNMENTS: - Monologues - Scene study - Performances - Playwriting - Expressive, persuasive, and analytical papers - Creative expressionism - Analytical reading IV. METHODS OF EVALUATION and TESTING: a. Satisfactory completion of assigned class and homework b. Your evaluation of your Writer’s Portfolio c. Personal responses as dialectical journals d. Class discussion and participation in our community of learners e. Class and individual projects f. Expressive, poetic, and expository papers g. Tests and quizzes h. Mid-term /Final Exam Keep the above information in your notebook at ALL TIMES. Detach the next page and return to your teacher by TOMORROW!!! V. AGGREEMENT: Return to teacher I have read carefully the plans for this year’s Drama I&II course. I recognize my responsibility for setting my priorities and for completing the work honestly and thoroughly. My contribution to class discussion and shared learning will be my best effort. I realize that using materials such as Cliff Notes cripples my ability to draw my OWN conclusions, my ability to THINK and to LEARN. Therefore, I pledge NOT to hinder my learning in such ways. Student signature:_________________________ Date:_______________________ Parent or guardian’s signature:___________________________ Date:____________ Questions?____________________________________________________________ Parent or guardian’s telephone number and email __________________________________________________________________________________________________________________________________________________________________

English 10 CP Syllabus

SYLLABUS 2013-2014 English 10 CP Miss Raczko Guiding Principles Literature is about men and women. The writer tries to illumine mankind’s tragedies and triumphs, fears and foibles, insights and insufficiencies. The writer seeks to discover and portray the recurring themes of the human condition. The vitality of literature is the story it tells, the emotions it arouses, the vision of human suffering and human triumph it presents. Our study of various genres will be divided into four marking periods worth of novels, plays, short stories, and poetry. Our essential questions for the year are: How do people “grow up”? Where is the moment that shifts to destroy a character’s innocence? When does childhood end? As we consider these issues, it is hoped that you will learn to know yourself, your society, your world, and your place in it, as well as become an active participant in our community of learners. Course Description Primarily this English 10 CP course will emphasize independent and critical thinking through the close reading of AMERICAN LITERATURE, the careful selection of evidence to support critical discussion, and extensive writing. The class will be conducted as a seminar where there will be an exchange of ideas during discussion. I. OBJECTIVES: You will: use each work studied to test our “essential question” Develop confidence in the validity of your own ideas Employ the highest levels of critical thinking ( analysis, synthesis, evaluation) to read, discuss, and write about literature. Practice speaking clearly, persuasively, and expressively in individual and group situations Lead class discussions Explore universal themes found in literature React critically and analytically to film adaptations of literature Share a personal response to literature through dialectical journals and discussion Evaluate your own writing as a learning tool Use process writing to evaluate your own and other student writing Present your understanding of complex themes through textual support of ideas in discussion and writing Write a variety of types of writing, including: essays, short stories, journals, plays, reflections Use proper grammar at all times Integrate vocabulary from the text into your writing Bring your journal, class notebook, pen/pencil, and texts to class EVERYDAY Hand in work on TIME ( late homework will not be accepted, and major assignments will lose a letter grade each day it is late. II. LITERATURE (arranged by unit): Unit I: Short Stories and The Adventures of Huckleberry Finn- active reading In your Literature Anthology, you will focus on the elements of fiction , poetry, and drama. You will read and analyze selections from the text. Unit II: Self- Doubt Catcher in the Rye The Crucible Unit III: The Consequence of Choice Henry IV part I A Walk in the Woods Unit IV: The Search for Identity The Great Gatsby Poetry III. PAPERS: a. Your writing portfolio will emphasize PROCESS writing and will include the following types of papers: i. Dialectical journals ii. Analytical papers iii. Fiction iv. Argumentative/persuasive essays v. Timed essays vi. Imitations of various styles and authors vii. College essay viii. Thesis papers ix. Literary research paper b. All papers will be written in MLA format. IV. METHODS OF EVALUATION and TESTING: a. Satisfactory completion of assigned class and homework b. Your evaluation of your Writer’s Portfolio c. Personal responses as dialectical journals d. Class discussion and participation in our community of learners e. Class and individual projects f. Expressive, poetic, and expository papers g. Tests and quizzes h. Mid-term /Final Exam Keep the above information in your notebook at ALL TIMES. Detach the next page and return to your teacher by TOMORROW!!! V. AGGREEMENT: Return to teacher I have read carefully the plans for this year’s English 10 CP course. I recognize my responsibility for setting my priorities and for completing the work honestly and thoroughly. My contribution to class discussion and shared learning will be my best effort. I realize that using materials such as Cliff Notes cripples my ability to draw my OWN conclusions, my ability to THINK and to LEARN. Therefore, I pledge NOT to hinder my learning in such ways. Student signature:_________________________ Date:_______________________ Parent or guardian’s signature:___________________________ Date:____________ Questions?____________________________________________________________ Parent or guardian’s telephone number and email _________________________________________________________________________________________________________________________________________________________________

Welcome to the 2013-2014 School Year! CHARGE!

“In learning you will teach, and in teaching you will learn.” ― Phil Collins

Welcome Chargers! My name is Ms. Raczko and I am your English/Drama Teacher! I am very excited to be part of the Spotswood Team! As you will see in the classroom, I LOVE reading! This past year alone, I read 60 books, just to keep up with my students! I also love talking about books, so I love book recommendations. I will also be the head of the drama department which includes: Drama I&II, the Fall play, and the Spring Musical! Stay tuned on this blog for audition information and more.