Pre-AP English II: Six Weeks' Final

Write a well-developed essay responding to the following prompt:

Describe what you have learned in this class this year.

Be specific/supply examples.

English II (On-Level) & English I (Pre-AP): Name Project Rubric

Here's the grading policy for the Name Project:

70% - Completing all steps listed in the assignment
20% - Attention to detail: grammar, spelling, punctuation
15% - Creativity: larger format, color, design, etc.

Yes, you can get 105% on this project. Go for it!

English I (Pre-AP): Literary Devices

If you missed the presentation on new literary devices because you were out Tuesday or Wednesday when you weren't EOC testing, here's what we talked about.



You need to come up with one example for each literary device.

Pre-AP English II: Elements of Grammar

Missed today's presentation on Clauses and Phrases? Enjoy!



Write a sentence for each of the following devices:

• Appositive Phrase
• Absolute Phrase
• Prepositional Phrase
• Participial Phrase

.

Pre-AP English II: New Literary Devices

Missed today's presentation? Not any more.



You need to come up with one example for each literary device.

Pre-AP English II: Censorship Essay

Please respond to the following prompt:

Based on your reading of "Coda" and "Censorship and Book Banning," as well as your understanding of the Harry Potter/Satanism satire article, write a well-constructed essay on whether you feel any of the books you have read on the Banned Book List may have been legitimately banned or placed on a restricted reading list. Be specific. Quote two of the three texts.

Pre-AP English II: Ray Bradbury's "Coda"

If your edition of Fahrenheit 451 does not include the section titled "Coda" after the story, please read it here, online, before coming to class in the morning. (I'll have a few copies printed out that you can use in class.)

English II (on-level): The Pearl 1-3 Test Review

Here's today's Jeopardy game if you'd like to replay it.

Also, if you'd like to read them online, here are the three chapters you'll be tested on:

• Chapter One
   
• Chapter Two
 

• Chapter Three

Enjoy!

English II (on-level): What's in a Name Project

Authors often choose names based on what they symbolize (Grant is generous, Joy is happy) or what they may allude to (Adam or Eve to the Genesis account of mankind’s origin). Coyotito’s name in The Pearl acts as foreshadowing … you’ll see when we get there. As the protagonist of your own story, your life, what does your name say about you?

Collect the following information, then create a poster (8.5x11 or larger) displaying everything you know about your name.

What does your name mean (first, middle, last) – You may look it up in a baby-naming book at a bookstore or online at a site like babynamesworld.parentsconnect.com.

If possible, ask your parents why they chose the name(s) they gave you and write down their response(s).

How much is your name a part of your identity? What do you feel your name “says” about you? If you changed your name would you become a different person? Why or why not? Include this information in your poster, too.

Due: May ^24th – you may orally present your poster in class for extra credit.

Pre-AP English II: "Dover Beach" Analysis Test

Pick any four questions from the "Dover Beach" multiple choice test and analyze why and/or how Matthew Arnold's choice to compose the poem the way he did contributes to the poem as a whole.

For Question 1, for instance, do not just say Arnold compared faith to the ebb and flow of the sea when he wrote "The Sea of Faith was once, too, at the full." This shows faith being compared to a sea at low tide.

Add to it by suggesting that this produces a tone of ______________. Or that by suggesting that because he shows faith at an all-time low when he compares it to the tide, the reader might hope that one day it might once again ___________________.

 As long as your response is thorough and plausible, you will get credit for it.

I will not be inputting grades for either the multiple choice or the analysis portions of the test until this weekend. As long as you submit your analysis, stapled to your multiple choice test, by the end of the day Friday, you'll get full credit. Otherwise, you'll get a "missing" grade on the multiple choice until your analysis is turned in, and your analysis grade will be reduced.

English II (on-level): Pearl Vocabulary and Meaningful Sentences

Write meaningful sentences for each of these vocabulary words:

• Benign (adj): not causing harm


• Deft (adj): skillful


• Diffuse (v): to spread in all directions


• Furtive (adj): secret (in an underhanded way), stealthy


• Germane (adj): important to the issue at hand, pertinent


• Irresolute (adj): indecisive, unsure how to proceed


• Malign (v): to insult, to lie about someone in order to hurt his/her reputation


• Petulance (n): unreasonable touchiness or irritability


• Precipitate (v): to cause to happen quickly


• Stalwart (n): someone who supports a cause with firm commitment

For instance, if the vocabulary word was:

Parable (n): a short story designed to illustrate or teach some truth, religious principle, or moral lesson.

a meaningful sentence would be:

Steinbeck's Pearl is a parable about sudden gain and devastating loss; after reading it I learned the lesson that sharing with others can make you more wealthy than being selfish.

Due: Wednesday, May 8th.

Pre-AP English II: Fahrenheit 451 Socratic Seminar Questions

Be prepared to discuss these questions in class on Monday, May 7, 2012. 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%). You may NOT answer a close-ended question.

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
What book has had a significant impact in your life? How? --D.L. (1st)

How would you feel if something you liked was destroyed or banned? --E.M. (6th)

Are you happy? How do you know? --J.S. (6th)


CLOSE-ENDED QUESTIONS
Why does Beatty send the Mechanical Hound to Montag's house? --R.M. (7th)

Where does Montag hide his books? --L.C. (1st)


OPEN-ENDED QUESTIONS
Why do you think Clarisse became interested in things her friends weren't interested in? --M.R. (7th)

Why do you think Mildred tried to commit suicide? --Mon.M. (7th)

Why has reading been outlawed in Montag's world? --Mar.M. (7th)


UNIVERSAL THEME / CORE QUESTIONS
What do you have in your life worth dying for? --M.R. (1st)

If you were in a situation that you knew was morally wrong, would you stand up for what is right? --T.S. (7th)


LITERARY ANALYSIS QUESTIONS
How does the irony of the firemen starting fires contribute to the novel? --J.L. (6th)

Why do the firemen wear the symbol of the Phoenix on their uniforms? How is it significant to the ending of the novel? --S.P. (1st)

English I (Pre-AP): Ender's Game Socratic Seminar Preview

Be prepared to discuss these questions in class on Monday, May 7, 2012. 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%). You may NOT answer a close-ended question.

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 someone encouraged you to "rebel," what would you do? --F.H.

If a family member hated you, what would you do? --A.R.


CLOSE-ENDED QUESTIONS
At the beginning of the story, what piece of equipment did Ender wear and why? --D.C.

What are Ender's brother's and sister's names? What is significant about their names as well as Ender's actual name?--T.S.


OPEN-ENDED QUESTIONS
What happens when Ender starts making friends with his battle school classmates? --M.B.

Why does Peter dislike Ender? --R.B.


UNIVERSAL THEME / CORE QUESTIONS
What effect can being "unwanted" have on a person's life? --S.A.



LITERARY ANALYSIS QUESTIONS
Why does Card use the simile "I'm about as useful as a sneeze in a spacesuit"? --S.R.

What does the simile "as funny as a one-legged rabbit" contribute to the story? --B.C.

Pre-AP English II: Fahrenheit 451 Socratic Seminar Question Types

Submit one (1) of each of the following by Saturday, May 5. I will pick several and post them to the website Sunday evening (5/6). Be prepared to discuss them in class on Monday, May 7th. Questions may come from any section of Fahrenheit 451. Include answers with text support for each question.

WORLD CONNECTION QUESTIONS
Write one question connecting the text to the real world.

Example: What would your reaction be if books were banned


CLOSE-ENDED QUESTIONS
Write one 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: How does the Mechanical Hound work?


OPEN-ENDED QUESTIONS
Write one 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: Is the world in the novel a better place (or worse) for having reading prohibited?


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

Example: How does adversity inspire/force someone to be heroic?)

LITERARY ANALYSIS QUESTIONS
Write one 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: "Montag" is a brand of paper; "Faber" is a manufacturer of pencils. How does Bradbury's naming his characters after these things enhance the story?

English II (on-level): Song of My School Day

Sound and song is an important part of our novel, The Pearl, as you could tell from chapter one. Much like Kino, you will make a “soundtrack” of the different parts of your school day, from start to finish. The steps for this project are outlined as follows:

1. Think of songs that you could relate with the 8 periods of your school day:

- 1st period
- 2nd period
- 3rd period
- 4th period
- 5th period
- 6th period
- 7th period
- 8th period

2. On a clean sheet of notebook paper, write at least 5 sentences explaining your choices in songs, and why you hear them at those particular times. **Include the song title and artist.

Ex: Track 8 (When school lets out): The Good Life, Kanye West
I chose this song because it is very upbeat. It talks about how good life really is, even when there are tough times and haters trying to put you down. When Kanye West says “And if they hate, then let ‘em hate, and watch the money pile up,” it reminds me that I have to look after myself, and in the end my efforts will pay off. The mood of the song matches my mood when the bell rings at 4:22. It makes me happy again, after a boring day of classes.

3. Print out the lyrics to all of the songs you choose, and highlight the parts you talk about in your explanation.

** Important: Your songs must be SCHOOL APPROPRIATE. It may be hard to find a song without an occasional curse word, BUT your song cannot talk EXPLICITLY about anything. Just remember, I can hold you responsible for anything you turn in and write.**

Not having a computer is not an excuse. There is a brand new library on Webb Chapel that you can use.

EXTRA CREDIT: Burn a CD with your 8 songs on it! (worth 20 points)

Projects are worth 20% of your grade. This project is due Tuesday, May. 22nd. You may, of course, turn it in earlier, if you would like. If you have questions on anything, I suggest you talk with me before or after school to clear everything up.

Pre-AP Classes: Reading Assignments

Pre-AP English II: You should read through the break at the bottom of page 92 of Fahrenheit 451.

English I (Pre-AP): You should read through Chapter 9 of Ender's Game.

Pre-AP English II: Fahrenheit 451 Audio Files

Bring a USB drive to class tomorrow and I'll load an audio recording of Fahrenheit 451 to assist you with the reading of the novel.

All Students: Bobby, NOT Bob

Over the past few days I've heard several students say that Bob Marley recorded the song "Don't Worry, Be Happy." Y'all make me want to cry. "Marley was," as the saying goes, "dead [these seven years] to begin with." Bob Marley died in 1981, and Bobby McFerrin recorded "Don't Worry, Be Happy" in 1988. I know. I was there (not where Marley died or McFerrin recorded, but I was there in '81 and '88).

Here's the McFerrin video, courtesy MTV (which used to actually show videos -- for reals!): Don't Worry, Be Happy.

And here's a link to a YouTube video of Bob Marley singing, live in Santa Barbara: Concrete Jungle.

See the difference?

If I have taught you nothing else all year, I have failed miserably. Still, hopefully I will have saved you from future embarrassment when the song appears as the subject on Final Jeapordy. Enjoy the rest of your weekend.

English I (Pre-AP): Romeo & Juliet Endings

Watch the two endings of Romeo & Juliet in the video below (disregard the comments and questions that crop up from time to time). Make notes on the presentation of the 1968 version on the left-hand side of your page; make notes on the 1996 version on the right. At the bottom of your page discuss which you prefer and why. Due: 4/23

If you watched the videos in class, we left off at about 21:00 (21 minutes in) on this video.

English I (Pre-AP): Romeo & Juliet Reading Assignment (4/18)

Be sure to read the following prior to class:

• Act 4, Scene 5


• Act 5, Scenes 1-3

Links take you to "No Fear Shakespeare" online; be sure to read the Shakespeare side.

Pre-AP English II: Caesar Reading Assignment (4/18)

For class tomorrow, read the following passages from Julius Caesar:

• 3.1.31-91


• 3.1.157-290

Links take you to "No Fear Shakespeare" online; be sure to read the Shakespeare side.

English I (Pre-AP): Reading Assignment (4/17)

Be sure to read the following prior to class:

• Act 3, Scene 3


• Act 3, Scene 5

Links take you to "No Fear Shakespeare" online; be sure to read the Shakespeare side.

Pre-AP English II: Caesar Reading Assignment (4/17)

For class tomorrow, read the following passages from Julius Caesar:

• 1.2.45-end


• 2.1.78-219


• 2.1.242-318

Links take you to "No Fear Shakespeare" online; be sure to read the Shakespeare side.

Pre-AP English II: Reading Assignment: Julius Caesar 1.2

Please be sure to have read Julius Caesar 1.2 prior to coming to class tomorrow.

Here's the "No Fear Shakespeare" paraphrase, but be sure to read the actual Shakespeare version.

English II (on-level): Julius Caesar 3 Speeches and Memorization Tips

To hear the speeches, select the links below:

Cassius: Two Stories

Brutus: The Serpent's Egg

Antony: Funeral Oration

(To download for MP3-player use: right click link, choose "save link/target as".)



MEMORIZATION TIPS

1. Use flash cards. Divide the speech into logical sections. Put the beginnings of sections on one side and the remainder of the lines on the other.


2. Draw a series of pictures that represent your speech or your lines. Remember picture stories from preschool? Be very creative and think of a picture story to go along with your lines. After you've created your picture story, go back and say your lines as you look at the pictures.


3. Say your lines in front of a mirror and move your face or your arms a special way to emphasize specific words or passages.


4. Write out your lines. The act of writing the words provides very strong reinforcement.


5. Carry your script or speech with you at all times and read the full text when you get a chance to get a strong emotional "feel" for it.


6. Get to know your character. Understand why you say and do what you do.


7. Act out your lines as you say them, even if this is an unemotional speech. You can exaggerate your words with dramatic gestures. Of course, you may not want to do this during your actual speech, but you will be thinking about it.


8. Record your lines with exaggerated vocal expressions. You may even want to yell your words. Exaggerations leave big imprints in your brain. Carry your recorder with you and listen to it as often as you can.

Audio Files copyright Caedmon Shakespeare, 1996. Academic Fair Use for student analysis. Do not reproduce or distribute these files.

Memorization tips via about.com

Pre-AP English II: Othello Socratic Seminar Preview

Be prepared to discuss these questions in class on Monday, April 9, 2012. Remember to support your answers -- even the World Connection questions -- with evidence from the book.



WORLD CONNECTION QUESTIONS
What would you do if your parents disapproved of your choice of boyfriend/girlfriend? --L.C. (1st)

If someone offered you a drink at a party and you knew it wasn't a good idea, what would you do? --R.M. (6th)

If a friend suspected you were being dishonest/backstabby, what would you do to prove your innocence? --A.S. (7th)


CLOSE-ENDED QUESTIONS
Why did Desdemona choose Othello over her father? --J.S. (1st)

What did Montano call Cassio to get him to fight? --T.S. (7th)


OPEN-ENDED QUESTIONS
In what way(s) does Iago "use" Roderigo? --S.N. (6th)

With whom did Cassio fight when he was drunk? --K.M. (7th)


UNIVERSAL THEME / CORE QUESTIONS
How do you deal with liars or unfaithful friends? --S.P. (1st)

How do you determine whether a friend is honest/trustworthy or not? --M.R. (6th)

How would you get revenge if you found out your boyfriend/girlfriend cheated on you? --L.B. (7th)

How far would you go to get your "dream job"? --E.G. (7th)


LITERARY ANALYSIS QUESTIONS
How does Shakespeare develop the characters of Desdemona and Othello (and possibly Iago and Cassio) by employing the metaphor "Our general's wife is now the general..."? --V.M. (6th)

How does Shakespeare establish contrast between Othello and the rest of the cast and what does that help him gain? --J.L. (7th)

Pre-AP English II: Othello Socratic Seminar Question Types

Submit one (1) of each of the following by Saturday, April 7. I will pick several and post them to the website Sunday evening (4/8). Be prepared to discuss them in class on Monday, April 9th. Questions may come from any section of Anthem. Include answers with text support for each question.

WORLD CONNECTION QUESTIONS
Write two questions connecting the text to the real world.

Example: What would you do if your best friend “stole” your boy/girlfriend?


CLOSE-ENDED QUESTIONS
Write two questions 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: Who did Othello and the Venetians travel to Cyprus to fight?


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

Example: How did Iago and Rodrigo screw things up for Othello with Brabantio?


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

Example: How do you cope with jealousy? (or as RM-6th put it, How do you defeat the green-eyed monster?)

LITERARY ANALYSIS QUESTIONS
Write two questions 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: What does Shakespeare gain by employing Dramatic Irony when Iago is constantly refered to by others as “honest”?

Pre-AP English II: Othello Reading Assignment (4/2)

4/2 Update: The summarizing will take place tomorrow, 4/3.

Please make sure do the reading over the weekend so that on Monday you can summarize what happens in Act III, Scene 1, 2, and 3 through DESDEMONA's line:

Emilia, come -- Be as your fancies teach you:
Whate'er you be I am obedient.
Exeunt Desdemona and Emilia

This is Act 3, Scene 3, Line 88-89 in my copy of the text. Yours should be somewhere around that.

Pre-AP English II: Othello Literary Devices Scavenger Hunt

If you did not finish in class, please complete the assignment on a separate sheet of paper. On Monday, attach it to the page you turned in during class.

Find examples of the these literary devices in Act II of Othello. Write them with proper citation, like this:

SPEAKER: Line with literary device (Act#.Scene#.Line#(s))

If you're using a digital copy without line numbers, write "digital copy" instead of Line#(s).


ALLITERATION


ALLUSION


ANAPHORA


APOSTROPHE


METAPHOR


PARADOX


PERSONIFICATION


SIMILE

English II (on-level): Julius Caesar Jeopardy

Review for tomorrow's test by replaying today's Jeopardy game!

Don't forget to reread the play if there are things you need to review.

English I (Pre-AP): No Fear Shakespeare—Romeo and Juliet

The No Fear Shakespeare edition of Romeo and Juliet looks like the book at the left.

If you bring your copy to class by Friday (3/30) you'll receive 105 points, 5 point more than you'll receive if you wait until Monday (4/2).

BTW, I spoke with Ms. Munoz and her class is just starting to read the play. You won't be able to buy the book from her current student, but last year's students (this year's sophomores) may have a copy.

Pre-AP English II: Othello Reading Assignment (3/28)

Please make sure you can answer the following question before coming to class tomorrow:

What advice does Iago give Cassio so he can regain his post as Othello's Lieutenant?

The answer will be found in the section of the play where we left off today. Read from IAGO's line

You or any man living may be drunk at a time, man. I tell you what you shall do.

to CASSIO's line

Good night, honest Iago.
Exit

Pre-AP English II: Othello Reading Assignment (3/27)

Make sure you've read Act 2, scenes 1 and 2, before you come to class tomorrow. You'll need to summarize both scenes.

(Links above take you to an online edition of No Fear Shakespeare. You're welcome.)

Pre-AP English II: Othello Act 1 Test Preview

I will provide you with excerpts from the play. You will be tested on the following literary devices:

• Alliteration
• Allusion
• Anaphora
• Apostrophe
• Diction
• Foreshadowing
• Flashback
• Hyperbole
• Imagery
• Metaphor
• Metonymy
• Onomatopoeia
• Oxymoron
• Paradox
• Personification
• Simile

you will also need to know the three types of irony

• Verbal
• Dramatic
• Situational

In addition, you'll need to explain why Shakespeare used the device he used (how does the use of the device contribute to the overall success of the text).

All Classes: Half-off at Half Price Books

Today only you can save50%-off one item at Half Price Books. Just join their mailing list and you'll be taken to the coupon page. (Please don't just go to the coupon page and print the coupons; sign up so you'll be self-reliant and get your own set of coupons next time around.)

That means you pay only 30% (or less) on the cover price.

Pre-AP Freshmen: Get your copy of No Fear Shakespeare: Romeo & Juliet or Ender's Game.
Pre-AP Sophomores: Get your Julius Caesar or Fahrenheit 451.
On-level Sophomores and Yearbook Students: Get yourselves something nice, whatever it may be.

Make wise choices.

English I (Pre-AP): Answers to Rev/Edit Packets

Below are the answers for the two Revising and Editing practice sets. Please review and email me with questions (or leave a message in the Comments).

"Turtle"

1. D


2. B


3. C


4. A


5. B


6. A

"Fast Food"

1. C


2. B


3. A


4. C


5. B


6. C


7. D


8. A

Pre-AP English II: Othello Video Clips

If you were out of class today, please make up the assignment you missed.

1. Get your copy of Othello because you'll need to follow along as you watch the clips.


2. Make a T-Chart: "Things in the play but not the movie" on one side, "Things in the movie, but not the play" on the other


3. Watch the videos below (both) and fill out your T-Chart as you go.


• Part 1 (10:02)


• Part 2 (9:58)


4. Turn it in.

Enjoy!

Pre-AP English II: Othello Reading Assignment (3/21)

In class we began reading Othello and Brabantio's confrontation in front of the Duke. Before you come to class on Friday, March 23, finish reading that section of Act 1, scene 3.

Begin with THE DUKE's line:

I think this tale would win my daughter too. (~line 170)

End with OTHELLO's line:

.... We must obey the time. (Exeunt Othello and Desdemona) (~line 300)

Be prepared to summarize and discuss in class.

English II (on-level): Julius Caesar Meaningful Sentences

Download and print the worksheet handed out in class.

Complete meaningful sentences for all 15 vocabulary words.

Select three (3) vocabulary words and on separate sheets of paper illustrate your meaningful sentence for that word. Write your meaningful sentence at the bottom of the page large enough to be read from 10-15 feet away.

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:

Triumvirate (n): a government of three officers or magistrates functioning jointly.

a meaningful sentence would be:

The triumvirate met in the Senate twice a month; Julius Caesar and the two other co-rulers of Rome listened to the petitions of the people and then conferred and made decisions to benefit the country.

All Classes: Save 40% at Half Price Books

Half Price Books has a "40%-off One Item" coupon on their website, good only today (3/19) and tomorrow (3/20). A 50%-off coupon will be available for this Sunday (3/25). Just join their mailing list and you'll be taken to the coupon page. (Please don't just go to the coupon page and print the coupons; sign up so you'll be self-reliant and get your own set of coupons next time around.)

That means you pay only 30% (or less) on the cover price.

Pre-AP Freshmen: Get your copy of No Fear Shakespeare: Romeo & Juliet or Ender's Game.
Pre-AP Sophomores: Get your Julius Caesar or Fahrenheit 451.
On-level Sophomores and Yearbook Students: Get yourselves something nice, whatever it may be.

Make wise choices.

Iago's Web

Place the following character names in a circle extending to near the edges of your paper

• Brabantio
• Cassio
• Desdemona
• The Duke
• Emilia
• Othello
• Roderigo
• Montano
• Bianca
• Lodovico/Gratiano

Draw lines citing the relationship between the characters prior to Iago’s campaign of manipulation.

Then place Iago somewhere within the web you’ve made and in a different color, list the relationships he has with the characters and how his involvement has tainted the other characters’ relationships.

Here's an example of a "web in progress." (Note: this is only the beginning of a web. There are many more "before" relationships to be shown, as well as many "afters.")

This document will be checked several times over the course of reading the play. Please keep it updated.

The first check will be Friday, March 23rd.

Pre-AP English II: Free Othello/Caesar Text & Audio

There are several versions of the text available free from Project Gutenberg. (Julius Caesar, too.) Please make sure you download a "by William Shakespeare" edition.

There is also a free recording from LibriVox. (Julius Caesar audio.) Note: the free audio recordings aren't great. Check Learn Out Loud for discount-price options. (There are 99-cent options at the iTunes store, but I suspect it's the LibriVox recording; let me know if you download it and it's not.)

If you come across any other free (or low-cost) resources, please leave a message in the comments section.

All English II Classes: Shakespeare Presentation

If you start to get the shakes and need an English II fix, why not revisit today's presentation?

All English II Classes: TAKS Tips 2012 Presentation

If you want to review today's TAKS tips and all that they alliteratively entail, be my guest.



Other things to review:

• 8 Step Writing Process


• T(h)WACK IT!

All English II Classes: Practice the TAKS Online ... for FREE!

I know, right? I'm excited too.

These do not include the Open-Ended Questions or Essay, but you can't have everything.

• Grade 10, 2009


• Exit Level, 2009


• Grade 10, 2006


• Exit Level, 2006

You may have already worked on some of these. They're still good practice. Print out your results sheet with your name on it (fill in the "optional" box at the beginning of the test) and place it in your period's in-box for extra credit.


("You can't have everything. Where would you put it?" --Stephen Wright)

English I (Pre-AP): Story Prompt

Use the characters you created yesterday to write a story based on the following prompt:

Write a story demonstrating the importance of following your dreams.

Remember, you're limited to 28 lines.

All English II Classes: Imagery Template

Practice using the imagery template/graphic organizer we worked with in class yesterday. Download it, print it out, and fill in the designated areas with significant details from your story.

English I (Pre-AP): Character Builders

In class, we started working on a couple characters you might use and re-use in your EOC Exam stories. If you need to re-do your (or want to create more), complete the following information:

• Your character's name:


• Three things that make your character happy


• Three things that make your character sad


• The thing that most annoys your character


• The thing that your character most wants out of life (biggest goal):


• Two obstacles blocking your character from reaching that goal


• The name of the person your character fought with in third grade:

Repeat with the name of the person your character fought with, but replace the final detail with the reason the two fought.

All English II Classes: TAKS "Essay"

Your prompt is:

Write an essay a story describing the importance of taking responsibility for yourself and what you learned as a result of the experience.

You should come to class Wednesday, February 29, with the first four steps of the 8-Step Writing Process completed.

Pre-AP English II: IWA #4.1

Write a well-organized essay on the following prompt:

Darkness and light have long been used to symbolize ignorance and knowledge, sin and redemption, evil and good. In a well-organized essay, analyze Rand’s use of darkness and light in Anthem, and discuss the way these symbols contribute to the overall meaning of the novella.

Extensive plot summary will result in a REDO grade (no points), not a REVISE (85 points). Look at imagery representing light and darkness, and how the author’s use of those images contributes to the reader’s understanding of Rand’s underlying message (theme).

Remember that only REVISE and ACCEPTED essays will be taken for a grade, so submit your IWA early, rather than at the last minute to ensure that your essay will count!

*** More than 10 careless spelling mistakes ***
*** will result in a REDO grade ***

All essays must be typed and adhere to the MLA formatting requirements (see below). All essays must be submitted with the draft in the LEFT pocket (inside front cover) of a 2-pocket portfolio folder. Failure to meet these minimum requirements will result in the draft being returned to the student unevaluated and with no score recorded.

• Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper.


• Double-space the text of your paper (paragraph settings). Use Times New Roman (Garamond if you're “fancy”); the font size should be 12 pt. (font settings).


• Leave only one space after periods or other punctuation marks.


• Set the margins of your document to 1" on all sides.


• Indent the first line of paragraphs one half-inch from the left margin. MLA recommends that you use the Tab key as opposed to pushing the Space Bar five times, or set your paragraphs to indent the first line 0.5". Do not skip a line (i.e., leave a blank line) between paragraphs.

Daily P.A. begins:
     Monday, February 27.

Drop-Dead Deadline:
     Friday, March 9.

Pre-AP English II: IWA #4 24-Hour Reprieve

Because of the SNAFU this afternoon with Patriot Academy, you have a 24-hour window to email me your IWA #4. Unless you have already made arrangements with me by now (Friday, February 24th, 5:01 PM), I must receive your IWA by 5:00 PM on Saturday, February 25th, in order for it to be eligible for credit.

Don't see this message? Bummer. Forget to attach your essay to the email? Ouch. Take a nap at 4:00 PM and don't wake up until 5:00:01? Most unfortunate.

Solutions to common problems:

• No computer? Public library.


• Banned from the public library? Make a friend.


• No one wants to be your friend? Bribe them.


• No one took your bribe? Be prepared for IWA 4.1.

Other than that, enjoy your weekend.

All Classes: Save 40% on One Item at Half Price Books.

Just saw this this morning or I would have let you know sooner. Half Price Books has a "40%-off One Item" coupon on their website. Just join their mailing list (if you've already joined the mailing list, you should have received the same e-mail alert I did).

That means you pay only 30% (or less) on the cover price.

Pre-AP Freshmen: Get your copy of No Fear Shakespeare: Romeo & Juliet or Ender's Game.
Pre-AP Sophomores: Get your Julius Caesar, Othello, or Fahrenheit 451.
On-level Sophomores and Yearbook Students: Get yourselves something nice, whatever it may be.

Have an excellent weekend. Make wise choices. (No, those two things are not mutually exclusive.)

All Classes: Open-Ended Question Rubric

Please copy the following rubric and add it to your English binder notes.

Open-Ended Question Rubric
Score Point	Correct Response	Embedded Text Support	Awesome Analysis Supported By Text
0	No	No	N/A
1	Yes	No	N/A
1	No	Yes	N/A
2	Yes	Yes	N/A
2	Yes	Yes	Average
3	Yes	Yes	Awesome!
1	Yes	Yes	Unsupported

All it takes to get a Score Point "2" on the open-ended questions is a correct answer and a quote supporting that answer embedded in your own words. Assume your reader has not read the story and cannot make the same connections between answer and text that you can.

Do not repeat your answer in the quote, or vice-versa (e.g. Scrooge's partner Marley was as dead as a doornail. We know this because in the opening chapter the narrator says "Old Marley was as dead as a doornail."). This will only score you a 1. (Shame, shame, I know your name.)

While you can spend considerable time and effort crafting what you hope will earn a 3, it is possible that your reader won't be as impressed with your commentary as you are (knocking you down to a 2, which you could have had with far less time and effort spent), or s/he will find some detail that you thought was supported by text that they don't see that way (knocking you down to a 1 and burying you in shame).

If you're not fatigued after working for a 3 or a 4 on the essay, go back and re-visit your OEQ response(s). (Then again, if you aren't fatigued after the essay, you probably won't be scoring a 3 or a 4 on it. Just sayin'.)

All English Classes: Thwack It!

Need to review today's notes on revising/editing? Please do.

How to Remember Where / Were / We're

When revising/editing your writing, check each instance of Where, Were, or We’re and ask yourself if you're showing location, past tense, or contraction. Each word carries a hint about how it should be used.

Where:

Here shows location.
Where shows location.

Were:

Ere is a poetic preposition meaning before.
Were is the past tense of to be, showing what happened before the present moment.

We’re:

A contraction of we and are.
Think of the apostrophe as a little a.
We’re = We^are = We are.

Presentation on Story Intros

How to remember: There / Their / They’re

When revising/editing your writing, check each instance of There, Their, or They’re and ask yourself if you're showing location, possession, or contraction. Each word carries a hint about how it should be used.

There:

Here shows location.
There shows location.

Their:

An heir possesses an inheritance.
Their shows possession.

They’re:

A contraction of they and are.
Think of the apostrophe as a little a.
They’re = They^are = They are.

English I (Pre-AP): STAAR/EOC Literary Writing Analysis

Remember that you need to explain why the story that was rated a "2" was not rated a "3," and why the story rated a "4" was rated a "4."

Remember to use your rubric.

Pre-AP English II: Anthem Scavenger Hunt

Please find examples of the following literary devices and techniques in Anthem. Be sure to accurately transcribe the text and include a page number.

• Alliteration


• Allusion


• Anaphora


• Hyperbole


• Imagery of:
  • sight
  • smell
  • sound
  • taste
  • touch


• Irony:
  • dramatic irony
  • situational irony


• Metaphor


• Metonymy


• Onomatopoeia


• Personification


• Simile

English I (Pre-AP): Vocabulary/Meaningful Sentences for Intro to Greek Myth

Write meaningful sentences for each of these vocabulary words:

• Abducted (v / adj): carried off or led away illegally and in secret or by force; especially to kidnap / kidnapped


• Commerce (n): business; trade involving interchange of goods and services


• Conventional (adj): conforming or adhering to accepted standards, such as conduct or taste


• Destiny (n): the predetermined, usually inevitable or irresistible, course of events; fate


• Hearth (n): the floor of a fireplace, usually of stone, brick, etc., often extending a short distance into a room


• Immortal (adj): not subject to death; undying; everlasting; eternal


• Lure (v): to attract, entice, or tempt


• Outwit (v): to win due to superior mental creativity or cleverness; to outsmart


• Supernatural (adj): outside what is considered the natural world; unexplainable by natural law; abnormal


• Trident (adj): a three-pronged spear

For instance, if the vocabulary word was:

Legend (n): a story (without gods/goddesses) handed down by generations and generally accepted as historical.

a meaningful sentence would be:

My teacher told me a legend about Davy Crockett; it was full of unbelievable stuff, but the part about the Alamo was in the history book.

Due: Wednesday, Feb. 1st.

English II (on-level): Vocabulary for "Montgomery Boycott"

Write meaningful sentences for each of these vocabulary words:

• Coercion (n): the act of compelling someone to do something by force or authority


• Coherent (adj): logical; making sense; understandable


• Degrading (adj): intended to cause dishonor or disgrace


• Militant (adj): aggressive or combative


• Panic (n): a sudden overwhelming fear that produces irrational behavior and often spreads quickly through a group of people


• Spontaneous (adj): happening without planning, preparation, or intention; spur of the moment


• Struggle (n): a war, fight, or any a goal requiring a lot of effort to accomplish or achieve


• Tactic (n): a planned action or maneuver to reach a specific goal; apiece of a larger strategy.


• Tempo (n): the characteristic rate, rhythm, or pattern of work or activity


• Unoccupied (adj): empty; vacant; deserted

For instance, if the vocabulary word was:

Boycott (v): to abstain from buying or using; to refuse to patronize a business or service

a meaningful sentence would be:

David and I agreed to boycott McDonald's; we're not going to eat there until they bring back the McRib permanently.

Due: Wednesday, Feb. 1st.

English II (on-level): "Montgomery Boycott" by Coretta Scott King

If you need to refer to the text of "Montgomery Boycott," if can be found online here.

Pre-AP English II: Anthem Socratic Seminar Preview

Be prepared to discuss these questions in class on Monday, January 30, 2012. 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%). You may NOT answer a close-ended question.

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 made a discovery that could transform the world, what would you do? --E.M. (7th)

If someone else (government, school, parents, etc.) chose your career for you, how would you react? --B.L. (6th)

If you were separated from your parents (or never got the chance to know them), how would you feel? --L.F. (1st)


CLOSE-ENDED QUESTIONS
What happened to the man who spoke the Unspeakable Word? --M.S. (7th)

Where are people sent on their 40th birthday? --V.L. (6th)


OPEN-ENDED QUESTIONS
What was the Unspeakable Word? --T.S. (7th)

Why didn't the World Council accept the electric light that Equality-7 brought them? --M.R. (6th)


UNIVERSAL THEME / CORE QUESTIONS
What impact does technology have on society? --J.L. (6th)

Should Equality-7 be punished for his sins against society? Explain. --K.G. (1st)

Why is it wrong for students to be prevented (by society, by their peers, by themselves) from being smarter than others? --M.R. (1st)


LITERARY ANALYSIS QUESTIONS
Why did Rand decide to write the story in First Person Plural point of view? --Y.C. (7th)

Why is the name Fraternity 2-5503 ironic? --V.M. (1st)

What is ironic about the names of the World Council of Scholars members' names? --Mikesell

What is significant about the allusions to Prometheus and Gaia at the end of the novel? --Mikesell

English I (Pre-AP): Intro to Greek Mythology Presentation + Homework

Below is the presentation we reviewed in class yesterday and today. If you didn't copy down everything you wanted to copy down, do so now.

The homework assignment on the final slide reads:

If you could be the god or goddess of anything (classroom-approprite ... no sex gods), what would you be and why?

What myths would people tell about you?

5-7 sentences. Finish as homework.

Due: Friday, January 27, 2012.

Pre-AP English II: Anthem Test Preview

Be sure you have read at least Chapter I of Anthem.

You should know the following literary devices:

• Alliteration
• Allusion
• Anaphora
• Apostrophe
• Flashback
• Foreshadowing
• Hyperbole
• Imagery
• Metaphor
• Metonymy
• Onomatopoeia
• Oxymoron
• Paradox
• Personification
• Simile

You should know the three types of irony:

• Dramatic
• Situational
• Verbal

And the Aristotelean (persuasive) appeals:

• Logos
• Pathos
• Ethos

Pre-AP English II: Anthem Socratic Seminar Question Types

Submit two (2) of each of the following by Friday, January 27. I will pick several and post them to the website that evening. Be prepared to discuss them in class on Monday, January 30th. Questions may come from any section of Anthem. Include answers for each question.

WORLD CONNECTION QUESTIONS
Write two questions connecting the text to the real world.

Example: If you could change your name, what would you change it to?


CLOSE-ENDED QUESTIONS
Write two questions 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: How did Equality-7 make light?


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

Example: Why did Equality-7 rename Liberty-5 "The Golden One"?


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

Example: Why is it wrong to not be given a choice in determining your destiny?


LITERARY ANALYSIS QUESTIONS
Write two questions 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: Why is Equality-7's/Liberty-5's/International-6's name ironic?

All Classes: 2012 TAKS Challenge

In case you wake up in the middle of the night wondering if I really said what I said, here's the 2012 TAKS Challenge.

If 95% of my students pass their EOC/TAKS test, I will celebrate their achievement by getting in touch with my inner diva and wear a prom dress/shoes during the Spring ACP review week*.

If 20% of students get commended, I will also wear make-up and a wig**. (The higher the commended rate, the more likely things like earrings, shaved legs, etc., become.)

*Like last year's gorilla-suit "celebration," this will be a one-day-only event.

**This will only happen if the 95% threshold is crossed. I won't be wearing the make-up and wig unless I am also in a prom dress.

Pre-AP English II: Free Anthem Audio Book

If you'd like to listen to Anthem as you read it, check out these two free options:

• Librivox recording read by Chere Theriot


• ThoughtAudio recording read by Michael Scott

Remember, you still have to read the book. Listening along with the audio recording, however, will enable you to finish in just over two hours.

You're welcome.

Pre-AP English II: IWA #4

Write a well-organized essay on the following prompt:

Novelists and playwrights often use the names of their characters to add meaning to their work. In a well-organized essay, analyze the significance of character names and name-changes in Anthem, and explain how they contribute to the novella’s meaning.

Extensive plot summary will result in a REDO grade (no points), not a REVISE (85 points). Look at diction, metaphor, imagery, etc., and how the author’s use of these techniques — tied to the characters’ names — contributes to meaning.

Remember that only REVISE and ACCEPTED essays will be taken for a grade, so submit your IWA early, rather than at the last minute to ensure that your essay will count!

*** More than 10 careless spelling mistakes ***
*** will result in a REDO grade ***

All essays must be typed and adhere to the MLA formatting requirements (see below). All essays must be submitted with the draft in the LEFT pocket (inside front cover) of a 2-pocket portfolio folder. Failure to meet these minimum requirements will result in the draft being returned to the student unevaluated and with no score recorded.

• Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper.


• Double-space the text of your paper (paragraph settings). Use Times New Roman (Garamond if you're “fancy”); the font size should be 12 pt. (font settings).


• Leave only one space after periods or other punctuation marks.


• Set the margins of your document to 1" on all sides.


• Indent the first line of paragraphs one half-inch from the left margin. MLA recommends that you use the Tab key as opposed to pushing the Space Bar five times, or set your paragraphs to indent the first line 0.5". Do not skip a line (i.e., leave a blank line) between paragraphs.

Daily P.A. unless draft submitted: Friday, February 3.

Daily P.A. unless Revise/Accepted grade achieved:
     Friday, February 10.

Drop-Dead Deadline: Friday, February 17.

IWA 4.1 delivered to students unsuccessful on IWA 4.0:
     Monday, February 20.

All Classes: ACP Tips