Showing posts with label Spring. Show all posts
Showing posts with label Spring. Show all posts

Thursday, June 11, 2015

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

  • 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: 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––

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.
Clifford D. Simak’s “Desertion”
  • 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––
  1. What does SciFi have in common with mythology? Support and explain.
  2. What does SciFi have in common with fairy tales? Support and explain.
  3. What do the two sets of archetypes (Classic and Romantic) have in common? Support and explain.
  4. What archetype do you most relate to? Why? Support and explain.
  5. How much does technology affect your day to day life? Support and explain.
  6. What do you think will be the "next big thing" in technology? Support and explain.
  7. What do you think the world will be like when you are thirty? Support and explain.
  8. 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?"

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)

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).

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:
  • 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



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)