Harrison Bergeron Study Questtions

Please support all answers with evidence from the text. Use this online copy of "Harrison Bergeron."

1. Why does George have to wear a handicap radio, but Hazel does not?


2. Harrison is wanted by the government for doing what?


3. What happens to Harrison at the hands of Diana Moon Glampers, the Handicapper-General?


4. In the end, why do Harrison's parents not react more strongly to what they see happen to their son on TV?


5. Think back to the 5-sentence summary you wrote in class. What is the story's resolution? Why does the story ending in such in keeping with everything else that happens in the story?


6. What is the climax of the story (this was one of your five sentences in your summary). Is it truly the point of highest interest and/or tension in the story. You may revise your assessment of the point of climax if necessary.


7. What conclusions can you draw about the quality of life held by the characters in Harrison's society. Be sure to back up your assertion with evidence from the text.


8. What conclusion does Vonnegut want you to draw about the outcome of making everyone in society "equal"? Again, back up your assertion with text evidence.


9. If Harrison became emperor, would society be better with him in charge? Predict what would happen next in the story if Harrison had taken power instead of being shot by the H-G. What would be better? What might be worse?


10. Consider what might have taken place for society to end up in Harrison's world. As this story takes place 70 years from now, what parts of society today could lead us down a path to "equality by averaging"?

Pre-AP English II: IWA #1

Authors carefully select the literary devices they use in order to help support the theme of their work or to produce a specific effect in their readers' minds. Read any pair of stories from the summer assignment, and then in a well-developed essay discuss how the authors' choices of literary devices support their themes or serve to elicit a specific response from the reader.

You may also use one of the two stories we'll be working with this six-weeks, "By the Waters of Babylon" and "A Good Man Is Hard to Find," as a substitute for one of the stories in the summer assignment pairs. You'll need to decide which category the story belongs in; your analysis will support/defend your choice.

First-Draft Deadline: Sept 16.

Drop-dead Deadline: Sept 23.

Pre-AP English II: The Individual Writing Assignment (IWA)

Individual Writing Assignment (IWA) Guidelines

1. What is an IWA?
   
   An IWA is a short, to the point essay. You will write at least six of them throughout the course of the school year.
   
   Each IWA will cover a literary selection. You will be required to consider important topics and techniques in each IWA. Before writing an IWA, you must have read the selection closely. One cannot adequately compose an IWA based solely on in-class discussions and/or Sparknotes. You will be required to include textual evidence in each IWA. The questions you will be answering are modeled on essay questions from past Advanced Placement tests.



2. Why are we writing IWAs?
   
   The primary reason for writing IWAs is so that you become well practiced at revising your writing and reflecting on your thoughts. The more critical writing you do and the more care you put into revising, the easier the act of writing will become. The goal is for you to revise your writing on your own to an acceptable level (the meaning of this will be cleared up later). We may not get there; we will make great progress.



3. How will IWAs be turned in?
   
   One of your two-pocket portfolios will be your IWA portfolio. In the left pocket of a plain portfolio, you will place the IWA to be graded. In the right pocket, you will place any previous versions of the same IWA. I will only grade IWAs placed in the left pocket, so pay attention to what you turn in. Once an IWA is “accepted,” you will place it in your personal writing portfolio.



4. How will IWAs be graded?
   
   There are three grades possible on an IWA: rewrite, revise, and accepted.
   
   Rewrite – Indicates that the paper does not properly address the question and therefore must be largely rewritten. The paper cannot be fixed by just making a few changes or shifting things around. Questions regarding “rewrite” grades should be handled before or after school, as they may take some explaining.
   
   Revise – This is the most common grade on IWAs. A “revise” means that the paper may be adequate but could be much stronger by working on organization, style, and/or content. Additionally, punctuation and spelling errors will earn the paper a “revise”. Keep in mind that revising a paper does not simply mean changing a few words and handing the paper back in. Revision requires you to examine word usage, sentence structure, and thesis development. If you have questions about a “revise” grade, I will try to answer them on the spot if I am able. Otherwise, see me in tutorials.
   
   Accepted – This is the grade that you’re shooting for. “Accepted” does not necessarily mean that the IWA is flawless. It means that you have developed your ideas well, have presented them clearly, and have backed them up with solid textual evidence and reasoning.
   
   The Exception – From time to time, a student may attempt to simply turn in an IWA which does not contain a serious attempt at addressing the topic. These papers will not be graded and will receive no score.



5. What is the deadline for IWAs to be “accepted” and how many points will I get?
   
   As a rule, I require two days to grade an IWA, not counting weekends. Therefore, you should plan your writing time appropriately. IWAs have no fixed due dates, but I will no longer accept IWAs for the grading term after the fifth week. Write early because you will have to revise! For the first semester, “rewrite” grades will earn 70 points, “revise” grades will earn 85 points, and “accepted” IWAs get the full 100 points. For the second semester, “rewrite” grades will not be awarded.



6. How will IWAs be formatted?
   
   IWAs are formatted per the MLA guide. An MLA guide is available in the library and online for your reference.<

Pre-AP English I & II: Flashcardlet

If you have an iPhone/iPod Touch and are in the market for a flash card app to do your literary terms presentation and/or flash cards in general, check out Flashcards* for iPhone (also goes by the name "Flashcardlet").

It does not allow you to include a graphic on cards made in the app. If you're going for the 100 points, look for other apps on the iTunes app store. I thought it did; it doesn't. My bad.

Quizlet.com is a website that allows you to make flashcards with graphics, so if you want to go this route instead of the traditional PowerPoint, check it out.

English II: Compound Sentences (FANBOYS)

Yesterday we worked on meaningful sentences, a type of compound sentence where to independent clauses (simple sentences) are joined by a semicolon.

Please view the presentation on coordinating conjunctions (the FANBOYS) below, then complete the assignment.



Compose seven compound sentences using the comma+FANBOY technique. Each sentence has been started for you:


I got up early, for...

I got up early, and...

I got up early, but...

I got up early, or...

I got up early, yet...

I got up early, so...

I didn't get up early, nor...

Make sure you have a complete sentence after the FANBOY. I got up early, for swimming practice. is NOT a complete compound sentence (swimming practice is not a full sentence). I got up early, for swimming practice was being held before school that day. is a complete compound sentence.

All Pre-AP Classes: Literary Terms Presentations

Using the following presentation as both a rubric and a model, develop a PowerPoint-like presentation for the literary terms your grade-level is working on.



Both Pre-AP English I and II students will use the following 10 terms:

• Simile
• Metaphor
• Alliteration
• Onomatopoeia
• Personification
• Allusion
• Oxymoron
• Paradox
• Diction
• Hyperbole

In addition to those terms, Pre-AP English II students will include the following in their presentations:

• Anaphora
• Apostrophe
• Foreshadowing
• Flashback
• Imagery
• Metonymy

Remember, if you don't have Microsoft PowerPoint, you may use other presentations like the free OpenOffice or online solutions like Google Docs. If you have a smartphone with a flashcard app, you may use that (term + definition on one side, example and illustration on the other). Digital files can be emailed to me as an attachment or delivered on a flashdrive.

If you have absolutely no way of doing this digitally, you may use "paper slides," but you really need to work on finding a long-term solution. Pre-AP II: As soon as the third six weeks, you'll need to be typing/word processing outside writing assignments.

English II: "Harrison Bergeron" Vocabulary and Meaningful Sentences

Write meaningful sentences for each of these vocabulary words:

• Abandon (v.)/Abandoned (adj.)
• Burden (n.)/Burdened (adj.)
• Consternation (n.)
• Cower (v.)
• Neutralize (v.)
• Plot (v.)/Plotting (adj.)
• Resemble (v.)/Resemblance (n.)
• Synchronize (v.)
• Vigilance (n.)/Vigilant (adj.)
• Wince (v.)

Remember:

• a meaningful sentence is made up of two independent sentences combined with a semicolon (;)


• the first sentence includes a vocabulary word


• the second sentence contains the definition of that vocabulary word


• the first word of the second sentence is not capitalized


• you should underline the vocabulary word and its definition

For instance, if the vocabulary word was:

Vigilant (adj.): Alert, aware, watchful. .

a meaningful sentence would be:

The security guard was vigilant; he was alert for any danger.

Due: Wednesday, August 31st.

Pre-AP English II: Test Preview for 8/26

Please be familiar with the following literary and grammatical terms, tone/mood words, and vocabulary prior to tomorrow's test. (Just because a word appears below doesn't mean it's the "right" answer.)

Literary Terms:

• Anaphora
• Apostrophe (not the punctuation)
• "Exclamatory"
• Foreshadowing
• Hyperbole
• Imagery
• Irony
• Metaphor
• Metonymy
• Personification
• Point of view
  • 1st Person
  • 2nd Person
  • 3rd Person
• Rhetorical answers
• Simile
• Symbolism

Grammatical Terms:

• Adverb
• Appositive phrase
• Gerund phrase
• Infinitive phrase
• Past participle phrase
• Present participle phrase
• Sentence fragments

Tone/Mood Words:

• Anxious
• Banal
• Suspenseful
• Tragic

Vocabulary:

• Cauldron
• Imperceptibly
• Indignation
• Inhumanity
• Ruthlessness

English I (Pre-AP): Test Preview for 8/26

Please be familiar with the following literary and grammatical terms and vocabulary prior to tomorrow's test. (Just because a word appears below doesn't mean it's the "right" answer.)

Literary Terms:

• "Connotative"
• Third-Person Objective Point-of-View

Grammatical Terms:

• Adjective
• Adverb
• Infinitive Phrase
• Interjection
• Noun
• Preposition

Vocabulary:

• Adversity
• Assailed
• Belligerent
• Dutiful
• Flee
• Grief
• Hostile
• Inclination
• Optimistic
• Quarreled
• Sympathy
• Uttered

English IV: What Is a Hero?

Please write a page-and-a-half to two-page essay on the prompt:

What is a hero?

Take into consideration:

• how a person becomes a hero


• what a hero does -- or does not -- do


• how a person might be disqualified from being a hero


• one person you consider to actually be "your hero" and why


• how the definition of hero has changed over time

Please do not write about superheroes or hero sandwiches.

English II: Read "Harrison Bergeron"

Before clicking on the link below, please answer this question:

What story has had the most significant effect on your life? Why/How?

Please read the short story "Harrison Bergeron" by Kurt Vonnegut, Jr. Then, reflect on your response(s) to the question "What is (and isn't) Equality?"

Pre-AP English II: Timed Writing on "Poetry"

Take about 10 minutes to annotate your copy of the poem we looked at earlier this week. Then, in half an hour, write an analytical essay based on the following prompt.

In Pablo Neruda's "Poetry," how does the poet use literary devices -- such as, but not limited to, alliteration, hyperbole, metaphor, paradox, or personification -- to convey poetry’s power/ability to transform one’s life?

English I (Pre-AP): Literary Devices in "Poetry"

In class we will be examining Pablo Neruda's "Poetry" to find the literary devices he used.

If you don't have your copy from class, print out another copy from this earlier blog post, then annotate it by underlining such things as:

• simile (a comparison using like or as),


• metaphor (a comparison NOT using like or as),


• alliteration (words close to each other beginning with the same sound),


• onomatopoeia (sound effects/sound imagery),


• personification (giving human attributes to non-human things),


• diction (words chosen because their meaning hold special significance),


• oxymoron (a two-word phrase like "jumbo shrimp" or "pretty ugly" that appears to contradict itself, but is true)


• paradox (a self-contradictory statement that nevertheless holds truth: "Socrates: The only true wisdom is in knowing you know nothing." "Chang-Tzu: Happiness is the absence of striving for happiness.")


• hyperbole (extreme exaggeration)


• allusion (reference to a literary/historical character or event, for the purpose of drawing a comparison)


• etc.

English IV: Evolution of the English Language

In class we discussed and took notes on the history and evolution of English. Our discussion was supplemented by the Prezi presentation, below.

BlogThis!

English II: Equality

What does equality mean to you? Give two examples of what you mean and one example of what someone might think you mean, but would actually be a non-example.

For instance, if you were to define what a sandwich is you might say it's "two pieces of bread with some sort of delicious edible filling between them, like peanut butter and jelly on white bread or corned beef and swiss on rye. Someone might say that a hamburger is a sandwich, but the hamburger bun, while made of bread, really puts it in a different category."

Be prepared to share your definitions in small groups and defend and/or revise your work.

Pre-AP English II: Summer Assignment Review

Your summer assignment will be due in class on August 29th. The final presentation will consist of the responses to two of the questions for one story for each of the six story pairs. For instance, if you read "The Lottery" for the first week, you would need to respond in writing to two of the four questions posed for the story during the second week of summer.

If you have already responded on the message boards, please cut and paste your response into your final document (a typed presentation is great!). Feel free to delete your responses from the message board once you have them pasted into a word processing document (and safely saved/backed up). If you answered more than two questions for any story, please turn in the two responses you feel the most confident about.

Some questions have multiple parts. Be sure to answer all parts of the question.

In the end you need to have read six stories and fully responded to a total of 12 questions. (If you do the alternate assignment for Chekhov's "The Bet" it will count as both questions for that story.)

A list of all the story pairs can be found HERE. The questions for each story pair can be found by searching the blog for Discussion Boards.

Syllabus for Yearbook

Mr. Mikesell
Rm. 128 / Yearbook
Tutorial hours: Mon. & Thurs. 4:30–5:30p
Mornings by appointment
cmikesell@dallasisd.org
http://mikesell128.blogspot.com

SYLLABUS
“Life is short. Learn hard.”

Course Outline
Through this course students will produce The Document, TJHS’s annual yearbook. Students will participate in most, if not all, aspects of yearbook production, from photography to design, copywriting to editing, marketing to sales. The end result of the class goes far beyond the production of a published book; it includes the development of skills and experience that may carry over to higher education and career.

Class Norms

• Be Respectful


• Be Prepared


• Be Accountable


• Be Self-Monitoring


• Do Your Best

(Campus/district policies will be observed also)

Homework
Homework will be assigned regularly. Much of it will be outside reading; otherwise it will usually be due before the tardy bell rings two days after the assignment. Homework will not be accepted the same period that it is assigned. Classwork not finished in class will be treated as homework, with the same deadlines/penalties.

Late Work
Students who have not turned in homework within the first 5 minutes of class the day it is due will be assigned to the after-school Patriot Academy. Work turned in within two days of the due date will be accepted with a 15% grade reduction. Each week an assignment is late will result in an extra 15% reduction in grade.

Consequences

• 1st Offense: warning


• 2nd Offense: hallway “conference”


• 3rd Offense: call to parent


• 4th Offense: administrative referral

(Fighting, drug- and gang-related activity will result in immediate administrative/security involvement)

Classroom Entry Procedure
To make entry into the classroom as smooth as possible, please make sure you’re observing dress code policies. Do not block the door to tuck in your shirt, adjust your ID badge, etc.

Classroom Supplies
You will need these for class:

• A 3-ring binder, at least an inch thick


• A 70-page spiral notebook


• Filler paper (loose-leaf notebook paper)


• Blue or black pens, pencils, highlighters


• A great attitude

Dishonesty
Cheating and plagiarism will not be tolerated. At a minimum, zeroes will be recorded in the grade book for either offense, for all parties involved in the cheating or copying. Additional consequences may apply.

Grading Scale (district standard)

• 40% Classwork/Homework


• 25% Tests


• 20% Projects


• 15% Six-weeks Exam

Test Make-Up
Students who fail a test will be assigned immediately to Patriot Academy. Students MUST attend the Post-Test Tutorial before they may retest or submit test corrections.

Syllabus for English IV

Mr. Mikesell
Rm. 128 / English IV
Tutorial hours: Mon. & Thurs. 4:30–5:30p
Mornings by appointment
cmikesell@dallasisd.org
http://mikesell128.blogspot.com

SYLLABUS
“Life is short. Learn hard.”

Course Outline
Through this course students will continue to develop higher-order thinking skills through the analysis, evaluation, and critique of literature. This course is also designed to lay and/or build upon the foundation for students as they take advanced levels of English. Students will learn from set objectives established for them to be successful in exams, in other classes, and in life.

Class Norms

• Be Respectful


• Be Prepared


• Be Accountable


• Be Self-Monitoring


• Do Your Best

(Campus/district policies will be observed also)

Homework
Homework will be assigned regularly. Much of it will be outside reading; otherwise it will usually be due before the tardy bell rings two days after the assignment. Homework will not be accepted the same period that it is assigned. Classwork not finished in class will be treated as homework, with the same deadlines/penalties.

Late Work
Students who have not turned in homework within the first 5 minutes of class the day it is due will be assigned to the after-school Patriot Academy. Work turned in within two days of the due date will be accepted with a 15% grade reduction. Each week an assignment is late will result in an extra 15% reduction in grade.

Consequences

• 1st Offense: warning


• 2nd Offense: hallway “conference”


• 3rd Offense: call to parent


• 4th Offense: administrative referral

(Fighting, drug- and gang-related activity will result in immediate administrative/security involvement)

Classroom Entry Procedure
To make entry into the classroom as smooth as possible, please make sure you’re observing dress code policies. Do not block the door tucking in your shirt, adjusting your ID badge, etc. Once you’ve entered the room, please get your journal. Find your desk and begin the bellringer exercise. Pencils should be sharpened before the tardy bell rings.

Spelling / Vocabulary / Grammar / Punctuation
All are important, and students are expected to turn in assignments with proper care taken in each of these areas.

Notes and Keeper Sheets
Take notes (we will review the Cornell system in the first semester). You will also be provided with “Keeper” sheets reviewing the basics of key areas we’ll be studying. Keep them all handy. Use them for studying.

Classroom Supplies
You will need these for class:

• A 3-ring binder, at least an inch thick


• 5 dividers for the binder (see English Binder for details)


• A 70-page spiral notebook


• Filler paper (loose-leaf notebook paper)


• Blue or black pens, pencils, highlighters


• A great attitude

Dishonesty
Cheating and plagiarism will not be tolerated. At a minimum, zeroes will be recorded in the grade book for either offense, for all parties involved in the cheating or copying. Additional consequences may apply.

Grading Scale (district standard)

• 40% Classwork/Homework


• 25% Tests


• 20% Projects


• 15% Six-weeks Exam

Essays
Writing is an integral part of this course. We will spend time reviewing and learning good grammar usage, style, and voice in class, but for many students class time is not enough. If this is the case for you, attending tutoring will help. The essay can “make or break” your TAKS score as well as your 6-weeks grade.

Leaving the Classroom
Permission to leave the classroom once the tardy bell has rung will be granted in emergency situations. Please monitor your liquid intake: only one restroom pass per student will be granted each month.

Test Make-Up
Students who fail a test will be assigned immediately to Patriot Academy. Students MUST attend the Post-Test Tutorial before they may retest or submit test corrections.

English Binder
You must bring an English Binder to class daily. This is a 3-ring binder at least 1-inch thick (if you are sharing the binder with another subject, it must be larger). There should be 5 tab dividers in the binder labeled as follows:

1. Classwork/Homework


2. Essays


3. Tests


4. Personal Dictionary


5. Extra Paper

Up to two binder grades will be taken every 6-weeks, which will count as project grades.

You CANNOT leave your binder in this classroom. Not only is it a tool to help you study, but in the past, theft/vandalism has been a problem.

Homework: Signed Syllabus + Facebook Fan Page "Like"

Due Friday, August 26, 2011

1. Return your syllabus signed by a parent/guardian.
   
   Lose your copy? Click the link below for your class:
   > Pre-AP English I
   > English II (on-level)
   > Pre-AP English II
   
   Coming soon:
   > Yearbook
   > English IV



2. Click the "Like" button at the top of the right-hand sidebar for website updates via Facebook.
   
   If it is not clear who you are from your Facebook account name, you'll need to let me know so I can give you credit for completing the assignment.
   
   If you do not have a Facebook account, please bring a signed note from your parent/guardian stating that they do not allow you to have a Facebook account.

Yearbook: 15 Songs about Time

Submit 15 song titles that deal with time, which may be used as caption lead-ins. You need to have 10 unique song titles to have a passing grade (70%). The more song titles you provide that no one else does, the higher your score will be. Consider seasons, days of the week, months, and other expressions of time.

Include Title, Artist best known for the song, and Year the song was released.

Examples (may not be used)

• "Yesterday," The Beatles (1965)


• "Tik-Tok," Ke$ha (2010)


• "Ruby Tuesday," Rolling Stones (1967)


• "Rock around the Clock," Bill Haley and the Comets (1954)

Songs must be classroom-appropriate, so "Pimpin' Summer" would not be acceptable if it were a song, which thankfully it is not.

Due August 29, 2011 -- but first-come, first-served as far as unique songs go (if you're the first one to submit it, you get the credit; if someone else has submitted it, it doesn't count for you).

"Poetry" by Pablo Neruda

After reading the poem, below, find a word or phrase that describes how you feel now, at the beginning of this school year. Copy down that word or phrase and then write why it applies to your life.

Poetry
by Pablo Neruda

And it was at that age… Poetry arrived
in search of me. I don't know, I don't know where
it came from, from winter or a river.
I don't know how or when,
no they were not voices, they were not
words, nor silence,
but from a street I was summoned,
from the branches of night,
abruptly from the others,
among violent fires
or returning alone,
there I was without a face
and it touched me.

I did not know what to say, my mouth
had no way
with names,
my eyes were blind,
and something started in my soul,
fever or forgotten wings,
and I made my own way,
deciphering
that fire,
and I wrote the first faint line,
faint, without substance, pure
nonsense,
pure wisdom
of someone who knows nothing,
and suddenly I saw
the heavens
unfastened
and open,
planets,
palpitating plantations,
shadow perforated,
riddled
with arrows, fire and flowers,
the winding night, the universe.

And I, infinitesimal being,
drunk with the great starry
void,
likeness, image of
mystery,
felt myself a pure part
of the abyss,
I wheeled with the stars,
my heart broke loose on the wind.

(From: 'Memorial de Isla Negra')

We will ALL be sharing our responses out loud, in front of the class.

Discussion Boards for "The Bet" and "The Yellow Pill"

Responses to these (and all the weeks of the summer assignment) will be due on Monday, August 29.

The Bet by Anton Chekhov (listen here)

• Character: Discuss how Chekhov uses the words, actions, and appearances of the banker and the lawyer to give his readers clues about his characters' states of mind? Identify specific examples from the story.


• Conflict:
  
  
  1. Identify the original argument from the beginning of the story.
  
  
  2. How does the conflict change throughout the story?
  
  
  3. What is the conflict at the end of the story?
  
  
  4. Is there a resolution to this conflict? If so, what is it? If not, why not?
  
  Discuss.


• Irony: Irony is defined as the gap between what is expected and what actually occurs. Discuss the irony in this story.


• Theme: What does the lawyer learn from his experience being locked up for so long? What are we supposed to learn from this story? Discuss.


• Resolution: Who won the bet? Is it possible for both to lose the bet? Is it possible for both to win? Discuss.

See also this post for an althernate project for "The Bet."


The Yellow Pill by Rog Phillips

• Personification: At one point in the story Jerry tells Gar/Cedric "'You know as well as I do, Gar, how space madness causes you to personify everything.'" Discuss what he means by this and how it differs from what we usually think of personification. Use examples.


• Simile: At another point in the story Jerry tells Gar/Cedric that "'one of us has to be nuttier than a fruitcake." What does that expression literally mean? What connotations and/or secondary definitions do the words "nuttier" and "fruitcake" carry? Why is this appropriate? Discuss.


• Allusion: Discuss the significance that Helena's allusion to Napoleon ("'Napoleon was obviously insane because he thought he was Napoleon.'") carries in the overall scheme of the story?


• Alliteration: Just like James Joyce's story "Araby," Phillips ends this story with significant alliteration. What alliteration exists in the final paragraph? What connotations do those words carry? (Don't just explain what they literally mean.) What, if anything, does the repetition of sound suggest or reinforce about Gar's character? Discuss.


• Irony: In the middle of the story "Dr. Elton" says "'"I remember [telling Helena that she couldn't date him]…. A nice pat rationalization in any man's reality to make the rejection be my own before you could have time to reject me yourself. Preserving the ego is the first principle of madness.'" Discuss the way(s) this is ironic. What other ironies exist in the story?

Tutorial Times

I will be in my room available for tutorials on

• Mondays and Thursdays, 4:30–5:00p
  (longer if necessary)


• Mornings (by appointment), 7:30–8:15a

My conference period is: Fifth Period (12:48-1:52)

Syllabus for English II (on-level)

Mr. Mikesell
Rm. 128 / English II
Tutorial hours: Mon. & Thurs. 4:30–5:30p
Mornings by appointment
cmikesell@dallasisd.org
http://mikesell128.blogspot.com

SYLLABUS
“Life is short. Learn hard.”

Course Outline
Through this course students will continue to develop higher-order thinking skills through the analysis, evaluation, and critique of literature. This course is also designed to lay and/or build upon the foundation for students as they take advanced levels of English. Students will learn from set objectives established for them to be successful in exams, in other classes, and in life.

Class Norms

• Be Respectful


• Be Prepared


• Be Accountable


• Be Self-Monitoring


• Do Your Best

(Campus/district policies will be observed also)

Homework
Homework will be assigned regularly. Much of it will be outside reading; otherwise it will usually be due before the tardy bell rings two days after the assignment. Homework will not be accepted the same period that it is assigned. Classwork not finished in class will be treated as homework, with the same deadlines/penalties.

Late Work
Students who have not turned in homework within the first 5 minutes of class the day it is due will be assigned to the after-school Patriot Academy. Work turned in within two days of the due date will be accepted with a 15% grade reduction. Each week an assignment is late will result in an extra 15% reduction in grade.

Consequences

• 1st Offense: warning


• 2nd Offense: hallway “conference”


• 3rd Offense: call to parent


• 4th Offense: administrative referral

(Fighting, drug- and gang-related activity will result in immediate administrative/security involvement)

Classroom Entry Procedure
To make entry into the classroom as smooth as possible, please make sure you’re observing dress code policies. Do not block the door tucking in your shirt, adjusting your ID badge, etc. Once you’ve entered the room, please get your journal. Find your desk and begin the bellringer exercise. Pencils should be sharpened before the tardy bell rings.

Spelling / Vocabulary / Grammar / Punctuation
All are important, and students are expected to turn in assignments with proper care taken in each of these areas.

Notes and Keeper Sheets
Take notes (we will review the Cornell system in the first semester). You will also be provided with “Keeper” sheets reviewing the basics of key areas we’ll be studying. Keep them all handy. Use them for studying.

Classroom Supplies
You will need these for class:

• A 3-ring binder, at least an inch thick


• 5 dividers for the binder (see English Binder for details)


• A 70-page spiral notebook


• Filler paper (loose-leaf notebook paper)


• Blue or black pens, pencils, highlighters


• A great attitude

Dishonesty
Cheating and plagiarism will not be tolerated. At a minimum, zeroes will be recorded in the grade book for either offense, for all parties involved in the cheating or copying. Additional consequences may apply.

Grading Scale (district standard)

• 40% Classwork/Homework


• 25% Tests


• 20% Projects


• 15% Six-weeks Exam

Essays
Writing is an integral part of this course. We will spend time reviewing and learning good grammar usage, style, and voice in class, but for many students class time is not enough. If this is the case for you, attending tutoring will help. The essay can “make or break” your TAKS score as well as your 6-weeks grade.

Leaving the Classroom
Permission to leave the classroom once the tardy bell has rung will be granted in emergency situations. Please monitor your liquid intake: only one restroom pass per student will be granted each month.

Test Make-Up
Students who fail a test will be assigned immediately to Patriot Academy. Students MUST attend the Post-Test Tutorial before they may retest or submit test corrections.

English Binder
You must bring an English Binder to class daily. This is a 3-ring binder at least 1-inch thick (if you are sharing the binder with another subject, it must be larger). There should be 5 tab dividers in the binder labeled as follows:

1. Classwork/Homework


2. Essays


3. Tests


4. Personal Dictionary


5. Extra Paper

Up to two binder grades will be taken every 6-weeks, which will count as project grades.

You CANNOT leave your binder in this classroom. Not only is it a tool to help you study, but in the past, theft/vandalism has been a problem.

Syllabus for Pre-AP English II

Mr. Mikesell
Rm. 128 / English II (pre-AP)
Tutorial hours: Mon. & Thurs. 4:30–5:30p
Mornings by appointment
cmikesell@dallasisd.org
http://mikesell128.blogspot.com

SYLLABUS
“Life is short. Learn hard.”

Course Outline
Through this course students will continue to develop higher-order thinking skills through the analysis, evaluation, and critique of literature. This course is also designed to lay and/or build upon the foundation for students as they take advanced levels of English. Students will learn from set objectives established for them to be successful in exams, in other classes, and in life.

Class Norms

• Be Respectful


• Be Prepared


• Be Accountable


• Be Self-Monitoring


• Do Your Best

(Campus/district policies will be observed also)

Homework
Homework will be assigned regularly. Much of it will be outside reading; otherwise it will usually be due before the tardy bell rings two days after the assignment. Homework will not be accepted the same period that it is assigned. Classwork not finished in class will be treated as homework, with the same deadlines/penalties.

Late Work
Students who have not turned in homework within the first 5 minutes of class the day it is due will be assigned to the after-school Patriot Academy. Work turned in within two days of the due date will be accepted with a 15% grade reduction. Each week an assignment is late will result in an extra 15% reduction in grade.

Consequences

• 1st Offense: warning


• 2nd Offense: hallway “conference”


• 3rd Offense: call to parent


• 4th Offense: administrative referral

(Fighting, drug- and gang-related activity will result in immediate administrative/security involvement)

Classroom Entry Procedure
To make entry into the classroom as smooth as possible, please make sure you’re observing dress code policies. Do not block the door tucking in your shirt, adjusting your ID badge, etc. Once you’ve entered the room, please get your journal. Find your desk and begin the bellringer exercise. Pencils should be sharpened before the tardy bell rings.

Spelling / Vocabulary / Grammar / Punctuation
All are important, and students are expected to turn in assignments with proper care taken in each of these areas.

Notes and Keeper Sheets
Take notes (we will review the Cornell system in the first semester). You will also be provided with “Keeper” sheets reviewing the basics of key areas we’ll be studying. Keep them all handy. Use them for studying.

Classroom Supplies
You will need these for class:

• A 3-ring binder, at least an inch thick


• 5 dividers for the binder (see English Binder for details)


• A 70-page spiral notebook


• 2 2-pocket portfolios


• Filler paper (loose-leaf notebook paper)


• Blue or black pens, pencils, highlighters


• A great attitude

Dishonesty
Cheating and plagiarism will not be tolerated. At a minimum, zeroes will be recorded in the grade book for either offense, for all parties involved in the cheating or copying. Additional consequences may apply.

Grading Scale (district standard)

• 40% Classwork/Homework


• 25% Tests


• 20% Projects


• 15% Six-weeks Exam

Major Texts (Pre-AP English II)

• How to Read Literature Like a Professor* by Thomas C. Foster


• Mythology* by Edith Hamilton


• Lord of the Flies by William Golding (6W2)


• The Metamorphosis by Franz Kafka (6W3)


• A Christmas Carol by Charles Dickens (6W3)


• Anthem by Ayn Rand (6W4)


• Othello by William Shakespeare (6W5)


• Julius Caesar by William Shakespeare (6W5)


• Fahrenheit 451 by Ray Bradbury (6W6)

*Strongly recommended

Essays
Writing is an integral part of this course. We will spend time reviewing and learning good grammar usage, style, and voice in class, but for many students class time is not enough. If this is the case for you, attending tutoring will help. The essay can “make or break” your TAKS score as well as your 6-weeks grade. Pre-AP students will be responsible for completing at least one Independent Writing Assignment (IWA) per six-weeks.

Leaving the Classroom
Permission to leave the classroom once the tardy bell has rung will be granted in emergency situations. Please monitor your liquid intake: only one restroom pass per student will be granted each month.

Test Make-Up
Students who fail a test will be assigned immediately to Patriot Academy. Students MUST attend the Post-Test Tutorial before they may retest or submit test corrections.

English Binder
You must bring an English Binder to class daily. This is a 3-ring binder at least 1-inch thick (if you are sharing the binder with another subject, it must be larger). There should be 5 tab dividers in the binder labeled as follows:

1. Classwork/Homework


2. Essays


3. Tests


4. Personal Dictionary


5. Extra Paper

Up to two binder grades will be taken every 6-weeks, which will count as project grades.

You CANNOT leave your binder in this classroom. Not only is it a tool to help you study, but in the past, theft/vandalism has been a problem.

IWA Portfolios (Pre-AP English II)
Pre-AP students must provide two two-pocket portfolios for the submission and retention of their Independent Writing Assignments. One folder must be a plain, solid color with the student’s name written on the inside of the portfolio. The IWAs will be turned in using this folder. The second folder (any color/any style) will be used to keep the final drafts of the IWAs and will be passed to your AP III teacher.

Syllabus for Pre-AP English I

Mr. Mikesell
Rm. 128 / English I (pre-AP)
Tutorial hours: Mon. & Thurs. 4:30–5:30p
Mornings by appointment
cmikesell@dallasisd.org
http://mikesell128.blogspot.com

SYLLABUS
“Life is short. Learn hard.”

Course Outline
Through this course students will continue to develop higher-order thinking skills through the analysis, evaluation, and critique of literature. This course is also designed to lay and/or build upon the foundation for students as they take advanced levels of English. Students will learn from set objectives established for them to be successful in exams, in other classes, and in life.

Class Norms

• Be Respectful


• Be Prepared


• Be Accountable


• Be Self-Monitoring


• Do Your Best

(Campus/district policies will be observed also)

Homework
Homework will be assigned regularly. Much of it will be outside reading; otherwise it will usually be due before the tardy bell rings two days after the assignment. Homework will not be accepted the same period that it is assigned. Classwork not finished in class will be treated as homework, with the same deadlines/penalties.

Late Work
Students who have not turned in homework within the first 5 minutes of class the day it is due will be assigned to the after-school Patriot Academy. Work turned in within two days of the due date will be accepted with a 15% grade reduction. Each week an assignment is late will result in an extra 15% reduction in grade.

Consequences

• 1st Offense: warning


• 2nd Offense: hallway “conference”


• 3rd Offense: call to parent


• 4th Offense: administrative referral

(Fighting, drug- and gang-related activity will result in immediate administrative/security involvement)

Classroom Entry Procedure
To make entry into the classroom as smooth as possible, please make sure you’re observing dress code policies. Do not block the door tucking in your shirt, adjusting your ID badge, etc. Once you’ve entered the room, please get your journal. Find your desk and begin the bellringer exercise. Pencils should be sharpened before the tardy bell rings.

Spelling / Vocabulary / Grammar / Punctuation
All are important, and students are expected to turn in assignments with proper care taken in each of these areas.

Notes and Keeper Sheets
Take notes (we will review the Cornell system in the first semester). You will also be provided with “Keeper” sheets reviewing the basics of key areas we’ll be studying. Keep them all handy. Use them for studying.

Classroom Supplies
You will need these for class:

• A 3-ring binder, at least an inch thick


• 5 dividers for the binder (see English Binder for details)


• A 70-page spiral notebook


• Filler paper (loose-leaf notebook paper)


• Blue or black pens, pencils, highlighters


• A great attitude

Dishonesty
Cheating and plagiarism will not be tolerated. At a minimum, zeroes will be recorded in the grade book for either offense, for all parties involved in the cheating or copying. Additional consequences may apply.

Grading Scale (district standard)

• 40% Classwork/Homework


• 25% Tests


• 20% Projects


• 15% Six-weeks Exam

Major Texts (Pre-AP English I)

• How to Read Literature Like a Professor* by Thomas C. Foster


• Mythology* by Edith Hamilton


• The Alchemist by Paulo Coelho (6W2)


• To Kill a Mockingbird by Harper Lee (6W3)


• The Odyssey by Homer (6W4)


• Romeo & Juliet by William Shakespeare (6W5)


• Ender’s Game by Orson Scott Card (6W6)

*Strongly recommended

Essays
Writing is an integral part of this course. We will spend time reviewing and learning good grammar usage, style, and voice in class, but for many students class time is not enough. If this is the case for you, attending tutoring will help. The essay can “make or break” your TAKS score as well as your 6-weeks grade.

Leaving the Classroom
Permission to leave the classroom once the tardy bell has rung will be granted in emergency situations. Please monitor your liquid intake: only one restroom pass per student will be granted each month.

Test Make-Up
Students who fail a test will be assigned immediately to Patriot Academy. Students MUST attend the Post-Test Tutorial before they may retest or submit test corrections.

English Binder
You must bring an English Binder to class daily. This is a 3-ring binder at least 1-inch thick (if you are sharing the binder with another subject, it must be larger). There should be 5 tab dividers in the binder labeled as follows:

1. Classwork/Homework


2. Essays


3. Tests


4. Personal Dictionary


5. Extra Paper

Up to two binder grades will be taken every 6-weeks, which will count as project grades.

You CANNOT leave your binder in this classroom. Not only is it a tool to help you study, but in the past, theft/vandalism has been a problem.

Free Study Skills Guide for Kindle/Kindle Reader

Have a Kindle or the Kindle app for your mobile device? Get yourself a copy of this 5-star study skills guide (The Everything Guide to Study Skills) to help you start the year off right.

Need the Kindle app for your mobile device? It's free. Get it here: Kindle Apps.

An Evening with Ray Bradbury

In the spring we'll be reading Fahrenheit 451 by Ray Bradbury (Pre-AP English II), and I wouldn't be surprised if we don't look at a short story or two before then (both Pre-AP I and II).

With that in mind, please consider taking a minute -- OK, an hour -- to get to know Mr. Bradbury. I had the pleasure of hearing him speak at a local university (later, my alma mater, San Jose State) when I was in high school, and I suspect many of you will enjoy the opportunity as much as I did.

Alternate Project for "The Bet"

If you read "The Bet" by Anton Chekhov this week, here's a project that will replace at least some of the message board questions once school begins.

Step One: Read the story. You've already done this at least once. Do it again at least once more.

Step Two: Watch this episode of TV's Twilight Zone. As you watch, note the similarities and differences between Rod Serling's script and Anton Chekhov's short story. It may take a minute or so before the video begins. Be patient.

Step Three: Print and complete this Venn Diagram with the differences in the appropriate outer column and the similarities in the center overlap column.

Shallow differences like "Anton Chekhov" = written and "Twilight Zone" = TV are not acceptable.

Meaningless similarities like both titles begin with The or printing and video are both black and white are also not acceptable.

Week 11 (8/15-19): Irony, Again.

Welcome to the final week of your summer vacation. This week's stories were chosen by Mr. Barbee, who many of you will have for AP English III during your junior year. Look to answer questions about these stories during the first couple weeks of school (or answer early via the message boards).

"The Bet" by Anton Chekhov (audio file)

"The Yellow Pill" by Rog Phillips (sorry, no audio file for this one).

To download the audiofile for "The Bet" to listen to on your MP3 device, please right-click the link and choose "save." The audiofile should supplement your reading, not replace it; you are still required to read "The Bet" if that's the story you choose (reading both would be nice, but that's not required).

Discussion Boards for "A Very Old Man with Enormous Wings" and "The Monkey's Paw"

Respond on the discussion boards to a set of questions for one of the following stories:

A Very Old Man with Enormous Wings by Gabriel Garcia Marquez (listen here)

• Genre: The author says this about the genre of magic realism: "Magical realism expands the categorizes of the real so as to encompass myth, magic and other extraordinary phenomena in Nature or experience which European realism excluded." Discuss the ways this story exhibit traits of this genre, where the line between reality and magic are made blurry.


• Character: Think about the reactions the different characters have toward the fallen angel: the neighbor woman wanted Pelayo and Elisenda to club him to death, Father Gonzaga thinks he is an imposter after learning that he could not speak Latin, Pelayo and Elisenda began to charge money to see him, etc.
  
  1. Is there any irony in how they are treating the angel?
  
  
  2. What do their responses to the angel suggest about human nature and society?
  
  Discuss.


• Humor: The author uses irony and humor to blur the lines between fantasy and reality.
  
  1. What are some parts that you think are funny?
  
  
  2. Do these parts help make the situation seem more or less real? How so?
  
  Discuss.


• Symbol: Think about the angel's wings. They are enormous-- so big that it seems they are impeding flight. In the beginning they are soaked with mud, making them heavy and burdensome. Then they are infested with parasites. Near the end, he barely has any feathers left. At the end he begins to sprout new, strong feathers, and in time he is able to take full flight.
  
  1. How do his wings relate to what he is going through?
  
  
  2. How do they reflect the people in the town?
  
  Discuss.

The Monkey’s Paw by W.W. Jacobs (listen here)

• Suspense: What parts of the story are suspenseful? Discuss how these moments of suspense add to the overall mood of the story. (Be sure to actually identify what the mood is.)


• Foreshadowing: "I don't know what the first two were, but the third was for death," spoken by the sergeant-major, is an example of foreshadowing because it hints to the reader that something could happen that would make him prefer death rather than live with the results of his three wishes. Identify and explain at least 3 other pieces of foreshadowing in the story. They do not have to be dialogue.Discuss.


• Analysis:
  1. What is fate?
  
  
  2. Do you believe in fate? Explain.
  
  
  3. How were the Whites playing with fate in the story?
  
  
  4. Bonus: What role did fate play in Romeo and Juliet?
  
  Discuss.


• Analysis: Think about all of the elements of the Other (things, places, customs that seem strange to us) in the story. (Sergeant-Major Morris spent many years in India, he obtained a monkey's paw from a fakir who put a spell on it, Mr. White talks about wanting to see the old temples and jugglers in India. When Mr. White made his first wish, it twisted in his hand like a snake. Herbert saw simian faces in the fire.)
  1. What is the difference between how Morris treats these elements and how the Whites treat them?
  
  
  2. How do these elements add to the suspense of the story?
  
  Discuss.


• Mood: The author toys with our emotions as we read, making us feel at ease in some parts, frightened in others, melancholy in others, etc. Choose two passages (only one or two sentences) and explain how it is supposed to make us feel.

  Example: "Father and son were at chess...the white haired old lady knit[ted] placidly by the fire," is supposed to make us feel relaxed because we can picture a family quietly having fun and being warm by the fire.

  Discuss.