Dear sophomores,
As you continue developing your dream speech, I thought it might be helpful to see a few of the “award-winning” speeches from previous years.
Award Winning LBHS Dream Speeches
Follow the template if you need the support; otherwise, you can make it as original as you like.
Ago!
Coey
Greetings Sophomores!
Ms. Sherman tells me that you have been diligent in your research and that you are making inroads with your research paper. That’s great! I would like your typed draft (the abstract, the body of the research paper, and the reference page) on Friday Jan. 27th. Also, I’ve had several requests to provide a study guide for our final exam, so you’ll find that guide below.
English 10 1st Semester Review 2017
Monday we will review for the final.
Periods 2 and 5 have their final exam on Wednesday
Period 6 has their final exam on Thursday
Friday we will work on completing the cover sheet for your problem/solution research paper.
Thank you for all of your hard work!
Kind Regards,
Mr. Coey
Dear students,
As you know, today is a national holiday to commemorate Dr. King and his lifetime of advocacy for human rights, personal dignity, and non-violence.
Below you’ll find a few links to his videos, speeches, philosophy and much more! Our second semester we will study his “Dream Speech” in much greater detail. Until then, enjoy!
Dr. King’s “I have a Dream” speech from Jon Cobler on Vimeo.
Dear Students,
Remember that excellent essays will like have the following qualities:
Introduction Paragraph (author, title, genre, summary, and thesis)
Thesis Statement–debatable opinion, perhaps starting with “Although,” supported with reasons/evidence.
Topic Sentences—topic and opinion statements
Avoiding dead words—thing, someone, get, do, many, different
Using appositive phrases to define characters and concepts
Using “verbs for literary essays”
Providing relevant examples to support topic sentences and your thesis statement.
Paragraphs written in the “advanced paragraph” style–context, commentary, and integrated concrete details
Students will read their essays aloud and fix their mistakes prior to publishing their essay.
YOUR CONCLUSION:
Focus on the author, Rudolfo Anaya, and the author’s choices.
Answer the question “What is the message the author developed?”
How did the author accomplish this? (Discuss literary concepts/terms)
Why? (Try using the phrase ‘in order to’ as a way of explaining your idea.
Example Conclusion:
“Rudolfo Anaya chose the minor character, Narcisco, to oppose the evil Tenorio and to emphasize the theme of “good versus evil.” Furthermore, Narcisco brings a voice of reason during the intense conflicts between the men of the town and the Marez family. Through the imagery of Narcisco’s enchanted garden, his emotional speeches, and his final act of sacrifice, Anaya creates a character that is magical, wise, and confident despite being the town drunk.”
Dear students,
Anthem is available as a free e-book when you click this link!
Also, I believe that it is available as a free ibook and as a free google book.
Kind Regards,
Mr. Coey
Due Monday is your creative 5 minute oral presentation. This is an opportunity to “practice” for your first junior year IB assessment, the Individual Oral Presentation (IOP).
Remember that you are being assessed on your Knowledge and Understanding, Presentation, and Language, which is described in this, Individual-Oral-Presentation-Recording-Form-24jfxqq.docx.
Be sure to establish your topic.
Know which scenes and lines pertain to your topic.
Paraphrase these ideas.
Remember that regardless of the creative approach you take, your presentation will have similar qualities to an academic essay:
Most importantly, what is it that you want us to know? And, how was Shakespeare able to convey those thoughts and feelings?
For a FREE ONLINE COPY of the Tragedy of Julius Caesar click on this hyperlink!
Kind Regards,
Mr. Coey
Welcome to Cafe Ujima, the best place in town to hear exciting new poets! Today’s featured poets will leave you dazzled, provoked, and reflective. Enjoy the event, and don’t forget that hot beverages are half off. Just ask your server.
1. Please type your poem, and as you type look for opportunities to continue improving your techniques, word choice, or structure.
2. Post your poem in the “comments” section of this post.
3. Respond (reply) to each other by commenting on language (word choice), techniques, structure, or style. Discuss what you like about your classmates’ poems, and try to explain what those choices made you feel, think, or consider. When possible, “refer to the text” as you comment. Please respond to at least two of your classmates.
Welcome to Cafe Ujima, the best place in town to hear exciting new poets! Today’s featured poets will leave you dazzled, provoked, and reflective. Enjoy the event, and don’t forget that hot beverages are half off. Just ask your server.
1. Please type your poem, and as you type look for opportunities to continue improving your techniques, word choice, or structure.
2. Post your poem in the “comments” section of this post.
3. Respond (reply) to each other by commenting on language (word choice), techniques, structure, or style. Discuss what you like about your classmates’ poems, and try to explain what those choices made you feel, think, or consider. When possible, “refer to the text” as you comment. Please respond to at least two of your classmates.
SHARING YOUR POETRY UNIT WITH MR. COEY:
From Google Docs, click “Share,” click “link” and select the option “Can comment.” Then “COPY.” Open this page and under the heading “Poetry Unit of Study,” click on “comments.” Scroll down and you will find the comment window where you can “paste” your link to your document. Complete the other required information and “post comment.” That should do it!
Due: Thursday, March 31
Imagine that you are an English teacher at Luther Burbank High School, and the English Department Chairperson asked you to develop a poetry unit of study for your colleagues. Remember, you’ll need to connect with not only your interests but also the interests of your students. In order to create a successful five lesson unit of study, first you’ll need to conduct research.
RESEARCH: http://www.poetryfoundation.org/
• BROWSE POEMS: Which subject, occasion, school, or period do you want to emphasize?
• BROWSE POETS: Which school or period, male or female poet do you want to emphasize?
UNIT OF STUDY:
• What is the central question driving your unit of study? This should be something your students can relate to, e.g., “How can poetry shape the way we think about problems in our society?”
• Which poet will be the focus of your unit of study?
Write a brief 5-7 sentence biography of the poet.
• Which collection of poems will you select? (Provide each poem title and the reason for selecting the poem) You’ll need to select 5 poems: one for each day of the week-long unit.
Poem #1: “The Chimney Sweeper” by William Blake
• Why? What is your rationale for selecting these poems? What do the poems offer for you and your students?
Rationale #1: I’ve chosen this poem because it focuses on child labor during the Victorian Era, and I think it will help us to understand that poets have been dealing with social issues for a long time.
• Which poetic terms will your students need to know so that they can understand the techniques and effects? List five or more terms.
Poetic Terms: #1: Blake’s “The Chimney Sweeper” emphasizes the technique of rhyming and using verse to organize ideas. Also, students should understand the term “diction,” as the term to mean “word choice”
SAMPLE SECTION OF YOUR UNIT:
Poem #1: “The Chimney Sweeper” by William Blake
Rationale #1: I’ve chosen this poem because it focuses on child labor during the Victorian Era, and I think it will help us to understand that poets have been dealing with social issues for a long time.
Poetic Terms: #1: Blake’s “The Chimney Sweeper” emphasizes the technique of rhyming and using verse to organize ideas. Also, students should understand the term “diction,” as the term used to describe “word choice.”
Hey Juniors!
What are you reading?! Don’t just sit around in front of a television all summer. Read a good book! As a learning community, we strive to encourage each other to take risks and be open-minded. Often, we see reading as a task or chore, which may have little relevance to our immediate lives. So, in an effort to promote reading and find some truly memorable books, I’m asking that you share your summer reading each month.
If you’re not sure where to start, I suggest that you look at Time Magazine’s “All-Time Great 100 Novels” or simply peruse the current books being recommended on www.Goodreads.com
I just finished reading Margaret Atwood’s Oryx and Crake, a dystopian novel set in the near future whereby nearly everything is being genetically altered and engineered in an effort to meet consumer demands. It’s a frightening premise, especially the destructive nature of the experiments, yet Atwood deftly illustrates the dangers of having everything. Not recommended for optimistic readers! 4/5 stars
1. Post a comment in the comment section
2. Describe the book you are reading and give a brief recommendation. If you like you can give a star rating out of 5 stars!
Kind Regards,
Mr. Coey
p.s. our next post will be at the end of July!