Thursday, May 27, 2010

Quizlet Vocabulary List

The final exam words have all been entered on Wallyjr's Quizlet account. Check it out for studying purposes. The name of the list is Semester 2 Final Vocab. Thanks to Nika for her time and efforts on this.


Click here for the link.

Final Exam for Semester 2

The vocabulary final on second semester words will be on Monday, June 7. You have gathered the word lists to know in a vocabulary packet. They are Things Fall Apart, Carlito, Night, Phobia and Friends.

The final exam during your finals block will involve creating a comic strip that captures a common theme and four characters encountered this year in English 10. The final assessment also involves reflection papers on what you were trying to accomplish in the comic strip.

Sunday, May 23, 2010

Creative Director and Historical Advisor Papers

Creative Director

Complete all three of the papers described below:

Prop Analysis Paper:
Identify the most significant physical object from the book. For example, if the book were to be made into a movie, what physical prop would be absolutely necessary to the movie’s production? Write a 1-page typed, double-spaced analysis paper describing the prop’s significance to the novel. Your analysis should also include specific scenes where the prop would appear and the prop’s connection to themes developed by the author. Including direct quotations from the novel, about your prop, is also needed for your analysis.

Character Monologue:
Write a 1 to 2 page typed, double-spaced monologue sharing a character’s thoughts at a specific point in the novel. You should write from a 1st person perspective and try to capture the voice, thoughts and motivations of the character as accurately as possible. Your monologue should reveal things inferred but not stated in the novel. This should be similar to a diary entry and should include specific details from the text to show evidence of your close reading.

Scene Music:
Identify a song that would be played during the film version of one specific scene from your novel. Download the song onto your iPod or burn a CD, in order to share it with the class. Write a 1- page typed, double-spaced paper discussing your song choice. Including direct quotations from the novel related to the theme that your song explores is also needed for your analysis.


The Second option for the paper is:

Historical Advisor

Each of the choice novels references a real-life historical event. As Historical Advisor for a hypothetical film adaptation of your book, you will research and write a 5-paragraph paper on a specific historical topic related to your choice novel. The final paper will be in proper MLA format and be 2-3 pages in length.

Requirements- Each paper must have the following:
-An opening paragraph that effectively introduces your topic and assers a thesis
-Body paragraphs that give detailed information about your topic. 2 PIES per paragraph.
-A concluding paragraph that provides a statisfying resolution to your paper
-In-text documentation for any information you use from an outside source
-Signal phrases to introduce the source of your information before the quote
-A properly formatted Works Cited page
-A thoughtful title
-Proper MLA formatting
-Four sources cited in the paper beyond Wikipedia

Some suggested topics:

In the Time of the Butterflies:
The Mirabal Sisters
Dictator Rafael Trujillo
The Movement of the 14th of June

Fallen Angels:
The treatment of African American soldiers serving in Vietnam
The reasons behind the US involvement in Vietnam
The US government controlling information out of Vietnam, like body counts, friendly fire etc.

The Weight of All Things:
The Civil War in El Salvador
Arch Bishop Oscar Romero and his assassination
The massacre at the funeral of the Archbishop

Slaughterhouse Five:
The Dresden Bombings
The Battle of the Bulge
Treatment of WWII Prisoners of War

Monday, May 17, 2010

Choice Novel Due Dates

May 20th: 5 typed questions and responses for discussion day
May 21st: Bookmark due
May 24th: Paper or Film Due - In-class Film Festival. Film should be 7-10 minutes long.
May 25th: Final Test for Choice Novel
May 28th: Notebook, Extra Credit Due, Vocab Prep
June 4th: Final Vocab Test*
*Things Fall Apart, Carlito, Night, Phobia, Friends

Wednesday, May 12, 2010

Choice Book Discussion - Questions Due May 13th

Due Thursday, May 13th: 5 typed discussion questions with responses (75 word minimum) . See the Choice Book Club Requirements sheet for details. Please consult the Open-ended Discussion Questions sheet for details about the types of questions you should be posing. You are working to ask questions that illicit critical thinking about the text. Avoid simple plot-based question. Work to create questions and answers that require analysis, evaluation, and creation- the higher levels of Bloom's Taxonomy.

Come ready to discuss tomorrow. See you tomorrow.

Friday, April 23, 2010

Dulce et Decorum Est- If you missed it

For those who were absent, here are the questions for the Dulce et Decorum Est poem that we discussed in class.

Here is a link to the poem Dulce et Decorum Est.

Here are the questions:

Discuss and then record your answers to these questions at your table. Be prepared to share your answers aloud.
1. Read- Draw-Talk-Write
a. Listen.
b. Draw a picture of the images the stanza elicits.
c. Talk with tablemates about what you picture
d. Write a one sentence summary of the stanza.
2. What is Owen’s tone? (attitude toward the topic)
3. What 2 lines and literary devices best convey his tone? How?
4. What is the rhyme scheme of the poem? What is the effect of the rhyme scheme?
5. What is ironic about the title?
6. Write a complete, concise theme statement for the poem.

Monday, April 19, 2010

Reader Response Journal for Night

Here are the details for the Reader Response Journal:

Create 5 reader response journal entries in your notebook, one for each reading assignment. You need not have an entry for the first reading assignment.

In the left column of the journal, copy down a significant quote from the night's reading. Then beneath the quote, decide what topic is most important in that quote. Work to reduce the quote down to a single issue. For example, you may decide to discuss one of your quotes as it relates to the role of silence, religion, hope, perseverance, despair, family etc. In the right column of the journal, record your thoughts, feelings, and reactions to the text. Think deeply and work to make connections between what you see in the memoir and what you know about the topic you've identified. The concept behind reader response is to discuss the writing in terms of your own personal experiences.

Final typed assessment: Choose your best entry, revise it and type it up. Turn in your typed journal entry ( Times New Roman, 12 point font, double-spaced) on Monday, April 26th, length should be between one to two pages.

Tuesday, April 13, 2010

Night Reading Schedule












Bantam Edition
Bantam books- small, white edition:
Assigned On:
Tues/Wed, 13-14th: 1-20
Thursday, 15th: 21-43
Friday, 16th: 45-62
Monday, 19th: 63-80
Tuesday, 20th: 81-98
Wednesday, 21st: 99-109
Thursday, 22nd: Elie Weisel's Nobel Prize Acceptance Speech/ Seminar
Friday, 23rd: Test on Memoir and Vocabulary
Hill and Wang Publishers- blue and white edition:
Assigned on:
Tues/Wed, 13-14th: 3-22
Thursday, 15th: 23-46
Friday, 16th: 47-65
Monday, 19th: 66-84
Tuesday, 20th: 85-103
Wednesday, 21st: 104-115
Thursday, 22nd Elie Weisel's Nobel Prize Acceptance Speech/ Seminar

Friday, 23rd: Test on Memoir and Vocabulary

Friday, April 9, 2010

Research Letter Grading Criteria

Here is what you will need to submit by 3:10 p.m. on Monday, April 12th:

1. Research Letter
  • Topic is relevant and well-selected
  • Letter makes a persuasive, well-organized argument about your chosen ethical issue
  • Includes citations to at least 3 credible sources
  • Includes some background information and acknowledgement of the opposition
  • Illustrations/ quotes provide strong support for your topic
  • All quotes/ paraphrases are introduced with a signal phrase that indicates the source of the information
  • Tone is appropriately formal and serious
  • Sentence are fluid, concise
  • Word choice is precise
  • Letter reflects revision and evidence of engagement with the writing process
  • Letter is properly formatted according to business letter model and single-spaced
  • Entire packet is submitted in a neat, orderly fashion with attention to detail

2. Works Cited Page

  • Properly formatted according to MLA standards
  • All Entries Double-spaced
  • Alphabetized
  • Inclusive of all sources cited within the text of the letter
3.Printed copies of sources
  • Copies of all sources are submitted with essay
  • Sources show evidence of annotation or proof of careful notetaking
4. Flow Map of Credibility for all sources not found on school database
  • One flow map is submitted for each source that is not from a school database
  • The information on each flow map is specific to the source being evaluated

Friday, March 26, 2010

Crisis in the Congo - How to Take Action

Many students who saw the STAND! for Congo presentation yesterday talked about wanting to do something to stop the death, rape and destruction in the Congo. Find out more about the struggle for Conflict Minerals that is fueliing this war in Africa.

Check out the links below to find out more and to take action. You can write to House Representatives to urge them to pass the "Conflict Minerals Trade Act. The bill would put in place a system of audits and regulations that would help stop companies from importing conflict minerals into the United States" (enoughproject.org). Or you could sponsor a woman in the Congo or stage a "Cell Out" - where you turn off your phone for a day and broadcast an outgoing message that informs people about his crisis. As Omekongo said in his presentation yesterday, "Ignorance is bliss; knowledge is power."

Here a a list of links that will help you to take a stand:

1-800-genocide
http://www.standnow.org/
http://www.enoughproject.org/
http://www.raisehopeforcongo.org/

Find out more about the presenter, Omekongo , visit his website.

Thursday, March 25, 2010

Inidividual Research Paper - Due April 5th - 12th.

Individual Persuasive Letter Based on Research

Assignment

To demonstrate your understanding of the research process and to engage in a thoughtful analysis of a meaningful contemporary issue, you will write a letter to a publication, person, corporation or organization that persuades them on a specific ethical issue. For your research, examine a contemporary ethical issue tied to current corporate and consumer practices. Although you may research and write about a food-related issue, do not write about the same topic that your group did after watching Food Inc.

Letter Paragraph Organization

Your persuasive letter paragraphs do not need to follow the PIE format of literary analysis. In fact, business letters are brief, rarely do they go beyond one page of single-spaced type. Click here to see a business letter format for typing. Your letter should follow this organizational plan:

• Introduction—creative attention device and specific ethical thesis—the point you want to prove. (2 sentences)

• The basic arguments on both sides of the ethical question. Consider the consequences, pros and cons of each position. You may need to include some brief background information. Information in these paragraphs will be supported with in-text citations. Using “according to” or other signal phrases works well in a business letter; however, you may use parenthetical, in-text citations. (2 – 3 paragraphs)

• Conclusion—Based on your research, what is the best ethical response to your issue? In other words, what’s your call to action? What do you want people to do? Why? (1-2 sentences)

Note Taking
Complete some type of note-taking that ensures you are properly paraphrasing and correctly using direct quotations so that you do not plagiarize. Annotating printouts works well for note taking. Alternatively, you use paper or note cards to capture information without printing it. Just be careful to use quotation marks when you are copying lines exactly.

Research
As you research, remember that you must reference a minimum of three credible sources.

Credible web sites have a known author (usually one that can be contacted), links that work, few grammatical errors, and listed resources.
• If you use articles from the school's online databases, you are assured that they are credible.
• If you use a source not from the school’s database, create a flow map that shows why you determine the source was credible. See the flow map glued in your notebook.

Final Products
1. One-page letter (typed, single spaced block formatting, 12-point font, one-inch margins)
2. A properly formatted MLA works cited page
3. Flow maps that trace the credibility of Internet sources not found on school databases.
4. Some evidence of notetaking, probably annotated Internet printouts, copies of articles or pages from a book.


Help Available
Remember that The Writer's Block is open before school and during lunch to assist you. Also, check out the teacher’s blog for links to citing sources and formatting a business letter.

Due Date Window

Your letter may be submitted anytime between Monday, April 5 and Monday, April 12 at 3:10 p.m. There is no late penalty for turning the paper in on the 12th. Papers received on the 13th will lose one letter grade. Papers received after the 13th will only earn half-credit. I will grade the papers on a "first-in, first out" basis, in case you want to take that into consideration when planning your due date.

Saturday, March 20, 2010

Culture of Corpulence Annotation Assignment

After a week filled with seminars related to suffering, hope, hunger, and work, we are moving on from Nectar in a Sieve to focus on food production, comsumption, and our nation's skyrocketing obesity. We will learn more about these topics through various articles, as well as the film Food Inc. Get ready to read and see some shocking facts about where you food comes from and how it is produced.

Where is all of this headed? You will use the information presented this week to write a practice research letter, with a group. More details will follow. You will then have the opportunity to write a research paper on a topic that you choose (after break). Your goal is to select a topic that you have a genuine interest in learning more about and one that requires some form of advocacy or change. I'll be interested to see what interests you.

To be prepared for Monday, read and annotate the article "Culture of Corpulence." Follow these guidelines:

1. Read, underline, highlight and put notes in the margin to summarize ideas.
2. Also, write agree, argue, or action by quotations that fit those terms.

agree = quotes you agree with

argue = quotes you disagree with

action = quotes that might spur you to take action

Monday, March 15, 2010

Nectar vs. Bride Notebook Writing Prompt

After you complete your double bubble map, select a thematic idea that appears in both Nectar in a Sieve and Bride and Prejudice. In a well-organized paragraph with at least two PIEs, compare and contrast the book and the film in terms of what they teach about your selected theme. For theme ideas, refer to your yellow chart. The I for each PIE should contain two illustrations--one being a direct quotation from the book and the other a specific detail from the film (you most likely won’t recall a direct quote from the movie).

NOTE: Your notebook is due Friday, March 19 for your third quarter points. Carlito Vocabulary and Nectar in a Sieve book test is also scheduled for Friday, March 19.

Wednesday, March 3, 2010

Anticipation Guide

I was out today reading May term applications. This is a great endeavor to consider in your senior year. You can create a project, study or internship and be excused from school for two weeks to do something you are passionate about. Super cool.


So, if you were also absent on Wednesday here is a class activity you will want to enter in your notebook.


Create a Table of Contents entry for this Anticipation Guide. Write down each statement and then decide whether you agree or disagree. Write an A or D next to each statement. Beneath each statement write a justification or explanation for your response. Include an illustration/example to support your rationale when possible.


1.The true human story of history is best learned through fiction.
2.Financial status, not race, education or religion, makes the strongest connection between people.
3.Arranged marriages will never work in the 21st Century.
4.Progess and change are always good.
5.Education and food are basic human rights.
6.People in power should fight for human rights for everyone.
7.An orderly society requires people to do their duty and suffer in silence rather than speak out against perceived injustices.

Extra Credit Opportunities for Q3

You may complete both of these opportunities, for up to 10 extra credit points in Quarter 3. These points can make a big difference in your grade, especially if you missed an assignment along the way; take advantage.

Option 1
Memorize the following sonnet by Samuel Taylor Coleridge, the last two lines of which provide the epigraph for Nectar in a Sieve. Recite this accurately and with feeling on March 18 for up to 5 extra credit points.

All Nature seems at work. Slugs leave their lair --
The bees are stirring -- birds are on the wing --
And Winter slumbering in the open air,
Wears on his smiling face a dream of Spring!
And I the while, the sole unbusy thing,
Nor honey make, nor pair, nor build, nor sing.

Yet well I ken the banks where amaranths blow,
Have traced the fount whence streams of nectar flow.
Bloom, O ye amaranths! bloom for whom ye may,
For me ye bloom not! Glide, rich streams, away!
With lips unbrightened, wreathless brow, I stroll:
And would you learn the spells that drowse my soul?
Work without Hope draws nectar in a sieve,
And Hope without an object cannot live.


Option 2
Read and annotate the short story "Tribal Scars" and answer throughly and thoughtfully the 13 questions on the back. Responses must be typed to earn full points. Also, the annotation of the text must show significant interaction with the reading. That is, in addition to underlining there must be questions, comments, and observations written in the margins. This is due on March 22 for up to 5 extra credit points.

Nectar in a Sieve Reading Schedule

The date indicates the night you should read the assigned pages as homework:

March 2: Chapters 1 & 2, pp. 3-17
March 3: Chapters 3 & 4, pp. 18-30
March 4: Chapters 5 to 7, pp. 31-45
March 5: Chapters 8 to 10, pp. 46-57
March 8: Chapters 11 to 13, pp. 58-77
March 9: Chapters 14 & 15, pp. 78-91
March 10: Chapters 16 & 17, pp. 92-102
March 11: Chapters 18 to 21, pp. 103-123
March 12: Chapters 22 to 24, pp. 124-149
March 15: Chapters 25 & 26, pp. 150-164
March 16: Chapter 27, pp. 165-176
March 17: Chapters 28 to 30, pp. 177-186
March 19: Final Vocabulary and Reading Test

“Work without hope draws
nectar in a sieve,
And hope without an object
cannot live.”
--Samuel Taylor Coleridge

Wednesday, February 24, 2010

Peer Revision for Things Fall Apart Essay

Peer Editing

Writer: Tell your responder what you need from them. (For example, “I am most concerned that my thesis isn’t strong.” “I don’t know if the explanations of my quotes are clear enough.” “I can’t think of an attention-getter.”)
Responder: Write down these questions or concerns at the top of the paper. Write your name beneath these comments.
Responder:
1. Read introductory paragraph. How does the author draw you in? Evaluate the strength of the attention-getter. Offer some ideas.
2. Put a Bracket around the thesis. Circle the two characters mentioned in the thesis and underline the theme statement in the thesis. Does the thesis assert an original idea? Evaluate.
3. Before continuing your reading, check the topic sentences of each body paragraph – does each correspond to an idea mentioned in the thesis? Draw a line between an idea in the thesis and a corresponding idea in the topic sentence. If you cannot do this - the topic sentences need revision.
4. Read the first body paragraph.
5. Identify the Points (P from PIE). Put a star by each P.
6. Identify the Illustrations. Underline each one.
7. Evaluate each Explanation – does the writer clearly explain how each illustration proves the topic sentence of the paragraph? Write + or - in the margin next to each E.
8. Repeat for each additional body paragraph. Offer at least one additional comment.
9. Read the conclusion. Circle the section wherein the author explains the “So what?” of her/his argument. Does the author show how this topic connects to life?
10. Go back to the essay to help the writer with her/his particular question or concern. Talk together about it, and come up with a plan for the writer.
11. Write down three specific areas for revision and have the writer sign beneath this list.

Tuesday, February 23, 2010

Drafting your Thesis: Questions to Consider

Consider the following questions as you are drafting your essays:

What is ironic about the last paragraph of the novel? What does this last paragraph tell us about the misunderstandings that occur between the colonists and the Igbo?

What are the primary causes or effects of cultural clash? (use the multi-flow to help you figure this out) Which are most important?

How do the characters actions lead to a message about cultural clash?

Who gets to decide what is civilized or uncivilized?

Who or what causes Okonkwo to kill himself? Why does he kill himself?

"He has put a knife on the things that hold us together and we have fallen apart" (Achebe 176).
What are the "things that hold us together"? Who is "he"? What are we reduced to when these"things" are taken away?

What are the 5 characteristics of Okonkwo's identity that are most vital to his sense of self?
Look back at your identity journal from the beginning of the novel- how did you answer this question? What is Okonkwo ultimately left with? How might some of these elements relate to the cultural clash that ensues?

Race
Ethnicity
Nationality
Gender
Socioeconomic status
Sexual orientation
Ability/disability
Religion
Life values/beliefs
Possessions

Monday, February 22, 2010

Numerology Stories

Here are a few of my favorites from the Numerology activity. Check out your creativity.

The Story of Four
by Jessie, Zoey, and David

The quadriped was drawing quadrangles while his friend used the quadratic formula. He was listening to a quartet when his wife went into labor and had quadruplets. So he went to the store and bought four pounds of cheese in the fourth isle. The cashier called him four-eyes. So he bought a quart of ice-cream to make him feel better.

The Story of One
by Emily A., Sam, Jon, and Zulema

The unicorn was wearing a monocle so he could see while he was riding his unicycle. the unicorn was very tall, you could say he was a monolith. He was also a singleton. His favorite number is one, as it is monosyllabic. He was riding his unicycle down a one-way street to buy a unitard while singing a solo. When he got to the unitard store there was only a single, small unitard left. He bought it for one-dollar and left at one o'clock. As he was leaving, he was killed by a monoraptor.

Upcoming Due Dates

Dates for upcoming assessments in English 10 include:

Final Test on Novel and vocabulary, including affixes/roots is on Tuesday, February 23.

First complete draft of essay due on Wednesday, February 24.

Final draft of essay due between Thursday, February 25 and Monday, March 1 at 3:10 p.m.

If you visit the Writer's Block and show evidence of the visit, you may submit your paper by Wednesday, March 3 with no penalty. Be sure to schedule a visit, as the writing center is going to get very busy in the upcoming week.

The first draft of your essay should reflect substantive thinking and hard work. This is not a finished product but there should be solid ideas at the core. Ask questions of me, your peers, and the writing center. Remember, we must often write to know more of what we think.

Wednesday, February 17, 2010

Passage Analysis PIE - A model

Finish the 3 PIEs that you started in class for homework tonight. Below is the model PIE that I showed in class today. Remember to reach into the passage and to discuss the effects of specific words and literary devices in the E of your PIE.

POINT - Achebe’s sensory imagery and personification portray the earth and the land as a living and often angry being in Igbo culture.

ILLUSTRATION/ WITH PLOT CONTEXT - Achebe vividly describes the land of Mbanta shortly after Okonkwo’s banishment from Umuofia. “All the grass had long been scorched brown and the sands felt like live coals to the feet. Evergreen trees wore a dusty coat of brown. The birds were silenced in the forests, and the world lay panting under the live vibrating heat…[the earth] was angry, metallic, and thirsty” (Achebe 130).

EXPLANATION – The earth has turned from a lush, productive being to a withering and angry soul who is “panting” and gasping for air. The “scorched brown” color, “silence in the forests” and “vibrating heat” create images of earth as a place that resembles hell more than it does earth. The personified earth is also weary as it wears a “dusty coat of brown” and is “angry” and “thirsty.” Okonkwo and the earth meld into one person through these images; both beings are full of angst and hunger for the lush life that they once knew.

Tuesday, February 16, 2010

Classical Roots and Affixes- Things Fall Apart

You will be responsible for knowing the meanings of the following roots and affixes for the February 23rd test. We will keep adding to our taxonomy each Tuesday and Thursday. See your Numerology chart for definitions and examples of the number affixes.

•uni
•sol
•mono
•di
•bi
•du
•tri
•quad
•penta
•quint
•hex
•sex
•sept
•hept
•oct
•no
•dec

  • mal - bad/evil ( as in malevolent)
  • bene - good ( as in benevolent)
  • vollen - will
  • sym - together/ along with (as in sympathetic)
  • path - feeling
  • en/ em - in (as in empathetic)
  • dyna - power/strength ( as in dynasty or dynamic)
  • - ic - related to (makes a word an adjective)





Things Fall Apart Vocabulary List

The final test on Things Fall Apart, vocabulary and classical roots/affixes will happen on February 23rd.

gay (6)*
tragedy (9)*
uncanny (9)*
ultimate (11)
malevolent (13)
capricious (13)
anxiety (13)
malicious (21)
meager (22)*
sympathized (23)
brusqueness (26)
benevolent (26)*
atone (27)*
deftly (32)*
dynamic (34)
reveled (38)*
frenetic (47)
feign (52)*
espied (54)*
copiously (56)
audacity (76)*
inquire (77)
manifest (81)
submission (90)
forsook (95)*
notorious (95)
orator (97)*
vigor (104)
ominous (140)*
captivated (147)
persevered (148)*
impudent (150)
ostracize (159)*
sufficient (165)*
amends (172)*
abundantly (172)*
indignity (175)*
idolatrous (184)*
pacified (191)


You may need to practice your morphology to see the connection to the Flocabulary list.

* word appears on previous list

Friday, February 12, 2010

Original Proverbs Hours 2, 3, and 4

Here is what your creativity produced. The first two are Ms. B's.

The hornet who buzzes the loudest may gain attention but risks being squashed.

The giraffe who stretches his neck gains the best views and eats from the choicest leaves.

The teacher who assigns the most homework must do the most work correcting it.

When the giraffe comes the kiddies run.

The ant who scurries the fastest gets squished the fastest.

As years pass... you get older. Intriguing....

Sometimes the sheep needs to be pushed through the fence.

If humans were meant to smoke they would be flammable.

To enter the door of success there is never too much.

Don't waste a minute not being happy, if one window closes run to the next window or break down a door.

Failing derives findings.

An honest voice is louder than a crowd.

The dog who barks gets barked at.

Those who defriend their friend become friendless.

Question those who aught not be questioned. If you question you shall find you have questioned yourself.

The one who twists the system may succeed in the short run but will never end in success.

The dirtiest leaf often has the most exciting journey.

If one's head is not held up high, one is unseen.

Understanding the remedy for all ailing of intolerance.

Gossip is the murder to one's morals.

Your words are like dust in the wind.

Dare to care or dare to fail.

The stars light the path for the lost wanderer.

A cookie is only as good as the amount of care you put into making it.

The pirate with the wooden leg walks the plank. hmmmmmm....

An explorer's journey is only as smooth as the rapids he travels through.

Your teacher should not be your parent but your parents should be your teachers.

Empty words, empty voice.

Etymology and Study of Classical Roots: It's Good For You.

Ms. Roehl offered these ideas on her blog. I wanted to share them with you as well. Here is the reason behind our work today:

Etymology = The history of words.


When you were in elementary school, you learned to read by learning the phonics of the English language and how to decode words. That is, you broke down words into smaller parts to understand meaning. ( est, er, re, pre, sh, tion, ing etc.)

Now you need to keep working on your reading skills by learning to decode more complex words by learning classical roots and affixes (prefixes and suffixes). Often when people are trying to spell a difficult word they claim, "English is such a weird and crazy language." English is not crazy. It's just that English has influences from Anglo-Saxon, Latin, Greek, French, and other ethno-cultural words. Historically, England has been conquered by a variety of cultures, so the story of the language is just as diverse.

We will start our study of classical roots with numerology because many of you already know the number prefixes of uni, bi, tri, quad, pent, etc. Now throughout the semester we'll keep building our A to Z Taxonomy of classical roots and affixes to improve your decoding skills while reading.

If you ever want to look up the etymology (the word's history) of a word, a great resource is this etymology online dictionary.

Besides the number roots, we will add male (badly), mal (bad), bene (good) and volle (will) so that you could decode malevolent, malicious, and benevolent.

Thursday, February 11, 2010

Proverb Activity

Here is the list of proverbs and the activity that we began in class today. Finish for homework what you did not complete in class. I'll look forward to hearing your original proverbs in class tomorrow.

List of proverbs from Things Fall Apart

“The sun will shine on those who stand before it shines on those who kneel under them” (Achebe 8).
“If a child washed his hands he could eat with kings” (8).
“Let the kite perch and let the eagle perch too. If one says no to the other, let his wing break” (19).
“A man who pays respect to the great paves the way for his own greatness” (19).
“A toad does not run in the daytime for nothing” (20).
“An old woman is always uneasy when dry bones are mentioned in a proverb.” (21).
“The lizard that jumped from the high iroko tree to the ground said he would praise himself if no one else did” (21).
Eneke the bird says that since men have learned to shoot without missing, he has learned to fly without perching” (22).
“Looking at a king’s mouth, one would think he never sucked at his mother’s breast” (26).
“Those whose palm-kernels were cracked for them by a benevolent spirit should not forget to be humble” (26).
“When a man says yes his chi says yes also” (27).
“ When mother cow is chewing grass its young ones watch its mouth” (71).
“A chick that can grow into a cock can be spotted the day it hatches” (67).

Activity to be written in your notebook:

Proverb Study

Pick three proverbs to study more closely For each proverb:

  1. Write the meaning of the proverb (explain it using your own words)
  2. Write the relevance to the novel (how it is used, why it is used)
  3. Consider its relevance or irrelevance to today’s world. Can you think of a time when the wisdom of the proverb was applied to a modern situation? Can you think of a time when the wisdom of the proverb should have been applied and wasn’t?

Write Your Own:

Try to write some proverbs of your own.
Suggested Topics:

  • Edina High School
  • Life as a teenager
  • Adults/teachers


We’ll share the best ones. Have fun. Be creative. Be smart.

Proverbs and Literary Devices

A Proverb...

1. is a simple and concrete saying popularly known and repeated
2. designed to enliven or enchant
3. expresses a truth that the listener must decode
4. is based on common sense or the practical experience of humanity
5. is often metaphorical
6. may also be know as a maxim.

Literary Devices most often used in Proverbs include:

Alliteration:
(Forgive and forget) - repetition of initial consonant sounds
Parallelism: (Nothing ventured, nothing gained) -elements of equal importance offered in similar construction.
Rhyme: (When the cat is away, the mice will play)- repetition of like sounds
Ellipsis: (Once bitten, twice shy) - omission or suppression of parts of words or sentences
Hyperbole: (All is fair in love and war)-exaggeration
Paradox: (For there to be peace there must first be war) -contradictory but insightful statements
Personification (Hunger is the best cook)- attributing human characteristics to inanimate objects

  • To make the respective statement more general most proverbs are based on a metaphor
  • Typical features of the proverb are its shortness (average: seven words), and the fact that its author is generally unknown (otherwise it would be a quotation).

Things Fall Apart Literary Analysis Essay

In “An African Voice” by Katie Bacon of Atlantic Unbound Chinua Achebe is described as “the founding father of African literature in the English Language” because Things Fall Apart “was one of the first books to tell the story of European colonization from an African perspective.” In Things Fall Apart, not only does Chinua Achebe incorporate Igbo words, proverbs and stories to bring an African perspective, but also he develops central messages or themes that emerge from the clash of the Igbo and British cultures from an Igbo perspective.

Essay Prompt:

In a well-organized and polished essay, explain what lesson about life (theme) is revealed by examining the cultural clash in Achebe’s Things Fall Apart.

Procedure:

• Create a multi-flow map that analyzes the causes and effects of a specific conflict between one British character and one Igbo character to represent the overall clash of cultures. What causes these two characters and two worlds to collide? What emotional and physical effects result from this clash?
• Then, carefully consider how the characters and the settings function in the novel. What incites humor? What introduces conflict? How do characters reveal themselves and/or grow and change? How does conflict resolve?
• A thesis may follow this format: In Chinua Achebe’s Things Fall Apart, ___________ and ____________clash in order to reveal/prove/illuminate ____(thematic statement)__________.
• Then, write at least two body paragraphs. Each body paragraph will include at least two PIEs. In the Explanation of each PIE, you’ll discuss how one literary device such as imagery (similes, metaphors, etc.) or word choice in the quotation selected furthers your argument. In other words, each Illustration should contain a literary device that furthers your thesis on theme.

Evaluation: Your essay will be assessed according to these criteria

Ideas:
• Thesis statement reflects deep thinking about theme.
• Topic sentences are analytical and clearly connect to thesis statement.
• Each body paragraph contains at least two PIEs with quotes smoothly integrated.
• Explanations contain analysis of literary devices.
• Essay reflects original, independent and creative thinking. Do not visit the Internet for ideas!!! Those ideas may find their way into your paper which is not only plagiarism if not properly cited, but also those ideas do not display independent and original thinking.

Organization:
• Introduction is engaging.
• Each body paragraph has a topic sentence and a concluding sentence
• Transitions are used between paragraphs and between PIEs.
• Closing paragraph makes a relevant connection to your essay reader’s life.
• The author addresses how the ideas have evolved during the essay, and may include connections to other pieces of literature or real life.

Conventions:
• Errors in mechanics, grammar, or usage do not detract from the meaning of the essay.
• Careful word choice enhances the meaning of the essay, as well as the enjoyment of the reader.
• Proper MLA format is followed throughout including document design, direct quotation citations, and a works cited entry for Things Fall Apart.
• Sentences flow nicely because the writer has varied sentence types and openings.
• Essay reflects hard work in editing and polishing.

**The Writing Center can help you at any stage in your process! Please visit The Writing Center, as they are prepared to offer extensive one-on-one support. They will not grade your essay; however, they will conference with you to discuss your questions regarding ideas, organization, and usage. Students who have visited The Writing Center have reported that they feel it helped.

Due Dates

• Rough Draft: Wednesday, Feb. 24 (peer review day)

• Final Essay Window: Thursday, Feb. 25 to Monday, March 1 at 3:10 p.m.

• Papers turned in on Tuesday, March 2 will receive a one-grade deduction. However, if you have visited The Writing Center at any time during the writing process, you may turn in your paper on Tuesday, March 2 or Wednesday, March 3 without any point deduction. Just make sure that you have Ms. Gonzales or Ms. Mohs sign your rough draft to show that you visited The Writing Center.

• Papers turned in on March 4 or later will only receive half credit.

Friday, February 5, 2010

Words and Definitions in Things Fall Apart

Here is the list of words, with definitions, that we used in our opening List-Group-Label activity. Knowledge of these words will help you to better understand and connect with the text.

Kola nut - caffeine laced nut offered as a gesture of hospitality
Calabash (dried gourd) full of Palm wine
Proverbs—short saying that expresses some obvious truth
Foo-foo – pounded yam and cassava
Ogbanje—a child who keeps dying and returning
Oracle—a person or place believed to be in communication with a god
Cassava—a tuber used in tapioca
Harmattan—dusty wind from the Sahara that blows along the coast of Africa
Hymns—worship songs
Gospels—new testament books that tell the story of Jesus’s life
Palm oil—oil (sap) from the Palm tree
Bride-price - converse of dowry
Egwugwu—a masquerader who impersonates an ancestral spirit
Heaven—the “good” place you go after you die
Chi – personal spirit
Anglicanism—Christianity practiced by Church of England
Jesu Kristi (Jesus Christ)—Christians believe he is the son of god
Holy Communion—literal or symbolic consumption of the body and blood of Christ
Fetish—object believed to have magical powers
Caste—class distinction based on birth
Chukwu—leading god in Ibo hierarchy of gods
Share-cropping—a farming system where part of the profits go to the landowner
Plantain—a banana-like fruit

Things Fall Apart Reading Schedule


Things Fall Apart
by Chinua Achebe
Reading Due Dates:

Feb. 4: pp. 1-15, Chaps 1-2
Feb. 8: pp. 16-45, Chapters 3-5
Feb. 9: pp. 46-62, Chapters 6-7
Feb. 10: pp. 63-86, Chapters 8-9
Feb. 11: pp. 87-109, Chaps 10-11
Feb. 16: pp. 110-142, Chaps 12-15
Feb. 17: pp. 143-161, Chaps 16-18
Feb. 18: pp. 162-177, Chaps 19-20
Feb. 22: pp. 178-209, Chaps 21-25

"Among the Ibo the art of conversation is regarded very highly, and proverbs are the palm-oil with which words are eaten" (Achebe 7).

Tuesday, January 26, 2010

Final Review Sheet

You will need to know the following information for each text that we have read this semester, in order to do well on the final. Work to hold on to the important details and make thoughtful connections. See you in the next few days.


Three major characters Attitude/personality Major growth/change
1.
2.
3.

Two major conflicts presented in the novel:
1.
2.

Three key scenes in the novel and why:
1.
2.
3.

Setting/Time:
Setting/Place:

Two major themes in the novel (author’s statement about life/values/human nature):
1.
2.

Three notable things about the author’s writing style:
1.
2.
3.

Monday, January 25, 2010

Vocab Flashcards are on Quizlet.com

Thanks to Alex and Sarah for taking the time to create flashcards on Quizlet.com.

In the search section on the website, type in AleSchwartz and look for the listing titled English Vocab. You will find all 172 words in flashcard format.

Sarah, will you add a comment to this post with the access code for your list?

Thanks to both of you for taking the initiative. I appreciate your efforts and am sure that your fellow scholars are especially grateful.

Friday, January 22, 2010

Finals Vocab List and Quizlet.com - Check this out!

In case you lost it or never got it, below is the list of vocabulary words you should study for the final exam. Click on the link to check out this cool website quizlet.com. You can create online flashcards, take practice tests, and study online with your friends. It is an interactive, functional and helpful website. Seriously, click on the link and use it.

abate
abhor
abide
abridge
abundant
acute
affluent
aloof
amend
amiable
amorous
anomaly
apocalypse
apparitional
ascetic
atone
audacious
austere
bard
benevolent
benign
boisterous
brash
brazen
burgeon
cadence
callous
carouse
cavort
circumlocution
circumspect
clairvoyant
cogent
colossus
commendable
commodious
compel
concede
concoct
concord
confound
cosmopolitan
daft
deft
derelict
desolate
despondent
diligent
diminish
diminutive
discreet
disparage
douse
elocution
empathetic
empathy
entity
entomology
envious
espy
exorbitant
extravagant
fabricate
fabulist
facile
fatuous
fecund
feign
feral
fetter
fey
figurative
flout
forestall
formidable
forsake
fortify
gape
gay
goad
gregarious
grotto
hail
harmony
henchman
idolatrous
illusory
indignation
infuse
innate
juvenile
latent
lavish
limber
lithe
loquacious
lull
malaise
mandatory
meager
meritorious
mimic
morose
myopic
myriad
neologsim
odious
officious
ominous
oration
ostracize
paragon
pariah
pedagogue
perfunctory
permeate
persevere
peruse
pervasive
pique
placate
plethora
pliable
poach
poised
precarious
premonition
profuse
prudent
pungent
quaint
quotidian
radiant
ratiocinate
recalcitrant
recapitulate
redact
render
renovate
reprehensible
retract
revel
ruddy
ruse
sate
satiate
savor
scourge
seer
seminal
stagnant
steadfast
strife
subsist
suffice
surfeit
synopsis
tedious
tome
tragedy
tranquil
trek
uncanny
uniform (adj.)
upbraid
vast
verbose
vocation
voluminous
wane
wax (v.)
whet

Finals Week

Here is what next week looks like and what homework you will need to finish for finals week:

M- 25 point test on A Midsummer Night's Dream. Finish Character Committee Posters and Presentations. I will also collect the vocabulary paraphrase sheets.

T- Review all texts from Semester one and complete review packet. You may use the yellow review packets to help you remember details and specifics for the final.

I WILL BE COLLECTING AND CHECKING NOTEBOOKS ON THE DAY OF THE FINAL. BE SURE THAT ALL 9 PIES ARE COMPLETE AND OFFER INSIGHTFUL ANALYSIS.

W - Finals 1,4

TH- Finals 2,5

F - Finals 3,6

Prioritize your work. Study hard. And Sleep (not during the test, but at least 8 hours in the evening.)

Friday, January 15, 2010

Homework Reminder for MLK Jr. Weekend



Hi folks - hope you enjoyed Fun Friday and learned definitions for vocabulary words that will appear on the final exam. Nice to see your creative juices flowing, and who knew that rubber gloves and pipe cleaners could create so much fun?

I digress. Here is the homework due for Tuesday, January 19th:

1. Come to class with 4 PIEs. Look at the directions and model PIE on the assignment sheet. In the E of your PIE you should be able to explain how or why the literary device contributes to theme, character, or mood.
2. Read Act 3, Scene 1 - look for literary devices as you read. Consider how the device contributes to the telling of the story.
3. Complete the close reading of Titania's speech (the pink sheet). This assignment is copied below.
4. Be prepared for a reading quiz.

To read or view Martin Luther King Jr.'s I Have a Dream Speech. Click Here. Learn more about the man whose contributions to civil rights should mean more to you than simply a day off from school :). See you on Tuesday.

Titania:

Set your heart at rest:
The fairy land buys not the child of me.
His mother was a votaress of my order:
And, in the spiced Indian air, by night,
Full often hath she gossip’d by my side;
And sat with me on Neptune’s yellow sands,
Marking the embarked traders on the flood;
When we have laugh’d to see the sails conceive
And grow big-bellied with the wanton wind;
Which she, with pretty and with swimming gait
Following,--her womb then rich with my young squire,--
Would imitate, and sail upon the land,
To fetch me trifles, and return again,
As from a voyage, rich with merchandise.
But she, being mortal, of that boy did die;
And for her sake do I rear up her boy;
And for her sake I will not part with him.

A close, detailed reading of Titania’s speech helps us examine Shakespeare’s use of language to create a particular effect. Examine the following aspects of the speech:


Images. Circle the images in the speech—places where Titania’s language paints a picture in your mind. What can you say about these images? Is there a pattern, a theme? Are the pictures peaceful or violent, hot or cool? What are the most memorable mental pictures produced in this passage? Make notes in the margin.

Metaphors. Underline the metaphors you find in the speech—places in which one thing is described in terms of another (“to see the sails conceive/and grow big-bellied with the wanton wind”).

Smells. Look for words that evoke smells and put a box around them. Write “smells” in the margin by each example.

Sounds. Look for words the evoke sounds and put parentheses around them. Write “sounds” in the margin by each example.

Repeated phrases. Look for phrases that are repeated in the speech.

Alliteration. Look for repeated consonant sounds and underline the sound being repeated.

Assonance. Look for repeated vowel sounds and underline the sound being repeated.

Repeated words. Look for words that are used frequently throughout the speech and put a box around these words.


How would you describe the overall mood or tone of the piece? Does the mood change? If so, where?



What do you make of the switch to one-syllable words in the last two lines?



What is the overall effect of the piece, and how do all of the elements listed above help to create and achieve this effect?

Upcoming Tests

On Monday, January 25, you will have a final multiple choice and matching exam on A Midsummer Night's Dream.

Then on your final exam day (January 27-29), you will take a comprehensive vocabulary exam. That means that you need to study all of the words for the year so far since you don't know which 50 will appear on the test. The vocab list for A Midsummer Night's Dream will be tested as part of this final vocab exam.

On final exam day you will also write a group essay where you will receive an individual grade based on your group dynamics during the prewriting activities (idea generation and organization plan) and your final written product. Each person in the group will write a different section of the essay, and you will be graded on your own final product. One person is assigned to write the introduction (with attention-getter and thesis) and the conclusion with a modern, universal connection. The other three group members each write a body paragraph. The essay prompt will give you the opportunity to discuss a number of texts read this semester.

Tuesday, January 12, 2010

Act I Scene 2, and PIE Homework

Here is a recap of the homework for tonight. Please read Act I, Scene 2, this is our introduction to Bottom and the players. Finish page 3 of the study guide. Make certain to offer direct citations with Act, Scene and Line number (1.2.27) to support your responses.

Then, turn to the "A Midsummer Night's Dream" literary terms sheet and review the directions. For tomorrow, you are to choose one of the terms defined on the sheet, find an example of this device in Act I of the play, and then write a PIE about your example. You must do more that just say this "this quote is example of a pun." You must show how or why Shakespeare use of a word with multiple meanings enhances the story.

This is an ongoing assignment. By the time we are finished with the play you will have have written a PIE for each of the literary devices listed on the sheet. You will have a total of nine PIEs in your notebook. I will be collecting your notebooks on the day of the final to review your work.

You did a nice job of generating a taxonomy of literary devices. Make sure that you add the terms from the PIE sheet to the taxonomy. Use this list as a reference as you are reading the play.

Monday, January 11, 2010

Act I Study Guide

Read all of Act I Scene 1 for tomorrow, to page 23. The first two pages of the study guide are due tomorrow, including the paraphrase and synopisis of Helena's speech. remember all questions require direct quotes and line citations ( Act. scene. line number.). We will do more with naming literary devices and noting their effects tomorrow.

Oh and don't forget the vocab quiz tomorrow on the second half of everybody's favorite rap song, Shakespeare is Hip Hop.

Tuesday, January 5, 2010

Shakespeare Readings and Circle Frame




Last night you considered "What's Love Got to Do With it?" Tonight, for homework, you should read the two short articles about Shakespeare and Elizabethan Theater. Add new ideas from the articles to the bubble map. Use separate colors for each article. Your bubble map should contain 4 colors that indicate the following sources: prior knowledge, power point presentation, William Shakespeare reading, Elizabethan Theater reading. Expect a quiz at the end of the week. And remember, "The course of true love never did run smooth"( Act 1.1.136). How true this is in, Shakepeare's time as well as our own. There are always bumps along the way when we care about someone else. It really doesn't matter whether they are caused by fairies or by the human condition.

Remember your charge this week is to master the plot and characters of the play, next week we will dig more deeply into the good stuff: language, literary terms, themes, and images.

Monday, January 4, 2010

All My Sons Final Journal Entry

This was the closing journal entry for the All My Sons exam. Morgan, this one is for you.

Does a person have a greater obligation /responsibility to one's family or society? Write a well-organized detailed paragraph with at least 2 PIES. Your illustrations should offer specific details from literature or real life.