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?