Scores for Grammar Quiz #3: Relative Clauses

Student 1: 80%
Student 2: 80%
Student 3: 95%
Student 4: 93%
Student 5: 70%
Student 6: 90 %

Scores for Vocab Quiz # 2

Student 1:
Student 2: 20%, re-take 65%
Student 3: 50%, re-take 85%
Student 4: 90%
Student 5:
Student 6: 100%

Scores for Linguistic Ethnography Research Paper

Student 1: 73%
Student 2: 97%
Student 3: 99%
Student 4: 83%
Student 5: 77%

Review of Relative Pronouns

Which Versus That

Which

That

·      Inessential clauses (info not necessary to complete meaning of sentence) ·      Use commas ·      Ex: That book, which I read over the weekend, was a real page-turner. ·      British English: interchangeable with "that” ·      American English: not interchangeable with “that”

·      Essential clauses (necessary info to complete meaning of sentence) ·      Don’t use commas ·      Ex: The book that you gave me was a real page-turner. ·      Informal English: sometimes used interchangeably with “who” ·      Be careful: it can be considered offensive to call a person “that,” because “that” is supposed to be used to refer to objects/things. ·      Standard English: usually not interchangeable with “who” (exception: groups of people, for ex. “The students that came to class yesterday will know the answer.”)

Who Versus Whom

Who

Whom

·      Subjective relative pronoun (ie. the one who is doing the action) ·      First, find the verb. Whoever is doing the action is the subject of the clause. ·      Ex: The woman who wrote that book is speaking at the library this weekend. (Who wrote the book? The woman wrote the book.) ·      Ex: Ms. Apple, who taught us last year, is going to be our teacher next year. (Who taught us? Ms. Apple taught us.)

·      Objective relative pronoun (ie. the one who receives the action) ·      Find the verb. The one doing the action is the subject, and the one receiving the action is the object. ·      Ex: The woman whom you met at the fundraiser last month is here. (Who met the woman? You met the woman. Who is being met? The woman.) ·      Ex: The man, whom I could have sworn I had never seen before in my life, greeted me by name. (Who had not seen the man? I had not seen the man. Who had not been seen? The man.) ·      To check, try replacing it with other objective pronouns like “her,” “him,” or “them.” (Whom did you meet? You met her.) ·      Used more often in formal, written English

More Info About Differences in British/American Common/Standard Usage of Which and That

Two Useful Links:

http://www.writingforward.com/grammar/grammar-rules/that-and-which

http://www.quickanddirtytips.com/education/grammar/which-versus-that-0

Everyone Has an Accent-- This is Ms. Baker's! :)

The character Avery from the TV show "30 Rock" had a Maryland accent. We have a similar accent in South-Central PA, where I grew up. :)

Katy Perry "The One That Got Away" Practice relative clauses!

Glee Covers Whitney Houston's "I Wanna Dance With Somebody (Who Loves Me)" Practice relative clauses!

Relative Clauses Video 2

Relative Clauses: Video 1

Essay Hooks

Handout from Paulding County Schools

A hook is named for its ability to catch the reader’s attention and make the reader want to read on. It is essential that stories, news articles, and especially essays begin with good hooks because a writer is often judged within the first few sentences. Just as the news tries to stimulate our fears by announcing a “danger in our water supply,” a writer must try to bring the reader from his or her world into the world of the essay. This is done with a few choice words at the beginning of the essay: the infamous hook.
It is not easy to think of how to make someone want to read an essay about a novel. It’s not even easy to make them want to read some novels. The key is to say something that the reader can relate to by bringing the theme of the novel you are discussing to the forefront and applying it to current “fascinating” topics of discussion.

Startling Statement good and evil theme
All human beings are capable of the most gruesome crimes imaginable. It is only because of the customs and controls of civilization that we do not become brute savages. 

Quote from Literature Utopia theme
“But I like the inconveniences.”
“We don’t,” said the Controller. “We prefer to do things comfort- ably.”
“But I don’t want comfort. I want God, I want poetry, I want real danger, I want freedom, I want goodness. I want sin.” BNW 

Quote from Another Source leadership or insecurity theme
“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, which most frightens us.” Nelson Mandela 

Rhetorical Question justice system theme
How would you feel if you found out that the murderer of the per- son you loved most in the world was about to be set free after only two years in prison? 

Shocking Statistic depression theme
On a recent anonymous survey, over ninety percent of high school males admitted to secretly enjoying the music of 'N Sync and to practicing their "hot dance moves."

Anecdote/Scenario courage theme
A close friend of mine was in the Vietnam War and he admitted to me that he was terrified every time he had to go into battle. Even so, I consider him one of the most courageous men I have ever known. It is not the absence of fear that defines courage, but the ability of one to force oneself to take action in spite of fear. 

Analogy superficiality theme
The models that grace the pages of magazines seem to be better than anyone we have ever met: they seem elegant, untouchable, and perfect. But, just as magazine covers are manipulated to hide imperfections, we, too, sometimes fool ourselves into ignoring the flaws of individuals whom we have built up to be perfect beings. 


Source: http://www.paulding.k12.ga.us/userfiles/2576/hooks.pdf

Wikipedia Pages for Media Companies

21st Century Fox:
http://en.wikipedia.org/wiki/21st_Century_Fox

CNN:
http://en.wikipedia.org/wiki/CNN

NPR:
http://en.wikipedia.org/wiki/NPR

Who Owns the Media? (links)

Freepress.net
http://www.freepress.net/ownership/chart

Pew Research Journalism Project
http://www.journalism.org/packages/state-of-the-news-media-2014/

Links to News Stories for Media Literacy Reading Assignment

Fox News:
"Obama heads to Vegas to rally support for immigration overhaul"
http://www.foxnews.com/politics/2014/11/21/in-immigration-speech-obama-will-announce-protective-status-for-two-groups/

CNN:
"On immigration, a tale of two presidents"
http://www.cnn.com/2014/11/20/politics/obama-immigration-bush/index.html?hpt=hp_t1

NPR:
"Obama Goes It Alone, Shielding Up To 5 Million Immigrants From Deportation"
http://www.npr.org/blogs/thetwo-way/2014/11/20/365519963/obama-will-announce-relief-for-up-to-5-million-immigrants

USA Today:
"Obama declares 'lawful action' to protect 5M immigrants"
http://www.usatoday.com/story/news/nation/2014/11/20/obama-immigration-josh-earnest/19316835/

Directions for Linguistic Ethnography Paper

            This project will give you the chance to research how language is used in real-life situations, in a way that reading books and studying grammar cannot. You will get the chance to think critically about the ways in which language can be a tool that either empowers or disempowers. You will express your thoughts clearly, using the grammar, vocabulary and organization that we have worked on this year.

            In this paper, you will present your observations in five-paragraph essay format. Please choose one of the following thesis statements.

1.     Overall, the ways that language is used at my school serve to empower me.

2.     Overall, the ways that language is used at my school serve to disempower me.

3.     In some contexts, the ways that language is used at my school empower me, while in other contexts, they disempower me.

In your three supporting paragraphs, provide at least three examples from your research that support your thesis statement. For example, if you argue that language use at SCH is empowering and disempowering at the same time, you might write two supporting paragraphs about empowering situations and one paragraph about a disempowering situation. Perhaps in one paragraph, you might choose to discuss how you sometimes feel able to express yourself in ways that monolingual people, (people who can only speak one language,) cannot, by switching back and forth between languages in order to use words that are unique to each language. Conversely, in another paragraph, you might choose to explore times when you feel you are not able to express yourself because using Chinese might cause others to react negatively in a certain situation. Be sure to use direct quotes from your classmates to support your statements. Finally, be sure to wrap up your thoughts with a conclusion paragraph.

Deadlines:

• Nov. 25: show research notes
• Dec. 9: 1st draft due-- turn in to Ms. Baker and give one copy to a classmate for peer editing
• Dec. 11: complete peer editing
• Dec. 16: final draft due

  
**Late policy: For each day an assignment is late, five percentage points will be deducted from your final score.

Grammar	Vocabulary	Organization	Complexity	Required Elements
3: Few (5 or fewer) minor grammatical errors that do not interfere with comprehension	3: Includes 3 or more new vocabulary words from vocab workbook. Uses almost all words correctly, with 1-0 words used incorrectly. Words are precise and clearly convey meaning.	3: Includes intro paragraph with thesis sentence, three supporting paragraphs, and a conclusion. Examples strongly support thesis. Tight cohesion: uses transitional words and phrases and other cohesive devices.	3: Varied sentence structures and lengths. Includes simple sentences, compound sentences, (which use FANBOYS,) and complex sentences, (which contain dependent clauses.) Contains 1-0 run-ons or fragments.	3: Contains 6 direct quotes from classmates, using proper punctuation. Incorporates examples from at least 3 of the assigned research topics in supporting paragraphs.
2: Some (10 or fewer) grammatical errors that somewhat interfere with comprehension	2: Includes 2 new vocab words from vocab workbook. Uses most words correctly, with 2 or fewer used incorrectly. Words are mostly precise, with some vagueness that may impede expression.	2: Follows five-paragraph structure but does not fully develop all paragraphs. Examples support thesis. Shows some cohesion but may contain 1 or 2 jarring transitions.	2: Somewhat varied sentence structure and lengths. May rely heavily on simple and compound sentences. Contains 2 or fewer run-ons or fragments.	2: Contains 5 direct quotes from classmates, with 1 or 2 minor errors in punctuation. Incorporates examples from at least 3 of the assigned research topics, but some examples may be under-developed.
1: Many (11 or more grammatical errors that interfere significantly with comprehension	1: Includes 1-0 vocab words from vocab workbook. Uses 3 or more words incorrectly. Words are often imprecise, and this vagueness impedes expression.	1: Shows some elements of five-paragraph structure but some paragraphs may be omitted or under-developed. Examples weakly support thesis. Lacks cohesion; many jarring transitions that interfere with comprehension.	1: Little variation in sentence structure and lengths; relies heavily on simple and compound sentence. May contain few (2 or fewer) complex sentences. Contains 3 or more run-ons or fragments.	1: Contains 4 or fewer direct quotes from classmates, with several errors in punctuation. Incorporates examples from 2 or fewer of the assigned research topics. May have underdeveloped examples.

Linguistic Ethnography Research Project

For this project, you will compare and contrast the language used by two groups of people: Chinese international students at SCH and American-born students at SCH.

First, you must do some research. Observe your friends and classmates speaking in class, in the hallways, via text, on social media, and at home. Do not spy on them, please! Only observe conversations and messages intended for you. As you are doing this, write down some notes. You will need to provide six direct quotes from your classmates, which means their exact words. The quotes should support your observations. Make sure you use quotation marks properly, but do not use people's real names. Please make up aliases (fake names) for your classmates.  Also, please do not include anyone's personal information in the quotes. For example, please do not include any quotes about a specific problem a classmate is having with her parents. It is important to respect others' privacy.

Please research the following questions:

1. Language: When and why do you and your classmates choose to or need to speak English? When and why do you and your classmates choose to speak Chinese? When do you switch back and forth between languages in the middle of a sentence (code switching?) Do you ever notice your American-born classmates speaking other languages? When?

2. Formal vs colloquial language: Where do you observe your classmates using slang terms? What are some examples of slang terms that you have heard? Where do students avoid using slang terms? Where do you observe your classmates using more formal or academic language? Are there any differences in the use of formal versus colloquial language between your Chinese and American friends?

3. Turn taking: When do you notice speech overlap, which means interrupting or talking while others are talking? When don't you notice your classmates doing this? Are there any differences between your Chinese and American friends? Do any particular people seem to speak for more time than others in conversations? Why do you think this is? Does anyone else decide who speaks, (for example, the teacher?) How does this person determine who gets to speak, (for example, choosing students who raise their hands, calling on random students, or allowing students to speak freely?) Do any particular people seem to speak more or less than others? Why do you think this is?

4. Volume: How loudly do your friends and classmates speak in different locations and situations? Are there any differences between your Chinese and American friends?

5. Body language: What kind of body language do your friends and classmates exhibit in different locations and situations? Are there any differences between your Chinese and American friends?

Vocab Quiz #1 Scores

Student 1: 100%
Student 2: 40% retake: 70%
Student 3: 90%
Student 4: 95%
Student 5: 50%
Student 6: 100%

Heat-- Bill Nye the Science Guy

Listening Practice: Bill Nye the Science Guy Explains Germs!

Poster Scores

Student 1: 100%
Student 2: 90%
Student 3: 100%
Student 4: 100%
Student 5: 100%
Student 6: 100%

Learning Harry Potter's Magic Spells With Root Words

Root Words VID + VIS

Listening Practice: NOVA mini-series narrated by Neil Degrasse Tyson

Angel's Comic About The Grimm Legacy

More Conjunctive Adverbs

http://writing.wisc.edu/Handbook/ConjAdv.html

Justin Bieber is going to help you with conjunctions. Sort of.

"Roar" Katy Perry lyric video (conjunctions)

Katy Perry "Roar" (conjunctions practice)

Review of Conjunctions

http://grammar.ccc.commnet.edu/grammar/conjunctions.htm

Subordinate Conjunctions Cartoon

"Correlative Conjunctions Song" by Melissa

"Conjunctive Adverbs Song" by Julie Schultz

"Conjunction Junction" by Schoolhouse Rock (review of coordinating conjunctions)

Quiz #2 Scores: S/V Agreement and Complete Sentences

Student 4: 90%
Student 3: 97%
Student 2: 67% retake: 83%
Student 5: 75%
Student 6: 92%
Student 1: 85%

"Everybody Knows" by John Legend (subject-verb agreement practice-- indefinite pronouns)

(It should say, "I wish we had given it one more try," but just ignore that part.)

"Nobody Knows" by Pink (subject-verb agreement practice-- indefinite pronouns)

Roger's Interview of "Justin Bieber"

Roger's Comic About Of Mice and Men p. 1-26

Of

Scores from Video Project #1

Student 2: (1st vid) 14/15 + (2nd vid) 15/15 = 29/30 = 97%
Student 3: (1st vid) 14.5/15 + (2nd vid) 15/15 = 29.5/30 = 98%
Student 5: (1st vid) 15/15 + (2nd vid) 15/15 = 30/30 = 100%
Student 1: (1st vid) 15 + (2nd vid) 14/15 = 29/30 = 97%
Student 4:  (1st vid) 13.5 + (2nd vid) 15/15 = 28.5/30 = 95%

"The Pictures on My Wall" Echo and the Bunnymen (prepositional phrases)

"Pictures On My Wall"

Can you hear it?
The sound of something burning
Something changing
On the merry-go-round tonight

The pictures on my wall
Are about to swing and fall
Love it all
Love it all

Ooh, we should have
Should have got it right
Ooh, we should have
Should have got it right tonight

People come
I count every one
Faces burning, hearts beating
Nowhere left for us to run

The pictures on my wall
Are about to swing and fall
Love it all
Love it all

Ooh, we should have
Should have got it right
Ooh, we should have
Should have got it right tonight

Can you hear it
The sound of someone thinking
Someone thinking
On the merry-go-round tonight

The pictures on my wall
Are about to swing and fall
Love it all
Love it all

Prepositional Phrases-- Schoolhouse Rock

"Just the Way You Are" by Bruno Mars (subject-verb agreement practice)

"We Are Never Getting Back Together" by Taylor Swift (subject-verb agreement practice)

"What Does the Fox Say?" by Ylvis (subject-verb agreement practice)

Writing Complete Sentences-- Zapping Run-Ons Cartoon

Complete Sentences-- Subjects and Predicates Song

Subject-Verb Agreement Cartoon

Link to Storyboard-Creating Website

http://www.storyboardthat.com/

Scores for Grammar Quiz #1: Present Perfect

Student 1: 80%
Student 2: 80%
Student 3: 90%
Student 4: 75%
Student 5: 80%

Rubric for Speaking

3- Generally uses correct grammar and varied structures, with a few mistakes that do not interfere with comprehension	3- Generally speaks fluently, with only occasional halting	3- Generally uses correct pronunciation and intonation, with only a few mistakes that do not interfere with comprehension	3- Generally responds appropriately to topic and remains focused on topic, using transitions when necessary	3- Generally uses appropriate and high-level vocabulary, with a few mistakes that do not interfere with comprehension
2- Sometimes uses correct grammar and varied structures, with several mistakes that slightly interfere with comprehension	2- Sometimes speaks fluently, sometimes haltingly	2- Sometimes uses correct pronunciation and intonation, sometimes making mistakes that slightly interfere with comprehension	2- Sometimes focuses on topic and response is somewhat appropriate to topic, with some digressions	2- Sometimes uses appropriate and high-level vocabulary, with several mistakes that slightly interfere with comprehension
1- Rarely uses correct grammar, with numerous mistakes that interfere with comprehension. Mostly uses simple structures.	1- Rarely speaks fluently, and speaks haltingly most of the time	1- Rarely uses correct pronunciation or intonation, using incorrect pronunciation most of the time, which interferes with comprehension	1-Rarely focuses on topic and response is not appropriate to topic	1- Rarely uses appropriate or high-level vocabulary, with numerous mistakes that interfere with comprehension

"Do It Clean" by Echo and the Bunnymen (more present perfect practice!)

Lyrics:
I've got a handful of this
What do I do with it
I've got a barrel of this
What do I do with it
I do it clean
I do it clean
Do it clean
Do it clean know what I mean
Do it clean
Do it clean know what I mean
I mean
Where am I going
Where have I been
Where are you going
Where have I been
I've been here
I've been there
I've been here there everywhere
Here there nowhere
Itzy bitzy witzy witzy was everywhere
I've been here and I've been there
I've been
I had a handful of this
What did I do with it
I had a barrel of this
What did I do with it
Do it clean
Do it clean know what I mean
Do it clean
Do it clean know what I mean
I mean

Present Perfect Practice Situations 1

Present Perfect Tense Practice Situations 2

"Silent All These Years" by Tori Amos (sing and practice present perfect tense!)

"I Still Haven't Found What I'm Looking For" U2 (sing and practice!)

"I've Been Everywhere" by Johnny Cash (sing and practice!)

Another Cartoon Explaining Present Perfect

Cartoon Explaining Present Perfect Tense

Link to Verb Jeopardy S-Z

https://jeopardylabs.com/play/irregular-past-s-z

Link to Verb Jeopardy L-S

https://jeopardylabs.com/play/irregular-past-l-s

Link to Verb Jeopardy F-L

https://jeopardylabs.com/play/irregular-past-f-l

Link to Verb Jeopardy A-E

https://jeopardylabs.com/play/past-a-e 
Apparently, I wrote "become" as the past participle of "be" for one of the answers-- please ignore that question!

Asking Questions

Asking Questions

When you can’t understand someone:

I’m sorry. Could you repeat that, please?

I’m sorry. I didn’t hear you. Could you please say that again slowly?

Did you say X or Y?

Could you say that again, please?

Could you please repeat that?

I’m sorry. I don’t understand what ________ means.

Pardon?

Excuse me?

What was that again?

Asking for clarification:

What do you mean (by that)?

What are you saying?

Could you clarify that?

Clarifying another’s ideas:

Do you mean …

So, what you mean is …

So, what you’re saying is …

I think what s/he means is …

If I understand you correctly, what you’re saying is …

If I’m hearing you correctly,

So, you think that …

So, your idea is …

Clarifying your own ideas:

In other words,

What I mean is …

What I’m trying to say is …

What I wanted to say was …

To clarify …