English I (Pre-AP): Vocabulary/Meaningful Sentences

The following vocabulary words come from The Alchemist. Use them to write meaningful sentences (meaningful sentences do not need to have anything to do with The Alchemist; page numbers are included for context within the story).

• Convey (v): to communicate or make known—p. 139


• Luminous (adj): radiating light; shining; bright—p. 130


• Neutral (adj): not taking sides in a conflict or disagreement—p. 106


• Oasis (n): a small fertile or green area in a desert region, usually having a spring or well—p. 104


• Paradise (n): a place of extreme beauty, delight, or happiness—p. 127


• Proverb (n): a short popular saying that expresses a common truth or useful thought—p. 132


• Reiterate (v): to say again; repeat—p. 115


• Scimitar (n): a curved, single-edged sword of Oriental origin—p. 112


• Treasonous (adj): traitorous; involving the betrayal one’s country—p. 129


• Vulnerable (adj): capable of or susceptible to being wounded or hurt—p. 107

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:

shepherd (n.): someone who raises or tends to sheep.

a meaningful sentence would be:

Joe was a shepherd; he has raised sheep in Montana for twenty years.

Due Date: Wednesday, Nov. 2

Pre-AP English II: Vocabulary/Meaningful Sentences

The following vocabulary words come from Lord of the Flies. Use them to write meaningful sentences (meaningful sentences do not need to have anything to do with LotF; page numbers are included for context within the story).

• Daunted (adj): Overcome with fear; intimidated—p. 161


• Garland (n): a wreath or string of flowers—p. 149


• Impenetrable (adj): unable to be penetrated, pierced, or entered—p. 174


• Lethal (adj): able to cause death; deadly; fatal—p. 177


• Ludicrous (adj): causing laughter because of absurdity; ridiculous—p. 176


• Luminous (adj): radiating light; shining; bright—p. 174


• Meek (adj): overly submissive or compliant; spiritless; tame—p. 147


• Prosper (v): to be successful or fortunate; thrive; flourish—p. 145


• Rebuke (v): to express disapproval of; reprove; reprimand—p. 165


• Torrid (adj): oppressively hot, parching, or burning—p. 159

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:

myopic (adj.): having myopia; nearsighted.

a meaningful sentence would be:

Piggy was myopic; his nearsightedness meant that he had to wear glasses to see things far away.

Due Date: Wednesday, Nov. 2

Pre-AP English II: Literary Devices Test Preview

Tomorrow (10/31) you will have an exam on the following literary devices. You will need to be able to recognize examples of them and produce your own sentence-length examples, as well:

• Alliteration


• Allusion


• Anaphora


• Apostrophe


• Diction


• Foreshadowing


• Flashback


• Hyperbole


• Imagery


• Metaphor


• Metonymy


• Onomatopoeia


• Oxymoron


• Paradox


• Personification


• Simile

Be sure to bring your copy of Lord of the Flies with you, as you'll need it to understand the context of some examples and find examples of your own in the text.

Failing this test will result in your automatic assignment to Patriot Academy on Wednesday, Nov. 2nd, and you will be unable to retest or submit corrections until you have attended a post-test tutorial.

Yearbook: Preview Irma's Animoto

If you have a barcode scanner on your smartphone, scan the QR Code to the left and preview Irma's animoto yearbook ad. If you don't have a QR Code scanner, get one and then scan the QR code.

If you experience difficulty, please let me know. I'd like to put of pages of the code so people can scan them and see the ad, and the problems you have will likely be the same others experience.

Thanks.

English II (on-level): Jeopardy Study Guide for Katrina Article Test

Please review the Katrina article and the Jeopardy game we played in class (as well as your vocabulary) to be as prepared as possible for Monday's test.

English II (on-level): Vocabulary for the Katrina Article

Following are the vocabulary words you chose for the Katrina article. You are responsible for the definitions of each. You will need to pick ten to write meaningful sentences for (see below list).

• Apparent


• Choicest


• Convenience


• Debris


• Immersed


• Intact


• Interview


• Inundated


• Memorabilia


• Referral


• Restoring


• Ruined


• Sheetrock


• Swamped


• Wreckage

Pick any ten words and use them to write meaningful sentences.

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:

hurricane (n.): a violent, tropical, cyclonic storm of the western North Atlantic, having wind speeds of or in excess of 72 miles per hour (32 m/sec).

a meaningful sentence would be:

The hurricane destroyed the coastal town of Mikesell City, Florida; after the foot of rain and 100-mile-an=hour winds blew onshore, all that was left were traffic signals and a lighthouse.

Due Date: Wednesday, Nov. 2

English I (Pre-AP): Alchemist Part II Test Preview

Tomorrow in class you will have an AP-style multiple choice test based on pages 94-99 of The Alchemist (also pages vi-viii of the introduction). Please annotate the pages before the test.

You will be expected to know what goes on in the story as well as be able to identify or explain the following literary devices:

• Alliteration


• Allusion


• Diction


• Hyperbole


• Metaphor


• Onomatopoeia


• Oxymoron


• Paradox


• Personification


• Simile

Pre-AP English II: Allusions, Allegories, and Analogies

Today we took notes on the first two-thirds of this presentation. Tomorrow we'll finish (that means your literary terms test will be on Monday, Oct. 31).

Be prepared to discuss how The Lord of the Flies is allegorical to the Bible story of the Garden of Eden. And if you want to see that "homework heads-up," it's at the end of the Allusion section of the presentation.

Pre-AP English II: Archetypes of Blindness and Illness

Want to review today's Prezi on Blindness and Illness Archetypes? Good for you; it's right below.

Want to check out Piggy in his BVDs again? Please seek counseling.

English II (on-level): "Life after Katrina: Day 26"

If you lose your copy of the Katrina article, you should print out another.

English II (on-level): Katrina Presentation

If you'd like to re-watch the presentation on Hurricane Katrina (and maybe try to find more dead bodies), here you go: Hurricane Katrina Tribute.

Pre-AP English II: Timed Writing Thesis Revisited

In class we discussed the abstract and concrete aspects of an AP-style prompt.

The abstract aspect is the general claim the prompt makes that you have to make specific. This will usually involve some interpretation of the theme, mood, tone, irony, etc. The way the prompt is made specific will vary from student to student.

The concrete aspect deals with the means you will use to prove your specific claim. This will usually involve the literary devices you use to make your case.

We also talked about how to address last Friday's prompt. These included the following theses:

In Lord of the Flies, Golding shows Jack becoming a "savage" in order to suggest to the reader that Jack will begin acting "savagely."

In Lord of the Flies, Golding shows Jack putting on "war paint" in order to suggest to the reader that Jack will go to war with Ralph and Piggy.

In Lord of the Flies, Golding shows Jack putting on a mask in order to lose his identity/humanity.

In Lord of the Flies, Golding shows Jack behaving in an uncivilized way to demonstrate that he will separate himself away from Ralph's "civilized" society.

Come to class tomorrow with pages 62-64 annotated and ready to redo your timed writing.

English I (Pre-AP): Alchemist 65-104 Study Questions

Answer each question with supporting evidence from the text.

Pages 65-79

1. The Englishman, whom Santiago meets when he joins the caravan to the Egyptian pyramids, is—like Santiago—joining the caravan as part of a quest. What is the Englishman searching for?


2. As the caravan travels, the Englishman spends his days poring over his books to learn the secrets of alchemy; Santiago, meanwhile, throws his book away, instead opting to observe the desert and listen to the wind. The Englishman tries to learn alchemy through the intellect. Santiago has rejected the life of the mind for a life of interaction and a journey of purpose, which he believes will bring him closer to understanding the language without words…the universal language. Based on the conversation between Santiago and the Englishman on page 79, does it appear that the two have anything to learn from each other?

Pages 80-104

3. As the caravan crosses the Sahara, Santiago and the Englishman each make an effort to gain new insights by practicing the other’s method of learning. When the Englishman asks Santiago what the boy learned about alchemy from reading his books, Santiago sums up his reading in a few short sentences (on page 83). What does he say he learned?


4. Santiago says he believes all the things he learned about alchemy are so simple they could be written on the surface of an emerald. This description, of course, depicts the Emerald Tablet the Englishman told Santiago about. The Englishman is exasperated because he believes Santiago is simple-minded and has failed to grasp the complexity of alchemy. Yet, the gypsy Santiago met in Tarifa told him, “It’s the simple things in life that are the most extraordinary; only wise men are able to understand them.” Who is right— the Englishman or Santiago? Defend your answer.


5. According to the Englishman, how were the alchemists he read about changed by the years they spent “in their laboratories, observing the fire that purified the metals”?


6. Nearly every encounter Santiago has contains a lesson for him, if the boy is observant enough to perceive it. Read the conversation on pages 84-85 between Santiago and his new friend, the camel driver. What life lesson is the camel driver trying to impart to the boy? As you read about Santiago’s response to the appearance of the oasis on the horizon, what evidence do you see that Santiago has internalized the bit of wisdom offered by the camel driver?


7. How does Santiago feel when he meets Fatima? How does he know this is love?


8. Who finally shows Santiago how to find The Alchemist? Why is it significant that it is this person who is the key to Santiago’s search?


9. Why do you think The Alchemist gives the Englishman the response he does when the Englishman tells him what he is seeking? What point do you think the author is trying to make by showing how the Englishman feels once he spends some time following the advice given to him by The Alchemist?


10. Recall that each encounter Santiago has presents him with the opportunity for personal growth provided that he can understand what it is he should learn from the interaction. What lesson is there for Santiago to learn from the fact that Fatima tells him not to stay at the oasis but to go to the pyramids after he has pledged his love for her?


11. Santiago thinks he has seen an omen in the desert. What has he seen, and what does he think it signifies?


12. According to the camel driver, why would God allow Santiago to see this vision of the future?

Original Source: here

English I (Pre-AP): Alchemist Jeopardy Questions

On Tuesday, October 25th we'll be playing a special Alchemist edition of Jeopardy in class. Please come up with questions AND answers. 20 would be good. 30 would be better.

Please ask questions about anything we've read up through page 65. Keep them close-ended, that is they have a definite right/wrong answer rather than being opinion-based.

You may ask regular questions or make them Jeopardy-style answers.

Regular: What was the King of Salem's name (Answer: Melchizedek)
Jeopardy-style: His name was Melchizedek (Question: Who was the King of Salem?)

Due: end-of-class 10/24.

Pre-AP English II: Timed Writing Preview for 10/21

Below is the prompt you'll be writing on in class.

Authors often use physical changes of characters or the setting to suggest to the reader that deeper changes are going on beneath the surface of the story. Consider the section of Lord of the Flies that begins on page 62 with the single-word paragraph

"Roger."

and continues through the end-of-the-section break on page 64, and then write a well-constructed essay discussing how Golding uses literary devices (including, but not limited to, diction, imagery, metonymy, simile/metaphor, etc.) to suggest a significant transition is occurring in the story.

Because we will have a shortened class time tomorrow (due to CAT), you will not necessarily finish your paper. However, your essay must be well-structured (thesis paragraph, logically ordered body paragraph(s), appropriate evidence embedded in your writing, etc.) and well-enough along that I can fairly speculate on a rating.

You will need to use your copy of the book to write your essay, and any notes you may have written there may be used to your advantage on the timed writing.

All English Classes: Writing Benchmark

We'll spend the next two days in class working on a Writing Benchmark. Please bring a copy of the 8-Step Writing Process foldable we worked on in class (English II, we did this several weeks ago).

Be prepared to write on prompts similar to:

English I: Write an essay about a person/group struggling to overcome a challenge (may either be a fiction short story or a non-fiction article.)

English II (On-level and Pre-AP): Write an essay about the effect a relationship can have on two people.

You may come to class tomorrow with brainstorming and bubble-mapping done. Do not begin to write the rough draft before class.

English II (on-level): Dialogue Rules

Please write two sample lines of dialogue and bring them to class tomorrow (10/19). Be sure to follow the two examples below (use them as models), as well as the Rules of Dialogue that follow.

Examples:

1.      “That was a real pretty dance, that dance they just did,” said Hazel.
2.      “Huh?” said George.
   
   


3.      “One can only hope,” he said, reaching for another, “that Dacca’s refugees are as heartily fed. Which reminds me.” He reached into his suit pocket….
4.      My father said, “They are estimating nine million at the last count.”

Rules of Dialogue

• Every time someone new speaks, start a new paragraph. Skip to the next line and indent.(1-4)


• Quotation marks signify that someone is about to speak. (1-4)


• Capitalize the first word they are saying inside the quotation mark. (1-4)


• If a sentence continues outside the dialogue, put a comma and then a quotation mark at the end of the dialogue. (1-2)


• If a sentence ends with the dialogue, put a period and then a quotation mark at the end of the dialogue. (4)


• If the dialogue is a question, put a question mark, then a quotation mark. (2)


• If the dialogue is an exclamation, put an exclamation point, then a quotation mark. (“Wow!”)


• If a dialogue tag comes after the dialogue, the first word is not capitalized. (1-2)


• If a dialogue tag comes before the dialogue, put a comma BEFORE the quotation mark. (4)


• If a dialogue tag interrupts the dialogue, put a comma INSIDE the first
  quotation mark and a comma BEFORE the next block of dialogue. Do not
  capitalize the first word of the next block. (3)


• If a dialogue tag interrupts the dialogue and the first section of dialogue is a complete sentence, you may follow the dialogue tag with a period. The next section of dialogue would begin with a capital letter inside the quotation mark. There is no need to start a new paragraph. ("Juliet, I love you," said Romeo. "I really, really do.")

Pre-AP English II: Metamorphosis for Free

Amazon is currently giving away Kindle copies of Franz Kafka's Metamorphosis for free (normally $2).

If you have a Kindle or an Android or iOS device with the Kindle app, get the book for free. (If you don't have the app, get it, then get the book!)

English I (Pre-AP): End of Course (EOC) Essay Rubrics/Criteria Charts

If you lose your copy of the EOC Essay Rubrics/Criteria Charts, please download new copies from the TEA website:

• Literary (Story) Composition


• Expository Essay

All English II Classes: TAKS Essay Rubric/Criteria Charts

If you would like your own copy of the TAKS Essay Rubric/Criteria Charts, please go to page 17 of this document from the TEA website.

The PDF file also includes information on Score Points 1, 2, and 4, as well as examples and explanations of why the examples scored the way they did. Good times.

Pre-AP English II: QWOP

If you would like to try your hand at QWOP, visit this website.

Remember, trying to write your own thesis paragraph when you don't know what you're doing is as elegant (I'm being ironic) as QWOP running his race. Avoid embarrassing yourself unnecessarily.

English II (on-level): Embedding Quotes in "Man in the Water"

As we discussed in class today, many of you had difficulty supporting your answers (assertions) with text evidence on last Thursday's test. In class we discussed embedding quoted evidence in your own sentences to support your argument. Please copy the following response that we generated in class (word for word, letter for letter, punctuation mark for punctuation mark).

One difficulty with the rescue was the extreme cold. The man in the water “had to know…no matter how gradual the effect of the cold,” eventually it would kill him. Another difficulty was that the helicopter couldn’t pick up everyone at once. “Every time they lowered a lifeline and floatation ring to [the passengers in the water, the man in the water] passed it on” so someone else could be saved.

English I (Pre-AP): "Personal Legend" Song

In class today we looked at Randy Stonehill's "The Dying Breed" and discussed how it shared some thematic ideas with The Alchemist. Prior to performing some poetry analysis next week, you need to find your own song lyric that deals with Coelho's idea of a Personal Legend (or the Man-vs-Society conflicts that emerge when an individual pursues his or her destiny).

Remember: you should not "follow the crowd" when finding your lyrics. Your grade drops 10 percent for every other person who submits the same song (i.e., if you and another person turn in the same song, both get 90%; if five people turn in the same song, each gets a 60%).

Also, black out all but the first letter of curse words. If your song has more than five black scratch-outs, you need to find another song. Your Personal Legend does not involve being a potty mouth.

If possible, I'll share/play the songs (or parts of them) in class so we all get an idea of the songs you've picked.

Here's the Randy Stonehill song again: "The Dying Breed."

Due date: Tuesday, October 18.

Pre-AP English II: Lord of the Flies / Simpsons Venn Diagram

IF you missed comparing and contrasting Lord of the Flies with an episode of The Simpsons (because you're in first period or were absent today), or you want to work on your Venn Diagram again, or you just want to watch the episode again, here's the episode: #5F11 "Das Bus".

Pre-AP English II: Lord of the Flies 1-3 Socratic Seminar Preview

Be prepared to discuss these questions in class on Thursday, October 12, 2011. Remember to support your answers -- even the World Connection questions -- with evidence from the book.

If you missed the seminar, submit well-thought out written responses to two questions (100%; one question=80%).

If you were in class and did not respond twice, use the back of your remaining half-sheets ("buns") to respond to the questions. If you respond to a question discussed in class, your response must refer to the text and add to the conversation we had. (+20 points for the first, +10 points for the second)

WORLD CONNECTION QUESTIONS
If you were in a situation with a leadership vacuum, how would you convince others to follow you? --M.R. (6th)

When overwhelmed with fear, how do you keep cool? --J.M. (1st)


CLOSE-ENDED QUESTIONS
Why does Ralph blow the conch? -K.M. (7th)

Who helps Ralph with most of the work on the island? --J.S. (6th)


OPEN-ENDED QUESTIONS
After reading the first three chapters, who do you think is best suited for leadership? --E.M. (7th)

Did Ralph make the right decision to have Simon investigate the island with him and Jack, rather than Piggy? --L.C. (1st)


UNIVERSAL THEME / CORE QUESTIONS
What is required in order for a society to be considered civilized? --E.M. (6th)

What characteristics make a person a good leader? --J.L. (1st)


LITERARY ANALYSIS QUESTIONS
What mood does Golding set at the beginning of the story? --K.L. (7th)

Why do you think Golding characterizes Piggy as a fat, annoying boy? --B.L. (6th)

English I (Pre-AP): Alchemist Part I Test Preview

For the test tomorrow you should

• Review and annotate the section beginning on page 33 with “How strange Africa is, thought the boy” and ending on page 42 with “’I’m an adventurer, looking for treasure,’ said the boy.”


• Review all 10 literary devices you've been studying
  
  
  1. Alliteration
  
  
  2. Allusion
  
  
  3. Diction
  
  
  4. Hyperbole
  
  
  5. Metaphor
  
  
  6. Onomatopoeia
  
  
  7. Oxymoron
  
  
  8. Paradox
  
  
  9. Personification
  
  
  10. Simile


• Review the study questions from earlier in the week.

Be prepared. Do well. Succeed.

Pre-AP English II: IWA #2 Thesis Paragraph Model

Consider using the following as a thesis paragraph for your second IWA.

In Lord of the Flies,
choose a boy
Ralph
Piggy
Jack uses
choose an appeal
Logos
Pathos
Ethos to try to persuade the other boys to follow him. Golding shows this by
choose the same boy again
Ralph's
Piggy's
Jack's use of
choose one
diction
imagery
simile
metaphor
alliteration
personification
etc. and
choose another
diction
imagery
simile
metaphor
alliteration
personification
etc. when trying to lead the boys.

Feel free to use the exact wording, punctuation, spelling, grammar, etc., above.

Failure to include a thesis paragraph in your IWA will result in an immediate REDO grade (no credit).

English II (on-level): "Man in the Water" Questions 9 + 10

Refer to the article "The Man in the Water" online at Time Magazine's website when answering the following questions.

9. Rosenblatt states that "we do not even really believe that the man in the water lost his fight [against nature]." Do you agree or disagree with what Rosenblatt says? Support your answer with evidence from the text.


10. Are most people able of acting in a heroic way like the man in the water? Support your assertion with evidence from the text as well as your personal experiences with people behaving sacrificially.

English I (Pre-AP): Alchemist Study Questions (pp. 1-42)

After reading the first 42 pages (or a few more pages to finish Part One), answer the following questions. Be sure to cite evidence (i.e., quote material) from the text:

1. Explain the stereotype created on pages 5-6.


2. Explain the connection between the following quote and “destiny.”

   “If I became a monster today, and decided to kill them, one by one, they would become aware only after most of the flock had been slaughtered, thought the boy. They trust me, and they’ve forgotten how to rely on their own instincts, because I lead them to nourishment.”

3. What is a seminary?


4. Describe Santiago’s father’s feelings towards his son’s idea of becoming a shepherd.


5. Why does the “Sacred Heart of Jesus” picture inspire peace in Santiago’s heart when he visits the gypsy?


6. Explain the “world’s greatest lie.”


7. What is the “principle of favorability”? Give an example.


8. Locate and explain the simile on page 38.


9. On page 42 explain the two ways of looking at Santiago’s problem.


10. Choose a quote (not one listed above) and explain its significance to the novel.

Pre-AP English II: Lord of the Flies Chapters 1-3 Socratic Seminar Question Types

Submit one (1) of each of the following question type by Tuesday, October 11. I will pick several and post them to the website Wednesday night. Be prepared to discuss them in class on Thursday, October 13.

You also need to provide a possible answer with a reference to the text for each questions.


WORLD CONNECTION QUESTION
Write a question connecting the text to the real world.

Example: When you are lost, what strategies do you use to get “found”?


CLOSE-ENDED QUESTION
Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a “correct” answer.

Example: Why do Jack Merridew and his friends dress in uniform?


OPEN-ENDED QUESTION
Write an insightful question about the text that will require proof and group discussion and “construction of logic” to discover or explore the answer to the question.

Example: After reading the first three chapters of Lord of the Flies, what conclusions can you draw about Piggy’s personality?


UNIVERSAL THEME/ CORE QUESTION
Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: After reading the first three chapters of Lord of the Flies, what responsibilities do you feel the strong have toward the weak?


LITERARY ANALYSIS QUESTION
Write a question dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of view, characterization, poetic form, archetypal hero patterns, for example?

Example: In the opening line, Golding describes Ralph as “[t]he boy with the fair hair.” What implications might his diction choice, “fair,” suggest to the reader?

Pre-AP Students: Reading Assignment Reminder

Pre-AP English I: It is part of your Personal Legend to read through page 42 of The Alchemist by tomorrow.

Pre-AP English II: You need to have read through Chapter 3 of Lord of the Flies by tomorrow so you can participate in the Socratic Seminar question writing assignment in class. I will bring audiofiles of chapters 4 and 5 if you want copies to help you with next week's reading assignment.

Free SAT Prep App

As mentioned in class, SAT Connect is a free SAT-prep application for iOS devices (iPhone, iPad, iPod Touch). Even if you're a freshman or sophomore, this is an app worth downloading and exploring.

Please use the link above, or make sure you download SAT Connect and not SAT Connect Free (both apps are, in fact, free) -- the "Free" app is limited and since you can get the full version also for free, get that one.

Pre-AP English II: IWA #2 - Lord of the Flies

Write a well-organized essay on the following prompt:

Lord of the Flies features three characters vying for power (Ralph, Jack, and Piggy), each with their own approach to leadership. Considering the three “appeals” (ethos, logos, and pathos), identify the primary approach taken by ONE of the three main characters and support your claim by analyzing the literary devices (e.g., diction, imagery, simile/metaphor, etc.) Golding utilizes in their attempt to sway the crowd to follow their vision.

Tips to success:

Do not simply recount the plot or attributes of the character. Do not discuss more than one character or more than one appeal. Extensive lack of focus on literary devices will result in a REDO grade (no points), not a REWRITE (70 points). Look at diction, metaphor, imagery, etc., and how the author’s use of these techniques establishes an ethical, logical, or pathetic appeal.

The earlier you turn in a draft that you expect to earn an 85 (only revision is needed) the more likely you are to eventually receive an 85 (your idea of what is revision-only and my idea of what is revision-only may differ) or 100 (because you’ve made the necessary revision, or you refined your essay on your own before you turned it in).

Paper should be about two-pages long, handwritten, or one-page long, typed, double spaced, 12-point Times New Roman or Garamond.


Daily P.A. for non-submitters begins September 28, 2011

Drop-Dead Deadline: Friday, November 4, 2011.

English I (Pre-AP): Quest Archetype / Movie Storyboards

Here's today's presentation on the quest archetype:



MOVIE STORYBOARDS
Please select any movie, book, episode of television, etc., that fits the Quest archetype we've been looking at. Using a storyboard handout, please draw and discuss how the work you've selected meets the six criteria:

1. Quester: Who goes on the quest?
2. Destination/Prize: What is it the quester wants?
3. Mentor: Who give the quester guidance or whatever else s/he will need to fulfill the quest?
4. Challenges/Trials: Give two examples of things the quester must overcome.
5. Underworld: Where does the quester have to face down death or come to terms with mortality?
6. True Objective: What does the quester ultimately get that surpasses what s/he went on the quest to get in the first place?

Due Tuesday, Oct. 11.

Pre-AP English II: Socratic Seminar Intro

Here's the presentation on Socratic Seminars from class today:

Pre-AP English II: Persuasive Techniques (Logos/Pathos/Ethos)

Here's the presentation we discussed in class today:

English II (on-level) "Man in the Water" Vocab and Meaningful Sentences

Please create meaningful sentences for each of the vocabulary words in the presentation, above. On slides that have two words, please pick only one of the two; be sure to use it correctly in your meaningful sentence.

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:

hero (n.): someone brave and selfless.

a meaningful sentence would be:

Mac the mechanic is my hero; he rushed into the five-car pile-up to rescue my kitten even though he could have been killed.

Due Date: Friday, Oct. 7

English I (Pre-AP): Alchemist Vocab 1 and Meaningful Sentences

Please create meaningful sentences for each of the vocabulary words in the presentation, above.

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:

shepherd (n.): someone who raises or tends to sheep.

a meaningful sentence would be:

Joe was a shepherd; he has raised sheep in Montana for twenty years.

Due Date: Friday, Oct. 7

Pre-AP English II: Lord of the Flies Chapter 1 Vocab and Meaningful Sentences

Please create meaningful sentences for each of the vocabulary words in the presentation, above.

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:

myopic (adj.): having myopia; nearsighted.

a meaningful sentence would be:

Piggy was myopic; his nearsightedness meant that he had to wear glasses to see things far away.

Due Date: Thursday, Oct. 6

Pre-AP English II: Lord of the Flies Audio Files

I am in the process of acquiring audio files of Lord of the Flies. I'll bring the first three chapters with me on Monday. If you'd like copies to listen to as you read, please bring a flashdrive with you to class.

(Listening to the audio files does not relieve you of the responsibility of reading and annotating the book. The intent is to enable you to hear the words as you read, as there are words you understand when you hear them that you may not recognize when you see them.)