Pre-AP 2011-2012 Book List

Students enrolled in Pre-AP English II will need to acquire the following texts:

1st Six Weeks:

• How to Read Literature like a Professor, Thomas C. Foster

2nd Six Weeks:

• Lord of the Flies, William Golding

3rd Six Weeks:

• Metamorphosis, Franz Kafka
• A Christmas Carol, Charles Dickens

4th Six Weeks:

• Anthem, Ayn Rand
  Last year we were able to acquire this book free for all students; we will try again this year, but no guarantees.

5th Six Weeks:

• Othello, William Shakespeare
• Julius Caesar, William Shakespeare

6th Six Weeks:

• Fahrenheit 451, Ray Bradbury

Books may be checked out of the library, purchased at retail stores like Barnes & Noble, resale stores like Half Price Books, or online stores like Amazon. If you have a digital device that you can take notes on, you may purchase e-book versions and use your digital device in class (using the device for non-text reasons will result in loss of the device). Many texts may also be purchased from last year's students.

Pre-AP Summer Reading Assignment

Sophomores entering Pre-AP II will be expected to complete the following assignment prior to class beginning at the end of August. Estimated weekly commitment: 1 hour.

Following are six pairs of short stories. You are expected to read at least one of them (feel free to read both), and participate in an online discussion. I will moderate the discussion, but you and your classmates will be responsible to keep the conversation going. (Discussion links will appear the week after the story are assigned to be read.)

Week 1 (6/6-10): Irony

• The Lottery, Shirley Jackson
  (Listen to an audiofile of "The Lottery" as you read; right-click audiofile link to save file to your computer.)


• The Open Window, Saki (H.H. Munro)
  (Click the yellow player link on this website to listen to the story as you read; right-click this link to save file to your computer.)

Week 3 (6/20-24): Coming of Age

• Araby, James Joyce
  (Listen to an audiofile of "Araby" as you read; right-click audiofile link to save file to your computer.)


• A&P, John Updike

Week 5 (7/4-8): Horror

• Fall of the House of Usher, Edgar Allan Poe


• Tell-Tale Heart, Edgar Allan Poe

Week 7 (7/18-22): Prejudice

• Barn Burning, William Faulkner


• Cathedral, Raymond Carver

Week 9 (8/1-5): Magic Realism

• Very Old Man with Enormous Wings, Gabriel Garcia Marquez


• The Monkey’s Paw, W.W. Jacobs

Week 11 (8/15-19): Irony (yes, again!)

• The Bet, Anton Chekhov


• The Yellow Pill, Rog Phillips

Hail and Farewell

Incoming Pre-AP II students: Welcome. Thanks for coming by. Bookmark this page so you can visit it again (and often). The Summer Assignment will be up by June 3rd.

To my 2010/2011 Students: Have yourownbadselves an awesome summer. You have earned it. Pre-AP II's, please get next year off to a better start than you did last year -- do the AP III Summer Assignment! I will miss each and every one of you, so please come by my room next year to keep me updated on your many successes. Thanks again for a memorable (and amazing!) year. Take care of each other.

--Mr. Mikesell

ACP Tips

Please do the following to succeed on all your ACPs, but especially English.

• Get a good night's sleep. (All you little scene monsters, take a week off.)


• Eat high-protein dinners.


• Eat fruit for breakfast. (Jelly donuts and Fruity Pebbles do not count as fruit.


• Keep your head up during the test. (Maintain a positive mental attitude and don't take a nap; no time for slacking off during the ACP.)


• Make sure you understand what the questions are asking. (If you don't know what you're being asked, you cannot truly succeed.)


• Pre-AP: Pay attention to the positive and negative connotations of key words/phrases when you're being asked mood/tone questions.


• Everybody: Remember, you CAN do it ... you just have to DO do it.

Be awesome.

Final Extra Credit Opportunity

Got a gorilla picture from class/school?
E-mail it to me!

See the collection.

Pre-AP: Outside-Class Writing Assignment Reminder

Write a well-developed essay on the following prompt:

In some literary works, the author creates a unique society or community in order to make an important point about humanity. Examples of such works are Lord of the Flies, Anthem, and Fahrenheit 451. Discuss how the authors of these novels use their fictional society to convey important ideas about mankind and society in general. Be sure to clearly identify the “important ideas” they express.

Tips to success:

Consider using the outline we discussed in class.

Model your body paragraphs after the "Harrison Bergeron" assignment at the beginning of the six weeks.

Extensive plot summary will result in a REDO grade (no points), not a REVISE (85 points). Look at diction, metaphor, imagery, setting (time and place), conflicts (like man v. society), etc., and how the author’s use of these techniques contributes to meaning.

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

*** More than 5 careless spelling mistakes and 5 careless punctuation errors will result in a REDO grade***

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

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


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


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


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


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

Drop-Dead Deadline: Thursday, May 26, 2011.
(If no work is received by 5/13, a "Missing" grade (counts as a 0) will be entered into the grade book; some work may receive a temporary "Incomplete" grade (no effect on grade), but that will be replaced with a "Missing" on 5/20.)

Pre-AP: Report to the Library, May 19-20

Students will be taking the Laying the Foundation End of Course exam on the library computers this Thursday and Friday. Please report directly to the library to a) avoid being marked tardy/absent and b) have as much time available for the test as possible.

Thank you.

Suggested Outline for IWA

When writing your IWA, please consider the following outline. You may adapt it to your individual needs, but all the information must be there.

1. Thesis with the two literary devices you'll be analyzing in essay


2. Book 1 (either Anthem, Fahrenheit 451, or Lord of the Flies)


1. Message of Book 1


2. Description of society


1. How Lit Device #1 (from thesis) helps create the book's society so author's message gets through


1. Text evidence #1


2. Text evidence #2


2. How Lit Device #2 (from thesis) helps create the book's society so author's message gets through


1. Text evidence #1


2. Text evidence #2


3. Same as II, but for second book


4. Same as II and III, but for final book


5. Summary Conclusion

Pre-AP: "Burning Bright" Test Preview

5/13 UPDATE: This should have posted last night, but due to Blogger issues, it didn't. Consequently, dictionaries will be allowed during the test.

The subject of our test on Friday, May 13, will be "The Tyger," a poem by William Blake.

Students who know the meaning of the following terms and vocabulary words will score better on the test tomorrow than those who don't. As may students who have actually read the poem ahead of time.

Literary Terms

• Allegory
• Alliteration
• Allusion
• Analogy
• Anecdote
• Aphorism
• Metaphor
• Onomatopoeia
• Personification
• Simile

Attitude / Tone Words

• Astonished
• Didactic
• Incredulous
• Paternal
• Sneering

General Vocabulary

• Grieve
• Practicality

"Burning Bright" Socratic Seminar Questions

Be prepared to discuss these questions in class on Thursday, May 12, 2011.
If you missed the seminar, submit well-thought out written responses to two questions (100%; one question=80%). You will not receive credit for answers to the Close-Ended or other "scratched-through" questions.

If you were in class and did not respond twice, use the back of your remaining half-sheets ("buns") to respond to the questions. If you respond to a question discussed in class, your response must add to the conversation we had. (+10 pts. each.) As above, you will not receive credit for answers to the "scratched-through" questions.

WORLD CONNECTION QUESTIONS
Is it OK to run from your problems? Explain. --E.V. 1st

Under what circumstances would you "snitch out" your boyfriend/girlfriend? --A.V. --1st

If you had to evacuate your house quickly and could only take one small suitcase, what would you fill it with? --M.G. 3rd



CLOSE-ENDED QUESTIONS
How is the Mechanical Hound able to track Montag? --V.E. 1st

How does Montag kill Beatty? --V.A. 7th

Where does Mildred go? What happens to her? --Mr. Mikesell

Where does Faber go? What happens to him? --Mr. Mikesell



OPEN-ENDED QUESTIONS
What does it tell you about the government that they use a scapegoat when they can't catch Montag? --J.L. 1st

Why didn't Montag turn himself over to the police? --S.P. 3rd

How does Montag escape the Mechanical Hound(s)? --Mr. Mikesell



UNIVERSAL THEME / CORE QUESTIONS
If TJ / Dallas / Texas came up with rules you felt were wrong, what would you do? --F.T. 3rd

If your vision of the future was the opposite of what most of society wants, how would you go about making it real? --M.R. 7th

What lessons have you learned from the books we're read this year? --K.L. 8th



LITERARY ANALYSIS QUESTIONS
What does fire symbolize in "Burning Bright"? --A.M. 3rd

Why does Beatty refer to Icarus during his final confrontation with Montag? --A.P. 7th

What ironies are encountered in the "Burning Bright" section of Fahrenheit 451? --V.A. 7th

Socratic Seminar Question Types: Fahrenheit 451 -- "Burning Bright"

In class Wednesday, May 11rd, you will create questions (one for each of the following) for a Socratic Seminar on Thursday, May 12th. Any question not accompanied by a valid answer will receive no credit.

All questions must be related to the "Burning Bright" section (e.g., "you could ask "how does Montag change from the beginning of the book to the end" ... except now that I've used that as an example, you can't).


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

Example: Under what circumstances would you kill someone?


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

Example: Where does Faber go?


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

Example: How does Montag escape the Mechanical Hound(s)?


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

Example: If you memorized Fahrenheit 451, what could you teach someone?


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

Example: What is the significance of Granger's name?

Read The Pearl Online

An online text is available, here.

It appears you can download it if you have a facebook account (doesn't work at school, so I haven't tried it yet).

Enjoy.

English II: What's in a Name?

In class we discussed that Kino and Juana's baby's name, Coyotito, means little coyote. Why that's significant to the story will become apparent later on. Your name probably means something, too. The purpose of this project is to explore the meaning of your name and how it applies to your life's story.

Collect the following information, then create a poster (8.5"x11" or larger) displaying everything you know about your name. (If you don’t want your poster displayed, write “do not share” on the back.)

1. What does your name mean (first, middle, last) – You may look it up in a baby-naming book at a bookstore or online at a site like Baby Names World. You can possibly get information on your last name from Search for Ancestors. If your family has a traditional crest (coat of arms), it might be found at All Family Crests.


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


3. How much is your name a part of your identity? What do you feel your name “says” about you? If you changed your name would you become a different person? Why or why not?

Due: Tuesday, May 17, 2011.

Pre-AP: "Sand and Sieve" Essay Prompt Preview

In class on Friday, May 6th, students will respond to the following essay prompt.

In the "Sand and Sieve" section of Fahrenheit 451 Faber tells Montag that he believes three things are necessary in order for books to be able to make a difference in society. In a well-developed essay, discuss whether or not you agree with his assessment? Support your answer with anecdotal evidence from the novel as well as your personal life. You must specify what Faber's "three things" are.

This will count as a test grade. This will be a closed-book test (you will not be allowed to use the novel in class), but you may bring notes written on a 3x5 card to refer to. Dictionaries will also be allowed.

Pre-AP: 451F Audio File Update

If you would like to listen to an audio file of the novel as you read it (you still have to read it), please see me. You'll need a flashdrive with at least 250MB of space available.

I now have the entire novel, plus the Afterward and Coda.

Fahrenheit 451 Socratic Seminar Questions

Be prepared to discuss these questions in class on Wednesday, May 4, 2011.
If you missed the seminar, submit well-thought out written responses to two questions (100%; one question=80%). You will not receive credit for answers to the Close-Ended questions.

If you were in class and did not respond twice, use the back of your remaining half-sheets ("buns") to respond to the questions. If you respond to a question discussed in class, your response must add to the conversation we had. (+10 pts. each.) As above, you will not receive credit for answers to the Close-Ended questions.

WORLD CONNECTION QUESTIONS
If you found your job was causing other people harm (physical, mental, etc.), what would you do? --L.A. 1st

Why are books important to society --P.H. --7th

What do you do when you develop feelings for someone who isn't the person you're currently in a relationship with? --I.M. 8th



CLOSE-ENDED QUESTIONS
What did Mildred do to commit suicide? --J.O. 3rd

What was Faber's previous job? --E.P. 7th

How old is Clarisse? --J.R. 8th

What three things did Faber say were needed for books to make a difference in society? --Mr. Mikesell



OPEN-ENDED QUESTIONS
Why doesn't Mildred get along with Montag? --K.M. 3rd

After reading the opening scene, what can you conclude about Montag? --I.O. 8th

Why was Mildred afraid when she saw the books? --Y.C. 8th

What did Beatty say led to books being banned? --Mr. Mikesell



UNIVERSAL THEME / CORE QUESTIONS
What is there in your life that is worth dying for? --Mr. Mikesell

What is there in your life that is worth living for --J.C. 1st

How can a person influence your point of view/outlook on life --M.V. 8th



LITERARY ANALYSIS QUESTIONS
What are some of the historical/literary allusions Bradbury employs? --J.L. 1st

What does Bradbury do by characterizing Mildred as shallow, apathetic, and not particularly intelligent? --F.T. 3rd

What does Bradbury accomplish by having Montag convince Faber to make copies of the Bible? --V.A. 7th

Socratic Seminar Question Types: Fahrenheit 451

In class Tuesday, May 3rd, you will create questions (one for each of the following) for a Socratic Seminar on Wednesday, May 4th. Any question not accompanied by a valid answer will receive no credit.


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

Example: When a friend or family member is depressed, what do you do?


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

Example: What three things did Faber say were needed for books to make a difference in society?


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

Example: What did Beatty say led to books being banned?


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

Example: What is there in your life that is worth dying for?


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

Example: What does Bradbury accomplish by making Clarisse McClellan so different from all the other female characters in the book?

I AM SO OVER TAKS

If you would like the possibility of a few extra credit points, see how many words you can make from the letters in the sentence:

I AM SO OVER TAKS

For instance, you can spell the words MOIST and VISOR from those letters, but you can't spell MOISTURE or VISITOR because not all those letters appear (no U for MOISTURE; only one I for VISITOR).

Words must be classroom-appropriate and at least four letters long (you may not use OVER or TAKS). Proper nouns may not be used unless they are also common nouns (MARK and MIKE, for instance, are both names that are also regular nouns). Foreign words are also no-go.

You may use a dictionary.

Enjoy!

Pre-AP: An Ooh-La-La Reading Assignment

In How to Read Literature Like a Professor, read Chapter 16 -- "It's All About Sex...." Be prepared to discuss it and the opening scene of Fahrenheit 451, on Monday, April 25th.

Get all your giggles out over the weekend.

Also, continue reading Fahrenheit 451; we'll discuss "The Sand and the Sieve" after TAKS week.

Fahrenheit 451 Vocab Set 1 + Meaningful Sentences

Write meaningful sentences for each of these vocabulary words:



Remember:

• a meaningful sentence is made up of two independent sentences combined with a semicolon (;)


• the first sentence includes a vocabulary word


• the second sentence contains the definition of that vocabulary word


• the first word of the second sentence is not capitalized


• you should underline the vocabulary word and its definition

For instance, if the vocabulary word was:

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

a meaningful sentence would be:

The stray dog curled up on the hearth of the friendly people who took it in; the bricks in front of the fireplace were very warm.

Pre-AP: 451F / "Harrison Bergeron" Venn Diagram

Complete a Venn Diagram with five unique things about both Fahrenheit 451 and "Harrison Bergeron" and five things they have in common.

Do not list superficial things like "they're both written in English" or "Vonnegut wrote one and Bradbury the other" or "I haven't read either."

Make your entries substantial to get the credit you want/need.

Fahrenheit 451	Both	"Harrison Bergeron"
1.	1.	1.
2.	2.	2.
3.	3.	3.
4.	4.	4.
5.	5.	5.

Pre-AP: 451F Audio File

If you would like to listen to an audio file of the novel as you read it (you still have to read it), please see me. You'll need a flashdrive with at least 100MB of space available.

I currently have "The Hearth and the Salamander." The other two sections should be available soon.

Pre-AP: "Harrison Bergeron" and the IWA Prompt

After reviewing Kurt Vonnegut's "Harrison Bergeron," plan an approach for the addressing this six-weeks' IWA prompt:

In some literary works, the author creates a unique society or community in order to make an important point about humanity. Examples of such works are Lord of the Flies, Anthem, and Fahrenheit 451. Discuss how the authors of these novels use their fictional society to convey important ideas about mankind and society in general. Be sure to clearly identify the “important ideas” they express.

Look at diction, metaphor, imagery, setting (time and place), etc., and how the author’s use of these techniques contributes to meaning.

Things to include:

• Author's "message" about humanity


• Literary device #1
• How it addresses the prompt (what it "means")
• Text Support #1a
• Text Support #1b


• Literary device #2
• How it addresses the prompt (what it "means")
• Text Support #2a
• Text Support #2b

IWA #6: Fahrenheit 451, et. al.

Write a well-developed essay on the following prompt:

In some literary works, the author creates a unique society or community in order to make an important point about humanity. Examples of such works are Lord of the Flies, Anthem, and Fahrenheit 451. Discuss how the authors of these novels use their fictional society to convey important ideas about mankind and society in general. Be sure to clearly identify the “important ideas” they express.

Tips to success:

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

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

*** More than 5 careless spelling mistakes and 5 careless punctuation errors will result in a REDO grade***

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

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


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


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


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


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

Drop-Dead Deadline: Thursday, May 26, 2011.
(If no work is received by 5/13, a "Missing" grade (counts as a 0) will be entered into the grade book; some work may receive a temporary "Incomplete" grade (no effect on grade), but that will be replaced with a "Missing" on 5/20.)

Fahrenheit 451 Presentation

English II: The Pearl notes

Thank you Ms. Farinas!

Pre-AP: Friendly Reminder

You need to

1. have read the first section of Fahrenheit 451 by Ray Bradbury ("The Hearth and the Salamander") by Monday;


2. bring your copy of 451^F on Monday.

Find a Barnes and Noble or Half Price Books store near you.

English II: Jeopardy Review

Review the information you'll need to know for the 5th 6-wk. exam by playing this Jeopardy-esque practice quiz.

Extra Credit: Meaningful Sentence Illustration

Illustrate your meaningful sentences from Word Set #2 (draw a picture showing what's going on in the sentence) to get extra credit.

Up to 2 points each, for a maximum total of 20 points. This will supplement your Project Grade (Pre-AP: IWA; Eng II: Speech Performance) for the six-weeks .

Pictures must be of good quality. Color will help. If stick figures are the best you can draw, then you'll get credit for awesome stick figures (but I've seen the work you doodle in the margins of your assignments, so I know whether you can do better than stick figures).

Write your meaningful sentence at the bottom of the page large enough to be read from 5-10 feet away.

Due before Friday, April 15.

Pre-AP: Literary Devices in Julius Caesar

Find examples of the following literary devices in Julius Caesar. Include the speaker and the Act.scene.line information (either II.i.32-38 or 2.1.32-38).

• Allusion
• Anaphora
• Apostrophe (not the punctuation)
• Foreshadowing
• Hyperbole
• Metaphor
• Onomatopoeia
• Oxymoron or Paradox (make sure your example matches your choice)
• Personification
• Pun
• Simile
• Synesthesia (counts 3x)

Each item found will count for 10 points (synesthesia=30) for a total up to 105.

The examples you find will be incorporated into this Friday’s test. Do not use the sections that appeared on last week’s test.

Julius Caesar Meaningful Sentences II

Complete meaningful sentences for all 10 of the following vocabulary words.



The illustration element of this assignment has been changed to extra credit. See this blog post: Extra Credit: Meaningful Sentence Illustration.

Remember:

• a meaningful sentence is made up of two independent sentences combined with a semicolon (;)


• the first sentence includes a vocabulary word


• the second sentence contains the definition of that vocabulary word


• the first word of the second sentence is not capitalized


• you should underline the vocabulary word and its definition

For instance, if the vocabulary word was:

Bequeath (v): to assign something as a gift in one's last will and testament.

a meaningful sentence would be:

My uncle bequeathed his comic book collection to me; unfortunately, it was destroyed in the same house fire that killed him, so I didn't get it when he died.

English II: Inside the Mind of ... Julius Caesar

Please complete the "Inside the Mind of..." worksheet.

Inside the characters brain, write what the character’s thoughts are about other characters, evil plans, how he thinks of himself, etc. Outside the brain, write what others think about that character. Be as detailed as possible. Write in “regular” English. You must have at least one response inside and outside the brain: 5 responses, total=70; 6=85; 7=100.

**You must include act, scene, and line numbers as evidence.** (Use a classroom textbook.)

To determine which character you should analyze, pick a number between 1 and 4. If your number is 1, write about Caesar; 2, Brutus; 3, Cassius; 4, Antony. No fair changing your number to match the character you want to write about.

Julius Caesar: The Musical!

Find a song whose lyrics would be appropriate for a musical version of Julius Caesar. It must deal with some significant aspect of the play: betrayal, deception, over-confidence, women being ignored because they’re women, conspiracy, etc.

Then on a separate sheet of paper, include

1. “Song Title” by ______________________
2. Lyrics (the entire assignment can be printed out in one word processing document with the lyrics pasted in) – sanitize the [bad words]
3. Explanation of connection to the play.
4. Identify who would sing it and when.

Due date: Friday, April 8th.

Example:

“Back Stabbers” by The O’Jays

(What they do!)
(They smile in your face)
All the time they want to take your place
The back stabbers (back stabbers)
(They smile in your face)
All the time they want to take your place
The back stabbers (back stabbers)
All you fellows who have someone
and you really care, yeah, yeah
Then it's all of you fellows
who better beware, yeah yeah
Somebody's out to get your lady
A few of your buddies they sure look shady
Blades are long, clenched tight in their fist
Aimin' straight at your back
And I don't think they'll miss
(What they do!)
(They smile in your face)
All the time they want to take your place
The back stabbers (back stabbers)
I keep gettin' all these visits from my friends,
yeah, what they doin to me
They come to my house again and again
and again and again, yeah
So are they there to see my woman
I don't even be home but they just keep on comin'
What can I do to get on the right track
I wish they'd take some of these knives off my back
(What they do!)
(They smile in your face)
All the time they want to take your place
The back stabbers (back stabbers)
Low down... dirty...
(What they do!)
(They smile in your face)
Smiling faces... smiling faces sometimes tell lies
(Back stabbers)
(They smile in your face)
I don't need... low down, dirty [fat heads]
(Back stabbers)

This song is relevant to the play because Julius Caesar gets “stabbed in the back” and front and sides by people pretending to be his friends.

Julius Caesar would sing this song as he is approaching Brutus, waiting for that final knife to stab him.

Pre-AP: Julius Caesar Essay Test & Graphic Organizer

These were distributed in class today:

• Essay Prompt


• Graphic Organizer

You'll be able to use the graphic organizer on tomorrow's test (April 5th).

Be prepared!

Appeals / Persuasive Techniques

English II: Julius Caesar Act III Test Preview

This blog entry has been removed. You were advised to be prepared prior to Monday morning.

Julius Caesar Act I Test Preview

Due to photocopying issues, tomorrow's test will only be on Julius Caesar.

Please know the following literary terms and rhetorical devices for the test:

• Allusion


• Anaphora


• Apostrophe (not the punctuation)


• Foreshadowing


• Hyperbole


• Metaphor


• Onomatopoeia


• Oxymoron


• Paradox


• Personification


• Pun


• Simile

There will be five multiple choice questions (15 pts. each) and the following essay question. (25 pts.).

Identify (cite) lines from Julius Caesar that echo the idea in Juliet’s soliloquy, below—write the first and last lines of the citation. Then write commentary explaining the point Shakespeare makes through the two speeches.

Juliet:
O Romeo, Romeo, wherefore art thou Romeo?
Deny thy father and refuse thy name;
Or if thou wilt not, be but sworn my love
And I'll no longer be a Capulet.

'Tis but thy name that is my enemy:
Thou art thyself, though not a Montague.
What's Montague? It is nor hand nor foot,
Nor arm nor face, nor any other part
Belonging to a man. O be some other name!
What's in a name? That which we call a rose
By any other word would smell as sweet;
So Romeo would, were he not Romeo call'd,
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name,
and for thy name, which is no part of thee,
Take all myself.

Othello/Julius Caesar Venn Diagram

Othello	Both	Julius Caesar
Suicide	Title Character Dies	Assassination/Murder
Fatal Flaw: Jealousy	Tragedy	Fatal Flaw: "Ambition"/Arrogance
Iago (+Emelia, Roderigo)	Conspiracy	Cassius (+Others) / Brutus
	Epilepsy
Motiveless Crime		Cassius: Avenge Pompey / Brutus: Protect Rome
Fiction	Prose + Iambic Pentameter	True Events
Ends with Othello's Death	Globe Theater Spectacle	Caesar Dies Halfway Through
Moral Message	High and Low Appeal	Political Message to Friend and Foe
"All" Sexual Innuendo		No Sexual Innuendo

Notes on Shakespeare's Julius Caesar

Copy of William Shakespeare & Julius Caesar Background on Prezi

English II: Julius Caesar Act III, Scene i

After reading the opening scene of Act III, answer the following questions:

1. What was Caesar’s reaction to the soothsayer? To Artimedorus’ letter?


2. Who has been selected to be the first to stab Caesar?


3. What is Metellus Cimber’s petition?


4. What is ironic about Caesar’s speech in lines 58-74?


5. What was Antony’s initial reaction to Caesar’s death? Why do you think he reacted like that?


6. What did you think about the conspirators when they bathed their arms in Caesar’s blood?


7. How and why does Antony’s reaction to Caesar’s death change?


8. What bargain does Antony strike with Brutus? What is Cassius’ reaction?

Othello Socratic Seminar Questions

Be prepared to discuss these questions in class on Wednesday, March 23, 2011.


WORLD CONNECTION QUESTIONS
Which is more important, friendship or money? --J.H. 1st

How would you react if your family rejected you because of the person you chose to love? --Y.T. --3rd

How do you think you'd feel if someone gave you something that has been passed down from generation to generation? --L.G. 8th



CLOSE-ENDED QUESTIONS
According to Gratiano in the final scene, how did Brabantio die? --O.G. 8th

When confronted with your guilt -- and you are guilty -- how would you react? --N.G. 7th

How was the Turkish fleet defeated at Cyprus? --Mr. Mikesell

How old was Iago? --Mr. Mikesell



OPEN-ENDED QUESTIONS
In 3.3.117, Iago says he loves Othello: Why does he do that when it is obvious he hates him? --L.M. 3rd

Why did Iago kill Roderigo? --P.H. 7th

Why did Desdemona fall in love with Othello? --Y.C. 8th

What is Iago's beef with Cassio? --Mr. Mikesell



UNIVERSAL THEME / CORE QUESTIONS
If someone conned you into doing something foolish or criminal, what would you do? --A.V. 1st

After reading Othello, will you guard against being ruled by your emotions, why, and if so, how? --L.A. 1st

Iago goes back and forth on the value of reputation: what value do you place on it and why? --K.M. 3rd.



LITERARY ANALYSIS QUESTIONS
What tone(s) does Shakespeare use when Iago presents his asides/soliloquies detailing his scheme? --A.S. 1st

How does Shakespeare employ irony in the play? --G.O. 8th

What fatal flaw did Shakespeare give Othello? --Mr. Mikesell

Testing Change

Due to this afternoon's unexpected cancellation of Patriot Academy, students who need to make up the 3/11 test will have to do so during their class period tomorrow. It will be up to those students to get the review/correction information from me after school.

Pre-AP students should review this post for study info: Othello: Acts I-III Test Preview

Students who miss tomorrow's test administration will take an entirely different, and likely more challenging, exam. Don't be that student.

Socratic Seminar Question Types: Othello

In class Mondday, March 21st, you will be creating Socratic Seminar questions (one for each of the following); the class will respond to on Wednesday, March 23rd. They will be due Tuesday, March 22nd.


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

Example: How do you deal with jealousy?


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

Example: How was the Turkish fleet destroyed at Cyprus?


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

Example: What reason(s) does Iago give for wanting to destroy Othello?


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

Example: When circumstantial evidence points to your guilt, how do you prove your innocence?


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

Example: What "fatal flaw" does Shakespeare give Othello?

All questions must be accompanied by a valid answer or no credit will be awarded for those questions. Questions that can only be answered with evidence from the movie will receive no credit. Questions that can be answered with evidence from the movie that also appears in the play will receive 14 points each (for a maximum of 70). Questions that can be answered with evidence only from the play will receive 19 points each (for a maximum of 95). If all five of your questions can only be answered with evidence from the play you will receive an extra 5 points (for a total of 100).

Happy "Death to Caesar" Day

From Conan O'Brien's Twitter feed:

ConanOBrien: Why did that soothsayer tell Caesar to “Beware the Ides of March” when he could've more helpfully said, “Beware the knives of stabbers”?

Hope you're enjoying your Spring Break (Pre-AP: to the extent that your reading of Othello, Acts IV and V, and Caesar, Act I will allow).

English II: Julius Caesar Speeches and Memorization Tips

To hear the speeches, select the links below:

Cassius: Two Stories

Brutus: The Serpent's Egg

Antony: Funeral Oration

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



MEMORIZATION TIPS

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


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


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


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


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


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


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


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

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

Memorization tips via about.com

Othello Acts I-III Test Preview

You should know the following for tomorrow's quiz on the first three Acts of Shakespeare's Othello:

Scenes

• Act I, scene ii
• Act III, scene iii

Literary Terms

• Allusion
• Anaphora
• Apostrophe
• Parallelism
• Soliloquy
• Synecdoche

Mythological Characters

• Janus

Tone/Mood

• Disinterested
• Magnanimous
• Objective
• Paradoxical
• Partial

Vocabulary

• Contradict
• Gullibility
• Oratorical

Pre-AP: Literary Devices in Othello

Find examples of each of the following literary devices in the text of Othello. Quote the entire sentence it appears in. Cite the speaker and reference for each (either the traditional II.i.37 or the contemporary 2.1.37).

For example, if the literary device was Tactile Imagery, you might select the following line:

Othello: No, my heart is turned to stone: I strike it and it hurts my hand. (IV.i,179-180)

If you do not cite the speaker and the act, scene, and line numbers, you will not receive credit for your work.

The List:

• Adage/Aphorism/Axiom
• Alliteration
• Allusion
• Apostrophe (NOT the punctuation; this is the direct addressing of a personified idea or a person not present)
• Flashback
• Foreshadowing
• Irony
• Metaphor
• Oxymoron/Paradox (pick one and use it properly)
• Personification
• Pun
• Simile

You may use the same quote more than once if the literary devices are present in different parts of the quote. For instance if a simile contains alliteration, you may use the quote for one or the other, but not both; on the other hand, if the simile appears at the beginning of the quote and alliteration elsewhere, you may use the full quote twice.

Googling or visiting Yahoo Answers (or other web source) will not lead to success. Do the work. There are plenty of examples of each literary device in the play. Find them.

Free Othello Text/Audio

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

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

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

English II: Julius Caesar Meaningful Sentences

Download and print the worksheet handed out in class.

Complete meaningful sentences for all 15 vocabulary words.

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

Remember:

• a meaningful sentence is made up of two independent sentences combined with a semicolon (;)


• the first sentence includes a vocabulary word


• the second sentence contains the definition of that vocabulary word


• the first word of the second sentence is not capitalized


• you should underline the vocabulary word and its definition

For instance, if the vocabulary word was:

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

a meaningful sentence would be:

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

Pre-AP: IWA #5

Choose one of the following prompts:

Compare and contrast the traitors Iago and Brutus. Pay attention not only to what they say about themselves and others, but to the trustworthiness of what others say about them, as well. Ultimately conclude whether Iago or Brutus (or both) were justified in their actions against the title character of their respective plays. Focus
on the literary devices (simile, metaphor, etc.) Shakespeare uses, not just plot summary—diction may be addressed, but it must be discussed in terms of tone/mood rather than simple vocabulary; no more than a third of your IWA may focus on diction.

(Alternatively, you may enter the Ayn Rand/Anthem essay contest. Deadline March 20 (the day you return from Spring Break.)

Tips to success:

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

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

*** More than 5 careless spelling mistakes and 10 careless punctuation errors will result in a REDO grade***

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

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


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


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


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


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

Drop-Dead Deadline: Friday, April 8, 2011.
(If no work is received by 3/25, a "Missing" grade (counts as a 0) will be entered into the grade book; some work may receive a temporary "Incomplete" grade (no effect on grade), but that will be replaced with a "Missing" on 4/1.)

Iago's Web

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

• Brabantio
• Cassio
• Desdemona
• The Duke
• Emelia
• Othello
• Roderigo

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

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

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

"Better Words" Worksheet

You'll be streets ahead with your TAKS essay/story if you use higher-grade vocabulary instead of humdrum verbs and expressions.

Several classes performed an exercise on this during the TAKS-prep period at the end of the day today. Here's a worksheet so you can play along at home! Simply come up with three words/expressions that are better superior alternatives to the listed words. Then, use one of those words as the basis for a simile or metaphor.

Easy, right?

TAKS Tips

Enliven Writing with Mood-Based Metaphors

Remember to choose words for similes, metaphors, personification, etc., that causes your reader to feel the mood your narrator is in your personal narrative. For instance in the simile

I was as happy as a vampire that had devoured all the babies in the village

it is clear that you were very, very happy; unfortunately, your reader feels repulsed. Bad move. And while the simile

I was as happy as a kitten with a ball of yarn

is cliched, at least your reader feels somewhat happy, too.


Remember these examples from class, and use something like them in your TAKS essay (mood words in italics:

The gnarled trunk loomed over both of us -- encompassing us in darkness.

The dark, ominous, broken tree lured us inside the forest.

The tree branches were so high they almost reached heaven.

The precious golden sunflower danced back and forth in the wind.

My bloody heart burst in pain.

The neon green shoes she wore totally highlighted her outfit.

The tree swayed in the breeze like a graceful dancer.

The willow tree hung low over the pond.

The coward sun hid behind the storm clouds.

The lemon-drop sun soured my afternoon with a bitter glare.

The golden sun blessed our morning with joyful light.

My face was as red as dynamite.

Practice the TAKS test online ... for FREE!

I know, right? I'm excited too.

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

• Grade 10, 2009


• Exit Level, 2009


• Grade 10, 2006


• Exit Level, 2006

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

Revising & Editing Tips

Today's classroom notes:

The major parts of the revising and editing section of the sophomore TAKS test can be remembered by the acronym CUPSSSS (think of a cup with a snake in it, but a friendly snake, OK?).

Capitalization

Primarily proper nouns -- people's names, brand names, landmarks, groups/associations, cities, states, countries, planets, languages, etc. -- but occasionally the first word of a sentence; possibly the pronoun "I." Usually involves a word that should be capitalized and isn't.

• "the lake" vs. "Bachman Lake"


• "the bridge" vs. "Golden Gate Bridge

Usage

Any of a number of ways to make sure that the correct word is used given the context of the sentence.

• Verb Tense: Past vs. Present


• Subject/Verb Agreement: Singular vs. Plural


• Adverb vs. Adjective (strongly vs. strong)


• Word choice: accept vs. except


• Transition words

Most correct Revising & Editing answers will be based on usage.

Punctuation

Usually a missing comma or quotation mark, though occasionally a comma or quotation mark that doesn't belong; also periods, semicolons, question marks.

Spelling

You're on your own without dictionary access, so eliminate other choices if you're not 90% certain the word is misspelled.

Style

Usually a matter of finding the word that matches the tone of the selection. Most likely a matter of finding an academic/serious/professional word instead of a casual/slang word.

Sentence Combination/Revision

"How would you combine sentences X and Y?" "How can the ideas of sentences P and Q be combined? "How should sentence N be revised?"

I have NEVER seen the correct answer

• have a period keeping the answer as two "sentences" (usually one or both is/are not a complete sentence);


• join the two sentences with just a comma;


• join the two sentences with a semicolon and a FANBOY.

Furthermore, the answer is SELDOM

• one of the two longest options (remember, you're combining, which meants taking redundant material out; sometimes the sentence/ideas will be linked with a FANBOY or WABU, which can keep the answer longer than most);


• one that has three or more commas.

Plus a bonus S:

Sequence

The best answer usually involves putting sentences in a paragraph into chronological (time) order or eliminating a sentence with unnecessary information.

Open-Ended Question Practice

Following the direct-answer/embedded-supporting-evidence formula, answer the following questions on the Open-Ended Question Response Worksheet.

OEQ #1

In “Harrison Bergeron” why does the government handicap George but not Hazel?

OEQ #2

Why do the women in “Embroidery” stay on the porch instead of going inside to prepare supper?

OEQ Crossover

How do the characters in “Harrison Bergeron” and “Embroidery” react to their particular situations in life?

If the "Embroidery" link above cuts off the last page for you, try this link, instead (ignore the notes in the margin).

TAKS Challenges

Just so they're out there and can't be retracted, here are this year's TAKS Challenges:

TAKS Challenge #1:

If 94% of my students pass the TAKS test, I will celebrate by "going bananas" and wearing a gorilla suit during Spring "dead week" (ACP Review).

TAKS Challenge #2:

If 20% of my students get a "commended" score on their exam, I will wear the other kind of "monkey suit" -- a tuxedo -- during the ACP review as well.

I have every confidence in you that you can make both these things happen.

Open Ended Question Rubric

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

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

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

Do not repeat your answer in the quote, or vice-versa (e.g. Scrooge's partner Marley was as dead as a doornail. We know this because in the opening chapter the narrator says "Old Marley was as dead as a doornail.").

Meaning in Anthem

Didn't copy down the graphic showing how to explain the meaning of Anthem based on your analysis of literary devices?

Download it here.

You're welcome.

Revising & Editing Tips

Grammar Notes: Sentence Pattern 7 (Complex with WABUs)

Satruday School

Students who attend Saturday School may qualify for extra credit removing the need to write the out-of-class essay during the 5th Six Weeks.

Saturday School will be held February 12th, 19th, and 26th from 8:30a to 12:30p.

Students who attend two Saturdays will receive an automatic 85 on their IWA (pre-AP) or other essay (English II).

Students who attend all three will receive an automatic 100.

All students must be productively working on TAKS objectives during each 4-hour session to receive the extra credit.

TAKS Essay Score Point 3

Following is criteria for scoring a "3" on the TAKS Essay. The words in green are those missing from the in-class handout.

SCORE POINT 3

EACH COMPOSITION AT THIS SCORE POINT IS A GENERALLY EFFECTIVE PRESENTATION OF THE WRITER’S IDEAS.

FOCUS AND COHERENCE

• Individual paragraphs and the composition as a whole are, for the most part, focused. The writer generally shows the clear relationship between ideas, making few sudden shifts from one idea to the next.


• The composition as a whole has a sense of completeness. The introduction and conclusion add some depth to the composition.


• Most of the writing contributes to the development or quality of the composition as a whole.

ORGANIZATION

• The writer’s progression of thought from sentence to sentence and paragraph to paragraph is generally smooth and controlled. For the most part, transitions are meaningful, and the links between ideas are logical.


• The organizational strategy or strategies the writer chooses are generally effective.


• Wordiness and/or repetition, if present, are minor problems that do not stall the progression of ideas.

DEVELOPMENT OF IDEAS

• The writer attempts to develop all the ideas included in the composition. Although some ideas may be developed more thoroughly and specifically than others, the development overall reflects some depth of thought, enabling the reader to generally understand and appreciate the writer’s ideas.


• The writer’s presentation of some ideas may be thoughtful. There may be little evidence that the writer has been willing to take compositional risks when developing the topic.

VOICE

• The writer engages the reader and sustains that connection throughout most of the composition.


• For the most part, the composition sounds authentic and original. The writer is generally able to express his/her individuality or unique perspective.

CONVENTIONS

• The writer generally demonstrates a good command of spelling, capitalization, punctuation, grammar, usage, and sentence structure. Although the writer may make minor errors, they create few disruptions in the fluency of the composition.


• The words, phrases, and sentence structures the writer uses are generally appropriate and contribute to the overall effectiveness of the communication of ideas.

Grammar Notes: Sentence Pattern 6 (Pairs and Series)

IWA Deadline Shift

Because I'm not at school today to collect IWA #4, the February 4th "no work equals 'Missing' grade" deadline will now be Tuesday, February 8th.

The February 11 "'Incomplete' equals 'Missing' grade" deadline remains in force.

If you want me to review the content of your IWA, e-mail me your .doc or .rtf file. Your essay will still have to meet formatting standards when it's printed out, but I'll give you feedback on the content, whether you're on the right track or not.

Grammar Notes: Sentence Types 4 & 5 (Appositives & Connectors)

Anthem Socratic Seminar Questions

Be prepared to discuss these questions in class on Thursday, January 27, 2011.
If you missed the seminar, submit well-thought out written responses to two questions (100%; one question=80%).

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

WORLD CONNECTION QUESTIONS
How do you think you'd react if you were exiled from a group, team, clique, or organization because of your ideas/thoughts? --J.C. (1st)

How do you think you'd feel if you discovered that everything you know was a lie? --A.B. (3rd)


CLOSE-ENDED QUESTIONS
What did Equality 7-2521 discover in Chapter 3? --L.T. (8th)

What does "equal" mean in Anthem? --P.H. (7th)

What was Equality 7-2521's job? --G.O. (7th)


OPEN-ENDED QUESTIONS
Why did Equality 7-2521 say he was born with a curse? --F.T. (3rd)

Why doesn't the Council allow the citizens to think? --V.A. (7th)


UNIVERSAL THEME / CORE QUESTIONS
Can a Eugenics program like the one in the book ever work? --J.H. (1st)

If fighting for your rights was considered a crime, how would you fight for them? --C.R. (3rd)

Why do people try to control others? --K.M. (8th)


LITERARY ANALYSIS QUESTIONS
How does the dystopian setting help establish the mood of the story? --E.G. (1st)

What is the significance of the two allusions made in Chapter 12? --L.M. (3rd)

How does the mood of the story change from the beginning to the end? --P.J. (8th)

Grammar Notes: Sentence Pattern 3 (Compound Verb Phrase)

Socratic Seminar Question Types: Anthem

Submit one (1) of each of the following by Wednesday, January 26th. I will pick several and post them to the website that evening. Be prepared to discuss them in class on Thursday., January 27th. Questions may address any and all aspects of Anthem, but particular emphasis should be placed on the second half of the book.


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

Example: How do you feel when others depend on you for success of the group?


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

Example: In Chapter 3, which two chemical elements does Equality 7-2521 use to create an electrical current?


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

Example: Why does the Council reject Equality 7-2521's light bulb?


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

Example: After reading Anthem, do you feel it is more important to live individually or as part of a group?


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

Example: In Anthem, why does Rand surround the village by an "uncharted forest"?

Grammar Notes: FANBOYS and Sentence Pattern 2

Grammar Notes: Intro and Sentence Pattern 1

Anthem Meaningful Sentences

Use ten of these fifteen vocabulary words from Anthem to write meaningful sentences. Sentences that do not conform to the formula will not receive credit, nor will sentences with misspelled vocabulary. (Due 1/24/2011)

Vocabulary Words:
(click link for dictionary.com entry; number in parentheses is page number in book)

• Transgression (17)
• Vocation (17)
• Portal (19)
• Taut (40)
• Eugenics (41)
• Reprimand (45)
• Humble (66)
• Wretch (71)
• Infamy (71)
• Reverence (93)
• Edict (94)
• Vindicate (95)
• Covet (96)
• Depraved (97)
• Creed (97)

Remember:

• a meaningful sentence is made up of two independent sentences combined with a semicolon (;)


• the first sentence includes a vocabulary word


• the second sentence contains the definition of that vocabulary word


• the first word of the second sentence is not capitalized


• you should underline the vocabulary word and its definition

For instance, if the vocabulary word was:

Anthem (n): a song of praise, devotion, or patriotism.

a meaningful sentence would be:

Before the Super Bowl, a celebrity always sings our national anthem, "The Star-Spangled Banner"; that song fills me with pride for America whenever I hear it.

"Harrison Bergeron" Test Preview

You should know the following for tomorrow's quiz on Kurt Vonnegut's "Harrison Bergeron":

Literary Terms

• Alliteration
• Connotation
• Dialogue
• Hyperbole
• Personification
• Point of View
• Simile
• Tone

Mythological Characters

• Artemis (Diana)

Vocabulary

• Ambition
• Autobiography
• Combative
• Communist Propaganda
• Cynicism
• Dystopian
• Enthusiasm
• Fanatical
• Futuristic
• Grandiose
• Historical Fiction
• Humorous
• Hyperbolic
• Imperial
• Individualistic
• Melancholy
• Mysterious
• Passionate
• Pessimism
• Resignation
• Romance
• Sarcastic
• Science-Fiction
• Sympathetic
• Utopian

Fixing Run-On Sentences

On your own paper, fix the following problem sentences using the strategy indicated (strategies listed after problem sentences).

1. Julia escorts her mother to church every Sunday she values the time she gets to spend with her mom. (Strategy 1)


2. John dropped the clothing off at the cleaners he didn’t want to risk messing them up by washing them by hand. (Strategy 4)


3. Jisel and Jacques work at the grocery store after school they are saving money for their prom tickets. (Strategy 4)


4. Jeremy had to stay after school he could not leave at 4:00 with everyone else. (Strategy 3)


5. Janice loves watching the football game with her dad she never forgets to invite him over on Sundays. (Strategy 2)


6. Jacob loves to eat spaghetti and meatballs he goes to the same restaurant every Thursday to eat his favorite meal. (Strategy 1)


7. Jane left her glasses at the library it closed early so she had to wait until the next day to pick them up. (Strategy 3)


8. James can either come to tutoring before school he can stay for Patriot Academy after school. (Strategy 2)

Strategy 1: Split into two sentences.

Strategy 2: Insert a comma and one of the FANBOYS between the two independent clauses.

Strategy 3: Insert a semicolon between the two independent clauses.

Strategy 4: Add an appropriate WABU at the beginning of the run-on and a comma between the independent clauses, OR just insert an appropriate WABU between the independent clauses.

Pre-AP: IWA #4

Choose one of the following prompts:

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

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

Tips to success:

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

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

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

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

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


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


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


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


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

Drop-Dead Deadline: Friday, February 18, 2011.
(If no work is received by 2/4, a "Missing" grade (counts as a 0) will be entered into the grade book; some work may receive a temporary "Incomplete" grade (no effect on grade), but that will be replaced with a "Missing" on 2/11.)

Listen to Anthem

For a free audiobook of Anthem, visit LearnOutLoud.com.

Note: I have not listened to this recording beyond the introduction, so I only know that the reader has a pleasant voice and doesn't know how to pronounce Ayn Rand's first name.

The reader may go nuts and start swearing uncontrollably halfway through for all I know.

...and if that possibility doesn't encourage some of you to download it right now and start listening along as you read, I don't know what will.

Enjoy!

Pre-AP: Ayn Rand/Anthem PowerPoint

Can't get enough of that Ayn Rand/Anthem PowerPoint?

Check it out at Ms. Farinas' Class Blog.

Pre-AP: Tuesday Tutorial

Students who have not received credit for the third six weeks IWA should come to a special essay/IWA-writing tutorial on Tuesday, January 18 from 8:30 to noon. Discussion will revolve around difficulties you have with the assignments, strategies for success, and the opportunity to get your IWA/project credit.

If you are in the process of writing IWA-3B, you may email it to me, but you won't get credit unless you attend the tutorial.

A "robocall" is going out this weekend, inviting students to this tutorial. Some students who completed the IWA on Friday may still receive the phone call, most likely if the work was turned in after 2pm when I submitted the "to be called" list. It happens; don't freak out.

OpenOffice.Org

Don't have MS Word? Use OpenOffice.Org, instead. It's free and will allow you to save .doc or .rtf files.

You're welcome.

IWA #3b: “How Much Land Does a Man Need?” / “The Necklace”

Please write an essay based on the following prompt (this graphic organizer may help):

Ralph Waldo Emerson once said, “Money often costs too much.” Both “How Much Land Does a Man Need?” and “The Necklace” explore the paradox that wealth can carry a great cost to an individual, a family, and/or a community. In a well-developed, two-page (minimum) essay explore the literary strategies Tolstoy AND Maupassant use throughout their short stories to communicate this idea to the reader.

A REWRITE/70 grade will NOT be awarded for this IWA. Please submit a draft early in the post-ACP study hall week so you can get a REVISE/85 grade by the end of the 3rd Six Weeks (1/14).

Tips to success:

Do not simply recount the tragedies the characters encounter. Extensive plot summary will result in a REDO grade (no points). Substantial focus on plot summary will result in a REWRITE (also no points). Look at diction, metaphor, imagery, etc., and how the authors’ uses of these techniques changes over the course of the story to help you explore the subject of the cost of wealth/money.

Do not personalize with first-person POV (I/me/my) commentary.

Focus on both of the short stories equally. Do not write more than 60% on either one or you will be directed to REWRITE (accruing 0 points in the process).

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

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


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


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


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


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

Double-Dog-Dare-Drop-Dead Deadline: Friday, January 14, 2011.

Pre-AP: Things for Tomorrow

Tomorrow is the drop-dead deadline for IWA #3. Find the prompt and details on formatting here. You've known about this since Nov. 16th, 2010. If you have questions, ask them before 10:30 tonight. If you need me to print your IWA for you, it must already be properly formatted; I won't fix it for you this time.

For tomorrow's 6-Week Exam, you should know:

• Definitions of Christmas Carol vocabulary


• Literary Terms from this semester


• Tolstoy's use of literary devices in "How Much Land Does a Man Need?"

The vocabulary and story questions will be multiple choice. You must be able to define the literary term and provide a creative example in Section II of the test. (Using or modifying the examples I have provided takes no creativity and will not result in receipt of credit.)

English II Essay Project

After responding to one of the following prompts, submit your essay online at my.hrw.com -- e-mail me if you need your Login ID again.

1. Occasionally, students in elementary school are advanced to the next grade even though they have not successfully completed the lower grade. Advocates of "social promotion" think that keeping a child in a grade for longer than a year hurts the child's development and self-esteem. Write an essay stating your opinion on this issue, making sure to support your opinion with convincing reasons.


2. Your city council is considering a proposal that would ban the use of cell phones in privately owned businesses such as restaurants, movie theaters, and retail stores. Violators would be subject to a fine. What is your position on this issue? Write a letter in which you convince the city council to support your position, giving strong evidence for your reasons.


3. In some countries every young person must serve two years of military service. Should we have a similar policy in the United States? Write an essay stating your position on this issue and supporting it with convincing reasons. Be sure to explain your reasons in detail.


4. Your state legislature is considering a bill that would require a person to earn a high school diploma before he or she could receive a driver’s license. What is your position on this issue? Write a letter to convince your state legislature to accept your point of view.


5. Your city council is considering a curfew that would make it illegal for teenagers to be out on the streets after 10 p.m. on weekdays or after midnight on weekends. What is your position on this issue? Write an essay that would convince the city council to agree with you. Be sure to support your position with detailed reasons.


6. A well-known football coach once said, "Winning isn’t everything, it’s the only thing." Do you agree or disagree with this statement? Write an essay in which you state your position and support it with convincing reasons.


7. Your local school board is considering requiring students to take part in community service programs in order to graduate. What is your position concerning this issue? Write a letter to the members of the school board stating your position and supporting it with convincing reasons. Be sure to explain your reasons in detail.


8. In an effort to save money, your local school board is considering eliminating elective subjects such as art, band, and auto mechanics. What is your position on this issue? Write a letter to the school board stating your position and supporting it with convincing reasons. Be sure to explain your reasons in detail.


9. Some people believe it’s better to grow up in a small town. Other people think it’s better to grow up in a big city. What is your position on this issue, and what reasons support your position?


10. Your principal is considering a new grading policy that replaces letter or number grades on report cards with pass or fail. What is your position concerning this issue? Write a letter to your principal stating your position and supporting it with convincing reasons. Be sure to explain your reasons in detail.