Finish Dracula this week. Monday is a graded discussion (assessment points); the make-up is an analytical paragraph on the end of Dracula. We will be writing the end-of-the-book essay after Thanksgiving.
I updated the information packet on google classroom. If you want to get a preview on the essay questions, feel free. You can do any planning and pulling together of information on your own, BUT YOU HAVE TO WRITE IT IN CLASS.
Wednesday, November 18, 2015
E2: Update
Post your Briar Rose essays in the appropriate assignment, make sure your books and all are turned in.
Make sure you have The Girl Who Loved Tom Gordon for class tomorrow and your notes. Updated notes are attached to this announcement on google classroom.
Make sure you have The Girl Who Loved Tom Gordon for class tomorrow and your notes. Updated notes are attached to this announcement on google classroom.
Honors 4: Regarding the Research Stuff
We are reading thirty articles, writing summaries and paragraphs for them. The paragraphs should work as building blocks for your research project depending on your topic. All the articles and topics spring from Hurricane Katrina, Zeitoun, and When the Levees Broke—from there, it's open.
This gives every person in class a solid, shared foundation of information. This forces everyone to examine various types of articles for useful information while looking at what works and what doesn't work for a college-level research paper. This will hopefully cut down on accidental plagiarism (or plagiarism of any sort).
For every 5-6 paragraphs you write, I grade the one that looks the worst on the scoring guide. This is to help you figure out how to improve, not to destroy your grades. You get points for each paragraph, but the scored ones are assessments. If all of your articles look good, then scoring any of them should be an easy bump. And, again, these are some of the building blocks of your essay.
Everything we have done in class so far has been in preparation for the 5-8 page research project. How you write, how you incorporate research, how you process and share information will determine whether you are ready to be graded at the WR121 or WR115 level. All of the steps we've done together in class, you would be doing on your own at college. If you take this seriously, you will have the skills you need to do well.
This gives every person in class a solid, shared foundation of information. This forces everyone to examine various types of articles for useful information while looking at what works and what doesn't work for a college-level research paper. This will hopefully cut down on accidental plagiarism (or plagiarism of any sort).
For every 5-6 paragraphs you write, I grade the one that looks the worst on the scoring guide. This is to help you figure out how to improve, not to destroy your grades. You get points for each paragraph, but the scored ones are assessments. If all of your articles look good, then scoring any of them should be an easy bump. And, again, these are some of the building blocks of your essay.
Everything we have done in class so far has been in preparation for the 5-8 page research project. How you write, how you incorporate research, how you process and share information will determine whether you are ready to be graded at the WR121 or WR115 level. All of the steps we've done together in class, you would be doing on your own at college. If you take this seriously, you will have the skills you need to do well.
Myth: Independent Reading Project
All information is up on google classroom.
Independent Reading Project: Choose from the Fantastic Lit or Speculative Fiction lists. Please keep in mind the bold/italicized titles may have some graphic moments and are not for every reader. If you would like to read a book off the list, check with me.
First Essay is due 11/20/15
Second Essay is due 11/30/15
Third Essay is due 12/7/15
You will have time in class on those days to work on the essays.
Independent Reading Project: Choose from the Fantastic Lit or Speculative Fiction lists. Please keep in mind the bold/italicized titles may have some graphic moments and are not for every reader. If you would like to read a book off the list, check with me.
First Essay is due 11/20/15
Second Essay is due 11/30/15
Third Essay is due 12/7/15
You will have time in class on those days to work on the essays.
Friday, October 30, 2015
English 2: Briar Rose and The Girl Who Loved Tom Gordon
Briar Rose by Jane Yolen (1992): 2-sentence summary + analytical paragraph for each section
Reading October 22-November 16
The Girl Who Loved Tom Gordon by Stephen King (1999) (There will be questions and discussions.)
- Becca's Quest: Gemma's Death ch 2, 4, 6
- Becca Gets Help & Learns Some Things ch 8, 10, 12, 14, 16
- Becca's Trip: Poland and Beyond ch 18, 20, 22, 24
- Gemma's Briar Rose: ch 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23
- Gemma's Castle + Becca's Quest ch 25-30
- Happy Ending for Becc? ch 31-33 + Author's Note
Reading October 22-November 16
The Girl Who Loved Tom Gordon by Stephen King (1999) (There will be questions and discussions.)
- The Woods: outskirts, lost, center, escape or trapped
- Threes: quest, trials, helpers
- The Shadow
- Plotiness—Actual Fae (Tuatha): beings from a dimension next to ours where time and reality run differently
Wednesday, October 21, 2015
Myth: Human Monsters
Read "The Sandman" by E.T.A. Hofman—three annotations per page (notes, thoughts, connections, questions, words you don't know).
Read "The Black Cat" by Edgar Allen Poe, write a 2-sentence summary, and write an analytical paragraph (you could focus on the nature of evil and connect it to "The Sandman.")
Read "The Picture in the House" by H.P. Lovecraft, write a 2-sentence summary, and write an analytical paragraph (you could, again, focus on the nature of evil and connect it to "The Sandman" and "The Black Cat")
That's two summaries and two analytical paragraphs for this part of the week.
- 2-sentence summary for each section
- Nathanael to Lothar
- Klara to Nathanael
- Nathanael to Lothar
- pg. 224 Author's Notes
- pg. 233 Nathanael's Return to University and The Ball
- pg. 239 Life After The Ball: Courting Olympia
- pg. 243 Life After Olympia: The Breakdown, The Recovery?
- Analytical Paragraph: What is the source of evil? What is evil?
Read "The Black Cat" by Edgar Allen Poe, write a 2-sentence summary, and write an analytical paragraph (you could focus on the nature of evil and connect it to "The Sandman.")
Read "The Picture in the House" by H.P. Lovecraft, write a 2-sentence summary, and write an analytical paragraph (you could, again, focus on the nature of evil and connect it to "The Sandman" and "The Black Cat")
That's two summaries and two analytical paragraphs for this part of the week.
Friday, October 16, 2015
Myth: Red Riding Hood & Werewolves
The paragraphs and questions are up on google classroom.
Bring your books on Monday. We will be reading The Sandman.
Bring your books on Monday. We will be reading The Sandman.
English 2: Sleeping Beauty
"Sun, Moon, and Talia"
Read Charles Perrault's "Sleeping Beauty" and write a 2-sentence summary and an analytical paragraph
Monday we'll read the Grimm's Sleeping Beauty and you can choose questions or paragraph.
Tuesday we'll read Gardener's Politically Correct version with an analytical paragraph.
Wednesday we'll watch and discuss Granny O'Grimm's Sleeping Beauty.
Thursday we'll be checking out Jane Yolen's Briar Rose and start reading. There will be information and details up on google classroom.
- What archetypes do the main characters (Talia, the King, the Queen) fit into?
- Is this a conflict that has been in multiple stories? Name a few and explain the trope.
- Does the story draw from older stories or influence newer stories? How?
- What is the big idea the story explores?
Read Charles Perrault's "Sleeping Beauty" and write a 2-sentence summary and an analytical paragraph
Monday we'll read the Grimm's Sleeping Beauty and you can choose questions or paragraph.
Tuesday we'll read Gardener's Politically Correct version with an analytical paragraph.
Wednesday we'll watch and discuss Granny O'Grimm's Sleeping Beauty.
Thursday we'll be checking out Jane Yolen's Briar Rose and start reading. There will be information and details up on google classroom.
English 4: Dracula
We started Dracula. The notes are up on google classroom or you can pick them up in class. We are reading chapter 2 over the weekend. Don't forget your annotations and your Lit Questions.
If you missed the vocab quiz on Friday, make sure to sign up to come into Advisory next week!
Argumentative papers were due by today (at the latest). Please make sure you talk to me if there's a hold-up. I only have three people who have extensions.
If you missed the vocab quiz on Friday, make sure to sign up to come into Advisory next week!
Argumentative papers were due by today (at the latest). Please make sure you talk to me if there's a hold-up. I only have three people who have extensions.
Honors 2: Updates
Zeitoun information packets are available in class or on google classroom. We are reading Part 4 and the Part 3 discussion will be happening Monday.
If you missed the vocabulary quiz on Friday, be sure to sign up for Advisory to make up the quiz next week.
If you missed the vocabulary quiz on Friday, be sure to sign up for Advisory to make up the quiz next week.
Monday, October 5, 2015
First Research Papers
English 2 topics will center around The American Dream or Poverty in the United States.
English 4 topics will stem from 30 for 30: Hillsborough
A more in-depth outline and packet can be found in your google classroom or in my actual classroom.
You have two options for the type of paper you write:
English 4 topics will stem from 30 for 30: Hillsborough
A more in-depth outline and packet can be found in your google classroom or in my actual classroom.
You have two options for the type of paper you write:
- Argument/Counterargument
- Explain or define the topic; go from general to specific
- Thesis Statement: one to two sentences that answer the following questions
- How is the topic relevant? Why does it matter?
- What do you have to say about it? What type of support do you have?
- Why are you writing the paper? Who is it for? (Avoid the obvious, "for class" or "my teacher" and try to figure out who your target audience is.)
- Your body will include a look at the major arguments for and against your topic, focusing on the side you think is "right".
- Conclusion
- So what? Now what?
- Why does it matter? What does it change?
- Final Thought
- Problem/Solution
- Explain or define the problem; go from general to specific
- Thesis Statement: one to two sentences that answer the following questions
- How is the topic relevant? Why does it matter?
- What do you have to say about it? What type of support do you have?
- Why are you writing the paper? Who is it for? (Avoid the obvious, "for class" or "my teacher" and try to figure out who your target audience is.)
- Your body will include an analysis of possible solutions before focusing on the best solution.
- Conclusion: Explain the best solution and support it.
- So what? Now what?
- Why does it matter? What does it change?
- Final Thought
Thursday, October 1, 2015
Myth: Folktales vs. Fairy Tales 2
"Why Tortoise's Shell Isn't Smooth" pg. 84
"Little Red-cap" pg. 96
- Write a 2-sentence summary
- What was it about?
- What was the message?
- Write an analytical paragraph
- Use one sentence from the summary as the topic sentence
- Use at least two examples from the story and explain how each supports the topic sentence
- Connect the topic to another piece of literature or a life experience and explain.
"Little Red-cap" pg. 96
- Write a 2-sentence summary
- What was it about?
- What was the message?
- Write an analytical paragraph
- Use one sentence from the summary as the topic sentence
- Use at least two examples from the story and explain how each supports the topic sentence
- Connect the topic to another piece of literature or a life experience and explain.
"Hansel and Grethel" pg. 104 and "The Tinderbox" pg. 112
- Write a 2-sentence summary for each
- What was it about?
- What was the message?
- Write an analytical paragraph on one
- Use one sentence from the summary as the topic sentence
- Use at least two examples from the story and explain how each supports the topic sentence
- Connect the topic to another piece of literature or a life experience and explain.
Tuesday, September 29, 2015
Myth: Monster Codes
The Questions (notes are on the google classroom):
Choose one of the "monsters" to use in your (7-10 sentence long) discussion about why we need monsters. Make sure to have a topic sentence, two to three specific piece of support, and solid explanations
- What do werewolves represent in stories? Explain and support.
- What do vampires represent in stories? Explain and support.
- What do zombies represent in stories? Explain and support.
- What do demons represent in stories? Explain and support.
Choose one of the "monsters" to use in your (7-10 sentence long) discussion about why we need monsters. Make sure to have a topic sentence, two to three specific piece of support, and solid explanations
E2: American Winter
Write a 7-10 sentence paragraph for each:
- What does American Winter have to say/show about poverty and how Americans handle it?
- What does American Winter have to say about getting involved in helping others? What are your thoughts on helping others and how did you develop them?
Monday, September 28, 2015
Myth: Fairy Tales vs. Folklore 2
Answer each questions with three to four sentences.
- What do werewolves represent in stories? Explain and support.
- What do vampires represent in stories? Explain and support.
- What do zombies represent in stories? Explain and support.
- What do demons represent in stories? Explain and support.
- Why do we need monsters in stories? Explain and support?
- Why do we need heroes in stories? Explain and support.
Friday, September 25, 2015
Honors 4: Guided Essay
This is either a problem/solution or argument/counterargument essay. At least one of your three sources needs to come from the articles I handed out or the documentary we watched (Food Inc.). Any sources you find need to be printed off and cited correctly.
Please check the Citation Information tag or OWL@Purdue for information or to answer any format questions.
The paper will be two pages (typed, et al.) and include a bibliography as the third page. The final draft will be on top with a rough draft, an outline, and any supplemental materials stapled behind. If you choose to turn it in via google classroom make sure each file name makes sense considering how many people might be uploading the same assignment.
Please check the Citation Information tag or OWL@Purdue for information or to answer any format questions.
The paper will be two pages (typed, et al.) and include a bibliography as the third page. The final draft will be on top with a rough draft, an outline, and any supplemental materials stapled behind. If you choose to turn it in via google classroom make sure each file name makes sense considering how many people might be uploading the same assignment.
Thursday, September 24, 2015
Myth: Archetypes and Hero's Journey
Write me two paragraphs: one focusing on how a single archetype is used in the Pilot; one on how a step in the Hero's Journey is used in the Pilot.
The Hero's Journey
Grimm Pilot
The Journey So Far
Terms
The Hero's Journey
- Leaves Home/Receives Quest
- Meets Company
- Faces Trials
- Separates from Company
- Final Trial: Win, Lose, or Die
Grimm Pilot
- Nick Berkhart (Grimm/police): hero, anti-hero, warrior
- Aunt Marie (Grimm/librarian): mentor, gatekeeper, warrior
- Juliet (Nick's gf/vetrinarian): best friend?, rational love interest?
- Hank (bff/police partner): warrior, best friend?
- Sargent Wu (police): warrior, shadow (everyman)
- Captain Reynard (police): warrior, trickster, villain??
- Monroe (werewolf/clock maker): warrior, thief (reformed), mentor, shadow
The Journey So Far
- Leaves Home/Receives Quest: Aunt Marie's dying, tells Nick to leave Juliet OR girls are being killed/kidnapped and a little girl has just been taken
- Meets Company: all the peeps
- Faces Trials: find the "big bad wolf" and save the little girl, trusting Monroe, finding the mailman, asking Hank for backup
Terms
- Wesen: people who are shapeshifters
- Grimm's: supernatural enforcers/killers
- Volga: to shapeshift
Wednesday, September 23, 2015
Sample 2-Sentence Summaries and Analytical Paragraphs
Analytical Paragraph (General): Response to an article, short story, chapter/book, play, poem, television show/episode, film, lecture, etc. (7-10 sentences)
Summaries
Literature Example
Summary
Old Man created everything and everyone on the Great Plains. When the people stopped listening to Old Man's messengers, they lost everything (their land, their families, and their stuff).
Paragraph
According to "Blackfoot Genesis", Old Man created everything and everyone on the Great Plains. We see this when he creates the big horn sheep and the antelope. With each of these creatures he provides for his people and for the animals, showing how much he cares about what he creates. He also takes care of the people he creates when he protects them from the buffalo. He shows the people how to use bows and arrows which allows them protection and food. Old Man doesn't just create things, he protects and cares for what he creates.
Article Example
Summary
"Chipotle Treats Customers Like Idiots" is about the importance of carefully checking sources and intentions, even in advertising. People too easily get sucked into a clever marketing campaign without finding out the truth behind it and that can, unfortunately, inform their decisions. This article is fairly reliable, because the author makes the information easy to access and fact-check.
Paragraph 1
People too easily get sucked into a clever marketing campaign without finding out the truth behind it and that can, unfortunately, inform their decisions as shown in "Chipotle Treats Customers Like Idiots." One example from Bailey's article is shown when he writes "every independent scientific body that has ever evaluated the safety of modern biotech crops has deemed them safe for human beings to eat." Bailey is referring to a Chipotle ad campaign where they claim, in the interest of customer health, they will go GMO free in their products. This is disingenuous at best, he goes on to argue that they manipulate the information and the consumer. He also points out that the prices of organic or natural foods are inflated based on nutritional value which fools some customers into believing they get what they pay for. What people need to remember is that Chipotle is taking GMOs out of their products for marketing, not integrity.
Paragraph 2
"Chipotle Treats Customers Like Idiots" is about the importance of carefully checking sources and intentions, even in advertising. Bailey shows this when he writes, "every independent scientific body that has ever evaluated the safety of modern biotech crops has deemed them safe for human beings." This illustrates how companies keep playing on people's fears instead of encouraging consumers to find out about the safety of GMOs for themselves. He continues by giving examples of Chipotle, individually, trying to take advantage of customer's ignorance through their campaign's implied claim that they are making changes in order to promote the health of their customers. The irony is clear when consumers acknowledge that Chipotle is a chain restaurant that caters to quantity over quality. Checking facts becomes even more important when reading articles like "Government Deception of GMOs" which is full of unsupported suppositions. Ultimately, consumers need to check facts rather than relying on ad campaigns for information on any type of decision making.
- Choose one sentence from the summary as the topic sentence of the paragraph.
- Support from the text (paraphrase or quote w/acknowledgement)––Explain the first piece of support
- Another piece of support from the text (paraphrase, quote w/acknowledgement)––Explain the second piece of support
- Make a connection to another article, poem, chapter, short story, television show, film, class, etc.––Explain the connection
- Finish with “So what? Now what?” or "Why does it matter? What does it mean? What does it change?"
Summaries
- What was it about?
- What was the message?
- If nonfiction:
- Is the source/information reliable? How do you know?
Literature Example
Summary
Old Man created everything and everyone on the Great Plains. When the people stopped listening to Old Man's messengers, they lost everything (their land, their families, and their stuff).
Paragraph
According to "Blackfoot Genesis", Old Man created everything and everyone on the Great Plains. We see this when he creates the big horn sheep and the antelope. With each of these creatures he provides for his people and for the animals, showing how much he cares about what he creates. He also takes care of the people he creates when he protects them from the buffalo. He shows the people how to use bows and arrows which allows them protection and food. Old Man doesn't just create things, he protects and cares for what he creates.
Article Example
Summary
"Chipotle Treats Customers Like Idiots" is about the importance of carefully checking sources and intentions, even in advertising. People too easily get sucked into a clever marketing campaign without finding out the truth behind it and that can, unfortunately, inform their decisions. This article is fairly reliable, because the author makes the information easy to access and fact-check.
Paragraph 1
People too easily get sucked into a clever marketing campaign without finding out the truth behind it and that can, unfortunately, inform their decisions as shown in "Chipotle Treats Customers Like Idiots." One example from Bailey's article is shown when he writes "every independent scientific body that has ever evaluated the safety of modern biotech crops has deemed them safe for human beings to eat." Bailey is referring to a Chipotle ad campaign where they claim, in the interest of customer health, they will go GMO free in their products. This is disingenuous at best, he goes on to argue that they manipulate the information and the consumer. He also points out that the prices of organic or natural foods are inflated based on nutritional value which fools some customers into believing they get what they pay for. What people need to remember is that Chipotle is taking GMOs out of their products for marketing, not integrity.
Paragraph 2
"Chipotle Treats Customers Like Idiots" is about the importance of carefully checking sources and intentions, even in advertising. Bailey shows this when he writes, "every independent scientific body that has ever evaluated the safety of modern biotech crops has deemed them safe for human beings." This illustrates how companies keep playing on people's fears instead of encouraging consumers to find out about the safety of GMOs for themselves. He continues by giving examples of Chipotle, individually, trying to take advantage of customer's ignorance through their campaign's implied claim that they are making changes in order to promote the health of their customers. The irony is clear when consumers acknowledge that Chipotle is a chain restaurant that caters to quantity over quality. Checking facts becomes even more important when reading articles like "Government Deception of GMOs" which is full of unsupported suppositions. Ultimately, consumers need to check facts rather than relying on ad campaigns for information on any type of decision making.
Tuesday, September 22, 2015
E2 : Questions for 9/23
Switching Gears:
- What is the American Dream? Why does it send so many people into debt?
- What is a social "safety net"? Is it necessary in our society? Why?
- If you've never been in the positon of being homeless or worrying about food, how would you deal with it? If you have been in either position, how did you deal with it?
- Does our society need to change to help people not live below the poverty line? How?
Monday, September 21, 2015
English 4: Activism
Activism: people taking action to create a specific change in society
- What is a current problem in our world that deserves notice?
- What is the solution to the problem?
- Does it deserve activism? Why? How?
- What is a problem in our nation that deserves notice?
- What is the solution to the problem?
- Does it deserve activism? Why? How?
- What is a problem locally (Oregon/Pendleton/PHS) that deserves notice?
- What is the solution to the problem?
- Does it deserve activism? Why? How?
- What is a problem that currently is getting a lot of media attention that you don’t think deserves it? Fully explain.
- What is a problem that is not getting much media attention? Why does it deserve to be part of the national conversation? Fully explain.
30 for 30: Hillsborough (2013)
- In the news on April 15, 1989, one of the lead stories was about a riot in a soccer stadium that killed nearly 100 people; originally, the deaths were blamed on rowdy fans. The truth is a little different.
- What is an inquest? How does the process work? How would it have been handled differently in the United States?
- Who are Duckenfield and Burman? What impact did they have on how events played out?
- Why did it take 25 years between the events in Hillsborough and a documentary about it? Best Guess (amend your answer after the movie)
- Why do these deaths matter? Explain.
- Were the deaths in Hillsborough preventable? How?
- Who was ultimately responsible for how wrong things went? Explain.
- What was the purpose of this film? How do you know?
- Should the film maker have used more graphic imagery? Explain.
- Can you think of any other situations where families have had to fight so hard or wait so long for justice/compensation? Explain.
- What impact on sport stadiums and crowd control worldwide are evident based on the events of Hillsborough? Explain.
Myth: The Hero's Journey
You will need your notes on The Hero's Journey and Archetypes for this.
We will be watching clips from the Pilot of Grimm and pausing to note which archetypes are shown (and how) and which stages of the journey are illustrated (and how). Students will then write two paragraph (7-10 sentences)—
We will be watching clips from the Pilot of Grimm and pausing to note which archetypes are shown (and how) and which stages of the journey are illustrated (and how). Students will then write two paragraph (7-10 sentences)—
- Choose an archetype and discuss how it is used in the show.
- Choose one step of the Hero's Journey and discuss how it is played out in the show.
Myth: Notes and Assignments Pre-Bacchanalia
- Extra packets of notes are kept in the top, black basket (under the orange folders) if you need another copy.
- Don't forget to turn in one analytical paragraph for either "Ganesha and The Moon" or "The Wolf Man". I will accept it until 9/25/15.
- 3 God Assignment: Choose a figure form any mythology and compare it across cultures (at least three) or time periods. How are they similar and different? Why do you think they change? I will accept it until 9/25/15
- Make sure to log onto the google classroom or politely ask me if you are missing any of the Trojan War notes.
English 2: Notes for 9/10-9/21
Mythology: stories told to help people understand the rules of the universe and our place in it.
The Norse: warrior people who raided and conquered any groups touching the Atlantic ocean; their myths were strongly their religion until the rise of Christianity.
The Celts: early people who lived in Ireland and parts of Greater Britain
Choose one of the cycles to look up. Write a paragraph about it. Turn in the paragraph (7-10 sentences).
The Hero's Journey
The Screw-up's Journey
The Anti-hero's Journey
The Interior Journey
Folk Tales: oral stories to teach teenagers in the Middle Ages how to live in the world, how society worked and how to get along in life.
Fairy Tales: stories written by the literate for the literate to examine "modern society" and how to best survive in it. Connected to much folklore in that it was meant to help young people navigate a dangerous world
- Major Gods and Goddesses
- Odin: King; Poetry, battle, and death
- Erda: earth, fertility; mother of Thor
- Frigga: seer, mother of seven children w/Odin; Queen of the realm
- Thor: God of sky; Associated with law (sort of sheriff)
- Sif: Wife of Thor
- Balder: Wisdom & Knowledge; Son of Odin and Frigg; killed by Hod (thanks to Loki)
- Freya: fertility, love, lust;; Goddess of the Vanir
- Hel/Hela: Helheim; God/Goddess of the Dead
- Loki: Trickster; At least half giant; becomes increasingly evil over the course of the mythic stories
- Realms
- Asgard: Where the gods live
- Vanaheim : the Vanir home; connected to Asgard
- Alfheim: the light elves home; connected to Asgard
- Midgard: Land of Humans (Earth)
- Nidavellir: Land of dwarves; connected to Midgard
- Jotunheim: Land of giants; connected to Midgard
- Svartalfheim: Land of dark elves; connected to Midgard
- Hel/Helheim: Realm of the dead
- Niflheim: World of the dead
- Valhalla: Where dead heroes are taken by the Valkeryie to feast and train until Ragnarok
- Ragnarok: the end of the world; all creatures fight on the side of light or dark, no one survives from Elder Edda
The Celts: early people who lived in Ireland and parts of Greater Britain
Choose one of the cycles to look up. Write a paragraph about it. Turn in the paragraph (7-10 sentences).
- The Cycles
- Mythological Cycle: the stories of The Dagda, The Morrigan, and the other gods of Ireland
- The Book of Invasions: records the five waves of "invaders" to Ireland; the Tuatha (children of Danu) became The Fae
- Finean Cycle: records the adventures of Finn Mac Cool and his warriors, the Fianna
- Ulster Cycle: records the adventures of Cuchulainn, The Cattle Raid of Cooley (The Tain) and the hero's misadventures with Queen Meave and The Morrigan
- The Cycle of Kings: records the major events of various Irish kings and nobles; each set of stories focus on a different clan
- A Few Gods, Goddesses, and Heroes
- The Dagda, god of earth and treaties; ruler over life and death; leader of the Tuatha; master of magic, fearsome warrior, artisan; married to The Morrigan; the never-empty cauldron, harp, club of life and death
- Lugh of the Long-Spear; sun god, warrior, full of energy; son of Clan and Ethlinn; a classic hero and High King of Tara
- The Morrigan, battle goddess; shapeshifter including crow, wolf, and cow; also goddess of strife and self-rule (sovereignty)
- The Brigid, three-faced goddess; healing, poetry, technology; fertility, home and hearth; daughter of Dagda; wife of Bres of the Fomorians; the three-faced goddess (crone, mother, maiden); mother of Ruadan; sometimes she is mixed in with Saint Brigid, the only woman to ever become a Bishop in Catholic Church
- Epona, horse goddess; fertility and earth; farmers will often name their best horses after her; shapeshifter; takes the dead to The Summerlands; one of the only Celtic gods/goddesses to have her own feast in ancient Rome
The Hero's Journey
- Leaves Home/Recieves Quest
- Meets Company
- Faces Trials
- Separates from Company
- Final Trial: Win, Lose, or Die
The Screw-up's Journey
The Anti-hero's Journey
The Interior Journey
Folk Tales: oral stories to teach teenagers in the Middle Ages how to live in the world, how society worked and how to get along in life.
Fairy Tales: stories written by the literate for the literate to examine "modern society" and how to best survive in it. Connected to much folklore in that it was meant to help young people navigate a dangerous world
Honors 4: Homework 9/21
Read and annotate "Give Genetic Engineering Some Breathing Room".
Practice Paragraph
Practice Paragraph
- Pick any of the GMO articles to write a practice analytical paragraph for.
- Pick one sentence from the 3-sentence summary to use as the topic sentence (include the article's title). Don't forget to use two examples from the text (explain each example)
- Are GMOs an international issue? Explain fully.
- How do GMOs affect American food? Explain fully. [If the questions was "What effect do GMOs have on American food?" then affect would be effect.]
- Do GMOs need activism for or against? Explain fully.
Tuesday, September 8, 2015
Honors 4: Vocab for 9/11 Quiz
- Classic Archetypes: in Jungian psychology, a collectively inherited unconscious idea, pattern of thought, image, etc., universally present in individual psyches.
- Hero: puts the well-being of his people above his own safety and from beginning to end, he learns important skills and changes as a person
- The Catalyst: an event or person who causes significant changes in others
- Mentor or Guide: teaches and protects the hero; gives the hero magical gifts to help complete the quest; often tied to nature or religion; could be a failed hero who is trying to help the next generation
- Gatekeeper: person who guards a gateway or task; sometimes they are part of the villain’s company or sometimes they can become allies or members of the hero’s group
- The Villain: the evil opposing the hero
- Trickster: element of chaos, curious to know how and why, practical joker; often causes problems for everyone by accident; comic relief
- Thief: generally a reformed criminal who is part of the group to redeem himself/herself
English 4: Vocab for 9/11 Quiz
Alley: a roadway between buildings that is smaller than a street and often used for deliveries, garbage, shortcuts, and nefarious activities
Ally: a person(s) that will help, not harm
Antagonist: the opponent of the protagonist (not always the “hero”)
Protagonist: the main character, sometimes called the hero (not always the villain)
Are: form of “to be”
Hour: measurement of time equivalent to sixty minutes
Our: possessive pronoun includes self and others
Bourgeois: affluent, middle-class folk who are conventional, conservative, or materialistic
Proletariat: low-wage earning folk who often struggle to afford the basics (food, shelter, clothes)
Ally: a person(s) that will help, not harm
Antagonist: the opponent of the protagonist (not always the “hero”)
Protagonist: the main character, sometimes called the hero (not always the villain)
Are: form of “to be”
Hour: measurement of time equivalent to sixty minutes
Our: possessive pronoun includes self and others
Bourgeois: affluent, middle-class folk who are conventional, conservative, or materialistic
Proletariat: low-wage earning folk who often struggle to afford the basics (food, shelter, clothes)
Friday, September 4, 2015
English 2: Vocab for 9/11
- Allusion: a historical or cultural reference to something outside the piece of literature
- Ambiguity: uncertainty of intended meaning
- Atmosphere: mood, ambience, or emotional tone of a text
- Cacophony: the use of words and phrases that imply strong, harsh sounds within the phrase (these words have jarring and dissonant sounds that create a disturbing, objectionable atmosphere)
- Characterization: creating and establishing specific individuals (characters) in a story, poem, or film
- Conflict: a resistance the protagonist of the story finds in achieving his aims or dreams
- Connotation: secondary or associated meanings for a word (contextual usage sometimes)
- Denotation: dictionary definition of a word
Thursday, June 11, 2015
Honors 4: 2015 Summer Assignments
- Rationale
- I need to know how you think, collect information, and write. This assignment will give me a feel for all of those things. It will also help me know which areas need to be addressed to help you do the best you can on the Personal Research Project (which can be used in the WR121 portfolio).
- Pre-reading Information
- Fairy Tales: Stories written by the literate for the literate to examine "modern society" and how to best survive in it. Connected to much folklore in that it was meant to help young people navigate a dangerous world. To truly understand these stories, the reader/listener must know the coded language of the stories.
- Restoration Tales: the dispossessed noble has trials, adventures, and with help gets a better situation
- Rise Tales: the poor rises to greatness through trials, adventures, and rescue/ing
- Actual Fae (Tuatha): beings from a dimension next to ours where time and reality run differently
- The Rule of Threes
- Three trials, three people, three chances to change
- Each seemingly needy person or animal has the potential to help later on down the line
- There are always three obstacles to overcome or three tries at the big obstacle (sometimes both)
- The Forest
- Where chaos reigns
- Where the jaded warrior becomes the green man
- Where people see the self through the mirror of nature
- Everyone enters the forest, not everyone exits
- No one comes out of the forest the same
- Symbolism
- The language of fairy tales is metaphor to lead to misdirection
- Don’t eat or drink when taken out of the world, it’ll get you stuck where you don’t want to be
- Old people have power, be nice to them.
- Poor people might be rich, be nice to them
- The Metamorphosis (1915)
- Read the book and determine if it fits the definition of a fairy tale using the information above and any information you can gather from other sources (keep those sources close).
- It might be helpful to find out a little about Franz Kafka.
- The Essay
- The Questions: Is The Metamorphosis a fairy tale? OR How does Kafka’s life feed into the characterization and themes in The Metamorphosis?
- The essay must have two quotes (cited) and two paraphrases (cited). It must include direct references to The Metamorphosis and to two articles the student finds to support his or her thesis.
- Minimum of four well-written paragraphs with a bibliography for sources used in the essay.
- The articles and the essay (with a bibliography) must be emailed to mthouvenel@pendletonsd.org by August 20, 2015 (for any student who is registered for Honors 4 before July 1, 2015) or by August 27, 2015 (for any student who is registered for Honors 4 after July 1, 2015).
- Failure to complete the assignment or a failure to turn in original work will result in the student being removed from Honors 4. Please feel free to contact me at the above email address or to check my school blog (phs242.blogspot.com) for information or help.
English 2: Wrap Up
Read articles on the Pistons and write 3-sentence summaries.
Watch Bad Boys documentary, write daily synopsis, write a 3-sentence summary, write an analytical paragraph and turn it all in.
3-sentence summary
Watch Bad Boys documentary, write daily synopsis, write a 3-sentence summary, write an analytical paragraph and turn it all in.
3-sentence summary
- What was it about? (name it)
- What was the message?
- Was the source/information reliable?
Analytical Paragraph
- What was it about? (name it)
- What was the message?
- How do you know? (two examples explained)
- What did you learn?
- Why does it matter?
Friday, June 5, 2015
E2: Last Vocabulary List
Quiz on June 8
- Acumen: keen insight; shrewdness
- Adulting: the ability to take care of business all the time (pay bills, keep up a house, be social, and mostly legal)
- Caustic: capable of burning, corroding, or destroying living tissue; severely critical or sarcastic
- Dilettante: a person who takes up an art, activity, or subject merely for enjoyment; may find a true passion in one of these or in the promotion of others; a dabbler
- F.O.C. (pronounced "folk"): family of choice—people who have a tighter bond than just friendship and support each other emotionally, spiritually, mentally, and (sometimes) financially (for short periods)
- Friends: people who come together for support and mutual mental and emotional (sometimes financial) benefit.
- Friendly: treating other people with courtesy and sincerity without wishing to move into friendship
- Halcyon: calm; peaceful; tranquil
- Jobing: doing the best one can with the good and the bad that life throws down (references the Judeo-Christian story of Job)
E2: The Girl Who Loved Tom Gordon
Briefly identify where, what, or who each thing is and explain in a sentence or two.
- The Woods
- Outskirts
- Lost
- The Center of the Woods
- Out or Further In
- The Rule of Threes
- The Quest
- Trial #1
- Trial #2
- Trial #3
- Helper (could cause harm) #1
- Helper (could cause harm) #2
- Helper (could cause harm) #3
- The Otherself
- What is a shadow? Support and explain.
- Who is Trisha’s shadow in the beginning of the story? Support and explain.
- Who is Trisha’s shadow when she is fully lost? Support and explain.
- Who is Trisha’s shadow just before she is rescued? Support and explain.
- The Plot
- Which type of a fairy tale is The Girl Who Loved Tom Gordon? Support and explain.
- Restoration Tales: the dispossessed noble has trials, adventures, and with help gets a better situation
- Rise Tales: the poor rises to greatness through trials, adventures, and rescue/ing
- Actual Fae (Tuatha): beings from a dimension next to ours where time and reality run differently
The Essay requires an outline (fill in the blanks)
- Introduction
- 2-sentence summary of the book (don’t forget to name that book/story/article)
- Claim/Thesis (short answer to the question/prompt)––Answer + Basic Reasons
- The Body
- Specific moment or quote from the piece (with line/page number/chapter)
- Why does it matter?
- How does it support your answer?
- Specific moment or quote from the piece (with line/page number/chapter)
- Why does it matter?
- How does it support your answer?
- Specific moment or quote from the piece (with line/page number/chapter)
- Why does it matter?
- How does it support your answer?
- Specific moment or quote from the piece (with line/page number/chapter)
- Why does it matter?
- How does it support your answer?
- Specific moment or quote from the piece (with line/page number/chapter)
- Why does it matter?
- How does it support your answer?
- Conclusion
- What did we learn?
- What do we do with that information?
- Final Thought
E2: Childhood's End
- Prologue
- Konrad Schneider (briefly explain his importance)
- Reinhold Hoffmann (briefly explain his importance)
- Why does the prologue end with, “The human race was no longer alone” (Clarke 11)? Support and explain.
- Earth and the Overlords
- Stormgren (briefly explain his importance)
- Pieter Van Ryberg (briefly explain his importance)
- Karellen (briefly explain his importance)
- How does Stormgren know that letting him see Karellen was “proof…of Karallen’s affection for him” (Clarke 64)? Support and explain.
- The Golden Age
- Why spend a whole chapter explaining how awesome the world is? Support and explain.
- Jean Morrel (briefly explain his importance)
- George Greggson (briefly explain his importance)
- Rashaverak (briefly explain his importance)
- What are the aliens waiting for? Support and explain.
- Jan Rodricks (briefly explain his importance)
- Why did the Overlords let Jan go? Support and explain.
- The Last Generation
- Why is it so important to the people of Athens to “save something of humanity’s independence, its artistic transitions” (Clarke 140)? Support and explain.
- Jeffrey Greggson (briefly explain his importance)
- Jennifer Ann Greggson (briefly explain his importance)
- What saved Jeff on the beach? Support and explain.
- Why does Rashaverak tell George as much as he does in their conversation in pages 172-177? Support and explain.
- What do you think of Karellen’s speech and the information he gives in chapter 20? Does this change your understanding of the book? Support and explain.
- What was the message of the book? Analytical paragraph response.
The Essay requires an outline (fill in the blanks)
- Introduction
- 2-sentence summary of the book (don’t forget to name that book/story/article)
- Claim/Thesis (short answer to the question/prompt)––Answer + Basic Reasons
- The Body
- Specific moment or quote from the piece (with line/page number/chapter)
- Why does it matter?
- How does it support your answer?
- Specific moment or quote from the piece (with line/page number/chapter)
- Why does it matter?
- How does it support your answer?
- Specific moment or quote from the piece (with line/page number/chapter)
- Why does it matter?
- How does it support your answer?
- Specific moment or quote from the piece (with line/page number/chapter)
- Why does it matter?
- How does it support your answer?
- Specific moment or quote from the piece (with line/page number/chapter)
- Why does it matter?
- How does it support your answer?
- Conclusion
- What did we learn?
- What do we do with that information?
- Final Thought
E4 & H4: Wrapping Up
Activism: people taking action to create a specific change in society
- What is a current problem in our world that deserves notice?
- What is the solution to the problem?
- Does it deserve activism? Why? How?
- What is a problem in our nation that deserves notice?
- What is the solution to the problem?
- Does it deserve activism? Why? How?
- What is a problem locally (Oregon/Pendleton/PHS) that deserves notice?
- What is the solution to the problem?
- Does it deserve activism? Why? How?
- What is a problem that currently is getting a lot of media attention that you don’t think deserves it? Fully explain.
- What is a problem that is not getting much media attention? Why does it deserve to be part of the national conversation? Fully explain.
Each set should be answered with a paragraph. We will have a two-day graded class discussion (the answers and the discussion are worth points).
Monday, May 4, 2015
H4: Documentaries
30 for 30: Hillsborough (2013)—In the news on April 15, 1989, one of the lead stories was about a riot in a soccer stadium that killed nearly 100 people; originally, the deaths were blamed on rowdy fans. The truth is a little different.
- Read, answer questions, and discuss the related articles––
- What information was omitted from the original coverage that could changed opinions? [Give an example of information omitted from many news sources that could change public opinion. Why do you think this happens?]
- How did media bias affect this tragedy and the public’s perception? How does media bias affect other newsworthy events? Why do you think this happens?
- What programs that touch on current news topics are clearly biased? How do you know?
- Were these articles biased? How do you know?
- Where do you get your information? Is it from reliable sources? How do you know?
- Pre-watching questions––
- Why did it take 25 years between the events in Hillsborough and a documentary about it? Best guess (amend your answer after the documentary)
- Why do these deaths matter? Explain.
- Post-watching questions––
- Were the deaths in Hillsborough preventable? How?
- Who was ultimately responsible for how wrong things went? Explain.
- What was the purpose of this film? How do you know?
- Should the film maker have used more graphic imagery? Explain.
- Can you think of any other situations where families have had to fight so hard or wait so long for justice/compensation? Explain.
- What impact on sport stadiums and crowd control worldwide are evident based on the events of Hillsborough? Explain.
30 for 30: Hawaiian: The Legend of Eddie Aikau (2013)—follows the life of lifeguard, surfer, and adventurer Eddie Aikua who disappeared at sea in 1978
- Read, answer questions, and discuss the related articles––
- Why is it important for people who are native to an area to keep their cultural traditions? Support and explain.
- Why was it so important for the Polynesian Voyaging Society to make their trips? To continue on after the first, unsuccessful, voyage? Support and explain.
- Why is it important to try to make a positive difference in your community? How did Eddie Aikau do this? How and why did others do this in his name? Support and explain.
- Pre-watching questions––
- What does it take to be a hero? Explain.
- How do you inspire others? Good or Bad.
- Who inspires you? How?
- Post-watching questions––
- What qualities made others listen to Eddie Aikau?
- Why did people latch on to the tagline "Eddie Would Go"? How does it represent part of Eddie Aikau's legacy?
- What made Eddie Aikau insist on becoming the first North Shore lifeguard? What did it say about him as a person?
- Why did the film maker choose to "re-enact" certain events? What impact did that have on the way you reacted to the film?
- What was the purpose of this film? How do you know?
How to Die In Oregon (2011)—Oregon is currently the only state with a "Death with Dignity" Law. Then Senator Gordon Smith tried to get the law overturned three times (and failed each time)
- Read, answer questions, and discuss the related articles––
- Pre-watching questions––
- Should terminally ill people have the ability to choose to end their lives early? Explain.
- What is the difference between Euthanasia and Death with Dignity? Explain.
- Why won't other states enact this law? Explain.
- Post-watching questions––
- How has your understanding of terminal illnesses, their management and care, changed after watching How to Die in Oregon?
- How has your understanding of the Death With Dignity law changed after watching How to Die in Oregon?
- What impact did the opening scene have? How did it set the tone for the film? Explain.
- How does Cody Curtis' journey affect the viewers? Why do you think she was the primary subject of the film?
- What elements are similar to the other documentaries?
Other documentaries to follow
Read, answer questions, and discuss the related articles––
Pre-watching questions––
Post-watching questions––
English 4: Spring Documentaries
30 for 30: Hawaiian: The Legend of Eddie Aikau (2013)—follows the life of lifeguard, surfer, and adventurer Eddie Aikua who disappeared at sea in 1978
- Pre-watching questions––
- What does it take to be a hero? Explain.
- How do you inspire others? Good or Bad.
- Who inspires you? How?
- Post-watching questions––
- What qualities made others listen to Eddie Aikau?
- Why did people latch on to the tagline "Eddie Would Go"? How does it represent part of Eddie Aikau's legacy?
- What made Eddie Aikau insist on becoming the first North Shore lifeguard? What did it say about him as a person?
- Why did the film maker choose to "re-enact" certain events? What impact did that have on the way you reacted to the film?
- What was the purpose of this film? How do you know?
- Read, answer questions, and discuss the related articles––
- Why is it important for people who are native to an area to keep their cultural traditions? Support and explain.
- Why was it so important for the Polynesian Voyaging Society to make their trips? To continue on after the first, unsuccessful, voyage? Support and explain.
- Why is it important to try to make a positive difference in your community? How did Eddie Aikau do this? How and why did others do this in his name? Support and explain.
30 for 30: Hillsborough (2013)—In the news on April 15, 1989, one of the lead stories was about a riot in a soccer stadium that killed nearly 100 people; originally, the deaths were blamed on rowdy fans. The truth is a little different.
- Pre-watching questions––
- Why did it take 25 years between the events in Hillsborough and a documentary about it? Best guess (amend your answer after the documentary)
- Why do these deaths matter? Explain.
- Post-watching questions––
- Were the deaths in Hillsborough preventable? How?
- Who was ultimately responsible for how wrong things went? Explain.
- What was the purpose of this film? How do you know?
- Should the film maker have used more graphic imagery? Explain.
- Can you think of any other situations where families have had to fight so hard or wait so long for justice/compensation? Explain.
- What impact on sport stadiums and crowd control worldwide are evident based on the events of Hillsborough? Explain.
- Read, answer questions, and discuss the related articles––
- What information was omitted from the original coverage that could changed opinions? [Give an example of information omitted from many news sources that could change public opinion. Why do you think this happens?]
- How did media bias affect this tragedy and the public’s perception? How does media bias affect other newsworthy events? Why do you think this happens?
- What programs that touch on current news topics are clearly biased? How do you know?
- Were these articles biased? How do you know?
- Where do you get your information? Is it from reliable sources? How do you know?
Other documentaries to follow
Pre-watching questions––
Post-watching questions––
Read, answer questions, and discuss the related articles––
E2: Scifi Short Stories, Childhood's End, and vocabulary for 5/18 quiz
Scifi Short Stories
- "That Only a Mother" by Judith Merril
- Why doesn’t the mother see the problem with the child? How do parents often see the best or worst in their children? Answer with an analytical paragraph using examples from the story and make a connection from other stories, real life, etc.
- "The Nine Billion Names of God" by Arthur C. Clarke
- Why do some people want the world to end already? Answer with an analytical paragraph using examples from the story and make a connection from other stories, real life, etc.
- "The Cold Equations" by Tom Godwin
- When is it okay to sacrifice one life for the needs of several others? Answer with an analytical paragraph using examples from the story and make a connection from other stories, real life, etc.
Childhood’s End––Introduction and Part 1
- Write a 2-sentence summary for the Introduction
- Write a 2-sentence summary for each section of Part 1
- Write a three to four paragraph essay on Part 1 that answers one of the following questions
- What does it mean to be human? What qualities make us unique as a species?
- Why would The Overlords feel the need to hide their true nature? What do they look like? Why would that scare humans?
- What do you think the future of humanity holds? Be specific with (and support) your ideas.
Vocabulary for 5/18/15 quiz
- Entitled: professional victim who always has an excuse; reacts instead of adapts; and expects privileges for existing.
- Ephemeral: lasting a very short time; short-lived; transitory.
- Epiphany: sudden revelation
- Epitome: a person or thing that is typical of or possesses to a high degree the features of a whole class
- Fallacy: a deceptive, misleading, or false notion, belief, etc.
- Fluid Intelligence: the ability to see connections or relationships despite a lack of training
- Gription: when grip gives traction
- Iconoclast: someone who breaks the rules (or tries to overthrow and institution) in order to create a better world
- Idiosyncratic: something peculiar to an individual
Thursday, April 23, 2015
H4: Fantastic Lit/SF so far
“Leaf by Niggle” and “The Secret Life of Walter Mitty”
- What do these stories tell us about the human condition? Support and Explain.
- What do these stories tell us about how the world works? Support and Explain.
- What do these stories tell us about the place of Consensual Reality in our world? Support and explain.
"Sandman" by ETA Hoffmann
- PGS. 214-233: The Letters & The Visit Home
- PGS. 233-245: The Romance & The Epilogue
- What would Nathaneal's life be like if he were born in the late twentieth century? Support and explain.
- Which "woman" was actually the better match for Nathaneal (Klara/Olimpia)? Support and explain.
- What modern stories clearly reference "The Sandman"? Support and explain.
- Analytical Paragraph: What does this story hypothesize about evil? Support and Explain.
“The Picture in the House” By HP Lovecraft
- Analytical Paragraph: What is insanity? Support and explain.
Read and discuss HG Wells’ “The Star”
- What is our place in the universe? Support and Explain.
- What sound scientific theories of the late 1800’s have been disproven? Support and explain.
- Why might turn of the last century scientists have been right about Mars? Support and explain.
C. Clarke’s “The Star” pg. 385
- What is our place in the universe? Support and Explain.
- What sound scientific theories of the early 1900’s have been disproven? Support and explain.
- What specific ideas of Wells’ is Clarke responding to? Who do you agree with? Support and explain.
Wednesday, April 22, 2015
English 4: Scifi
Isaac Asimov’s “Reason”
- Why are the Three Laws of Robotics important? What role have they played in later science fiction? Support and explain.
- Why (and how) does Asimov reference Islam? Support and explain. It would help to know where Asimov is from (country) and when he was writing this story.
- How does technology at this advanced level change what it means to be human? Support and explain.
- How has Asimov been honored/disagreed with/acknowledged in modern television, films, and books? Support and explain.
- What is Asimov saying about religion? Why does he use Islam instead of Christianity? Support and explain.
- Name and explain three to five qualities that make us human.
- What do we now know about Jupiter that supports/refutes Simak’s suppositions? Support and explain.
- How important is loyalty in relationships? Support and explain.
- What have we learned about other planets that would lead us to having manned bases on them? Do you think we will ever expand beyond earth? Support and explain.
Tuesday, April 21, 2015
E2: Scifi Starter and Vocabulary for 5/4/15 Quiz
Using your resources (various packets of information, class discussions, the wide web) answer the following questions completely––
- What does SciFi have in common with mythology? Support and explain.
- What does SciFi have in common with fairy tales? Support and explain.
- What do the two sets of archetypes (Classic and Romantic) have in common? Support and explain.
- What archetype do you most relate to? Why? Support and explain.
- How much does technology affect your day to day life? Support and explain.
- What do you think will be the "next big thing" in technology? Support and explain.
- What do you think the world will be like when you are thirty? Support and explain.
- Why do ScifFi writers use religion in their stories? Support and explain.
Among the stories we will be reading are (the provided links are what I could find):
- "Microcosmic God" by Theodore Sturgeon
- What would you give up in the name of progress? Support and explain.
- Is it alright to trick people into doing something? Support and explain.
- Why do people give up their ability to make decisions or think for themselves? Support and explain.
- What was Kidder's best invention? How would it fare in our world? Support and explain.
- What will happen if the neoterics ever leave the island? Support and explain.
- "Nightfall" by Isaac Asimov
- What would it be like to never know true darkness?
- What places in our own world may have inspired this story?
- Why do people go crazy when it actually gets dark?
- What is normal? (Analytical Paragraph w/support from the story)
- "Mimsy Were The Borogoves" by Lewis Padgett with a bonus "Jabberwocky" by Lewis Caroll
- Why are the children able to accomplish things the adults are not? What lesson is there for the rest of us? Answer with an analytical paragraph using examples from the story and make a connection from other stories, real life, etc.
- "Huddling Place" by Clifford D. Simak
- How common is a fear that controls someone so completely? Answer with an analytical paragraph using examples from the story and make a connection from other stories, real life, etc.
- "That Only a Mother" by Judith Merril
- Why doesn’t the mother see the problem with the child? How do parents often see the best or worst in their children? Answer with an analytical paragraph using examples from the story and make a connection from other stories, real life, etc.
- "The Nine Billion Names of God" by Arthur C. Clarke
- Why do some people want the world to end already? Answer with an analytical paragraph using examples from the story and make a connection from other stories, real life, etc.
- "The Cold Equations" by Tom Godwin
- When is it okay to sacrifice one life for the needs of several others? Answer with an analytical paragraph using examples from the story and make a connection from other stories, real life, etc.
- Childhood's End by Arthur C. Clarke (yes, it's a novel)
Vocabulary for 5/4/15 Quiz
- Bailiwick: a person's area of skill, knowledge, authority, or work
- Bona fide: made or carried out in good faith
- The Bounce: the ability to move, then crawl, then walk after life knocks someone all the way to the bottom
- Complacent: pleased with oneself, often without awareness of some potential danger or defect; self-satisfied
- Dharma: the principle of cosmic order (Hindu); the teaching or religion of Buddha; applying beliefs to how life is lived
- Dilettante: a person who takes up an art, activity, or subject merely for amusement; may find a true passion or in the promotion of others; a dabbler
- Eclectic: not following any one system, but selecting and using what are considered the best elements of all systems
- Enfranchise: to grant a franchise to; admit to citizenship, especially to the right of voting
Seniors: Vocabulary for a bit
Quiz on 4/21
- Mitochondrion: an organelle in the cytoplasm of cells that functions in energy production
- Nebula: a cloud of interstellar gas and dust
- Nihilarian: a person who deals with things lacking importance
- Nonchalance: cool indifference or lack of concern; casualness
- Nonsectarian: not affiliated with or limited to a specific religious denomination
Quiz on 5/4
- Non sequitur: it does not follow; a statement containing an illogical conclusion
- Omnivore: will eat anything
- Panacea: a remedy for all disease or ills; cure-all
- Passion: any powerful or compelling emotion or feeling
- Perfunctory: lacking interest, care, or enthusiasm; indifferent or apathetic
- Pernicious: causing insidious harm or ruin; ruinous; injurious; hurtful
- Proletariat: low-wage earning folk who often struggle to afford the basics (food, shelter, clothes)
- Quip: a clever or witty remark or comment; a sharp, sarcastic remark; a cutting jest
Quiz on 5/18
- Quotidian: average; ordinary; every-day
- Reflection: an image seen in a mirror or shiny surface; serious though or consideration; contemplation of life, choices, actions, and consequences with an eye to change
- Respite: a delay or cessation for a time, especially of anything distressing or trying; an interval of relief
- Responsible: accept consequences for actions an choices; work for needs and wants; adapt to things that happen rather than blame others.
- Rivals: people who seek to occupy the same place at work, school, or in a social group
- Sargasm: when the urge to make a sarcastic reply is so overwhelming you can only roll yours eyes and grunt incoherently
- Solstice: either of the two times a year when the sun is at its greatest distance from the celestial equator
- Succumb: to yield to disease, wounds, old age, etc
- Supercilious: looking or behaving as if better than other people
Tuesday, April 14, 2015
E2: Poetry and Vocabulary for 4/20/15 Quiz
4/7/15––Poetry Notes; read and discuss "To Autumn" by John Keats; write an analytical/claim paragraph
4/8/15––Read and discuss "Autumn Daybreak" by Antonio Machado; write an analytical/claim paragraph; write a Snapshot Poem (3-10 lines/20-50 words/capture a specific moment or image)
4/9/15––Read and discuss "When I Heard the Learn'd Astronomer" by Walt Whitman; write an analytical/claim paragraph; write a Haiku (5 syllables/7 syllables/5 syllables; Japanese nature poem)
4/10/15––Read and discuss "Fog" by Carl Sandburg and "Falling Snow" by Amy Lowell; write an analytical/claim paragraph; write a Five by Five poem (five lines/five words per line/no rhyme)
4/13/15––Find examples of each poetry term from the packet (underline and label it)
4/14/15––Share examples; read and discuss "Spring is like a perhaps hand" by e.e. cummings; write a two-sentence summary for each part of the poem (whole; in parens; not in parens)
4/15/15––Read and discuss "Hurt Hawks" by Robinson Jeffers; write an analytical/claim paragraph; write a poem (your choice of topic and style)
Poetry Terms for April 20 Quiz––it's open-note, so make sure you find an example of teach term from your poem packet.
- Imagery: words and phrases to create “mental images” for the reader
- Figurative language: writing appeals to the senses; using words that have unusual constructions or sounds
- Alliteration: two or more words in a grouping with the same opening sound (the super suicide society of summer session)
- Analogy: a comparison of two things (the umbrella for metaphor and simile)
- Cliché: overused phrase
- Conceit: an unusual or fanciful comparison
- Euphemism: an inoffensive expression used in place of a blunt or embarrassing one
- Hyperbole: an extreme overstatement
- Idiom: a group of words established by usage as having a meaning not deducible from those of the individual words (e.g., rain cats and dogs, see the light ).
- Metaphor: an implicit comparison that doesn’t use like or as
- Personification: giving human qualities to something not human
- Onomatopoeia: sound words
- Simile: an explicit comparison using like or as
- Symbol: a word or phrase that signifies something or has a range of reference
- Lit. Devices
- Allusion: a historical or cultural reference to something outside the piece of literature
- Ambiguity: uncertainty of intended meaning
- Atmosphere: mood, ambience, or emotional tone of a text
- Cacophony: the use of words and phrases that imply strong, harsh sounds within the phrase (these words have jarring and dissonant sounds that create a disturbing, objectionable atmosphere)
- Diction: word choice
- Fallacy: a deceptive, misleading, or false notion, belief, etc.
- Irony: playing around with words such that the meaning implied by a sentence or word is actually different from the literal meaning (the deeper, real layer of significance is revealed not by the words themselves but the situation and the context in which they are placed)
- Motif: a conspicuous element that recurs throughout a story
- Paradox: a statement that seems to be contradictory, but that actually makes sense
- Point of View: the way a story gets told; the way an author presents characters ,dialogue, action, setting, and events
- Theme: the big idea examined in the text
- Tone: overall effect
Vocabulary for April 20 Quiz (there will also be an open note portion for poetry)
- Theme: the big idea examined in the text
- Tone: overall effect
- Trickster: element of chaos, curious to know how and why, practical joker; often causes problems for everyone by accident; Comic relief
- Voice: agent or agency speaking through the poem; persona
Monday, April 6, 2015
Poetry: "The Rime of the Ancient Mariner"
Part 1: Forced, Stealth Story-telling
Part 2: The Ship, The Sailing, The Albatross, The Drift
- Analytical Paragraph (General)
- Summary (What was it about? What was the message?)
- Support from the text (paraphrase or quote w/acknowledgement)––Explain the first piece of support
- Another piece of support from the text (paraphrase, quote w/acknowledgement)––Explain the second piece of support
- Make a connection to another article, poem, chapter, short story, television show, film, class, etc.––Explain the connection
- Finish with “So what? Now what?” or "Why does it matter? What does it mean? What does it change?"
Part 3: The hallucinations get more serious and Death arrives
Part 4: Everyone dies; the Mariner lives and suffers
- Analytical Paragraph (General)
- Summary (What was it about? What was the message?)
- Support from the text (paraphrase or quote w/acknowledgement)––Explain the first piece of support
- Another piece of support from the text (paraphrase, quote w/acknowledgement)––Explain the second piece of support
- Make a connection to another article, poem, chapter, short story, television show, film, class, etc.––Explain the connection
- Finish with “So what? Now what?” or "Why does it matter? What does it mean? What does it change?"
H4: Fantastic Literature and Speculative Fiction Notes Questions
Read through the packet
- What is the real purpose of fantastic literature?
- How is fantastic literature grounded in myth and history?
- How is fantastic literature connected to scifi?
- What elements make something a story worth reading?
- Why do people keep telling the same story about the same characters over and over? What are some examples of this practice?
LBN Paragraph 1: What happens when we die?
Wednesday, April 1, 2015
Poetry: The Love Song of J. Alfred Prufrock (1911)
Three-part answers for the following questions:
- What do we know about the narrator based on the first two pages? Back it up.
- What do we learn as the poem progresses? Back it up.
- Why does the poem end the way it does? Back it up.
- What was the poem really about? How do you know?
- What is the poem's message? How do you know?
Tuesday, March 31, 2015
E4 and H4: Independent Reading and Vocabulary for 4/6/15 Quiz
Independent Reading
- The book must be at least 300 pages or approved by instructor.
- The book needs to be appropriate to the level of a high school senior in content, context, and reading level.
- This should NOT be a book you have read for another English class. Pick a book about something you actually want to read.
Essay #1: To be written after chapter four, but prior to the halfway point. It should be 500 words and answer one or more of the following questions––
- What’s the point of view and how well is it executed? Support and explain.
- Are the characters believable? Are they well-written? Support and explain.
- What themes are being set up? How do you know?
- What motifs and symbols seem to be important at this point? Support and explain.
Essay #2: To be written after the halfway point, but prior to the end. It should be 650 words and answer one or more of the following questions––
- How well does the author build the characters? Support and explain.
- Is the plot developed naturally and believably? Support and explain.
- Have the themes continued to be weaved into the narrative? Have new themes become apparent? Explain.
- Are there any significant changes to the motifs and or symbols? Have they been developed further? Support and explain.
Essay #3: To be written after you finish the book. It should be 800 words and answer one or more of the following questions (feel free to bring in and acknowledge other sources)––
- How does the book fit into the time which it was written? Support and explain.
- How did the author’s own experiences influence the themes, plot, and characterizations? Support and explain.
- Does the author do a good job writing an interesting story? What areas could use editing or improvement? Support and explain.
Vocabulary List for 4/6/15 Quiz
- Laconic: using few words; expressing much in few words (they may not say much, but they are worth listening to)
- Lamprophony: loudness and clarity of voice
- Liquisipidous: liquid minded (overly focused on the connections rather than the details); often able to wiggle through the smallest holes in instructions to do what they want, the way they want to
- Loquacious: talking or tending to talk much or freely; talkative; chattering; babbling (often they hide the truth in a tidal wave of words)
- Lugubrious: mournful, dismal, or gloomy, especially in an affected, exaggerated, or unrelieved manner (Eeyore plays at it)
- Lunarganic: grown on the moon without pesticides or chemicals (very expensive and only found in Russia since it's the only country with a known Moon base)
- Marriage: the long-term partnership of like-minded people for support and mutual economic, mental emotional, spiritual, and sexual benefit. (Up until 150 years ago, falling in love was a luxury and people made their marriages work because more than love was riding on them––some people still adopt that view)
- Machiavellian: characterized by subtle or unscrupulous cunning, deception, expediency, or dishonesty (the person who sets up the plan and never gets caught)
- Malaise: a condition of general bodily weakness or discomfort, often marking the onset of a disease
E2: Independent Reading and Vocabulary for 4/6/15
Independent Reading
- The book must be at least 250 pages or approved by instructor.
- The book needs to be appropriate to the level of a high school sophomore in content, context, and reading level.
- This should NOT be a book you have read for another English class. Pick a book about something you actually want to read.
Essay #1: To be written after chapter four, but prior to the halfway point. It should be 500 words and answer one or more of the following questions––
- What’s the point of view and how well is it executed? Support and explain.
- Are the characters believable? Are they well-written? Support and explain.
- What themes are being set up? How do you know?
- What motifs and symbols seem to be important at this point? Support and explain.
Essay #2: To be written after the halfway point, but prior to the end. It should be 600 words and answer one or more of the following questions––
- How well does the author build the characters? Support and explain.
- Is the plot developed naturally and believably? Support and explain.
- Have the themes continued to be weaved into the narrative? Have new themes become apparent? Explain.
- Are there any significant changes to the motifs and or symbols? Have they been developed further? Support and explain.
Essay #3: To be written after you finish the book. It should be 750 words and answer one or more of the following questions (feel free to bring in and acknowledge other sources)––
- How does the book fit into the time which it was written? Support and explain.
- How did the author’s own experiences influence the themes, plot, and characterizations? Support and explain.
- Does the author do a good job writing an interesting story? What areas could use editing or improvement? Support and explain.
Vocabulary List for 4/6/15 Quiz
- Rhetoric: a type of discussion whose chief aim is to persuade the audience to think or act in a particular way; the art of debate (political debates)
- Satire: making a topic or lifestyle look ridiculous through presentation and hyperbole (the daily show, the colbert report, SNL while it was good)
- Shadow: represents the hidden qualities (inner demons) of the hero; represents the suppressed elements of the other characters – things that seem like weaknesses (can be the polar opposite or a doppleganger)
- Shapeshifter: can change form, but usually appears to change from good to evil, mean to kind, friend to lover, etc. (werewolves, some vampires, vessen, coyote)
- Soliloquy: the act of talking while or as if alone (when the character breaks the fourth wall and talks to the audience)
- Sonnet: 14-line poem (three quatrains, one couplet); means “little song” in Italian
- Style: how a speaker or writer uses words to convey a point or message
- Stanza: a group of lines in a poem separated by an extra space from other groups of lines Subjective: the author incorporates personal experiences or ideas into the information or story (versus objective which is distant and without bias)
- Symbol: a word or phrase that signifies something or has a range of reference (black: death, darkness, long loneliness, all the colors ever)
Wednesday, March 11, 2015
Monday, March 2, 2015
Poetry: Human Nature (to be updated)
By 3/2 everyone should be at least four chapters into the handbooks.
- Assignments
- 2/13––turn in one analytical paragraph and one poem or paragraph inspired by the reading
- 2/20––turn in the analytical outline for the song of your choice; make sure your theme song paragraph is in also
- 2/27––turn in one analytical paragraph and one poem or paragraph inspired by the reading
- 3/6––turn in one analytical paragraph and one poem or paragraph inspired by the reading
- 3/13––turn in one analytical paragraph and one poem or paragraph inspired by the reading
- Poems from the Human Nature Packet (analytical poem for each)
- 2/23––"Stanzas for Music": what inspires you?
- 2/24––Emily Dickinson poems: what idea or feeling are you obsessed with?
- 2/25––"The Master": prose poems, allusions, loss
- 3/3––"If": what advice would you pass on to an eight-grader about high school?
- 3/4––Robert Frost: meter, rhythm, revisionist history, and what is the right way to read something? what is the right way to understand something?
- 3/5––"Morning Window": what should be the topics of poems? who says?
- 3/6––e.e. cummings: should we mess with people? why? why not?
- 3/10––"Theme for English B": have you ever flipped an assignment?
- 3/11––At the beach with cummings and Bly: what are your childhood memories? wat are your good memories?
- 3/12––"Poetry": what possesses you and turns you joyfully crazy?
Prepare for March 13: everyone will share a piece of writing (out loud).
English 4: IR Novels and vocabulary for 3/16 quiz
This week you should make it 1/3-1/2 of the way through your books which means all of you will be writing me the first essay this week.
Vocabulary for the March 16 quiz
Vocabulary for the March 16 quiz
- Impertinent: intrusive or presumptuous, as persons or their actions; insolently rude; uncivil
- Incognito: having one's identity concealed, as under an assumed name, especially to avoid notice
- Jealousy: resentment against a rival, a person enjoying success or advantage, etc., or against another's success or advantage itself
- Jobing: doing the best one can with the good and the bad that life throws down (references the story of the Judeo-Christian Job)
- Jovial: endowed with or characterized by a hearty, joyous humor or a spirit of good-fellowship
- Karma: the sum of a person’s behavior and intentions will return to him or her and help determine the quality of the next life
- Kind: to show compassion toward another for no expectation of repayment
- Kitsch: something of tawdry design, appearance, or content created to appeal to popular or undiscriminating taste
- Laconic: using few words; expressing much in few words
E2: Final push on the novels and vocabulary for the 3/16 quiz
Finish 20,000 Leagues Under the Sea and Life of Pi this week. I'm hoping to start the book-related essays Wednesday.
Vocabulary for the March 16, 2015
- Irony: the meaning implied differs dramatically from the meaning expressed (literary term, figurative language)
- Metrical Verse: a structure of lines, rhythmic energy, and repetitive sound; meant to be read aloud (poetry, duh)
- Memoir: the mostly true story of what the author has learned through life (how is this different from an autobiography?)
- Mentor: teaches and protects the hero; Gives the hero magical gifts to help complete the quest; Often tied to nature or religion; could be a failed hero who is trying to help the next generation (another archetype)
- Myth: stories told in pre-literate cultures to explain the universe, mankind’s existence, and how to live in community; a culture's sacred stories
- Objective: the author presents the information or story with a detached tone (type of pov)
- Pathos: passions, sufferings, or feelings of an individual; in rhetoric it is the emotional manipulation used in an argument (related to ethos and logos in rhetoric)
- Plot: events and actions in a story and the order they are set to achieve a particular emotional or artistic effect (literary device)
- Point of View: the way a story gets told; the way an author presents characters, dialogue, action, setting, and events (literary device)
Thursday, February 19, 2015
Poetry: Guided Song Analysis
- Identify as many literary devices in the notes or books as you can (maybe highlight them)
- Find as many examples as you can of five different literary devices in your song
- What is the theme of the song? How do you know? (Yes, a paragraph.)
- Create an outline with a thesis/claim, at least one paragraph discussing the literary devices, at least one paragraph discussing the theme, and a concluding thought
I am purposely keeping how to do the outline vague. I want you to embrace your own process. As long as you have all of the key elements, I don't care how you put it together for the outline. If you need more guidance, talk to me or use your "cheat sheet".
English 2: Novels and Vocabulary
Everyone (even the slowest and most reluctant readers) should be at least finished with Part 1 of 20,000 Leagues Under the Sea and Life of Pi by Monday. You will have until March 5 to finish the novels.
Every set of chapters (however much you are able to read in a 30-60 minute sitting) should have a 2-sentence summary. That means everyone should have at least 12 summaries by Monday.
Vocabulary for the March 2 quiz:
Every set of chapters (however much you are able to read in a 30-60 minute sitting) should have a 2-sentence summary. That means everyone should have at least 12 summaries by Monday.
Vocabulary for the March 2 quiz:
- Criticism: term for works concerned with defining, analyzing, classifying, and evaluating words of literature. Analyzes and evaluates a product.
- Connotation: secondary or associated meanings for a word
- Denotation: dictionary definition of a word
- Ethos: overall disposition or character of an individual; in rhetoric it is validity of an argument (connected to logos and pathos––this term we are focusing on the rhetoric definitions)
- Figurative language: all forms of words that create images (analogy, allusion, alliteration, etc)
- Free Verse: uses common sense and natural expression; must feel like a poem; plays with expectations of readers and poets; poetry with varying line length that does not need to rhyme
- Hyperbole: an extreme overstatement
- Gatekeeper: Person who guards a gateway or task; Sometimes they are part of the villain’s company or sometimes they can become allies or members of the hero’s group (type of archetype)
- Hero: puts the well-being of his people above his own safety and from beginning to end, he learns important skills and changes as a person (type of archetype)
- Humanism: set of beliefs that focus on activities of mankind – mathematics, naturalism, philosophy, and theology
Honors 4: Schedule and Vocabulary
We will be writing the Brave New World on-demand essay March 3-4, since we will be in the library (last shot before the finals are due) for research projects February 23-27.
Vocabulary List for March 2 quiz:
Vocabulary List for March 2 quiz:
- Halcyon: calm; peaceful; tranquil
- Happenstance: a chance event
- Hedonist: a person whose life is devoted to the pursuit of pleasure
- Hiatus: a break or interruption in the continuity of a work, series, action
- Homogeneous: composed of parts or elements that are all of the same kind
- Hypocrisy: a pretense of having some desirable or publicly approved attitude
- Iconoclast: someone who breaks the rules (or tries to overthrow and institution) in order to create a better world
- Idiosyncratic: something peculiar to an individual
- Immune: protected from a disease or the like, as by inoculation
English 4: Finish Novel by Monday (and current vocabulary)
We will be writing the on-demand essays Monday through Wednesday next week.
Vocabulary Test on March 2:
Vocabulary Test on March 2:
- Halcyon: calm; peaceful; tranquil
- Happenstance: a chance event
- Hedonist: a person whose life is devoted to the pursuit of pleasure
- Hiatus: a break or interruption in the continuity of a work, series, action (like the time between television seasons)
- Homogeneous: composed of parts or elements that are all of the same kind
- Hypocrisy: a pretense of having some desirable or publicly approved attitude
- Iconoclast: someone who breaks the rules (or tries to overthrow and institution) in order to create a better world
- Idiosyncratic: something peculiar to an individual
- Immune: protected from a disease or the like, as by inoculation
Tuesday, February 17, 2015
Honors/Dual Credit: WR121 Portfolio and Research Answers
This is directly from the materials provided to teachers through Eastern Promise
The WR 121 portfolio requires students incorporate and cite five credible sources, one of which is a scholarly journal article. Citations generated electronically should be checked for accuracy. Citations must enable the reader to locate the information cited, including page numbers of paginated courses and exact URL, DOI number, and database name, as required by the format used. Students should not treat abstracts as sources or rely on online sources requiring payment. Commercial websites are often not credible, but credibility may depend on the student’s project. Generalizations from pro-con sources unsupported by evidence are not credible. Students should also avoid expressing such as “Research says” or “many argue” without indicating which research or which experts. Students should identify information gathered through personal experience or primary research as such so that it is not viewed as plagiarized.
College culture is different from high-school culture because students have not grown up together, and the teachers and environment are new. This lack of familiarity alone encourages higher expectations. In addition, WR 121 acts as a gateway to college-level thinking, reading, and writing, so teachers encourage inquiry, dialogue, multiple perspectives, readings, and paper topics that provide students with experience that will support their learning in college. Students should be encouraged to move up Bloom’s taxonomy toward analysis, synthesis, evaluation, and creation of new knowledge. They should be encouraged to address meaningful research topics rooted in scholarly discourse communities rather than general topics.
Portfolio: To earn credit for WR 121, students will compile an electronic portfolio. The portfolio will include:
- Research paper final draft: 5- to 8-pages, .doc or .rtf, not .pdf, and incorporating and citing a minimum of five credible sources, one of which is a scholarly journal article
- Research paper rough draft: with teacher annotations
- Reflective essay: thesis-driven and effectively structured, addresses learning in WR 121, and analyzes specific details from papers written as part of WR 121
- Timed writing: selected from several samples administered in class during the term, includes prompt in response to brief reading, thesis-driven with paragraphs, typed or handwritten
Wednesday, February 11, 2015
Honors 4: BNW Reading dates
- End of Semester 1––Overview, reading chapters 1-4
- 2/2/15—Chapter 5
- 2/3/15—Chapter 5
- 2/4/15—Chapter 6
- 2/5/15—Chapter 6
- 2/6/15––Quiz on chapters 1-6
- Weekend—Chapter 7-8
- 2/9/15—Chapter 9
- 2/10/15—Chapter 10
- 2/11/15—Chapter 11
- 2/12/15—Chapter 12
- 2/13/15—Chapter 15 [Draft 1 of Research Project returned by]
- Weekend—Chapter 14
- 2/16/15—Chapter 15
- 2/17/15—Chapter 16
- 2/18/15—Chapter 17
- 2/19/15—Chapter 18
- 2/20/15—Final discussion; Start Essay
- 2/23/15—Essay [Draft 2 of Research Project due]
- 2/24/15—Essay
English 4: Gatsby & F451 Readings
- 2/9––Gatsby Notes (3); Speculative Fiction overview (6)
- 2/10––Gatsby chapter 1 (3); F451 start "The Hearth and the Salamander" (6)
- 2/11––Gatsby chapter 2 (3); F451 finish "The Hearth and the Salamander" (6)
- 2/12––Gatsby chapter 3 (3); F451 start "The Sieve and the Sand" (6)
- 2/13––Gatsby chapter 4 (3); F451 finish "The Sieve and the Sand" (6)
- Weekend––Gatsby chapter 5 (3)
- 2/16––Gatsby chapter 6 (3); F451 start "Burning Bright (6)
- 2/17––Gatsby chapter 7 (3); F451 finish "Burning Bright" (6)
- 2/18––Gatsby chapter 8 (3); F451 read "Afterward" and "Coda" (6)
- 2/19––Gatsby chapter 9 (3); F451 Final Essay or Reading Time (6)
- 2/20––Gatsby Final Essay or Reading Time (3); F451 Final Essay or Reading Time (6)
- 2/23––Gatsby Final Essay (3); F451 Final Essay (6)
- 2/24––Gatsby Final Essay (3); F451 Final Essay (6)
Tuesday, February 10, 2015
English 2: 20,000 Leagues Under The Sea
Speculative Fiction overview
Write a 2-sentence summary (What was it about? What was the message?) for each section.
- 2/10/15—Part 1, chapters 1-3
- 2/11/15—Part 1, chapters 4-6
- 2/12/15—Part 1, chapters 7-9
- 2/13/15—Part 1, chapter 10
- Weekend—Part 1, chapter 11
- 2/16/15—Part 1, chapters 12-13
- 2/17/15—Part 1, chapters 14-16
- 2/18/15—Part 1, chapters 17-18
- 2/19/15—Part 1, chapters 19-20
- 2/20/15—Part 1, chapters 21-23
- Weekend—Part 2, chapters 1-2
- 2/23/15—Part 2, chapters 3-4
- 2/24/15—Part 2, chapters 5-6
- 2/25/15—Part 2, chapters 7-9
- 2/26/15—Part 2, chapters 10-11
- 2/27/15—Part 2, chapters 12-13
- Weekend—Part 2, chapters 14-15
- 3/2/15—Part 2, chapters 16-17
- 3/3/15—Part 2, chapters 18-20
- 3/4/15—Part 2, chapters 21-23
- Book Essay
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