November 30, 2016 -- Wednesday


Vocabulary test on B. the G., Chapter 7


2 Handouts:
1.  Update:

I walked up to the frontline, wearing my ACU top (uniform), with my Sergeant rank, my name tape, U.S.Army and flag.  Behind me there was hundreds and hundreds of water protectors.  I wanted to walk up alone, so I did.  As I walked up they begun to take their positions.  Some sheriff captain and a few other officers came to greet me.  I stood there on top of a barrier concrete divider, looked at all them.  Police/sheriffs. in front of me Concertina razor wire, around me... burnt ashes and wet abandoned clothes.  I said to them

"I am a 10 year, 2x war veteran. I am not a protestor, I am an Ogitchida, I am here to protect  these people from you.  I am a defender of the constitution. I came to see this for myself. I seen the rubber bullets, I seen the gas, I seen the attack dogs, I seen the water at freezing temperature.  I seen the riot gear and the violence inflicted on so many U.S. citizens.  I seen how you've been mistreating my people.  I am the first of many warriors to come."

Then what looked like to me a thousand water protectors came walking up behind me to the front line.

As I stood there on top of the concrete divider with the razor wire, I said
"If you're going to shoot rubber bullets, shoot them at me, at this uniform."

The captain and the other officers said to me they appreciated my service;  I said
                                    "I wish I could say the same"

#NoDAPL #VeteranStandingRock

2.   "A Bronx Librarian Keen on Teaching Homeless Children a Lasting Love of Books" from the New York Times, Nov. 24, 2016        http://www.nytimes.com/2016/11/24/nyregion/a-bronx-librarian-keen-on-teaching-homeless-children-a-lasting-love-of-books.html?emc=eta1&_r=0 

Homework
1. Concept Preps due Dec. 2nd -- no late work accepted
2. Standing Rock:  Write two paragraphs summary -- main idea, details -- double space -- write on a separate piece of paper
3. statement by Army veteran at Standing Rock -- 2 paragraphs on your opinion, with explanation as to why you feel the way you do -- also, do you think it's real? explaining why or why not -- double space -- write on a separate piece of paper
4. Final Exam will be on Wednesday, Dec. 14th, in LWH 2005  at   8 a.m.

November 28, 2016  -- Monday


On the board:

1. Warm-up:  "funny words"
2. B. the G. pages 373-380 -- discussion
3. vocabulary quiz on chapter 7 will be this coming Wednesday
4. Describe what you ate on Nov. 24th
5. B. the G. Chapter 9 Critical Thinking -- possibly the most important chapter of the textbook -- pages 442-447 -- do exercises 9.1, 9.2, 9.2

READ  097-6                                                       Warm-up   2016.11.28  Wednesday

You must MAKE UP  a believable FAKE  meaning for each of the words below.  Then you must use it in a convincing original sentence.  Real meanings not allowed.  You may work in pairs.  NO CELL PHONES, of course!  They wouldn’t help you with this assignment, 

anyway.

palimpsest

narthex

cattywampus

widdershins

gustatory

What people in our class ate on Thanksgiving:

ham                                turkey                         barbecued ribs

mac and cheese           rice                               mashed potatoes

gravy

stuffing/dressing:  bread crumbs and celery, chestnut, corn bread and sausage, oysters, etc.

peas                                sauerkraut                 salad

mole                               tamales                       lechon                 posole

sushi (!)

pies:  pumpkin, apple, pecan

other desserts:  strawberry cake, chocolate cake, apple crumble, ice-cream-on-a-cookie

Homework:

1. exercises 9.1, 9.2, and 9.3 in B. the G. chapter 9

2. study for vocabulary test on Chapter 7 of B. the G.

IMPORTANT NOTICES:

1. All Six Concept Preps will be due on Friday, Dec. 2.  NO LATE CONCEPT PREPS WILL BE ACCEPTED.

2. Final Exam will be on December 14th, Wednesday, in LWH 2005, at 8 a.m. (30 minutes earlier than our regular class time)

November 23, 2016 -- Wednesday before Thanksgiving

"If you get, give.  If you learn, teach.
Maya Angelou wrote that her grandmother used to say this

On the board==
1. On this day, 53 years ago, what happened?  the assassination of President John F. Kennedy
2. article about Pence going to Broadway -- what do you think?  Write at least 2 paragraphs; skip lines; write on only 1 side of the paper.  [to be done in-class, on the paper handed out for that purpose]
3. collected "your-name" acrostic -- beautiful and colorful version -- discussion
4. vocabulary test on chapter 7 of B. the G. will be next Wednesday

READ 097-6                                                                                                    November 23, 2016

Bridging the Gap, Chapter 7 vocabulary

genteel                                indigo                                  retreated                           diffused

purity                                   cascading                         insinuating                        sanatorium

scurrying                            swag                                     postmistress                    pigeonhole

fugitives                             scopes                                agent                                   siblings

poach                                  authorities                        silkscreening                   millstone

intermittently                  competence                     masquerade                     illiterates

adept                                   covert                                  cunning                               ploy

subterfuge                        inconspicuous

Concept Prep pages were listed on the board

３５、４５、１３４、１９０、２０２、２５４、２９７、
３０８、３６３、３８１

Homework:

Pages 373-380 in B. the G (all exercises except "write about the selection" and "video link) will be due Monday)

Work on Concept Preps, which will be due next Friday, Dec. 2nd -- NO LATE CONCEPT PREPS WILL BE ACCEPTED

November 21, 2016 -- Monday

***NOTE:  There will be a class on the Wednesday before Thanksgiving, and there will be a graded in-class assignment on that day. ***

On board:

1. Acrostic with YOUR name (words of 3 or more syllables) must be positive   (example below: Alexander Hamilton)
2. "Cassie" inference story and other homework
3. Homework for next Monday :  B. the G. pages 373 - 308 all (but do NOT do "Write About the Selection" or "Video Link")

Ambitious
Logical
Excellent
X  ?  ?   (xenophobic?  not a positive word)
Accurate
Non-conformist
Determined
Extrovert
Rational

Harmonious
Accomplished
Magnificent
Introspective
Law-abiding (not sure this is true about him)
Talented
Observant
Noteworthy


"Cassie" inference handout -- discuss answers and collect

Hand back vocabulary test on Chapter 4 of B. the G.

Collect Exercise 7.2 from last week -- analyzing advertisements


Homework:
1. Complete the your-name acrostic and produce a beatiful and colorful version for Wednesday -- it will be given back to you after you are given credit for it on D2L.
2. Pages 373-380 in Chapter 7 of B. the G. -- do all exercises except "Write About the Selection" and "Video Link"

Come to the Wednesday Class Before Thanksgiving

***NOTE:  There will be a class on the Wednesday before Thanksgiving, and there will be a graded in-class assignment on that day. ***

How to Make Inferences

     Making an inference is a thinking process.  As you read, you are following the author's thoughts. you are also alert for ideas that are suggested but not directed stated.  Although inference is a logical thought process, there is no simple, step-by-step procedure to follow.  Each inference depends entirely on the situation, the facts provided and the reader's knowledge and experience.
     However, here are a few guidelines to keep in mind as you read.  These guidelines will help you get in the habit of looking beyond the factual level to the inferential.

1. Be sure you understand the literal meaning.  You should have a clear grasp of the key idea and supporting details of each paragraph.

2.  Notice details.  Often a detail provides a clue that will help you make an inference.  When you spot a striking or unusual detail, ask yourself:  "Why did the writer include this piece of information?"

3.  Add up the facts.  Consider all the facts take together.  As yourself "What is the writer trying to suggest from this set of facts?  What do all these facts and ideas point toward?"

4.  Watch for clues.  The writer's choice of words and detail often suggest his or her attitude toward the subject.  Notice in particular, descriptive words, emotionally charged words, and words with strong positive or negative connotations.

5.  Be sure your inference is supportable.  An inference must be based on fact.  Make sure there is a sufficient evidence to justify any inference you make.

November 18, 2016 -- Friday

On the board
1. "Everybody Knows" poem/song by Leonard Cohen -- what inferences can you make?
2.  "Kyle after school"   the homework for today
3. B. the G., exercises 7.1 and 7.2   also homework for today
4. new inference story, "Cassie in the morning"

Leonard Cohen handouts:  lyrics to his song "Everybody Knows" and his obituary in the New York Times   (tried to show YouTube video of Cohen performing his song, but couldn't make the system work  --- DARN!)

Leonard Cohen, master of cynicism -- see definitions below

cynical:  believing that people are motivated by self-interest; distrustful of human sincerity or integrity  
cynicism:  an inclination to believe that people are motivatd purely by self-interest; skepticism    (from a school of ancient Greek philosophers called the Cynics)   

Some real products in the categories mentioned on page 326 of B. the G.
cigarettes (current slang, "squares")
     Marlborough
     Newport
alcoholic beverages
     Hennessy Cognac
     Gray Goose Vodka
     Jack Daniels
     Patron
     Dos Equis
     Jägermeister
perfume/fragrances
     Burberry
     Dolce and Gabbana
     Victoria's Secret
     Bod
     Chanel No. 5 (and other numbers)


Homework:
1. Redo assignment 7.2 in B. the G., choosing real product advertisements and analyzing them for inferences
2. Read and analyze the Cassie story on the handout, filling in the answers on the handout

"Everybody Knows" Leonard Cohen 1988 song/poem

Everybody knows that the dice are loaded
Everybody rolls with their fingers crossed
Everybody knows the war is over
Everybody knows the good guys lost
Everybody knows the fight was fixed
The poor stay poor, the rich get rich
That's how it goes
Everybody knows

Everybody knows that the boat is leaking
Everybody knows that the captain lied
Everybody got this broken feeling
Like their father or their dog just died
Everybody talking to their pockets
Everybody wants a box of chocolates
And a long-stem rose
Everybody knows

Everybody knows that you love me baby
Everybody knows that you really do
Everybody knows that you've been faithful
Ah, give or take a night or two
Everybody knows you've been discreet
But there were so many people you just had to meet
Without your clothes
And everybody knows

Everybody knows, everybody knows
That's how it goes
Everybody knows

Everybody knows, everybody knows
That's how it goes
Everybody knows

And everybody knows that it's now or never
Everybody knows that it's me or you
And everybody knows that you live forever
Ah, when you've done a line or two
Everybody knows the deal is rotten
Old Black Joe's still pickin' cotton
For your ribbons and bows
And everybody knows

And everybody knows that the Plague is coming
Everybody knows that it's moving fast
Everybody knows that the naked man and woman
Are just a shining artifact of the past
Everybody knows the scene is dead
But there's gonna be a meter on your bed
That will disclose
What everybody knows

And everybody knows that you're in trouble
Everybody knows what you've been through
From the bloody cross on top of Calvary
To the beach of Malibu
Everybody knows it's coming apart
Take one last look at this Sacred Heart
Before it blows
And everybody knows

Everybody knows, everybody knows
That's how it goes
Everybody knows

Everybody knows, everybody knows
That's how it goes
Everybody knows

Everybody knows, everybody knows
That's how it goes
Everybody knows

Everybody knows

November 16, 2016 -- Wednesday

On the board:
1. sentence combining  -- can we do it with sentences about Gav?  (Powers Chapters 8, 9)
2. Inference -- page 324 in B. the G.
3.  Homework:  exercises 7.1 and 7.2 in B. the G.


The girl was thirsty.
The girl drank lemonade.
It was cool.
         The girl, who was very thirsty, drank the cool lemonade made by her sister.

The city was growing.
Gav tells stories.
Gav was sad about Sallo's death.
Gave becomes emotional
     1.  The city was growing, and within it, Gave tells stories. But Gav becomes emotional because he is sad about Sallo's death.
     2. Within the growing city, Gav tells stories, but finally he shows emotion, mourning Sallo's death.


2 handouts about "inference," one with an explanation of inference and one with a story about Kyle, giving us a chance to look closely at details to figure out how we can read between the lines and find the deeper meaning intended by the writer.

Homework:
1. Exercises 7.1 and 7.2 in B. the G
2. Write out all the sections in the "Kyle" reading on how to make inferences from what we read
3.  All Six (6)  Concept Preps will be due on December 2nd
4. Final will be at 8:00 a.m. Wednesday morning, December 14

Abraham Lincoln: Two Speeches

Ｇｅｔｔｙｓｂｕｒｇ　　Ａｄｄｒｅｓｓ        President Abraham Lincoln

Four score and seven years ago

our fathers brought forth on this continent

a new nation,

conceived in liberty, and

dedicated to the proposition

that all men are created equal.

Now we are engaged in a great civil war,
            testing whether that nation, or

any nation,

so conceived and

so dedicated,

can long endure.
We are met on a great battle-field of that war.
We have come to dedicate a portion of that field,

as a final resting place

for those who here gave their lives

that that nation might live.

It is altogether fitting and proper that we should do this.

But, in a larger sense,

we can not dedicate,

we can not consecrate,

we can not hallow

this ground.

The brave men,

living and dead,

who struggled here,

have consecrated it,

far above our poor power to

add or

detract.

The world will little note,

nor long remember

what we say here,

but it can never forget

what they did here.

It is for us the living, rather,

to be dedicated here to the unfinished work

which they who fought here

have thus far so nobly advanced.

It is rather for us to be here dedicated

to the great task remaining before us—

that from these honored dead

we take increased devotion to that cause for

which they gave the last full measure of devotion—

that we here highly resolve

that these dead shall not have died in vain—

that this nation, under God,

shall have a new birth of freedom—and

that government

of the people,

by the people,

for the people,

shall not perish from the earth.

Ｓｅｃｏｎｄ　Ｉｎａｕｇｕｒａｌ　Ａｄｄｒｅｓｓ   President Abraham Lincoln

With malice toward none;

with charity for all;

with firmness in the right,

as God gives us to see the right,

let us strive on

to finish the work we are in;

to bind up the nation's wounds;

to care for him who shall have borne the battle,

and for his widow,

and his orphan—

to do all which may achieve

and cherish

a just and

a lasting

peace among ourselves,

and with all nations.

November 14, 2016 -- Monday


On the board:
1. speeches by Abraham Lincoln (can you summarize them?)
2. Homework due today -- Ch. 8 of B. the G., pp 404-414
3. video on Cornell notes (link below)
4. Inference


Abraham Lincoln speeches read out loud -- discussion.

Questions about homework due today?  None


Cornell notes video was shown in class today:

https://youtu.be/xSYnGhlnzyw


Students looked up the word "inference" in the index of B. the G. -- discussion of meaning...

Haiku on board -- what does it imply?  what can you infer?  do you understand the references?

"The Black Hills are good
The White Whale truly evil
Most things are gray-scale"   copyright CRK

Black Hills -- beautiful national park in South Dakota, near Mt. Rushmore
White Whale -- the villain in Melville's novel, Moby Dick
gray-scale --  "Grayscale is a range of shades of gray without apparent color. The darkest possible shade is black, which is the total absence of transmitted or reflected light. The lightest possible shade is white, the total transmission or reflection of light at all visible wavelength s. Intermediate shades of gray are represented by equal brightness levels of the three primary colors (red, green and blue) for transmitted light, or equal amounts of the three primary pigments (cyan, magenta and yellow) for reflected light."     http://whatis.techtarget.com/definition/grayscale  


Homework:
1. find and write down 3 definitions of "inference"
2. write two paragraphs about the meanings and what you can infer (about the writer) of the haiku, above
3. Final Exam will take place at 8 a.m. on Wednesday, December 14th, in our usual room, LWH 2005 --- please note that this is half and hour EARLIER than our usual class time

November 11, 2016 -- Friday

On board
1. Maya Angelou quote
2. "compassionate"    How many words can you make from this word?
3. Sigmund Freud
    Winston Churchill
     What do we know about them? 
       (B. the G. Chapter 8 homework, exercises 8.5 and 8.6)

"Each one of us has lived through some devastation, some loneliness, some weather superstorm or spiritual superstorm, when we look at each other we must say, I understand. I understand how you feel because I have been there myself.  We must support each other and empathize with each other because each of us is more alike than we are unalike."
Maya Angelou

Word on the board: compassionate  (students generated the following words)
paste         pat                   Pat
eat             main                Maine
pet             pest
seat            mop
compose    map                 maps
most           mope
sin              pin                   pen
ion
ate              as
stomp         come
toe              compassion
pass            mate
compass     past
mass           stamp
cost             camp
tea               passionate         composite         compost
pit               spit                    sap
set               cope                  tone
set               tame                  coast
team            stop                   cast
host             cost                   aim
note             on                     one
tone             tape                   to                        cape
stone           tap
mist            noise
spin            pain                    miss
ate              stomp                 toe
pass            compass            moss
mass           cost                   tea       

"Too great a sacrifice can make a stone of the heart. Oh when will it suffice?"  William Butler Yeats   "Easter 1916"   a poem about the cost of the Irish Revolution (against the British)


Discussion of exercises 8.5 and 8.6 in B. the G.  -- Freud and Churchill

Homework:
1. B. the G. pages 404-413  -- read and do all the exercises to hand in on Monday -- note the great list of words on pp. 404 and 405 for describing a writer's tone
2. Due date for all the Concept Preps will be December 2nd, Friday
3. Final exam will be December 14th from 8:00 a.m. to 9:50 a.m. in LWH 2005 (as usual) -- but NOTE THAT THIS IS HALF AN HOUR EARLIER THAN OUR USUAL CLASS TIME

November 9, 2016 -- Wednesday

On the board at the beginning of class:
1. statement by Courtney Small Francis of this university
2. NY Times article:  Harvard Men's Soccer Team is Sidelined for Vulgar 'Scouting Report'
3. homework for today was B. the G.  pp 388=398  Exercises 8.1, 8.2, 8.3, 8.4

“[I am]  Getting ready to teach students who are very important to me, even if they are not important to our President-elect. At Northeastern Illinois University, our student body is 40% Latino, 34% white, 10% black, 10% Asian, .5% Native American, 4% mixed race. 5% of our students are international students, who are from 45 countries. A very large percentage of our students are Muslim. My allegiance is to them. #americaisdiversity   “

by Courtney Small Francis

Discussion of the above statement by faculty member here at NEIU

Discussion of NY Times article about the soccer scandal at Harvard

Discussion of pages 388-389 of B. the G. and the exercises 8.1 and 8.2

Discussion of Powers  Chapter 8

Homework:

Exercises 8.5 and 8.6 in B. the G. Chapter 8

November 7, 2016 -- Monday


On the board:
1.   in-class writing assignment   NO CELL PHONES   -- handout with description of writing and also paper to write on will be supplied -- write on only 1 (one) side of each page
2. Homework -- B. the G.  Chapter 8     Point of view
     Read pages 388-398  and do exercises 8.1, 8.2, 8.3, and 8.4

READ 097-06       2016.11.07                               In-class writing

This is an assignment in process writing, and you will do it in class.  You will write an essay explaining .......   You must write in complete sentences and coherent paragraphs, appropriately  using the listed transition words for time/narration and cause-effect, which you will underline.

This assignment will be handwritten on the paper supplied at the front of the room.  Be sure to put your name and ID number and the name of the course on each numbered page.  You must skip lines as you write.    Write on lonly 1 (one) side of each page.) This assignment should take the whole class period.

Required time/narration and cause-effect transition words that you must include: 

first, second, finally, last, afterword,

thus, consequently, therefore, as a result

***PLEASE NOTE---NO  CELL  PHONE  USAGE  DURING THIS  ASSIGNMENT---If I see you using a cell phone, I will give you an F for this assignment.****

Homework --
B. the G.  Chapter 8     Point of view
Read pages 388-398,  and
do exercises 8.1, 8.2, 8.3, and 8.4

November 4, 2016 -- Friday

On the board
1. spelling hell (plurals)  -- circle or highlight new information
2. B. the G.  Ch 5 -- Patterns of organization (see handout)
3. "Process"

[Circle or highlight any information that is new to you!]          NEIU 097-6    Nov. 4, 2016

Spelling hell: have fun (or not)

No wonder the English language is so very difficult to learn.
I sometimes wonder how we manage to communicate at all!

We’ll begin with a box and the plural is boxes.
But the plural of ox should be oxen, not oxes.

The one fowl is a goose but two are called geese,
Yet the plural of moose should never be meese.

You may found a lone mouse or a whole set of mice,
Yet the plural of house is houses not hice.

If the plural of man is always called men,
Why shouldn’t the plural of pan be called pen?

If I speak of a foot and you show me your feet,
And I give you a boot, would a pair be called beet?

If one is a tooth and a whole set are teeth,
Why should not the plural of booth be called beeth?

Then one may be that and three would be those,
Yet hat in the plural wouldn’t be hose.
And the plural of cat is cats and not cose.

We speak of a brother and also of brethren,
But though we say Mother, we never say Methren,

Then the masculine pronouns are he, his and him,
But imagine the feminine she, shis and shim,

So English, I fancy you will all agree,
Is the funniest language you ever did see.

Two examples of strange plurals/conjugations

mouse          mice                          mouses
                    (animal)                     (technological item)

fly                flew                           flied (out)
                    (birds and planes)      (baseball player)

READ 097-6      November 4, 2016      Friday   Handout

(Some)  Patterns of Organization   Chapter 5

1. simple listing    page 220

2. definition   page 221

3. time order/sequence/narration  page 222

4. comparison,  comparison and contrast   page 223

5. cause and effect   page  224

6. classification   page 225

7. addition   page 225

8.  summary   page  226

9. location and spatial order   page 226

10. generalization and example  page 227

11.  mixed  (omg)  page  233

page 228 -- patterns of organization and signal words

exercise 5.3 on page  229

Upcoming in-class writing

Process writing, using transition words for time/narration and cause-effect -- possible (appropriate) topics

how to buy a car

how to bake a cake

how to vote in a national election

how to change the oil in a car

how to tie a show

how to play water polo (maybe not...too complex)

how to properly wash dishes

Process topic must have a CLEAR beginning

CLEAR steps, in (time) sequence

cause and effect

CLEAR ending

There will be an in-class writing assignment on Monday, process topic to be announced.  You will need to include certain words, and underline them.  You will need to use paragraphs and leave spaces between lines.  You will  write on the paper supplied to you in class.  This assignment will take the entire period and will end when the class ends.  Your writing assignment will be handed in at the end of the class.

Homework:

Reread chapter 5 of B. the G., focusing on transition vocabulary

November 2, 2016 -- Wednesday -- work in progress

On the board before class
1. palindrome handout  (can you write one?)
2.  Chapter 4 B. the G. vocabulary test
3. article from New York Times -- find 8 important/new words/phrases
4. Ch 5  B. the G.  pp 215-219 -- ex. 5.1 -- p. 228


Handout --  
Palindromes – words/phrases spelled the same forward and backward       READ 097-6

A lad named E. Mandala   (that's e, E, not F.)
A man, a plan, a canal: Panama.
A man, a plan, a cat, a ham, a yak, a yam, a hat, a canal-Panama!
A new order began, a more Roman age bred Rowena.
A nut for a jar of tuna.
A Santa at Nasa.

Anna
Anne, I vote more cars race Rome to Vienna.
Are Mac ‘n’ Oliver ever evil on camera?
Are we not drawn onward to new era?

CAN   YOU  WRITE   ANY  ?

Test on B. the G. Chapter 4 vocabulary test


After the test, discussion of palindromes
racecar
level
Anna
Hannah
taco cat
Able was I ere I saw Elba.  (re: Napoleon)

Another handout:  http://www.nytimes.com/2016/10/31/sports/baseball/world-series-ticket-to-wrigley-fulfills-a-71-year-old-promise-by-brothers.html?mwrsm=Email 

 Assignment is to find 8 interesting/important words/phrases

Vocabulary on board, generated by students and teacher:
protective
essentially
diligently
promise (see "promissory note")
misery
frequency
relegated
ownership
deemed
nevertheless
outfit
featured
eliminated
over the moon

Homework:

Read 212-218, and then 228 in B. the G.

Exercise 5.1 in Chapter 5 of B. the G.