Fri. 5/18 Finish vocabualry lesson 29/quiz

Woodcrest Christian High School English Department

Reflective Essay Form 2011-2012

 
The reflective is basically a writing tool that shows your views on a particular topic or subject.  In this case, you are asked to reflect on your academic year in your current English course.  This is a self measurement of a sort, where you will have the opportunity to examine and discuss your experience in this course and to determine what you have gained.  This is a self-evaluation, not an evaluation of the teacher, school, rules, ect.
 
Task:
Choose a topic, subject, or unit taught in this course and explain what was meaningful or what added value to your learning.  Do not simply outline or summarize the lesson.  Instead, consider and share specifically what you have learned and how it has impacted your learning.
 
Format:
●       This essay must be typed in the standard MLA format.  Refer to the        Woodcrest Christian High School Writing Guide.
●       This essay must be a minimum of one page and a maximum of two pages
●       Writing must demonstrate formal language, correct spelling, and must be          free of grammatical errors.
 
Before writing, consider the following:
●       What topic, subject, or unit caught your interest?
●       How has your learning in this course influenced your thinking?
●       How does this learning influence your view of the world and the universe?
●       How are you more prepared to meet the challenges of functioning in a     secular environment?
●       How were the departmental Core Biblical Truths incorporated in this      subject, topic, or unit?
 
Be careful to give this paper a great deal of thought as it is representative of your learning in this course.

Woodcrest Christian High School
English Department
Portfolio: Biblical Worldview Essay
Seniors
 
 
 
Background:
To say that God is truth and to believe this statement, we must emphasize this in everything we do in life. Our actions and reactions to situations should be a testament that we believe God is truth. We should also show that we believe this to be true in our education, not just biblical and religious education but in non-religious educational studies and in our behavior in society. In fact, in all that we say or do we should seek to honor and glorify God. Unfortunately, because of distracting and often dishonest messages we receive from society through media, celebrities, pundits, and even academics, to name a few, it is not unusual, even for the Christian, to become confused or even buy into a philosophy of perspective that is far from the biblical perspective God wants us to use in our decision making process. That is why it is crucial for the student at a Christian high school to examine and evaluate the erroneous worldview that is put forth in our society.
 
Task:
In a well organized and grammatically error free essay, use your knowledge of Biblical Truths learned through all your previous English courses to evaluate one literary work from the list that follows. Identify its worldview by comparing and contrasting it to at least three Biblical Truths (CBTs) found in previously read literary works and determine its adherence to a biblical perspective. In other words, you are asked to determine the author’s ultimate message and then show through compare and contrast if this work is in agreement, or not, with three specific biblical Truths for another novel you have read (also from the list). Be sure to construct a clear and concise thesis statement and be sure to support your analysis with textual evidence to support your thesis statement.
 
Consider the following questions as you develop your thesis statement:

1. Identify the overall worldview directly or indirectly stated in the novel.
2. How is your answer to #1 textually supported?
3. Make a chart comparing and contrasting Biblical Truth (or lack thereof) of the selected work to another work you have read.

 
Be sure to avoid plagiarism by citing direct and indirect quotes. Don’t forget that even borrowed ideas are to be cited. Also, a wise student will construct an outline before and during writing.
 
 
 
 
 
 
Works to choose from:
 
A Christmas Carol
The Merchant of Venice
Hamlet
The Hobbit
Mythology
Diary of Anne Frank
The Odyssey
The Silver Chair
Voyage of the Dawn Treader
The Call of the Wild
Anthem
To Kill a Mockingbird
Animal Farm
Romeo & Juliet
Great Expectations
The Hiding Place
The Chosen
Lord of the Flies
A Separate Peace
Once and Future King
All Quiet on the Western Front
Julius Caesar
Huckleberry Finn
The Scarlet Letter
The Great Gatsby
The Awakening
Fahrenheit 451
A Farewell to Arms
Life of Frederick Douglas
My Antonia
The Mayor of Casterbridge
Rosencrantz & Guildenstern are Dead
Frankenstein
1984
Jane Eyre
Othello
Twelfth Night
Metamorphosis
Heart of Darkness
 
Due Dates:
Rough Draft with Works Cited due—5/16/12
Final Draft with Works Cited due—5/24/11
**turnitin.com the night before

Tue. 5/8 Vocabulary Test on lessons 25-27

Wed. 5/9 Bring an envelope and a stamp to class.  "Forever" stamps work best.  This is for a homework grade!

Fri. 5/11 Finish Vocabulary Lesson 28/quiz

Discussion Leaders
 
Each student will be asked to lead a discussion on the previous nights reading in Jane Eyre.  Discussion leaders will come to class and expect to lead a group through the previous nights reading for about 10-15 minutes.  This should be seen as a chance to discuss some great ideas as well as to encourage one another and have some ownership in the class. 
Each student will lead once.  The leader will, ahead of time, formulate questions (typed-to be turned in that day) to ask the group and lead the discussion on the assigned day.  The leader should also make sure everyone contributes and feels secure in sharing ideas.  I will participate as well. 
Evaluation
                At the end of the discussion, the other participants will rate the leader’s effectiveness on the following:  Was the discussion focused?  Was it interesting?  Did it bring out important parts of the story?  That is, did it help increase my understanding of the work?  Also, did the leader try to get everyone involved?
The students will give the following scores to the leader:

6.      Outstanding

5. Above Average

4. Average

Students should also give brief written comments which include one specific, positive thing (required) about the discussion and possibly one area to grow on (optional).
 
                These scores will be collected by the leader.  The leader will have a week from the date of their discussion to submit a summary of about ½ to 1 page long typed, along with the collected scores.  This will result in the final grade as leader along with the previously submitted typed questions that were asked. 
**Worth 20 points in the writing category**
Schedule:
5/2: Chapters 9-12                                                              5/17:  Chapters 21-24
5/7:  Chapters 13-16                                                           5/21: Chapters 25-27
5/14:  Chapters 17-20                                                        5/24:  Chapters 28-30

Schedule of leaders:
5/2:  Jill, Sydney, Vinnie, Allison, Madie T., & Tiffany
5/7:  Cameron, Josh, Perry Ann, Hannah, Gabe, & Matt
5/14:  Jessie, Madalynn, John, Henry, Zac, & Ashlee
5/17:  Sarah, Amanda, Mercedez, Isasc, Andy, & Kevin
5/21:  Kurt, Blake, Tyler, Bethany, Rachel, & Xavier
5/24:  Alex, Marissa, & Timothy

Fri. 5/4 Finish vocabulary lesson 27/quiz

Mon. 5/7 Read Jane Eyre ch. 13-16.  Discussion leaders be ready

Fri. 4/27 Finish vocabulary lesson 26/quiz

Wed. 4/25 Bring Jane Eyre to class

Wed. 4/18 Read The Mayor of Casterbridge ch. 42 & 43/finish the study guide

Fri. 4/20 Read The Mayor of Casterbridge ch. 44 & 45/finish the study guide

Mon. 4/23 Be ready for a test on The Mayor of Casterbridge and:
Victorian power point
The Lady of Shalott
Robert Browning
The Three Strangers
Rossettis'
Kipling
Merecdith
To an athlete dying young
Do not go gentle into that good night
Signal Man

Fri. 4/13 Vocabulary Lesson 24 due/quiz

Tue 4/17 Vocabulary test on lessons 22-24