Henry V Test

The following is a list of the different parts of your Henry V  test on Thursday:

I. Short Answer: answer 4 out of 5

II. Iambic Pentameter: define and demonstrate you know what it is using appropriate symbols

III. Quote ID: answer 5 out of 6
            a. identify the speaker(s)
            b. summarize the meaning in your own words
            c. discuss the significance, placing the quote in context and answering why the quote was
                stated

Feb. 2-26 Formative Assessments

February 2-26

Formative Assessment Evaluation

Name:

Formative Assessment:  A means for students to learn content standards and practice skills that lead to summative assessment.  Examples of these are journal writing, note taking, skills worksheets, in-class activities, homework questions.

Here’s a list of assignments and activities during the month of February.  Check off which ones you completed and give me an indication of what grade you think you earned for those assignments by placing a number between 1 and 10, 10 being the highest (100%).  You should consider how much thought you put into the assignment and the quality of your answers.  Place this on the top of the assignments that you staple together and turn in to me.  Place a star by any assignment you want feedback on. 

Henry V
1.       Pre-Assessment
2.       Radio Lab Cornell Notes
3.       Background Activity
4.       Actively read the whole play and worked on the vocab/question journal
5.       Shakespeare Uncovered Cornell Notes
6.       Salic Law and Old English to Modern Cornell Notes
7.     Wrote a summary of the play
8.     Participated in Socratic Seminar
9.     Actively watched the film
Thesis
1.       Peer edited a paper
2.       Remained focused when working in the lab
Student Led Discussions
1.  Prepared by reading articles
2. Contributed during the discussion
3. Reflected on what you learned

Write an evaluation of your performance in this space:

Shakespeare Uncovered Video

View the video Shakespeare Uncovered and take two sets of Cornell notes on the video.

History of English Language Links

 Directions: Take notes on all four of these texts.

History of English Language Chart

Four Versions of Our Father

Our Father in Old English

How We’d Talk if the English Won in 1066

Words that Changed the World Radio Lab

Click on the link below to listen to the Radio Lab featuring James Shapiro.  Start at minute 22.  Take Cornell notes as you listen.

James Shapiro

American Heritage Dictionary

This is where you can find related words.  Look up the Indo-European roots here.

American Heritage Dictionary

Vocabulary Cards and Question Journal

Henry V

Vocabulary and Question Journal

Part A: Vocabulary

For this unit on Shakespeare’s Henry V we will be immersed in language. Language is dynamic; it grows and morphs and shape-shifts. Language has the power to connect people, start feuds, deepen understanding and inspire the unimaginable. Over the course of the next few weeks we’ll pay attention to how language affects us as readers and as writers. We will investigate meaning and formulate preferences for our own language choices.

As a tool to support this process, you will create vocabulary cards using 3 by 5 or 5 by 8 index cards.  Please choose words that you come across in the play. Choose words that are new to you. This may include a word that you’ve come across several times but never fully understood before now.  Choose words because they’re exciting, weird, surprising, racy, beautiful, ugly, intense, and/or words that are utterly useful and how-did-you-ever-make-it-this-far-without-it. Choose new words for any good reason you can think of.

Please make 15 cards total that covers the scope of the reading. Follow the steps below for each entry (adapted from Eileen Simmons of The National Writing Project):

• Write the root of the word in capital letters in red in the middle of the card. Draw an arrow and write the meaning of the root and the language of its origin.
• Write the prefix in black to the left of the root. Draw an arrow and write the meaning of the prefix.
• Write the suffix in blue to the right of the root. Draw an arrow and write the meaning of the suffix.
• In the lower left corner, write three words with the same root.
• Put your quickdraw in the lower right of the card.
• Write the author's definition and part of speech at the top of the card.

For an example, look at the link on the blog.

Part B: Questioning

Please make 15 entries total that covers the scope of the reading.  For each entry:

·       Ask a question about style, plot, anything you want that is related to the play somehow.  If you need more guidance, consider the 5 different types of questions found on the back of this assignment.

·       Include the page number of the text where you thought of your question.

Question Entry Example:

(1.1.1-5) Is Canterbury plotting against the king in the opening scene when he talks to Ely ? 

Due:                                                    Worth: 30 formative points

WORLD CONNECTION QUESTION:

Write a question connecting the text to the real world.

Example: If you were given only 24 hours to pack your most precious belongings in a back pack and to get ready to leave your home town, what might you pack? (After reading the first 30 pages of NIGHT).

CLOSE-ENDED QUESTION:

Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a "correct" answer.

Example: What happened to Hester Pyrnne's husband that she was left alone in Boston without family? (after the first 4 chapters of THE SCARLET LETTER). OPEN-ENDED QUESTION:

OPEN-ENDED QUESTION:

Write an insightful question about the text that will require proof and group discussion and "construction of logic" to discover or explore the answer to the question.

Example: Why did Gene hesitate to reveal the truth about the accident to Finny that first day in the infirmary? (after mid-point of A SEPARATE PEACE).

UNIVERSAL THEME/ CORE QUESTION:

Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: After reading John Gardner's GRENDEL, can you pick out its existential elements?

LITERARY ANALYSIS QUESTION:

Write a question dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of view, characterization, poetic form, archetypal hero patterns, for example?

Example: In MAMA FLORA'S FAMILY, why is it important that the story is told through flashback? 

Vocabulary Cards for Henry V

Creating the Vocabulary Card

I knew that by closely looking at a single word, students would be able to learn, in addition to the definition of that word, much about the way language works. To advance this understanding, I created what I call the vocabulary card. I called on ideas I'd picked up from Drawing Your Own Conclusions: Graphic Strategies for Reading, Writing and Thinking, by Fran Claggett, that had helped my students go beyond illustrating text to visualize concepts and think metaphorically. I also drew on a vocabulary idea I borrowed and adapted from a writing project colleague who helped her English language learners expand their English by having them write a word on a three-by-five-inch card and then brainstorming and writing related words on the same card. For instance, for baseball, students might write "bat," "ball," "cap," "diamond," and other baseball-related words.

As you will see, the vocabulary card works best with "big" words, such as those found in works with a heavily Latinate vocabulary. Frankenstein, Martin Luther King's Letter from Birmingham Jailand the Declaration of Independence all qualify. Sometimes, I ask students to pick a word from their reading to work with. Other times, I select words, make a word list, cut the list into strips, and have the students draw their word from my Edgar Allan Poe coffee cup.

Now students are ready to go to work. The first step is to divide the word into prefix, root, and suffix—not syllables. I explain that not all words have prefixes and suffixes, but that some will have more than one prefix or suffix. This distinction is not an easy concept for students to grasp.Antirevolutionary, for instance, has seven syllables but only one prefix, two suffixes, and one root word. I model this for the students on the overhead projector, but the lesson seldom takes at this distance, at least not the first time. I need to get closer, to walk around the classroom and explain the difference between syllables and word parts to small groups of students.

Now they are not memorizing; they are digging, performing a kind of literacy detective work.

The next step is to find the meaning of each part of the word. This puts students into territory where they have been before—usually not very successfully. They have memorized lists of prefixes and suffixes and their meanings, but, for the most part, this exercise hasn't much advanced their knowledge. But now they are not memorizing; they are digging, performing a kind of literacy detective work. They discover how to identify the prefix in the dictionary: the in with the hyphen after it; the suffix tion with the hyphen before it. Then I turn the students loose on the fun part. "Find the etymology," I announce.

"The what?" they ask.

I explain that they're looking for the history of the word. "What language was this word before it became English?" This research can be challenging. When they look for the root word forinconceivable, for instance, they'll discover that while the root word is conceive, the root ofconceive is ceive. I need to be prepared to help.

Next, students do a quickdraw of the concept of the word, not the definition. A picture of the definition of pedestrian is a person walking. A picture of the concept could be a foot. Their drawings are wonderful, creative, and occasionally breathtaking. One young man was puzzled about how to draw desolation. We talked for a minute or two about the intensity of the word's meaning. A few minutes later, he said, "I think I've got it, Mrs. Simmons," and handed me the card. On it was an exquisite drawing of an airplane flying into the second World Trade Center tower while the first one lay in ruins. I was stunned for a moment and told him, "You certainly do!" (The World Trade Center became the concept drawing for several words. See figure 1 for inconceivable.)

Figure 1

To help students establish connections among words, I ask them to find three words with the same root. They can usually do this by looking on the same dictionary page as their word, although I frequently direct them to other parts of the dictionary because I want them to understand the power of prefixes and suffixes. So a student investigating inconceivable is led to the related words receive, conceive and conceivability.

Finally, I direct students to the text they're reading to discover how the author used the word. I ask them to identify the part of speech (frequently a function of the suffix) and to write the definition as the author intended it. Armed with an understanding of the history, concept, and context, students begin to understand the power and nuances of English.

After they have completed this, I give them a five-by-eight-inch card and these instructions:

• Write the root of the word in capital letters in red in the middle of the card. Draw an arrow and write the meaning of the root and the language of its origin.
• Write the prefix in black to the left of the root. Draw an arrow and write the meaning of the prefix.
• Write the suffix in blue to the right of the root. Draw an arrow and write the meaning of the suffix.
• In the lower left corner, write three words with the same root.
• Put your quickdraw in the lower right of the card.
• Write the author's definition and part of speech at the top of the card.

When the students finish their cards, I put them up on the bulletin board.

As students examine the cards their classmates have produced, they are not so much collecting new words as they are developing an understanding of how the English language works