COMMON CORE STANDARDS

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

 

Reading Standards for Literature 6–12

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing

broad standards, the latter providing additional specificity.

Grades 9–10 students: Grades 11–12 students:

Key Ideas and Details

1. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text.

1. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text, including determining

where the text leaves matters uncertain.

2. Determine a theme or central idea of a text and analyze in detail its

development over the course of the text, including how it emerges and is

shaped and refined by specific details; provide an objective summary of the

text.

2. Determine two or more themes or central ideas of a text and analyze their

development over the course of the text, including how they interact and build

on one another to produce a complex account; provide an objective summary of

the text.

3. Analyze how complex characters (e.g., those with multiple or conflicting

motivations) develop over the course of a text, interact with other characters,

and advance the plot or develop the theme.

3. Analyze the impact of the author’s choices regarding how to develop and

relate elements of a story or drama (e.g., where a story is set, how the action is

ordered, how the characters are introduced and developed).

Craft and Structure

4. Determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings; analyze the cumulative impact

of specific word choices on meaning and tone (e.g., how the language evokes

a sense of time and place; how it sets a formal or informal tone).

4. Determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings; analyze the impact of specific

word choices on meaning and tone, including words with multiple meanings or

language that is particularly fresh, engaging, or beautiful. (Include Shakespeare

as well as other authors.)

5. Analyze how an author’s choices concerning how to structure a text, order

events within it (e.g., parallel plots), and manipulate time (e.g., pacing,

flashbacks) create such effects as mystery, tension, or surprise.

5. Analyze how an author’s choices concerning how to structure specific parts of

a text (e.g., the choice of where to begin or end a story, the choice to provide a

comedic or tragic resolution) contribute to its overall structure and meaning as

well as its aesthetic impact.

6. Analyze a particular point of view or cultural experience reflected in a work of

literature from outside the United States, drawing on a wide reading of world

literature.

6. Analyze a case in which grasping point of view requires distinguishing what is

directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or

understatement).

Integration of Knowledge and Ideas

7. Analyze the representation of a subject or a key scene in two different artistic

mediums, including what is emphasized or absent in each treatment (e.g.,

Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of

Icarus).

7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live

production of a play or recorded novel or poetry), evaluating how each version

interprets the source text. (Include at least one play by Shakespeare and one

play by an American dramatist.)

8. (Not applicable to literature) 8. (Not applicable to literature)

9. Analyze how an author draws on and transforms source material in a specific

work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or

how a later author draws on a play by Shakespeare).

9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century

foundational works of American literature, including how two or more texts from

the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity

10. By the end of grade 9, read and comprehend literature, including stories,

dramas, and poems, in the grades 9–10 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories,

dramas, and poems, at the high end of the grades 9–10 text complexity band

independently and proficiently.

10. By the end of grade 11, read and comprehend literature, including stories,

dramas, and poems, in the grades 11–CCR text complexity band proficiently, with

scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literature, including stories,

dramas, and poems, at the high end of the grades 11–CCR text complexity band

Dr. Gilpin 2011-2012
Hmmmm, this site will allow embedded media, but it doesn't like document attachments; how 21st century. Ok, the following info is still good, but I hope to clean up and update items on this site as well.

Helpful Writing Websites

From Harvard University's Writing Center:

http://isites.harvard.edu/fs/docs/icb.topic501088.files/BG%20Writing%20English.pdf

 

http://www.fas.harvard.edu/%7Ewricntr/documents/TopicSentences.html

 

http://www.fas.harvard.edu/%7Ewricntr/documents/Thesis.html

 

http://www.fas.harvard.edu/%7Ewricntr/documents/Structure.html

From Purdue's Online Writing Lab:

http://owl.english.purdue.edu/owl/resource/560/05/ Millikin's Staley Library site: contains APA format linkshttp://www.millikin.edu/staley/research/Pages/default.aspx 

Doing A Paper in Dr. Gilpin's Class
 

How to write a paper in Dr. Gilpin's class:

 

1. Get the assignment out. If you tend to lose things, make several copies and put them at home, in your locker, in your purse/wallet, and in your jacket.
2. Choose a topic or topic sub-section from the provided sections or choose your own (if it is allowed in the assignment).
3. Do research (try to do this a day or two early---at the very least).
4. Find books, articles, and sites about your topic. Get more resources than the paper requires.
5. Write the resource down (print it out if at all possible) as a reference entry:

(THESE ENTRIES GO ALL OF THE WAY ACROSS THE PAGE; THIS IS JUST TO SHOW HANGING INDENT.)

Books:

 

Last name, First Initial. (most recent date of publication). Title.

     City of publication: Publisher.

 

King, S. (1999). Carrie. Castle Rock: Harper & Rowe.

 

Magazines/Journal articles:

 

Last name, First Initial. (date). Article title. Title of the

     journal/magazine, Issue#/Volume#, page span of the entire article.

 

Sevenson, V. (2001, August). How to get an A+ every time in school.  

     Education Weekly, 27(10), 75-82.

 

 

Internet:

 

Last name, First initial. (year edited/created). Section or page title.  

     Site title. Electronically retrieved month day, year, from exact

     website address.

 

Watts, K., & Greene, V. (2002). Building American schools through

     hard work and hard study habits. Phi Delta Kappa Online.

     Electronically retrieved March 24, 2006, from  

     www.phideltakappan.com/hardwork/schools/8*7623

 

If there is no author, the article/page title goes before the year. Everything else is the same, but the reference page is alphabetized by the first letter of the entry (the page or the last name).

 

1. After you've printed out your resources and have them listed out in correct style, put them into a reference page right away. Then you have that part of the paper done and can understand how to do your internal citations.

 

1. Set your computer to the FORMAL setting: go to Tools, click Options, click Spelling and Grammar or the Grammar tab at the top, then go to the bottom right to drag the choice from standard to FORMAL.  This will highlight many of the problems many students have and remind you to change specific things.

 

1. Next, figure out your thesis (you might have figured that out as you were researching in order to get the information that would best help you.) Put your thesis into a sentence----either a standard three pointer (remember, your thesis is ONE SENTENCE---not three sentences) or a more general thesis.

 

1. Examples of a thesis include, but are not limited to (and these are fairly lame---try to use them as starter points, not carbon copies):

 

1.  
   1. In order to understand _______________, it is necessary for ________________ to analyze/describe/investigate/elaborate upon the subject's ________, __________, and __________.
   2. Although the subject of __________ can be complicated, understanding ________, _________, and ____________ can clarify the discussion.
   3. One must analyze the cause and effects of ____________ to make an informed decision.
   4. Various aspects of ____________ should be weighed before ________.
   5. People should support ________________ for multiple reasons.

 

1. After you have a thesis, you may write your introduction or you may save your introduction to write at the end with the conclusion.

 

1. Your topic sentences of your body paragraphs must occur at the beginning of each body paragraph. If you have a three-part (or more) thesis sentence, the topics must come in the order presented in the thesis. If you do not have a three-part thesis, put your topics in the order in which they make the most sense (large to narrow, cause and effect, compare and contrast, etc).

 

1. More sophisticated writing relies less on direct quotes (which are the author's exact words in quotations with internal citation at the end) and more on summarizations and paraphrases (putting the author's words into your words without quotation marks but STILL WITH INTERNAL CITATION!).

 

1. Internal citation:  This is at the end of things taken from another author. This is area-specific information. You use internal citation to "point" the reader to the correct reference entry on the reference page (that you did earlier). Internal citations for direct quotes look like this: (last name, year, page/para. #). Page numbers are used for books and magazines, and paragraph numbers are used for the internet. Internal citation for summaries look like this: (last name, year). If the source does not have a last name, a few words from the start of the article/page title will act as the "pointer."  (Smith, 2006).    (Jones, 2005, para. 2). (Where were you...., 2004).

 

1. After you have chosen the information to use for your paper, use it!  The next part is the part where people get weird: your paper is NOT just to be cobbled together jumps from summaries to direct quotes and back to summaries. You must think of yourself as the artist or researcher who is carefully examining or analyzing the information in order to bring it together in a certain way to make certain conclusions for the reader.

 

1. This is how a paragraph might be styled:

 

1.  
   1. Topic sentence
   2. Elaboration upon the topic sentence or description of the concept.
   3. A summary or direct quotation (with internal citation) relating to or showing an example of the topic.
   4. Your own words giving anecdotes or further examples (for instance....) of the citation.
   5. A transition to another example by another author (you want various authors on each topic----you do not want big chunks by only one author or from only one site).
   6. Another author's information (internally cited).
   7. Another "for instance" of your own devising used to further elaborate on the idea or the citation.
   8. A concluding sentence of your own to wrap up the topic.
   9. A transition sentence to prepare the reader for the next paragraph's topic or to connect the topic of this paragraph to that of the next paragraph.
2. Remember-----adequate and elaborate paragraphs that truly delve into the topic should be at least a half a page long (obviously depending on the topic and the assignment).

 

1. After you have a rough paper (intro, body paragraphs---and don't feel stuck at three, and conclusion), run the spelling/grammar check. DO THIS!

 

1. Remember---you do not have to merely have three body paragraphs. It is better to get into the idea of "sections" with at least two paragraphs apiece within each section----this will allow you to transition more effectively to more sophisticated writing (and each "section" can have a centered title for ease of understanding).

 

1. Have someone else read your paper. Do not have them wander away with the paper or start clattering away on your keyboard. Instead, have them read it with fresh eyes in order to see how everything looks and sounds.

 

1. Read your paper out loud. I know it sounds stupid, but it will be helpful to help you understand what fragments are and how words sound.

 

1. Check required elements:

 

1.  
   1. Title page with title, class, name, teacher's name, and date.
   2. Reference page alphabetized by first letter of author.
   3. Correct APA reference page with all of the information
   4. Correct internal citation for everything you used from someone else.

   ----incorrect citation is plagiarism

1.  
   1. no contractions, there is, there are, thing, very, or stuff
   2. no first or second person
   3. no runons, fragments, or comma splices.
   4. Did you do whatever the assignment asked you to do?

 

1. If you have followed all of these steps (and are even able to get Dr. Gilpin to look at your paper before it is due), saved the paper to multiple places, and made MULTIPLE hard copies of your paper, you are ready to turn it in!

 

 

 

The Infamous Respect Paper
 

 

THE INFAMOUS RESPECT PAPER                       

 THIS IS DUE THE VERY BEGINNING OF THE SECOND DAY OF SCHOOL

This is the format I want you to use.  Use full sentences.  Fully explain yourself.  If you think you just aren't getting to the meat of your discussion, ask yourself "why?" after each sentence.  That is a method you can use to delve into your reasoning.  By the way, "because" is not an acceptable answer to "why."  This should read like a paper; it should not sound like you are just answering questions because the questions are there to just help you out with format and to get the ideas going.  If one of the questions really gets you thinking about something or you have a better format that gets into the heart of what you think respect is and you can do it in a professional way, go for it.

 

Paragraph One:

            This is where you will give YOUR definition of respect.  What does it mean TO YOU?  Is it a word that gets thrown around until it has no meaning anymore?  What do you mean when you say "respect?"  If you could sum up your philosophy about respect in one sentence, what would it be?

Paragraph Two:

            This is where you will discuss respect in relationships between and among people.  How do people "get" respect?  Are there people who should just automatically get respect or should everyone have to earn it to a certain degree?  How do people show respect?  Give scenarios where you might show someone respect.  How is respect different when you are with someone you know versus someone you don't know?  How do people show disrespect?  Beyond the obvious spit-in-their-face kind of disrespect, how are subtle ways people show disrespect through verbal and nonverbal language?

Paragraph Three:

            Is there a place for respect in school?  Is it just a word used too often with no meaning?  If so, how does someone give it meaning again?  What are examples of ways respect is shown or not shown in school?  Think of yourself coming into a new year: how can you use verbal and nonverbal language to use the idea of respect to your advantage?  Is there a difference between respect between students and students, students and teachers, teachers and teachers?  Should there be?  Should there be general "rules" of respect?  If so, what?  If not, does that mean that you think everyone knows how to behave respectfully in this school? 

Paragraph Four:

            Why did I assign this paper?  Why do you think I want you to write about respect?  What can you learn from asking yourself "why" about your own feelings?  As an English teacher, what do you think I'll be looking for in this paper?  How do you think you did? 

-------

Write as neatly as possible.  Using a computer is fine, but note that I prefer generic Times Roman fonts in 12 point. 

Morphemes
 

Greek and Latin Root Words*

Greek and Latin Prefixes-/-Suffixes*

2010-2011 Expectations for Dr. Gilpin's Classes

Dr. Gilpin’s Expectation Sheet 2010-2010 Room 4                   

School Phone: 217-763-2711 ext. 128

Emails:     gilpinv@cerrogordo.k12.il.us   Gilpin_vicky@hotmail.com

My home number is in the book; please call with questions. I am available to help students before school. If I am not in my room, I will be on the stage in rehearsal. I usually arrive around 5am, so feel free to come in between 5-7:45am for help or to use the computer lab. I can meet students occasionally after school if pre-arranged.

Students will

1.        bring supplies, take notes, retain handouts, read handouts, and do assignments

2.        ask questions early

3.        turn in assignments on time (no late work)

4.        turn in work that is due if they are on campus even if they miss my particular course

5.        not plagiarize:

           they will receive 2 detentions and phone call home, as well as a zero on the

          assignment

6.        have a positive attitude and be open to new ideas

7.        treat every person, including themselves, with respect

8.        treat other people’s belongings, including mine, with respect

9.        limit whining; whining is just time-wasting and will be treated in the same was as other attempts to derail lessons, such as cursing, bullying, or aggressive/apathetic insubordination.

10.     understand that doing individual assignments with others is cheating

11.     realize that actions (positive/negative) have consequences

12.     understand that “lost” work is not graded; homework is due as one enters the classroom---it must be printed out when students enter class

13.     ask me, not other students, questions in class

14.     write down verbal instructions15.     understand that they will receive detentions or other disciplinary actions for insubordination or other issues

Dr. Gilpin will

1.        be available for student concerns via face-to-face, email, and phone

2.        understand each student is an individual with internal and external challenges to learning

3.        continue to be a lifelong learner and constantly strive to make the classroom environment a safe place to learn

4.        challenge her students

5.        provide opportunities for her students to be competitive with students from any other school, region, or socio-economic bracket

6.        enforce high standards that align with the Illinois Learning Standards, National Board for Professional Teaching Standards, and NCATE

7.        encourage students to go beyond their boundaries

8.        not accept less than that which a student is capable

9.        not accept half-hearted efforts

10.     provide study skills information and opportunities for practice in time management 

Tests: 20 points  Projects: 40 points  Quizzes: 10 points  

A Papers have mastered not only the conventions but also style. They provide a thesis that is easy for them to follow and easy for me to read. They have followed the rules of the assignment in an interesting way. They have few typos, spelling mistakes, or clarity issues. 

B Papers are well above average, doing not only what the assignment asks and connecting with the audience, but doing so with an extra measure of expression or control. It is better than typical in most respects: language, grammar, ambition, research, or effect. It embodies achievement and excellence. 

 C Papers may fulfill all aspects of the assignment, but they need work. They may be overly generalized or generic. Though they may be adequate in presenting the author’s thoughts, these papers need to focus on organization, grammar, syntax, or structure.

 D Papers reflect an incomplete understanding of the assignment or inaccuracies in writing. The work is too messy to read or typos distract from the concept. These may contain recurrent stylistic flaws, misreadings of the works discussed, spelling errors, and citation errors. It may present a trivial thesis, a thesis in multiple parts, and thus have no flow.  

F Papers are still better than zero papers. F papers are mechanically unsound, difficult to read, have citation issues, or are just not high school level work, but they still represent some understanding of the assignment’s goals.A student receives a zero for not turning in a paper or for plagiarism; a student may also receive a zero for an assignment that does not even attempt to meet requirements (turning in a personal narrative, creative essay, or flimsy paragraphs instead of a research paper).         

I am always willing to look at your work early before the due date in order to help you achieve the highest success possible.

Items needed for Mrs. Gilpin's class
In the lower grades, a list is published in the paper of what items students need for classes. By high school, everyone figures the students know what they should have for classes. That isn't always the case. Here is a list of things you need for my class: Required: 3-ring binder for notes and assignments one folder---to leave in the class as a portfolio multiple pencils for scantron tests multiple pens for notes and in-class writings loose paper or large neatbook (for paper, so students aren't tempted to rip pages from their journal) 3x5 notecards for speeches, flashcards, etc. Suggested: an assignment notebook particular place to store work/bags overnight (so they don't get lost) an email account (student or parent account) fresh ink cartridge (if own a computer) fresh paper (if own a computer) a good attitude and eagerness to learn!

WRITING INFORMATION
Definitions of plagiarism:

1. Intentionally using someone else’s words without proper citation.
2. Anything that can be defined as “cut and paste.”
3. Rephrasing someone else’s ideas and putting them in your own words without proper citation.
4. Unintentionally using someone else’s words or concepts without proper citation.
5. Citing someone else’s words or concepts, but using those words and concepts for most of the paper.
6. Providing incomplete references on the reference page.
7. Not providing internal citation or appropriate internal citation.

  YOU SHOULD NEVER INCLUDE A WEBSITE ADDRESS INSIDE YOUR PAPER. 

You want to use the “point, proof, comment” (chunking) method as much as possible:

 You use internal citation EVERY TIME you use information or ideas from another source. If you are using the exact words, you put the words in quotes and the internal citation at the end. You must put quotation marks around exact wording as well as internal citation at the end. Making a summary of what the author said does not mean you merely swap a few words. After you put the ideas in your own words, you must still have internal citation at the end. Good writing uses multiple sources to support points (this is why having multiple sources that say similar ideas can help you) in order to keep from citing from only one source by going back and forth between direct quotes, summaries, and transitions. You DON’T want a bunch of summarization or a giant direct quote with one internal citation at the end. Often, if you are writing about something with which you are not familiar, your job as writer and researcher is more about combining multiple sources so that it brings something to your reader rather than just writing from the first to last words. You also use research to support your ideas---think about the topic and what your opinion is—then find people who agree and disagree with you. Better sources have authors and titles.  CITATIONS ARE ALSO USED TO SUPPORT YOUR IDEAS—THEY SAY THAT DOCUMENTED PROOF EXISTS FOR WHAT YOU ARE SAYING.
-You cannot “count” an entry/source if you haven’t cited it in your paper even if it is in the reference page.
-If you use a source in your paper, EVEN IN YOUR OWN WORDS, but do not cite it, your use of that source is plagiarism (because you didn’t give credit to the source).
-If you do not use internal citation, even if you have a full reference page, you are plagiarizing (because, remember, you aren’t supposed to have a reference entry unless you have an internal citation).
-Any time you use someone else’s thoughts in your own words (summarize/paraphrase) or use their exact words (direct quote), you need to have an internal citation.
-You do not want to use one source for a large chunk of info---otherwise, your reader might as well have just read that source.
-Your job is to go back and forth between sources to provide information. 

Even when writing a rough draft for peer or teacher editing and revision, I expect you to adhere to these concepts:

1. Do not use contractions. This means you must use cannot instead of “can’t” and do not instead of “don’t.”
2. Do not use instant messenger or any other kinds of abbreviations.
3. Do not use “there are” or “there is.”
4. Proper nouns are capitalized.
5. Formal papers are only in third person, so they do not use “I, me, we, our, us, you, or your.” Instead, formal papers use “he, she, they, them, their, people, one, someone, students” to get the point across.
6. The papers should be typed in Times New Roman or Geneva 12 point font and double spaced. Usually, you will have at least a week between receiving the assignment and the date it is due. This is enough time to use the computer lab to type the assignment if you do not own a computer.
7. The thesis (last sentence of the introduction paragraph) is one sentence, not three sentences with a point for each.

  More sophisticated writing relies less on direct quotes (which are the author’s exact words in quotations with internal citation at the end) and more on summarizations and paraphrases (putting the author’s words into your words without quotation marks but STILL WITH INTERNAL CITATION!). After you have chosen the information to use for your paper, use it!  The next part is the part where people get weird: your paper is NOT just to be cobbled together jumps from summaries to direct quotes and back to summaries. You must think of yourself as the artist or researcher who is carefully examining or analyzing the information in order to bring it together in a certain way to make certain conclusions for the reader.  

Podcast/Interview

This is the website for my interview with a representative from Phi Delta Kappa, an educational professional organization. I was named one of the class of 2009-2010 Emerging Leaders, so they interviewed me on leadership and education. It is a bit lengthy, but they said they wanted details about the school, my role, and educational issues.

http://web.me.com/erinyoungpdk/Emerging_Leaders_2009-2010/Emerging_Leaders_2009-2010/Entries/2009/5/2_PDKs_Emerging_Leaders%3A_Vicky_Gilpin.html