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?
Wednesday, May 11, 2011
Monday, May 9, 2011
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.
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.
Friday, May 6, 2011
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.)
Due: Tuesday, May 17, 2011.
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.)
- 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.
- If possible, ask your parents why they chose the name(s) they gave you and write down their response(s).
- How much is your name a part of your identity? What do you feel your name “says” about you? If you changed your name would you become a different person? Why or why not?
Due: Tuesday, May 17, 2011.
Thursday, May 5, 2011
Pre-AP: "Sand and Sieve" Essay Prompt Preview
In class on Friday, May 6th, students will respond to the following essay prompt.
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.
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.
Wednesday, May 4, 2011
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.
I now have the entire novel, plus the Afterward and Coda.
Tuesday, May 3, 2011
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
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
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?
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?
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