6/12-13/2019
FInal time! Whoo whoo!!
30 points in the writing category! You’ve now finished reading Catcher. This is your final chance to write about the novel, show me your advanced in class essay writing skills, and show me your mastery of writing and proving a theme statement through literary analysis. Choose a prompt from below and write a focused, clear, in class essay that fully explores theme. Be sure to include a direct thesis statement that has the author, title of the novel, a clear theme statement and a connection to the prompt you choose. (This will be graded on the AP rubric :))
DON'T FORGET TO RETURN YOUR BOOK TO THE LIBRARY WHEN YOU'RE DONE!!!
30 points in the writing category! You’ve now finished reading Catcher. This is your final chance to write about the novel, show me your advanced in class essay writing skills, and show me your mastery of writing and proving a theme statement through literary analysis. Choose a prompt from below and write a focused, clear, in class essay that fully explores theme. Be sure to include a direct thesis statement that has the author, title of the novel, a clear theme statement and a connection to the prompt you choose. (This will be graded on the AP rubric :))
- Symbols are an essential element to understanding the message of this novel. In a clear, direct, and concise essay analyze how one of these symbols helps create the theme statement. The symbols you have to choose from include the hat, the carousel, the ducks or Allie’s baseball glove.
- Literary devices are used by all authors to evoke some sort or tone or to send a message. Select a prevalent literary device that is used for some effect and write a clear, direct, and concise essay analyzing how this literary device helps support a theme statement.
- Characters play a key role in every novel. This novel has a specific set of characters that shape Holden’s experiences. Choose one character and write a clear, direct, and concise essay analyzing how this character helps create a theme statement for the novel.
DON'T FORGET TO RETURN YOUR BOOK TO THE LIBRARY WHEN YOU'RE DONE!!!
6/7/2019
Today, you're going to answer two questions about Chapter 24. Then, you will have time to finish the book. :)
- When Mr. Antolini tells Holden he is “headed for a terrible fall,” what is he describing? Does Holden understand this?
- The end of chapter 24 is a bit ambiguous. What does Holden think is happening when he wakes up? Do you agree or disagree with Holden’s analysis of the situation? Provide evidence from the text to support your claim.
6/6/2019
- Holden’s conversation with Carl Luce gives us some good insight into what Holden is really like, as Carl’s statements, reactions and behavior reveal what Holden’s current state is. How could Carl Luce describe Holden? Give two adjectives to describe Holden, and then support each one with evidence from the text.
- Holden goes to check on the ducks in Central Park, and experiences a series of rather unfortunate events. What does this incident reveal about Holden’s current mental state? Provide evidence from the text to support your answer.
- In Chapter 22, we finally learn what the title of the book means. What does it mean to Holden, and why is it important?
Then we read for the rest of the period.
6/5/2019
We talked about Holden's attempts to connect with people, and how they are increasingly awkward. This contributes to his sense of isolation.
Then, we read.
Then, we read.
6/4/2019
I have a sub today. My intention is to give you the bulk of the period to read.
You are going to answer one question on your own sheet of paper. Then, you are going to spend the rest of the class reading.
Your question: Who is Allie, and what does Holden admire about Allie? What happens to Holden the night Allie dies?
You need to be done with Chapter 16 by tomorrow.
Homework: READ
You are going to answer one question on your own sheet of paper. Then, you are going to spend the rest of the class reading.
Your question: Who is Allie, and what does Holden admire about Allie? What happens to Holden the night Allie dies?
You need to be done with Chapter 16 by tomorrow.
Homework: READ
6/3/2019
Today, we did a quick discussion of Chapters 1-4 of Catcher in the Rye. Then we had reading time.
You need to be done with Chapter 10 (through page 85) by tomorrow.
Homework: READ
You need to be done with Chapter 10 (through page 85) by tomorrow.
Homework: READ
5/30-31
We went to the library and checked out The Catcher in the Rye. We had reading time. We need to be done with Chapter 4 by Monday.
We talked about the frame device and where Holden is in Chapter 1.
Homework: READ
We talked about the frame device and where Holden is in Chapter 1.
Homework: READ
5/28/2019
Today, we worked on our final assessment for Lord of the Flies--the LOTF One-Pager.
Directions and scoresheet for this assignment can be found here: https://docs.google.com/document/d/1B4Nngx72n_epfgVK0v5dU3MRJWB4_vLwAQ-ew7sFeDU/edit?usp=sharing
One-Pagers are due THURSDAY. They will go in the writing category, so take your time and do a great job!
Directions and scoresheet for this assignment can be found here: https://docs.google.com/document/d/1B4Nngx72n_epfgVK0v5dU3MRJWB4_vLwAQ-ew7sFeDU/edit?usp=sharing
One-Pagers are due THURSDAY. They will go in the writing category, so take your time and do a great job!
5 22/23-5/24/2019
Here is today's assignment. This is due Tuesday at the beginning of the peirod. :)
Directions: Please answer the three questions below in chunk format.
Directions: Please answer the three questions below in chunk format.
- How is Piggy different from the other kids (not physically, but emotionally and intellectually)? Why is it important that he dies before the end of the book? What might this mean?
- In Chapter 11, one of the most important symbols in the book, the conch, is crushed when Piggy is killed. Explain the significance of the conch being crushed (in other words, why is it important, what does it mean in a symbolic sense, and what significance might it have for the rest of the story). In order to do this effectively, you will need to explain the significance of the conch itself, as well as the significance of its destruction.
- There are several instances of irony in Chapter 12 of the novel. (Hint: many of them involve fire). Identify two examples of irony in chapter 12, and explain how those situations are ironic.
5/20/2019
Oh, it's Smarter Balanced testing this week, and we have a SUPER weird schedule.
You need to be done reading the book by the end of the week. The questions below are from Chapters 10-11 and are due either Thursday or Friday, depending on which day we actually have class. :)
Directions: Please answer the questions below in chunk format on your own sheet of paper. You must have at least once chunk per question.
1. Based the conversation between Ralph and Piggy, do you think ALL the boys knew they were killing Simon? Why or why not?
2. Explain the significance of the fighting in Chapter 11, and what purpose it serves in progressing the theme of the novel.
3. Before he dies, Piggy tries to reason with Jack and his tribe. Why are these questions--and what happens as a result--so important in the progression of the theme of the novel?
Homework: READ!!! You need to be finished by the end of the week. You can read when you're done with the SBA, so DO IT!!!
You need to be done reading the book by the end of the week. The questions below are from Chapters 10-11 and are due either Thursday or Friday, depending on which day we actually have class. :)
Directions: Please answer the questions below in chunk format on your own sheet of paper. You must have at least once chunk per question.
1. Based the conversation between Ralph and Piggy, do you think ALL the boys knew they were killing Simon? Why or why not?
2. Explain the significance of the fighting in Chapter 11, and what purpose it serves in progressing the theme of the novel.
3. Before he dies, Piggy tries to reason with Jack and his tribe. Why are these questions--and what happens as a result--so important in the progression of the theme of the novel?
Homework: READ!!! You need to be finished by the end of the week. You can read when you're done with the SBA, so DO IT!!!
5/16/2019
Today, we talked about symbols and Christ Figures in class. If you were AP testing, please make sure you read this following article: Christ Figure info here
Then, think about what character in Lord of the Flies fits the criteria for being a Christ Figure.
Come into class tomorrow ready to discuss whether the boys knew they were killing Simon or not. If they are aware, when did they become aware? Be prepared to defend your answer with evidence from the text.
Then, think about what character in Lord of the Flies fits the criteria for being a Christ Figure.
Come into class tomorrow ready to discuss whether the boys knew they were killing Simon or not. If they are aware, when did they become aware? Be prepared to defend your answer with evidence from the text.
5/10/2019
DWA REVISION ASSIGNMENT CAN BE FOUND HERE. It is due next Friday, May 17. You can earn up to 10 points back on your DWA grade. YOU SHOULD DO THIS!!!
5/9/2019
We did a Chapter 7 close read yesterday. The handout is right here. Make sure you answer the question: "Why are you supposed to feel uncomfortable after reading this passage?" in the blank space under the passage.
5/7/2019
We did a Chapter 5 close read today. See me for the handout if you were gone, or click on this link to access a copy of the document.
5/6/2019
LOTS OF READING TiME!
You need to be DONE with CHAPTER 8 by FRIDAY!!!
GET READING!!!
You need to be DONE with CHAPTER 8 by FRIDAY!!!
GET READING!!!
Today we did a groovy activity where we worked in groups to run mock "campaigns" for why a certain character would be the best leader on the island. You got speaking/listening points for participating. Then, you individually created a campaign poster for your candidate. :)
4/30/2019
LORD OF THE FLIES
CHAPTER 3-4
Directions: Answer these questions on your own paper, using complete sentences. Provide evidence from the text to support your answers.
CHAPTER 3-4
Directions: Answer these questions on your own paper, using complete sentences. Provide evidence from the text to support your answers.
- How much time do you think has passed since the end of chapter 2 and the start of chapter 3? Give evidence to support your answer.
- How are things going on the island? What needs are being met? What needs aren’t being met?
- Piggy has ideas—some of them good. Why do the other kids ignore these ideas—and him??
- How are Ralph and Jack similar? How are they different?
- What happens when the boys see a ship?
- How do the hunters react after killing the pig? Why should this reaction bother you?
- How are Piggy’s glasses broken? Why might this be important? (You might want to think of what they use Piggy’s glasses for, as well as who broke them.)
- In this chapter, critics will tell you that we see the first real conflict between “civilization” and “savagery.” In a paragraph of at least two chunks, explain this conflict. Specifically, what is the conflict about in this chapter? You will need to discuss which kids represent “civilization” and what they want to do, and which kids represent “savagery” and what they want to do. Your CDs need to be direct quotations from the text, and they need to be properly cited and embedded.
4/29/2019
Happy Monday!
We had a reading day today!!! You need to be reading Chapter 3 and 4 of LOTF for tomorrow. :)
We had a reading day today!!! You need to be reading Chapter 3 and 4 of LOTF for tomorrow. :)
4/26/2019
DO NOT FORGET TO TURN IN YOUR ESSAY TONIGHT!!!!!
Today, I have some questions for you about Chapter 2
LOTF Chapter 2
Directions: Please answer the following questions on your own paper. Use complete sentences, and explain your responses fully and provide evidence when requested.
Today, I have some questions for you about Chapter 2
LOTF Chapter 2
Directions: Please answer the following questions on your own paper. Use complete sentences, and explain your responses fully and provide evidence when requested.
- In the meetings, what does the conch represent? What larger, symbolic, meaning does it have? How do you know? Explain fully.
- Is there actually a “beastie,” or is it just a figment of the kids’ imagination? How do you know? Explain fully.
- How do they light the fire? Who comes up with the idea? Use evidence to support your answer.
- In addition to being an actual fire, what symbolic importance does the fire have? What does it represent?
- Is Piggy an important part of the group? How does Piggy feel about his role? As a result, how does he act? Use evidence to support your answer.
- Why don’t Jack and Ralph like Piggy? Even though they both seem to be annoyed by Piggy, is there a difference in the way they treat him? What does this tell you about Ralph and Jack? Use evidence to support your answer.
- Who is missing? Where is he? Why should you be concerned that he is missing?
- What does Golding mean by “the drum roll?” Explain fully.
4/25/2019
Today, while I'm gone, you are going to do some more thinking about Chapter 1. Please answer the questions below on your own paper!
Chapter 1
Directions: Answer these questions on your own sheet of paper. DO NOT USE CHROMEBOOKS. Use complete sentences, and provide evidence from the text when requested.
ALSO: DON'T FORGET TO TURN IN YOUR ESSAY!!! IT IS DUE TOMORROW AT 11:59 PM!!!!
Chapter 1
Directions: Answer these questions on your own sheet of paper. DO NOT USE CHROMEBOOKS. Use complete sentences, and provide evidence from the text when requested.
- What makes someone a good leader? Identify THREE traits that good leaders possess, and explain why each of those traits is important. Then, identify which (if any) of the boys on the island possess those traits—and use evidence to prove that they do have those traits. You should have separate answers for each trait, like this:
- Example Format: One of the important traits of being a good leader is _________________. It’s important because______________________ So far, the only boy who has this trait is ___________________. You can see this when he says, “__________________.”
- Based on your answers to Question 2 above, who seems like the best choice to be the leader on the island? Why? Make sure you explain your answer fully, and provide evidence.
- How does Jack communicate with the other boys? Does he use ethos, pathos, or logos? Why is (or isn’t ) his use of rhetorical appeals effective? Provide evidence from the text to support your answer.
- How does Ralph communicate with the other boys? Does he primarily use ethos, pathos, or logos? Why is (or isn’t ) his use of rhetorical appeals effective? Provide evidence from the text to support your answer.
- Already in Chapter One, it is obvious that Piggy has different ideas and priorities than the other boys. Why should the other boys pay attention to what Piggy is saying? Why don’t they? Is it just his physical appearance, or is it related to his use of ethos, pathos or logos? Provide evidence to support your answer.
ALSO: DON'T FORGET TO TURN IN YOUR ESSAY!!! IT IS DUE TOMORROW AT 11:59 PM!!!!
4/23/2019
Today, we did an introduction to close reading. If you were gone, please see Mrs. Holihan for a copy of the handout.
Then, we had work time. Some people made up vocab quizzes, some people worked on their essays (due Friday!) and some people read chapter 2 of LOTF.
Homework--Read Chapter 2 for tomorrow! Make sure to finish and upload your essay by Friday!
Then, we had work time. Some people made up vocab quizzes, some people worked on their essays (due Friday!) and some people read chapter 2 of LOTF.
Homework--Read Chapter 2 for tomorrow! Make sure to finish and upload your essay by Friday!
lord_of_the_flies_close_reading_1.docx | |
File Size: | 15 kb |
File Type: | docx |
4/22/2019
- Draw a person-shaped outline on your paper. (whole body or head and shoulders—you choose.)
- Outside of the outline, put AT LEAST THREE words or phrases that describe this character’s PHYSICAL appearance. What does he look like? What are his distinctive physical features or characteristics? Include evidence from the text.
- INSIDE of the outline, put at least THREE words or phrases that describe this character’s personality or beliefs. How does he treat others? What seems to be important to him? Include evidence from the text to support.
4/19/2019
We took vocab and lit quiz 15
4/18/2019
We checked out copies of Lord of the Flies. If you were gone today, please make sure you stop by the library and get a copy. Try to get a white copy with the kid with a giant fly on his head if you can. It will make life so much easier if we all have the same version. :)
Then, we took a couple of minutes and did a moderately fun yearbook survey. The link is here https://docs.google.com/forms/d/1wa26sYpDcVg0_EC5gvIwB9DEYXvB9N-QY3Q9ZgSdYWE/edit
Then we had time to start reading Lord of Flies.,
Then, we took a couple of minutes and did a moderately fun yearbook survey. The link is here https://docs.google.com/forms/d/1wa26sYpDcVg0_EC5gvIwB9DEYXvB9N-QY3Q9ZgSdYWE/edit
Then we had time to start reading Lord of Flies.,
4/15/2019
We talked about how to properly format and cite quotations for our essays. Make sure your quotations are all formatted and cited correctly!
citations.docx | |
File Size: | 13 kb |
File Type: | docx |
We will have a vocab and lit term quiz on Friday!
Vocab List 15
Noxious
Nuance
Obese
Obstreperous
Odium
Officious
Ominous
Omniscient
Ostensible
Ostracize
Pandemonium
Parsimonious
Penitent
Pernicious
Pertinent
Lit Terms
Colloquialism
Euphemism
Frame Device
Vocab List 15
Noxious
Nuance
Obese
Obstreperous
Odium
Officious
Ominous
Omniscient
Ostensible
Ostracize
Pandemonium
Parsimonious
Penitent
Pernicious
Pertinent
Lit Terms
Colloquialism
Euphemism
Frame Device
4/4/2019
We took vocab and lit quiz 14!
4/3/2019
iIts Thursday. I am spending nine hours of my day on an airplane flying home. You’re writing intros and conclusions. Equally painful? At least your desks are slightly roomier than an airplane seat. ;-p
INTRODUCTIONS
An introduction should be 5-7 sentences long. The LAST sentence of your introduction should be your thesis statement.
Your introduction needs to start with a vague statement about the thematic topic in your essay prompt. So, something like “M
The middle part of your introduction should be the background information the reader needs to know to understand your essay. This inc,uses the title (The Tragedy of Julius Caesar) and author of the play. It includes basic background about the play—where and when it takes place, and a VERY basic plot summary. You also need to introduce the characters you are going to discuss in your essay. So, if you’re talking about Brutus or Cassius or Antony, you need to explain who they are IN THE PLAY. (This should NOT be from a Wikipedia entry—you dint care aniut their real-life history. You only care about what’s in the play!). This will probably take 3-4 sentences.
The LAST sentence should be your thesis statement,
CONCLUSIONS
A conclusion should be relatively short, in the 4-6 sentence range.
The first sentence should be a restatement if your thesis. Make sure your opinion hasn’t changed over the course of your essay.
Sentence 2 (and maybe 3) should be a BRIEF summary if your main points.
The remaining 2-3 sentences should be a discussion of why the reader should care about this. Why does it matter? How does this apply to modern life? What lesson can the reader apply to his/her own life?
Again, the sub is going to come around and check to see what you’ve accomplished and give you points. I expect that you will have either the intro or conclusion come,Evelyn dine and a good start on the other one for full points. You should have plenty of time to get that done during class.
See you tomorrow (Friday)!
INTRODUCTIONS
An introduction should be 5-7 sentences long. The LAST sentence of your introduction should be your thesis statement.
Your introduction needs to start with a vague statement about the thematic topic in your essay prompt. So, something like “M
The middle part of your introduction should be the background information the reader needs to know to understand your essay. This inc,uses the title (The Tragedy of Julius Caesar) and author of the play. It includes basic background about the play—where and when it takes place, and a VERY basic plot summary. You also need to introduce the characters you are going to discuss in your essay. So, if you’re talking about Brutus or Cassius or Antony, you need to explain who they are IN THE PLAY. (This should NOT be from a Wikipedia entry—you dint care aniut their real-life history. You only care about what’s in the play!). This will probably take 3-4 sentences.
The LAST sentence should be your thesis statement,
CONCLUSIONS
A conclusion should be relatively short, in the 4-6 sentence range.
The first sentence should be a restatement if your thesis. Make sure your opinion hasn’t changed over the course of your essay.
Sentence 2 (and maybe 3) should be a BRIEF summary if your main points.
The remaining 2-3 sentences should be a discussion of why the reader should care about this. Why does it matter? How does this apply to modern life? What lesson can the reader apply to his/her own life?
Again, the sub is going to come around and check to see what you’ve accomplished and give you points. I expect that you will have either the intro or conclusion come,Evelyn dine and a good start on the other one for full points. You should have plenty of time to get that done during class.
See you tomorrow (Friday)!
4/2/2019
Hi, all! I trust you were polite and pleasant to the sub yesterday, and that you made good progress on the essay front!
Today, you leave a big-of’ block period to work in your essay. You should be ready to start drafting body paragraphs. At this point, I do not want you to worry about rebuttal AT ALL. You are simply going to work on writing three two-chunk paragraphs in support of your thesis. In other words, three paragraphs that are reasons why your opinion is correct.
For most of these paragraphs, the standard two-chunk format is what you will want to use.
Topic sentence—reason why your opinion is correct
CD 1–quote from the play that supports your reason, properly embedded
CM 1–Commentary that explains what the quote shows (especially with Shakespeare’s language, you want to make sure you’re explaining what the quote is showing)
CM 2–Commentary that explains how the quote proves your topic sentence is correct
CD 2–another qutation
CM 3–explain this quote
CM 4–explain how this quote proves your topic sentence
CS—a concluding sentence that wraps this argument up
If you have quotations that are very similar, or show the same thing (like two examples of Cassius being all jealous of Caesar), you might want to consider the 2+1 format.
TS
CD 1–quote 1
CM 1–what does quote 1 show?
CD 2–quote 2
CM 2–what does quote 2 show?
CM 3–commentary that discusses how these two quotes show the same thing, and why that’s important
CM 4–commentary that explains how that proves your TS
CS
You are totally allowed to switch formats for each paragraph. It’s fine to have two normal paragraphs and one 2+1. It’s also fine to not have any 2+1 chunks at all. You can use any combination of regular and 2+1 chunks you want. Pick the structure that works best for the evidence you have for each reason.
Hint: If it seems like you are repeating your commentary in a paragraph, it’s probably because the quotations you’ve selected are very similar. Use the 2+1 format for that paragraph, and it should help reduce or eliminate the repetition of commentary.
I’ve asked the sub to come around st the end of the period and give you points for come,eating work. I expect that you should be able to finish almost all of your body paragraphs in a block period. She is going to award full points for having two body paragraphs complete. She will award partial points for less than that. Use your time wisely—these are the easiest points to get in the writing category!
We will work on intros and conclusions tomorrow!
See you Friday—hopefully I’m not getting sunburned on my catamaran snorkel trip today (but let’s be honest, I probably am.)
Today, you leave a big-of’ block period to work in your essay. You should be ready to start drafting body paragraphs. At this point, I do not want you to worry about rebuttal AT ALL. You are simply going to work on writing three two-chunk paragraphs in support of your thesis. In other words, three paragraphs that are reasons why your opinion is correct.
For most of these paragraphs, the standard two-chunk format is what you will want to use.
Topic sentence—reason why your opinion is correct
CD 1–quote from the play that supports your reason, properly embedded
CM 1–Commentary that explains what the quote shows (especially with Shakespeare’s language, you want to make sure you’re explaining what the quote is showing)
CM 2–Commentary that explains how the quote proves your topic sentence is correct
CD 2–another qutation
CM 3–explain this quote
CM 4–explain how this quote proves your topic sentence
CS—a concluding sentence that wraps this argument up
If you have quotations that are very similar, or show the same thing (like two examples of Cassius being all jealous of Caesar), you might want to consider the 2+1 format.
TS
CD 1–quote 1
CM 1–what does quote 1 show?
CD 2–quote 2
CM 2–what does quote 2 show?
CM 3–commentary that discusses how these two quotes show the same thing, and why that’s important
CM 4–commentary that explains how that proves your TS
CS
You are totally allowed to switch formats for each paragraph. It’s fine to have two normal paragraphs and one 2+1. It’s also fine to not have any 2+1 chunks at all. You can use any combination of regular and 2+1 chunks you want. Pick the structure that works best for the evidence you have for each reason.
Hint: If it seems like you are repeating your commentary in a paragraph, it’s probably because the quotations you’ve selected are very similar. Use the 2+1 format for that paragraph, and it should help reduce or eliminate the repetition of commentary.
I’ve asked the sub to come around st the end of the period and give you points for come,eating work. I expect that you should be able to finish almost all of your body paragraphs in a block period. She is going to award full points for having two body paragraphs complete. She will award partial points for less than that. Use your time wisely—these are the easiest points to get in the writing category!
We will work on intros and conclusions tomorrow!
See you Friday—hopefully I’m not getting sunburned on my catamaran snorkel trip today (but let’s be honest, I probably am.)
4/1/2019
Hi guys! As you know, I’m gone until Friday. I know you will be super nice to the sub!
Okay, it’s time for everyone’s favorite part of essay writing—finding your concrete details!
it really is not an April Fool—you will be spending your time today searching for the perfect direct quotations from the play to support your arguments. You need at least TWO quotations for each of your three arguments, it’s always better to have an extra one or two so you can choose the absolute best. Ideally, these quotations should be from a different part of the play. If they’re not from different parts (as in, you have two quotes from Antony’s funeral speech), they should be from different parts of the speech. Picking quotes that are within several lines of another probably isn’t the most effective strategy.
Please be aware that I have asked the sub to come around near the end of the period and give you points for having found your CDs. I expect you to have at least SIX to get full credit. Think of it as a reward form using your time well. :)
Dealing with the formatting of the play is a little strange. If you are quoting THREE LINES or less of the play, use a slash mark with a space in either side to indicate where the lines break. ( “all the world’s a stage / and the men and women merely players”) . You will also need to cite the act, scene and line numbers, so make sure you write them down!
If if you are quoting FOUR OR MORE LINES, you will do block formatting, you won’t need to worry about the lines, because you’re just going to return after each line.
We we will talk more about the formatting when I get back, so don’t stress too much about it. The best thing you can do is to just write down the quite the way it looks in the book, and make sure you have 5enact, scene and line number,
We we are also going to have a vocab and lit term quiz on Friday, when I am back. It’s list 14.
Levity
Lexicon
Libation
Liege
Magnanimous
Marital
Mercenery
Meticu,ous
Motley
Mundane
Murky
Myriad
Naive
Nkcturnal
Novice
LIT TERMS
Paradox
Idiom
Okay, it’s time for everyone’s favorite part of essay writing—finding your concrete details!
it really is not an April Fool—you will be spending your time today searching for the perfect direct quotations from the play to support your arguments. You need at least TWO quotations for each of your three arguments, it’s always better to have an extra one or two so you can choose the absolute best. Ideally, these quotations should be from a different part of the play. If they’re not from different parts (as in, you have two quotes from Antony’s funeral speech), they should be from different parts of the speech. Picking quotes that are within several lines of another probably isn’t the most effective strategy.
Please be aware that I have asked the sub to come around near the end of the period and give you points for having found your CDs. I expect you to have at least SIX to get full credit. Think of it as a reward form using your time well. :)
Dealing with the formatting of the play is a little strange. If you are quoting THREE LINES or less of the play, use a slash mark with a space in either side to indicate where the lines break. ( “all the world’s a stage / and the men and women merely players”) . You will also need to cite the act, scene and line numbers, so make sure you write them down!
If if you are quoting FOUR OR MORE LINES, you will do block formatting, you won’t need to worry about the lines, because you’re just going to return after each line.
We we will talk more about the formatting when I get back, so don’t stress too much about it. The best thing you can do is to just write down the quite the way it looks in the book, and make sure you have 5enact, scene and line number,
We we are also going to have a vocab and lit term quiz on Friday, when I am back. It’s list 14.
Levity
Lexicon
Libation
Liege
Magnanimous
Marital
Mercenery
Meticu,ous
Motley
Mundane
Murky
Myriad
Naive
Nkcturnal
Novice
LIT TERMS
Paradox
Idiom
3/28/2019
JULIUS CAESAR ESSAY ASSIGNMENT
For this play, we will be writing a persuasive essay, instead of a literary analysis essay. This means your primary purpose is taking a stand, and persuading your reader that you are correct. This is a bit different than other essays we have done recently, as the focus isn’t on interpreting the play or explaining the author’s techniques—the focus is on your ability to successfully make and support an argument (that demonstrates your understanding of the play).
YOU WILL CHOOSE ONE OF THE TOPICS BELOW:
Your task is to agree completely, disagree completely or to partially agree with ONE of the statements above, and prove this point throughout your essay. We STRONGLY recommend selecting the support or refute option. If you are going to qualify the statement and partially agree/disagree, you need to make your position absolutely clear to the reader.
Ex. Richard Nixon was the worst President of the United States. Support, refute or qualify this statement.
While there have been a number of unpopular American politicians, Richard Nixon was clearly the worst President in the history of the United States. (Support)
While Richard Nixon was clearly an unpopular president, he was far from the worst President in the history of the United States. (Refute)
While being the only man to resign the presidency clearly puts Richard Nixon among the worst American Presidents, his accomplishments prior to his resignation spare him from being the absolute worst President in the history of the United States. (Qualify—he was really bad, but not the worst)
REQUIRMENTS:
DUE DATES:
Thesis and topic sentences due: Friday, March 29 at the beginning of class
One body paragraph due: Tuesday, April 2 at the beginning of class
Full rough draft: Friday, April 5
Final Draft due to turnitin.com: Friday, April 19 at 11:59 p.m. (We will have very little class time after Spring Break)
For this play, we will be writing a persuasive essay, instead of a literary analysis essay. This means your primary purpose is taking a stand, and persuading your reader that you are correct. This is a bit different than other essays we have done recently, as the focus isn’t on interpreting the play or explaining the author’s techniques—the focus is on your ability to successfully make and support an argument (that demonstrates your understanding of the play).
YOU WILL CHOOSE ONE OF THE TOPICS BELOW:
- Antony would make the best leader for the people of Rome. Support, refute, or qualify this statement.
- Cassius is most responsible for the tragedy in the play. Support, refute, or qualify this statement.
- Caesar deserved to be assassinated. Support, refute, or qualify this statement.
- Brutus deserves to fail in the end. Support, refute, or qualify this statement.
- Brutus is an honorable man. Support, refute, or qualify this statement.
- Brutus is deserving of sympathy, in the end. Support, refute, or qualify this statement.
Your task is to agree completely, disagree completely or to partially agree with ONE of the statements above, and prove this point throughout your essay. We STRONGLY recommend selecting the support or refute option. If you are going to qualify the statement and partially agree/disagree, you need to make your position absolutely clear to the reader.
Ex. Richard Nixon was the worst President of the United States. Support, refute or qualify this statement.
While there have been a number of unpopular American politicians, Richard Nixon was clearly the worst President in the history of the United States. (Support)
While Richard Nixon was clearly an unpopular president, he was far from the worst President in the history of the United States. (Refute)
While being the only man to resign the presidency clearly puts Richard Nixon among the worst American Presidents, his accomplishments prior to his resignation spare him from being the absolute worst President in the history of the United States. (Qualify—he was really bad, but not the worst)
REQUIRMENTS:
- Minimum of 6 chunks
- Each topic sentence needs to define an argument in favor of your position.
- All CD’s must come from the play and all CDs must be cited: (Act, Scene, Line) (II, ii, 56-61).
- Introduction must introduce play and author, give brief summary, narrow to thesis.
- Conclusion needs to summarize and then explore broader significance/tie to modern life.
- All CD’s must be direct quotes from the play
- Final Draft Specifications: MLA format
- Works Cited page is required.
- Upload final draft to turnitin.com
DUE DATES:
Thesis and topic sentences due: Friday, March 29 at the beginning of class
One body paragraph due: Tuesday, April 2 at the beginning of class
Full rough draft: Friday, April 5
Final Draft due to turnitin.com: Friday, April 19 at 11:59 p.m. (We will have very little class time after Spring Break)
3/25/2019
Today, we finished reading the play in class!
Friday, we will be taking Vocab and Lit Quiz 13. The words are below
Vocab List 13
Inert
Inscrutable
Insipid
Intrepid
Irascible
Jaundiced
Jaunty
Jettison
Jingoism
Jocose
Juggernaut
Latent
Laudable
Lethargy
Lit Terms
Inference
Implication
Friday, we will be taking Vocab and Lit Quiz 13. The words are below
Vocab List 13
Inert
Inscrutable
Insipid
Intrepid
Irascible
Jaundiced
Jaunty
Jettison
Jingoism
Jocose
Juggernaut
Latent
Laudable
Lethargy
Lit Terms
Inference
Implication
3/22/2019
We took Vocab and Lit Quiz 12
3/21/2019
We watched part of the movie. :)
3/19/2019
We had time to finish the paragraph.
Then, we read all of Act IV.
Then, we read all of Act IV.
3/18/2019
I am gone today, with all the other Language Arts teachers. I trust you all will be good for the sub!
First things first--we ARE having a vocab and lit quiz this Friday. It's list 12. Update your quizlet and study. In case you've misplaced it in your Google Drive, a link to the master vocabulary list can be found here.
Vocab List 12
Heresy
Hoax
Hue
Humility
Hurtle
Hyperbole
Hypercritical
Ignominy
Impeccable
Implacable
Inane
Incarcerate
Incognito
INcisive
Indiscreet
LIT TERMS
Polysyndeton
Asyndeton
Your first task for today is to finish up your questions about Antony's speech. I posted them on Friday's entry if you need to find them. I think it should take you about 15-20 minutes to finish up.
When you're done, you're going to start the assignment below. You will have time to work tomorrow. Not the whole period, but a nice chunk of time (maybe 45 minutes?).
Today, it's time to think about what words and techniques combine to make a speech effective. We've thought about Brutus' speech and Antony's speeches separately, but today, it's important to think about why one of them is more effective than the other.
In a paragraph of at least two chunks, explain WHY either Brutus’ or Antony’s speech is more effective. You should have a topic sentence that identifies which speech is more effective, and identifies AT LEAST one reason why the speech is more effective. This reason should be either a rhetorical appeal (ethos, pathos, logos) or a rhetorical device (literary term) used by the speaker (or, perhaps, not used by the speaker)…
First things first--we ARE having a vocab and lit quiz this Friday. It's list 12. Update your quizlet and study. In case you've misplaced it in your Google Drive, a link to the master vocabulary list can be found here.
Vocab List 12
Heresy
Hoax
Hue
Humility
Hurtle
Hyperbole
Hypercritical
Ignominy
Impeccable
Implacable
Inane
Incarcerate
Incognito
INcisive
Indiscreet
LIT TERMS
Polysyndeton
Asyndeton
Your first task for today is to finish up your questions about Antony's speech. I posted them on Friday's entry if you need to find them. I think it should take you about 15-20 minutes to finish up.
When you're done, you're going to start the assignment below. You will have time to work tomorrow. Not the whole period, but a nice chunk of time (maybe 45 minutes?).
Today, it's time to think about what words and techniques combine to make a speech effective. We've thought about Brutus' speech and Antony's speeches separately, but today, it's important to think about why one of them is more effective than the other.
In a paragraph of at least two chunks, explain WHY either Brutus’ or Antony’s speech is more effective. You should have a topic sentence that identifies which speech is more effective, and identifies AT LEAST one reason why the speech is more effective. This reason should be either a rhetorical appeal (ethos, pathos, logos) or a rhetorical device (literary term) used by the speaker (or, perhaps, not used by the speaker)…
- You may use two direct quotations from one speech, or one from each speech.
- You may use standard format or a 2+1 format—it’s up to you
- All of your CDs need to be direct quotations from the play
- When citing the play, it’s (Act.Scene.line). So, lines from Act III Scene 2 lines 6-9 would be (III.ii.6-9)
- When typing out the quote, use / between lines of the text. If more than four lines, do a block quotation.
3/15/2019
Today, you had time to finish up the Brutus speech questions and turn them in. When you finished, you started working on the Antony speech questions below. You will have time to work on them on Monday.
ANTONY SPEECH QUESTIONS
1. Does Antony follow the “rules” that Brutus set forth? Why or why not?
2. How does Antony use ethos? How does he establish his credibility with the audience? Provide at last two pieces of evidence from the text.
3. How does Antony use logos? How does he appeal to the audience’s sense of logic and reasoning? Provide at least two pieces of evidence from the text.
4. How does Antony use pathos? How does he appeal to the audience’s beliefs and emotions? Provide at least three pieces of evidence from the text.
5. Does Antony use any rhetorical devices or techniques in his speech? How do they contribute to his overall message? Provide evidence of at least two different rhetorical devices from the text, identify the devices, and explain how they contribute to his overall message.
6. In addition to his use of rhetorical appeals and rhetorical devices, what does Antony do to help manipulate the crowd? How is he getting them to do what he wants? Give at least two examples from the play, and explain how this gets the crowd to do what Antony wants.
ANTONY SPEECH QUESTIONS
1. Does Antony follow the “rules” that Brutus set forth? Why or why not?
2. How does Antony use ethos? How does he establish his credibility with the audience? Provide at last two pieces of evidence from the text.
3. How does Antony use logos? How does he appeal to the audience’s sense of logic and reasoning? Provide at least two pieces of evidence from the text.
4. How does Antony use pathos? How does he appeal to the audience’s beliefs and emotions? Provide at least three pieces of evidence from the text.
5. Does Antony use any rhetorical devices or techniques in his speech? How do they contribute to his overall message? Provide evidence of at least two different rhetorical devices from the text, identify the devices, and explain how they contribute to his overall message.
6. In addition to his use of rhetorical appeals and rhetorical devices, what does Antony do to help manipulate the crowd? How is he getting them to do what he wants? Give at least two examples from the play, and explain how this gets the crowd to do what Antony wants.
3/14/2019
Today, we worked on questions about Brutus' speech in Act III, Scene 2. You had time to finish them up in class on Friday.
1. According to Brutus, why did they have to kill Caesar?
2. How does Brutus use ethos? How does he establish his credibility with the audience? Provide evidence from the text.
3. How does Brutus use logos? How does he appeal to the audience’s sense of logic and reasoning? Provide evidence from the text.
4. How does Brutus use pathos? How does he appeal to the audience’s beliefs and emotions? Provide evidence from the text.
5. Does Brutus use any rhetorical devices or techniques in his speech? How do they contribute to his overall message? Provide evidence from the text.
6. Does the crowd seem to find the speech effective? Provide evidence from the text.
7. Do you find this speech to be effective? Why or why not? What would Brutus need to do in order for the speech to be more effective? Does he need to emphasize one of the rhetorical appeals (ethos, pathos, logos) more or less? Why? Your explanation needs to be based on the text, and be at least three sentences long.
1. According to Brutus, why did they have to kill Caesar?
2. How does Brutus use ethos? How does he establish his credibility with the audience? Provide evidence from the text.
3. How does Brutus use logos? How does he appeal to the audience’s sense of logic and reasoning? Provide evidence from the text.
4. How does Brutus use pathos? How does he appeal to the audience’s beliefs and emotions? Provide evidence from the text.
5. Does Brutus use any rhetorical devices or techniques in his speech? How do they contribute to his overall message? Provide evidence from the text.
6. Does the crowd seem to find the speech effective? Provide evidence from the text.
7. Do you find this speech to be effective? Why or why not? What would Brutus need to do in order for the speech to be more effective? Does he need to emphasize one of the rhetorical appeals (ethos, pathos, logos) more or less? Why? Your explanation needs to be based on the text, and be at least three sentences long.
3/7/2019
ACT III, SCENE I
1. What are the rules that Brutus gives Antony about speaking in the funeral?
2. Why is Brutus so blind to the fact that Antony may be upset about the assassination? What is it about his character that makes him believe that Antony will be their friend?
3. Why is Cassius so sure they should kill Antony? What does this tell you about his character and personality?
4. What does Antony's behavior in this scene tell you about his character? Be sure to explain fully.
1. What are the rules that Brutus gives Antony about speaking in the funeral?
2. Why is Brutus so blind to the fact that Antony may be upset about the assassination? What is it about his character that makes him believe that Antony will be their friend?
3. Why is Cassius so sure they should kill Antony? What does this tell you about his character and personality?
4. What does Antony's behavior in this scene tell you about his character? Be sure to explain fully.
3/5/2019
Today, we finished reading Act II of Julius Caesar. Please answer the questions below.
JULIUS CAESAR
ACT 2 QUESTIONS
1. In Scene 2, we get to see more of Caesar’s character than we previously have. How do you feel about him after this scene? Is Brutus right that he will become a tyrant, or not? In a response of at least two chunks, explain whether you think Caesar will be a tyrant if he becomes king. Be sure to include evidence of things Caesar says or does to support your opinion.
2. The conspirators discuss whether they should kill Mark Antony along with Caesar. Who do you agree with, Brutus or Cassius? Explain your answer in a response of at least one chunk.
3. At the beginning of Act 2, who is the protagonist of the play? How does that change by the end of Act 2? Explain your answer fully.
4. How does Shakespeare build suspense in Scene 3 and Scene 4? Give at least two examples.
We will be having a vocab and lit term quiz on Friday. The words are below.
WEEK 11
Frustrate
Furtive
Gadfly
Galvanize
Gamut
Gargantuan
Gauche
Genial
Grandiloquent
Gregarious
Grimace
Harangue
Harry
Hearth
Heinous
Lit Terms
Understatement
Onomatopoeia
Also, last week I posted the wrong lit terms for Week 10. Those lit terms are:
Logos
Ethos
Pathos
Homework: Finish the questions if you did not finish them in class. Study for your vocab quiz on Friday.
JULIUS CAESAR
ACT 2 QUESTIONS
1. In Scene 2, we get to see more of Caesar’s character than we previously have. How do you feel about him after this scene? Is Brutus right that he will become a tyrant, or not? In a response of at least two chunks, explain whether you think Caesar will be a tyrant if he becomes king. Be sure to include evidence of things Caesar says or does to support your opinion.
2. The conspirators discuss whether they should kill Mark Antony along with Caesar. Who do you agree with, Brutus or Cassius? Explain your answer in a response of at least one chunk.
3. At the beginning of Act 2, who is the protagonist of the play? How does that change by the end of Act 2? Explain your answer fully.
4. How does Shakespeare build suspense in Scene 3 and Scene 4? Give at least two examples.
We will be having a vocab and lit term quiz on Friday. The words are below.
WEEK 11
Frustrate
Furtive
Gadfly
Galvanize
Gamut
Gargantuan
Gauche
Genial
Grandiloquent
Gregarious
Grimace
Harangue
Harry
Hearth
Heinous
Lit Terms
Understatement
Onomatopoeia
Also, last week I posted the wrong lit terms for Week 10. Those lit terms are:
Logos
Ethos
Pathos
Homework: Finish the questions if you did not finish them in class. Study for your vocab quiz on Friday.
3/4/2019
We listened to Act II, Scene 1 of Julius Caesar today. :)
3/1/2019
We took Vocab Quiz 10 today. :)
2/28/2019
We finished up Act I of Julius Caesar today, and made sure we've turned in all our assignments. :)
2/26/2019
Today, we are going to finish Act I, Scene ii of Julius Caesar. We'll listen along in class, and I'll make sure you understand what is going on. :)
We had time to do these questions:
We had time to do these questions:
- Marullus complains that the people who are celebrating Caesar also celebrated Pompey. What is he trying to show? Why might this be important?
- What type of person does Antony appear to be? Provide evidence to support your claim.
- What is your first impression of Cassius? Provide evidence to support your claim.
- What is your first impression of Brutus? Provide evidence to support your claim.
- What is your first impression of Caesar? Provide evidence to support your claim.
- What does Brutus fear? Why does her fear this?
- What does Cassius think of Caesar? Provide evidence to support your claim.
- Does Caesar seem to be as bad as Cassius thinks he is? Provide evidence to support your claim.
- What is Cassius trying to get Brutus to do? Do you think Brutus will do it? Why or why not?
2/25/2019
WELCOME BACK! I hope you all had a great two weeks off! I missed you!
Today, we started reading The Tragedy of Julius Caesar, by William Shakespeare. We read some background material, and got partway through Act I, Scene ii before the end of class.
We will be having a vocab and lit term quiz on Friday. The list is Week 10, which can be found in the 2/4 entry below.
Today, we started reading The Tragedy of Julius Caesar, by William Shakespeare. We read some background material, and got partway through Act I, Scene ii before the end of class.
We will be having a vocab and lit term quiz on Friday. The list is Week 10, which can be found in the 2/4 entry below.
2/4/2019
Sooooooooo.....I am typing these plans at 8:30 while it is lightly snowing at my house. Assuming we have school of some sort, I will be grading DWAs with the other LA teachers.
We are going to pick vocab back up this week. We are on list 10. We will have a quiz on Friday.
Words for the week are:
Expound
Expunge
Extol
Extradite
Extraneous
Extrovert
Exult
Fallacy
Feasible
Fiasco
Fickle
Fluctuate
Formidable
Frowzy
Frugal
Lit Terms for the week are:
Dramatic Irony
Verbal Irony
Situational Irony
Then, we are going to start some prewriting for Julius Caesar. On your own paper, please a gree or disagree with these statements. Your responses must be at least three sentences each--you need to say whether you agree or disagree, and explain WHY you feel that way. There are no right or wrong answers--just your opinion.
If we are two hours late, I think the previous assignment will be enough. If we are on time, I'd like you to do this next question as well:
Bernard of Clairvaux is credited with the phrase “the road to hell is paved with good intentions.” The quote often is used to describe people who plan to do something for good reasons, but whose plans have an unintended, negative result. In a two chunk paragraph, explain why this idea is correct or incorrect.
Note: Your concrete details are going need to be examples of why this is or isn't true. These could be examples from your own life experience, historical examples, or examples from books you've read/movies you've watched.
That should be enough to get you through the class period. See you Tuesday!!!
We are going to pick vocab back up this week. We are on list 10. We will have a quiz on Friday.
Words for the week are:
Expound
Expunge
Extol
Extradite
Extraneous
Extrovert
Exult
Fallacy
Feasible
Fiasco
Fickle
Fluctuate
Formidable
Frowzy
Frugal
Lit Terms for the week are:
Dramatic Irony
Verbal Irony
Situational Irony
Then, we are going to start some prewriting for Julius Caesar. On your own paper, please a gree or disagree with these statements. Your responses must be at least three sentences each--you need to say whether you agree or disagree, and explain WHY you feel that way. There are no right or wrong answers--just your opinion.
- If the President of the United States decided to declare himself King of America, the legislature (Congress) should step in and make sure that didn’t happen.
- If the President of the United States decided to declare himself King of America, it would be okay to use violence to stop him.
- It would be better for America to have a king than to be in a state of chaos and war.
- No good can ever come from violence.
- If two people commit the same crime, and one did it to gain power and wealth and the other did it to protect his honor and his family, should they be treated differently?
- In Men in Black, Agent K says “One person is smart. People are stupid, panicky animals.” Do you agree that crowds of people are easily manipulated and behave in stupid ways? Why?
If we are two hours late, I think the previous assignment will be enough. If we are on time, I'd like you to do this next question as well:
Bernard of Clairvaux is credited with the phrase “the road to hell is paved with good intentions.” The quote often is used to describe people who plan to do something for good reasons, but whose plans have an unintended, negative result. In a two chunk paragraph, explain why this idea is correct or incorrect.
Note: Your concrete details are going need to be examples of why this is or isn't true. These could be examples from your own life experience, historical examples, or examples from books you've read/movies you've watched.
That should be enough to get you through the class period. See you Tuesday!!!
1/31/2019
We finished up working on the DWA today. Make sure you follow the upload instructions.
1/29/2019
Today we're going to continue working on the DWA. If you did not finish Part I yesterday, please spend no more than 30 minutes finishing it up today. When you finish, please start on Part II.
Here is the link for Part II of the District Writing Assessment. Be sure to read the instructions carefully.
You may access the sources from yesterday. Just use the Part I link in yesterday's entry to access them. :)
This essay is due at the END of the period on Thursday.
Here is the link for Part II of the District Writing Assessment. Be sure to read the instructions carefully.
You may access the sources from yesterday. Just use the Part I link in yesterday's entry to access them. :)
This essay is due at the END of the period on Thursday.
1/28/2019
Today, we are going to start the district writing assessment.
The link for today's activitiy, Part I, is found here.
The link for today's activitiy, Part I, is found here.
1/25/2019
Today, we did a revision activity for your Night Essay. This activity will help you make improvements and raise your grade (based on the improvements you make).
Step One: Log into turnitin.com and open up your Night Essay. Read the comments I’ve left for you, and have a look at the rubric.
Step Two: Create a new Google Doc and answer the following questions.
Step One: Log into turnitin.com and open up your Night Essay. Read the comments I’ve left for you, and have a look at the rubric.
Step Two: Create a new Google Doc and answer the following questions.
- What score did you get on Thesis/Topic Sentences?
- Based on Mrs. Holihan’s comments, why do you think you got this score?
- If Mrs. Holihan offered suggestions for what needs to be improved, rewrite your main idea statement and/or thesis statement.
- What score did you get on Commentary (CM)?
- Based on Mrs. Holihan’s comments, why do you think you got this score?
- If Mrs. Holihan offered suggestions for what needs to be improved, pick ONE CHUNK from your essay. Retype the quotation, and then rework the commentary so that it addresses the issues Mrs. Holihan raised.
1/24/2019
Today, we did an activity about Shakespeare's sonnets.
If you were gone, see me for the handout. It's due at the end of class, but if you need more time you can take it home and finish. :)
If you were gone, see me for the handout. It's due at the end of class, but if you need more time you can take it home and finish. :)
1/23/2019
Happy second semester!
We spent today doing some work with main idea statements and commentary--two of the major areas of weakness on our Night essays. If you were gone, please see me for the handout. :)
Homework: If you didn't finish the handout in class, it's homework.
We spent today doing some work with main idea statements and commentary--two of the major areas of weakness on our Night essays. If you were gone, please see me for the handout. :)
Homework: If you didn't finish the handout in class, it's homework.
1/8/2019
Hey, guys! I am home sick today. Here's the rundown for what you are doing in class today!
Everyone: I complained about the temperature yesterday, and they supposedly filled out a work order to have the heat people come in and take a look. If it is as cold as it was yesterday, PLEASE make sure to use the blankets, and/or move the desks out from under the vent.
Also everyone: We are doing vocab this week. We are on WEEK NINE. The list of vocab words is here. We will have a quiz on Friday.
FIRST PERIOD: Because you took STAR reading yesterday, you will spend most of the period working on the project everyone else started yesterday. Information for the presentations can be found here. You will have 75 minutes to finish building your presentation. That should be plenty of time if you divide and conquer.
Then, starting with Group One, you will make your presentations in numerical order. Have one person from your group log on Google Drive on to my desktop computer and find the presentation in your Google Drive. You should be able to present from there (it's the left monitor that goes up on the screen).
If you have answered your guiding questions, your presentations should be somewhere around 3-5 minutes. That means we should be able to get through something like 3 or 4 presentations today, including time between presentations for the groups to get set up.
THIRD AND FOURTH PERIOD: You will start today by taking the STAR Reading test. I am sure most of you remember how to do this, just in case, go to the Renaissance Learning tab, you log in with your computer login and the password is admin. You want to look for my class (if there is more than one, go to the one in all capital letters) and take the MOY (middle of year) test. This should take no more than 30 minutes.
When you finish, you and your group mates need to continue working on your presentation. You will have 45 minutes to finish up. If your group finished early, you can work on homework until the appointed time. :)
Then, starting with Group One, you will make your presentations in numerical order. Have one person from your group log on to Google Drive on my desktop computer and find the presentation in your Google Drive. You should be able to present from there (it's the left monitor that goes up on the screen).
If you have answered your guiding questions, your presentations should be somewhere around 3-5 minutes. That means we should be able to get through something like 3 or 4 presentations today, including time between presentations for the groups to get set up.
Everyone: I complained about the temperature yesterday, and they supposedly filled out a work order to have the heat people come in and take a look. If it is as cold as it was yesterday, PLEASE make sure to use the blankets, and/or move the desks out from under the vent.
Also everyone: We are doing vocab this week. We are on WEEK NINE. The list of vocab words is here. We will have a quiz on Friday.
FIRST PERIOD: Because you took STAR reading yesterday, you will spend most of the period working on the project everyone else started yesterday. Information for the presentations can be found here. You will have 75 minutes to finish building your presentation. That should be plenty of time if you divide and conquer.
Then, starting with Group One, you will make your presentations in numerical order. Have one person from your group log on Google Drive on to my desktop computer and find the presentation in your Google Drive. You should be able to present from there (it's the left monitor that goes up on the screen).
If you have answered your guiding questions, your presentations should be somewhere around 3-5 minutes. That means we should be able to get through something like 3 or 4 presentations today, including time between presentations for the groups to get set up.
THIRD AND FOURTH PERIOD: You will start today by taking the STAR Reading test. I am sure most of you remember how to do this, just in case, go to the Renaissance Learning tab, you log in with your computer login and the password is admin. You want to look for my class (if there is more than one, go to the one in all capital letters) and take the MOY (middle of year) test. This should take no more than 30 minutes.
When you finish, you and your group mates need to continue working on your presentation. You will have 45 minutes to finish up. If your group finished early, you can work on homework until the appointed time. :)
Then, starting with Group One, you will make your presentations in numerical order. Have one person from your group log on to Google Drive on my desktop computer and find the presentation in your Google Drive. You should be able to present from there (it's the left monitor that goes up on the screen).
If you have answered your guiding questions, your presentations should be somewhere around 3-5 minutes. That means we should be able to get through something like 3 or 4 presentations today, including time between presentations for the groups to get set up.
1/7/2019
Today, we are going to start our next unit, which is going to be Julius Caesar.
We are going to start by doing some research and making presentations in groups. You'll have today and most of tomorrow to get your presentations ready, and then we'll do presentations starting at the end of class tomorrow and Thursday.
Information for the presentations can be found here.
Friday, we'll have a vocab quiz.
Then, next week we'll do our final.
After finals, we will do a few more days of Caesar and Shakespeare work, and then we will do the District Writing Assessment.
Once we're done with that, we'll start reading the play.
We are going to start by doing some research and making presentations in groups. You'll have today and most of tomorrow to get your presentations ready, and then we'll do presentations starting at the end of class tomorrow and Thursday.
Information for the presentations can be found here.
Friday, we'll have a vocab quiz.
Then, next week we'll do our final.
After finals, we will do a few more days of Caesar and Shakespeare work, and then we will do the District Writing Assessment.
Once we're done with that, we'll start reading the play.
1/4/2019
Essays are due at 11:59 p.m. tonight to turnitin.com. The assignment will be called (logically enough) Night Essay. :)
Please use these formats for in-text citations in your essay:
For your works cited page, use the following entry. (If you copy and paste, make sure you change it to Times New Roman 12 point. :)
Wiesel, Elie. Night. Translated by Marion Wiesel, Hill and Wang, 2006.
Please use these formats for in-text citations in your essay:
- Mrs. Holihan said “you cite your quotation at the end of the sentence” no matter where in the sentence your quote is (Holihan 57).
- “Or like this” (Holihan 57).
- “Or if it’s the second time you cite the same author” (67).
For your works cited page, use the following entry. (If you copy and paste, make sure you change it to Times New Roman 12 point. :)
Wiesel, Elie. Night. Translated by Marion Wiesel, Hill and Wang, 2006.
1/3/2019
- Making sure you spell character names correctly, and attribute quotes to the right character. Seriously, these little things make a big difference. Make sure you are using the correct pronouns to refer to characters.
- Looking at your topic sentences! Your topic sentences should be something like "Wiesel uses (this device) to show (these parts of my theme) if you are organizing by device. If you are organizing by topic, it should be something like "Weisel uses (this device) and (this device) to show (this part of my theme). Either way, your topic sentences MUST contain at least one rhetorical device and at least one portion of your theme.
- Looking at your commentary. Your commentary needs to explicitly tie your concrete detail back to your topic sentence. In other words, you need to explain HOW or WHY your quote shows the part of the theme. Most of you are doing a great job on the first sentence of commentary, which is where you explain what the quote shows. It's that second sentence of commentary that is a bit more shaky for some of you--it's the spot where you need to explain what the quote means and how it connects back to your topic sentence. You need to make this connection really, really clear. It's not enough to just say "this shows (this part of my theme)--you have to explain HOW or WHY it shows that.
- Remember, using vocab words CORRECTLY can earn you bonus points for word choice! Make sure you BOLD your vocab words and make them GREEN or PURPLE so that I know you're using them deliberately.
- Please make sure you are formatting your essay correctly. Use the Report MLA template in Google Docs. :)
1/2/2019
Welcome Back!
Today, we are going to have time to REVISE our essays. This means really looking at the essay on a variety of levels. Remember--revision isn't just spell check (that's editing). Revision is re-working your essay--re-ordering paragraphs or chunks, re-writing sentences, re-choosing concrete details.
Today, we are going to have time to REVISE our essays. This means really looking at the essay on a variety of levels. Remember--revision isn't just spell check (that's editing). Revision is re-working your essay--re-ordering paragraphs or chunks, re-writing sentences, re-choosing concrete details.
revision_checklist.docx | |
File Size: | 14 kb |
File Type: | docx |
12/18/2018
Some handy-dandy resources for you as you draft:
A list of rhetorical devices
Two-chunk "blowing chunks" handout
Two chunk shaping sheet
Introduction graphic organizer
Conclusion graphic organizer
Get that rough draft done, and then have an amazing Winter Break, people! See you in January!!
A list of rhetorical devices
Two-chunk "blowing chunks" handout
Two chunk shaping sheet
Introduction graphic organizer
Conclusion graphic organizer
Get that rough draft done, and then have an amazing Winter Break, people! See you in January!!
12/17/2018
Today, we talked about introductions and conclusions. Don't overthink them--they should be relatively easy!
Introductions:
1 sent: Vague-ish statement that introduces one or more of the thematic topics in your essay
2-4 sentences: * Introduces the book, including the title (italicized) and the author's full name.
* Gives a brief summary of the story (in this case, this needs to mention WWIi, and that it's about a concentration camp survivor
named Elie Wiesel.)
1 sentence: Your thesis
Conclusions:
1 sent.: Restate your thesis. Please make certain that this restatement is actually the same argument that you're making in your original thesis in your introduction.
1-2 sent.: Summarize your main arguments (what do the rhetorical devices show?)
1-2 sent.: Connect this to modern life! Why do we care about these devices and what they show? How is the message of the bookrelevant in 2017?
Example Introduction
When placed in a life-or-death situation, a person's moral code and will to survive are often in conflict with one another. In the novel Lord of the Flies, a group of British schoolboys find themselves stranded on a tropical island with little hope of escape. The conflict of children having too much responsibility results in enough instability to destroy any hope of regaining that balance. William Golding uses symbolism of the conch and the beast to enforce the theme that isolation results in survival instinct to taking over and the lack of self control as well as impulsive decision making conflicts with the order of sanity within civilization.
Sample Conclusion One--missing the summary, but the restatement and tie to the future are solid
Using symbolism, William Golding is able to demonstrate how the struggle for survival leads to the altering of a person’s morals, causing a chaotic society and the result of more fear. Lord of the Flies was written to make sure that people understand how to create a society without chaos. The fear of other cultures has spread across society, driving people against each other and causing the same conflicts evidenced in Golding's narrative.
Sample Conclusion Two--all elements present
War is destructive to all soldiers’ potential for love, future, and emotions. Remarque proves this by incorporating symbols, including Paul’s books, the poppies, Kemmerich’s boots, potato cakes, the French ladies and the earth. There is no way for anyone to come out of war without his life being destroyed and unfixable. All Quiet on the Western Front shows this to all readers and, without a doubt, proves that soldiers cannot be expected to live life with complex emotion, love, or a future, because these aspects of their lives have been obliterated during war.
Conclusion Three--all elements present
Throughout the novel, Remarque expresses many symbols that support various aspects of how soldiers are changed by the war, and what they lose because of their changes. The gruesome reality of war cost more than the lives of the dead, it cost the souls of the survivors. Remarque
uses symbols like the boots, books, and horses to demonstrate the inescapability of war’s destruction, and how the millions of these soldiers have lost aspects of themselves to the ruthlessness of the war. Remarque illustrates this throughout the story of Paul and his friends to emphasize the point that all of the soldiers lose something in the war, and that while some get to return home alive, they too were unable to come out outscathed.
Homework: You need to have a COMPLETE rough draft (including introduction and conclusion) the next time I see you in class (Tuesday or Wednesday)
Introductions:
1 sent: Vague-ish statement that introduces one or more of the thematic topics in your essay
2-4 sentences: * Introduces the book, including the title (italicized) and the author's full name.
* Gives a brief summary of the story (in this case, this needs to mention WWIi, and that it's about a concentration camp survivor
named Elie Wiesel.)
1 sentence: Your thesis
Conclusions:
1 sent.: Restate your thesis. Please make certain that this restatement is actually the same argument that you're making in your original thesis in your introduction.
1-2 sent.: Summarize your main arguments (what do the rhetorical devices show?)
1-2 sent.: Connect this to modern life! Why do we care about these devices and what they show? How is the message of the bookrelevant in 2017?
Example Introduction
When placed in a life-or-death situation, a person's moral code and will to survive are often in conflict with one another. In the novel Lord of the Flies, a group of British schoolboys find themselves stranded on a tropical island with little hope of escape. The conflict of children having too much responsibility results in enough instability to destroy any hope of regaining that balance. William Golding uses symbolism of the conch and the beast to enforce the theme that isolation results in survival instinct to taking over and the lack of self control as well as impulsive decision making conflicts with the order of sanity within civilization.
Sample Conclusion One--missing the summary, but the restatement and tie to the future are solid
Using symbolism, William Golding is able to demonstrate how the struggle for survival leads to the altering of a person’s morals, causing a chaotic society and the result of more fear. Lord of the Flies was written to make sure that people understand how to create a society without chaos. The fear of other cultures has spread across society, driving people against each other and causing the same conflicts evidenced in Golding's narrative.
Sample Conclusion Two--all elements present
War is destructive to all soldiers’ potential for love, future, and emotions. Remarque proves this by incorporating symbols, including Paul’s books, the poppies, Kemmerich’s boots, potato cakes, the French ladies and the earth. There is no way for anyone to come out of war without his life being destroyed and unfixable. All Quiet on the Western Front shows this to all readers and, without a doubt, proves that soldiers cannot be expected to live life with complex emotion, love, or a future, because these aspects of their lives have been obliterated during war.
Conclusion Three--all elements present
Throughout the novel, Remarque expresses many symbols that support various aspects of how soldiers are changed by the war, and what they lose because of their changes. The gruesome reality of war cost more than the lives of the dead, it cost the souls of the survivors. Remarque
uses symbols like the boots, books, and horses to demonstrate the inescapability of war’s destruction, and how the millions of these soldiers have lost aspects of themselves to the ruthlessness of the war. Remarque illustrates this throughout the story of Paul and his friends to emphasize the point that all of the soldiers lose something in the war, and that while some get to return home alive, they too were unable to come out outscathed.
Homework: You need to have a COMPLETE rough draft (including introduction and conclusion) the next time I see you in class (Tuesday or Wednesday)
12/14/2018
We took lit quiz 8 today, and then had time to make up any lit term or vocab quizzes we may have missed over the course of the semester.
Then we worked on our essays.
Then we worked on our essays.
12/13/2018
We talked about commentary.
12/11/2018
Lots more essay work today!!!
What's the difference between a thesis and a main idea statement?
On to organization of your essay. Let's say your thesis looks something like this:
Thesis (This is a sample from another essay--it is not from this essay's prompt!)
Golding uses the rhetorical devices of ___, _____, and ___ to show that that human nature is inherently evil, and that without the controlling forces of society, humans will become savage and destroy all they touch.
So, for this essay, the writer needs to prove the following:
Every body paragraph in your essay needs to prove some of these four elements--and by the end of the essay, you need to make sure they are all covered. There are two primary ways you can do this.
Option One: Organizing by Rhetorical Device
In this option, you would have a body paragraph for each device you choose. Your concrete details and commentary will be used to show how this symbol proves different parts of your thesis statement. (So, maybe a symbol shows how human nature is inherently evil AND that humans will destroy all they touch. And another symbol shows that without the controlling forces of society, humans will become savage AND that humans will destroy all they touch....)
Option Two: Organizing by Topic
In this option, you have a body paragraph for each portion of your thesis that you need to prove. In each paragraph, you would talk about all the rhetorical devices that show that part of the thesis. So, in our example, you'd have one paragraph about how human nature is inherently evil; and you'd discuss the devices that show that; you'd have a paragraph that shows that without the controlling forces of society, humans will become savage--and you discuss all the devices that show that; and you'd have a paragraph about how humans destroy all they touch, and you'd discuss the devices that show that.
I honestly do not care which of these options you choose. Option One is more simple and straightforward, to be sure. If you're up for a challenge--or if it just makes more sense to you--choose Option Two. I will say that I think Option Two makes for easier, less repetitive commentary, but there is nothing wrong with selecting Option One.
And, no matter which option you choose, each of your body paragraphs needs to have a topic sentence. Topic sentences are the beginning sentence of each of your body paragraphs.
More importantly, they’re the foundation of your argument. They tell the reader the ways you’re going to go about proving your thesis is correct.
Think of them as reasons why your thesis is correct, or how you know your thesis is right. They must be:
Your topic sentences should:
Unacceptable topic sentences for this essay include (but are not limited to):
· Kemmerich’s boots are an important symbol in the novel.
· Boots are a symbol that represent the cheapness of human life in the war. (Thank you, Sparknotes!)
· The war has destroyed soldiers’ dreams of the future.
Better topic sentences follow these examples:
· In To Kill A Mockingbird, Lee uses the character of Walter Cunningham to demonstrate Scout’s growing acceptance of others who display differences.
· In Star Wars Episode IV: A New Hope, Luke’s first encounter with Obi-Wan Kenobi fits the Meeting the Mentor stage of the monomyth theory of Joseph Campbell.
· In Animal Farm, the common farm animals, and especially Boxer, demonstrate how unwillingness to question authority contributes to their own oppression. (Thanks again, Sparknotes!)
Note: Your topic sentences aren’t going to contain the name of the novel. That’s just so you know what they’re about.
So, what do you need to have done today?
What's the difference between a thesis and a main idea statement?
- For this essay, a main idea is the universal message about life and humanity that Elie Wiesel is trying to convey to his readers.
- For this essay, a thesis statement is something along the lines of "In Night, Elie Wiesel uses <these three rhetorical devices to show <this main idea statment.>
On to organization of your essay. Let's say your thesis looks something like this:
Thesis (This is a sample from another essay--it is not from this essay's prompt!)
Golding uses the rhetorical devices of ___, _____, and ___ to show that that human nature is inherently evil, and that without the controlling forces of society, humans will become savage and destroy all they touch.
So, for this essay, the writer needs to prove the following:
- The author uses the three rhetorical devices in the essay
- Human nature is inherently evil
- Without the forces of society, humans will be come savage
- Humans will destroy all they touch.
Every body paragraph in your essay needs to prove some of these four elements--and by the end of the essay, you need to make sure they are all covered. There are two primary ways you can do this.
Option One: Organizing by Rhetorical Device
In this option, you would have a body paragraph for each device you choose. Your concrete details and commentary will be used to show how this symbol proves different parts of your thesis statement. (So, maybe a symbol shows how human nature is inherently evil AND that humans will destroy all they touch. And another symbol shows that without the controlling forces of society, humans will become savage AND that humans will destroy all they touch....)
Option Two: Organizing by Topic
In this option, you have a body paragraph for each portion of your thesis that you need to prove. In each paragraph, you would talk about all the rhetorical devices that show that part of the thesis. So, in our example, you'd have one paragraph about how human nature is inherently evil; and you'd discuss the devices that show that; you'd have a paragraph that shows that without the controlling forces of society, humans will become savage--and you discuss all the devices that show that; and you'd have a paragraph about how humans destroy all they touch, and you'd discuss the devices that show that.
I honestly do not care which of these options you choose. Option One is more simple and straightforward, to be sure. If you're up for a challenge--or if it just makes more sense to you--choose Option Two. I will say that I think Option Two makes for easier, less repetitive commentary, but there is nothing wrong with selecting Option One.
And, no matter which option you choose, each of your body paragraphs needs to have a topic sentence. Topic sentences are the beginning sentence of each of your body paragraphs.
More importantly, they’re the foundation of your argument. They tell the reader the ways you’re going to go about proving your thesis is correct.
Think of them as reasons why your thesis is correct, or how you know your thesis is right. They must be:
- Arguable (or at least arguable-ish. Not factual.)
- Related to your thesis
- A complete sentence.
Your topic sentences should:
- Identify the rhetorical device you’re going to talk about in the paragraph
- Identify what the rhetorical device is doing to support your thesis (in other words, what is the device showing the reader, and how that is related to your thesis)
Unacceptable topic sentences for this essay include (but are not limited to):
· Kemmerich’s boots are an important symbol in the novel.
· Boots are a symbol that represent the cheapness of human life in the war. (Thank you, Sparknotes!)
· The war has destroyed soldiers’ dreams of the future.
Better topic sentences follow these examples:
· In To Kill A Mockingbird, Lee uses the character of Walter Cunningham to demonstrate Scout’s growing acceptance of others who display differences.
· In Star Wars Episode IV: A New Hope, Luke’s first encounter with Obi-Wan Kenobi fits the Meeting the Mentor stage of the monomyth theory of Joseph Campbell.
· In Animal Farm, the common farm animals, and especially Boxer, demonstrate how unwillingness to question authority contributes to their own oppression. (Thanks again, Sparknotes!)
Note: Your topic sentences aren’t going to contain the name of the novel. That’s just so you know what they’re about.
So, what do you need to have done today?
- Thesis
- Pick Option 1 or Option 2
- Topic sentences (which means you've identified your rhetorical devices that you're doing to use)
- A good start on your CD selection...
12/10/2018
Today, we started work on our essay for Night. The assignment sheet is below.
We brainstormed thematic topics, and you checked off your main idea statements with me. :)
+++++++++++
For your final assessment for Night, you will write a six-chunk essay in which you explore how Elie Wiesel uses rhetorical devices to express the main idea of his memoir, Night.
In other words, in this task, you will be:
Hint: You can combine rhetorical devices that are very similar if necessary to find two examples. For example, you can combine metaphor and simile, as they are pretty much the same thing.
Your topic sentences might be something like “Elie Wiesel uses understatement to express the theme of ____________________________.”
You will also need an introduction and a conclusion to make this a full essay.
This essay will be due after Winter Break, on FRIDAY, JAN. 4. It will be uploaded to turnitin.com by 11:59 p.m. We will have class time to write and conference. 100 points in the writing category.
SCORING/GRADING
This essay will be scored using the same basic essay rubric we’ve been using all school
25 % Content--CD
25% Content—CM
10% Organization—Thesis and topic sentences
15% Organization—General (Special emphasis will be given to use of transitions between chunks)
10% Style—Word Choice
10% Style—Sentence Fluency
5% Conventions
100 points in the writing category. Late essays receive a 10 point deduction per day, up to three days late.
We brainstormed thematic topics, and you checked off your main idea statements with me. :)
+++++++++++
For your final assessment for Night, you will write a six-chunk essay in which you explore how Elie Wiesel uses rhetorical devices to express the main idea of his memoir, Night.
In other words, in this task, you will be:
- Selecting a main idea. We use “main idea” when we’re talking about non-fiction, but it’s basically the same as a theme. A theme “is not [ a work’s] subject, but rather its central idea, which may be stated directly or indirectly” and can be expressed in a complete sentence (Cuddon, 913). Just like with theme, a word or short phrase (death, war, sadness, the horror of war) is not a main idea. It’s a topic. The main idea is the thematic topic(s) + the author’s opinion + the “so what?”
- Analyzing HOW Elie Wiesel uses language to make that main idea clear.You will be asked to find specific passages from the novel that relate to your theme, and analyze the techniques Wiesel uses in those passages.
Hint: You can combine rhetorical devices that are very similar if necessary to find two examples. For example, you can combine metaphor and simile, as they are pretty much the same thing.
Your topic sentences might be something like “Elie Wiesel uses understatement to express the theme of ____________________________.”
You will also need an introduction and a conclusion to make this a full essay.
This essay will be due after Winter Break, on FRIDAY, JAN. 4. It will be uploaded to turnitin.com by 11:59 p.m. We will have class time to write and conference. 100 points in the writing category.
SCORING/GRADING
This essay will be scored using the same basic essay rubric we’ve been using all school
25 % Content--CD
25% Content—CM
10% Organization—Thesis and topic sentences
15% Organization—General (Special emphasis will be given to use of transitions between chunks)
10% Style—Word Choice
10% Style—Sentence Fluency
5% Conventions
100 points in the writing category. Late essays receive a 10 point deduction per day, up to three days late.
12/7/2018
Vocab Quizzes!
12/6/2018
We watched Oprah and Elie Weisel at Auschwitz.
12/4/2018
FIrst things first: vocab and lit terms! The words and terms for this week are Week 8.
Divulge
Docile
Dogmatic
Dole
Dolorous
Dour
Droll
Duplicity
Effigy
EmaciatedDramatic Irony
Verbal Irony
Situational Irony
We will be having quizzes on Friday...
We are going to have time to finish reading the book today! Just get started reading. When you finish, answer the questions below. These will be due THURSDAY at the beginning of class. Make sure you read the directions!!!
Four questions for you to reflect on (and respond to) as you finish Night follow. These questions are designed to get you thinking about some of the “big themes” of the book. Select two of the questions below, and write a response of at least two chunks for each of those questions.
1. Do you think Elie really loses his faith in God? Why or why not?
2. In the introduction, Elie Wiesel questions, “Did I write [Night] so as not to go mad or, on the contrary, to go mad in order to understand the nature of madness, the immense, terrifying madness that had erupted in history and in the conscience of mankind?” After reading the book, how do you think Elie is able to remain sane in spite of all that has happened to him?
3. How does the relationship between Elie and his father provide support and cause conflict throughout the story? In the end, which of those feelings do you think is predominant?
4. Do you think Elie Wiesel feels guilt for surviving the Holocaust when so many others—including his parents and younger sister—died? If not guilt, exactly, how would you describe his feeling?
And something just to ponder: How is Elie Wiesel able to pack such power into 110 pages?
Homework: Finish the questions if you didn't finish them in class
Divulge
Docile
Dogmatic
Dole
Dolorous
Dour
Droll
Duplicity
Effigy
EmaciatedDramatic Irony
Verbal Irony
Situational Irony
We will be having quizzes on Friday...
We are going to have time to finish reading the book today! Just get started reading. When you finish, answer the questions below. These will be due THURSDAY at the beginning of class. Make sure you read the directions!!!
Four questions for you to reflect on (and respond to) as you finish Night follow. These questions are designed to get you thinking about some of the “big themes” of the book. Select two of the questions below, and write a response of at least two chunks for each of those questions.
1. Do you think Elie really loses his faith in God? Why or why not?
2. In the introduction, Elie Wiesel questions, “Did I write [Night] so as not to go mad or, on the contrary, to go mad in order to understand the nature of madness, the immense, terrifying madness that had erupted in history and in the conscience of mankind?” After reading the book, how do you think Elie is able to remain sane in spite of all that has happened to him?
3. How does the relationship between Elie and his father provide support and cause conflict throughout the story? In the end, which of those feelings do you think is predominant?
4. Do you think Elie Wiesel feels guilt for surviving the Holocaust when so many others—including his parents and younger sister—died? If not guilt, exactly, how would you describe his feeling?
And something just to ponder: How is Elie Wiesel able to pack such power into 110 pages?
Homework: Finish the questions if you didn't finish them in class
12/3/2018
Hi all! I will be back at school tomorrow! I'll be a little late to first period, as my husband is getting his stitches out at 7. He is recovering really well! But I will be so glad to be back--I've missed you guys!
We are going to have time to read today. I want you to be done with Chapter 7 today.
I'm posting the questions for Chapter 7 for when you are done. Please use your own paper and use complete sentences.
1. How do the prisoners react when fellow prisoners die on the cattle car? What does this show you about the effects of the concentration camp on those who survived to that point? How is this related to the overall message of the story?
2. How is the incident with Meir (the old man), his son, and the bread crust related to the theme of the story?
3. While Wiesel doesn’t actually use juxtaposition in this instance, to what (or whom) does he want you to compare Meir and his son? What point is he trying to make?
4. According to Elie, what is it that finally breaks Meir Katz? Why does he die on the cattle car? How is this related to the theme of the story?
5. The events in this chapter (and really, the entirety of the book) are told in a straightforward manner, with very little description and emotion. This is a pretty stark contrast to the events he’s describing, which were obviously highly emotional. In a response of at least five sentences, explain why you think Elie Wiesel chose this particular writing style to tell his story. Why doesn’t he use a lot of description? Why doesn’t he show a lot of emotion? What is he trying to accomplish? What is he trying to get his readers to understand, and how is he doing it?
Homework: Finish the questions if you didn't finish them in class. They will be due at the beginning of class tomorrow.
We are going to have time to read today. I want you to be done with Chapter 7 today.
I'm posting the questions for Chapter 7 for when you are done. Please use your own paper and use complete sentences.
1. How do the prisoners react when fellow prisoners die on the cattle car? What does this show you about the effects of the concentration camp on those who survived to that point? How is this related to the overall message of the story?
2. How is the incident with Meir (the old man), his son, and the bread crust related to the theme of the story?
3. While Wiesel doesn’t actually use juxtaposition in this instance, to what (or whom) does he want you to compare Meir and his son? What point is he trying to make?
4. According to Elie, what is it that finally breaks Meir Katz? Why does he die on the cattle car? How is this related to the theme of the story?
5. The events in this chapter (and really, the entirety of the book) are told in a straightforward manner, with very little description and emotion. This is a pretty stark contrast to the events he’s describing, which were obviously highly emotional. In a response of at least five sentences, explain why you think Elie Wiesel chose this particular writing style to tell his story. Why doesn’t he use a lot of description? Why doesn’t he show a lot of emotion? What is he trying to accomplish? What is he trying to get his readers to understand, and how is he doing it?
Homework: Finish the questions if you didn't finish them in class. They will be due at the beginning of class tomorrow.
11/30/2018
You guys took quizzes today! :)
11/29/2018
I was up at school for an hour or so yesterday for a meeting, and had just a second or two to look at the projects you did on Tuesday. They look great!!!! If for some reason you didn't finish, please make sure you turn it in!!
I'm not sure if I will be back tomorrow or if it will be Monday. Either way, we will have the quizzes tomorrow. :)
I have some questions for you to answer for Chapters 5 and 6 of Night. Please do these on your own paper and use complete sentences. You should be able to finish this by the end of class today.
1. Chapter 5 opens with the celebration of Rosh Hashanah, one of the High Holy Days of the Jewish faith, in which the new year and God's creation of the worlds are celebrated. As the Jewish prisoners gather to celebrate the holiday, how does Elie react?
2. Ten days later, on Yom Kippur, the Jewish prisoners are supposed to fast and attone for their sins. Why does Elie choose not to attone?
3. Do you think Elie truly loses his faith? Why or why not? Include evidence from the text to support your answer.
4. Why is it ironic\ that Elie decides to leave the infirmary?
5. What is the contrast between Rabbi Eliahau and his son, and Elie and his father? What is that contrast supposed to show you?
6. Does Juliek actually play a concert? Use evidence from the text to support your answer.
When you finish, please turn the questions in. Use the time you have left in class to update your rhetorical device document.
Homework: Study for your quizzes tomorrow!!!
I'm not sure if I will be back tomorrow or if it will be Monday. Either way, we will have the quizzes tomorrow. :)
I have some questions for you to answer for Chapters 5 and 6 of Night. Please do these on your own paper and use complete sentences. You should be able to finish this by the end of class today.
1. Chapter 5 opens with the celebration of Rosh Hashanah, one of the High Holy Days of the Jewish faith, in which the new year and God's creation of the worlds are celebrated. As the Jewish prisoners gather to celebrate the holiday, how does Elie react?
2. Ten days later, on Yom Kippur, the Jewish prisoners are supposed to fast and attone for their sins. Why does Elie choose not to attone?
3. Do you think Elie truly loses his faith? Why or why not? Include evidence from the text to support your answer.
4. Why is it ironic\ that Elie decides to leave the infirmary?
5. What is the contrast between Rabbi Eliahau and his son, and Elie and his father? What is that contrast supposed to show you?
6. Does Juliek actually play a concert? Use evidence from the text to support your answer.
When you finish, please turn the questions in. Use the time you have left in class to update your rhetorical device document.
Homework: Study for your quizzes tomorrow!!!
11/28/2018
Some super good news on the Brian Holihan front--the eye doctor says his eye is fine! Whoo hoo! Still a whole lot of pain and swelling (like a whole whole lot), but we are so relieved to not have to worry about his eye! Still not sure when I will be back to school, but I tried to give you something a little more interesting to do today. :)
Today, I would like you to pick one rhetorical device from your list that you should have from chapters 1-4. Pick one that you think is meaningful or interesting--one that sticks out from the rest.
Then, get a sheet on blank paper. On the paper, include the following elements:
Let's say you were going to use this quote from Of Mice and Men for this task. "On the sand banks, the rabbits sat as quietly as little gray, sculpted stones." Your sheet of paper would need to include the quote, the page number, the type of device (which could be simile or alliteration), an explanation of what the device is emphasizing or comparing (it's comparing the rabbits to stones on a riverbank), an explanation of what the emphasis or comparison is doing (it's trying to get the reader to understand just how quiet the rabbits are so the reader can understand the peacefulness and silence of the setting), and illustration (I'd draw a river bank with gray rocks with bunny ears and little eyes and noses).
Sometimes, people get all concerned that they are not good artists and sort of freaked out by creative projects. Let me assure you that this is not art class. You are not going to be evaluated on the quality of your artwork :) Just try your best. I care much more about effort than I care about artistic skill, I promise. If you need to explain what you are trying to do on the back of the paper because your hands can't produce what your see in your mind, please do so.
Also, please know that while the artwork is a way to demonstrate your understanding, I care just as much (if not more) about the written explanations. So, try to balance the amount of time you spend writing and drawing. :)
When you finish this, please turn it in where the drawers go.
Then, I would like you to read Chapter 5 and 6. After you read, go back through and continue to add to your rhetorical device Google Doc. (Seriously, you will be glad you did).
Homework: Read Chapter 5 and 6 for Thursday.
Today, I would like you to pick one rhetorical device from your list that you should have from chapters 1-4. Pick one that you think is meaningful or interesting--one that sticks out from the rest.
Then, get a sheet on blank paper. On the paper, include the following elements:
- The rhetorical device itself (like, the actual quotation from the book). Make this big, bold, colorful.
- The page number where you found the quote. This can be pretty small.
- The kind of rhetorical device it is (is it repetition? personification? verbal irony? something else?)
- What the rhetorical device is emphasizing or comparing. This needs to be a sentence or two long. You either need to explain what word or words are being emphasized, or what things are being compared to one another. This asks for a LITERAL explanation
- What the rhetorical device is trying to get the reader to understand. This asks for a SYMBOLIC or FIGURATIVE explanation.
- Some sort of illustration that represents what the device is doing. This illustration can be very literal, or it can be more symbolic. I am being deliberately vague, because I want to see what you come up with. :)
- Your name. :)
Let's say you were going to use this quote from Of Mice and Men for this task. "On the sand banks, the rabbits sat as quietly as little gray, sculpted stones." Your sheet of paper would need to include the quote, the page number, the type of device (which could be simile or alliteration), an explanation of what the device is emphasizing or comparing (it's comparing the rabbits to stones on a riverbank), an explanation of what the emphasis or comparison is doing (it's trying to get the reader to understand just how quiet the rabbits are so the reader can understand the peacefulness and silence of the setting), and illustration (I'd draw a river bank with gray rocks with bunny ears and little eyes and noses).
Sometimes, people get all concerned that they are not good artists and sort of freaked out by creative projects. Let me assure you that this is not art class. You are not going to be evaluated on the quality of your artwork :) Just try your best. I care much more about effort than I care about artistic skill, I promise. If you need to explain what you are trying to do on the back of the paper because your hands can't produce what your see in your mind, please do so.
Also, please know that while the artwork is a way to demonstrate your understanding, I care just as much (if not more) about the written explanations. So, try to balance the amount of time you spend writing and drawing. :)
When you finish this, please turn it in where the drawers go.
Then, I would like you to read Chapter 5 and 6. After you read, go back through and continue to add to your rhetorical device Google Doc. (Seriously, you will be glad you did).
Homework: Read Chapter 5 and 6 for Thursday.
11/26/2018
Hi, guys! Hope you all had a restful and enjoyable Thanksgiving weekend!
We're extra thankful at our house, because we were in a freak car accident on Friday. A good-sized branch fell off a tree and came through the windshield of our car while we were driving. Cora and I are totally fine, and Brian will be just fine, though he was injured. The branch hit him on the forehead, but we are SO LUCKY that all that seems to have happened is that he got a very large gash on his forehead, which they stitched together. He is in a fair amount of pain and can't drive, so I'll be home taking care of him for the next few days. I'm not exactly sure when I'll be back, but I'll keep the website updated with what you're supposed to do each day.
We will be having vocab and lit term quizzes on Friday, whether I am here or not. We are on Vocab List 7 and Lit Term Quiz 7. The words are: Cynical, Decorum, Demagogue, Demure, Deprecate, Destitute, Diffident, Dilemma, Dilettante and Dispartiy. The Lit Terms are Hyperbole and
Oxymoron.
Today, you are going to read Chapter 4 of Night and answer the questions below. I have the turn-in drawers with me at home, so just put your assignment where the drawer would be. :)
Please answer the questions below on your own paper. Do your own work, use complete sentences and provide evidence when asked.
1. How is Buna different from Auschwitz? Give at least three different differences. Is it better or worse? Why?
2. How does Elie feel when Idek beats his father? What is Elie’s reaction to this feeling? How has concentration camp life changed him?
3. After the hanging of the youth from Warsaw, Elie says “I remember that I found the soup excellent that evening?” What does this reaction show you about concentration camp life?
4. How is the hanging of the pipel different? Why do the prisoners react so differently?
5. How does the Wiesel’s use of the metaphor “the soup tasted of corpses” make you feel? Why? Why do you think he chose that particular metaphor? What is he trying to get the reader to understand?
6. In Chapter 4, there are moments of near-normalcy in the midst of the horrors of the camp. How does this juxtaposition affect you? How does it affect the prisoners?
7. At this point, how have Elie’s beliefs changed as a result of his imprisonment? Provide evidence from the text. Remember, in order to show change, you need to show both the before and after.
If you are not able to finish these questions in class, they are homework. If you finish early, please add rhetorical devices from Chapter 4 to your Google Doc that you started before Thanksgiving.
Homework: Finish the questions if you didn't in class.
We're extra thankful at our house, because we were in a freak car accident on Friday. A good-sized branch fell off a tree and came through the windshield of our car while we were driving. Cora and I are totally fine, and Brian will be just fine, though he was injured. The branch hit him on the forehead, but we are SO LUCKY that all that seems to have happened is that he got a very large gash on his forehead, which they stitched together. He is in a fair amount of pain and can't drive, so I'll be home taking care of him for the next few days. I'm not exactly sure when I'll be back, but I'll keep the website updated with what you're supposed to do each day.
We will be having vocab and lit term quizzes on Friday, whether I am here or not. We are on Vocab List 7 and Lit Term Quiz 7. The words are: Cynical, Decorum, Demagogue, Demure, Deprecate, Destitute, Diffident, Dilemma, Dilettante and Dispartiy. The Lit Terms are Hyperbole and
Oxymoron.
Today, you are going to read Chapter 4 of Night and answer the questions below. I have the turn-in drawers with me at home, so just put your assignment where the drawer would be. :)
Please answer the questions below on your own paper. Do your own work, use complete sentences and provide evidence when asked.
1. How is Buna different from Auschwitz? Give at least three different differences. Is it better or worse? Why?
2. How does Elie feel when Idek beats his father? What is Elie’s reaction to this feeling? How has concentration camp life changed him?
3. After the hanging of the youth from Warsaw, Elie says “I remember that I found the soup excellent that evening?” What does this reaction show you about concentration camp life?
4. How is the hanging of the pipel different? Why do the prisoners react so differently?
5. How does the Wiesel’s use of the metaphor “the soup tasted of corpses” make you feel? Why? Why do you think he chose that particular metaphor? What is he trying to get the reader to understand?
6. In Chapter 4, there are moments of near-normalcy in the midst of the horrors of the camp. How does this juxtaposition affect you? How does it affect the prisoners?
7. At this point, how have Elie’s beliefs changed as a result of his imprisonment? Provide evidence from the text. Remember, in order to show change, you need to show both the before and after.
If you are not able to finish these questions in class, they are homework. If you finish early, please add rhetorical devices from Chapter 4 to your Google Doc that you started before Thanksgiving.
Homework: Finish the questions if you didn't in class.
11/16/2018 & 11/20/2018
With the crazy conference schedule, we just had class Friday and Tuesday. We chatted about the book, and had reading time.
We also had time to start going through the book and looking for rhetorical devices. Basically, you looked for as many rhetorical devices as you could find, and put the type of device it is (metaphor, personification, allusion....), the quote, and the page number. While this was definitely tedious, it will be a huge time saver when it comes time to write your essay--since all of your CDs will need to be examples of rhetorical devices, you will have a list to choose from all set to go! Yay!
We also had time to start going through the book and looking for rhetorical devices. Basically, you looked for as many rhetorical devices as you could find, and put the type of device it is (metaphor, personification, allusion....), the quote, and the page number. While this was definitely tedious, it will be a huge time saver when it comes time to write your essay--since all of your CDs will need to be examples of rhetorical devices, you will have a list to choose from all set to go! Yay!
11/15/2018
Hi guys! I'm not at school today. I know you'll be respectful and cooperative for the sub.
Today, you're just going to answer some questions about Chapter 3. I'll be back tomorrow, and we'll talk about this chapter then. Today, though, you're going to answer the questions below.
Night Chapter 3 questions
Directions: Answer these questions on your own sheet of paper. Use complete sentences, and provide evidence from the text for each answer.
Today, you're just going to answer some questions about Chapter 3. I'll be back tomorrow, and we'll talk about this chapter then. Today, though, you're going to answer the questions below.
Night Chapter 3 questions
Directions: Answer these questions on your own sheet of paper. Use complete sentences, and provide evidence from the text for each answer.
- Of all the horrors Elie experiences on his first day in the concentration camp, which one do you think is the worst? Why?
- On page 34, the most famous passage from the book appears. It is the series of “never shall I forget…” sentences. In a response of at least two chunks, explain why this passage is so powerful. Is it more powerful than if he had tried to explain those things in more words? Why? How? You might want to discuss things like repetition and word choice.
- On page 39, Elie’s father is struck in the face. Why? When Elie says “I shall never forgive them for this,” what it is he means? What will he not forgive the Nazis for?
- On page 46, Elie says that they pretended that his mother and Tzipora were in a labor camp? Why?
- Throughout this chapter, the horror of the concentration camp is interspersed with small acts of humanity and kindness. Do these incidents make life in the concentration camp bearable, or worse? Use evidence from the text to explain your answer.
11/13/2018
First--good news! Due to the wacky schedule, we won't be doing vocab/lit quizzes this week or next. I know you're all so disappointed. ;-P
Today, we talked about motifs in literature. Basically, a motif is something (a symbol, an image, a concept) that appears repeatedly throughout a work of literature. Motifs are usually related to the theme of a story.
Then, we briefly chatted about Chapter 2 of Night.
Then, you settled in to work on the assignment below.
The incident with Mrs. Schachter on the train is one of the key incidents in Night, especially when it comes to the development of the story’s motifs (a motif is a concept or structure that comes up again and again. They are usually related to the theme). Choose ONE of the motifs below, and write a two-chunk paragraph in which you identify how Elie Wiesel uses the motif in Chapter 2.
In your response, you need to identify the motif, then find concrete details from the incident with Mrs. Schachter that support that motif. You will then need to explain how those concrete details demonstrate the motif. This is due at the end of class today.
Sample TS: In Chapter 2 of Night, Elie Wiesel uses the motif of ________________________ during the incident with Mrs. Schachter.
Please upload to turnitin.com when you are done--it's Night Chapter 2.
Then, read Chapter 3 of Night.
Homework: Finish up whatever you didn't finish in class.
Today, we talked about motifs in literature. Basically, a motif is something (a symbol, an image, a concept) that appears repeatedly throughout a work of literature. Motifs are usually related to the theme of a story.
Then, we briefly chatted about Chapter 2 of Night.
Then, you settled in to work on the assignment below.
The incident with Mrs. Schachter on the train is one of the key incidents in Night, especially when it comes to the development of the story’s motifs (a motif is a concept or structure that comes up again and again. They are usually related to the theme). Choose ONE of the motifs below, and write a two-chunk paragraph in which you identify how Elie Wiesel uses the motif in Chapter 2.
- Man’s inhumanity to man
- The fine line between sanity and insanity
- Loss of faith in God
- Elie’s guilt about observing horror, but doing or saying nothing
In your response, you need to identify the motif, then find concrete details from the incident with Mrs. Schachter that support that motif. You will then need to explain how those concrete details demonstrate the motif. This is due at the end of class today.
Sample TS: In Chapter 2 of Night, Elie Wiesel uses the motif of ________________________ during the incident with Mrs. Schachter.
Please upload to turnitin.com when you are done--it's Night Chapter 2.
Then, read Chapter 3 of Night.
Homework: Finish up whatever you didn't finish in class.
11/9/2018
Today was Voacab and Lit Quiz 6. You had time to work on yesterday's questions after the quizzes.
Be prepared to discuss Chapters 1 and 2 on TUESDAY.
Have a great 3-day weekend!
Be prepared to discuss Chapters 1 and 2 on TUESDAY.
Have a great 3-day weekend!
11/8/2018
Today, you are going to answer the following three questions. I know that's not a lot, but one asks for a short paragraph, and the other two answers need to be throrough as well.
1. Mrs. Schachter is a bit of an enigma in Chapter 2. Is she psychic? Is she crazy? What does Elie Wiesel want you to think about her? Write a one-chunk paragraph in which you identify what Wiesel wants you to think about Mrs. Schacter, and provide evidence from the text to support your answer.
2. Why do you think Elie Wiesel includes the part where the passengers beat Mrs. Schachter? What is he trying to show? Answer in a response of at least two sentences.
3. How does foreshadowing add to the impact of this chapter? Identify an example of foreshadowing and then explain the effect of this foreshadowing on this chapter. Your answer needs to be at least two complete sentences in length. You may paraphrase your example of foreshadowing, or you may use a direct quotation.
1. Mrs. Schachter is a bit of an enigma in Chapter 2. Is she psychic? Is she crazy? What does Elie Wiesel want you to think about her? Write a one-chunk paragraph in which you identify what Wiesel wants you to think about Mrs. Schacter, and provide evidence from the text to support your answer.
2. Why do you think Elie Wiesel includes the part where the passengers beat Mrs. Schachter? What is he trying to show? Answer in a response of at least two sentences.
3. How does foreshadowing add to the impact of this chapter? Identify an example of foreshadowing and then explain the effect of this foreshadowing on this chapter. Your answer needs to be at least two complete sentences in length. You may paraphrase your example of foreshadowing, or you may use a direct quotation.
11/6/2018
Today, we are going to start reading Night. The chapters aren't numbered (it's totally encouraged for you to write in numbers for the chapters, though), but we are going to read the first one today. It starts on page 3. Please skip all of the introductory material (Prologue, Introduction, all that stuff) and just start reading on Page 3. :)
You can find a glossary for the book here (thanks, Oprah!) This glossary contains definitions for all sorts of words you might not know (Hebrew, German and English) : http://www.oprah.com/oprahsbookclub/the-night-glossary/1
Below is a glossary of Jewish religious terms you might not be familiar with.
Below is a glossary of Jewish religious terms you might not be familiar with.
jewish_terms_glossary.pdf | |
File Size: | 83 kb |
File Type: |
When you are done reading Chapter 1, please answer the following questions on your own paper. Use complete sentences, and provide evidence from the text when asked.
- What biographical information do we get about Elie Wisel’s family in this chapter? List at least three facts about his family members.
- How does Moishe the Beadle change after he returns from being deported? Give evidence to support your answer.
- What warnings do the Jews of Sighet receive about Hitler and his plans? Why do they ignore them? Discuss at least three different warnings.
- Why is it significant that the Germans arrest the Jewish leaders during Passover?
- What is life like in the ghetto? Give at least two pieces of evidence from the text.
- Where do you think they are going on the train? What will happen to them there?
- How does Elie Wiesel use the appeal of ethos in this chapter? In other words, how does he establish his credibility as an author? What does he say or do to establish his trustworthiness and make you believe what he has to say? Give evidence from the text.
11/5/2018
We watched a background Prezi to prepare us for reading Night by Elie Wiesel, then went to the library to check out a copy of the book.
11/2/2018
Today, you're going to be taking Lit Term Quiz 5 and Vocab Quiz 51
See you Monday!
See you Monday!
11/1/2018
Today, please answer the following questions about "No News from Auschwitz" on your own paper.
- How does A.M. Rosenthal use ethos? In what way does he establish his credibility? Give direct evidence from the text.
- Where does A.M. Rosenthal use logos? Give at least two examples of direct evidence from the text.
- How does the use of logos help the reader understand the main idea of the work? Give a response of at least two sentences.
- Where does A.M. Rosenthal use pathos? Give at least two examples of direct evidence from the text.
- How does the use of pathos help the reader understand the main idea of the work? Give a response of at least two sentences.
- Which do you think is more effective in helping the reader to see the main idea—pathos or logos? Why? Answer this question in at least four sentences.
10/30/2018
STEP ONE: PICK YOUR FIVE FAVORITE EXAMPLES OF RHETORICAL DEVICES FROM “NO NEWS FROM AUSCHWITZ” AND FILL OUT THE CHART BELOE FOR EACH OF THOSE EXAMPLES.
Literary/Rhetorical Device Quote from Text What this device emphasizes/compares What this makes you think about
Alliteration “One visitor opened Silent scream--the visitor is horrified He is this horrified just by the bunks--
his mouth in a silent simply at the sight--he's horrified by the they are empty, but still horrifiying.
scream simply at the barracks There's many things even more horrifying
sight of boxes” at Auschwitz
TWO: IDENTIFY THE MAIN IDEA OF THE WORK, AND WRITE A MAIN IDEA STATEMENT. (Just like a theme statement. J Thematic topic(s) + author’s opinion + so what?) and write this on your document.
STEP THREE: TURN YOUR MAIN IDEA STATEMENT INTO A TOPIC SENTENCE THAT ANSWERS THIS PROMPT:
In a two-chunk paragraph, explain how A.M. Rosenthal uses rhetorical devices to support the main idea of “No News From Auschwitz.”
STEP FOUR: WRITE THE PARAGRAPH!! TURN IT IN TO TURNITIN.COM
You also need to turn in your prewriting (steps 1-3 above)--whether that is on a sheet of paper that you turn in to the bin, on the same document you upload to turnitin.com, or on a separate Google Doc you share with me!
Homework: Turn in the paragraph and pre-writing if you didn't do so in class. Study for your vocab and lit term quiz on Friday!!!
Literary/Rhetorical Device Quote from Text What this device emphasizes/compares What this makes you think about
Alliteration “One visitor opened Silent scream--the visitor is horrified He is this horrified just by the bunks--
his mouth in a silent simply at the sight--he's horrified by the they are empty, but still horrifiying.
scream simply at the barracks There's many things even more horrifying
sight of boxes” at Auschwitz
TWO: IDENTIFY THE MAIN IDEA OF THE WORK, AND WRITE A MAIN IDEA STATEMENT. (Just like a theme statement. J Thematic topic(s) + author’s opinion + so what?) and write this on your document.
STEP THREE: TURN YOUR MAIN IDEA STATEMENT INTO A TOPIC SENTENCE THAT ANSWERS THIS PROMPT:
In a two-chunk paragraph, explain how A.M. Rosenthal uses rhetorical devices to support the main idea of “No News From Auschwitz.”
STEP FOUR: WRITE THE PARAGRAPH!! TURN IT IN TO TURNITIN.COM
You also need to turn in your prewriting (steps 1-3 above)--whether that is on a sheet of paper that you turn in to the bin, on the same document you upload to turnitin.com, or on a separate Google Doc you share with me!
Homework: Turn in the paragraph and pre-writing if you didn't do so in class. Study for your vocab and lit term quiz on Friday!!!
10/29/2018
Today, we are going to talk about a variety of rhetorical devices.
updated_rhetorical_devices.docx | |
File Size: | 23 kb |
File Type: | docx |
Then, we are going to read a short article and look for examples of rhetorical devices.
no_news_from_auschwitz.pdf | |
File Size: | 298 kb |
File Type: |
Read the article through once, and then read it through a second (and maybe third) time, looking for as many examples of rhetorical devices as you can find. Write these devices on a separate sheet of paper. Identify the device, and then write down the example.
Ex.: DICTION--"grisly tourist center"
Ex.: DICTION--"grisly tourist center"
10/26/2018
Vocab and lit term quizzes!
It's probably best to make them up on Friday after next week's quizzes if you were gone, since we're trick-or-treating during Power Hour on Wednesday!
It's probably best to make them up on Friday after next week's quizzes if you were gone, since we're trick-or-treating during Power Hour on Wednesday!
10/25/2018
Today, you are going to answer some questions where you compare and contrast the two articles about the death penalty.
1. Who establishes their credibility more strongly—Kroll or Mencken? Why? Explain.
2. Who uses logos more often, Kroll or Mencken?
3. Who uses logos more effectively, Kroll or Mencken? Why? Provide evidence to support your answer.
4. Who uses pathos more often, Kroll or Mencken?
4. Who uses pathos more effectively, Kroll or Mencken? Why? Provide evidence to support your answer.
5. How do you think Kroll would respond to Mencken’s argument that human beings must have katharsis? (In other words, how would Kroll respond to the idea that we execute people because it makes us feel better/safer?) Provide evidence to support your answer.
6. How would Mencken answer Kroll’s argument that turning death into a public spectacle is barbaric? (In other words, how would Mencken feel about Kroll saying that executing someone for the "enjoyment" of the public is cruel?)
7. On what point do Mencken and Kroll seem to agree? (This response actually requires two quotes—one from each text.)
8. Overall, which essay do you think is most effective in getting the reader to agree with the author’s argument? WHY? Wrote a one-chunk paragraph that explains your reasoning.
Homework: Study for your vocab quiz tomorrow!
1. Who establishes their credibility more strongly—Kroll or Mencken? Why? Explain.
2. Who uses logos more often, Kroll or Mencken?
3. Who uses logos more effectively, Kroll or Mencken? Why? Provide evidence to support your answer.
4. Who uses pathos more often, Kroll or Mencken?
4. Who uses pathos more effectively, Kroll or Mencken? Why? Provide evidence to support your answer.
5. How do you think Kroll would respond to Mencken’s argument that human beings must have katharsis? (In other words, how would Kroll respond to the idea that we execute people because it makes us feel better/safer?) Provide evidence to support your answer.
6. How would Mencken answer Kroll’s argument that turning death into a public spectacle is barbaric? (In other words, how would Mencken feel about Kroll saying that executing someone for the "enjoyment" of the public is cruel?)
7. On what point do Mencken and Kroll seem to agree? (This response actually requires two quotes—one from each text.)
8. Overall, which essay do you think is most effective in getting the reader to agree with the author’s argument? WHY? Wrote a one-chunk paragraph that explains your reasoning.
Homework: Study for your vocab quiz tomorrow!
10/23/2018
Today, we finished our questions from "The Penalty of Death" and then we had a Socratic Seminar.
Except for third period. We had a crazy fire drill instead. :(
Except for third period. We had a crazy fire drill instead. :(
10/22/2018
Today, we had a little bit of time to finish the questions from Thursday's reading assignment "The Unquiet Death of Robert Harris."
When you finish those questions, please turn them in.
Then, read "The Penalty of Death" by H.L. Mencken. I will warn you that this piece is more difficult. The writer's style is a bit more complicated and formal, which can make it a little more difficult to understand
When you finish those questions, please turn them in.
Then, read "The Penalty of Death" by H.L. Mencken. I will warn you that this piece is more difficult. The writer's style is a bit more complicated and formal, which can make it a little more difficult to understand
the_penalty_of_death_full_text.pdf | |
File Size: | 326 kb |
File Type: |
Directions: Answer the following questions using complete sentences. Provide evidence from the text when asked.
1. What is Mencken’s thesis/main idea/argument? Provide at least one piece of evidence to support your answer.
2. In paragraph 3, Mencken asserts that there are at least half a dozen reasons for punishing offenders. In his essay, he mentions two. What are they? What others can you supply?
3. For which class of offenders does Mencken advocate the death penalty? Provide evidence from the text.
4. What is Mencken’s “real objection” to capital punishment?
5. At several points, Mencken uses humor. What is an example of it? Does the humor seem appropriate, given the subject matter of his topic? Why or why not?
6. Which mode of persuasion does Mencken use most: Pathos or Logos? How does this compare to how many people speak or write about this subject?
7. Even though this essay was written in 1926, are its arguments still valid today? Explain why or why not?
We will have about 20 minutes tomorrow to finish up these questions. Then, we are going to do a Socratic Seminar, where we talk about these two pieces and how and why they are (or are not) effective.
1. What is Mencken’s thesis/main idea/argument? Provide at least one piece of evidence to support your answer.
2. In paragraph 3, Mencken asserts that there are at least half a dozen reasons for punishing offenders. In his essay, he mentions two. What are they? What others can you supply?
3. For which class of offenders does Mencken advocate the death penalty? Provide evidence from the text.
4. What is Mencken’s “real objection” to capital punishment?
5. At several points, Mencken uses humor. What is an example of it? Does the humor seem appropriate, given the subject matter of his topic? Why or why not?
6. Which mode of persuasion does Mencken use most: Pathos or Logos? How does this compare to how many people speak or write about this subject?
7. Even though this essay was written in 1926, are its arguments still valid today? Explain why or why not?
We will have about 20 minutes tomorrow to finish up these questions. Then, we are going to do a Socratic Seminar, where we talk about these two pieces and how and why they are (or are not) effective.
10/19/2018
We took a vocab and lit term quiz today!
Then, we worked on the questions for "The Unquiet Death of Robert Harris." You will have a little time on Monday to finish these up if you didn't do so today.
Homework: Have an amazing Homecoming, and make good choices!!!
Then, we worked on the questions for "The Unquiet Death of Robert Harris." You will have a little time on Monday to finish these up if you didn't do so today.
Homework: Have an amazing Homecoming, and make good choices!!!
10/18/2019
Finish your questions from Tuesday and turn them in.
Then, read "The Unquiet Death of Robert Harris." Read the article here: http://hutchinsonaplang.weebly.com/uploads/3/7/8/6/37860419/kroll_unquiet_death.pdf The formatting is a little strange. The article starts on the right side of the first page, is the entire second and third page, and just the first five paragraphs on the last page. :)
When you finish reading the article, get to work on the questions below. These are due MONDAY at the end of class. You will have time to work on them after the quizzes tomorrow. Probably a few minutes on Monday, too.
Directions: There are questions following the essay. Answer the question numbers provided below. Use complete sentences. Provide evidence when necessary.
1. What is Kroll’s thesis? (What is his argument?)
2. How do you read the last sentence of the essay? Is it ironic, or is it something else? Explain.
3. Do you think Kroll is against the death penalty in all instances, or just the way it was carried out in this case? Explain and provide evidence from the text to support your answer.
4. How does the tone of this essay contribute to Kroll’s ethical appeal? In other words, how does the tone help establish his credibility?
5. Does Kroll mostly use logos or pathos? Explain.
6. What is the effect of Kroll’s description of the victims’ families (in paragraphs 18 and 23)? Why does he include this?
7. Why does Kroll describe Harris’ death in such detail (in paragraphs 22-23)?
8. In the essay, Kroll writes about witnessing the execution of a friend. Would this essay be more or less effective if it was about the execution of a stranger? Why?
9. This execution took place in 1984. Are the points Kroll raises still valid? Why or why not?
10. Did this essay change the way you feel about the death penalty? Why or why not?
Homework: Study for your vocab and lit term quiz tomorrow!
Then, read "The Unquiet Death of Robert Harris." Read the article here: http://hutchinsonaplang.weebly.com/uploads/3/7/8/6/37860419/kroll_unquiet_death.pdf The formatting is a little strange. The article starts on the right side of the first page, is the entire second and third page, and just the first five paragraphs on the last page. :)
When you finish reading the article, get to work on the questions below. These are due MONDAY at the end of class. You will have time to work on them after the quizzes tomorrow. Probably a few minutes on Monday, too.
Directions: There are questions following the essay. Answer the question numbers provided below. Use complete sentences. Provide evidence when necessary.
1. What is Kroll’s thesis? (What is his argument?)
2. How do you read the last sentence of the essay? Is it ironic, or is it something else? Explain.
3. Do you think Kroll is against the death penalty in all instances, or just the way it was carried out in this case? Explain and provide evidence from the text to support your answer.
4. How does the tone of this essay contribute to Kroll’s ethical appeal? In other words, how does the tone help establish his credibility?
5. Does Kroll mostly use logos or pathos? Explain.
6. What is the effect of Kroll’s description of the victims’ families (in paragraphs 18 and 23)? Why does he include this?
7. Why does Kroll describe Harris’ death in such detail (in paragraphs 22-23)?
8. In the essay, Kroll writes about witnessing the execution of a friend. Would this essay be more or less effective if it was about the execution of a stranger? Why?
9. This execution took place in 1984. Are the points Kroll raises still valid? Why or why not?
10. Did this essay change the way you feel about the death penalty? Why or why not?
Homework: Study for your vocab and lit term quiz tomorrow!
10/16/2019
When you are done working with your paragraph, please make sure it's uploaded to turnitin.com. The assignment is called "Man in Water/Unknown Rebel."
Then, we'll go over the vocab words and lit terms for the week. Remember, the master list is on the SEPTEMBER 25 entry, and the big red hyperlink at the top of the file has all the definitions. :)
Then, you are going to read this article from yesterday's New York Times.
When you are done, reading, answer the following questions:
1.What is the main idea of this piece?
2. How does the author of this piece use ethos? Give at least two examples.
3. What example of logos do you think is most effective, and why?
4. What example of pathos do you think is most effective, and why?
5. What appeal do you think the author is using with this quote: "He gave the consulate stamp to a refugee to forge more visas, and he literally threw visas out of the train window to refugees on the platform." Is it logos, pathos, or can it be both? Why do you think this?
Homework: Study for your vocab and lit term quiz on Friday!
Then, we'll go over the vocab words and lit terms for the week. Remember, the master list is on the SEPTEMBER 25 entry, and the big red hyperlink at the top of the file has all the definitions. :)
Then, you are going to read this article from yesterday's New York Times.
When you are done, reading, answer the following questions:
1.What is the main idea of this piece?
2. How does the author of this piece use ethos? Give at least two examples.
3. What example of logos do you think is most effective, and why?
4. What example of pathos do you think is most effective, and why?
5. What appeal do you think the author is using with this quote: "He gave the consulate stamp to a refugee to forge more visas, and he literally threw visas out of the train window to refugees on the platform." Is it logos, pathos, or can it be both? Why do you think this?
Homework: Study for your vocab and lit term quiz on Friday!
10/15/2018
Today, you are going to think about "The Man in the Water" and "The Unknown Rebel."
You are going to write a two-chunk paragraph in which you identify which of these pieces is most effective to you, and why it's more effective.
Topic sentence: "The Man in the Water" is more effective because of the author's use of ethos.
Your evidence can be from either work--and they should be direct quotations that explain which rhetorical appeal is most effective. And your commentary should explain WHY this is effective. :)
You are going to write a two-chunk paragraph in which you identify which of these pieces is most effective to you, and why it's more effective.
Topic sentence: "The Man in the Water" is more effective because of the author's use of ethos.
Your evidence can be from either work--and they should be direct quotations that explain which rhetorical appeal is most effective. And your commentary should explain WHY this is effective. :)
10/11/2018
Please Read "The Unknown Rebel" by Pico Ayer
When you are done, answer the following questions. They will be due MONDAY at the beginning of class. You will likely have time after the vocab and lit term quizzes tomorrow to work on these. :)
1. What is the main idea of the article. Remember, main idea is exactly the same as theme, except for non-fiction.
2. How does the author use ethos? FInd at least two examples of ethos in the story.
3. How does the author use pathos? Find at least two examples of pathos in the story.
4. How does the author use logos? Find at least two examples of logos in the story.
=
When you are done, answer the following questions. They will be due MONDAY at the beginning of class. You will likely have time after the vocab and lit term quizzes tomorrow to work on these. :)
1. What is the main idea of the article. Remember, main idea is exactly the same as theme, except for non-fiction.
2. How does the author use ethos? FInd at least two examples of ethos in the story.
3. How does the author use pathos? Find at least two examples of pathos in the story.
4. How does the author use logos? Find at least two examples of logos in the story.
=
10/9/2018
Please read the personal essay "Shunned" by Meredith Hall
shunned.pdf | |
File Size: | 168 kb |
File Type: |
When you are done reading, answer the questions below on your own paper.
- What is the thesis—the argument—the central idea of this work? Give evidence from the text to support your answer.
- How does Hall use Ethos to support this thesis?
- Are there any examples of Logos in this work? If so, how do they help support the thesis? If not, why not?
- There are lots of examples of Pathos in this piece? Which one do you think is the most effective? Why?
- Instead of using a chronological timeline to organize this piece, it jumps around in time. Why do you think she does this? Does it enhance or detract from the argument?
- At the end of the work, how do you feel about what happened to Meredith Hall? Why?
- How does the example of Meredith Hall apply to “real” life today? Do we still shun people?
- How has this piece changed your view of shunning?
10/8/2018
Today, we answered the following questions about "The Man in the Water" on our own paper. Use complete sentences!
1. How does Roger Rosenblatt use ethos? How does he establish his credibility?
2. How does Roger Rosenblatt use logos? Can you find two examples where he appeals to logic or reasoning? What are they?
3. There is a fair amount of pathos in this article.. What two examples do you find most effective, and why?
4. How does the balance (or, perpahps, imbalance) between the amount of pathos and logos impact the effectiveness of the essay? Does it make it more effective or less effective? Why?
5. Can you think of any scenario where something like this would happen today? Are there modern examples of "the man in the water?" What do you think would make someone have that behavior?
6. What is Roger Rosenblatt's argument? What does he want you, the reader, to understand?
Homework: Finish the questions if you didn't do it already. :)
1. How does Roger Rosenblatt use ethos? How does he establish his credibility?
2. How does Roger Rosenblatt use logos? Can you find two examples where he appeals to logic or reasoning? What are they?
3. There is a fair amount of pathos in this article.. What two examples do you find most effective, and why?
4. How does the balance (or, perpahps, imbalance) between the amount of pathos and logos impact the effectiveness of the essay? Does it make it more effective or less effective? Why?
5. Can you think of any scenario where something like this would happen today? Are there modern examples of "the man in the water?" What do you think would make someone have that behavior?
6. What is Roger Rosenblatt's argument? What does he want you, the reader, to understand?
Homework: Finish the questions if you didn't do it already. :)
10/5/2018
We took our first vocab and lit term quizzes of the year.
If you were gone, you can make up the quiz during Power Hour on Wednesday--during the first half of Power Hour.
If you were gone, you can make up the quiz during Power Hour on Wednesday--during the first half of Power Hour.
10/4/2018
Today, we started our non-fiction unit. We reviewed the rhetorical appeals: ethos, pathos and logos.
Then, we read The Man in the Water
Homework: Study for your vocab and lit term quiz tomorrow! In case you didn't download it earlier, the vocab list is in the Sept. 25 entry. :)
Then, we read The Man in the Water
Homework: Study for your vocab and lit term quiz tomorrow! In case you didn't download it earlier, the vocab list is in the Sept. 25 entry. :)
10/2/2018
Today, you are going to do an in-class write.
The assignment sheet is here.
The assignment sheet is here.
pedestrian_in_class_write.docx | |
File Size: | 16 kb |
File Type: | docx |
The copy of the short story is here.
the_pedestrian.pdf | |
File Size: | 67 kb |
File Type: |
When you are done, upload your paragraph to turnitin.com.
9/28/2018
Today, while I'm at the doctor with my daughter, you are going to finish up your paragraph that was started yesterday. The prompt is: Write a two-chunk paragraph in which you identify the theme of "Everyday Use" by Alice Walker.
You will be using Chromebooks to type these paragraphs, and you will upload them to turnitin.com when you are done. The assignment is called Everyday Use Paragraph, and it's live and ready to go.
First period didn't have as much work time yesterday. Some of you may be able to finish today. If so, please upload before you leave class. If you need more time, you have until Sunday night.
Third and fourth period had most of the period yesterday to work. I really do think you should be able to finish in class. If you need more time, though, you may finish up over the weekend.
Please make sure your paragraph follows MLA format, and that you spell check before you submit. :)
Homework: Finish your paragraph and upload to turnitin.com if you didn't do so in class. Have a great weekend!
You will be using Chromebooks to type these paragraphs, and you will upload them to turnitin.com when you are done. The assignment is called Everyday Use Paragraph, and it's live and ready to go.
First period didn't have as much work time yesterday. Some of you may be able to finish today. If so, please upload before you leave class. If you need more time, you have until Sunday night.
Third and fourth period had most of the period yesterday to work. I really do think you should be able to finish in class. If you need more time, though, you may finish up over the weekend.
Please make sure your paragraph follows MLA format, and that you spell check before you submit. :)
Homework: Finish your paragraph and upload to turnitin.com if you didn't do so in class. Have a great weekend!
9/27/2018
Today, we finished sharing out from the rotating discussion.
Then, we brainstormed thematic topic, and wrote theme statements for "Everyday Use" by Alice Walker.
Then, you started working on a two-chunk paragraph in which you identify the theme of "Everyday Use."
This paragraph will be due tomorrow at the end of class. (You can do it if you use your time wisely!!!)
Then, we brainstormed thematic topic, and wrote theme statements for "Everyday Use" by Alice Walker.
Then, you started working on a two-chunk paragraph in which you identify the theme of "Everyday Use."
This paragraph will be due tomorrow at the end of class. (You can do it if you use your time wisely!!!)
9/25/2018
Today, we are going to read "Everyday Use" by Alice Walker.
everyday_use.pdf | |
File Size: | 142 kb |
File Type: |
I also went over our vocabulary system. We will be having quizzes each Tuesday this semester (except for the week of Thanksgiving). The entire word list for the whole year can be found here. I HIGHLY recommend you use Quizlet or another similar flash card app to study these words. :)
Vocabulary Master List
Vocabulary Master List
9/24/2018
We finished our "Boys and Girls" 2 + 1 paragraph today. It's due to turnitin.com by 11:59 tonight.
Homework: Finish your paragraph if you didn't finish it in class!
Homework: Finish your paragraph if you didn't finish it in class!
9/20/2018
Today, we went over the syllabus. It's attached below, in case you have any questions at a later date.
We talked a bit about "Boys and Girls"--especially about the setting and the characters' names (or lack thereof).
Then, we talked about the LA 2+1 paragraph format. This format is great for comparing, contrasting or showing change.
TS
CD 1
CM1--explains CD1
CD2
CM2--explains CD 2
CM 3--these two commentary sentences explain how the quotes are related to one another AND
CM 4--why that relationship is important (like, how are these two things different and why is that difference important)
CS
We talked a bit about "Boys and Girls"--especially about the setting and the characters' names (or lack thereof).
Then, we talked about the LA 2+1 paragraph format. This format is great for comparing, contrasting or showing change.
TS
CD 1
CM1--explains CD1
CD2
CM2--explains CD 2
CM 3--these two commentary sentences explain how the quotes are related to one another AND
CM 4--why that relationship is important (like, how are these two things different and why is that difference important)
CS
9/18/2018
Not only am I home with my sick daughter, I'm sick myself. So much fun at the Holihan house! ;-P
Please be nice to the sub, and follow his directions. I am hopeful today won't be toooooo terrible. :)
First, you need to take the STAR Reading 10th grade BOY test. I would greatly appreciate it if you would help anyone new to Mount Si get logged on. The test should take you something like 25-35 minutes.
When you finish the test, please start reading the short story below. It's called "Boys and Girls," and is by Alice Munro. It's relatively long, but is still a short story.
Please be nice to the sub, and follow his directions. I am hopeful today won't be toooooo terrible. :)
First, you need to take the STAR Reading 10th grade BOY test. I would greatly appreciate it if you would help anyone new to Mount Si get logged on. The test should take you something like 25-35 minutes.
When you finish the test, please start reading the short story below. It's called "Boys and Girls," and is by Alice Munro. It's relatively long, but is still a short story.
boys_and_girls.pdf | |
File Size: | 251 kb |
File Type: |
As you read, please complete CONCRETE DETAIL READING LOG. To do this, make a T-chart on a sheet of paper. On the left hand side of the T-chart, pick five concrete details from the text (direct quotations) that seem to be important to you. Maybe they made you think of something that relates to your life. Or maybe they're a key moment in the story. Maybe they just stuck out and you're not really sure why. Pick five important quotes and write them down. Then, on the right hand side, write your response to each of the quotes. What did it make you think of? Why? Why is this moment so important in the story? What does it show? How does this relate to your life? This response should NOT be plot summary or and explanation of what the quote means. Don't just tell me what is going on in the story or paraphrase the quote--I want your reaction to the quote--how it made you feel, or what it made you think about.
Then, when you're done with the journal, answer the following questions on the same sheet of paper. Use complete sentences
1. Why don't her parents just let the girl work outside with the foxes without making a big deal about it? Why is that such a problem?
2. Think about the names of the children in the story. The boy’s name is Laird—what does this name mean? (look it up if you don't know!)
3. What is the girl's name (yes, this is a trick question.)
4. How are these names significant? What might the author be trying to say through the names of the characters?
5. Why do you think the girl lets Flora go?
6. What is the theme of this story? Please go through all the steps--brainstorm the thematic topics, think about what the author is saying about them, and then turn it into a theme statement.
Please turn your journal and the answers to the questions in to the appropriate drawer/bin when you finish.
Homework: Please finish the journal and questions if you didn't finish them in class.
Then, when you're done with the journal, answer the following questions on the same sheet of paper. Use complete sentences
1. Why don't her parents just let the girl work outside with the foxes without making a big deal about it? Why is that such a problem?
2. Think about the names of the children in the story. The boy’s name is Laird—what does this name mean? (look it up if you don't know!)
3. What is the girl's name (yes, this is a trick question.)
4. How are these names significant? What might the author be trying to say through the names of the characters?
5. Why do you think the girl lets Flora go?
6. What is the theme of this story? Please go through all the steps--brainstorm the thematic topics, think about what the author is saying about them, and then turn it into a theme statement.
Please turn your journal and the answers to the questions in to the appropriate drawer/bin when you finish.
Homework: Please finish the journal and questions if you didn't finish them in class.
9/17/2018
We reviewed expectations for concrete details, then you had the rest of the period to finish your two-chunk paragraph about the theme of "The Bet."
These paragraphs are due to turnitin.com by 11:59 tonight.
Homework: Finish and upload your paragraph if you didn't do it in class.
These paragraphs are due to turnitin.com by 11:59 tonight.
Homework: Finish and upload your paragraph if you didn't do it in class.
9/14/2018
Today, I reviewed structured writing format for a two-chunk paragraph. As a reminder, here is what you need to know:
TS: In “The Bet,” Anton Chekov expresses the theme _____________________________.
CD 1: An embedded quotation that supports this theme.
CM1: Explanation of the quotation
CM2: Explanation of how the quotation demonstrates the theme.
CD 2: An embedded quotation that supports this theme.
CM1: Explanation of the quotation
CM2: Explanation of how the quotation demonstrates the theme.
CS: Restate your topic statement, and why it’s important to understand that theme
You spent the period finding CDs, then drafting your paragraph.
We will continue to work on these paragraphs in class on Monday.
Homework: Enjoy your weekend!!!
TS: In “The Bet,” Anton Chekov expresses the theme _____________________________.
CD 1: An embedded quotation that supports this theme.
CM1: Explanation of the quotation
CM2: Explanation of how the quotation demonstrates the theme.
CD 2: An embedded quotation that supports this theme.
CM1: Explanation of the quotation
CM2: Explanation of how the quotation demonstrates the theme.
CS: Restate your topic statement, and why it’s important to understand that theme
You spent the period finding CDs, then drafting your paragraph.
We will continue to work on these paragraphs in class on Monday.
Homework: Enjoy your weekend!!!
9/13/2018
Today, we talked about the end of the story, and what the lawyer's letter actually says.
Then, we wrote theme statements for "The Bet."
Then, we wrote theme statements for "The Bet."
9/11/2018
Today, we are going to have a full block period!
We are going to start out by reading a short story, "The Bet" by Anton Chekov. As you read, be thinking about the characters. Are the banker and the lawyer flat characters or round characters? Are they static or dynamic? Which one of them would you rather be?
We are going to start out by reading a short story, "The Bet" by Anton Chekov. As you read, be thinking about the characters. Are the banker and the lawyer flat characters or round characters? Are they static or dynamic? Which one of them would you rather be?
the_bet.pdf | |
File Size: | 76 kb |
File Type: |
Once we were done with the story, we discussed. Then, you wrote a two-chunk paragraph in which you identify who won the bet, and what this person won. (Of course, the banker technically won the bet based on the terms--try to look beyond this literal interpretation of the bet, and think if any of the characters has won or lost something more valuable than just the money)
Then, you enrolled in your class period's turnitin.com account, and uploaded the paragraph.
Then, you enrolled in your class period's turnitin.com account, and uploaded the paragraph.
9/10/2018
Happy Monday!
Today, we did some practice identifying whether attempts at theme statements are actually theme statements. You got a handout to help you practice.
Remember, all theme statements must be:
Examples of theme statements:
Today, we did some practice identifying whether attempts at theme statements are actually theme statements. You got a handout to help you practice.
Remember, all theme statements must be:
- Universal (no mention of the story, characters, elements, whatever)
- Opinion (not factual)
- Complete, containing all elements (thematic topics + author's opinion + so what?)
Examples of theme statements:
- The theme of TKM is that prejudice and bias can cause one to never be able to see the good in people, leading to missing out on opportunities to make meaningful relationships
- The theme of TKAM is that when someone is raised in a supportive family, they will likely be more empathetic and unbiased because they were taught from a young age not to judge a book by its cover
- The theme of TKAM is that is is important to do what is right, even if it goes against the popular belief, because everyone deserves social justice.
- The theme of TKAM is that it is important to overcome prejudice and look beyond others' judgement to see what they are truly like, so that everyone can be accepted on their own merits
theme_statement_practice.docx | |
File Size: | 14 kb |
File Type: | docx |
Homework: If you didn't finish the theme handout in class, you need to finish it at home. This is due tomorrow at the beginning of class!
9/7/2018
I introduced the literary element THEME today. We watched a sort presentation. Then, you write a theme statement for To Kill A Mockingbird. We will review those statements on Monday and determine if they are themes, and what needs to change to make them a theme if they are not.
Have a great weekend! See you Monday!
Have a great weekend! See you Monday!
9/6/2018
Today, we read children's books, and identified the elements of fiction contained in the books.
You looked for:
Your table group turned in a handout at the end of the period.
You looked for:
- protagonist
- antagonist
- setting
- point of view
- conflict
- round characters
- flat characters
- static characters
- dynamic characters
- direct characterization
- indirect characterization
- tone
Your table group turned in a handout at the end of the period.
9/4/2018
I hope you had a great Labor Day weekend!
We are starting Language Arts "for real" today. We will start by reading a short story, "The Bass, The River, and Sheila Mant." Please open the document below and start reading!
We are starting Language Arts "for real" today. We will start by reading a short story, "The Bass, The River, and Sheila Mant." Please open the document below and start reading!
bass_river_sheila_mant.pdf | |
File Size: | 76 kb |
File Type: |
Once you are done reading, go ahead and answer the following questions on your own paper. Make sure to use complete sentences.
1. What are two plot complications in the story? How do they add to the suspense?
2. What is the story's climax?
3. What is the story's resolution?
4. What is the conflict in this story? Is this internal conflict or external conflict or both? How do you know?
5. Would you have made the same choice as the narrator? Please write a two-chunk paragraph to answer the question, and provide evidence from the story to support your answer.
1. What are two plot complications in the story? How do they add to the suspense?
2. What is the story's climax?
3. What is the story's resolution?
4. What is the conflict in this story? Is this internal conflict or external conflict or both? How do you know?
5. Would you have made the same choice as the narrator? Please write a two-chunk paragraph to answer the question, and provide evidence from the story to support your answer.
WELCOME!!
I am so happy to have finished our first week together! You will see one grade in the gradebook shortly, for turning in the Uncommon Commonalities handout. It was a great first week, and I can't wait to get to know you all better as the semester progresses.