Close Reads

Monday: the first day I demonstrated three different ways of a close read.
     *Picture: students examine: what goes through your mind? (students write it down)
                    Students then probe deeper: they examine the picture again and come up with more reasons for the circumstance. They need to use a bit of inferring, by using their background knowledge.
                    Students then probe some  more for even more information.
     *Cartoon: Students examine: what does the text say? (write it down)
                      Students read it again: write your thoughts. "How does the text say it?"
                      Evaluate Meaning: what is the purpose of the cartoon? funny, not, drama, why or why not?
      *Short Text: students read through and take notes,
                           Students read again (teacher did this) break it down to sections.  Helping for closer examination. This helps when answering questions easier to tell where something might be at a quick glance.
                           Students then would read again for final question and answer.  These tips help when taking tests.  If a student learns a close read they are less likely to have to retake a test because of a low score.

Tuesday: Lab
Wednesday: this is what we will be using for the close read.
How to Do a Close Reading

The process of writing an essay usually begins with the close reading of a text. Of course, the writer's personal experience may occasionally come into the essay, and all essays depend on the writer's own observations and knowledge. But most essays, especially academic essays, begin with a close reading of some kind of text—a painting, a movie, an event—and usually with that of a written text. When you close read, you observe facts and details about the text. You may focus on a particular passage, or on the text as a whole. Your aim may be to notice all striking features of the text, including rhetorical features, structural elements, cultural references; or, your aim may be to notice only selected features of the text—for instance, oppositions and correspondences, or particular historical references. Either way, making these observations constitutes the first step in the process of close reading.

The second step is interpreting your observations. What we're basically talking about here is inductive reasoning: moving from the observation of particular facts and details to a conclusion, or interpretation, based on those observations. And, as with inductive reasoning, close reading requires careful gathering of data (your observations) and careful thinking about what these data add up to.

How to Begin:

1. Read with a pencil in hand, and annotate the text.

"Annotating" means underlining or highlighting key words and phrases—anything that strikes you as surprising or significant, or that raises questions—as well as making notes in the margins. When we respond to a text in this way, we not only force ourselves to pay close attention, but we also begin to think with the author about the evidence—the first step in moving from reader to writer.

Here's a sample passage by anthropologist and naturalist Loren Eiseley. It's from his essay called "The Hidden Teacher."

. . . I once received an unexpected lesson from a spider. It happened far away on a rainy morning in the West. I had come up a long gulch looking for fossils, and there, just at eye level, lurked a huge yellow-and-black orb spider, whose web was moored to the tall spears of buffalo grass at the edge of the arroyo. It was her universe, and her senses did not extend beyond the lines and spokes of the great wheel she inhabited. Her extended claws could feel every vibration throughout that delicate structure. She knew the tug of wind, the fall of a raindrop, the flutter of a trapped moth's wing. Down one spoke of the web ran a stout ribbon of gossamer on which she could hurry out to investigate her prey. Curious, I took a pencil from my pocket and touched a strand of the web. Immediately there was a response. The web, plucked by its menacing occupant, began to vibrate until it was a blur. Anything that had brushed claw or wing against that amazing snare would be thoroughly entrapped. As the vibrations slowed, I could see the owner fingering her guidelines for signs of struggle. A pencil point was an intrusion into this universe for which no precedent existed. Spider was circumscribed by spider ideas; its universe was spider universe. All outside was irrational, extraneous, at best raw material for spider. As I proceeded on my way along the gully, like a vast impossible shadow, I realized that in the world of spider I did not exist.

2. Look for patterns in the things you've noticed about the text—repetitions, contradictions, similarities.

What do we notice in the previous passage? First, Eiseley tells us that the orb spider taught him a lesson, thus inviting us to consider what that lesson might be. But we'll let that larger question go for now and focus on particulars—we're working inductively. In Eiseley's next sentence, we find that this encounter "happened far away on a rainy morning in the West." This opening locates us in another time, another place, and has echoes of the traditional fairy tale opening: "Once upon a time . . .". What does this mean? Why would Eiseley want to remind us of tales and myth? We don't know yet, but it's curious. We make a note of it.

Details of language convince us of our location "in the West"—gulch, arroyo, and buffalo grass. Beyond that, though, Eiseley calls the spider's web "her universe" and "the great wheel she inhabited," as in the great wheel of the heavens, the galaxies. By metaphor, then, the web becomes the universe, "spider universe." And the spider, "she," whose "senses did not extend beyond" her universe, knows "the flutter of a trapped moth's wing" and hurries "to investigate her prey." Eiseley says he could see her "fingering her guidelines for signs of struggle." These details of language, and others, characterize the "owner" of the web as thinking, feeling, striving—a creature much like ourselves. But so what?

3. Ask questions about the patterns you've noticed—especially how and why.

To answer some of our own questions, we have to look back at the text and see what else is going on. For instance, when Eiseley touches the web with his pencil point—an event "for which no precedent existed"—the spider, naturally, can make no sense of the pencil phenomenon: "Spider was circumscribed by spider ideas." Of course, spiders don't have ideas, but we do. And if we start seeing this passage in human terms, seeing the spider's situation in "her universe" as analogous to our situation in our universe (which we think of as the universe), then we may decide that Eiseley is suggesting that our universe (the universe) is also finite, that our ideas are circumscribed, and that beyond the limits of our universe there might be phenomena as fully beyond our ken as Eiseley himself—that "vast impossible shadow"—was beyond the understanding of the spider.

But why vast and impossible, why a shadow? Does Eiseley mean God, extra-terrestrials? Or something else, something we cannot name or even imagine? Is this the lesson? Now we see that the sense of tale telling or myth at the start of the passage, plus this reference to something vast and unseen, weighs against a simple E.T. sort of interpretation. And though the spider can't explain, or even apprehend, Eiseley's pencil point, that pencil point is explainable—rational after all. So maybe not God. We need more evidence, so we go back to the text—the whole essay now, not just this one passage—and look for additional clues. And as we proceed in this way, paying close attention to the evidence, asking questions, formulating interpretations, we engage in a process that is central to essay writing and to the whole academic enterprise: in other words, we reason toward our own ideas.

Thursday: We will continue with close reads: handout 

Friday: Close reads: handout

September 29-30 and October 1-3

Foundation Art 1                                              September 29-30, October 1-3

                Students are turning in the Mosaic on the 29^th, this will also be critique time.

                They have started on the Rhythm and Motion project.  This is to show a pattern using the elements as well as show motion while using the elements.   Instructions of this project are found on an attached sheet.  Examples are at bottom of page. This will be done in watercolor.

                Students are to have their Mid-term project here on the 2^nd of October.  Late work will be docked 10 each day late.  No excuses will be accepted.  Students may also turn in the project sooner if they are going to be absent this day.

                Friday will be a vocabulary test.  They will need to know the spelling of the word and the definition.  – Rhythm-ordered repetition of an element (like a pattern)

                     --Motion- movement, lines giving the illusion of going from one area to another using angles

                   -- Color- the reflection of light, colors found on the wheel

                   --Value- lightness or darkness on a given surface

                   --Criteria- standard by which something will be judged (requirements)

                   -- Critique- detailed analysis (judging critically a piece of work)

                         

                       

Foundation Art 2                                                              September 29-30, October 1-3

                Students should be finishing up their self portrait.  (Introduced last week.) Many students are becoming aware of how important it is to work on proportions and values.

Students Mid-term is due on October 2^nd.  No late work for full credit will be given.  Each day late 10 points will be docked.  If a student is absent they will need to make sure their project is here before the due date.

Monday students will be introduced to Space- area surrounding objects and objects themselves such as positive and negative.  Students need to realize the importance of negative space because it can become too overpowering if it dominates the space. (examples) the object is positive the background is negative)

 

Thursday Students will be starting balance:  there are three different balances but the students will focus only on two.  The first is asymmetrical—design does not repeat itself on the other side (landscape). Symmetrical—one can draw a line in the center vertical to show duplicate design (mirror image). The third is radial—all the design seems to radiate out from one spot (spiral)

                      

Language Art                                                     September 29-30, October 1-3

                Retake on the dialogue and vocabulary tests for those who did not pass on Friday. Students will be brought into bear time to retake these test.  These are worth 75% of their grade and must receive at least 70% or higher.  They may take the test again to receive a higher score but this must be done on their own.  I will not call them in.
     *We will be working on Close Reads this week.  This will teach the students better testing skills.  Students will learn how to read through a text at least three times and glean information each time.
     *We are continuing with "Warrior's Don't Cry".  We are on chapter 11.  Students are to be finishing up the worksheet as we read.  This is a book we read most days, unless we are in the computer lab.
     *We are in the computer lab on Tuesday.  Students should finish their papers on the civil rights as turn these in.  They have been working on them for 4 labs.
     *We are working on creative writing as the starters, this will continue this week.  If a student has been absent they are to find a picture on Monday and write 100 words that tell me a story of this picture, giving me the setting, bringing in the various characters, etc.  They are then on the following days to just let me know what has been happening throughout the week.
     *Friday students will be completing the work they are behind on.

Rhythm and Motion

RHYTHM AND MOVEMENT

Definition: The art of showing rhythm and movement within a work of art. Rhythm means a repetition of an element.  Elements are as follows: line, shape, form, color, texture, value.  By using these elements you create a type of pattern, within a piece of art work. Movement shows a type of motion within art work.  Making the eye go from element to element by using size, (large to small, fat to thin) angled, curved lines.

STEPS:

1.      Using thin paper, fold hamburger and hotdog folds.

2.      Draw 4 different patterns showing rhythm and movement. (roughs)

3.      Choose the best from roughs and enlarge

4.      Enlarge on large thick paper with 1” border

5.      Lightly draw image on paper use ruler where needed

6.      Using watercolors you will need to start from the lightest colors to the darkest colors

7.      .If you need to have crisp lines make sure you are waiting until sections are completely

dry before painting next to each color.

 

8.      When you want a darker color use more pigment when you want lighter colors you need to use more water.

Parent grading sheet/ Art 1 and Art 2

Second Hand Sculpture Parent Grading Sheet

Student Name: __________________________________             Hour: ______

Comments: (This should reflect how you feel your student has accomplished the assignment, using the criteria assigned)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grade (1 - 25): _______________

Signed by: ______________________________________ Date: __________

Relationship to Student: ______________________________

Value/ Pencil Mid-Term Parent Grading Sheet

Student Name: __________________________________             Hour: ______

Comments: (This should reflect how you feel your student has accomplished the assignment, using the criteria assigned)

 ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grade (1 - 25): _______________

Signed by: ______________________________________ Date: __________

Relationship to Student: ______________________________

Week September 22 - 26

Foundation Art 1
   
     * Students this week will be completing their Mosaic and critiquing.
     *Students will be given a new assignment on Wednesday, it will be called a Rhythm and Motion.  Notes for this assignment may be found within the blog. Students need to remember the importance of being here for the critiques.  If they are absent they will need to turn them in the next day.  Still remembering the requirements of the critique.
     *Students need to have their progress reports turned in. By Thursday they will be considered late and no full credit is given.
     * Mid-term sculpture is due on October 2nd.  Full credit is only given before or on due date.
   *Parent scoring paper will be sent home Monday.

Foundation Art 2

     *  Students this week are working on Values,  the need to realize the importance of values because of the mid-term project.
     * Mid-term project is due on October 2nd.  Full credit is only given before or on due date.
     *Students will be introduced to portraits on Monday.  This will consist of measuring a front view portrait as well as continuing with portraits using values.  They will be doing Self-portraits using mirrors. This is a challenging project because of keeping your position while drawing and not getting proportions incorrect.
     *Students need to remember to take down notes for the coming test #2.
   *Parent scoring will be sent home Monday.

Language Arts

     * We will be working on dialogue and how it creates humor or suspense in a text.
   *Students will be working of how to find dialogue, understand if it is humor or suspense, and how to write their own dialogue.
     * We are continuing with creative narrative.
     * We are reading above grade level,  we are doing this by reading "Warrior's Don't Cry".
     * We are completing the worksheet of warrior's in class, we will then review how well they followed along with the text.
     * On Thursday we will be in the lab working on their writing.  This is working on civil rights coming up with things they want to learn more about. They will be writing a paper on this.
     * We will be having vocabulary words: Monday they will write the word and definition 3 times.  One time should be in their handbook.  Tuesday will be the word 10 times.  Wednesday they write the word, definition and an example for each.  The quiz will be Friday.  This process helps with hooking the information into the long term memory.
     * The following is the vocabulary words for the week.

Write the word and the definition 3 times. One set should be in your handbook. The additional two should be on your vocabulary paper (if you still have the paper)
 *dialogue: a conversation involving two or more persons, a conversational passage in a literary work, written conversation
 *humor: something that is or has the ability to be comical or amusing
 *suspense: gives the reader the "on-edge" feeling, leaving the reader hanging, trying to figure out what will happen next

September 8-12

                               This week in art 1 we are doing the "Color Wheel with Tints".
Students were to finish roughs then start on the final project.  Using thick paper with 1/2" margins. This project teaches students to be exact in doing patterns, using measuring, as well as with color.  They will have 24 squares or 24 rectangles.  Each square is split into three sections, for a total of 72 areas to paint.
Elements: shapes, color, values
Principles: harmony, unity, pattern

                               This week in art 2 we were introduced to depth.
Students were to finish the creative alphabet, the texture should already be turned in. Friday students will have their first Note test.  If students have written down the notes they may use them during the test.


                               This week in Language Art we are focusing on RL 8.2, RL 8.10 and W 8.3
These core items focus on theme and central idea, reading above the grade level and creative writing.
We are reading "Warriors Don't Cry", this is a higher reading level, we talk about the theme and central idea from the text.  Monday they took retakes of vocabulary words.  Tuesday they will retake the Summative of Explicit and Inferred during "Bear Time".  Wednesday we will continue with reviewing the terms "Theme and Central Idea" the test for this will be Friday as well as the vocabulary test for these two terms with definitions. Thursday we will be in the lab researching the civil rights movement, using the book as a reference point.

Second Hand Sculpture (Mid Term)

Second Hand Sculpture: (mid-term)

·         Reference: This final must be chosen from a real sculpture.  The sculpture must be an original three dimensional sculptures not a photo, or wall hanging. One that is used to show beauty, enhance the decor.  Once the sculpture has been chosen you must copy the sculpture into word, and have the following on the paper as well.  This will be turned in with the sculpture. Must have a print out of the following: title of sculpture, artist name, copy of sculpture, material used (sculpture is made from…), student name, student hour and class.

·         Unknown artists are not allowed.  No abstracts will be allowed you must have a sculpture that you can tell what it is, such as an animal or a person.  

·         You will be using second hand objects to create a replica of your sculpture.  That means no coping what the artist did or used to create his/ her sculpture, i.e. if the artist used crayons, or horseshoes you may not.

·         Medium: You will be using second hand items from the garage, basement, storage, grandma and grandpa’s home, your home etc.  You may also go to the D.I. or if there is a yard-sale you may purchase these items. You need to remember these are not items you will throw away but items you would give away, sale or donate.

·         You may not use items that spoil such as food, or from nature such as branches or rocks, etc.

·         Attachment: You may use wire, hot glue, bolts, anything that will hold your sculpture together but realize nothing new or just bought to do so.

·         This is not origami, or cutting a pasting so no paper, paper Mache, clay/play dough, soap carved, or carved wood, legos, pop cans, and plastic bottles.  All must be constructed with found objects and constructed together no cutting or carving.  You may cut a little bit but the items must be intact to be a correct sculpture.

·         Non-Usable: You may not use cotton balls, toothpicks, Q- tips, popsicle sticks, action figures, cardboard, or anything found on the floor that should have gone in the garbage. Such as wrappers, ripped socks etc. These items are not found at yard sales or used again for sculpting, if a figure needs to be used it must be constructed no pieces together from body parts of an old action figure. 

·         You may enhance your sculpture with feathers, beads etc.

·         The sculpture must withstand the travel from home and fit through the doors.  They must be at least one foot in height or length, or larger.

·         Best Results: Things to consider for this project:  take time to think about what will work the best and don’t wait till the last moment to put it together.  These sculptures are to have creativity, stability, and thought put into it.  Best results are those who have taken the time to put into the project.

·        Parents you are to be a part of this grade.  I need you to watch you student and when they have finished please give a scoring grade from 1 – 25.  The highest being you feel they have put forth a good effort, worked hard and shown creativity with this sculpture.  You are not to help.  This should be their work not a parent or sibling.  If you need an example of a finished sculpture please e-mail me and I will send an example along.

·         Mid-Term Due ________________________________ no late work will be allowed after due date for full credit.  If there are any questions please ask far enough in advanced. Not the night before.  

(example of a sculpture to use as reference)

                        

(Examples of finished replication)

             

Mid Term black and white in pencil Foundation 2

Mid Term Project (black and white, pencil)

1. Large thick paper may have 1” border

2. Must fill ¾’s of the paper, composition, positive and negative space, values, texture, contrast, dominance.

3. No metal, action figures (sports figures), numbers, letters, words, logos, cartoons, clowns, fantasy, silhouettes, war, etc.

4. School approved, must be realistic. Reference must be check off beforehand. Look in books, magazines, internet (but make sure you printer works), etc.

5. Subjects may be: nature, animal, landscape, and inanimate objects, see examples from classroom, etc.

6. Craftsmanship! No folding, crinkles, smudges, presentation matters.

7. Remember that when you are blocking in basic shapes be checking your proportions as well so you do not need to get to the end and have to restart or erase because of size and area.

8. Texture will be in the foreground if you are doing any kind of animal. Make sure your fur, feathers, smooth or rough are in the direction that shows on your reference, i.e. vertical, horizontal, slant, etc.

9. Values as you add these be sure you are giving me all that apply.  Such as high light, light, shadow edge, shadow core, reflected light and even in some instances cast shadow. 

¨    *Value is the light and shadow on any given object.

¨    Without light you cannot have shadows.

Rules:

a.  When there is a change in surface there is a change in values.

b.  Reflected light is darker than the shadow but lighter than the shadow core

10. Things to consider for this project: take time to think about what will work the best and don’t wait till the last moment to pull it together.  This project you can tell if a person rushes or does not spend much time on it.  Best results are those who have taken the time for all aspects.

11.                         Parents I would like you to keep track of how much time your student spends on their assignment and the amount of effort they put into it.  I would also like you to give your student a rating between 1-25 with 1 being no effort or time spent and 25 being many hours and a high effort spent.  (what would you give them for a grade) Thanks for your help.  Ms. Ewell (see the attached paper for signing.

Mid-Term Due: ______________________ no late work will be allowed after due date for full credit. Each day late 10 points will be docked.  Questions need to be asked before due date not the day of.