tag:blogger.com,1999:blog-36176789504680454852024-03-13T08:17:45.494-07:00English 10: Ms. BensonThis class blog creates an online learning community that not only extends classroom discussions, but also provides an authentic audience for outside reading and writing assignments.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.comBlogger93125tag:blogger.com,1999:blog-3617678950468045485.post-89387639825080445102010-05-27T08:19:00.000-07:002010-06-03T09:45:57.131-07:00Quizlet Vocabulary ListThe 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.<br /><br /><br /><a href="http://quizlet.com/user/wallyjr/">Click here for the link. </a>KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-5394607297019112222010-05-27T08:18:00.000-07:002010-05-27T08:26:20.164-07:00Final Exam for Semester 2The 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 <span style="font-size:130%;">Things Fall Apart, Carlito, Night, Phobia and Friends.<br /></span><br />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.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-35915091115220905562010-05-23T18:55:00.000-07:002010-05-23T19:05:45.122-07:00Creative Director and Historical Advisor Papers<strong><span style="font-size:130%;">Creative Director </span></strong>
<br /><strong>
<br /></strong><strong>Complete all three of the papers described below: </strong>
<br /></strong><strong>
<br />Prop Analysis Paper:
<br /></strong>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.
<br />
<br /><strong>Character Monologue</strong>:
<br />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.
<br /></strong>
<br /><strong>Scene Music:
<br /></strong>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.
<br />
<br />
<br /><strong>The Second option for the paper is:</strong>
<br />
<br /><strong><span style="font-size:130%;">Historical Advisor </span></strong>
<br /><strong><p></strong>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.
<br /></p><p><strong><span style="font-size:130%;">Requirements</span></strong>- <strong>Each paper must have the following:
<br /></strong>-An opening paragraph that effectively introduces your topic and assers a thesis
<br />-Body paragraphs that give detailed information about your topic. 2 PIES per paragraph.
<br />-A concluding paragraph that provides a statisfying resolution to your paper
<br />-In-text documentation for any information you use from an outside source
<br />-Signal phrases to introduce the source of your information before the quote
<br />-A properly formatted Works Cited page
<br />-A thoughtful title
<br />-Proper MLA formatting
<br />-Four sources cited in the paper beyond Wikipedia
<br />
<br /><strong>Some suggested topics: </strong></p><p><strong>In the Time of the Butterflies:
<br /></strong>The Mirabal Sisters
<br />Dictator Rafael Trujillo
<br />The Movement of the 14th of June
<br />
<br /><strong>Fallen Angels:
<br /></strong>The treatment of African American soldiers serving in Vietnam
<br />The reasons behind the US involvement in Vietnam
<br />The US government controlling information out of Vietnam, like body counts, friendly fire etc. </p><p><strong>The Weight of All Things:
<br /></strong>The Civil War in El Salvador
<br />Arch Bishop Oscar Romero and his assassination
<br />The massacre at the funeral of the Archbishop </p><p><strong>Slaughterhouse Five:
<br /></strong>The Dresden Bombings
<br />The Battle of the Bulge
<br />Treatment of WWII Prisoners of War </p>KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-46509268788488113592010-05-17T12:36:00.000-07:002010-05-17T12:42:37.695-07:00Choice Novel Due DatesMay 20th: 5 typed questions and responses for discussion day<br />May 21st: Bookmark due<br />May 24th: Paper or Film Due - In-class Film Festival. Film should be 7-10 minutes long.<br />May 25th: Final Test for Choice Novel<br />May 28th: Notebook, Extra Credit Due, Vocab Prep<br />June 4th: Final Vocab Test*<br />*Things Fall Apart, Carlito, Night, Phobia, FriendsKMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-45992828067996507022010-05-12T14:20:00.000-07:002010-05-12T15:48:59.970-07:00Choice Book Discussion - Questions Due May 13thDue 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.<br /><br />Come ready to discuss tomorrow. See you tomorrow.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-141677597196165172010-04-23T12:04:00.001-07:002010-04-23T12:09:48.202-07:00Dulce et Decorum Est- If you missed itFor those who were absent, here are the questions for the <em>Dulce et Decorum Est</em> poem that we discussed in class.<br /><br />Here is a link to the poem <a href="http://www.warpoetry.co.uk/owen1.html">Dulce et Decorum Est</a>.<br /><br />Here are the questions:<br /><br />Discuss and then record your answers to these questions at your table. Be prepared to share your answers aloud.<br />1. Read- Draw-Talk-Write<br /> a. Listen.<br /> b. Draw a picture of the images the stanza elicits.<br /> c. Talk with tablemates about what you picture<br /> d. Write a one sentence summary of the stanza.<br />2. What is Owen’s tone? (attitude toward the topic)<br />3. What 2 lines and literary devices best convey his tone? How?<br />4. What is the rhyme scheme of the poem? What is the effect of the rhyme scheme?<br />5. What is ironic about the title?<br />6. Write a complete, concise theme statement for the poem.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-11094777062446349682010-04-19T11:49:00.000-07:002010-04-19T12:02:26.094-07:00Reader Response Journal for NightHere are the details for the Reader Response Journal:<br /><br />Create <strong>5 reader response journal entries</strong> in your notebook, one for each reading assignment. You need not have an entry for the first reading assignment.<br /><br />In the <strong>left column</strong> 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, <span id="SPELLING_ERROR_0" class="blsp-spelling-corrected">perseverance</span>, despair, family etc. In the <strong>right column</strong> 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.<br /><br /><strong>Final typed assessment:</strong> 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 26<span id="SPELLING_ERROR_1" class="blsp-spelling-error">th, l</span>ength should be between one to two pages.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-25749953916316311092010-04-13T13:10:00.000-07:002010-04-15T12:49:38.487-07:00Night Reading Schedule<a href="http://2.bp.blogspot.com/_lTOH_Ms_5_k/S8TTAlptlII/AAAAAAAAAGg/srvqEJrVIQE/s1600/41HXDW0RZ1L__SX500_.jpg"></a> <div> </div><div><div><a href="http://2.bp.blogspot.com/_lTOH_Ms_5_k/S8TSGXHCFGI/AAAAAAAAAGI/VWdgRsAWUaY/s1600/night.jpg"><img id="BLOGGER_PHOTO_ID_5459719655004443746" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; WIDTH: 118px; CURSOR: hand; HEIGHT: 200px" alt="" src="http://2.bp.blogspot.com/_lTOH_Ms_5_k/S8TSGXHCFGI/AAAAAAAAAGI/VWdgRsAWUaY/s200/night.jpg" border="0" /></a><br /><br /><br /><br /><br /></div><div></div><div><br /><br /><br /><br /><br /></div><div></div><div><br /> </div><div>Bantam Edition<br /></div><div><strong></strong></div><div><strong>Bantam books- small, white edition:</strong></div><div>Assigned On:<br /></div><div>Tues/Wed, 13-14th: 1-20</div><div> </div><div>Thursday, 15th: 21-43</div><div> </div><div>Friday, 16th: 45-62</div><div> </div><div>Monday, 19th: 63-80</div><div> </div><div>Tuesday, 20th: 81-98</div><div> </div><div>Wednesday, 21st: 99-109</div><div> </div><div>Thursday, 22nd: Elie Weisel's Nobel Prize Acceptance Speech/ Seminar</div><div> </div><div>Friday, 23rd: Test on Memoir and Vocabulary</div><div> </div><div> </div><div><strong>Hill and Wang Publishers- blue and white edition:</strong></div><div>Assigned on:<br /></div><div>Tues/Wed, 13-14th: 3-22</div><div> </div><div>Thursday, 15th: 23-46</div><div> </div><div>Friday, 16th: 47-65</div><div> </div><div>Monday, 19th: 66-84</div><div> </div><div>Tuesday, 20th: 85-103</div><div> </div><div>Wednesday, 21st: 104-115</div><div> </div><div>Thursday, 22nd Elie Weisel's Nobel Prize Acceptance Speech/ Seminar</div><div><br />Friday, 23rd: Test on Memoir and Vocabulary </div></div>KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-40090374767954155352010-04-09T06:14:00.000-07:002010-04-09T12:34:11.302-07:00Research Letter Grading CriteriaHere is what you will need to submit by 3:10 p.m. on Monday, April 12th:<br /><br /><strong><span style="font-size:130%;color:#3333ff;">1. Research Letter</span></strong><br /><ul><li>Topic is relevant and well-selected</li><li>Letter makes a persuasive, well-organized argument about your chosen ethical issue</li><li>Includes citations to at least 3 credible sources</li><li>Includes some background information and acknowledgement of the opposition</li><li>Illustrations/ quotes provide strong support for your topic</li><li>All quotes/ paraphrases are introduced with a signal phrase that indicates the source of the information</li><li>Tone is appropriately formal and serious</li><li>Sentence are fluid, concise</li><li>Word choice is precise</li><li>Letter reflects revision and evidence of engagement with the writing process</li><li>Letter is properly formatted according to business letter model and single-spaced </li><li>Entire packet is submitted in a neat, orderly fashion with attention to detail</li></ul><p><span style="font-size:130%;color:#3333ff;"><strong>2. Works Cited Page</strong></span></p><ul><li>Properly formatted according to MLA standards</li><li>All Entries Double-spaced</li><li>Alphabetized </li><li>Inclusive of all sources cited within the text of the letter</li></ul><span style="font-size:130%;color:#3333ff;"><strong>3.Printed copies of sources</strong></span><br /><ul><li><span style="color:#000000;">Copies of all sources are submitted with essay</span></li><li>Sources show evidence of annotation or proof of careful notetaking</li></ul><span style="font-size:130%;color:#3333ff;"><strong>4. Flow Map of Credibility for all sources not found on school database</strong></span><br /><ul><li><span style="color:#000000;">One flow map is submitted for each source that is not from a school database</span></li><li>The information on each flow map is specific to the source being evaluated</li></ul>KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-3403178212115686762010-03-26T06:58:00.000-07:002010-03-26T07:17:16.423-07:00Crisis in the Congo - How to Take ActionMany 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 <a href="http://www.enoughproject.org/conflict-minerals">Conflict Minerals</a> that is fueliing this war in Africa.<br /><br />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."<br /><br />Here a a list of links that will help you to take a stand:<br /><br />1-800-genocide<br /><a href="http://www.standnow.org/">http://www.standnow.org/</a><br /><a href="http://www.enoughproject.org/">http://www.enoughproject.org/</a><br /><a href="http://www.raisehopeforcongo.org/">http://www.raisehopeforcongo.org/</a><br /><br />Find out more about the presenter, <a href="http://www.omekongo.com/">Omekongo</a> , visit his website.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-19637663191667383202010-03-25T07:19:00.000-07:002010-03-25T12:06:58.028-07:00Inidividual Research Paper - Due April 5th - 12th.<strong>Individual Persuasive Letter Based on Research<br /><br />Assignment<br /><br /></strong>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, <strong>do not</strong> write about the same topic that your group did after watching Food Inc.<br /><br /><strong>Letter Paragraph Organization<br /><br /></strong>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. <a href="http://www.business-letter.org/wp-content/uploads/2009/09/business-letter-format.gif"><span style="color:#3366ff;"><span style="font-size:130%;">Click here to see a business letter format for typing</span>.</span></a> Your letter should follow this organizational plan:<br /><br />• Introduction—creative attention device and specific ethical thesis—the point you want to prove. (2 sentences)<br /><br />• 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 <a href="http://department.monm.edu/english/mew/signal_phrases.htm"><span style="font-size:130%;color:#3333ff;">signal phrases</span> </a>works well in a business letter; however, you may use parenthetical, in-text citations. (2 – 3 paragraphs)<br /><br />• 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)<br /><br /><strong>Note Taking</strong><br />Complete some type of note-taking that ensures you are properly paraphrasing and correctly using direct quotations so that you <a href="http://www.aresearchguide.com/6plagiar.html"><span style="color:#3366ff;"><span style="font-size:130%;">do not plagiarize</span>.</span></a> 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.<br /><br /><strong>Research<br /></strong>As you research, remember that you must reference a minimum of <span style="font-size:130%;"><strong>three credible</strong></span> sources.<br /><br />• <a href="http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html"><span style="font-size:130%;color:#3333ff;">Credible web sites</span> </a>have a known author (usually one that can be contacted), links that work, few grammatical errors, and listed resources.<br />• If you use articles from the<span style="font-size:130%;"> <a href="http://www.edina.k12.mn.us/edinahigh/academics/media/index.html#databases"><span style="color:#3366ff;">school's online databases</span></a></span>, you are assured that they are credible.<br />• 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.<br /><br /><strong>Final Products</strong><br />1. One-page letter (typed, single spaced block formatting, 12-point font, one-inch margins)<br />2.<span style="font-size:130%;color:#33cc00;"> </span><a href="http://www.google.com/imgres?imgurl=http://www.csus.edu/owl/images/gif_files/mla_pg_3.gif&imgrefurl=http://www.csus.edu/owl/index/mla/mla_format.htm&h=533&w=610&sz=11&tbnid=-pK9Fg5Tl-DfNM:&tbnh=119&tbnw=136&prev=/images%3Fq%3Dmla%2Bworks%2Bcited%2Bpage&usg=__nQFI9H77rtV48b8WVMoHtqQceic=&ei=SphCS8CcMdWingfMwdEi&sa=X&oi=image_result&resnum=4&ct=image&ved=0CBgQ9QEwAw"><span style="font-size:130%;color:#3333ff;">A properly formatted MLA works cited page</span> </a><br />3. Flow maps that trace the credibility of Internet sources <strong>not</strong> found on school databases.<br />4. Some evidence of notetaking, probably annotated Internet printouts, copies of articles or pages from a book.<br /><br /><br /><strong>Help Available</strong><br />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.<br /><strong><br />Due Date Window</strong><br /><strong>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.</strong> 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.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-50718225430701388732010-03-20T13:44:00.000-07:002010-03-20T14:16:58.927-07:00Culture of Corpulence Annotation AssignmentAfter a week filled with seminars related to suffering, hope, hunger, and work, we are moving on from <em>Nectar in a Sieve </em>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 <em>Food Inc</em>. Get ready to read and see some shocking facts about where you food comes from and how it is produced.<br /><br />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.<br /><br />To be prepared for Monday, read and annotate the article "Culture of Corpulence." Follow these guidelines:<br /><br />1. Read, underline, highlight and put notes in the margin to summarize ideas.<br />2. Also, write agree, argue, or action by quotations that fit those terms.<br /><br /><span style="font-size:130%;">agree =</span> quotes you agree with<br /><br /><span style="font-size:130%;">argue =</span> quotes you disagree with<br /><br /><span style="font-size:130%;">action =</span> quotes that might spur you to take actionKMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-86882653538283568882010-03-15T07:06:00.000-07:002010-03-15T07:17:32.343-07:00Nectar vs. Bride Notebook Writing Prompt<a href="http://4.bp.blogspot.com/_lTOH_Ms_5_k/S55BUNUrYNI/AAAAAAAAAGA/F2YacT-aUsI/s1600-h/nectarthumb.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 120px; FLOAT: left; HEIGHT: 200px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5448864414594457810" border="0" alt="" src="http://4.bp.blogspot.com/_lTOH_Ms_5_k/S55BUNUrYNI/AAAAAAAAAGA/F2YacT-aUsI/s200/nectarthumb.jpg" /></a> <div><a href="http://3.bp.blogspot.com/_lTOH_Ms_5_k/S55AVMXKHaI/AAAAAAAAAF4/ZR_0Ld1kprc/s1600-h/bride+and+prejudice.jpg"><img style="MARGIN: 0px 0px 10px 10px; WIDTH: 94px; FLOAT: right; HEIGHT: 132px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5448863332004666786" border="0" alt="" src="http://3.bp.blogspot.com/_lTOH_Ms_5_k/S55AVMXKHaI/AAAAAAAAAF4/ZR_0Ld1kprc/s200/bride+and+prejudice.jpg" /></a>After you complete your double bubble map, select a thematic idea that appears in both <em>Nectar in a Sieve</em> and <em>Bride and Prejudice</em>. 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). </div><div><br /> </div><div>NOTE: Your notebook is due Friday, March 19 for your third quarter points. Carlito Vocabulary and <em>Nectar in a Sieve</em> book test is also scheduled for Friday, March 19. </div>KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-83859129857025045082010-03-03T21:35:00.000-08:002010-03-03T22:01:58.939-08:00Anticipation GuideI 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.<br /><br /><br />So, if you were also absent on Wednesday here is a class activity you will want to enter in your notebook.<br /><br /><br />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.<br /><br /><br />1.The true human story of history is best learned through fiction.<br />2.Financial status, not race, education or religion, makes the strongest connection between people.<br />3.Arranged marriages will never work in the 21st Century.<br />4.Progess and change are always good.<br />5.Education and food are basic human rights.<br />6.People in power should fight for human rights for everyone.<br />7.An orderly society requires people to do their duty and suffer in silence rather than speak out against perceived injustices.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-53804947472855843032010-03-03T21:15:00.001-08:002010-03-03T21:35:13.672-08:00Extra Credit Opportunities for Q3You 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.<br /><br /><strong>Option 1</strong><br />Memorize the following sonnet by Samuel Taylor Coleridge, the last two lines of which provide the epigraph for <em>Nectar in a Sieve</em>. Recite this accurately and with feeling on March 18 for up to 5 extra credit points.<br /><br />All Nature seems at work. Slugs leave their lair --<br />The bees are stirring -- birds are on the wing --<br />And Winter slumbering in the open air,<br />Wears on his smiling face a dream of Spring!<br />And I the while, the sole unbusy thing,<br />Nor honey make, nor pair, nor build, nor sing.<br /><br />Yet well I ken the banks where amaranths blow,<br />Have traced the fount whence streams of nectar flow.<br />Bloom, O ye amaranths! bloom for whom ye may,<br />For me ye bloom not! Glide, rich streams, away!<br />With lips unbrightened, wreathless brow, I stroll:<br />And would you learn the spells that drowse my soul?<br />Work without Hope draws nectar in a sieve,<br />And Hope without an object cannot live.<br /><br /><br /><strong>Option 2</strong><br />Read and annotate the short story "Tribal Scars" and answer throughly and thoughtfully the 13 questions on the back. Responses <strong>must be typed</strong> 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.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-78579381448482804622010-03-03T21:04:00.000-08:002010-03-03T21:51:03.909-08:00Nectar in a Sieve Reading Schedule<strong>The date indicates the night you should read the assigned pages as homework:<br /></strong><br />March 2: Chapters 1 & 2, pp. 3-17<br />March 3: Chapters 3 & 4, pp. 18-30<br />March 4: Chapters 5 to 7, pp. 31-45<br />March 5: Chapters 8 to 10, pp. 46-57<br />March 8: Chapters 11 to 13, pp. 58-77<br />March 9: Chapters 14 & 15, pp. 78-91<br />March 10: Chapters 16 & 17, pp. 92-102<br />March 11: Chapters 18 to 21, pp. 103-123<br />March 12: Chapters 22 to 24, pp. 124-149<br />March 15: Chapters 25 & 26, pp. 150-164<br />March 16: Chapter 27, pp. 165-176<br />March 17: Chapters 28 to 30, pp. 177-186<br />March 19: Final Vocabulary and Reading Test<br /><br /><strong>“Work without hope draws<br />nectar in a sieve,<br />And hope without an object<br />cannot live.”<br />--Samuel Taylor Coleridge</strong>KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-78948838608312966522010-02-24T05:54:00.000-08:002010-03-03T21:47:40.818-08:00Peer Revision for Things Fall Apart Essay<a href="http://bensonenglish10.blogspot.com/2009/09/peer-editing.html"><strong><span style="color:#33cc00;">Peer Editing</span></strong></a><strong><span style="color:#33cc00;"> </span></strong><br /><strong><span style="color:#33cc00;"></span></strong><br /><strong>Writer:</strong> 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.”)<br /><strong>Responder:</strong> Write down these questions or concerns at the top of the paper. Write your name beneath these comments.<br /><strong>Responder:</strong><br />1. <span style="font-family:lucida grande;">Read introductory paragraph. How does the author draw you in? Evaluate the strength of the attention-getter. Offer some ideas.</span><br /><span style="font-family:lucida grande;">2. Put a Bracket around the thesis. </span><span style="font-family:lucida grande;">Circle the two characters mentioned in the thesis and underline the theme statement in the thesis. Does the thesis assert an original idea? Evaluate.</span><br /><span style="font-family:lucida grande;">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. </span><br /><span style="font-family:lucida grande;">4. Read the first body paragraph.</span><br /><span style="font-family:lucida grande;">5. Identify the Points (P from PIE). Put a star by each P.</span><br /><span style="font-family:lucida grande;">6. Identify the Illustrations. Underline each one.</span><br /><span style="font-family:lucida grande;">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.</span><br /><span style="font-family:lucida grande;">8. Repeat for each additional body paragraph. Offer at least one additional comment.</span><br /><span style="font-family:lucida grande;">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? </span><br /><span style="font-family:lucida grande;">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. </span><br /><span style="font-family:lucida grande;">11. Write down three specific areas for revision and have the writer sign beneath this list.</span>KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-9923826142678416492010-02-23T12:31:00.000-08:002010-02-23T12:49:26.243-08:00Drafting your Thesis: Questions to ConsiderConsider the following questions as you are drafting your essays:<br /><br />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?<br /><br />What are the primary causes or effects of cultural clash? (use the multi-flow to help you figure this out) Which are most important?<br /><br />How do the characters actions lead to a message about cultural clash?<br /><br />Who gets to decide what is civilized or uncivilized?<br /><br />Who or what causes Okonkwo to kill himself? Why does he kill himself?<br /><br />"He has put a knife on the things that hold us together and we have fallen apart" (Achebe 176).<br />What are the "things that hold us together"? Who is "he"? What are we reduced to when these"things" are taken away?<br /><br />What are the 5 characteristics of Okonkwo's identity that are most vital to his sense of self?<br />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?<br /><br />Race<br />Ethnicity<br />Nationality<br />Gender<br />Socioeconomic status<br />Sexual orientation<br />Ability/disability<br />Religion<br />Life values/beliefs<br />PossessionsKMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-70217826971320084222010-02-22T12:45:00.001-08:002010-02-22T13:00:53.580-08:00Numerology StoriesHere are a few of my favorites from the Numerology activity. Check out your creativity.<br /><br /><span style="font-size:130%;color:#33cc00;">The Story of Four</span><br />by Jessie, <span id="SPELLING_ERROR_0" class="blsp-spelling-error">Zoey</span>, and David<br /><br />The <span id="SPELLING_ERROR_1" class="blsp-spelling-error">quadriped</span> 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.<br /><br /><span style="font-size:130%;color:#33cc00;">The Story of One</span><br />by Emily A., Sam, Jon, and Zulema<br /><br />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 <span id="SPELLING_ERROR_2" class="blsp-spelling-error">unitard</span> while singing a solo. When he got to the <span id="SPELLING_ERROR_3" class="blsp-spelling-error">unitard</span> store there was only a single, small <span id="SPELLING_ERROR_4" class="blsp-spelling-error">unitard</span> left. He bought it for one-dollar and left at one o'clock. As he was leaving, he was killed by a <span id="SPELLING_ERROR_5" class="blsp-spelling-error">monoraptor</span>.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-83922745206004731322010-02-22T12:36:00.000-08:002010-02-22T12:45:12.999-08:00Upcoming Due DatesDates for upcoming assessments in English 10 include:<br /><br /><strong><span style="color:#33cc00;">Final Test</span> on Novel and vocabulary, including affixes/roots is on Tuesday, February 23.</strong><br /><strong></strong><br /><strong><span style="color:#33cc00;">First complete draft of essay</span> due on Wednesday, February 24.</strong><br /><strong></strong><br /><strong><span style="color:#33cc00;">Final draft of essay </span>due between Thursday, February 25 and Monday, March 1 at 3:10 p.m.</strong><br /><br />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. <br /><br />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.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-48581163753157301792010-02-17T11:54:00.001-08:002010-02-17T12:01:51.259-08:00Passage Analysis PIE - A modelFinish 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.<br /><br /><strong><span style="font-size:130%;color:#009900;">POINT -</span> </strong>Achebe’s sensory imagery and personification portray the earth and the land as a living and often angry being in Igbo culture.<br /><br /><span style="color:#33cc00;"><strong><span style="font-size:130%;color:#009900;">ILLUSTRATION/ WITH PLOT CONTEXT</span></strong> - </span>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).<br /><br /><strong><span style="font-size:130%;color:#009900;">EXPLANATION – </span></strong>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.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-78545925355441240392010-02-16T12:55:00.000-08:002010-02-16T13:09:20.486-08:00Classical Roots and Affixes- Things Fall Apart<p>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.</p><p>•uni<br />•sol<br />•mono<br />•di<br />•bi<br />•du<br />•tri<br />•quad<br />•penta<br />•quint<br />•hex<br />•sex<br />•sept<br />•hept<br />•oct<br />•no<br />•dec<br /></p><ul><li>mal - bad/evil ( as in malevolent)</li><li>bene - good ( as in benevolent)</li><li>vollen - will </li><li>sym - together/ along with (as in sympathetic)</li><li>path - feeling</li><li>en/ em - in (as in empathetic)</li><li>dyna - power/strength ( as in dynasty or dynamic)</li><li>- ic - related to (makes a word an adjective)<br /><br /><br /><br /><br /><br /></li></ul>KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-2713652071399193372010-02-16T12:53:00.000-08:002010-02-16T12:55:31.776-08:00Things Fall Apart Vocabulary ListThe final test on <em>Things Fall Apart,</em> vocabulary and classical roots/affixes will happen on February 23rd.<br /><em></em><br />gay (6)*<br />tragedy (9)*<br />uncanny (9)*<br />ultimate (11)<br />malevolent (13)<br />capricious (13)<br />anxiety (13)<br />malicious (21)<br />meager (22)*<br />sympathized (23)<br />brusqueness (26)<br />benevolent (26)*<br />atone (27)*<br />deftly (32)*<br />dynamic (34)<br />reveled (38)*<br />frenetic (47)<br />feign (52)*<br />espied (54)*<br />copiously (56)<br />audacity (76)*<br />inquire (77)<br />manifest (81)<br />submission (90)<br />forsook (95)*<br />notorious (95)<br />orator (97)*<br />vigor (104)<br />ominous (140)*<br />captivated (147)<br />persevered (148)*<br />impudent (150)<br />ostracize (159)*<br />sufficient (165)*<br />amends (172)*<br />abundantly (172)*<br />indignity (175)*<br />idolatrous (184)*<br />pacified (191)<br /><br /><br />You may need to practice your morphology to see the connection to the Flocabulary list.<br /><br />* word appears on previous listKMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0tag:blogger.com,1999:blog-3617678950468045485.post-83977067966348600822010-02-12T07:31:00.000-08:002010-02-12T10:54:56.270-08:00Original Proverbs Hours 2, 3, and 4Here is what your creativity produced. The first two are Ms. B's.<br /><br />The hornet who buzzes the loudest may gain attention but risks being squashed.<br /><br />The giraffe who stretches his neck gains the best views and eats from the choicest leaves.<br /><br />The teacher who assigns the most homework must do the most work correcting it.<br /><br />When the giraffe comes the kiddies run.<br /><br />The ant who scurries the fastest gets squished the fastest.<br /><br />As years pass... you get older. Intriguing....<br /><br />Sometimes the sheep needs to be pushed through the fence.<br /><br />If humans were meant to smoke they would be flammable.<br /><br />To enter the door of success there is never too much.<br /><br />Don't waste a minute not being happy, if one window closes run to the next window or break down a door.<br /><br />Failing derives findings.<br /><br />An honest voice is louder than a crowd.<br /><br />The dog who barks gets barked at.<br /><br />Those who defriend their friend become friendless.<br /><br />Question those who aught not be questioned. If you question you shall find you have questioned yourself.<br /><br />The one who twists the system may succeed in the short run but will never end in success.<br /><br />The dirtiest leaf often has the most exciting journey.<br /><br />If one's head is not held up high, one is unseen.<br /><br />Understanding the remedy for all ailing of intolerance.<br /><br />Gossip is the murder to one's morals.<br /><br />Your words are like dust in the wind.<br /><br />Dare to care or dare to fail.<br /><br />The stars light the path for the lost wanderer.<br /><br />A cookie is only as good as the amount of care you put into making it.<br /><br />The pirate with the wooden leg walks the plank. hmmmmmm....<br /><br />An explorer's journey is only as smooth as the rapids he travels through.<br /><br />Your teacher should not be your parent but your parents should be your teachers.<br /><br />Empty words, empty voice.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com1tag:blogger.com,1999:blog-3617678950468045485.post-47816095154338679722010-02-12T04:24:00.000-08:002010-02-12T10:52:25.309-08:00Etymology 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:<br /><br /><strong>Etymology = The history of words.</strong><br /><br /><br />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.)<br /><br />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.<br /><br />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.<br /><br />If you ever want to look up the etymology (the word's history) of a word, a great resource is this <a href="http://etymonline.com/">etymology online dictionary</a>.<br /><br />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.KMBhttp://www.blogger.com/profile/11426257177546382183noreply@blogger.com0