Freshmen: Today we took an essential step in the development of your capstone project: First, we looked at all the information we have gathered about our topic and decided on three thesis statements - this determines the topics of your essays (e.g. "Stained glass work is an art form, not a craft," or, "When I was 16, my aunt taught me how to work with stained glass," or, "There are essentially two methods for constructing a stained glass window - lead came or foil and solder"). Next, we looked at the required categories for our essays and decided which thesis best fit each genre (e.g. "When I was 16, my aunt taught me to work with glass" clearly best fits the narrative essay genre). This helps ensure we have one essay from each of the three required categories. Next, we looked at all our information again, and sorted the information by thesis, and tentatively arranged that information in the order in which it should appear in the essay - this gave us a way of pre-seeing our essays. This also serves as a great way to pinpoint if a particular topic doesn't have enough information. Finally, we tentatively ordered that information in a logical progression, forming a blue-print or flexible outline for our essays.
You should spend your 20 minutes of reading homework continuing to research, especially filling in any gaps there may be in your research. Bring your 3x5s and your rough drafts to class each day this week.
There will be a vocab quiz on Friday.
Sophs: Today we mainly focused on reading two essays about Hamlet (both the character and the play) by Harold Bloom. This isn't one of the things we read, but if you missed class, read this: http://www.loc.gov/loc/lcib/0305/hamlet.html as well as http://media.www.jhunewsletter.com/media/storage/paper932/news/2003/04/04/News/Bloom.Explains.Duality.Of.Hamlet-2246760.shtml
For Thursday, read Act II scene i.
Remember, we will have a vocab quiz on Thursday.
CNF: We conducted a seminar on the middle section of Season of Life. Bring your book again to class on Thursday.
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