Write 2 Life



Gary KinswaDr Amy Montz English 44423 October 2014Welcome to Literary Detective WeekThis lesson plan was devised for teaching a standard 11th grade English class. We are currently in the second week of the second section of the first semester where we are covering literary criticism. Through the first section we concentrated on learning to write arguments. Some of the projects that we have done include working with famous speeches as arguments (including Abraham Lincoln’s Gettysburg Address, Ronald Regan’s Brandenburg Gate Speech, Martin Luther King Jr’s I Have a Dream, John Kennedy’s Ask Not What Your Country Can Do for You inauguration speech, and the Rings of Akhaten speech from Doctor Who). In the first week of this section, we learned about “Reader Response Criticism” and how it applies to writing a critique for literary works. This week is also designed to set up our next novel, Skulduggery Pleasant and the Scepter of the Ancients by Darek Landy (I plan to work through different writing genres by combining the use of classic literature with modern Young Adult literature of the same genre). We will have two minor homework assignments (not including the readings) one being a character outline for The Murders in the Rue Morgue by Edgar Allan Poe and a group “Casting Call” assignment where small groups will be “casting” a modern adaptation of the same short story, using their character outlines to help them decide who to cast. They will explain their reasoning in a short presentation in front of the class. The thought behind these assignments is to teach the students close analytical skills when dealing with character development throughout a story. They will also be working on two in-class assignments. One of these is a “Sensory Details” assignment that will be geared towards helping students to unlock their sensory language in preparation for their creative poetry assignment. The other is a “Who-done-it” puzzle excursive aimed at refreshing the students memory of what they learned about the parts of a good argument (including claims, warrants, evidence supporting your claim, backing, qualifiers (where necessary), and rebuttals) with the goal of helping them through their second major assignment, a literary criticism argument.The literature that we will be reading this week includes the afore mentioned Murders in the Rue Morgue by Edgar Allan Poe. I chose this piece because it is one of the very first “detective” stories and has gone on to be the golden standard for which all others are judged. The main protagonist in this story was even one of the major influences behind the protagonist of my other short story choice, Sherlock Holmes. I chose this particular Holmes short story, The Adventure of the Bruce-Partington Plans by Sir Arthur Conan Doyle, because it is one of the lesser known Sherlock Holmes stories, so the students are less likely to have already read it, and it inspired an episode of the popular BBC series Sherlock. I want to be able to show my students that just because a story is old, it doesn’t mean that it has lost its significance. I will also be teaching small units on the poems The Raven by Edgar Allan Poe (chosen for its use of vivid imagery and sensory detail as well as the fact that it was also written by Poe) and 221B by Vincent Starrett (fitting because it was written as a tribute to Sherlock Holmes and a perfect segue into students writing their own tribute poems). My classroom will be designed taking into account my personality and the idea of creating an environment of creativity and imagination. My ideal classroom will have true whiteboards along three of the four walls (not those whiteboard-painted walls), this will allow me to not only leave notes on the board and just move to a different section of the classroom, but it will also allow for maximum student participation (getting their butts out of their seats to become active learners rather than passive sleepers). Along the back wall I would have a wall of books including everything from YA novels, to classical literature, to poetry volumes (including the complete works of Shel Silverstein). Above the whiteboards will be pictures of my favorite writers (Poe, Whitman, Frost, Silverstein, Doyle, Hurtson, Voltaire, Shakespeare, and of course Rawling) and shelves with various pop culture memorabilia. The desks will be tables set up in a “U” shape facing the front of the classroom and my desk will be along this open end of the “U” creating a feeling of unity and acceptance. There will also be a smart-classroom station with a projector and pull down screen for media presentations. Classroom ObjectivesStudents will learn in a safe, judgment free environment that promotes unity and interactionStudents will learn to find their true “voice” in creative writingActivities and assignments will help students build confidence and fluidity in their writing and teach them rhetorical techniques and their uses in forming arguments Students will gain an appreciation for classical literature and discover its relevance in the modern worldStudents will learn to use and appreciate the importance of imagery and detail in their writingAnd most of all, students will discover how much fun reading and writing can becomeCommon Core Standards AddressedKey Ideas and Details: HYPERLINK "" CCSS.ELA-Literacy.RL.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. HYPERLINK "" CCSS.ELA-Literacy.RL.11-12.3Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).Craft and Structure:CCSS.ELA-Literacy.RL.11-12.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautifulIntegration of Knowledge and Ideas: HYPERLINK "" CCSS.ELA-Literacy.RL.11-12.7Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.Range of Reading and Level of Text Complexity:CCSS.ELA-Literacy.RL.11-12.10By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.Text Types and Purposes: HYPERLINK "" CCSS.ELA-Literacy.W.11-12.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient SS.ELA-Literacy.W.11-12.1.aIntroduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. HYPERLINK "" CCSS.ELA-Literacy.W.11-12.1.bDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. HYPERLINK "" CCSS.ELA-Literacy.W.11-12.1.cUse words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and SS.ELA-Literacy.W.11-12.1.dEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. HYPERLINK "" CCSS.ELA-Literacy.W.11-12.1.eProvide a concluding statement or section that follows from and supports the argument presented.Production and Distribution of Writing: HYPERLINK "" CCSS.ELA-Literacy.W.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and SS.ELA-Literacy.W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.Research to Build and Present Knowledge:CCSS.ELA-Literacy.W.11-12.9Draw evidence from literary or informational texts to support analysis, reflection, and research. HYPERLINK "" CCSS.ELA-Literacy.W.11-12.9.aApply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics").Range of Writing: HYPERLINK "" CCSS.ELA-Literacy.W.11-12.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Weekly Schedule DayReadingsActivitiesDiscussionAssignmentsMondayThe Murders in the Rue Morgue by Edgar Allan Poe(Read over the weekend and fill out character sketches (below))Grammar Bellringer 1:Misplaced Modifiers (See suplimental PowerPoint)Occur when the subject of the modifier is unclear because the modifier is poorly placed. The reader may be unsure of what word the modifier is describing. The reader may even think the misplaced modifier is describing a different word than intended.Group race: Fix the misplaced modifiersFree Writing:Why do we study classic literature?In class video: How and Why We Read: Crash Course English Literature #1 Group Activity:Assign small groups to review character sketches, important plot points from the story, and “Casting Call” ideas.In Class Discussion:Why do we study classic literature (from free writing)The Murders in the Rue Morgue PowerPoint (see supplemental material)Character Sketches/ “Casting Call”Casting Call Assignment:Small groups create PowerPoints with who they would cast in an updated movie based on book and explain why each actor was chosen to represent each of the main characters(show PhaedraPowerpoint as example (see supplemental material) Due WednesdayAssigned Reading:Read The Raven by Edgar Allan Poe. TuesdayThe Raven by Edgar Allan PoeGrammar Bellringer 2:For or Since (See exercise below)From word pool, chose the correct usage of for or sinceFree Writing:Try to remember the first time you heard the poem The Raven. Where were you? What was happening? What stuck in your mind the most?Poetry Instruction:Class discussionListen to The Raven performed by Christopher Walken on YouTube while writing key words and phrases that stand out Sensory Detail Exercise:(See activity below)Poetry Instruction:In class discussion on plot of The Raven. If story plain story told, would we still be reading and studying this poem from 100 years ago?In Class Discussion:Sensory DetailsAnswer any questions about “Casting Call” assignmentFinish “Casting Call” assignment (due tomorrow)Wednesday221B by Vincent Starrett (in class reading)Grammar Bellringer 3:Malapropisms (See exercise below)Correct the sentences. As each sentence is put on the screen, one player from each of the two teams runs up to the board and corrects it.Free Writing:Tell me what you know about Sherlock HolmesGroup Presentations:Groups present PowerPoint projects and explain choices (end of class period)In Class Discussion:Sherlock Holmes PowerPoint (see supplemental material)Discuss poetry assignment and the importance of sensory detailsPoetry Assignment:Write tribute poem for your favorite detective story (book, movie, or tv show) due Friday (see assignment sheet and rubric).Assigned Reading:Read The Adventure of the Bruce-Partington Plans by Sir Arthur Conan DoyleThursdayThe Adventure of the Bruce-Partington Plans by Sir Arthur Conan DoyleGrammar Bellringer 4:Active vs Passive Voice with Zombies (Activity inspired by classmate Sarah Kelley and Professor Rebecca Johnson at USMC (See exercise below)) In a sentence using active voice, the subject of the sentence performs the action expressed in the verb.In a sentence using passive voice, the subject is acted upon; he or she receives the action expressed by the verb. The agent performing the action may appear in a "by the..." phrase or may be omitted.List of sentences, decide if they are active or passive by trying to add “by zombies” after the verb (if it works, sentence is in passive voice)Netflix Video: Sherlock Series 1 Episode 3 “The Great Game” In Class Discussion:Urge students to pay close attention and make notes on differences between the short story and the coinciding episode of the BBC show Sherlock Blog Assignment:For tomorrow, write a response on our class discussion blog discussing the differences and similarities between the story you read and the episode that you watched (min 200 words). Also respond to the posts of 2 of your classmates.FridayGrammar Bellringer 5:Family Feud – Grammar Edition: Complete the sentences by using one of the words there, they're or their (Borrowed from and classmate Nolan Weithop (See exercise below))Puzzle Exercise: “Entry Task” Crime and Puzzlement by Lawrence Treat (See exercise below)“The game is afoot” – We will be breaking up into groups. Each group will be handed a case file and we will dive in and make a list of all the evidence that we can find. We will then create general rules (warrants) that will explain how the evidence will apply to our case Dealing with Detective Lestrad – As we know through our research, Holmes and Watson could always be sure that the famous Scotland Yard detectives will always be right on their heels attempting to discredit their findings and attempt to outsmart the great Sherlock Holmes. Our next step is to work on anticipating their rebuttals and develop backing for our warrants. In our groups we will be adding a list of counter arguments and adding backing to our warrants“Once you eliminate the impossible, whatever remains, no matter how improbable, must be the truth” – Now that we have established the evidence, created warrants supporting our findings, found backing for these warrants, countered the opposition, and basically demonstrated our powers of deduction, it’s now time for the big reveal. We need to use our findings to establish our claim, and then develop a conclusion that wraps up our case.In Class Discussion:Review the parts of an argument including claims, warrants, evidence supporting your claim, backing, qualifiers (where necessary), and rebuttals. Review “Rhetorical Triangle” (see below)Review “Reader Response Criticism”Assign Critical Essay:(see assignment sheet and rubric)-533400-285750Character SketchesCharacter SketchesIn the following exercise we will be writing a detailed description of each of the main characters while we read. Be as detailed as possible including information on the character’s appearance, personality, history, and any quotes or other details found in the story. Remember that these details will be used to help you understand how the individual characters fit together and how they enhance the narrative so be sure to be thorough and detailed.Name:___________________________________________________C. Auguste Dupin – Madame L’Espanaye – Mademoiselle Camille– Adolphe Le Bon – Unnamed Narrator – Sailor – Important Plot Points – Always Remember: "The devil is in the detail" - Gustave FlaubertGrammar Bellringer 2:For or Since (Borrowed from )a long time noon ten minutes a day three days two hourslast Monday2007ever you wrote to your dad150 yearsMarchshe left schoolthe beginning a couple of seconds he arrived how many weeks 9:30am nine months my childhood three centuriesForSincea long timenoonSensory DetailsEach of you will be given a piece of candy. For this activity you will be pretending that you have never before experienced what it is like to come into contact with this unknown item. While sitting around in your groups you will use each of your five senses to describe this “unknown object” to someone who has never seen a piece of candy in their lives. List your findings in the chart below. (Activity inspired by various activities found at )Name:Visual Details??????Sounds??????Smells??????Tastes??????Feelings/Textures??????center15113000Grammar Bellringer 3:Malapropisms (Borrowed from fun-with-)The mistaken use of a word in place of a similar-sounding one, often with unintentionally amusing effect, as in, for example, “dance a flamingo ” (instead of flamenco)."...promise to forget this fellow - to illiterate him, I say, quite from your memory."???[obliterate]? "He is the very pine-apple of politeness!"???[pinnacle]? "I have since laid Sir Anthony's preposition before her;"???[proposition]? "...she might reprehend the true meaning of what she is saying."???[comprehend]? "...she's as headstrong as an allegory on the banks of Nile."???[alligator]? "I am sorry to say, Sir Anthony, that my affluence over my niece is very small."???[influence]? "Nay, no delusions to the past - Lydia is convinced;"???[allusions]? "...behold, this very day, I have interceded another letter from the fellow;"???[intercepted]? "I am sure I have done everything in my power since I exploded the affair;"???[exposed]? "...if ever you betray what you are entrusted with... you forfeit my malevolence for ever..."???[benevolence]? "Your being Sir Anthony's son, captain, would itself be a sufficient accommodation;"???[recommendation]Bonus? "Sure, if I reprehend any thing in this world it is the use of my oracular tongue, and a nice derangement of epitaphs!"???[apprehend, vernacular, arrangement, epithets]Famous Malapropisms"We seem to have unleased a hornet's nest."???Valerie Singleton"Republicans understand the importance of bondage between a mother and child."???Dan Quayle, Vice President"We cannot let terrorists and rogue nations hold this nation hostile or hold our allies hostile."???George W. BushGrammar Bellringer 4:Active vs Passive Voice with Zombies (Activity inspired by classmate Sarah Kelley and Professor Rebecca Johnson at USMC)Directions: Decide whether the following sentences are written in the active or passive voice.1) Thomas feeds his dog. active / passive ____________2) The dog is fed by Thomas. active / passive ____________3) The family went to the beach. active / passive ____________4) The letter was written by Marshall. active / passive ____________5) The game had been won by the blue team. active / passive ___________ 6) The problem was solved. active / passive ____________7) The stunt man risked his life. active / passive ____________8) The fire was extinguished. active / passive ____________9) The car was being cleaned by its owner. active / passive ____________10) It gets cold here during the winter. active / passive ____________Directions: Rewrite the passive voice sentences as active voice sentences.Passive: The dog was hit by the car.Active: ________________________________________________________________Passive: The house will be built by the construction crew in five months.Active: ________________________________________________________________Directions: Rewrite the active voice sentences as passive voice sentences.Active: Julie answered the question. Passive: ________________________________________________________________Active: The dolphins have learned many tricks.Passive: ________________________________________________________________center15874900Grammar Bellringer 5:Complete the sentences by using one of the words there, they're or their (Borrowed from and classmate Nolan Weithop)( 1 ) The kids have finished ________ homework.( 2 ) My brother is in the hospital. I will go ________ today to visit him.( 3 ) The runners are doing __________ exercises.( 4 ) If you find them, tell them __________ late.( 5 ) Patrick and Amanda have forgotten to bring ________homework.( 6 ) ______________shirts are in the washing machine.( 7 ) Ethan and Madeline can’t make up ___________minds.( 8 ) Your keys are over ___________on the table.( 9 ) The children have no excuse for getting __________clothes dirty.(10) I’m going to have lunch at ___________house tomorrow.(11) The Carters took ____________vacation in Mexico.(12) _____________are no ice cubes in the freezer.(13) Travis is having a party and I promised him I would be ________.(14) I wonder if __________going to do well on the final exam.(15) Look at those dogs. I think _____________poodles.Crime and Puzzlement (Book 1, p. 36)Eli P. Harvard was found dead inside his ski lodge, which is shown. A revolver was clutched in his hand and a bullet from it had entered his head at close range, killing him instantly. Detective Boggle, trying to decide whether Eli had commited suicide or been murdered, learned that Eli had spent the night with Sally Sweet, his girlfriend, had phoned three of his friends the next morning to tell them that she’d promised to to leave the house during the morning while he went skiing. Early that afternoon all three friends, worried and unable to reach him by phone, called the police, who arrived and immediately roped off all footprints and other marks they had found in the snow. It had snowed for an hour or so that morning, and consequently the tracks that you see were made on the day of the tragedy. The footprints other than those fenced off were made by the police themselves, who entered the lodge through the back door, which is not shown.If you were Boggle what conclusions would you draw?The Rhetorical Triangle (Taken from Writing Arguments, Chapter 4) Before looking at the construction of arguments, it is first necessary to look at their shape and form. To do this, we must recognize that arguments occur within a social context--they are the process/product of people interacting, and relating. Over the years, several scholars have mapped out these relations, much as you would a family tree. Aristotle was the first to notice the similarities of arguments and stories. For Aristotle, the act of storytelling consisted of three elements: a story, a storyteller, and an audience.Storyteller----------------------------------->Story---------------------------------->Audience Similarly, arguments also required these three elements:Speaker/Writer----------------------------------->Message----------------------------------->Audience Aristotle defined these three elements as ETHOS, LOGOS, and PATHOS. Since then, different scholars have conceived of different models of rhetoric, but the model we are concerned with comes from Robert Scholes. Realizing the three elements, Scholes examined the relationship between the speaker/message, speaker/audience, and message/audience. These three relations make up the three sides of the rhetorical triangle. You may use this triangle to map out the overall effectiveness of an argument.Note how the equilateral triangle below would reflect an argument with a careful balance of ethos, logos, and pathos. What if this was an isosceles or right triangle? What might it suggest about the effectiveness of its argument?Sherlock DupinAnd the Case of the Never-Ending GenreAssignment Overview In his story, His Last Bow, Sir Arthur Conan Doyle wrote, “Education never ends…It is a series of lessons, with the greatest for the last.” In class we have been studying two very similar works of classic literature from the “Detective Story” genre. Although separated by about 40 years and being over 100 years old, these short stories are still read, discussed, analyzed, and have influenced movies, TV shows, and other books for over a century. What has made these stories stand the test of time? Are they still relevant in comparison to modern literature? These are the questions that I want you to answer. I want you to state your opinion on the subject and then practice the detective skills we have been studying to find evidence within the text, developing a claim based on the evidence, establishing rules (or warrants) that link the evidence to our claim, and wrapping it all up by refuting any counterarguments and establishing adequate backing for our warrants when necessary. Assignment Specifics Your final essay should be 250 to 500 words (1 - 2 pages) long, 12 point, Times New Roman font, double spaced with 1” margins and should include a Works Cited page and in-text citations for any and all quotes from the text. Schedule Monday – “The game is afoot” – Over the weekend, establish your thesis and map out your arguments. We will break up into small groups to review progress, offer feedback, and brainstorm ideas- 10 points Wednesday 10/2 – Come to class with rough draft for peer review. Also bring a list of 10 questions that you would like your reviewer to answer about your paper – 15 points Friday 10/4 – Final draft due – Each student will turn in your essay packet which will now include your brainstorming notes, your peer reviewed essays, your self-evaluation, and your final essay draft. I will be focusing primarily on revision (did you make the necessary changes?), clarity, strength of argument, and inclusion of all of your rhetorical tools - 30 pointscenter22733000Grading RubricCritical Argument Essay11th Grade EnglishCategory5 point - Excellent3 point – Work in Progress1 Point – Needs ImprovementIntroduction/ConclusionHas well defined thesis statement and a closing that further develops ideas from the bodyHas definite opening and closing but thesis is not fully clear or closing is simply a summaryAttempts an opening and closingFocusArguments include a claims, warrants, evidence supporting your claim, backing, qualifiers (where necessary), and rebuttals. Argument focuses on prompt.Generally addresses the prompt, sometimes drifting from main focusMinimal response to the prompt, focus drifts and shiftsClarity/FlowProvides a logical progression of ideas and smooth transitions between paragraphsAttempts a logical progression of ideas, some transitions can be seen as choppyAttempts coherent organization and transitionsStyle and AudienceWriting for a scholarly audience in a formal style with a neutral toneAttempts to stick to scholarly audience and expresses themselves formallyUnclear audience with shifts in style and toneMechanicsMade necessary changes after peer review. Few errors in language, spelling, and grammarFew revisions made, Some mechanical errorsSeveral mechanical errorsFormatFollows “Assignment Specifics” throughout paperFailed to keep one or more “Assignment Specifics” throughout paperDoes not follow formatting mentsTotal __/30Self-EvaluationCritical Argument Essay11th Grade EnglishCategory5 point - Excellent3 point – Work in Progress1 Point – Needs ImprovementEffortI took detailed notes over and concentrated my full effort on all activities preparing me for this assignment. This is truly the best I could do. I could have participated more and allowed myself to be better prepared for this assignment. If I had it to do over again, I would make some changes to allow me to be more successful.I put a minimal amount of effort into this assignment.FocusMy arguments included a claim, warrants, evidence supporting my claim, backing, qualifiers (where necessary), and rebuttals. My argument focused on prompt.My argument generally addresses the prompt, sometimes drifting from main focusI had minimal response to the prompt, focus drifts and shiftsClarity/FlowMy argument provides a logical progression of ideas and smooth transitions between paragraphsMy argument attempts a logical progression of ideas, some transitions can be seen as choppyMy paper attempts coherent organization and transitionsMechanicsFew errors in language, spelling, and grammarFew revisions made, Some mechanical errorsSeveral mechanical errorsPersonal CommentsWhat Did I Like Most/Least About this AssignmentTotal __/20Tribute PoemWhere I called on to define, very briefly, the term Art, I should call it 'the reproduction of what the Senses perceive in Nature through the veil of the soul.' The mere imitation, however accurate, of what is in Nature, entitles no man to the sacred name of 'Artist.'Edgar Allan Poe Assignment Overview After our in-class reading of 221B by Vincent Starrett, The Raven by Edgar Allan Poe, and our exercises and discussions about vivid imagery and sensory detail I want you to create a tribute poem of your own. Choose your favorite detective story; it doesn’t matter if it is from a novel, a short story, a TV show, or movie. All that matters is that it has some personal meaning to you. Now I want you to express that meaning in the form of a tribute poem. Make sure to focus your efforts on details and imagery. I want to see what you see; I want to feel what you feel. Through your words I want to experience the sights, sounds, smells…I want you to transport me into your imagination. Your poems and self-evaluations are due at the beginning of class on Friday. Grading RubricTribute Poem11th Grade EnglishCategory5 point - Excellent3 point – Work in Progress1 Point – Needs ImprovementOrganization and Overall ImpactThe form of the poemis appropriate to the subject. The poem enables the reader to see, hear, feel, or think about the subject in a new way or in a more potent way than ever before.The form of the poem should be more appropriate to the subject. The poet makes an attempt at enabling the reader to see, hear, feel, or think about the subjectThe form of the poemis not appropriate tothe subject. The poemdoes not enable thereader to see, hear, feel,or think about thesubject.Elements of PoetrySensory details and figurativelanguage createvivid images that contributesignificantly tothe meaning of thepoem.Word choice is vividand exact throughout.Sensory details and figurativelanguage contributeto the meaningof the poem. Most wordchoices are precise.Sensory details and figurativelanguage maybe overused, underused,or inappropriateto the subject. Wordchoices may be vague,repetitive, or impreciseGrammar, Usage,Mechanics, andSpellingThere are few or noerrors in mechanics,usage, grammar, orspelling.There are some errorsin mechanics, usage,grammar, or spelling.The poem is difficult tounderstand at times becauseof errors in mechanics,usage, grammar,or mentsTotal __/15Self-EvaluationTribute Poem11th Grade EnglishCategory5 point - Excellent3 point – Work in Progress1 Point – Needs ImprovementEffortI took detailed notes over and concentrated my full effort on all activities preparing me for this assignment. This is truly the best I could do. I could have participated more and allowed myself to be better prepared for this assignment. If I had it to do over again, I would make some changes to allow me to be more successful.I put a minimal amount of effort into this assignment.Elements of PoetryMy sensory details and figurativelanguage createvivid images that contributesignificantly tothe meaning of thepoem.My word choice is vivid and exact throughout.My sensory details and figurativelanguage contributeto the meaningof the poem. Most of my wordchoices are precise.My sensory details and figurativelanguage maybe overused, underused,or inappropriateto the subject. My wordchoices may be vague,repetitive, or impreciseGrammar, Usage,Mechanics, andSpellingThere are few or noerrors in mechanics,usage, grammar, orspelling.There are some errorsin mechanics, usage,grammar, or spelling.The poem is difficult tounderstand at times becauseof errors in mechanics,usage, grammar,or spelling.Personal CommentsWhat Did I Like Most/Least About this AssignmentTotal __/15Annotated Bibliography"Annotated Bibliographies." Purdue OWL: Online Writing Lab. Purdue University, n.d. Web. 06 Nov. 2014. < most of the Purdue Owl articles, the main purpose for this site is to teach proper writing and citing skills. The article begins with an overview, basically giving background information on annotated bibliographies, their purpose, and then step-by-step instructions on how to enter annotations. The next section of the article gives sample annotations for MLA, APA, and CMS formatting styles. After each of these samples, the site also gives further background on each of the samples offering further tips on different types of annotations (ie – summary, evaluation, reflection, or a mix of all three). As usual, the Purdue Owl Writing Lab is the quintessential guide to writing styles and formats.Doyle, Arthur Conan. "The Adventure of the Bruce-Partington Plans." His Last Bow: Some Reminiscences of Sherlock Holmes. Charleston: CreateSpace, 2014. 47-62. Print.Originally published in the famous literary Strand magazine, The Adventure of the Bruce-Partington Plans is one of Holmes’ most daring adventures that finds him right in the middle of a case of government espionage turned murder. The case features a great example of how misdirection can be used as a literary tool in mystery stories. The appears to have been thrown from or hit by a train when in reality he was killed elsewhere and planted on top of the train to throw off authorities, which it does in all cases except for Sherlock of course. This also is the second and final appearance of Mycroft Holmes, Sherlock’s brilliant but usually uninspired brother. We discover, as Watson does, that Mycroft is far more influential than he let on in his first appearance in The Greek Interpreter and that, acording to Sherlock, he sometimes “IS the British government”. This piece is a brilliant example of both the tradition and evaluation of the mystery story. Gatiss, Mark. "The Great Game." Sherlock. Dir. Paul McGuigan. BBC One. Series 1, Episode 3, London, 08 Aug. 2010. NetFlix. Web. 9 Nov. 2014.This episode is a modernized retelling of the Arthur Conan Doyle short story, The Adventure of the Bruce-Partington Plans combined with some aspects from another Doyle short story, The Adventure of the Final Problem where Sherlock finds himself face-to-face with the man he has dubbed “the Napoleon of crime” James Moriarty. This episode features a similar murder mystery to the one in The Adventure of the Bruce-Partington Plans with the added bonus of a sadistic scavenger hunt where Sherlock is forced to solve unsolved crimes before time runs out and another body turns up. Green, John. "How and Why We Read: Crash Course English Literature #1." YouTube. YouTube, 15 Nov. 2012. Web. 08 Nov. 2014. < YouTube Crash Course series is an educational video series that was developed, written by, and stars young adult novelist John Green and his brother Hank. The series is broken into different subjects, with Hank focusing on the Sciences (Biology, Ecology, Chemistry, and Psychology) and John hosting what he refers to as the Humanities (US and World History, English Literature, and a new series called Big History which has been funded by Bill Gates). These short videos give students a down-to-earth, accessible tutorial that combines humor, pop culture, and learning. With over 2 million followers, these videos are an excellent resource for teachers not only providing a quality learning tool for the classroom but also giving them an example of how learning can be fun and interesting."Homepage - ReadWriteThink." . National Council of Teachers of English, n.d. Web. 08 Nov. 2014. < is a reference website written by teachers for teachers. The site is broken down by grade level, resource type, learning objective, and theme. The site offers a step-by-step breakdown of lesson plans, handouts, activities, assignment sheets, and even grading rubrics that can be directly downloaded for use in a classroom or used as a base line towards developing your own assignment and lesson plan ideas. The lesson plans range from critical thinking to creative writing and includes a lesson overview, core standards addressed, resources, and an instructional plan. This is the perfect resource for teachers looking for new ideas, looking to expand on current lessons, or just wanting to mix it up a bit. Hugo, Richard. "Chapter 6: In Defense of Creative Writing Classes." The Triggering Town: Lectures and Essays on Poetry and Writing. New York: Norton, 1979. 53-66. Print.The Triggering Town is a series of essays written by former college professor and American poet, the late Richard Hugo. In this particular essay Hugo basically defends the need for creative writing classes. All too often, English majors concentrate so hard on literature, theory, and criticism that they forget why they became English majors in the first place, most of us started as a bunch of geeks who enjoyed reading and writing (it certainly isn’t for the untold riches that most of us will achieve). Hugo points out that many PHD graduates have been out of the loop so long, as far as their writing is concerned, that they try and fail to publish something of value, and as Hugo says, “…writing: it is like shooting a basketball. You’ve got to stay in shape and practice to do it well” (Hugo 56). This chapter is about teaching creative writing, something made ever more difficult in this day and age. Between facebook, twitter, emoticons, and text the English language has been diluted into a series of lol’s, lmao’s, wtf’s, and smiley or frowny faces.Lahey, Jessica. "How Stephen King Teaches Writing." The Atlantic. Atlantic Media Company, 09 Sept. 2014. Web. 09 Nov. 2014. < article is a wonderful question and answer session featuring former high school teacher and current master of horror Stephen King discussing his teaching style. The most important take away from this article is King’s desire to make each of his 55 minute classes feel like 30 minutes. He mentions that teachers are unable to order students to be engaged and interested, you have to actually engage them and interest them. He also speaks about the difference between “performing” a role in the classroom and demonstrating a level of enthusiasm that your students can feed off of. King also covers his philosophy of concentrating more on teaching step by step invention techniques than worrying about every single grammatical error. This is a wonderful article with only one area that I strongly question, and that is King’s suggestion that “it is impossible to make a competent writer out of a bad writer.” I guess that I am still na?ve enough to believe that anything is possible."Malapropisms." Fun With Words - The Wordplay Website. Fun-with-, n.d. Web. 09 Nov. 2014. < is a website with several word puzzle activities that help teach grammar and word usage. These short, fun activities are great for bell-ringer ideas and mini lessons or activities. From anagrams to rhyme scheme, these puzzles and games help students learn some of the less common features in English. The site also provides links to a bookstore where you can get a deeper focus on individual activities.Poe, Edgar Allan. The Murders in the Rue Morgue. Charlottesville, VA: U of Virginia Library, 1993. Print.The Murders in the Rue Morgue is a short story written by Edgar Allan Poe and first published in Graham’s Magazine in 1841. Widely considered one of the first ever “modern” detective stories, it introduces us to C. Auguste Dupin, the model for later fictional detectives including Arthur Conan Doyle’s Sherlock Holmes and Agatha Christie’s Hercule Poirot. Many of the key features found in these later stories, by Doyle and Christie, were first utilized in Poe’s work including the brilliant detective who uses deduction to solve crimes, the close personal friend who serves as narrator, and the seemingly unsolvable mystery with the detailed explanation following the “big reveal” (with most of the key details being hidden from the reader until the end, giving them just enough information to keep them following the story without solving the crime). This story is considered one of the most original “locked door” mysteries of all time and has enchanted readers for nearly 200 years.Treat, Lawrence, and Paul Karasik. Crime and Puzzlement 3: 24 Solve-them-yourself Picture Mysteries. Boston: D.R. Godine, 1988. Print.This book contains 24 puzzle picture mysteries. These can be easily adapted into in-class interactive activities that can teach problem solving, deduction, finding detail, and even argumentative writing. These activities could also help inspire further who-dunnit type activities that you can develop for your classroom. With the popularity of crime dramas and mysteries, these are a very good tool to use for developing lively conversation in small or large groups and will help with keeping the motivation and energy level high amongst students. This can be a wonderful tool for teachers looking to escape the humdrum typical classroom experience. ................
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