Yo, man,
wake up
and see it
for what it is!
.Gotta put up
with this kick
instead of a kiss?
.Life is this short trip
and I got to skip
without my bliss?
.I don't think so.
.America has to have more
substance than a ho-ho.
.I don't want to have to say it this way
but here's a no-no.
.No justice…..no peace
until flow flow.
.From the South
to the West
get Organized
With the Yo-yo.
.Get Organized
go with the Toe-Toe.
.Kick kick it
and dance like a Go-go.
.Peace is a trip
to the heart
of the furnace
do not stop
never stop '
til they burn us.
Every last drop
of the blood that flows through
is the very same flow
that flows through me
flows through you……
blame is no answer
nor shame a romancer!
Sing to the beat
of machines
in the heat
and hold hands....
We do not mourn
the passing
of the illegitimate
masters of pain.
Step up, step out.
And let your voice be heard.
runningturtle87
Saturday, September 5, 2009
Thursday, September 3, 2009
How to write the essays from our topics
An intersection is the place where two roads or ideas meet, the cross roads.
At the intersection, two possibilities present themselves to challenge us. We can’t go both directions at the same time, so we have to choose and go on about our business. We can, however, enjoy each intersection, like Times Square, Height Ashbury, Hollywood and Vine, as a singular event in our lives. These events call on us to become our best in these unique moments: graduates, married, employed, parents, best friends, or hero. Each of us come a intersections in our lives where we must leave behind the innocence and comfort of what we have known and become more real and more honest with ourselves. These intersections in our lives require of us that we change; to do otherwise is to attempt to avoid to grow up and become ourselves. To do otherwise is to live our lives as a fake.
Let’s enter every intersection then with caution. Be careful for oncoming traffic, but also be careful to enjoy the sights on every corner. What you are passing are opportunities to engage those who are waiting at the intersection, waiting their turn, but also waiting to help you understand more about why your yourself are at that particular intersection.
These are major hints on how to approach learning:
1. This cannot be about being forced or shamed.
2. Don’t be or take an emotional hostage.
3. Gather what you will need for the long journey ahead.
Think of these essay assignments as the intersections of two concepts or ideas that create single topics. Learning how two ideas combine together to make a single concept gives you a powerful skill. If you come to see each one of these new topics you master as a new tool that will help you understand and define more deeply who you are and what you want out of life, you will gain the skills you need to succeed. These skills teach us how to use words more powerfully because how we define the terms we use in life limits or broadens the conversations we are having with ourselves and others. If we are fuzzy in our thinking, we can confuse others when we talk, and we are less likely to get our own needs met. This is an exercise in learning how to combine ideas and make them work together for us. Use the following pairs of words as a base for making your own topic sentences in order to give your thinking direction and purpose.
1. Plot and Organization (See the notes for each essay to help yourself out.)
In plot and organization essays, the writer discusses how making choices in life brings consequences which then force us to deal with circumstances that we have created through those choices. Our willful actions create cause and effect links which organize our lives into patterns of cause and effect, which are not unlike dominoes that are knocked down when stacked next to each other on a table; one falls and all the others fall as a consequence. Students can learn that making better choices increases the potential for better consequences. These essays support the main idea that, “We all make choices, and these choices create consequences in our lives.”
2. Character and Voice (The expression here is "with voice," not "with a voice.")
In character and voice essays, the writer shows how telling the truth works in our lives through our revealing who we are, thus making us less fake and more real. Telling the truth is hard to do if we are trying to cover things up that we don’t want others to know, but then it is hard to be real if we are always living a lie and pretending to be something that we are not. If we are ever going to be able to live honestly and stop being hypocrites, it is going to start with our telling the truth. This will force us to stop judging others until we can live up to our own hype, which in fact will never happen absolutely. If we all told the truth, at least we would know where we all stand, and knowing each other’s truth, we would stop being judgmental! This is not a question of being good or bad, this is a question of integrity. If we, teachers and students, are going to have to lie to do something, then we ourselves are hypocrites, plain and simple. These essays support the main idea that, “Speaking in voice forces us to be honest with ourselves and others, and this in turn creates integrity and humbleness.” (Don't say this in your paper if you don't understand it!)
3. Setting and Sentence Fluency (This includes the sentences you use yourself.)
In setting and sentence fluency essays, the writer explores how the sounds we hear help us to identify the time and place where and when a story, poem, or moment in our lives takes place. Obviously, this would work for all of the senses if we had time to go through taste, sight, smell, and touch, but this is one that authors almost always use and is easier to explain. Anything in our lives that has sound helps to shape our sense of our surroundings, and so it is natural for us to use our sense of hearing to help keep track of things going wrong by our using our hearing as a guide. We match up the time and place with the sounds we hear, and this helps us to locate ourselves on many levels, and so knowing the real setting is essential at all times. If our own sentences don’t sound honest and real then this is a cue for others that we are lying or covering something up, for instance. These essays support the main idea that, “We use our hearing to help us identify the naturally safe or unsafe time and place of a story.” (Be careful to really listen.)
4. History and Word Choice (Define these terms; the country is NOT the title.)
In history and word choice essays, the writer identifies the different parties or sides of an argument. There are many different ways to skin a cat or put spin on a story, and history has more interpretations than almost anything except religious texts. If we are talking about the history of a country, for example, as in this case, there are potentially the passive natives, the active explorers, the rebellious natives, and the natives who are willing to take advantage of their neighbors and sell them out for a buck. This pattern is as old as dirt and has been around since there were 4 people trying to agree on what to have for breakfast. Students can apply this analytic technique to any speech or writing, including their own. These essays support the main idea that, “We know that there are different ways to communicate what has happened, depending on what outcome the different historians want to frame or support as the one that best communicates their interpretation of the facts that are known.” (Do not repeat this as if you wrote it.)
5. Biography and Conventions (Start with the idea of "conventional wisdom.")
In biography and conventions essays, the writer looks at the life of the author, characters, or other persons, and tries to determine if these persons are normally this way or are sounding an alarm about a particular subject. Right away we can guess that most authors have an axe to grind because they are, for some reason, motivated to write in the first place. Most writers have internally pressing ideas, and this paper asks what that motivation might be. Here, the student looks at his or her own writing too, and asks if the way he or she is writing uses the standards or conventions of writing. In this way, the essay makes the student reflect on the process of writing as a practice of communication. Is it normal to communicate so deeply? Why are we so driven to talk about ourselves so much? Certainly we speak deeply during a crisis, but where are these feelings when we are in our everyday lives? Students, for example, who forget who they are while trying to impress their friends, may get into a lot of trouble for the sake of looking like tough or funny guys in front of the authorities, for the few laughs it may get them and as long as it lasts. Teachers can become petty tyrants and forget themselves too, and forget that the students, in fac,t do not know these things, otherwise they would not be in these classes in the first place. These essays support the main idea that, “Whether we know it or not, we are communicating our true selves every time we communicate; how conscious we are that we are doing this is a matter of seeing our true motivation.” (Identify the standards.)
6. Theme and Idea (Look for the patterns that repeated ideas make.)
In theme and idea essays, the writer examines the patterns made by the ideas around him or her. In some stories the same ideas or actions repeat over and over, threaded throughout the story. The author has the power to include or exclude them, but he chooses by an act of the will in writing or speech to include these ideas in his story. He, or she, is giving us notice of the theme or main idea of his conversation or writing. By following these patterned threads, we can learn about hidden meanings and intentions, the sub-textual messages buried within the storyline, which are the true story behind the story. This allows us to start seeing our own lives as being filled with patterns, and maybe even the same ones the author himself has brought out in his writing. In this way, things which may have previously been camouflaged to us become crystal clear and brought into plain view. We can then see for the first time what truths have been staring us in the face our whole lives; students later call these special moments “growing up.” These essays support the main idea that, “When we see the patterns of information like dots connected together to reveal the true picture of our journey in life, the ideas we have encountered begin to make sense for the first time in our lives.”
7. Presentation and Context (This includes all 6 of the previous traits at once.) READ THIS!
In presentation and context essays, the writer brings all of the 6 previous concepts of the 6 + 1 Expanded Traits together in a singular way to focus on just one piece of literature or event in his or her life. Like looking at all the facets of a diamond at the same time, this deep form of literary analysis allows the writer to truly understand a piece of literature in a very knowing way. Ultimately, we want to be able to form an informed opinion about things in our lives, but we often lack the skills to do more than hazard a wild guess. Writing a presentation and context essay tackles the literature or event from all angles and all sides: morning, noon, and night; east side and west side; old school and new school; intergalactic to small town; dead or alive; and everything in between. Students can begin to see their entire lives as a single presentation, an opportunity to be real, whole, alive, and healthy because they accept themselves for who they are. These essays support the main idea that, “When a writer gets finished writing a presentation essay, he knows more of what he is talking about and has really done the work it takes to claim to have an aware opinion about the subject.”
Note: This process, from this writer’s point of view, is meant to bring out from readers an understanding of themselves as human beings. One of the faults of our culture is the grandiose and exaggerated emphasis that is placed on our needing to be bigger than life, and no one want to be just plain old human beings any more. We have convinced our children that they have to be huge and towering, untouchable and unrealistic. They miss their childhoods doing adult things; they dress like adults, and they get into adult trouble more and more. We have left the realm of accountability and entered the realm of accumulation. We are who we appear to be, so we have to appear to be unique, powerful, perfect, and shocking. Students know all about $200 tennis shoes and $400,000 cars, but they can’t seem to scrape together enough money to pay rent, even though they never miss a party. This mindset is all a part of not being able to get the big picture and understand how it is that it’s the daily details that make up our survival. Parents and students must also do a better job at preparing our kids to take on the evermore complex world in front of us all. It well may be that the pieces of literature used as examples here are not choices that others would make, fine. It may well be that these are not the best categories to use to raise our children’s consciousness, okay by me. But, if not this, then use something, because what we have been using is not working for the most part, and American children are having a hard time thinking their way out of a paper bag: the one the vices, the fast food, the isolating cell phones, the host of lost moments to be quite and real, and the video games come in. Do something rather than nothing; it’s up to you.
Final Hint (on how to write these papers): Almost all literature is on the INTERNET!
I. Look at the larger type above...these are ways to write the main idea for each paper.
Define the words to be used as they are used in the notes. Stop copying out of the
dictionary. Understand the words being used before using them. Do NOT guess.
Read the notes, ask questions, get a clue, then have an opinion.
A. This is only a literary main idea support and not to be used as the title of the essay!
B. Apply the main idea to yourself.
C. Apply the main idea to society.
D. Pick out an area where the main idea is well-illustrated and explain it.
II. Now let's look back and see if we learned anything by studying this topic.
Why learn this stuff in the first place? If you do not understand how the world is organized, you will have to be told what to do next by people who do. It is up to you to learn how to communicate and get your needs met; if you fail to do this, you have no one to blame but yourself. If you do figure out that those who love you and want the best for you are hoping that you learn to think for yourself so that you are not enslaved by your own fears and ignorance, don't think that that makes you better than everyone else; that's just one more layer on the cake.
III. Here's what to do:
A. Make a notebook to put your stuff in, and don't lose it!
B. Write a journal every day to document your daily living and learning.
C. Finish the assigned computer work on PLATO.
D. Write the assigned 9 essays for each class; learn how to think and evaluate.
IV. Graduate: That alone will only put you on the road to Success; now, walk towards it.
At the intersection, two possibilities present themselves to challenge us. We can’t go both directions at the same time, so we have to choose and go on about our business. We can, however, enjoy each intersection, like Times Square, Height Ashbury, Hollywood and Vine, as a singular event in our lives. These events call on us to become our best in these unique moments: graduates, married, employed, parents, best friends, or hero. Each of us come a intersections in our lives where we must leave behind the innocence and comfort of what we have known and become more real and more honest with ourselves. These intersections in our lives require of us that we change; to do otherwise is to attempt to avoid to grow up and become ourselves. To do otherwise is to live our lives as a fake.
Let’s enter every intersection then with caution. Be careful for oncoming traffic, but also be careful to enjoy the sights on every corner. What you are passing are opportunities to engage those who are waiting at the intersection, waiting their turn, but also waiting to help you understand more about why your yourself are at that particular intersection.
These are major hints on how to approach learning:
1. This cannot be about being forced or shamed.
2. Don’t be or take an emotional hostage.
3. Gather what you will need for the long journey ahead.
Think of these essay assignments as the intersections of two concepts or ideas that create single topics. Learning how two ideas combine together to make a single concept gives you a powerful skill. If you come to see each one of these new topics you master as a new tool that will help you understand and define more deeply who you are and what you want out of life, you will gain the skills you need to succeed. These skills teach us how to use words more powerfully because how we define the terms we use in life limits or broadens the conversations we are having with ourselves and others. If we are fuzzy in our thinking, we can confuse others when we talk, and we are less likely to get our own needs met. This is an exercise in learning how to combine ideas and make them work together for us. Use the following pairs of words as a base for making your own topic sentences in order to give your thinking direction and purpose.
1. Plot and Organization (See the notes for each essay to help yourself out.)
In plot and organization essays, the writer discusses how making choices in life brings consequences which then force us to deal with circumstances that we have created through those choices. Our willful actions create cause and effect links which organize our lives into patterns of cause and effect, which are not unlike dominoes that are knocked down when stacked next to each other on a table; one falls and all the others fall as a consequence. Students can learn that making better choices increases the potential for better consequences. These essays support the main idea that, “We all make choices, and these choices create consequences in our lives.”
2. Character and Voice (The expression here is "with voice," not "with a voice.")
In character and voice essays, the writer shows how telling the truth works in our lives through our revealing who we are, thus making us less fake and more real. Telling the truth is hard to do if we are trying to cover things up that we don’t want others to know, but then it is hard to be real if we are always living a lie and pretending to be something that we are not. If we are ever going to be able to live honestly and stop being hypocrites, it is going to start with our telling the truth. This will force us to stop judging others until we can live up to our own hype, which in fact will never happen absolutely. If we all told the truth, at least we would know where we all stand, and knowing each other’s truth, we would stop being judgmental! This is not a question of being good or bad, this is a question of integrity. If we, teachers and students, are going to have to lie to do something, then we ourselves are hypocrites, plain and simple. These essays support the main idea that, “Speaking in voice forces us to be honest with ourselves and others, and this in turn creates integrity and humbleness.” (Don't say this in your paper if you don't understand it!)
3. Setting and Sentence Fluency (This includes the sentences you use yourself.)
In setting and sentence fluency essays, the writer explores how the sounds we hear help us to identify the time and place where and when a story, poem, or moment in our lives takes place. Obviously, this would work for all of the senses if we had time to go through taste, sight, smell, and touch, but this is one that authors almost always use and is easier to explain. Anything in our lives that has sound helps to shape our sense of our surroundings, and so it is natural for us to use our sense of hearing to help keep track of things going wrong by our using our hearing as a guide. We match up the time and place with the sounds we hear, and this helps us to locate ourselves on many levels, and so knowing the real setting is essential at all times. If our own sentences don’t sound honest and real then this is a cue for others that we are lying or covering something up, for instance. These essays support the main idea that, “We use our hearing to help us identify the naturally safe or unsafe time and place of a story.” (Be careful to really listen.)
4. History and Word Choice (Define these terms; the country is NOT the title.)
In history and word choice essays, the writer identifies the different parties or sides of an argument. There are many different ways to skin a cat or put spin on a story, and history has more interpretations than almost anything except religious texts. If we are talking about the history of a country, for example, as in this case, there are potentially the passive natives, the active explorers, the rebellious natives, and the natives who are willing to take advantage of their neighbors and sell them out for a buck. This pattern is as old as dirt and has been around since there were 4 people trying to agree on what to have for breakfast. Students can apply this analytic technique to any speech or writing, including their own. These essays support the main idea that, “We know that there are different ways to communicate what has happened, depending on what outcome the different historians want to frame or support as the one that best communicates their interpretation of the facts that are known.” (Do not repeat this as if you wrote it.)
5. Biography and Conventions (Start with the idea of "conventional wisdom.")
In biography and conventions essays, the writer looks at the life of the author, characters, or other persons, and tries to determine if these persons are normally this way or are sounding an alarm about a particular subject. Right away we can guess that most authors have an axe to grind because they are, for some reason, motivated to write in the first place. Most writers have internally pressing ideas, and this paper asks what that motivation might be. Here, the student looks at his or her own writing too, and asks if the way he or she is writing uses the standards or conventions of writing. In this way, the essay makes the student reflect on the process of writing as a practice of communication. Is it normal to communicate so deeply? Why are we so driven to talk about ourselves so much? Certainly we speak deeply during a crisis, but where are these feelings when we are in our everyday lives? Students, for example, who forget who they are while trying to impress their friends, may get into a lot of trouble for the sake of looking like tough or funny guys in front of the authorities, for the few laughs it may get them and as long as it lasts. Teachers can become petty tyrants and forget themselves too, and forget that the students, in fac,t do not know these things, otherwise they would not be in these classes in the first place. These essays support the main idea that, “Whether we know it or not, we are communicating our true selves every time we communicate; how conscious we are that we are doing this is a matter of seeing our true motivation.” (Identify the standards.)
6. Theme and Idea (Look for the patterns that repeated ideas make.)
In theme and idea essays, the writer examines the patterns made by the ideas around him or her. In some stories the same ideas or actions repeat over and over, threaded throughout the story. The author has the power to include or exclude them, but he chooses by an act of the will in writing or speech to include these ideas in his story. He, or she, is giving us notice of the theme or main idea of his conversation or writing. By following these patterned threads, we can learn about hidden meanings and intentions, the sub-textual messages buried within the storyline, which are the true story behind the story. This allows us to start seeing our own lives as being filled with patterns, and maybe even the same ones the author himself has brought out in his writing. In this way, things which may have previously been camouflaged to us become crystal clear and brought into plain view. We can then see for the first time what truths have been staring us in the face our whole lives; students later call these special moments “growing up.” These essays support the main idea that, “When we see the patterns of information like dots connected together to reveal the true picture of our journey in life, the ideas we have encountered begin to make sense for the first time in our lives.”
7. Presentation and Context (This includes all 6 of the previous traits at once.) READ THIS!
In presentation and context essays, the writer brings all of the 6 previous concepts of the 6 + 1 Expanded Traits together in a singular way to focus on just one piece of literature or event in his or her life. Like looking at all the facets of a diamond at the same time, this deep form of literary analysis allows the writer to truly understand a piece of literature in a very knowing way. Ultimately, we want to be able to form an informed opinion about things in our lives, but we often lack the skills to do more than hazard a wild guess. Writing a presentation and context essay tackles the literature or event from all angles and all sides: morning, noon, and night; east side and west side; old school and new school; intergalactic to small town; dead or alive; and everything in between. Students can begin to see their entire lives as a single presentation, an opportunity to be real, whole, alive, and healthy because they accept themselves for who they are. These essays support the main idea that, “When a writer gets finished writing a presentation essay, he knows more of what he is talking about and has really done the work it takes to claim to have an aware opinion about the subject.”
Note: This process, from this writer’s point of view, is meant to bring out from readers an understanding of themselves as human beings. One of the faults of our culture is the grandiose and exaggerated emphasis that is placed on our needing to be bigger than life, and no one want to be just plain old human beings any more. We have convinced our children that they have to be huge and towering, untouchable and unrealistic. They miss their childhoods doing adult things; they dress like adults, and they get into adult trouble more and more. We have left the realm of accountability and entered the realm of accumulation. We are who we appear to be, so we have to appear to be unique, powerful, perfect, and shocking. Students know all about $200 tennis shoes and $400,000 cars, but they can’t seem to scrape together enough money to pay rent, even though they never miss a party. This mindset is all a part of not being able to get the big picture and understand how it is that it’s the daily details that make up our survival. Parents and students must also do a better job at preparing our kids to take on the evermore complex world in front of us all. It well may be that the pieces of literature used as examples here are not choices that others would make, fine. It may well be that these are not the best categories to use to raise our children’s consciousness, okay by me. But, if not this, then use something, because what we have been using is not working for the most part, and American children are having a hard time thinking their way out of a paper bag: the one the vices, the fast food, the isolating cell phones, the host of lost moments to be quite and real, and the video games come in. Do something rather than nothing; it’s up to you.
Final Hint (on how to write these papers): Almost all literature is on the INTERNET!
I. Look at the larger type above...these are ways to write the main idea for each paper.
Define the words to be used as they are used in the notes. Stop copying out of the
dictionary. Understand the words being used before using them. Do NOT guess.
Read the notes, ask questions, get a clue, then have an opinion.
A. This is only a literary main idea support and not to be used as the title of the essay!
B. Apply the main idea to yourself.
C. Apply the main idea to society.
D. Pick out an area where the main idea is well-illustrated and explain it.
II. Now let's look back and see if we learned anything by studying this topic.
Why learn this stuff in the first place? If you do not understand how the world is organized, you will have to be told what to do next by people who do. It is up to you to learn how to communicate and get your needs met; if you fail to do this, you have no one to blame but yourself. If you do figure out that those who love you and want the best for you are hoping that you learn to think for yourself so that you are not enslaved by your own fears and ignorance, don't think that that makes you better than everyone else; that's just one more layer on the cake.
III. Here's what to do:
A. Make a notebook to put your stuff in, and don't lose it!
B. Write a journal every day to document your daily living and learning.
C. Finish the assigned computer work on PLATO.
D. Write the assigned 9 essays for each class; learn how to think and evaluate.
IV. Graduate: That alone will only put you on the road to Success; now, walk towards it.
Speech Communication Course:
Speech Communication Course:
Assignments:
1. Write a Journal every day that you are assigned this class until you receive a grade.
2. You will be given a series of writing and research assignments.
3. You must keep all of the work that you do for this class in a portfolio notebook.
4. You will be required to give a series of speeches.
5. Use the vocabulary section for additional information and define them.
6. When these items are graded and the final notebook is turned in, you will receive a
grade.
Grades:
10% Notebook
10 % Vocabulary
20% Journals
10% Notes and research (including how to deliver a speech) on Speeches
50% Speeches
Keep to the times and do not go under
Use notes and props, and do not just wing it. These are required to be pre-written.
Do not just stand up and read the script or kill time; do your homework on how to
deliver a speech.
Speeches:
The Introduction:
Prepare a 5 minute speech in which you introduce yourself to the class. Include information that relates to what is important to you such that others have a sense of who you are, what your values, dreams, and plans in life are. What are 25 things you never want to happen in your life time? What are 25 things you want to see happen to you in your life? Prepare a map showing your life line and when these things will occur.
Information:
Prepare a 5 minute presentation showing others how to do something like how to break down a motor, build a house, or put on make up. You must use visual aids like PowerPoint or items from home. Include all the steps and costs of the process. Pay attention to the organization of your speech and make sure that the process works as shown.
Report :
on something in the world news, showing how people use words to present their own point of view. Show how there are different points of view about this topic and take a position for or against. Be rigorous and be prepared to back up your thesis. This speech is 10 minutes minimum. Use notes and charts as needed.
Have a discussion group:
where you ask questions and take a statistical survey of the students at our school. This should include 10 related questions which center around a single subject and bring out thoughts and emotions. Appropriate areas include education, the economy, Katrina/Rita, and topics of national and international interest. Do not use this survey to put forth an agenda.
Teach a lesson from an academic class:
Imagine that you are the teacher and must give a lesson of about 15 minutes. You may teach on any subject that would be included in a high school curriculum. Think of the students in our class as students in your own class: educate, entertain, and instruct. Remember what the word “educate” really means, “to bring out that which is within.
Entertain:
Tell a series of stories or jokes in which you entertain the students. You may not make them laugh, but at least they can enjoy your stories. Think of this as comedy, but moreover thing of this as being light hearted and without stress. Take about 5 minutes, but if you are doing well, take more time.
Prepare an Argument:
This is a speech about something which you believe with your whole heart and soul. Don’t be angry or throw punches, but let us know exactly how you feel about this topic. Don’t hold back from proving your point with examples and be as accurate as possible. If you define the subject, you have a great chance of winning people over in this 8 minute speech.
What are all the things that you never want to see happen in your life?
Allow people to hear your complete laundry list of everything you hope never happens to you. Include phrases like, “You know people who do XY and Z, well I am never going to go there!” Complain as much as you want for 5 whole minutes and if people tell you to continue, feel free!
What are the steps in preparing to move out of your present situation and then
going on with your life? Will you go to college, get a job, or simply hit the beach? In a 5 minute prepared speech, make sure that you lay out your plans and exactly what you will need to do to accomplish those plans.
In every case, I will need a copy of your speech before you begin. Make sure you have clearly met the goals of the exercise and prepared ahead of time. Do not merely stand up in front of the group and make up things. Also, several handouts and work sheets will be given out during the course; include these in your notebook and make sure they are graded before you hand in your final portfolio.
Vocabulary:
Induction
Deduction
Representation
Comprehend
Analyze
Context
Subtext
Refer
Imply
Infer
Compel
Induce
Conclusion
Evaluate
Synthesis
*Connotation
*Denotation
Deconstruction
Constructivist theory
Fallacy
Construct (philosophical)
Appreciate
Aesthetic
Patterns
Terminology
Etymology
Demonstrate
Thesis
Theme
Conflict
***Logic
Distinguish
Generalities
Contrast
Contrast
Comparison
Symbol
Link
Speculation
Purpose
Cause/effect
Affect
Defend
Clarify
Syntax
Negotiate
**Historical context
Setting
**Motivation
Organization
Relationships
Culture
Symbolism
Allusion
Metaphor
Allusion
Contemporary
Modern
Recent
Similes
Foreshadowing
Chronological
Resources
Ideas/ideals
*****Authentic
Triplet (see TAKS)
*****Critical thinking
Technique
Conventions
Effective
Objectives
Subjective
Equitable
Accurate
Essential
Mastery
Relevant
Statistics
Evidence
Holistic
Rhetoric
Rhetorical
Perspective
*****Culturally diverse
Aspects
Integral
Rubric
Rely
Strategy
Memoranda
Data
Exhaustive
Exclusive
Such as
Including
Assessment
Appropriate
Epistemology
Try to use these words in context in class as often as possible.
These questions are for you to answer and conference with; come see me when you have answered them, and let's do this before really getting started on the class.
1. What are the rules for giving a speech?
2. What part does breath play in giving a speech?
3. How can you stop being so nervous when you give a speech?
4. You are going to have to give these speeches in front of the classroom and so the same people you are in class with will need to pay attention to you when you give your speeches; if you give them a difficult time in class, won't they give you a difficult time when it is your turn to speak in front of them? Explain.
5. You will be asked what you have learned from this experience so make sure that you take the process of learning to speak in front of others seriously; how well do you expect to do given how you feel right now?
Assignments:
1. Write a Journal every day that you are assigned this class until you receive a grade.
2. You will be given a series of writing and research assignments.
3. You must keep all of the work that you do for this class in a portfolio notebook.
4. You will be required to give a series of speeches.
5. Use the vocabulary section for additional information and define them.
6. When these items are graded and the final notebook is turned in, you will receive a
grade.
Grades:
10% Notebook
10 % Vocabulary
20% Journals
10% Notes and research (including how to deliver a speech) on Speeches
50% Speeches
Keep to the times and do not go under
Use notes and props, and do not just wing it. These are required to be pre-written.
Do not just stand up and read the script or kill time; do your homework on how to
deliver a speech.
Speeches:
The Introduction:
Prepare a 5 minute speech in which you introduce yourself to the class. Include information that relates to what is important to you such that others have a sense of who you are, what your values, dreams, and plans in life are. What are 25 things you never want to happen in your life time? What are 25 things you want to see happen to you in your life? Prepare a map showing your life line and when these things will occur.
Information:
Prepare a 5 minute presentation showing others how to do something like how to break down a motor, build a house, or put on make up. You must use visual aids like PowerPoint or items from home. Include all the steps and costs of the process. Pay attention to the organization of your speech and make sure that the process works as shown.
Report :
on something in the world news, showing how people use words to present their own point of view. Show how there are different points of view about this topic and take a position for or against. Be rigorous and be prepared to back up your thesis. This speech is 10 minutes minimum. Use notes and charts as needed.
Have a discussion group:
where you ask questions and take a statistical survey of the students at our school. This should include 10 related questions which center around a single subject and bring out thoughts and emotions. Appropriate areas include education, the economy, Katrina/Rita, and topics of national and international interest. Do not use this survey to put forth an agenda.
Teach a lesson from an academic class:
Imagine that you are the teacher and must give a lesson of about 15 minutes. You may teach on any subject that would be included in a high school curriculum. Think of the students in our class as students in your own class: educate, entertain, and instruct. Remember what the word “educate” really means, “to bring out that which is within.
Entertain:
Tell a series of stories or jokes in which you entertain the students. You may not make them laugh, but at least they can enjoy your stories. Think of this as comedy, but moreover thing of this as being light hearted and without stress. Take about 5 minutes, but if you are doing well, take more time.
Prepare an Argument:
This is a speech about something which you believe with your whole heart and soul. Don’t be angry or throw punches, but let us know exactly how you feel about this topic. Don’t hold back from proving your point with examples and be as accurate as possible. If you define the subject, you have a great chance of winning people over in this 8 minute speech.
What are all the things that you never want to see happen in your life?
Allow people to hear your complete laundry list of everything you hope never happens to you. Include phrases like, “You know people who do XY and Z, well I am never going to go there!” Complain as much as you want for 5 whole minutes and if people tell you to continue, feel free!
What are the steps in preparing to move out of your present situation and then
going on with your life? Will you go to college, get a job, or simply hit the beach? In a 5 minute prepared speech, make sure that you lay out your plans and exactly what you will need to do to accomplish those plans.
In every case, I will need a copy of your speech before you begin. Make sure you have clearly met the goals of the exercise and prepared ahead of time. Do not merely stand up in front of the group and make up things. Also, several handouts and work sheets will be given out during the course; include these in your notebook and make sure they are graded before you hand in your final portfolio.
Vocabulary:
Induction
Deduction
Representation
Comprehend
Analyze
Context
Subtext
Refer
Imply
Infer
Compel
Induce
Conclusion
Evaluate
Synthesis
*Connotation
*Denotation
Deconstruction
Constructivist theory
Fallacy
Construct (philosophical)
Appreciate
Aesthetic
Patterns
Terminology
Etymology
Demonstrate
Thesis
Theme
Conflict
***Logic
Distinguish
Generalities
Contrast
Contrast
Comparison
Symbol
Link
Speculation
Purpose
Cause/effect
Affect
Defend
Clarify
Syntax
Negotiate
**Historical context
Setting
**Motivation
Organization
Relationships
Culture
Symbolism
Allusion
Metaphor
Allusion
Contemporary
Modern
Recent
Similes
Foreshadowing
Chronological
Resources
Ideas/ideals
*****Authentic
Triplet (see TAKS)
*****Critical thinking
Technique
Conventions
Effective
Objectives
Subjective
Equitable
Accurate
Essential
Mastery
Relevant
Statistics
Evidence
Holistic
Rhetoric
Rhetorical
Perspective
*****Culturally diverse
Aspects
Integral
Rubric
Rely
Strategy
Memoranda
Data
Exhaustive
Exclusive
Such as
Including
Assessment
Appropriate
Epistemology
Try to use these words in context in class as often as possible.
These questions are for you to answer and conference with; come see me when you have answered them, and let's do this before really getting started on the class.
1. What are the rules for giving a speech?
2. What part does breath play in giving a speech?
3. How can you stop being so nervous when you give a speech?
4. You are going to have to give these speeches in front of the classroom and so the same people you are in class with will need to pay attention to you when you give your speeches; if you give them a difficult time in class, won't they give you a difficult time when it is your turn to speak in front of them? Explain.
5. You will be asked what you have learned from this experience so make sure that you take the process of learning to speak in front of others seriously; how well do you expect to do given how you feel right now?
I. Reading Assignments: HAVE ALL BOOKS OKAYED BY THE TEACHER FIRST!
A. Read silently in class.
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
B. Read aloud for ten minutes
1. _____________
2. _____________
3. _____________
C. Study guides for each book read:
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________
7. _____________
8. _____________
D. Students will keep a word collection record.
1. The teacher can ask questions about any word, in any text the student
references, that is not in the word collection record.
2. Cards or a sheet of paper may be used for this project.
E. This is a list of words used within the context of the course to describe itself
and may be used in questions related to this course. Students should know
how to use these words in context, so they must be defined:
Induction
Deduction
Representation
Comprehend
Analyze
Context
Subtext
Refer
Imply
Infer
Compel
Induce
Conclusion
Evaluate
Synthesis
*Connotation
*Denotation
Deconstruction
Constructivist theory
Fallacy
Construct (philosophical)
Appreciate
Aesthetic
Patterns
Terminology
Etymology
Demonstrate
Thesis
Theme
Conflict
***Logic
Distinguish
Generalities
Contrast
Contrast
Comparison
Symbol
Link
Speculation
Purpose
Cause/effect
Affect
Defend
Clarify
Syntax
Negotiate
**Historical context
Setting
**Motivation
Organization
Relationships
Culture
Symbolism
Allusion
Metaphor
Allusion
Contemporary
Modern
Recent
Similes
Foreshadowing
Chronological
Resources
Ideas/ideals
*****Authentic
Triplet (see TAKS)
*****Critical thinking
Technique
Conventions
Effective
Objectives
Subjective
Equitable
Accurate
Essential
Mastery
Relevant
Statistics
Evidence
Holistic
Rhetoric
Rhetorical
Perspective
*****Culturally diverse
Aspects
Integral
Rubric
Rely
Strategy
Memoranda
Data
Exhaustive
Exclusive
Such as
Including
Assessment
Appropriate
Epistomology
Try to use these words in context in class as often as possible.
F. Students will discuss ½ of books assigned, answering questions in a
open discussion.
1. Study guides and
2. any notes the student brings will be acceptable.
G. Students will present one multimedia presentation per
1. credit or
2. half-credit course,
3. for example, power point, in order to present one of the assigned
books.
H. Student will write essays for the remaining texts: 1 of 4 or 3 of 8; all
books require study guides
I. Students will reference video and multimedia analogues
concerning each book, for example,
1. a movie version of the text showing a specific scene or
2. a similar contextual reference on the internet.
J. Study fallacies and check for fallacies
in your readings (This is harder than it looks; don’t play!) Use the Internet!
K. The teacher will ask about the
1. setting and location, that is the time and place of the story
2. as well as the historic background of the book,
3. including the life and times of the author.
L. Be advised that doing some research is necessary for each book or
topic, so fill out a study guide for each book assigned or studied.
1. Use a cultural map or graphic showing book information
(such as)
a. geopolitical,
b. ethnic,
c. religious,
d. economic, or
e. geophysical features will help.
2. Be prepared to discuss each book from different
perspectives.
a. For example, many 19th Century texts reference the role of
interdependence in a capitalist world or
b. international/gender issues.
M. All language arts students will write at least 120 words per day
as a journal for class.
1. Journals consist of
a. various forms of communication and
b. are student directed.
2. Journals may be written for the week, but must be caught up by each
Friday for a total of 600 words for the entire week.
3. Poetry, essays, letters, diaries, plays, and scripts are all acceptable
forms for journals, as long as the work is student created.
N. Computer work as assigned.
O. All of this must be kept in a notebook, turned in weekly in order to document
your progress. The notebook must contain:
1. Cover with name, course, year, and “MSOC”
2. Cover sheet page with name, course, year, and "MSOC"
3. Table of contents page
4. Dividers for journals, notes and handouts, vocabulary, and major grades.
Averages _________
A word to the wise:
"Reading improvement" means to improve on your present reading ability and selection of materials. This means that you may not use books that were previously assigned in other classes to read for this class. It means that you must choose books that you have not read before. “To improve” implies moving forward, not backwards. Some will admit that they do not like reading or writing or math or getting up in the morning. Whatever the issue, the way through the issue is to attend to the problem. Very few problems in life just go away without our working on them.
One issue that pops up quite frequently is that students will admit that they don’t like any books. This is almost always backed up by their not doing well in classes that require reading. The snowballing effect is that poor reading ability may lead to poor classroom performance over all. This may lead to test failure. The root issue is poor reading skills. Why be held back in all these other areas of life because of a few skills that are easily mastered with a little practice?
This is clearly the case of the first step's being the most important. It is one thing to cover up an inability with the excuse, “I don’t like to read.” It is quite another thing to go through life unable to work in fields that require a skill that you do not have. How free are you to make job choices if you do not have the skills required? The simple answer is that you are not. Yes, reading takes some practice.
What we all have seen is that people tend to do what they are good at, and they tend to shy away from things they are not good at. What I propose is that you take the opposite stand and secure yourself by working directly on your weaknesses. If you are most vulnerable on your weakest point and reading is your down fall, how about taking it on directly and learning to stop being insecure about your reading abilities? If you don’t like to swim, don’t, but for safety’s sake, learn how to swim. If you decide never to read again after you have gained the skills necessary to actually interpret a text, which I doubt that you will, that will be a choice you actually make. As it is, if you are a weak reader who does not read now, it is more a case of the tail wagging the dog.
Total __________ Date in __________ Date out __________ Total credit ________
A. Read silently in class.
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
B. Read aloud for ten minutes
1. _____________
2. _____________
3. _____________
C. Study guides for each book read:
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________
7. _____________
8. _____________
D. Students will keep a word collection record.
1. The teacher can ask questions about any word, in any text the student
references, that is not in the word collection record.
2. Cards or a sheet of paper may be used for this project.
E. This is a list of words used within the context of the course to describe itself
and may be used in questions related to this course. Students should know
how to use these words in context, so they must be defined:
Induction
Deduction
Representation
Comprehend
Analyze
Context
Subtext
Refer
Imply
Infer
Compel
Induce
Conclusion
Evaluate
Synthesis
*Connotation
*Denotation
Deconstruction
Constructivist theory
Fallacy
Construct (philosophical)
Appreciate
Aesthetic
Patterns
Terminology
Etymology
Demonstrate
Thesis
Theme
Conflict
***Logic
Distinguish
Generalities
Contrast
Contrast
Comparison
Symbol
Link
Speculation
Purpose
Cause/effect
Affect
Defend
Clarify
Syntax
Negotiate
**Historical context
Setting
**Motivation
Organization
Relationships
Culture
Symbolism
Allusion
Metaphor
Allusion
Contemporary
Modern
Recent
Similes
Foreshadowing
Chronological
Resources
Ideas/ideals
*****Authentic
Triplet (see TAKS)
*****Critical thinking
Technique
Conventions
Effective
Objectives
Subjective
Equitable
Accurate
Essential
Mastery
Relevant
Statistics
Evidence
Holistic
Rhetoric
Rhetorical
Perspective
*****Culturally diverse
Aspects
Integral
Rubric
Rely
Strategy
Memoranda
Data
Exhaustive
Exclusive
Such as
Including
Assessment
Appropriate
Epistomology
Try to use these words in context in class as often as possible.
F. Students will discuss ½ of books assigned, answering questions in a
open discussion.
1. Study guides and
2. any notes the student brings will be acceptable.
G. Students will present one multimedia presentation per
1. credit or
2. half-credit course,
3. for example, power point, in order to present one of the assigned
books.
H. Student will write essays for the remaining texts: 1 of 4 or 3 of 8; all
books require study guides
I. Students will reference video and multimedia analogues
concerning each book, for example,
1. a movie version of the text showing a specific scene or
2. a similar contextual reference on the internet.
J. Study fallacies and check for fallacies
in your readings (This is harder than it looks; don’t play!) Use the Internet!
K. The teacher will ask about the
1. setting and location, that is the time and place of the story
2. as well as the historic background of the book,
3. including the life and times of the author.
L. Be advised that doing some research is necessary for each book or
topic, so fill out a study guide for each book assigned or studied.
1. Use a cultural map or graphic showing book information
(such as)
a. geopolitical,
b. ethnic,
c. religious,
d. economic, or
e. geophysical features will help.
2. Be prepared to discuss each book from different
perspectives.
a. For example, many 19th Century texts reference the role of
interdependence in a capitalist world or
b. international/gender issues.
M. All language arts students will write at least 120 words per day
as a journal for class.
1. Journals consist of
a. various forms of communication and
b. are student directed.
2. Journals may be written for the week, but must be caught up by each
Friday for a total of 600 words for the entire week.
3. Poetry, essays, letters, diaries, plays, and scripts are all acceptable
forms for journals, as long as the work is student created.
N. Computer work as assigned.
O. All of this must be kept in a notebook, turned in weekly in order to document
your progress. The notebook must contain:
1. Cover with name, course, year, and “MSOC”
2. Cover sheet page with name, course, year, and "MSOC"
3. Table of contents page
4. Dividers for journals, notes and handouts, vocabulary, and major grades.
Averages _________
A word to the wise:
"Reading improvement" means to improve on your present reading ability and selection of materials. This means that you may not use books that were previously assigned in other classes to read for this class. It means that you must choose books that you have not read before. “To improve” implies moving forward, not backwards. Some will admit that they do not like reading or writing or math or getting up in the morning. Whatever the issue, the way through the issue is to attend to the problem. Very few problems in life just go away without our working on them.
One issue that pops up quite frequently is that students will admit that they don’t like any books. This is almost always backed up by their not doing well in classes that require reading. The snowballing effect is that poor reading ability may lead to poor classroom performance over all. This may lead to test failure. The root issue is poor reading skills. Why be held back in all these other areas of life because of a few skills that are easily mastered with a little practice?
This is clearly the case of the first step's being the most important. It is one thing to cover up an inability with the excuse, “I don’t like to read.” It is quite another thing to go through life unable to work in fields that require a skill that you do not have. How free are you to make job choices if you do not have the skills required? The simple answer is that you are not. Yes, reading takes some practice.
What we all have seen is that people tend to do what they are good at, and they tend to shy away from things they are not good at. What I propose is that you take the opposite stand and secure yourself by working directly on your weaknesses. If you are most vulnerable on your weakest point and reading is your down fall, how about taking it on directly and learning to stop being insecure about your reading abilities? If you don’t like to swim, don’t, but for safety’s sake, learn how to swim. If you decide never to read again after you have gained the skills necessary to actually interpret a text, which I doubt that you will, that will be a choice you actually make. As it is, if you are a weak reader who does not read now, it is more a case of the tail wagging the dog.
Total __________ Date in __________ Date out __________ Total credit ________
How to do a word study................
How to do a word study................
Introduction:
When we need to communicate something important to us, it often takes a very specific word because what we are trying to say needs to be understood so that we can get our point across. What’s the point of saying something if we really don’t want to be understood? The reality is that most of what we say is not that important and is mainly filler in between grunts just to add to the conversation, but once in a while, we really need to be listened to and then nothing but the right word will do.
Let’s take a look at how vocabulary really works. It is interconnected to the rest of the words that people commonly use, and we all have a social agreement, for the most part, on what we mean most of the time. Some things are a little fuzzy around the edges, and this can cause concerns, misgivings, mistrust, and even anger because we have either said something we did not intend, or we were misunderstood. Sometimes we intend to hurt people’s feelings, but then we realize that all this did was create bad feelings. We may say we really don’t care if we do hurt others, but if we change our minds, it may be that we have burned that bridge and the damage we caused can never be repaired. Be careful of isolating those who might be a big help to you later; it can really backfire.
This is an exercise in seeing how vocabulary works and how the words we use are very far-reaching in how they affect our lives. Pick a word and then do a word study yourself, similar to the example here, to present to the class.
The Assignment:
1. List every word that is in any way connected to the word you choose.
a. List any sources you use to do this assignment so that we can all follow along
and get more information.
b. Alphabetize your list
2. Use the word itself in 5 sentences that reflect your feelings and thoughts about the way
life is or how things go.
3. Define this word as well as you can.
4. Pick a bonus word that people do not know and see if you can present a word that
completely takes them by surprise!
5. Prepare and deliver a presentation of the information you gathered, making sure that
you have covered the use of the word as far as when you might choose this word and
under what circumstances, various meanings of the word, and the part of speech of the
word and therefore its placement in your sentences.
Notes for you:
1. Word choice is called “diction.”
2. Word meaning is called “semantics.”
3. Word order is called “syntax.”
Example Word Study on the Word “Structure”
1. Word Variations
http://www.google.com/search?hl=en&rlz=1W1GGLD_en&ei=UYuaSoPMG9fvnQfCrbjABQ&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=root+word+struct&spell=1
https://www.msu.edu/~defores1/gre/roots/gre_rts_afx2.htm
http://www.visualthesaurus.com/
construct
constructed
constructing
construction
constructions
constructive criticism
constructivism
constructor
constructors
constructs
construe
construed
construes
construing
contructivist
contructivists
destroy
destroyed
destroying
destructible
destruction
destructive
destructor
industrial
industrialist
industrialists
industries
industry
instruct
instructed
instructed
instructing
instruction
instructions
instructor
instructors
instructs
instrument
instrumental music
instrumentalist
meta-structure
misconstrue
misconstrued
misconstruing
obstruct
obstructing
obstruction
obstructionist
obstructive
obstructivist
obstructivists
obstructs
reconstruct
reconstructed
reconstruction
reconstructionist
reconstructionists
reconstructivist
reconstructs
restructure
restructured
restructures
structural integrity
structuralism
structure
structured settlements
structures
structuring
substructure
2. Sentences
a. I believe that there is an underlying structure of the universe, an ultimate reality, but I do not believe in accidents since every motion and motive can be accounted for in the scheme of things as having had a cause and an effect. (43 words)
b. The structure of my classroom is built on a foundation of shared co-operation and responsibility; I have a clear vision that learning how to think is more important that learning what to think, and so I teach clear thinking. (39 words)
c. Although we cannot predict the future, we can observe the structure of history as a series of events which present human emotions and values as having a thematic pattern of development, and so, since we can have some reasonable expectation of what will happen given what has occurred, we can develop a plausible game plan upon which to base our decisions. (61 words)
d. Structure, as a concept, seems to predict that the pattern of events of the past will in some way necessarily continue into the future, but there is always the off chance that things in the past were unique and will not duplicate themselves in the future, and this creates the necessity of always having a “Plan B,” just in case. (60 words)
e. In developing a sense of the complex structure of life, one of the most basic ideas I have come across is that learning how to respond instead continuing of react helps me to stay focused on what I need to do to keep myself in check so that I don’t become judgmental and bitter about my own life. (58 words)
3. Definition
Structure is a very necessary word in my personal vocabulary. It comes from the root, “stru,” which means to build. I always immediately think of the foundation upon which I might build something, and this gives me a sense of the structure. Think of a foundation, a building with walls, and a roof; at a certain point these concepts really can’t be taken apart since they are all parts that go into making the whole. What is this idea standing on? What’s holding up the basic understanding of this concept? What ideas would I have to hold in my mind or heart in order to say that this idea has real and solid structure? When I build something, I think of the materials, the plans, the workmanship, and the use or value of the structure to be built. Structure is both the way something is built and the building itself. I want to understand the why’s and how’s of a project as well as the in’s and out’s of the purpose for building it. Structure is the sustaining organization of the ideas and materials that go into a building, and so the structure itself, even the building, is and has structure, integrity, and development. I want to understand the deep structure, the essential nature, the craftsmanship, and the purpose of the existence of everything, and so I seek to understand its structure.
Structure is the name of anything that is built, often a house or barn, and so it is often used as a noun; the test for a noun is that we can have two of them, as in, “My property has two structures on it.”
http://www.visualthesaurus.com/
4. My Bonus word………………Osculation:
Osculation involves two people.
You can osculate with anyone, but some people are more fun to osculate than others.
Some people you osculate just to be polite.
In some countries, men osculate men, but women osculate each other in almost all countries.
Men often osculate a woman’s hand, but sometimes her neck.
We often have to osculate things we wish we didn’t.
An osculation can be a good luck wish, a good-bye sign, or a hello sign.
I saw two people osculating at Java Jack’s on Saturday.
Dogs osculate with their tongues.
SpongeBob’s grandmother osculated him on the cheek.
Raise your hand if you know what the word “osculation” means.
Hint: How long is an osculation?
5. My Presentation Grade is ______, because _________
Introduction:
When we need to communicate something important to us, it often takes a very specific word because what we are trying to say needs to be understood so that we can get our point across. What’s the point of saying something if we really don’t want to be understood? The reality is that most of what we say is not that important and is mainly filler in between grunts just to add to the conversation, but once in a while, we really need to be listened to and then nothing but the right word will do.
Let’s take a look at how vocabulary really works. It is interconnected to the rest of the words that people commonly use, and we all have a social agreement, for the most part, on what we mean most of the time. Some things are a little fuzzy around the edges, and this can cause concerns, misgivings, mistrust, and even anger because we have either said something we did not intend, or we were misunderstood. Sometimes we intend to hurt people’s feelings, but then we realize that all this did was create bad feelings. We may say we really don’t care if we do hurt others, but if we change our minds, it may be that we have burned that bridge and the damage we caused can never be repaired. Be careful of isolating those who might be a big help to you later; it can really backfire.
This is an exercise in seeing how vocabulary works and how the words we use are very far-reaching in how they affect our lives. Pick a word and then do a word study yourself, similar to the example here, to present to the class.
The Assignment:
1. List every word that is in any way connected to the word you choose.
a. List any sources you use to do this assignment so that we can all follow along
and get more information.
b. Alphabetize your list
2. Use the word itself in 5 sentences that reflect your feelings and thoughts about the way
life is or how things go.
3. Define this word as well as you can.
4. Pick a bonus word that people do not know and see if you can present a word that
completely takes them by surprise!
5. Prepare and deliver a presentation of the information you gathered, making sure that
you have covered the use of the word as far as when you might choose this word and
under what circumstances, various meanings of the word, and the part of speech of the
word and therefore its placement in your sentences.
Notes for you:
1. Word choice is called “diction.”
2. Word meaning is called “semantics.”
3. Word order is called “syntax.”
Example Word Study on the Word “Structure”
1. Word Variations
http://www.google.com/search?hl=en&rlz=1W1GGLD_en&ei=UYuaSoPMG9fvnQfCrbjABQ&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=root+word+struct&spell=1
https://www.msu.edu/~defores1/gre/roots/gre_rts_afx2.htm
http://www.visualthesaurus.com/
construct
constructed
constructing
construction
constructions
constructive criticism
constructivism
constructor
constructors
constructs
construe
construed
construes
construing
contructivist
contructivists
destroy
destroyed
destroying
destructible
destruction
destructive
destructor
industrial
industrialist
industrialists
industries
industry
instruct
instructed
instructed
instructing
instruction
instructions
instructor
instructors
instructs
instrument
instrumental music
instrumentalist
meta-structure
misconstrue
misconstrued
misconstruing
obstruct
obstructing
obstruction
obstructionist
obstructive
obstructivist
obstructivists
obstructs
reconstruct
reconstructed
reconstruction
reconstructionist
reconstructionists
reconstructivist
reconstructs
restructure
restructured
restructures
structural integrity
structuralism
structure
structured settlements
structures
structuring
substructure
2. Sentences
a. I believe that there is an underlying structure of the universe, an ultimate reality, but I do not believe in accidents since every motion and motive can be accounted for in the scheme of things as having had a cause and an effect. (43 words)
b. The structure of my classroom is built on a foundation of shared co-operation and responsibility; I have a clear vision that learning how to think is more important that learning what to think, and so I teach clear thinking. (39 words)
c. Although we cannot predict the future, we can observe the structure of history as a series of events which present human emotions and values as having a thematic pattern of development, and so, since we can have some reasonable expectation of what will happen given what has occurred, we can develop a plausible game plan upon which to base our decisions. (61 words)
d. Structure, as a concept, seems to predict that the pattern of events of the past will in some way necessarily continue into the future, but there is always the off chance that things in the past were unique and will not duplicate themselves in the future, and this creates the necessity of always having a “Plan B,” just in case. (60 words)
e. In developing a sense of the complex structure of life, one of the most basic ideas I have come across is that learning how to respond instead continuing of react helps me to stay focused on what I need to do to keep myself in check so that I don’t become judgmental and bitter about my own life. (58 words)
3. Definition
Structure is a very necessary word in my personal vocabulary. It comes from the root, “stru,” which means to build. I always immediately think of the foundation upon which I might build something, and this gives me a sense of the structure. Think of a foundation, a building with walls, and a roof; at a certain point these concepts really can’t be taken apart since they are all parts that go into making the whole. What is this idea standing on? What’s holding up the basic understanding of this concept? What ideas would I have to hold in my mind or heart in order to say that this idea has real and solid structure? When I build something, I think of the materials, the plans, the workmanship, and the use or value of the structure to be built. Structure is both the way something is built and the building itself. I want to understand the why’s and how’s of a project as well as the in’s and out’s of the purpose for building it. Structure is the sustaining organization of the ideas and materials that go into a building, and so the structure itself, even the building, is and has structure, integrity, and development. I want to understand the deep structure, the essential nature, the craftsmanship, and the purpose of the existence of everything, and so I seek to understand its structure.
Structure is the name of anything that is built, often a house or barn, and so it is often used as a noun; the test for a noun is that we can have two of them, as in, “My property has two structures on it.”
http://www.visualthesaurus.com/
4. My Bonus word………………Osculation:
Osculation involves two people.
You can osculate with anyone, but some people are more fun to osculate than others.
Some people you osculate just to be polite.
In some countries, men osculate men, but women osculate each other in almost all countries.
Men often osculate a woman’s hand, but sometimes her neck.
We often have to osculate things we wish we didn’t.
An osculation can be a good luck wish, a good-bye sign, or a hello sign.
I saw two people osculating at Java Jack’s on Saturday.
Dogs osculate with their tongues.
SpongeBob’s grandmother osculated him on the cheek.
Raise your hand if you know what the word “osculation” means.
Hint: How long is an osculation?
5. My Presentation Grade is ______, because _________
Thursday, August 27, 2009
Let's get this party started!
A few of the students are blazing ahead and getting many things done, but some are still thinking that they have a million years to get their work finished. I find it interesting that they will lead with the same addictive thinking that got them here in the first place. Humans are so predictable! That's why I'm here.
I asked them to tell me what they thought good students, successful students, do to succeed, and they knew full-well what those little suckers do! "Study, pay attention, strive to understand, work with the materials, do the homework, and use your common sense and almost everything will turn out okay" is the basic sense of it all if you want to get along in school. You can't sit on the sidelines; you have to really get your feet wet and your back has to push into it.
I asked them what it takes to fail. They had no mercy whatsoever! "Sit on your backside, talk to your friends, stop paying attention, fool around, don't do the homework, and text message during assignments and lectures and you are bound to fail!" They knew every trick in the book, and so when I asked them this, they just about fell out. "If we know what to do, why don't we do it?" Teachers have to repeat everything eleventy-7 times, play games, light their hair on fire, use tricks, make posters, do a stand up comedy routine, and keep up with the entire technological culture just to have a clue as to what might work if they want to get a chance at helping these kids. What are kids supposed to do and what are their responsibilities? They knew exactly!
What are parents supposed to do to help the situation? Plenty! First off, go get your kid's iPod! Put on the headphones, turn down the volume, turn on the machine, and prepare to get blown away! Secondly, get that kid to eat dinner with you. Talk to your kids like they are not stupid. Don't think their problems don't count because they have a way of making them count. Rehab is 20 G's a week! Jail is a bout $4,000 to start with. They can wreck a business or bust up a family. They can even smash a classroom, if you don't show them that they are the end all and be all of all things important. If this was not your thought when you created the little buggers, then you are in for a rude awakening.
In my class, the kids are the reason I am here. They get whatever they really need, but I pay almost no attention to what the want. I'm a tough-love rough-neck. The most trouble I have is convincing them that there is not an endless supply of paper in the printer, and once I train them to refill the paper tray, the trouble is over. Once that first roll of twenty copies of some paper comes out of the printer and I find out who wasted my supplies, the heat is on and the understanding is now beginning. I'm on a budget, my time is valuable, and the ink is in short supply. I can talk non-stop for hours at a time, and this is not a skill I waste on the initiated since they know better already.
As one kid put it so well years ago, "Man, I tried all that and none of it works, so you might as well go ahead and do it because he's going to wear you down anyway." When it comes to anyone trying to convince me of anything, I'm thick as a brick and twice as tasty. Once my mind is made up, I am totally unbending. These kids are going to learn how to communicate who they are, and that is all there is to it. My love for them is not predicated on their agreeing with me, but if they want a moment's peace while they are within a hundred yards of me, they will make every effort to learn how to communicate their needs and how to meet the needs of others. Any questions?
runningturtle87
I asked them to tell me what they thought good students, successful students, do to succeed, and they knew full-well what those little suckers do! "Study, pay attention, strive to understand, work with the materials, do the homework, and use your common sense and almost everything will turn out okay" is the basic sense of it all if you want to get along in school. You can't sit on the sidelines; you have to really get your feet wet and your back has to push into it.
I asked them what it takes to fail. They had no mercy whatsoever! "Sit on your backside, talk to your friends, stop paying attention, fool around, don't do the homework, and text message during assignments and lectures and you are bound to fail!" They knew every trick in the book, and so when I asked them this, they just about fell out. "If we know what to do, why don't we do it?" Teachers have to repeat everything eleventy-7 times, play games, light their hair on fire, use tricks, make posters, do a stand up comedy routine, and keep up with the entire technological culture just to have a clue as to what might work if they want to get a chance at helping these kids. What are kids supposed to do and what are their responsibilities? They knew exactly!
What are parents supposed to do to help the situation? Plenty! First off, go get your kid's iPod! Put on the headphones, turn down the volume, turn on the machine, and prepare to get blown away! Secondly, get that kid to eat dinner with you. Talk to your kids like they are not stupid. Don't think their problems don't count because they have a way of making them count. Rehab is 20 G's a week! Jail is a bout $4,000 to start with. They can wreck a business or bust up a family. They can even smash a classroom, if you don't show them that they are the end all and be all of all things important. If this was not your thought when you created the little buggers, then you are in for a rude awakening.
In my class, the kids are the reason I am here. They get whatever they really need, but I pay almost no attention to what the want. I'm a tough-love rough-neck. The most trouble I have is convincing them that there is not an endless supply of paper in the printer, and once I train them to refill the paper tray, the trouble is over. Once that first roll of twenty copies of some paper comes out of the printer and I find out who wasted my supplies, the heat is on and the understanding is now beginning. I'm on a budget, my time is valuable, and the ink is in short supply. I can talk non-stop for hours at a time, and this is not a skill I waste on the initiated since they know better already.
As one kid put it so well years ago, "Man, I tried all that and none of it works, so you might as well go ahead and do it because he's going to wear you down anyway." When it comes to anyone trying to convince me of anything, I'm thick as a brick and twice as tasty. Once my mind is made up, I am totally unbending. These kids are going to learn how to communicate who they are, and that is all there is to it. My love for them is not predicated on their agreeing with me, but if they want a moment's peace while they are within a hundred yards of me, they will make every effort to learn how to communicate their needs and how to meet the needs of others. Any questions?
runningturtle87
Tuesday, August 25, 2009
Today we will be discussing memorization, and here is something I got from Rich Allen over at Greenlight education.net.
1. sun
2. eyes
3. triangle
4. stove
5. fingers
6. sticks
7. up
8. octopus
9. line
10. hen
11. fence
12. egg
13. black cat
14. heart
15. fame
16. driving
17. magazine
18. vote
19. remote
20. vision
1. sun……………..the sun is round
2. eyes…………….I have two eyes
3. triangle…………a triangle has three sides
4. stove……………there are four burners on a stove top
5. fingers………….I have five fingers
6. sticks……………pick up sticks
7. up……………….the drink is 7UP.
8. octopus………….an octopus has 8 tentacles
9. line……………...nine rhymes with line
10. hen……………...ten rhymes with hen
11. fence…………….11 looks like a picket fence
12. egg………………eggs come in a box of a dozen
13. black cat………….13 is unlucky like a black cat
14. heart………………February 14th is Valentines Day, and I give my heart
15. fame………………everyone has 15 minutes of fame
16. driving……………At 16 you get your driving license
17. magazine………….A popular magazine is 17 Magazine
18. vote……………….when you turn 18 you can vote
19. remote…………….a 19 inch TV has a remote
20. vision……………..I have 20-20 vision
The trick is to use the expressions with the motions to have both kinesthetic and auditory learning happening; this puts the words deeper into your memory. If you just say the word without any way for your mind to hook onto it, it will just fade into unimportance.
Let’s take a second group of words and add them on top of the first group.
1. noun
2. pronoun
3. adjective
4. verb
5. adverb
6. interjection
7. conjunction
8. preposition
9. essay
10. subject
11. direct object
12. indirect object
13. object of a preposition
14. predicate noun
15. appositive
16.predicate adjective
17. participle
18. gerund
19. infinitive
20. grammar
We look at a stack of heavy words like this and we think of it as overwhelming, but they are only words. No big deal! Right?
1. noun……………Nouns NAME things and our star is the sun.
2. pronoun…………I can see with my eyes that pro-nouns take the place of nouns
3. adjective………..a triangle has three sides as described by AN adjective
4. verb……………..a stove can burn you and verbs show action
5. adverb……………my VERY fast fingers add to the verb
6. interjection……….I picked up a stick and stubbed my toe, OUCH! Interjection!
7. conjunction……….Drinking 7UP with a bottle AND my lips, conjunction
8. preposition………..An octopus had a preposition (IN each) (OF his tentacles.)
9. essay………………Essays cross the line by having an OPINION
10. subject……………Ten loud HENS were the subject (of the sentence) she wrote
11. direct object………I directly painted my FENCE, Direct object! DO!
12. indirect object…….The chicken gave ME an egg, indirect object. IO!
13. object of a preposition…..I hear the meow (of a big black CAT,) OP!
14. predicate noun…………She is MY GIRL, and I heart her. Predicate noun; PN.
15. appositive…………...My best friend, TIGER, is famous…I’m a’positive of that!
16.predicate adjective…..My driving is CRAZY, so my driving is what? PA
17. participle……………PRINTED magazines are part hype with a sip of truth
18. gerund………………Voting are der Germans und der breaking down zer vall.
19. infinitive……In the remote future I want TO HAVE an infinitive amount of money
20. grammar……I have a vision of grammar as a pile of DO-DO.
This is a great way to memorize anything in the world.
runningturtle87
1. sun
2. eyes
3. triangle
4. stove
5. fingers
6. sticks
7. up
8. octopus
9. line
10. hen
11. fence
12. egg
13. black cat
14. heart
15. fame
16. driving
17. magazine
18. vote
19. remote
20. vision
1. sun……………..the sun is round
2. eyes…………….I have two eyes
3. triangle…………a triangle has three sides
4. stove……………there are four burners on a stove top
5. fingers………….I have five fingers
6. sticks……………pick up sticks
7. up……………….the drink is 7UP.
8. octopus………….an octopus has 8 tentacles
9. line……………...nine rhymes with line
10. hen……………...ten rhymes with hen
11. fence…………….11 looks like a picket fence
12. egg………………eggs come in a box of a dozen
13. black cat………….13 is unlucky like a black cat
14. heart………………February 14th is Valentines Day, and I give my heart
15. fame………………everyone has 15 minutes of fame
16. driving……………At 16 you get your driving license
17. magazine………….A popular magazine is 17 Magazine
18. vote……………….when you turn 18 you can vote
19. remote…………….a 19 inch TV has a remote
20. vision……………..I have 20-20 vision
The trick is to use the expressions with the motions to have both kinesthetic and auditory learning happening; this puts the words deeper into your memory. If you just say the word without any way for your mind to hook onto it, it will just fade into unimportance.
Let’s take a second group of words and add them on top of the first group.
1. noun
2. pronoun
3. adjective
4. verb
5. adverb
6. interjection
7. conjunction
8. preposition
9. essay
10. subject
11. direct object
12. indirect object
13. object of a preposition
14. predicate noun
15. appositive
16.predicate adjective
17. participle
18. gerund
19. infinitive
20. grammar
We look at a stack of heavy words like this and we think of it as overwhelming, but they are only words. No big deal! Right?
1. noun……………Nouns NAME things and our star is the sun.
2. pronoun…………I can see with my eyes that pro-nouns take the place of nouns
3. adjective………..a triangle has three sides as described by AN adjective
4. verb……………..a stove can burn you and verbs show action
5. adverb……………my VERY fast fingers add to the verb
6. interjection……….I picked up a stick and stubbed my toe, OUCH! Interjection!
7. conjunction……….Drinking 7UP with a bottle AND my lips, conjunction
8. preposition………..An octopus had a preposition (IN each) (OF his tentacles.)
9. essay………………Essays cross the line by having an OPINION
10. subject……………Ten loud HENS were the subject (of the sentence) she wrote
11. direct object………I directly painted my FENCE, Direct object! DO!
12. indirect object…….The chicken gave ME an egg, indirect object. IO!
13. object of a preposition…..I hear the meow (of a big black CAT,) OP!
14. predicate noun…………She is MY GIRL, and I heart her. Predicate noun; PN.
15. appositive…………...My best friend, TIGER, is famous…I’m a’positive of that!
16.predicate adjective…..My driving is CRAZY, so my driving is what? PA
17. participle……………PRINTED magazines are part hype with a sip of truth
18. gerund………………Voting are der Germans und der breaking down zer vall.
19. infinitive……In the remote future I want TO HAVE an infinitive amount of money
20. grammar……I have a vision of grammar as a pile of DO-DO.
This is a great way to memorize anything in the world.
runningturtle87
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