Welcome to ART HISTORY Fall 2014 (See Notes 10-6-14 for your class)

ART HISTORY ... A GREAT WAY TO ENHANCE ACADEMIC LANGUAGE

ART HISTORY ...

This is an informative blog in which students and parents may access to get information on current and upcoming curricula and events in Art. 

Already this semester in art, students have worked in enhancing critical thinking skills.  See areas below:

Week One:  Expectations

Week Two:  Exploring the historical art history timeline

Week Three:  Developing teams to research a specific area of art history to become masters of the knowledge of that art during that time.  Students have developed self-made questions and researched pictures and illustrations to tell the story of the significance, effects, and technology recognized during that time; currently, students are in the process of completing this project through presentation form.

Week Four:(9-22-14)   Presentation Week (3 day week)  Students are culminating work to present findings.  This presentation includes a checklist of the following:

1.  Title of Poster 2.  Timeline of Targeted art history  3.  Summary of Main Ideas of Findings 4.  Global History Connected  5.  Technology used during that particular time 6.  Vocabulary that juxtaposes targeted art 7.  Connection Statement of the historical art to today's world  8.  Visually Attractive Poster  9.  Participation (all member of the group must announce information

Students then make a declaration of participation using a "positive" // "needs improvement" T-Chart

and overall general comments.

Students will then help to finalize a project rubric.

Holiday Homework -- September 25th and 26th

In Journal write up to 5 sentences on what you liked best about working in a group, and at least 1 sentence that you think needs to be done differently for a next project. (Date entry as 9-29-14)

(Journals collected on Wednesday, September 30, 2014

Exit Ticket:  In Journal  9-23-14

Write one important fact that you will always remember about the art you studied. (In Journal)

Exit Ticket:  In Journal 9-24-14

Think about an art work that you find interesting in modern times 0 AD to present.  How might we critique this art?

See modern art on this website:  

http://metmuseum.org/collection/the-collection-online

http://www.moma.org/visit/exhibitions

Monday, September 29th in Journal

Exit Ticket:  Today we scanned our reading and read "chunks" of art movements in art history.  

Then, we "drew conclusions" on what we read using one sentence for each chunk assigned.  

Explain the idea of "drawing conclusions."

This week we are working on critically analyzing a chosen art from a particular art period.  

First, we are drawing conclusions on a particular art period and then we are working in groups to choose a particular art from that period, then, putting ourselves in the picture and/or as a narrator and writing a virtual experience about the art (skits).  Lastly, we are using the 4-step method to critically analyze the art.

Welcome to the Lozano's Blog

ESL / 4 + ESL / 5

This is an informative blog in which students and parents may access to get information on current and upcoming curricula and events in ESL/4, ESL/5, and in Art. 

Already this semester in a both ESL / 4 and in ESL/5, students have worked in enhancing areas in English.  See areas below:

Week One:  Introduction to Expectations and Connections to work at a level of College and Career Readiness

Week Two:  Introduction to the structure of a paragraph as having a focused topic and supporting details. + exploring grammatical areas of weakness; and self-assessing targeted areas through graphing and meta cognition.

Week Three:  Exploring additional grammatical issues in the use of relative pronouns, use of passive vs. active voice.  In addition, identifying the use of literary devices as a "writer's tool box," and identifying these elements in actual text. + Scaffolding a personal narrative through sharing ideas with a partner, a short-hand personal time-line, and exploring use of sensory words and phrases as a way of developing imagery in personal essays.

  ESL / 4

Week Four:  (9-22-14)  Students are continuing their studies on how an author utilizes writer's tools to develop and "design" their stories.  Narrative stories read so far include:  "I Belong on the Beach," by Shelley Long; "Some Things Never Change," by Nelda Cruz in which students must comprehend the story via literary devices using graphic organizers.

Students have created a personal timeline, a visual timeline; have chosen a particular area to write about on their timeline (else, have been another choice  based on prompts already written).  This focused area has then been transformed onto another graphic organizer in which students practice using "sensory-and descriptive" language.  Students will then have a "guiding tool" -- another graphic organizer in which they will outline their essay.

Holiday Homework -- Thursday and Friday, September 25th and 26th:

1)  Read checklist and your draft one.  Rewrite necessary parts to earn best possible points.  

Draft one and draft two -- both typed -- must be handed in at the beginning of class on Monday, September 29th.  Prepare to hand in all materials:

*graphic organizers and scaffold sheets

*draft one and draft two typed

*checklist

2)  Independent Reading:  Choose an independent reading book for class.  In the end, you will create a project based on your reading.  

*choose book

*write a reflective paragraph on what you have read so far + include title, author, setting, at least 2 literary devices and how the author develops the characters through these devices

OUTLINE:

End of October -- Summary of book

End of November -- Project of book

End of December -- Presentation of book

Monday, September 29th, 2014

Homework Tonight:  Remember to "highlight" items on your 2nd draft -- use checklist.  All drafts should be turned in at the beginning of class, as well as the checklist.  

Week Five:  Critically analyzing short stories and the reasoning and motivation from an author's point of view to be compared with a similar theme in non-fiction text.

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 ESL / 5

Week Four:  (9-22-14)  Students are developing skills in citing evidence of how an author develops an essay based on a "writer's tool box".  Students are reading a short story named, "My Dark Brown Lace-Ups," by an anonymous writer.  Students are building background knowledge on the structure of a narrative essay utilizing an author's use of literary devices (literary elements and techniques).

Holiday Homework -- Thursday and Friday, September 25th and 26th:

1)  Use the graphic organizer to "map-out" your essay.  Add "sensory adjectives" to sentences.

Use simple, compound, complex, and compound complex sentences.  On Monday, September 29th you need to walk in the door with a "sensory graphic organizer" + Draft One (Note:  To those students who have changed classes--I have read your essays.  For the most part, they are "sounding" essays.  To move up in level they need a deeper understanding of the use of literary devices, so that as writers, this evidence is reflective in your work.  Hence, for your first draft for this class you may use previous drafts, with an understanding of moving forward.

2)  Independent Reading:  Choose an independent reading book for class.  In the end, you will create a project based on your reading.  

*choose book

*write a reflective paragraph on what you have read so far + include title, author, setting, at least 2 literary devices and how the author develops the characters through these devices

OUTLINE:

End of October -- Summary of book

End of November -- Project of book

End of December -- Presentation of book

Monday, September 29th, 2014

If you wrote in the "sensory graphic organizer about a particular focused idea, this is okay and you have homework credit (everyday it is late it is less a point).

Tonight, you need to continue to add details and sensory details to your writing.  

Week Five:  Write a sensory, detailed narrative and applying literary devices to text.

MAKE UP WORK --

MAKE UP WORK -- 

Students:

A friendly reminder:  If you are absent, whether it is excused and/or unexcused, you are still responsible for work missed in class.  Hence, the following choices will at least help you in the class/work points, which is worth 25% of your grade.

This website will also be shared with counselors, whom may also share it with parents and guardians.

All make-up work is due before the end of the marking period, which will be reflective in that marking period.

Assignment choices:

#1  Look in a newspaper in-hand or online and find the arts section.  Choose an article that discusses points about a topic.  Make a photo copy of the article.  Attach your reflective ideas of the claim of this article, and state at least three reasons why this article has that claim.   Find another article on the same topic, but has a counterclaim and is against the topic, again, find three other reasons why this article makes a counterclaim.  Of the two articles, choose which article states a stronger claim.  Your reflective writing should be at least 100 words.

#2  Collect a collection of quotes and interpret and give meaning to at least 10.  You may Google quotes.  Then, like on the Midterm, think of two literature genres that may support your meaning and interpretation.

#3  Write a instruction book for something you know how to do and/or make.  Book must be at least 10 pages with illustrations and visuals.

#4  Your own ideas must be discussed and approved by teacher.

ELA REGENTS PREP STUDENTS, SPRING 2013

Students:

Remember, your studies inside and outside of class must continue until the end of the semester.

To reiterate, go to the following websites and practice your skills in English (listening, grammar, and knowledge of literary devices)

Your may take notes in your Journal and/or your "makeshift" Journal for earned Homework credit (which is worth up to 25% of your grade).

TO PRACTICE LISTENING
www.teenkidsnews.com


Who is in the news
What is the topic and why is it important?
Where is the story taking place and why is this relevant?
When is the story taking place?
How does the story unfold?

ANOTHER WEBSITE TO PRACTICE LISTENING
http://www.esl-lab.com/live/liverd1.htm

Following instructions for each Roman Numberial
I.
II.
IIl.
IV.
V.


PRACTICE GRAMMAR
http://www.esl-lab.com/index.htm


Go to the right of the page and find the box that says, "Using this link."  Click on "Grammar Project," Scroll down the page until you find a list of grammar lessons.  Click on the lesson you feel will be most helpful to you.  Record the website, time in and out, and any scores in your Journal (and/or makeshift Journal which is line paper -- to be attached to your Journal).

PRACTICE GRAMMARhttp://grammar.yourdictionary.com/grammar-rules-and-tips/11-Rules-of-Grammar.html

More Grammar
http://esl.fis.edu/grammar/rules/article.htm

(use of articles)


PRACTICE LITERARY DEVICES
http://www.funtrivia.com/playquiz/quiz2309931a72b00.html

Write the website, time in and out, and any scores that you accomplished while on this site.


Common Core Reading Strategies (College Readiness)
http://iteachicoachiblog.blogspot.com/2012/06/five-simple-close-reading-strategies.html



Look for another book (remember, you should have read 3 books by April)
http://www.phschool.com/curriculum_support/reading_list/high_school.html


Practice Reading Strategies (Games)
http://www.fun4thebrain.com/English/treasurehunt.html

ELA - REGENTS PREP - SPRING 2013 Spring Break. Holiday Homework

Students,

Thank you for taking the initiative and responsibility of checking this blog site for your homework.  This homework is assigned to support your ongoing developing skills in reading, writing, and listening in Enlish.

Please check this blog cite at least three times during vacation.

((Note:  if you lose your makeshift journal you may save all your work on your computer and email me by April 1st, 2013))

libertytext@gmail.com



Homework Assigned:

1.  You must continue to read and finish your first Independent Reading book.  You need to write the letter to 9th graders recommending this book.  (See earlier posts for scaffold letter).  You also need to log-in information in your Reading Log.

This includes:
-Title and author of book
-A profile of leading characters and their characteristics
-Setting and how this affects the characters
-Theme of book and how the characters develop this theme,
-Conflict within characters -- internal ( what troubles are going in in the characters head) and/ or external (troubles that you can actually see)
-Imagery ( draw a picture of your favorite scene) and add text
-Four contextual vocabulary.

When you have finished your Independent Reading book, you must find a new book -- this time in English.  Follow the "log - in" procedure as you did for your first book.

Note:  All books and analysis must be finished by the middle of April -- in the end, you will need to teach your book of choice.

Note:  Below are recommended books for high school students from English teachers - see website:

http://www.phschool.com/curriculum_support/reading_list/high_school.html


Rubric:

90+ -- Reading Log for two books , 2 letters 
80+-- Reading log for two books , 1 letter
70 +  -- Reading log for one book, 0 letters
65 = Reading log incomplete , 0 letters
55 -- No evidence of reading



2.  Practice listening skills-- go to two different websites and log- in all information in your makeshift
Journal 

www.teenkidsnews.com

Who is in the news
What is the topic and why is it important?
Where is the story taking place and why is this relevant?
When is  the story taking place?
How does the story unfold?

+

Write a short summary based on what you learned,


+

Go to another website

http://www.esl-lab.com/live/liverd1.htm 

Click on an interesting topic and follow all instructions from site
I.  
II.
IIl.
IV. 
V.

3.  

ELA REGENTS PREP CLASS -- SPRING 2013

Lesson on Friday, March 15, 2013:

Thinking critically about how stories are developed:

See worksheet below--

How did the screenwriter use setting to develop the story?

The story includes many figures that have been personified—how did this help to develop the story?

How did the screenwriter develop the tone and mood and how did this affect the characters?

Why is symbolism so important to this story?

How the did the screenwriter develop the characters?  How did the characters interact with each other based on their characteristics?

How did the screenwriter develop the theme of “anything is possible” in this story?

ELA – REGENTS PREP

Q#27 – SCAFFOLDING DEVELOPMENT – FOCUS –

Writers developing stories through the use of literary elements and techniques

Directions:  Use your notes from class, and the movie entitled, “Oz:  The Great and Powerful” in support of the task.  (**Note:  Movies cannot be used on Regents—in this lesson, you are learning the critical thinking skills in writing for Question 27)

Task:  Choose two specific literary elements (e.g. theme, characterization, structure, point of view, etc.) or literary technique (e.g. symbolism, irony, figurative language, etc.,) used by the screenwriter of the movie named, “Oz:  The Great and Powerful.”  Using specific details form the movie, in a well developed paragraph; show how the screenwriter uses those elements or techniques to develop the movie.

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ELA - REGENTS CLASSES

Students:

Many students are working diligently (are hard-working) at meeting the benchmark (standard) for earning a Level "2" on the English Language Arts test -- Part 3.  This includes:

WRITING:
*Controlling Idea -- topic, definition of topic, and strong opinion about topic
*Evidence (proof -- examples) in Passage I and Passage II -- Quotes from passages recommended here with explanation on how they support your strong opinion about the topic (controlling idea)
*Short conclusion summarizing whole essay (refer to controlling idea)

Homework is ongoing:
1)  Continue to read your independent book
2)  Write in information (use your Reading Log)
3)  Write the letter to 9th graders about your book (see blog entry dated
February 2013
4) Listen to the Teen website to practice listening skills http://www.teenkidsnews.com

5)  Practice Grammar
http://www.manythings.org