Click on the picture of Julius Caesar for the full text of the play!
Scroll down for
ALL ASSIGNMENTS...
AND helpful videos!!!!!
Below are the summaries for a few scenes. Please copy these into your "foldables."
Act I, Scene 3
- Cicero worries that the very severe weather and unnatural occurrences suggest bad things will happen.
- Cassius says there is one man who is as much a monster as is the storm (Caesar).
- Cassius believes Romans must be strong and “shake off” Caesar’s tyranny.
- Cassius tells Cinna to throw the forged letters into Brutus’s window.
Act II, Scene 1
- Brutus says Caesar must be killed since he will most likely abuse the power of dictatorship and harm Rome.
- Brutus reads the letters and believes they are from Romans who want Caesar dead; he promises to do what they ask.
- A group of the Conspirators go to Brutus’s house at night and they decide to kill Caesar the next day.
- Cassius wants to kill Mark Antony also, but Brutus says no..
- Portia, Brutus’s wife, begs Brutus to tell her why he is so anxious; Brutus says he will tell her at a later date.
Act II, Scene 2
- It’s the next day, March 15, and Calpurnia, Caesar’s wife, tells him not to go to the Senate. She has dreamed his statue had a 100 holes spouting blood like a fountain and sees this as a sign that he will die. Caesar agrees to stay home.
- Decius, a conspirator who comes to take Caesar to the Senate, says the dream really means that Rome will benefit from Caesar’s “reviving blood.” Caesar, then, agrees to go with Decius.
- The other conspirators come to Caesar’s house to walk with him to the Senate and C. asks them in for some wine before they go.
Act II, Scene 3
- Artemedorus, a teacher, has a paper he plans to read to Caesar when he passes by. It reveals the assassination plot.
- Portia sends a servant to the Senate House to find out what’s going on. She’s worried about Brutus and Caesar.
- The Soothsayer tells Portia that when Caesar passes, he will issue a warning to him.
- Caesar is prevented from reading Artemidorus’s paper.
- The conspirators keep their cool and prepare.
- Caesar will not go against the law to repeal Metullus’s banishment. He shows pride in his courage to be firm.
- The conspirators stab Caesar. Brutus is the last one to stab him. Caesar says, “And you, too, Brutus?”
- Mark Antony flees.
- Brutus asks that all of the conspirators wash themselves in Caesar’s blood to show that they have given Rome freedom.
- Mark Antony sends a servant to ask if he will be safe if he comes to see Brutus.
- Antony comes and tells Brutus that if Brutus wishes him dead, he wishes to be killed alongside Caesar.
- Antony says he will side with the living conspirators and not go against them. Then, he asks permission to say a few words to the people at Caesar’s funeral. Brutus says okay.
Homework for Tuesday/Wednesday, May 16 and 17:
Follow the directions on the handout you received in class, and write an excellent draft of your analysis of Antony's non-verbal behavior during his famous speech that persuades the Roman citizens that Caesar's death was wrong. Even though you watched the scene several times--with and without the sound turned on--I have attached a link to the speech below should you need to view it again.
Come to class with your polished draft and be prepared to engage in some peer editing. Either be prepared to write your final essay in class and plan to turn it in at the end of the class period--you may write it by hand or type it--OR engage in significant editing and turn in a typed version as soon as you come to class on Thursday (B) or Friday (A). Length of essay--handwritten on notebook paper--should be about two pages or so.
Important: Read the grading rubric with care so you will know just what is expected of you.
Remember, also, to turn in your completed graphic organizer with your essay.
https://www.youtube.com/watch?v=7X9C55TkUP8
Homework for Friday/Monday:
Wednesday/Thursday, May 11 and 12:
1. Finish reading Act III.
2. Complete your study questions through Act III.
3. Pay special attention to the speech Antony gives at Caesar's funeral. Notice that even though the Roman citizens have just moments earlier agreed with Brutus that Caesar's murder is justified, Antony uses excellent oratorical skills to convince the citizens that Brutus and the conspirators are, after all, very wrong to have killed Caesar. Look at what methods Antony uses to sway the crowd.
4. Copy the scene summaries above into your foldable.
5. FYI: We will be studying the three rhetorical modes (ethos, pathos, and logos )on Wednesday and looking at the ways both Brutus and Antony use these techniques to persuade the citizens.
Homework for Monday/Tuesday, May 9 and 10:
Read scenes 3 and 4 in Act II (both are very short) and also read the very important scene 1 of Act III. This first scene of Act III depicts Caesar's assassination, and the effects of this assassination begin to play out. As you read, notice what is revealed about the characters of Brutus and Mark Antony. Answer the study questions for those scenes.
Homework for May 5 and 6:
Read scenes 1 and 2 of Act II and answer the accompanying study questions for those scenes.
Prepare for a quiz on...
1. all of Act I
2. Act II, scenes 1 and 2
3. iambic pentameter
Homework for May 2 and 3:
Answer questions 1-24 on your Study Questions handout. These questions are all from Act I(scenes 1, 2, and 3) of The Tragedy of Julius Caesar.
Click on the picture of Julius Caesar to access the full text of the play. You will have a "side by side" text with the Shakespeare version on one side and a modern-day translation on the other side.
Also, make sure you have watched the following videos and power point by clicking on the pictures or documents below:
For all 2021-2022 Assignments and Updates, Please go to Google Classroom.
*For the 2021-2022 school year, this website is for supplemental use only.*
*For the 2021-2022 school year, this website is for supplemental use only.*
Our new book is NIGHT by Elie Wiesel.
outline_for_night_paper--newest_version.docx |
Click on the picture to the left to find the color-coded outline that corresponds to your more detailed chart outline for your essay on Night.
Our new PLAY!!
Directly below are the materials you'll need for our study of the play, A Doll's House.
Directly below are the materials you'll need for our study of the play, A Doll's House.
A DOLL'S HOUSE by Henrik Ibsen
CLICK on the picture for the full text of
A Doll's House by Henrik Ibsen.
link: Student PLAY from Belhaven University
link: Nora: a short film responding to Henrik Ibsen's A Doll's House
link: Audio Book of A Doll's House
NOTE: Your essay outline charts and your essay assignments are in Google Classroom.
Remember: This website is for your supplemental use only. After you look at the info. below, disregard old assignments that follow.
adh--literal_questions_about_each_act.docx |
Links to two reviews about recent performances of A Doll's House:
Review from The Guardian
Review from The New York Times
OTHER RELATED LINKS:
Pictures of Victorian home interiors
Gender roles in 19th century England
Extracts from James Fordyce, Sermons to Young Women (1766)
Married Women and Property
The Origins of Female Oppression (articles published by women in 1834 and 1842)
Review from The Guardian
Review from The New York Times
OTHER RELATED LINKS:
Pictures of Victorian home interiors
Gender roles in 19th century England
Extracts from James Fordyce, Sermons to Young Women (1766)
Married Women and Property
The Origins of Female Oppression (articles published by women in 1834 and 1842)
STOP!
Week of February 24-28:
B day classes: I will only see you guys on Tuesday and Thursday of this week. On Tuesday, 1B students will be in my class for over two hours because all juniors will be taking the ACT test all morning. 3B and 4B students will have a shortened class.
A day classes: I'll see you on Monday, Wednesday, and Friday.
This week, all A day and B day classes will finish watching A Doll's House film, you will discuss Act III at length, and you will write an original claim and three supporting topic sentences to use as your guide for an essay on A Doll's House. This week, you will receive three handouts about the essay.
DUE DATES:
For A day classes on Friday, Feb. 28 and B day classes on Monday, March 2:
Bring to class your edited claim and topic sentences. Copy your polished claim and topic sentences on the appropriate handout. Also on the handout, write the thesis pieces for the claim and the topic sentence pieces for each of your three topic sentences. Be prepared to see me individually to discuss the effectiveness of your claim and topic sentences.
For A day classes on Tuesday, March 3 and B day classes on Wednesday, March 4:
Bring to class your introductory paragraph and your first body paragraph for your A Doll's House essay.
For A day classes on Thursday and B day classes on Friday:
Bring to class your second and third body paragraph for your A Doll's House essay.
B day classes: I will only see you guys on Tuesday and Thursday of this week. On Tuesday, 1B students will be in my class for over two hours because all juniors will be taking the ACT test all morning. 3B and 4B students will have a shortened class.
A day classes: I'll see you on Monday, Wednesday, and Friday.
This week, all A day and B day classes will finish watching A Doll's House film, you will discuss Act III at length, and you will write an original claim and three supporting topic sentences to use as your guide for an essay on A Doll's House. This week, you will receive three handouts about the essay.
DUE DATES:
For A day classes on Friday, Feb. 28 and B day classes on Monday, March 2:
Bring to class your edited claim and topic sentences. Copy your polished claim and topic sentences on the appropriate handout. Also on the handout, write the thesis pieces for the claim and the topic sentence pieces for each of your three topic sentences. Be prepared to see me individually to discuss the effectiveness of your claim and topic sentences.
For A day classes on Tuesday, March 3 and B day classes on Wednesday, March 4:
Bring to class your introductory paragraph and your first body paragraph for your A Doll's House essay.
For A day classes on Thursday and B day classes on Friday:
Bring to class your second and third body paragraph for your A Doll's House essay.
Week of February 17-21:
NOTE: Students do not come to school on either Monday, the 17th (President's Day) or Tuesday, the 18th (Teacher Workday).
For 1B, 3B, and 4B:
DUE Wednesday, February 19:
1. You will have a quiz on Act II of A Doll's House.
2. You will turn in your completed answers to all Act II questions on the second handout. You will receive a grade for this open-book, take-home quiz.
DUE Friday, February 21:
Come to class having read all of Act III. You will have a short reading check quiz on this powerful last act of the play.
NOTE: Students do not come to school on either Monday, the 17th (President's Day) or Tuesday, the 18th (Teacher Workday).
For 1B, 3B, and 4B:
DUE Wednesday, February 19:
1. You will have a quiz on Act II of A Doll's House.
2. You will turn in your completed answers to all Act II questions on the second handout. You will receive a grade for this open-book, take-home quiz.
DUE Friday, February 21:
Come to class having read all of Act III. You will have a short reading check quiz on this powerful last act of the play.
For 4A:
Week of February 3-7
DUE Thursday, February 6:
Week of February 3-7
DUE Thursday, February 6:
- Come to class having read with care all of Act I of A Doll's House. Links to both the full text and the audio version are at the top of this web page.
- Prepare to show me your written responses to both sets of questions on Act I (handout)
- In class on Thursday, we will have an exciting discussion of Act I in ADH, and then I will give you time to read The Hate You Give. You will take the books home and complete your reading of the book.
Note for 4A: Since we will continue our study of A Doll's House, you will have until Monday, February 12 to complete these two assignments for The Hate You Give:
1. Complete your reading of the book, The Hate You Give
2. Write your excellent book review of The Hate You Give (See below!)
1. Complete your reading of the book, The Hate You Give
2. Write your excellent book review of The Hate You Give (See below!)
For 4A: DUE by Monday, February 12:
Worth 25 Points: Complete your book review for The Hate U Give.
A strong book review for a piece of literary fiction will explain why the book is powerful--or not. For example, it will explain why the book keeps/does not keep its reader's attention or why it increases/or does not increase a reader's perspective or why it, in any number of ways, touches/or does not touch the mind and heart of its reader. Below is a suggested rubric for you to follow. Since we determined in class that each of you believes the book is powerful, here is a suggested rubric for you to follow that you may tweak as you see fit. Your book review should most likely include:
1. A claim that, in your own words, says why the novel is so powerful
Here are just a few suggestions for you to consider as you determine, for your claim, why the novel comes across as powerful:
Worth 25 Points: Complete your book review for The Hate U Give.
A strong book review for a piece of literary fiction will explain why the book is powerful--or not. For example, it will explain why the book keeps/does not keep its reader's attention or why it increases/or does not increase a reader's perspective or why it, in any number of ways, touches/or does not touch the mind and heart of its reader. Below is a suggested rubric for you to follow. Since we determined in class that each of you believes the book is powerful, here is a suggested rubric for you to follow that you may tweak as you see fit. Your book review should most likely include:
1. A claim that, in your own words, says why the novel is so powerful
Here are just a few suggestions for you to consider as you determine, for your claim, why the novel comes across as powerful:
- Starr gives an honest, believable first-person account of her struggles with violence, injustice, and misunderstanding
- Starr gives a revealing picture of her complex relationships with the strong, loving people who sustain her through her struggles
- Starr demonstrates realistic psychological growth that stems from her ability to plan and take action to protest the injustice she has experiences
Week of January 27-31:
Note: Since I only have one set of the books, The Hate U Give, each of my four English II sections will be taking turns taking the books home. Therefore, each section has a different set of assignments for the next couple of weeks.
For 1B:
In class on Monday, January 27: You returned your books to class--Thank you!!--and then you took a reading quiz on The Hate U Give by writing a book review of the book. You began with a quote you selected from the book, and then you used the quote and corresponding examples to explain clearly the book's purpose and effectiveness. Some of you chose to keep your writing to edit and polish and will turn it in on Thursday.
Due by Thursday, January 30: Turn in at the beginning of class one of the three options on The Hate U Give contract that you can do alone.
I recommend that you go ahead and do another option on the contract if you can. This second option will be due on Monday, February 3.
Also, expect a quick quiz on the words oppression, the oppressor, the oppressed, and assimilation. You have the definitions in your notes.
Class on Thursday: You will take your quiz first, and then we will begin our study of A Doll's House. We will use the class to read as much of Act I as we can. I will also show clips from the film if time allows.
Due February 3: Complete the reading of Act I of A Doll's House and finish answering the study questions on the handout you will receive on the 30th. Turn in the second option of the contract for THUG.
Heads up: On Monday, February 3, your class will have The Hate You Give books, and you will work with your partner to create essential questions and a brief presentation for your assigned chapters. Afterwards, we will continue our study of A Doll's House.
For 3B:
In class on January 27, you each accessed a common Google Document via Google Classroom. You then joined your classmates to fill in charts asking for specific information about a woman's experience during The Victorian Era. I reviewed the meaning of the vocabulary you'll be quizzed on. (See below.)
Due at the beginning of class on Thursday, January 30 is one of the three options on The Hate U Give contract that you are to do alone. You will turn this in when you come to class.
Also, since you have been given The Hate U Give books to take home, you are to finish reading the entire book and prepare for a reading check quiz that will involve using evidence from the text to write a book review. BRING YOUR BOOKS TO CLASS! I will be giving books to 4B on Thursday, so don't forget!!
Also, expect a quick quiz on the words oppression, the oppressor, the oppressed, and assimilation. You have the definitions in your notes.
In class on Thursday, you will work with your partner to complete Option One of your contract. (Your contract can be viewed in the documents you access via Google Classroom.)
For 4B:
In class on January 27, you each accessed a common Google Document via Google Classroom. You then joined your classmates to fill in charts asking for specific information about a woman's experience during The Victorian Era.
Due by Thursday, January 30:
1. Turn in at the beginning of class one of the three options on The Hate U Give contract that you can do alone.
2. Read Act I of A Doll's House. Text is online and link is at the top of this website. (Many of you honors students will be able to read all of the act, but if you are a slow reader, I'd rather you read half/most of it and understand it than try to read all of it too fast and not know what you've read!
3. Also, expect a quick quiz on the words oppression, the oppressor, the oppressed, and assimilation. You have the definitions in your notes.
In class on Thursday, you will receive The Hate U Give books and you will read in class for half the period. The other half of the period will be devoted to A Doll's House.
DUE on Monday, February 3 is the second of the three options on The Hate U Give contract that you are to do alone. You will turn this in when you come to class.
Also, since you have been given The Hate U Give books to take home, you are to finish reading the entire book and prepare for a reading check quiz that will involve using evidence from the text to write a book review. BRING YOUR BOOKS TO CLASS! I will be giving books to 4A on the 4th, so don't forget!!
Note: Since I only have one set of the books, The Hate U Give, each of my four English II sections will be taking turns taking the books home. Therefore, each section has a different set of assignments for the next couple of weeks.
For 1B:
In class on Monday, January 27: You returned your books to class--Thank you!!--and then you took a reading quiz on The Hate U Give by writing a book review of the book. You began with a quote you selected from the book, and then you used the quote and corresponding examples to explain clearly the book's purpose and effectiveness. Some of you chose to keep your writing to edit and polish and will turn it in on Thursday.
Due by Thursday, January 30: Turn in at the beginning of class one of the three options on The Hate U Give contract that you can do alone.
I recommend that you go ahead and do another option on the contract if you can. This second option will be due on Monday, February 3.
Also, expect a quick quiz on the words oppression, the oppressor, the oppressed, and assimilation. You have the definitions in your notes.
Class on Thursday: You will take your quiz first, and then we will begin our study of A Doll's House. We will use the class to read as much of Act I as we can. I will also show clips from the film if time allows.
Due February 3: Complete the reading of Act I of A Doll's House and finish answering the study questions on the handout you will receive on the 30th. Turn in the second option of the contract for THUG.
Heads up: On Monday, February 3, your class will have The Hate You Give books, and you will work with your partner to create essential questions and a brief presentation for your assigned chapters. Afterwards, we will continue our study of A Doll's House.
For 3B:
In class on January 27, you each accessed a common Google Document via Google Classroom. You then joined your classmates to fill in charts asking for specific information about a woman's experience during The Victorian Era. I reviewed the meaning of the vocabulary you'll be quizzed on. (See below.)
Due at the beginning of class on Thursday, January 30 is one of the three options on The Hate U Give contract that you are to do alone. You will turn this in when you come to class.
Also, since you have been given The Hate U Give books to take home, you are to finish reading the entire book and prepare for a reading check quiz that will involve using evidence from the text to write a book review. BRING YOUR BOOKS TO CLASS! I will be giving books to 4B on Thursday, so don't forget!!
Also, expect a quick quiz on the words oppression, the oppressor, the oppressed, and assimilation. You have the definitions in your notes.
In class on Thursday, you will work with your partner to complete Option One of your contract. (Your contract can be viewed in the documents you access via Google Classroom.)
For 4B:
In class on January 27, you each accessed a common Google Document via Google Classroom. You then joined your classmates to fill in charts asking for specific information about a woman's experience during The Victorian Era.
Due by Thursday, January 30:
1. Turn in at the beginning of class one of the three options on The Hate U Give contract that you can do alone.
2. Read Act I of A Doll's House. Text is online and link is at the top of this website. (Many of you honors students will be able to read all of the act, but if you are a slow reader, I'd rather you read half/most of it and understand it than try to read all of it too fast and not know what you've read!
3. Also, expect a quick quiz on the words oppression, the oppressor, the oppressed, and assimilation. You have the definitions in your notes.
In class on Thursday, you will receive The Hate U Give books and you will read in class for half the period. The other half of the period will be devoted to A Doll's House.
DUE on Monday, February 3 is the second of the three options on The Hate U Give contract that you are to do alone. You will turn this in when you come to class.
Also, since you have been given The Hate U Give books to take home, you are to finish reading the entire book and prepare for a reading check quiz that will involve using evidence from the text to write a book review. BRING YOUR BOOKS TO CLASS! I will be giving books to 4A on the 4th, so don't forget!!
Week of January 13-17:
For A Day and B Day sections--
Due by the end of the week are all of the following requirements you will work at home and during class to complete:
For A Day and B Day sections--
Due by the end of the week are all of the following requirements you will work at home and during class to complete:
- At least three people should read and peer edit your short story; each of the three should also write suggestions to you about your short story. You will turn in these edited drafts to me on Monday and Tuesday of next week.
- You should read and peer edit three student short stories other than your own. You should write suggestions for each of these three stories.
- You should go to the Raleigh Fine Arts story submission page and click on the various links that take you to story guidelines, submission requirements, and judges' criteria. Make sure you adhere to all of these guidelines, requirements, and criteria before you submit your story. Remember, do not put your name on your story, and make sure your story is either in a Word document or a PDF file when you submit it.
- To help you see just what a short story should look like, you should read at least five short stories by former Raleigh Fine Arts Literary Contest winners. Note: You may count "The Black Sole" and the Fairy Circle" as two of the five. For the other three, you may read the stories printed as classroom handouts and stacked on the table by the door OR choose from the 2019 winning stories on the Raleigh Fine Arts website.
- You should go to the Raleigh Fine Arts story submission page and click on the links for story guidelines, submission requirements, and judges' criteria.
- You should edit your story with care, making sure you have...
*created a character your readers can relate to in some way
*made clear what your character wants
*made clear what conflict makes it difficult for him/her to get what he/she wants
*created particular obstacles that stand in the character's way
*created an original plot that has rising action moving towards a climax and falling action moving towards a resolution
*shown how the character uses certain character traits to succeed or fail at getting what he/she wants - *created through imagery and scene a "virtual reality for your readers
- You should submit your story by the Friday deadline...see the information and link at the top of this page.
Week of January 6-10:
Due Monday, Jan. 6 and Tuesday, Jan. 7: A full rough draft of your original story!
Class for the 6th and 7th: You give me your written suggestions for the best teaching and learning practices for your personal learning style and interests; you engage in silent reading of The Hate U Give; I share criteria of short story requirements for RFA contest. Note info and link for submissions above.
Due Wednesday, Jan. 8 and Thursday, Jan. 9:
Bring in a printed copy of your choice of song lyrics that reflect a theme or important message in the chapters you've read thus far, OR bring in a printed copy of a news article that reflects a theme in the chapters you've read so far.
Class for the 8th and 9th: You receive additional criteria for short stories; you engage in silent reading of The Hate U Give; you share your selected song lyrics in small groups and write in class your reasons why the lyrics are relevant to the novel; you read one winning story for RFA and you discuss with your peers and me its particular attributes.
Due Friday, Jan. 10 and Monday, Jan. 13:
Bring a printed copy of your polished short story for peer review.
Class: You receive your contract for your study of The Hate U Give; you begin individual and group work on your contract and continue to read the novel silently.
Due Monday, Jan. 6 and Tuesday, Jan. 7: A full rough draft of your original story!
Class for the 6th and 7th: You give me your written suggestions for the best teaching and learning practices for your personal learning style and interests; you engage in silent reading of The Hate U Give; I share criteria of short story requirements for RFA contest. Note info and link for submissions above.
Due Wednesday, Jan. 8 and Thursday, Jan. 9:
Bring in a printed copy of your choice of song lyrics that reflect a theme or important message in the chapters you've read thus far, OR bring in a printed copy of a news article that reflects a theme in the chapters you've read so far.
Class for the 8th and 9th: You receive additional criteria for short stories; you engage in silent reading of The Hate U Give; you share your selected song lyrics in small groups and write in class your reasons why the lyrics are relevant to the novel; you read one winning story for RFA and you discuss with your peers and me its particular attributes.
Due Friday, Jan. 10 and Monday, Jan. 13:
Bring a printed copy of your polished short story for peer review.
Class: You receive your contract for your study of The Hate U Give; you begin individual and group work on your contract and continue to read the novel silently.
Due for A DAY, Wednesday, December 17 and Thursday, B DAY, December 18:
Write a short story! I will give you guidance on ways to flesh out your story, but right now, just make up a story about anything! You can write a mystery, a fantasy, a science fiction piece, or a realistic piece. Just remember, your story should have a main character who is experiencing a conflict, and your story should reveal how your character goes about dealing with that conflict. Your story will be a first draft only, and you will work to polish it later. You may write it by hand or type it in Google Docs and show it to me on Wednesday. I want you all to enter the Raleigh Fine Arts short story contest in January, so let’s get started!!
Write a short story! I will give you guidance on ways to flesh out your story, but right now, just make up a story about anything! You can write a mystery, a fantasy, a science fiction piece, or a realistic piece. Just remember, your story should have a main character who is experiencing a conflict, and your story should reveal how your character goes about dealing with that conflict. Your story will be a first draft only, and you will work to polish it later. You may write it by hand or type it in Google Docs and show it to me on Wednesday. I want you all to enter the Raleigh Fine Arts short story contest in January, so let’s get started!!
BIG DUE DATE for B DAY, Tuesday, December 10 and A DAY, Wednesday, December 11:
Come to class with the following THREE components of your processed Night essay stapled or clipped neatly together in the following order:
1. Your beautiful, typed final copy in MLA format
2. Your completed outline packet
3. Your printed rough draft that is clearly edited by you and at least one other peer
NOTE: I expect masterpieces!
Come to class with the following THREE components of your processed Night essay stapled or clipped neatly together in the following order:
1. Your beautiful, typed final copy in MLA format
2. Your completed outline packet
3. Your printed rough draft that is clearly edited by you and at least one other peer
NOTE: I expect masterpieces!
Below are the links to the materials you will need for our study of Night by Elie Wiesel.
Your assignments and due dates are below the links.
Your assignments and due dates are below the links.
For B Day-- DUE on Monday, December 2:
Come to class with a portion of your Night essay written. You should have a typed, polished first draft of both the introductory paragraph and first section of your body. This first section should effectively support the first topic sentence with three detailed examples. You can decide whether all three examples should be contained in one long paragraph or if they will need to be presented in two to three smaller paragraphs. Plan to have the full draft completed by Wednesday, Dec. 4.
For A Day-- DUE on Tuesday, December 3:
1. Come to class with a printed, hard copy of your very polished first draft. In this draft, you should have an introductory paragraph that is then followed by three paragraphs (or three sections with multiple paragraphs each) that effectively support your three topic sentences. Your completed outline should be your guide.
Come to class with a portion of your Night essay written. You should have a typed, polished first draft of both the introductory paragraph and first section of your body. This first section should effectively support the first topic sentence with three detailed examples. You can decide whether all three examples should be contained in one long paragraph or if they will need to be presented in two to three smaller paragraphs. Plan to have the full draft completed by Wednesday, Dec. 4.
For A Day-- DUE on Tuesday, December 3:
1. Come to class with a printed, hard copy of your very polished first draft. In this draft, you should have an introductory paragraph that is then followed by three paragraphs (or three sections with multiple paragraphs each) that effectively support your three topic sentences. Your completed outline should be your guide.
What's DUE on
Nov. 19 and 20
for A and B Day:
1. Complete the first page of the outline for your Night essay. Be sure to follow the detailed instructions! (If you don't have your handout, a copy is in the materials above.)
2. Prepare for a quick quiz on your knowledge of new vocabulary:
report essay claim juxtaposition
3. Be prepared to write a short response explaining how the jutaposed hanging scenes--with both similarities and differences--invite the interpretation of the pipel as a symbol for human decency and God's goodness.
4. Plan to work on your second page of your outline after you complete your writing response about juxtaposition.
Nov. 19 and 20
for A and B Day:
1. Complete the first page of the outline for your Night essay. Be sure to follow the detailed instructions! (If you don't have your handout, a copy is in the materials above.)
2. Prepare for a quick quiz on your knowledge of new vocabulary:
report essay claim juxtaposition
3. Be prepared to write a short response explaining how the jutaposed hanging scenes--with both similarities and differences--invite the interpretation of the pipel as a symbol for human decency and God's goodness.
4. Plan to work on your second page of your outline after you complete your writing response about juxtaposition.
B Day and A Day
Homework for Thursday, October 31 and Tuesday, November 5:
Prepare for two short quizzes:
one...a quiz requiring you to write from memory the third verse of prepositions that are listed below. Remember, this 3rd verse is sung to the tune of "Twinkle, Twinkle, Little Star."
into over under
like past underneath
near pending until
of regarding up
off respecting upon
on since with
onto through within
opposite throughout without
out to
outside toward
two---a quiz requiring you to...
a. write from memory the definitions of clause, phrase, main clause, and subordinate clause
b. identify groups of words as either main clause, subordinate clause, or phrase.
All definitions and exercises are in your notes and on the handout you received in class.
Homework for Thursday, October 31 and Tuesday, November 5:
Prepare for two short quizzes:
one...a quiz requiring you to write from memory the third verse of prepositions that are listed below. Remember, this 3rd verse is sung to the tune of "Twinkle, Twinkle, Little Star."
into over under
like past underneath
near pending until
of regarding up
off respecting upon
on since with
onto through within
opposite throughout without
out to
outside toward
two---a quiz requiring you to...
a. write from memory the definitions of clause, phrase, main clause, and subordinate clause
b. identify groups of words as either main clause, subordinate clause, or phrase.
All definitions and exercises are in your notes and on the handout you received in class.
characteristics_of_a_tragic_hero.doc |
Starting the week of September 23, we will begin our study of the play,Oedipus the King, written by Sophocles in 500 BCE! (Note that the play is over two thousand and a half years old!!) Not only is it a weird tale about unthinkable disaster, it is also a tale about the strength of the human spirit in the face of great suffering.
Click on the picture for a video of the backstory of Oedipus the King.
B Day
Homework for Wednesday, October 22:
1. Study for the final quiz on Oedipus the King.
a. You will need to know ALL of the words and all of their meanings listed below.
b. You will need to know the characteristics of a tragic hero--listed just below the vocabulary.
c. You will need to know the ways light and dark imagery and blind and sight imagery are used
throughout the play.
d. You will need to know the metaphorical meaning of Oedipus's inescapable fate and how his fate
might have meaning to us in 2019.
Homework for Wednesday, October 22:
1. Study for the final quiz on Oedipus the King.
a. You will need to know ALL of the words and all of their meanings listed below.
b. You will need to know the characteristics of a tragic hero--listed just below the vocabulary.
c. You will need to know the ways light and dark imagery and blind and sight imagery are used
throughout the play.
d. You will need to know the metaphorical meaning of Oedipus's inescapable fate and how his fate
might have meaning to us in 2019.
Vocabulary for our study of Oedipus the King:
a. the characteristics of a tragic hero (see the word document above)
b. the various meanings of fate
a. the characteristics of a tragic hero (see the word document above)
b. the various meanings of fate
- experiences that will happen to you during your lifetime because God or the gods have determined they will happen; predestination
- experiences that you believe will happen to you because of what you believe you were meant to do or be; your destiny
- circumstances beyond your control that affect you during your lifetime
- freewill is having the freedom to make your own choices without being influenced/affected by people or circumstances
- agency is having the freedom to take action to do exactly what you want to do
- hubris is having too much pride; having a "big head"--thinking you're superior to others
- All tragic heroes exhibit hubris, and hubris is a character flaw. This character flaw is not the same thing as hamartia (or the tragic flaw) unique to each hero. Hubris might influence the hero to make an error in judgement, but hubris is a character flaw and not the tragic flaw.
- Hamartia is the "error in judgement" made in ignorance that the tragic hero makes that leads to his fall. First, the hero tries to accomplish his main objective. (In Oedipus's case, his main objective is, once again, to be the respected hero by ridding the city of Thebes of its plague.) However, as he tries to accomplish this objective, he makes an error in judgement because he doesn't know all the facts. (In Oedipus's case, he begins to pursue the truth about his origins and his past behavior.) This error in judgement causes the OPPOSITE of his main objective, and the hero falls and suffers immensely. (Oedipus tenaciously pursues the truth about himself, and this admirable pursuit, that finally reveals to him who he is and what he has done, ironically, causes him to fall.
- the prophecy of the god
- the place where the prophecy is revealed
- the god who reveals the prophecy
- verbal irony: when the actual words you say mean the opposite of what you mean--(your sarcastic tone let's your listener know you're being ironic)
- situation irony: when the most unexpected thing that could ever happen actually does happen
- dramatic irony: when the audience knows what the characters on stage do not know
The Characteristics of an "Archetypal" Tragic Hero
- Noble Stature: since tragedy involves the "fall" of a tragic hero, one theory is that one must have a lofty position to fall from, or else there is no tragedy (just pathos). Another explanation of this characteristic is that tragedies involving people of stature affect the lives of others. In the case of a king, the tragedy would not only involve the individual and his family, it would also involve the whole society.
- Hero falls, then, from a high place to a low place
- Tragic Flaw (Hamartia): an error in judgement that the hero makes in ignorance that leads him to fall from a high place to a low place.
- Shows hubris: the hero shows too much pride in himself and his abilities
- Free Choice: while there is often a discussion of the role of fate in the downfall of a tragic hero, there must be an element of choice in order for there to be a true tragedy. The tragic hero falls because he chooses one course of action over another.
- The Punishment Exceeds the Crime: the audience must not be left feeling that the tragic hero got what he deserved. Part of what makes the action "tragic" is the injustice of what has occurred to the tragic hero.
- Hero has Increased Awareness: it is crucial that the tragic hero come to some sort of an understanding of what went wrong or of what was really going on before he comes to his end.
- Produces Catharsis in Audience: catharsis is a feeling of emotional cleansing that an audience experiences after witnessing the plight of a tragic hero: the audience feels emotionally drained from feeling both PITY and FEAR, and leaves feeling much better.
A Day and B Day
Homework due Wednesday and Friday, October 16 and 17:
1. If you have not finished the Oedipus play, make sure you have read all of the play, focusing on the last part of the play. Start your focus...where Jocasta attempts to assure Oedipus that he doesn't need to worry about fulfilling the prophecy because she "knows for sure" that the gods aren't always right AND end your focus where Oedipus discovers and reacts to the full truth of what he has done.
2. Be prepared to take a quiz on this last part of the play.
Homework due Wednesday and Friday, October 16 and 17:
1. If you have not finished the Oedipus play, make sure you have read all of the play, focusing on the last part of the play. Start your focus...where Jocasta attempts to assure Oedipus that he doesn't need to worry about fulfilling the prophecy because she "knows for sure" that the gods aren't always right AND end your focus where Oedipus discovers and reacts to the full truth of what he has done.
2. Be prepared to take a quiz on this last part of the play.
A Day and B Day
Homework due Monday and Tuesday, October 14 and 15:
1. You will write the two verses of your prepositions song (32 prepositions in all) from memory if you did not like your score on the last quiz. The list is just below.
2. Come to class having completed your reading of the Oedipus play. See the link in the above materials. You may skip all the chorus parts.
3. If you did not turn in your essay, you may turn it in for a late grade.
Homework due Monday and Tuesday, October 14 and 15:
1. You will write the two verses of your prepositions song (32 prepositions in all) from memory if you did not like your score on the last quiz. The list is just below.
2. Come to class having completed your reading of the Oedipus play. See the link in the above materials. You may skip all the chorus parts.
3. If you did not turn in your essay, you may turn it in for a late grade.
FIRST VERSE
aboard about above across after against along amid among around as at before behind below |
SECOND VERSE
beneath beside besides between beyond but by concerning despite down during except excepting for from in (and) inside |
A Day and B Day
Homework due Monday and Tuesday, October 7 and 8:
IMPORTANT:
You are to write a short essay on Oedipus using the claim written in blue below.
LET ME HELP! I understand that some of you are unclear about how to go about writing this essay that is due on Monday for the A day class and Tuesday for the B day classes.
In an effort to clear up confusion and to help you write an effective essay that supports the supplied claim, I have added two partially completed outline charts just under the claim that will guide you in writing the essay.
1. First, as you look over the chart, make sure you understand the logical flow of ideas that goes from left to right--with each different-colored 3-part example.
2. Look at the parts of the chart that are filled in and make sure they make sense to you.
3. Fill in the remaining parts of the chart with your own interpretations, etc.
4. Using the completed chart as your guide, write an essay in which you clearly and logically support the claim.
CLAIM:
( First part of claim) In the 1984 film, Oedipus the King, the director introduces Oedipus as a man who emanates light. The director's purpose for creating literal light around Oedipus is to invite his audience to consider how the light's metaphorical meaning reveals Oedipus's high opinion of himself and, ironically, illuminates Oedipus's blindness to the truth of his sins.
(Second part of claim) The director likewise wants his audience to consider the metaphorical meaning of the literal darkness with which he surrounds the suffering people of Thebes. Their dwelling in darkness, while Oedipus revels in the light, suggests, metaphorically, that they are in the dark about the sins of their king. Similarly, their belief that Oedipus is the only one who can shed light on their despair expands Oedipus's own view of himself as savior and, thus, both they and Oedipus remain in the dark about his acts of horror.
Now...the chart is below. Make sure you read the directions for understanding the chart.
1. First, as you look over the chart, make sure you understand the logical flow of ideas that goes from left to right--with each different-colored 3-part example.
2. Look at the parts of the chart that are filled in and make sure they make sense to you.
3. Fill in the remaining parts of the chart with your own interpretations etc.
4. Using the completed chart as your guide, write an essay in which you clearly and logically support the claim.
Homework due Monday and Tuesday, October 7 and 8:
IMPORTANT:
You are to write a short essay on Oedipus using the claim written in blue below.
LET ME HELP! I understand that some of you are unclear about how to go about writing this essay that is due on Monday for the A day class and Tuesday for the B day classes.
In an effort to clear up confusion and to help you write an effective essay that supports the supplied claim, I have added two partially completed outline charts just under the claim that will guide you in writing the essay.
1. First, as you look over the chart, make sure you understand the logical flow of ideas that goes from left to right--with each different-colored 3-part example.
2. Look at the parts of the chart that are filled in and make sure they make sense to you.
3. Fill in the remaining parts of the chart with your own interpretations, etc.
4. Using the completed chart as your guide, write an essay in which you clearly and logically support the claim.
CLAIM:
( First part of claim) In the 1984 film, Oedipus the King, the director introduces Oedipus as a man who emanates light. The director's purpose for creating literal light around Oedipus is to invite his audience to consider how the light's metaphorical meaning reveals Oedipus's high opinion of himself and, ironically, illuminates Oedipus's blindness to the truth of his sins.
(Second part of claim) The director likewise wants his audience to consider the metaphorical meaning of the literal darkness with which he surrounds the suffering people of Thebes. Their dwelling in darkness, while Oedipus revels in the light, suggests, metaphorically, that they are in the dark about the sins of their king. Similarly, their belief that Oedipus is the only one who can shed light on their despair expands Oedipus's own view of himself as savior and, thus, both they and Oedipus remain in the dark about his acts of horror.
Now...the chart is below. Make sure you read the directions for understanding the chart.
1. First, as you look over the chart, make sure you understand the logical flow of ideas that goes from left to right--with each different-colored 3-part example.
2. Look at the parts of the chart that are filled in and make sure they make sense to you.
3. Fill in the remaining parts of the chart with your own interpretations etc.
4. Using the completed chart as your guide, write an essay in which you clearly and logically support the claim.
In addition, make sure you have read through line 1094 (the number NOT in parentheses) and be ready for a quiz.
Classwork on October 4: Review of light and dark imagery in the film and its effectiveness. Quiz on analyzing metaphorical passages from Oedipus the King and communicating such analysis through writing.
Classwork on October 4: Review of light and dark imagery in the film and its effectiveness. Quiz on analyzing metaphorical passages from Oedipus the King and communicating such analysis through writing.
A Day and B Day, Tuesday and Wednesday, October 1 and 2
Class: Continued discussion of hubris and hamartia--viewing of video when Oedipus and Tieresias become embroiled in an argument and accusations fly--questions on board to answer in notes--reading aloud in class
Homework for October 3 and 4: Read to line 1094. Answer the questions you should already have in your notes. They are copied below and most focus on the exchange between Oedipus and Tieresias. Be prepared for a reading check quiz on the play so far and on your increased understanding of hubris and hamartia.
Questions:
1. Give two reasons why the contrast between Oedipus's appearance in the light and the appearance of the sick Thebans in the dark reveals Oedipus's opinion about himself.
2. What is ironic about Oedipus's view of himself when he promises to save the city?
NOTE: Questions 3-7 are in reference to the angry exchange between Oedipus and Tieresias.
3. What incident is Tieresias referring to when he tells Oedipus that the plague is a result of Oedipus's anger?
4. Why does Oedipus think that Tierseas is wrong when he tells Oedipus that he is the killer of Laius?
5. Why is it ironic that Oedipus tells the blind man that he is "blind all over and that Oedipus's eyes are wide open?
6. What does Oedipus say that brags on himself and insults Tieresias? How do these words show Oedipus's hubris?
7. In the context of his exchange with Oedipus. explain what Tieresias mean in each of the following quotes:
a. "You have eyes to see, but you cannot see your own corruption."
b. "Sufferings you cannot dream of will become familiar to you..."
c. "You are the father to your own corruption."
8. When Oedipus quarrels with Creon, he accuses Creon of wanting to kill him so that Creon can be king. What reasons does Creon give for not wanting to be king?
Class: Continued discussion of hubris and hamartia--viewing of video when Oedipus and Tieresias become embroiled in an argument and accusations fly--questions on board to answer in notes--reading aloud in class
Homework for October 3 and 4: Read to line 1094. Answer the questions you should already have in your notes. They are copied below and most focus on the exchange between Oedipus and Tieresias. Be prepared for a reading check quiz on the play so far and on your increased understanding of hubris and hamartia.
Questions:
1. Give two reasons why the contrast between Oedipus's appearance in the light and the appearance of the sick Thebans in the dark reveals Oedipus's opinion about himself.
2. What is ironic about Oedipus's view of himself when he promises to save the city?
NOTE: Questions 3-7 are in reference to the angry exchange between Oedipus and Tieresias.
3. What incident is Tieresias referring to when he tells Oedipus that the plague is a result of Oedipus's anger?
4. Why does Oedipus think that Tierseas is wrong when he tells Oedipus that he is the killer of Laius?
5. Why is it ironic that Oedipus tells the blind man that he is "blind all over and that Oedipus's eyes are wide open?
6. What does Oedipus say that brags on himself and insults Tieresias? How do these words show Oedipus's hubris?
7. In the context of his exchange with Oedipus. explain what Tieresias mean in each of the following quotes:
a. "You have eyes to see, but you cannot see your own corruption."
b. "Sufferings you cannot dream of will become familiar to you..."
c. "You are the father to your own corruption."
8. When Oedipus quarrels with Creon, he accuses Creon of wanting to kill him so that Creon can be king. What reasons does Creon give for not wanting to be king?
B Day and A Day, Wednesday and Thursday, Sept. 25 and 26
Class: Quiz (see above) Additional notes on vocabulary relevant to the play. Class participation in the reading of the play's beginning pages. Notes and discussion on the personality and attitudes of Oedipus, Creon, and Tieresius.
Homework: Using the online version, read the play up until line 560. Study the vocabulary terms. No quiz on vocabulary terms next class, but you'll have one at some point soon, so do study all along!!
NOTE: See all vocabulary defined below.
Class: Quiz (see above) Additional notes on vocabulary relevant to the play. Class participation in the reading of the play's beginning pages. Notes and discussion on the personality and attitudes of Oedipus, Creon, and Tieresius.
Homework: Using the online version, read the play up until line 560. Study the vocabulary terms. No quiz on vocabulary terms next class, but you'll have one at some point soon, so do study all along!!
NOTE: See all vocabulary defined below.
B Day and A Day, Monday and Tuesday, Sept. 23 and 24
Class: Notes on the backstory of Oedipus the King, main characters and their functions in the play, and new vocabulary that will aid us in our study.
Homework: Study for a writing quiz--to be given on the 25th and 26th--that will...
a) test your skill at explaining how the literal meaning of a metaphor functions as an effective symbol for the object, idea, or circumstance it is compared to.
b) test your knowledge of the characters and plot of the Oedipus backstory.
You should have in your notes both examples of how to write about metaphor and the characters and plot of the Oedipus backstory.
Class: Notes on the backstory of Oedipus the King, main characters and their functions in the play, and new vocabulary that will aid us in our study.
Homework: Study for a writing quiz--to be given on the 25th and 26th--that will...
a) test your skill at explaining how the literal meaning of a metaphor functions as an effective symbol for the object, idea, or circumstance it is compared to.
b) test your knowledge of the characters and plot of the Oedipus backstory.
You should have in your notes both examples of how to write about metaphor and the characters and plot of the Oedipus backstory.
A day:
Due Wednesday, Sept. 18: Complete the handout you received in class that asks you to analyze the ways the lawyer's physical description after 15 years in solitude is a metaphor for his state of mind. In your written response to the directions, make sure you use quotes from the text...
1. to give evidence of the lawyer's physical appearance after 15 years
2. to give evidence of the lawyer's state of mind.
Click on the box below to access the full text of "The Bet" by Anton Chekhov.
B day:
Due Tuesday, Sept. 17: Complete the chart you received in class about the lawyer's and banker's illusions. Make sure you complete as many "boxes" as possible on both sides of the sheet. I will collect these for a homework grade.
Click on the box below to access the full text of "The Bet" by Anton Chekhov.
Due Wednesday, Sept. 18: Complete the handout you received in class that asks you to analyze the ways the lawyer's physical description after 15 years in solitude is a metaphor for his state of mind. In your written response to the directions, make sure you use quotes from the text...
1. to give evidence of the lawyer's physical appearance after 15 years
2. to give evidence of the lawyer's state of mind.
Click on the box below to access the full text of "The Bet" by Anton Chekhov.
B day:
Due Tuesday, Sept. 17: Complete the chart you received in class about the lawyer's and banker's illusions. Make sure you complete as many "boxes" as possible on both sides of the sheet. I will collect these for a homework grade.
Click on the box below to access the full text of "The Bet" by Anton Chekhov.
************************************
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WARNING!
Do not scroll past this warning!!
Assignments from years past are archived below and do not yet
pertain to your classes!
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WARNING!
Do not scroll past this warning!!
Assignments from years past are archived below and do not yet
pertain to your classes!
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THINGS
FALL
APART
Our new book!
All homework assignments for 2019 will be below:
I will make available online the handouts you receive in class. Stay tuned!
FALL
APART
Our new book!
All homework assignments for 2019 will be below:
I will make available online the handouts you receive in class. Stay tuned!
Homework:
B-Day:
Due Wednesday, March 27:
Each group should be prepared at the beginning of class to present your topic to the class. Prepare your "mini slide show" and be ready to share your plentiful evidence and interpretation of that evidence with confidence and clarity.
A-Day:
Due Thursday, March 28:
Read chapters 13-15 and prepare for a reading check quiz.
B-Day:
Due Wednesday, March 27:
Each group should be prepared at the beginning of class to present your topic to the class. Prepare your "mini slide show" and be ready to share your plentiful evidence and interpretation of that evidence with confidence and clarity.
A-Day:
Due Thursday, March 28:
Read chapters 13-15 and prepare for a reading check quiz.
Homework:
Due Wednesday, March 12 for A Day
Due Thursday, March 13 for B Day
READ the first four chapters with care. Be prepared to take a reading check quiz on the content of these chapters and be ready for some lively discussion!
Due Wednesday, March 12 for A Day
Due Thursday, March 13 for B Day
READ the first four chapters with care. Be prepared to take a reading check quiz on the content of these chapters and be ready for some lively discussion!
adh--literal_questions_about_each_act.docx |
adh--high-level_questions_about_each_act.docx |
a_dolls_house_contract.docx |
victorian_era__1_.ppt |
victorian_fashion_powerpoint__2_.pptx |
a_dolls_house_essay_assignment_ii.docx |
a_dolls_house_thesis_statements-claims.docx |
adh-new_questions_on_act_ii.docx |
Dos and Don'ts of Essay Writing!
When quoting from a text,
Do not write:
In this quote, Okonkwo shows......
Here you do not say the word "quote,"
Do not write:
On page 345, Okonkwo says......
Do write:
During the Week of Peace, when Okonkwo is explaining to his sons why he's always so angry, he says, "I don't want to be weak like my father" (32).
Here, you give context (TPC time, place, circumstance)
Frequent incorrect punctuation of quotes/in-text citations:
Okonkwo says "I don't want to be weak like my father." (32)
Frequent incorrect punctuation of sentences:
Okonkwo's second wife takes much abuse he beats her and fires a gun in her direction. RUN ON
Okonkwo's second wife takes much abuse, he beats her and fires a gun in her direction. COMMA SPLICE
Correct punctuation of sentences:
Okonkwo's second wife takes much abuse; he beats her and fires a gun in her direction.
COMPOUND SENTENCE= main clause + main clause
Okonkwo's second wife takes much abuse, and he beats her and fires a gun in her direction.
Okonkwo's second wife takes much abuse. He beats her and fires a gun in her direction.
Torvald asks Nora, "Is that my little squirrel coming in the door?" (35).
Tovald tells Nora that he "imagines she is in trouble and he comes to her rescue" (76).
FANBOYS: for, and, nor, but, or, yet, so coordinating conjunctions
when, because, since, while, after, before subordinating conjunctions
When Okonkwo beats his second wife and fires a gun in her direction, she decides to go and live with the sacred python.
Verb tense:
When writing about literature, write in the literary present.
WELCOME,
ENGLISH II STUDENTS,
TO THE GULLEDGE GALLERY!
Raleigh Fine Arts Literary Contest!
Click on the RFL Literary Contest icon to the left to submit your short story!
Visit the AP webpage and click on the buttons under the Literary Contest icon to see videos of tips for writing a winning story. You can do this!
DUE DATE FOR SUBMISSION: JANUARY 22 AT MIDNIGHT!!!
Click on the RFL Literary Contest icon to the left to submit your short story!
Visit the AP webpage and click on the buttons under the Literary Contest icon to see videos of tips for writing a winning story. You can do this!
DUE DATE FOR SUBMISSION: JANUARY 22 AT MIDNIGHT!!!
Homework for Monday and Tuesday, January 7 and 8:
Make sure you have finished reading Night. Complete the first two pages of your chart outline. Be sure to include the required context and quotes and provide meaningful interpretation of your complex observations.
Review the Raleigh Fine Arts guidelines for story submission and begin writing your story!
Make sure you have finished reading Night. Complete the first two pages of your chart outline. Be sure to include the required context and quotes and provide meaningful interpretation of your complex observations.
Review the Raleigh Fine Arts guidelines for story submission and begin writing your story!
B-Day Classes!!!
Grammar Quiz 2 on class notes from last class!! Below is the powerpoint about types of sentences.
Grammar Quiz 2 on class notes from last class!! Below is the powerpoint about types of sentences.
1B, 3B, and 4B:
Homework for Monday, October 29:
1. Complete each of your three charts, making sure that...
a. ...each box contains a textual reference that echoes the topic sentence component above it
b. ...at least 2 boxes of the 4 to 5 boxes in each row contains a quotation from the text
c. ...each quotation and paraphrased textual reference includes context (Note: Context = time, place, and circumstance)
2. In MLA format, type a full draft of your essay--using your outline charts as your guide. Bring your typed draft to class for peer evaluation.
IMPORTANT: Here is a revised claim (thesis statement) that you may want to use for your essay:
Though, at first glance, Oedipus's downfall might appear to be the result of his hubris alone or his fulfillment of the prophecy, his downfall is actually the result of hamartia, an error in judgement brought about by his hubris-induced illusions. Emboldened by his belief that he, and he alone, can find Laius's murderer and heal his city, he pursues the missing truths about both the murderer and his own life, and, in doing so, he falls to a place of misery and despair.
Topic sentence 1:
examples of O's hubris > examples of O's hubris-induced illusions > examples of the error in judgement done in ignorance (his pursuit of the truth...)
Homework for Monday, October 29:
1. Complete each of your three charts, making sure that...
a. ...each box contains a textual reference that echoes the topic sentence component above it
b. ...at least 2 boxes of the 4 to 5 boxes in each row contains a quotation from the text
c. ...each quotation and paraphrased textual reference includes context (Note: Context = time, place, and circumstance)
2. In MLA format, type a full draft of your essay--using your outline charts as your guide. Bring your typed draft to class for peer evaluation.
IMPORTANT: Here is a revised claim (thesis statement) that you may want to use for your essay:
Though, at first glance, Oedipus's downfall might appear to be the result of his hubris alone or his fulfillment of the prophecy, his downfall is actually the result of hamartia, an error in judgement brought about by his hubris-induced illusions. Emboldened by his belief that he, and he alone, can find Laius's murderer and heal his city, he pursues the missing truths about both the murderer and his own life, and, in doing so, he falls to a place of misery and despair.
Topic sentence 1:
examples of O's hubris > examples of O's hubris-induced illusions > examples of the error in judgement done in ignorance (his pursuit of the truth...)
A Day and B Day Homework for Wednesday October 24 and Thursday, October 25:
If you were absent, scroll down for the handouts in Word format.
1B: You are to complete the first two of the three charts in your graphic organizer. This graphic organizer goes hand and hand with the second handout that explains the process you will follow for your Oedipus essay. Use the online version of the play to find the necessary quotes you will need to add to the chart. (Scroll down to find the online version.)
3B and 4B:
a. You are to complete the first of the three charts in your graphic organizer. This graphic organizer goes hand and hand with the second handout that explains the process you will follow for your Oedipus essay. Use the online version of the play to find the necessary quotes you will need to include. (Scroll down to find the online version.)
b. You are to complete a chronological bullet list of all major events that occur in the play. (This chronology of events is only for the play; you already have the events for the backstory.)
4A: Come ready to start work on your essay!!
If you were absent, scroll down for the handouts in Word format.
1B: You are to complete the first two of the three charts in your graphic organizer. This graphic organizer goes hand and hand with the second handout that explains the process you will follow for your Oedipus essay. Use the online version of the play to find the necessary quotes you will need to add to the chart. (Scroll down to find the online version.)
3B and 4B:
a. You are to complete the first of the three charts in your graphic organizer. This graphic organizer goes hand and hand with the second handout that explains the process you will follow for your Oedipus essay. Use the online version of the play to find the necessary quotes you will need to include. (Scroll down to find the online version.)
b. You are to complete a chronological bullet list of all major events that occur in the play. (This chronology of events is only for the play; you already have the events for the backstory.)
4A: Come ready to start work on your essay!!
A Day and B Day!
Homework for Monday, October 22 and Tuesday, October 23:
Using the link to the film on YouTube and the full text of the play (see below), complete the charts in your notebooks in which you list each of the times Oedipus exhibits hubris, each of the times he makes an error in judgement in ignorance (hamartia), each of the times he exhibits other character flaws, and each of the times he shows how much he wants to help the people of Thebes. Bring the charts to class and be prepared, also, to analyze in writing selected passages of the play.
Classwork we did on Thursday and Friday:
B day classes finished (or almost finished) watching the Oedipus play and discussed examples of irony and the repercussions of Oedipus's commitment to find out the truth no matter what.
If you want to revisit some of the scenes, click on the link for the 1984 film version:
https://www.youtube.com/watch?v=WS9KJ_bAJLE
A Day classes took the quiz on Thursday and will finish watching the film on Monday and discuss.
A Day and B Day!
Homework for Thursday and Friday, October 11 and 12:
Study a for Quiz on the following terms and their meanings:
a. the characteristics of a tragic hero (only the ones we've been over in class) (see the document below)
The Characteristics of an "Archetypal" Tragic Hero
Noble Stature: since tragedy involves the "fall" of a tragic hero, one theory is that one must have a lofty position to fall from, or else there is no tragedy (just pathos). Another explanation of this characteristic is that tragedies involving people of stature affect the lives of others. In the case of a king, the tragedy would not only involve the individual and his family, it would also involve the whole society.
Hero falls, then, from a high place to a low place
Tragic Flaw (Hamartia): the tragic hero must "fall" due to some flaw in his own personality OR some error in judgement he makes in ignorance--that he cannot help.
Though many say the most common tragic flaw is hubris (excessive pride), Oedipus's tragic flaw is not his hubris. Scholars argue that Oedipus's tragic flaw is his ignorance of his true parentage. This argument appears sound because Oedipus's ignorance of where he came from leads him to make decisions that lead him to fulfill the prophecy and fall from high to low.
Shows hubris
Free Choice: while there is often a discussion of the role of fate in the downfall of a tragic hero, there must be an element of choice in order for there to be a true tragedy. The tragic hero falls because he chooses one course of action over another.
The Punishment Exceeds the Crime: the audience must not be left feeling that the tragic hero got what he deserved. Part of what makes the action "tragic" is the injustice of what has occurred to the tragic hero.
Hero has Increased Awareness: it is crucial that the tragic hero come to some sort of an understanding of what went wrong or of what was really going on before he comes to his end.
Produces Catharsis in Audience: catharsis is a feeling of "emotional purgation" that an audience feels after witnessing the plight of a tragic hero: we feel emotionally drained, but exultant.
b. the various meanings of fate
- experiences that will happen to you during your lifetime because God or the gods have determined they will happen; predestination
- experiences that you believe will happen to you because of what you believe you were meant to do or be; your destiny
- circumstances beyond your control that affect you during your lifetime
- freewill is having the freedom to make your own choices without being influenced/affected by people or circumstances
- agency is having the freedom to take action to do exactly what you want to do
- hubris is having too much pride; having a "big head"; thinking you're superior to others
- All tragic heroes exhibit hubris. Some scholars say that hubris is the tragic flaw of the tragic hero, while others say that hubris is merely the cause of the tragic flaw.
- Hamartia is the "error in judgement" that the tragic hero makes while trying to accomplish his main objective. This error in judgement--or bad decision-making--is seen by Aristotle as the hero's tragic flaw. The tragic hero tries to accomplish objective X, but in the process, he makes a bad decision that causes the opposite of objective X to occur, and the tragic hero suffers dire consequences.
- the prophecy of the god
- the place where the prophecy is revealed
- the god who reveals the prophecy
Study for a Quiz on...
a. the full plot of the backstory of the play,Oedipus the King (see the video below)
b. the names of all the characters in the backstory and the names of the characters we've discussed in the actual play so far (see cast of characters in attached play below)
B-Day
Homework for Wednesday, October 3:
Work on your essay!!
Here is a document of the instructions for the actual writing of the essay:
Homework for Wednesday, October 3:
Work on your essay!!
Here is a document of the instructions for the actual writing of the essay:
B-Day
Homework for Wednesday, October 3:
Work on your essay!!
Here is a document of the instructions for the actual writing of the essay:
Homework for 1B, 3B, and 4B for Monday, October 1:
Based on what you have seen of The Wizard of Oz movie, complete as much as possible of the handout that asks you to outline Dorothy's initiation process. (Scroll down to find a link to the outline handout if you misplaced yours or were absent.) Begin writing the first part of your essay that will explain all three stages of Dorothy's initiation process: separation, transformation, and rebirth. This essay will be due on Friday, October 5.
Reminder of Classwork for Thursday, September 27:
1B and 3B: Speaking to a partner, you reviewed the characteristics of your Zodiac sign and shared real-life examples to prove why you do/do not have the characteristics said to be typical of those who share your sign. This fun activity was a way for you to practice speaking aloud with clarity and logic while providing specific details to prove a point. Likewise, you worked with another partner to review the specific characteristics of Dorothy's separation stage, the first stage in her initiation process. Then, the whole class reviewed the specifics of Dorothy's separation, the hero's quest, the difference between conscious quest and unconscious quest, and the potential symbols in the movie that address Dorothy's need to gain knowledge of self. Lastly, the class watched the second part of the movie.
4B: Your class watched the movie, The Wizard of Oz, and you filled out a good bit of your handout. The class reviewed the specifics of Dorothy's separation, the hero's quest, the difference between conscious quest and unconscious quest, and the potential symbols in the movie that address Dorothy's need to gain knowledge of self. You will do the partnering activities during one of the next two class periods.
Homework for Wednesday, October 3:
Work on your essay!!
Here is a document of the instructions for the actual writing of the essay:
Homework for 1B, 3B, and 4B for Monday, October 1:
Based on what you have seen of The Wizard of Oz movie, complete as much as possible of the handout that asks you to outline Dorothy's initiation process. (Scroll down to find a link to the outline handout if you misplaced yours or were absent.) Begin writing the first part of your essay that will explain all three stages of Dorothy's initiation process: separation, transformation, and rebirth. This essay will be due on Friday, October 5.
Reminder of Classwork for Thursday, September 27:
1B and 3B: Speaking to a partner, you reviewed the characteristics of your Zodiac sign and shared real-life examples to prove why you do/do not have the characteristics said to be typical of those who share your sign. This fun activity was a way for you to practice speaking aloud with clarity and logic while providing specific details to prove a point. Likewise, you worked with another partner to review the specific characteristics of Dorothy's separation stage, the first stage in her initiation process. Then, the whole class reviewed the specifics of Dorothy's separation, the hero's quest, the difference between conscious quest and unconscious quest, and the potential symbols in the movie that address Dorothy's need to gain knowledge of self. Lastly, the class watched the second part of the movie.
4B: Your class watched the movie, The Wizard of Oz, and you filled out a good bit of your handout. The class reviewed the specifics of Dorothy's separation, the hero's quest, the difference between conscious quest and unconscious quest, and the potential symbols in the movie that address Dorothy's need to gain knowledge of self. You will do the partnering activities during one of the next two class periods.
outline_handout_for_dorothys_initiation_process.docx |
A-Day Homework for Monday, September 24:
Study for a quiz that will cover class notes and discussion on Tuesday, 9-18-18. It will...
a. test you on your knowledge and application of the vocabulary we have learned so far (list below).
b. cover your ability to recognize and provide an analysis of extended metaphor from "The Bet."
c. require you to distinguish between literal and figurative language
d. explain the three stages of the lawyer's initiation process in "The Bet."
Scroll down to an earlier assignment for a full text of the story, "The Bet."
Vocabulary:
optical illusion: something you think you see (with your eyes) that isn't really there
psychological illusion: something you believe to be true that isn't really true
disillusionment: the disappointment, grief, sadness, and anger that often follow your realization that what you thought was true is not really true
acceptance of reality: recovering from disillusionment and having the capacity to embrace life as it is
cynicism: a belief that people act only out of selfishness/self-interest or a belief that bad triumphs over good or a pessimistic outlook
limited perspective: having less than a full understanding of something
People with limited perspective often have the illusion that their incomplete understanding is complete.
full perspective: having a full understanding of something--seeing the whole truth
literal meaning: the actual, surface meaning of something
Look at the idiom, "Sherry received the information straight from the horse's mouth." The literal meaning is that somehow Sherry's information literally came out of the mouth of a horse.
figurative meaning: the symbolic or metaphorical meaning of something
In the idiom above, the figurative meaning is that Sherry received her info from the person who witnessed or experienced it. Therefore, Sherry's information must be correct.
situation irony: when the last thing that you expect will happen actually does happen
imply: to suggest, hint at
infer: to draw a conclusion from what is implied
ritual: a formal ceremony that helps ease the pain of moving from one stage of life to another
A ritual is a symbolic initiation or rite of passage.
rite of passage: the symbolic movement from one stage of life to another
The Initiation Process: the three steps in the human process of moving from one stage of life to another
The three steps are...
1. Separation--You separate from what you know, what is familiar. You leave behind your old way of seeing the world. Often you separate from both a physical location and a psychological or emotional understanding of the way the world works.
2. Transformation--You move into unfamiliar territory and begin experiencing many challenging tests and trials that change your way of seeing the world and change the way you see yourself. This step is, obviously, one that happens over time and can often take months or years, though sometimes it can happen in a day.
3. Rebirth--You awaken to a new understanding of yourself and the world. You have been fully transformed, fully reborn as "a new you" who can never see the world or self in the way you did before you separated from what was familiar. Sometimes the rebirth brings about joy and wisdom, sometimes sorrow and wisdom, and sometimes disillusionment and cynicism.
Study for a quiz that will cover class notes and discussion on Tuesday, 9-18-18. It will...
a. test you on your knowledge and application of the vocabulary we have learned so far (list below).
b. cover your ability to recognize and provide an analysis of extended metaphor from "The Bet."
c. require you to distinguish between literal and figurative language
d. explain the three stages of the lawyer's initiation process in "The Bet."
Scroll down to an earlier assignment for a full text of the story, "The Bet."
Vocabulary:
optical illusion: something you think you see (with your eyes) that isn't really there
psychological illusion: something you believe to be true that isn't really true
disillusionment: the disappointment, grief, sadness, and anger that often follow your realization that what you thought was true is not really true
acceptance of reality: recovering from disillusionment and having the capacity to embrace life as it is
cynicism: a belief that people act only out of selfishness/self-interest or a belief that bad triumphs over good or a pessimistic outlook
limited perspective: having less than a full understanding of something
People with limited perspective often have the illusion that their incomplete understanding is complete.
full perspective: having a full understanding of something--seeing the whole truth
literal meaning: the actual, surface meaning of something
Look at the idiom, "Sherry received the information straight from the horse's mouth." The literal meaning is that somehow Sherry's information literally came out of the mouth of a horse.
figurative meaning: the symbolic or metaphorical meaning of something
In the idiom above, the figurative meaning is that Sherry received her info from the person who witnessed or experienced it. Therefore, Sherry's information must be correct.
situation irony: when the last thing that you expect will happen actually does happen
imply: to suggest, hint at
infer: to draw a conclusion from what is implied
ritual: a formal ceremony that helps ease the pain of moving from one stage of life to another
A ritual is a symbolic initiation or rite of passage.
rite of passage: the symbolic movement from one stage of life to another
The Initiation Process: the three steps in the human process of moving from one stage of life to another
The three steps are...
1. Separation--You separate from what you know, what is familiar. You leave behind your old way of seeing the world. Often you separate from both a physical location and a psychological or emotional understanding of the way the world works.
2. Transformation--You move into unfamiliar territory and begin experiencing many challenging tests and trials that change your way of seeing the world and change the way you see yourself. This step is, obviously, one that happens over time and can often take months or years, though sometimes it can happen in a day.
3. Rebirth--You awaken to a new understanding of yourself and the world. You have been fully transformed, fully reborn as "a new you" who can never see the world or self in the way you did before you separated from what was familiar. Sometimes the rebirth brings about joy and wisdom, sometimes sorrow and wisdom, and sometimes disillusionment and cynicism.
B-DAY: Homework for Monday, September 6:
- Study for a quiz that will require your knowledge of the vocabulary listed below and your ability to analyze the symbolic meaning of the story, "The Blind Men and the Elephant." (Click on the icon above for a video of the story.) The quiz will also require you to analyze the illusions of the museum attendant and Miss Aitchenson in the short story,"You are Now Entering the Human Heart." (Click on the icon below to get the full text of the story.) Finally, you will be asked some questions about "The Bet" that show you have read and understood the story. (Click on the icon below to get the full text of "The Bet."
- Make sure you have completed your reading of Chekhov's short story, "The Bet."
- Bring to class your list of both the banker's illusions at the time the bet is made and the illusions that the banker has after fifteen years.
- Bring to class your list of both the the lawyer's illusions at the time the bet is made and the illusions that the lawyer has after fifteen years.
- Study for a quiz that will require your knowledge of the vocabulary listed below, your ability to analyze the symbolic meaning of the story, "The Blind Men and the Elephant," and your ability to analyze the characters' illusions in the short story,"You are Now Entering the Human Heart." Click on the icon below to get the full text of the story.
Vocabulary:
optical illusion
psychological illusion
disillusionment
acceptance of reality
limited perspective
full perspective
literal meaning
figurative meaning
situation irony
infer
imply - If you'd like to get a head start, begin reading Chekhov's short story, "The Bet." Click on the icon below for the full text of "The Bet."
For 4A students only:
Deadlines for A Doll's House essay
May 3: Create your original outline and outline chart in class, OR use teacher-made outline chart. Start collecting evidence to support your claim and topic sentences. Evidence should include relevant quotes and context.
May 7: Bring to class your completed outline chart with ample evidence to support the claim and each topic sentence with both quotes and context
May 11: Bring typed first draft for peer editing. This first draft should be carefully proofread and edited by you! Important: Do not consider this draft a paper that is "half-way" complete. Write it as if it is your final copy.
May 15: Bring to class your final, polished essay. This essay should clearly be an improvement of your draft based on your peers' comments and suggestions.
Essay should be typed in MLA format.
Essay should demonstrate a logical, clear style with sufficient and relevant evidence to support its claim and topic sentences.
Essay should be free of grammatical and punctuation errors.
IMPORTANT NOTE: If you need individual help from me, please stay after school on either Tuesday or Thursday afternoons, May 7 and 10. I may even have cookies!
Deadlines for A Doll's House essay
May 3: Create your original outline and outline chart in class, OR use teacher-made outline chart. Start collecting evidence to support your claim and topic sentences. Evidence should include relevant quotes and context.
May 7: Bring to class your completed outline chart with ample evidence to support the claim and each topic sentence with both quotes and context
May 11: Bring typed first draft for peer editing. This first draft should be carefully proofread and edited by you! Important: Do not consider this draft a paper that is "half-way" complete. Write it as if it is your final copy.
May 15: Bring to class your final, polished essay. This essay should clearly be an improvement of your draft based on your peers' comments and suggestions.
Essay should be typed in MLA format.
Essay should demonstrate a logical, clear style with sufficient and relevant evidence to support its claim and topic sentences.
Essay should be free of grammatical and punctuation errors.
IMPORTANT NOTE: If you need individual help from me, please stay after school on either Tuesday or Thursday afternoons, May 7 and 10. I may even have cookies!
Homework for 4A for January 16:
You should come to class with a completed outline chart for your essay on Night. That means page 1, page 2, and page 3 of your chart should be completed in full--with required quotes and context.
Classwork for 4A for January 16:
You should access computers and work as diligently as possible to get your full first draft of your Night essay written. If your chart has been completed correctly, you should be able to use the chart to write the essay. You can do it!! See essay dos and don'ts below. Also, on the home page of this website is a link to the MLA formatting guide. Make sure your paper is typed in MLA format. This MLA guide has a menu to the left. Look at the MLA sample paper to see what the formatting looks like. Also, click on in-text citations to see how to quote correctly.
Your homework for next class is to bring in a completed, final draft of the Night essay. Since I will be out on Tuesday, please, please do your best and know that I will understand as I grade that I was not present to answer last-minute questions. Again, you can do this!!
You should come to class with a completed outline chart for your essay on Night. That means page 1, page 2, and page 3 of your chart should be completed in full--with required quotes and context.
Classwork for 4A for January 16:
You should access computers and work as diligently as possible to get your full first draft of your Night essay written. If your chart has been completed correctly, you should be able to use the chart to write the essay. You can do it!! See essay dos and don'ts below. Also, on the home page of this website is a link to the MLA formatting guide. Make sure your paper is typed in MLA format. This MLA guide has a menu to the left. Look at the MLA sample paper to see what the formatting looks like. Also, click on in-text citations to see how to quote correctly.
Your homework for next class is to bring in a completed, final draft of the Night essay. Since I will be out on Tuesday, please, please do your best and know that I will understand as I grade that I was not present to answer last-minute questions. Again, you can do this!!
Homework for Friday for 3A: Click on the button above and read the short story, "The Bet," by Anton Chekov. Be prepared for a reading check quiz.
Homework for Thursday for all B-day classes: Click on the button above and read "The Bet." Complete your handout of questions on "The Bet."
Homework for Thursday for all B-day classes: Click on the button above and read "The Bet." Complete your handout of questions on "The Bet."
Homework for 2B and 3B:
Complete the Night essay outline chart by Thursday, January 4. Plan to write the first half of the essay in class on Thursday. A copy of the outline chart is in a word document below.
Homework for 4A:
Complete your reading of Night and complete the study questions. Fill out the first page of the outline chart. Email me with any questions. A copy of the chart and the study questions are below in word documents.
Complete the Night essay outline chart by Thursday, January 4. Plan to write the first half of the essay in class on Thursday. A copy of the outline chart is in a word document below.
Homework for 4A:
Complete your reading of Night and complete the study questions. Fill out the first page of the outline chart. Email me with any questions. A copy of the chart and the study questions are below in word documents.
Homework for Thursday/Friday: Oct. 6/7
Read the short story "Lamb to the Slaughter" by Roald Dahl. Answer the related questions on the front and back of the class handout I have also attached in the Word doc below.
Read the short story "Lamb to the Slaughter" by Roald Dahl. Answer the related questions on the front and back of the class handout I have also attached in the Word doc below.
Click on the picture to the left for the full text of "Lamb to the Slaughter" by Roald Dahl.
lamb_to_the_slaughter_questions.docx |
Homework: Quiz on Act I and the attitudes towards women in the Victorian era. Complete your written responses to the high level study questions for Act I.
Homework: Read the first half of Act II.
Homework Finish reading Act II of the play and answer the high-level study questions for Act II of the play. See documents below for questions. Be prepared for high-level discussion!
Homework Finish reading Act II of the play and answer the high-level study questions for Act II of the play. See documents below for questions. Be prepared for high-level discussion!
ASSIGNMENTS:
1. Last day to turn in your political cartoon. Scroll down to find details of assignment.
2. Look carefully to see which assignment fits you:
Honors students and "high-flying" academic students:
a. Write an original thesis statement for your essay on A Doll's House.
b. Write three supporting topic sentences.
Use great care to "manipulate" your sentences so that your ideas are clearly and effectively conveyed. Make your thesis complex and meaningful. Use today's handout and the outline model to guide you. The outline model is in the document section above and is entitled, "A Doll's House Essay Assignment II." This assignment is difficult and takes patience and time. I will grade you on conscientious effort and thoughtful analysis. I will look to see that you included the WHAT, the HOW, and the WHY in your thesis (claim statements).
Here's a review of our class notes:
the WHAT: the meaning you decide is present in the text (You form an opinion about the meaning conveyed by a complex pattern or circumstance in the text.)
the HOW: the WAY the text conveys the meaning you have uncovered
the WHY: your reason for why anyone should care about your discovery of meaning and have any desire to read your paper!
Academic students: Complete the first page of the outline chart you received in class. A copy of this outline chart is in the document section above and is entitled, "A Doll's House Essay Assignment II." The first page of the chart supports the first topic sentence.
Homework
1. Prepare for a quick quiz on Act III.
2. Complete the following assignments and bring them to class:
a. Act III take-home quiz questions
b. Act III high-level questions (in documents above)
c. Two charts: Nora's lies and Torvald's control
d. Your choice of scenes to act out for the class (include all actors who will be performing with you)
e. Begin working on your political cartoon due January 4 and 5. I have paper for you if you need it.
Remember: A political cartoon is the opinion of the artist or the newspaper in which it is published. A political cartoon uses humor and irony to protest a particular social or political problem the artist (newspaper) wants to fix.
Your political cartoon should use the characters and/or circumstances present in A Doll's House to protest a social ill or problem you see evident during the Victorian period.
Homework
Read all of Act III and answer the accompanying study questions on Act III. Be prepared to discuss the act and begin working on the essay(s) and political cartoon specified in your contract.
Homework for Monday/Tuesday, Dec. 14 and 15: Complete the NEW, additional questions on Act II that are on the handout you received in class. These NEW questions are in the document section above if you need a copy. Be prepared to turn in your detailed responses to these questions and also be prepared for a quiz on all of Act II. (You do not have to answer any questions on the new handout that you already answered for the regular study questions on Act II.)
Homework for Thursday/Friday, Dec. 10 and 11: Finish reading Act II of the play and answer the high-level study questions for Act II of the play. See documents below for questions. Be prepared for high-level discussion!
Homework: Read the first half of Act II.
1. Last day to turn in your political cartoon. Scroll down to find details of assignment.
2. Look carefully to see which assignment fits you:
Honors students and "high-flying" academic students:
a. Write an original thesis statement for your essay on A Doll's House.
b. Write three supporting topic sentences.
Use great care to "manipulate" your sentences so that your ideas are clearly and effectively conveyed. Make your thesis complex and meaningful. Use today's handout and the outline model to guide you. The outline model is in the document section above and is entitled, "A Doll's House Essay Assignment II." This assignment is difficult and takes patience and time. I will grade you on conscientious effort and thoughtful analysis. I will look to see that you included the WHAT, the HOW, and the WHY in your thesis (claim statements).
Here's a review of our class notes:
the WHAT: the meaning you decide is present in the text (You form an opinion about the meaning conveyed by a complex pattern or circumstance in the text.)
the HOW: the WAY the text conveys the meaning you have uncovered
the WHY: your reason for why anyone should care about your discovery of meaning and have any desire to read your paper!
Academic students: Complete the first page of the outline chart you received in class. A copy of this outline chart is in the document section above and is entitled, "A Doll's House Essay Assignment II." The first page of the chart supports the first topic sentence.
Homework
1. Prepare for a quick quiz on Act III.
2. Complete the following assignments and bring them to class:
a. Act III take-home quiz questions
b. Act III high-level questions (in documents above)
c. Two charts: Nora's lies and Torvald's control
d. Your choice of scenes to act out for the class (include all actors who will be performing with you)
e. Begin working on your political cartoon due January 4 and 5. I have paper for you if you need it.
Remember: A political cartoon is the opinion of the artist or the newspaper in which it is published. A political cartoon uses humor and irony to protest a particular social or political problem the artist (newspaper) wants to fix.
Your political cartoon should use the characters and/or circumstances present in A Doll's House to protest a social ill or problem you see evident during the Victorian period.
Homework
Read all of Act III and answer the accompanying study questions on Act III. Be prepared to discuss the act and begin working on the essay(s) and political cartoon specified in your contract.
Homework for Monday/Tuesday, Dec. 14 and 15: Complete the NEW, additional questions on Act II that are on the handout you received in class. These NEW questions are in the document section above if you need a copy. Be prepared to turn in your detailed responses to these questions and also be prepared for a quiz on all of Act II. (You do not have to answer any questions on the new handout that you already answered for the regular study questions on Act II.)
Homework for Thursday/Friday, Dec. 10 and 11: Finish reading Act II of the play and answer the high-level study questions for Act II of the play. See documents below for questions. Be prepared for high-level discussion!
Homework: Read the first half of Act II.
HOMEWORK for Friday/Monday, Sept. 30/Oct. 3
and
Tuesday/Wednesday, Oct. 4/5
All students: Oedipus questions were due on Wednesday and Thursday.
All students: Class handout: Due at the end of class on Wednesday and Thursday (If you were absent, attachment of handout in Word doc below.
All students: Oedipus packet of ID's and passages— Complete everything except the essay for passage 3: Due Friday/Monday
DUE Monday/Tuesday:
Academic and Honors students--See your specific assignments below:
Honors Students write two essays:
Due Tuesday/Wednesday—typed and in MLA format. Just below the assignments for honors and academic students are some additional, helpful tips for writing your essays.
Complete the following 2 essays:
Choice one: What are the greater causes
of Oedipus’s disastrous fall—his fate or his
free will?
Choice two: What is the metaphorical
meaning of the play?
2. Write a page and a half essay in
response to the prompt in the packet
about “Passage 3.”
Academic Students write 1 essay:
Due Wednesday—typed and in MLA format. Just below the following choices for your essay are some additional, helpful directions for how to write the essay.
Choose one of the following questions, and respond to it in a page and a half essay:
Choice one: What are the greater causes
of Oedipus’s disastrous fall—his fate or his
free will?
Choice two: What is the metaphorical
meaning of the play?
and
Tuesday/Wednesday, Oct. 4/5
All students: Oedipus questions were due on Wednesday and Thursday.
All students: Class handout: Due at the end of class on Wednesday and Thursday (If you were absent, attachment of handout in Word doc below.
All students: Oedipus packet of ID's and passages— Complete everything except the essay for passage 3: Due Friday/Monday
DUE Monday/Tuesday:
Academic and Honors students--See your specific assignments below:
Honors Students write two essays:
Due Tuesday/Wednesday—typed and in MLA format. Just below the assignments for honors and academic students are some additional, helpful tips for writing your essays.
Complete the following 2 essays:
- Choose one of the following questions, and respond to it in a page and a half essay:
Choice one: What are the greater causes
of Oedipus’s disastrous fall—his fate or his
free will?
Choice two: What is the metaphorical
meaning of the play?
2. Write a page and a half essay in
response to the prompt in the packet
about “Passage 3.”
Academic Students write 1 essay:
Due Wednesday—typed and in MLA format. Just below the following choices for your essay are some additional, helpful directions for how to write the essay.
Choose one of the following questions, and respond to it in a page and a half essay:
Choice one: What are the greater causes
of Oedipus’s disastrous fall—his fate or his
free will?
Choice two: What is the metaphorical
meaning of the play?
oedipus_classwork_handout-review_and_analysis.docx |
KeGUIDE for fate or freewill essay:
1. Give your CLAIM in your introduction/THESIS STATEMENT--Your claim is your interpretation of the evidence in the play, Oedipus the King.
2. Give several pieces of very specific evidence or DATA from the play to support your CLAIM.
3. After each piece of DATA, give your WARRANT: your words that explain just how the data supports the claim.
Keep scrolling for more tips.
1. Give your CLAIM in your introduction/THESIS STATEMENT--Your claim is your interpretation of the evidence in the play, Oedipus the King.
2. Give several pieces of very specific evidence or DATA from the play to support your CLAIM.
3. After each piece of DATA, give your WARRANT: your words that explain just how the data supports the claim.
Keep scrolling for more tips.
Below is just one idea for organizing your fate or free will essay. Though this model claims that fate has a greater influence on Oedipus's fall than does his free will, please feel welcome to argue that Oedipus's free will has a greater influence on his downfall than does his fate.
CLAIM:
Though both free will and fate serve to bring Oedipus to his doom, those circumstances beyond Oedipus’s control are much more responsible for his downfall than his hamartia, or the errors in judgement he makes.
First topic sentence—sub-CLAIM:
Certainly, Oedipus’s hamartia is a cause of his tragic fall. He makes several errors of judgement that cause him to fall from being a well-respected king to being a pitiful blind man who is banished from his kingdom. (This section will clearly be about the weaker influence on O's downfall.)
DATA 1
WARRANT
DATA 2
WARRANT
DATA 3
WARRANT
DATA 4
WARRANT
Second topic sentence—sub-CLAIM:
Yet, despite Oedipus’s own contribution to his downfall, his fate—those circumstances beyond his control—are the primary reason for his fall. (This section will clearly be about the stronger influence on O's downfall.)
DATA 1
WARRANT
DATA 2
WARRANT
DATA 3
WARRANT
DATA 4
WARRANT
Conclusion
CLAIM:
Though both free will and fate serve to bring Oedipus to his doom, those circumstances beyond Oedipus’s control are much more responsible for his downfall than his hamartia, or the errors in judgement he makes.
First topic sentence—sub-CLAIM:
Certainly, Oedipus’s hamartia is a cause of his tragic fall. He makes several errors of judgement that cause him to fall from being a well-respected king to being a pitiful blind man who is banished from his kingdom. (This section will clearly be about the weaker influence on O's downfall.)
DATA 1
WARRANT
DATA 2
WARRANT
DATA 3
WARRANT
DATA 4
WARRANT
Second topic sentence—sub-CLAIM:
Yet, despite Oedipus’s own contribution to his downfall, his fate—those circumstances beyond his control—are the primary reason for his fall. (This section will clearly be about the stronger influence on O's downfall.)
DATA 1
WARRANT
DATA 2
WARRANT
DATA 3
WARRANT
DATA 4
WARRANT
Conclusion
HOMEWORK for Monday and Tuesday, September 27 and 28:
IMPORANT: The assignments below are for 3B, 4B, and 3A only.
(****2B is FINALLY having the quiz on the vocabulary we've had so far and the Oedipus backstory.)
1. Note: Bring your Oedipus packets to class. Because we had to spend a good bit of time filling out the pre-ACT answer sheet and interest inventory, we have had to postpone our completion of the packet, but we will work to complete them when you come to class.
2. If you have not completed your reading of the whole play, now is the time to "catch-up."
Be prepared for a quiz on the main events and ironies of the play. Also, make sure you have excellent interpretive responses to the following questions since some of the questions will appear on the quiz.
1. What is the chief cause of Oedipus's fall from high to low (his downfall)? Hint: You know his fall is because of his hamartia--his error in judgement. What, then, is the chief error in judgment Oedipus makes that directly causes his downfall? Even though there is more than one answer to this question, be sure to have ample evidence to support your interpretive response.
2. Is Oedipus's fate worse than he deserves? Why? Be able to support your answer.
3. Explain why Oedipus's act of blinding himself is ironic?
4. In the film, Oedipus walks out of the palace after blinding himself. He has a sheet-like cover over his head that is clean until the blood from his eyes stains it. What might this blood-stained coverlet symbolize?
5. What is the meaning of this bizarre play? How does its metaphorical meaning connect to real life?
Hint: Look at the meaning of each of the following circumstances or events to answer no. 5:
All students: Bring to class your Oedipus "Quiz Packet" that you have partially completed. We will complete the packet this week. Also, make sure you look below and complete what assignments pertain to you. You can find the handout of questions in a word document below the following assignments by Monday:
HONORS: Complete your reading of the entire play. Answer all of the questions on the handout(front and back) that you received in class--unless you have turned your questions in to me.
ACADEMIC: Complete ONLY the questions on the front page of the handout you received in class. Make sure you read the play as far as the questions on the front page require.
Also, NOTE: Many of the posts regarding the last few days of class are no longer visible. I had some trouble with the website and the posts have been "erased." Please let me know if you have questions regarding these last few days of assignments.
IMPORANT: The assignments below are for 3B, 4B, and 3A only.
(****2B is FINALLY having the quiz on the vocabulary we've had so far and the Oedipus backstory.)
1. Note: Bring your Oedipus packets to class. Because we had to spend a good bit of time filling out the pre-ACT answer sheet and interest inventory, we have had to postpone our completion of the packet, but we will work to complete them when you come to class.
2. If you have not completed your reading of the whole play, now is the time to "catch-up."
Be prepared for a quiz on the main events and ironies of the play. Also, make sure you have excellent interpretive responses to the following questions since some of the questions will appear on the quiz.
1. What is the chief cause of Oedipus's fall from high to low (his downfall)? Hint: You know his fall is because of his hamartia--his error in judgement. What, then, is the chief error in judgment Oedipus makes that directly causes his downfall? Even though there is more than one answer to this question, be sure to have ample evidence to support your interpretive response.
2. Is Oedipus's fate worse than he deserves? Why? Be able to support your answer.
3. Explain why Oedipus's act of blinding himself is ironic?
4. In the film, Oedipus walks out of the palace after blinding himself. He has a sheet-like cover over his head that is clean until the blood from his eyes stains it. What might this blood-stained coverlet symbolize?
5. What is the meaning of this bizarre play? How does its metaphorical meaning connect to real life?
Hint: Look at the meaning of each of the following circumstances or events to answer no. 5:
- the fate bestowed on Oedipus at his birth
- Oedipus's efforts to "outrun" or escape his fate
- Oedipus's hubris
a. his belief that he does, indeed, SEE the truth
b. his belief that he will not experience undeserved suffering
c. his belief that he might know better than the gods how to solve problems - Oedipus's inablity to outrun or escape his horrible fate
- Oedipus's attitude and behavior after he discovers the truth about himself
All students: Bring to class your Oedipus "Quiz Packet" that you have partially completed. We will complete the packet this week. Also, make sure you look below and complete what assignments pertain to you. You can find the handout of questions in a word document below the following assignments by Monday:
HONORS: Complete your reading of the entire play. Answer all of the questions on the handout(front and back) that you received in class--unless you have turned your questions in to me.
ACADEMIC: Complete ONLY the questions on the front page of the handout you received in class. Make sure you read the play as far as the questions on the front page require.
Also, NOTE: Many of the posts regarding the last few days of class are no longer visible. I had some trouble with the website and the posts have been "erased." Please let me know if you have questions regarding these last few days of assignments.
HOMEWORK AND CLASSWORK
FOR FRIDAY A/TUESDAY B (SEPT. 2 AND 6) AND WEDNESDAY A/THURSDAY B (SEPT 7 AND 8):
Begin reading the play Oedipus Rex by Sophocles. Click on the picture that says Oedipus Rex for the link to the full text of the play.
Honors students: Read through line 561 in the online version.
Academic students: Read through line 400.
FOR FRIDAY A/TUESDAY B (SEPT. 2 AND 6) AND WEDNESDAY A/THURSDAY B (SEPT 7 AND 8):
Begin reading the play Oedipus Rex by Sophocles. Click on the picture that says Oedipus Rex for the link to the full text of the play.
Honors students: Read through line 561 in the online version.
Academic students: Read through line 400.
tragedy-of-julius-caesar-shakespeare-powerpoint-introduction__2_.ppt |
Essay on Things Fall Apart:
Due dates: April 22 (B day) and April 25 (A day)
Content criteria: See the content criteria at the top of your outline. Also, note that you will be expected to follow the logic of the "umbrella" chart and include all appropriate claim, data, and warrant.
Grammar/punctuation criteria:
If you need extra copies, the outline chart for the whole essay and the helpful organization chart for the first sub-claim (Topic sentence 1) are below.
Essay on Things Fall Apart:
Due dates: April 22 (B day) and April 25 (A day)
Content criteria: See the content criteria at the top of your outline. Also, note that you will be expected to follow the logic of the "umbrella" chart and include all appropriate claim, data, and warrant.
Grammar/punctuation criteria:
- Use transitional devices—use between data examples and between sub-claims
- Use apostrophes correctly.
- Avoid comma splices.
- Italicize long titles; put quotation marks around short works.
- Use MLA format. (See the website OWL at Purdue.)
- Use commas after introductory clauses and phrases.
- Spell all words correctly.
- Create your own title for your essay. Make sure that your title communicates the content and focuses on the essay’s claim.
- Introduce quotes correctly and punctuate correctly your in-text citations.
If you need extra copies, the outline chart for the whole essay and the helpful organization chart for the first sub-claim (Topic sentence 1) are below.
tfa_essay--1st_topic_sentence_outline.docx |
things_fall_apart__essay_for_english_ii--directions.docx |
HOMEWORK for Wednesday, March 2:
2B and 4B: Read chapters 10 and 11 and answer the corresponding questions on your study guide. On Wednesday, I will check your Feb. 19th handout and your questions through 11. Note: Begin preparing for your chapter presentations! Chapters 9, 10, 11, and 12 will present on Friday.
3B: Read chapters 11 and 12 and answer the corresponding questions on your study guide. On Wednesday, I will check your Feb. 19th handout and your questions through 12. Note: Begin preparing for your chapter presentations! Chapters 9, 10, 11, and 12 will present on Friday.
HOMEWORK for Thursday, Feb. 25 and Friday, February 26:
2B only: Read chapters 7 and 8 and answer the corresponding study questions. Also, complete the Feb. 19th handout. (Your class is a bit behind the other classes because we went to the assembly to commemorate Black History month.)
3B and 4B: Read chapters 7, 8, and 9 and answer the corresponding study questions. Be prepared for a reading check quiz on these three chapters.
HOMEWORK for Tuesday, February 23 (B Day) and Wednesday, February 24 (A day):
1. Complete the handout you worked on in class entitled, "Classwork for February 19th.) Follow the directions carefully! Unfortunately, the page numbers I gave you do not match up with the PDF version above. My apologies! Still, you can absolutely find the examples you need by looking carefully in chapters 1-6. Work hard to complete each component required on the handout, and know that I will give you 20 minutes of your next class to complete the responses you will need the classroom set of books to complete. The handout is attached in the document section below.
2. Complete the Study Questions through Chapter 6 if you have not already done so.
HOMEWORK for Tuesday, Feb. 16 (A day) and Wednesday, Feb. 17 (B Day):
Read Things Fall Apart through chapter 5. Be prepared for a reading check quiz on chapters 1-5.
HOMEWORK for Friday, February 12 and Monday February 15:
Read the first two chapters of the book and be prepared for a reading check quiz.
classwork_for_friday_february_19.docx |
HOMEWORK for Wednesday and Thursday, February 10 and 11:
Prepare for a quiz on your 12 roots in Unit 6.
Know the roots and their definitions and know at least two derivatives of each root.
HOMEWORK for Monday and Tuesday, February 8 and 9:
Turn in you completed Refugee assignment!!
Make sure it is typed and in MLA format.
See below for specific instructions and handouts.
Prepare for a quiz on your 12 roots in Unit 6.
Know the roots and their definitions and know at least two derivatives of each root.
HOMEWORK for Monday and Tuesday, February 8 and 9:
Turn in you completed Refugee assignment!!
Make sure it is typed and in MLA format.
See below for specific instructions and handouts.
HOMEWORK for Thursday, February 4-A-day:
Finish watching/reading 8-10 videos/articles pertaining to the world refugee crisis. Complete your note-taking charts that correspond to the videos/articles you select. Prepare to turn in your completed Refugee assignment on Monday!! Remember, you will go to the auditorium on Thursday to hear from your counselors the results of the PLAN and the PSAT.
HOMEWORK for Tuesday and Wednesday, February 2 and February 3--A and B day:
1. See below the specific directions for your Refugee assignment due Feb. 8 and 9!
2. Vocabulary: Learn the roots for Unit 6. Complete the three-page handout you received in class, filling in each blank with the derivatives of the roots that correspond to their appropriate definitions.
3. Make sure you have at least three of your sources explained in the note-taking chart. Again, see below for specific directions.
Finish watching/reading 8-10 videos/articles pertaining to the world refugee crisis. Complete your note-taking charts that correspond to the videos/articles you select. Prepare to turn in your completed Refugee assignment on Monday!! Remember, you will go to the auditorium on Thursday to hear from your counselors the results of the PLAN and the PSAT.
HOMEWORK for Tuesday and Wednesday, February 2 and February 3--A and B day:
1. See below the specific directions for your Refugee assignment due Feb. 8 and 9!
2. Vocabulary: Learn the roots for Unit 6. Complete the three-page handout you received in class, filling in each blank with the derivatives of the roots that correspond to their appropriate definitions.
3. Make sure you have at least three of your sources explained in the note-taking chart. Again, see below for specific directions.
HOMEWORK for Monday and Tuesday, Jan. 29 and Feb. 1:
1. Choose at least three videos or articles from the "Sources" list below. Watch and/or read these at a time when you can be focused and attentive. While you watch/read, use your "performance task note-taking guide" (under the section "Handouts" below) to write down your detailed observations and analysis of each source.
2. See the "performance task instructions" below (you should already have hard copies of this and the note-taking guide) to understand fully the expectations of your writing assignment. After you have watched and/or read at least five sources, you should be ready to begin your imaginative writing assignment about your experience as a refugee. As you will note on the instruction sheet, you are to write a gripping introduction and three journal entries. I would like you to follow the following format:
In your introduction, explain the context of your circumstances before your evacuation. Explain the life-threatening setting and the contrasting familiarity and security of the home you must leave. Include the violence you have witnessed or know about and the worries and difficulties you are facing. Include why you fear both staying and leaving. Reveal your plans for departure.
Then, your first journal entry should include what happens when you finally make your separation from home. What is your method of departure? What are your feelings about your departure? What specifically are you "separating from"? What are you losing? What are you gaining? (Hint: Think about losses and gains that are both tangible and intangible.)
Your second journal entry should be all about the new experiences--both frightening and hope-filled--that you have after making your separation from home. Each of these experiences should demonstrate how you are changing--how they come together to be part of your transformation into a greater understanding of yourself and the world. Include examples of the suffering you experience personally and the suffering you witness in those around you. NOTE: This section will be the longest journal entry since it will cover your movement away from home through a series of difficult challenges in your effort to save your life and find a safe place to live.
Your third journal entry should include all that you have learned from the experiences you have described in your first two entries. As someone who has learned much, you have now been reborn as someone who sees the world in a new way. What way is that? How are you different? What do you know now that you didn't know before you left home? How have you experienced a rebirth?
Do not forget to include many examples of figurative language!
Make sure you include your feelings as you explain your many experiences as a refugee.
DUE DATE for the Refugee Writing Assignment:
B-Day students: Monday, February 8
A-Day students: Tuesday, February 9
Handouts
Performance Task Note Taking Guide
Peer Editing Form
Narrative Rubric
Performance Task Instructions
Performance Task Guidelines
Sources
News and Observer Justin Coleman article
Benedict Cumberbatch introduces a re-released Crowded House song about refugees (The Guardian)
ABC News excerpt from Malala's Autobiography
NBC News- Nigerian Refugees Flee Boko Haram Only to Find New Troubles in Chad
Amnesty.org- Typical Journey of a Refugee
Huffington Post- Journey of a Refugee
Daily Mail- Boko Haram captive rescue article
Deutsche Welle- photos from refugees’ perspectives
Worldvision.org- Facts about the Syrian refugee crisis
UNHCR Subregional Operations Profile--West Africa
Nigerian Refugee Crisis from UNHCR
Time Magazine--African Refugees Fear Being Left Behind
Abridged version of “This is Water” by David Foster Wallace
One of the following: Night by Elie Wiesel, Oedipus The King by Sophocles, or Things Fall Apart by Chinua Achebe
Homework Due the week of the 25th...on the first day you return to class after the snow days:
Your final A Doll's House assignment...Woo, hoo!
Turn in the required components listed below for both academic and honors students. We discussed the components at length in class, but if you were absent or need clarity for any reason, zip me an email and I will help you out!!
HONORS and HIGH-FLYING ACADEMICS should turn in:
1. Your original sentence outline for ADH essay which consists of...
a. Your thesis statement(s)--claim
b. Three topic sentences--sub-claims
2. Your original outline charts for all three topic sentences (3 charts in all) using as your model the outline charts in the word document below, "A Doll's House essay assignment."
3. Your completion of one of your three outline charts with specifics (quotes and examples) from the text in each of the boxes
4. Your introductory paragraph that introduces your thesis statement by giving context for the author's background and for the play itself. Your introductory paragraph should have several sentences that move from general to specific and end with your thesis statement (claim).
5. Your one or more paragraphs that effectively support ONE of your topic sentences with the excellent textual support you have put in your topic sentence outline chart.
Remember: You are only writing PART of a full essay.
6. Type your partial essay in MLA format.
ACADEMIC STUDENTS SHOULD TURN IN:
1. The packet with three outline charts you received in class--each of the 3 completed with specifics (quotations and examples) from the text. This means fill in all of the boxes!!
NOTE: If you have misplaced your packet, scroll down for a copy of the outline charts in the word document below, "A Doll's House essay assignment."
2. Your introductory paragraph that introduces your thesis statement by giving context for the author's background and for the play itself. Your introductory paragraph should have several sentences that move from general to specific and end with your thesis statement (claim).
3. Your one or more paragraphs that effectively support the ONE topic sentence of your choice. Your paragraph(s) should contain the excellent textual support you have put in your topic sentence outline chart.
Remember: You are only writing PART of a full essay.
4. Type your partial essay in MLA format.
You must submit your short story to The Raleigh Fine Arts Society by midnight on Thursday, January 21, 2016!!
A-day students: Bring to class a hard copy of your short story on Friday, January 22.
B-day students: Bring to class a hard copy of your short story on Thursday, January 21 for additional peer review, and make sure you have your final, typed hard copy to turn in to me on or before Monday, January 25.
To Submit your Story:
Go to raleighfinearts.org and click on "Literary Contest." Then, create a password. Then, follow the instructions to submit your story.
NOTE: Please notice the format requirements for submission--and make sure your story is typed in the required format.
REMEMBER: Do not put your name on your story!
HELPFUL LINK: "The Five Components of a Short Story"
A-day students: Bring to class a hard copy of your short story on Friday, January 22.
B-day students: Bring to class a hard copy of your short story on Thursday, January 21 for additional peer review, and make sure you have your final, typed hard copy to turn in to me on or before Monday, January 25.
To Submit your Story:
Go to raleighfinearts.org and click on "Literary Contest." Then, create a password. Then, follow the instructions to submit your story.
NOTE: Please notice the format requirements for submission--and make sure your story is typed in the required format.
REMEMBER: Do not put your name on your story!
HELPFUL LINK: "The Five Components of a Short Story"
POWER POINTS:
Study for October/November:
UNIT ON ELIE WIESEL's NIGHT
During our study of this unit, you will find the link to the full text of Night online, the Night study questions, related videos, and all class handouts immediately below.
Just below these materials, you will find each class assignment and due date.
UNIT ON ELIE WIESEL's NIGHT
During our study of this unit, you will find the link to the full text of Night online, the Night study questions, related videos, and all class handouts immediately below.
Just below these materials, you will find each class assignment and due date.
HOMEWORK AND DUE DATES:
For Wednesday and Thursday, Nov. 3 and 4:
Prepare for a short answer quiz on chapters 1-4.
Complete the study questions that relate to these first four chapters.
Complete the first page of your outline chart for your Night essay. Fill in all of the boxes with relevant quotes and other required information and interpretation.
For Wednesday and Thursday, Nov. 3 and 4:
Prepare for a short answer quiz on chapters 1-4.
Complete the study questions that relate to these first four chapters.
Complete the first page of your outline chart for your Night essay. Fill in all of the boxes with relevant quotes and other required information and interpretation.
You have two options for your “ethos, pathos, and logos” project!
Each option is worth 35 points.
Option 1: You may write and produce a commercial in which you incorporate the three rhetorical appeals. Rubric is attached in the file below.
Each option is worth 35 points.
Option 1: You may write and produce a commercial in which you incorporate the three rhetorical appeals. Rubric is attached in the file below.
commercial_project--ethos_pathos_logos.docx |
Option 2: You may write a persuasive speech in which you incorporate the three rhetorical appeals. The rubric for your speech is below:
Directions: Write an original, persuasive speech on the topic of your choice. Make sure you include all relevant criteria below.
1. Make a claim. Formulate an arguable opinion about a topic of your choice. (5 points)
2. Give data to support your claim. Provide specific evidence that supports your claim. (5 points)
3. Include your warrant. Explain why your opinion matters. Explain why your evidence is meaningful support for your claim. (5 points)
4. Incorporate effectively the three following rhetorical appeals within your argument:
a. Ethos (three examples) (5 points)
b. Pathos (three examples) (5 points)
c. Logos (three examples) (5 points)
5. Demonstrate a reasonable argument with appropriate transition and personal, consistent style. (5 points)
Directions: Write an original, persuasive speech on the topic of your choice. Make sure you include all relevant criteria below.
1. Make a claim. Formulate an arguable opinion about a topic of your choice. (5 points)
2. Give data to support your claim. Provide specific evidence that supports your claim. (5 points)
3. Include your warrant. Explain why your opinion matters. Explain why your evidence is meaningful support for your claim. (5 points)
4. Incorporate effectively the three following rhetorical appeals within your argument:
a. Ethos (three examples) (5 points)
b. Pathos (three examples) (5 points)
c. Logos (three examples) (5 points)
5. Demonstrate a reasonable argument with appropriate transition and personal, consistent style. (5 points)
Ethos, Pathos, and Logos handout: http://www.occc.edu/comlab/pdf/handouts/Rhetorical.pdf
For Wednesday and Thursday, May 14 and 15:
Memorize one of three speeches, to say aloud or write verbatim:
Marullus's speech: page 22, Act I, scene 1, Lines 32-56 (Honors: all of it; Academic: exactly half of it)
Brutus's speech page 128, Act III, scene 2, Lines 12-31 (Honors and academic: all of it, with extra points to academic students)
Antony's speech Lines page 132, Act III, scene 2, 71-105 (Honors: all of it; Academic: exactly half of it)
For Monday and Tuesday, May 12 and 13:
Prepare for reading-check quiz on Acts IV and IV of Julius Caesar
Friends, Romans, Countrymen, Lend me your ears!
Below are some helpful links and the remaining schedule for our April Study of Shakespeare's Julius Caesar:
Link to character chart and other information: CHARACTERS
Link to cartoon version of Julius Caesar: SHORT MOVIE
Link to summaries: Quick look at JC scene by scene summaries
Link to video clip of Antony's famous speech--played by Marlon Brando: ANTONY
Homework assignments:
For Wednesday, April 30 (B day) and Thursday, May 1 (A day): Honors students: read all of the first scene in Act III. Academic students: Read the first half of the scene. Be prepared to act out key parts of this scene in class! In class we will review all of Act II and discuss Act III, scene 1. Make sure you also receive the handout for EOC practice.
For Friday, May 2 (B day) and Monday, May 7 (A day): Practice reading out loud the Shakespeare version of either Brutus's speech or Antony's speech in Act III, scene 2. (Brutus's speech is on page and Antony's speech starts on page and continues to page ). Brutus's speech Practice reading your selected speech in character and with expression. Pronounce words correctly and pay strict attention to punctuation. Commit to reading the speech aloud at least three times while reading it as well as you possibly can. Read to the mirror, your parents, your friends, your siblings, your dog, your cat, or your goldfish.
In class, we will read and discuss Act III, scene 2, paying attention to Shakespeare's use of rhetoric, metaphor, imagery, and irony. We will discuss evidence of Caesar's character flaws and his strengths--and we will do the same with Brutus, trying to uncover ways Brutus is more the tragic hero than is Caesar. We will also view film clips of the speeches and analyze them. You will be expected to memorize parts of your chosen speech.
For Tuesday(B day) and Wednesday (A day):
Memorize one of three speeches, to say aloud or write verbatim:
Marullus's speech: page 22, Act I, scene 1, Lines 32-56 (Honors: all of it; Academic: exactly half of it)
Brutus's speech page 128, Act III, scene 2, Lines 12-31 (Honors and academic: all of it, with extra points to academic students)
Antony's speech Lines page 132, Act III, scene 2, 71-105 (Honors: all of it; Academic: exactly half of it)
For Monday and Tuesday, May 12 and 13:
Prepare for reading-check quiz on Acts IV and IV of Julius Caesar
Friends, Romans, Countrymen, Lend me your ears!
Below are some helpful links and the remaining schedule for our April Study of Shakespeare's Julius Caesar:
Link to character chart and other information: CHARACTERS
Link to cartoon version of Julius Caesar: SHORT MOVIE
Link to summaries: Quick look at JC scene by scene summaries
Link to video clip of Antony's famous speech--played by Marlon Brando: ANTONY
Homework assignments:
For Wednesday, April 30 (B day) and Thursday, May 1 (A day): Honors students: read all of the first scene in Act III. Academic students: Read the first half of the scene. Be prepared to act out key parts of this scene in class! In class we will review all of Act II and discuss Act III, scene 1. Make sure you also receive the handout for EOC practice.
For Friday, May 2 (B day) and Monday, May 7 (A day): Practice reading out loud the Shakespeare version of either Brutus's speech or Antony's speech in Act III, scene 2. (Brutus's speech is on page and Antony's speech starts on page and continues to page ). Brutus's speech Practice reading your selected speech in character and with expression. Pronounce words correctly and pay strict attention to punctuation. Commit to reading the speech aloud at least three times while reading it as well as you possibly can. Read to the mirror, your parents, your friends, your siblings, your dog, your cat, or your goldfish.
In class, we will read and discuss Act III, scene 2, paying attention to Shakespeare's use of rhetoric, metaphor, imagery, and irony. We will discuss evidence of Caesar's character flaws and his strengths--and we will do the same with Brutus, trying to uncover ways Brutus is more the tragic hero than is Caesar. We will also view film clips of the speeches and analyze them. You will be expected to memorize parts of your chosen speech.
For Tuesday(B day) and Wednesday (A day):
remaining_things_fall_apart__assignments--b_day.docx |
B day s students:
Due Wednesday, February 19: Define the rest of your vocabulary words, read through chapter 8 in Things Fall Apart, and be prepared to show me answers to your study guide questions for chapters 1-8. We will have the poets come on Wednesday and Friday! Note: If you have not turned in your final copy of your Night essay, please do so on Wednesday, or meet with me for additional help to get that completed.
Due Wednesday, February 19: Define the rest of your vocabulary words, read through chapter 8 in Things Fall Apart, and be prepared to show me answers to your study guide questions for chapters 1-8. We will have the poets come on Wednesday and Friday! Note: If you have not turned in your final copy of your Night essay, please do so on Wednesday, or meet with me for additional help to get that completed.
Homework: Due dates as follows for A Doll's House processed essay:
(printable copy of assignment in file below)
Chart: Due Thursday/Friday, Nov. 14 and 15
First draft of essay: due Wednesday and Thursday, Nov. 20 and 21
Second, polished draft of essay: due Monday and Tuesday, Nov. 25 and 2
(printable copy of assignment in file below)
Chart: Due Thursday/Friday, Nov. 14 and 15
First draft of essay: due Wednesday and Thursday, Nov. 20 and 21
Second, polished draft of essay: due Monday and Tuesday, Nov. 25 and 2
Reminder: Teacher workday on Monday, October 28! Enjoy your day off!
Link to the full text of A Doll's House by Henrik Ibsen: A Doll's House
FOR 1A and 2A: Due Friday, October 25.....FOR 4B: Due Tuesday, October 29:
Read half of the first act of the play and answer as many questions as possible. (Questions are in the packet you received in class and also are attached in the word documents at the top of this webpage. )
FOR 1A and 2A: Due Wednesday, October 30....FOR 4B: Due Thursday, October 31:
Finish reading all of Act I and answer ALL of the questions pertaiining to Act I. Make sure you answer the Act I questions on the last page of the packet, along with the Act I questions on the first page.
Be prepared for a reading check quiz on Act I, Questions on the quiz will also test your knowledge about women in the Victorian period.
****REMINDER; PSAT TEST ON WEDNESDAY, OCTOBER 16. GO DIRECTLY TO YOUR TESTING ROOM AT 7;25.
To prepare, get plenty of sleep and eat a good breakfast!! (Bring a sweater in case some of the testing rooms are chilly.)
GREAT VIDEO CLIP: Here is a link to the inspirational CBS story about the blind man who is building a house all by himself. http://www.cbsnews.com/8301-18563_162-57607219/texas-man-lost-his-sight-found-his-calling-as-a-builder/
Homework Due on Wednesday and Thursday, October 16 and 17: Respond in writing to the following questions:
What does it mean to be a woman in 2013 in Raleigh , North Carolina?
What does it mean to be a man in 2013 in Raleigh, North Carolina?
As you write, consider the roles society expects each sex to maintain. Do we have equality between the sexes? Where do we have it? Where do we not have it?
This writing will be a good way for us to begin our discussion of the roles of men and women through the ages. For our next unit, we will look at the roles of men and women during the Victorian period, the time of our play, A Doll's House by Henrik Ibsen.
The Characteristics of an "Archetypal" Tragic Hero
Noble Stature: since tragedy involves the "fall" of a tragic hero, one theory is that one must have a lofty position to fall from, or else there is no tragedy (just pathos). Another explanation of this characteristic is that tragedies involving people of stature affect the lives of others. In the case of a king, the tragedy would not only involve the individual and his family, it would also involve the whole society.
Hero falls, then, from a high place to a low place
Tragic Flaw (Hamartia): the tragic hero must "fall" due to some flaw in his own personality OR some error in judgement he makes in ignorance--that he cannot help.
Though many say the most common tragic flaw is hubris (excessive pride), Oedipus's tragic flaw is not his hubris. Scholars argue that Oedipus's tragic flaw is his ignorance of his true parentage. This argument appears sound because Oedipus's ignorance of where he came from leads him to make decisions that lead him to fulfill the prophecy and fall from high to low.
Shows hubris
Free Choice: while there is often a discussion of the role of fate in the downfall of a tragic hero, there must be an element of choice in order for there to be a true tragedy. The tragic hero falls because he chooses one course of action over another.
The Punishment Exceeds the Crime: the audience must not be left feeling that the tragic hero got what he deserved. Part of what makes the action "tragic" is the injustice of what has occurred to the tragic hero.
Hero has Increased Awareness: it is crucial that the tragic hero come to some sort of an understanding of what went wrong or of what was really going on before he comes to his end.
Produces Catharsis in Audience: catharsis is a feeling of "emotional purgation" that an audience feels after witnessing the plight of a tragic hero: we feel emotionally drained, but exultant.
REMINDER: PLAN TEST ON WEDNESDAY, OCTOBER 9TH!! EAT A GOOD BREAKFAST AND REPORT TO YOUR TESTING LOCATION AT 7:25.
Classwork on Monday and Tuesday, October 7 and 8--Our focus will be on the human condition and what that means. We will discuss how Oeidpus embodies the human condition. We will also discuss hubris and hamartia and determine how Oedipus demonstrates both. Finally, we will watch the ending of the Oeidpus film and discuss the ways in which Oeidpus's suffering upon his discovery of the truth demonstrates the universal human conditon.
Homework for Tuesday and Wednesday, October 1 and 2:
Quiz 2 is postponed. Bring in your fate/free will and situation/dramatic irony chart--ready to turn in--with 15 examples total and responses in all corresponding columns.
Homework for Friday and Monday, September 27 and 30:
1. Honors students read through line 1100.
Academic students read through line 830.
2. Study for your quiz/test for Friday. See details about the test in assignment below.
Homework for all tenth grade classes for Wednesday and Thursday, September 25 and 26:
1. More reading of Oedipus and reading check quiz on the play.
*Honors students, your quiz will test your understanding of lines 1-830.
*Academic students, your quiz will test your understanding of lines 1-560.
2. Also, begin preparing for your TEST on Friday and Monday. You will need to know the characters and plot of what you have been assigned to read--up until the time of the test--and you will need to know the following vocabulary and how each term applies to the play: fate, free will, situation irony, dramatic irony, illusion, in medias res, infer, imply, oracle, and blind-sight imagery. You will also need to know the back story of Oedipus's life before he becomes king of Thebes and the story of his encounter with the Sphinx including the riddle. Finally, you will need to be prepared to analyze passages from the play and make inferences about meaning.
Links to powerpoint about Greek Theater and Oedipus:
1. With this link, you will come to a powerpoint, and you will want to click "open." Be patient, as it will take a few seconds to appear. Some of the material covered in the pp will be unfamiliar, but we will cover all of its good information during our study of Oedipus: GREEK THEATER and OEDIPUS
2. Here is the link to the "vegetable" video: http://www.youtube.com/watch?v=8OkMqp_a188
4B Homework for Friday, September 19:
Study vocabulary we discussed in class: fate, free will, and in medias res. Review the backstory of Oedipus and the Sphinx.
Read the beginning of the Sophocles play, Oedipus the King. https://records.viu.ca/~johnstoi/sophocles/oedipustheking.htm#note1
Honors students: Read through line 561 in the online version.
Academic students: Read through line 400.
Homework for Monday and Tuesday, September 16/17:
1. If you have not yet done so, write a skit, poem rap, song, or story using the first ten number roots and their meanings. You will find these on page 40 of your Broughton student agenda. We will use your products to teach the class, so be as creative as possible!
2. 2A: Finish your essay in which you clearly answer the following questions:
a) What is an important message that Chekhov communicates through his short story, "The Bet"?
b) How have you arrived at this message? What textual evidence points to the message you have inferred?
Note: Include with your evidence three excellent quotes from the short story that help you prove your point. Bring your
essay to class to turn in!
Homework for September 9/10 and 12/13:
1. Most importantly, reread "The Bet" and be ready to have an indepth discussion when you come back to class. You can find the story at the following link: http://www.eastoftheweb.com/short-stories/UBooks/Bet.shtml
2. Make sure you have completed your detailed summary of "The Bet" and, if you have not already turned it in, make sure you do so at the beginning of next class.
3. On one of the colored pieces of paper you received from me, write the message you, or you and your partner, think is the most significant message Chekhov communicates through this unusual and thought-provoking story. We will show these messages on the Elmo and discuss them in class!!
4. Write two good and thoughtful questions YOU have about the story. Add them to your colored sheet of paper!!
5. On the back of the colored sheet you used for "The Bet" assignments--or on another sheet of colored paper, write a skit, poem rap, song, or story using the first ten number roots and their meanings. You will find these on page 40 of your Broughton student agenda. We will use your products to teach the class, so be as creative as possible!
6. If you are new and have not read "You are Now Entering the Human Heart," see the link in the assignments below and read the story. Then, complete the chart I have given you about the story. Let me know if you need help and make sure to copy from a classmate the class notes you missed.
August 26/27 Homework:
1. Review handouts.
2. Read "The Blind Man and the Elephant" and be prepared to discuss. What illusion does each blind man have? How would you describe the perspective of each blind man? What metaphorical meaning does the story have? (In other words, what intangible truths do the following symbols in the story represent?
the five parts of the elephant
the blind men
the elephant
3. Read "You are Now Entering the Human Heart." Link to the complete story is below.
http://www.nexuslearning.net/books/elements_of_lit_course4/Collection%203/The%20Human%20Heart%20p1.htm
Link to the full text of A Doll's House by Henrik Ibsen: A Doll's House
FOR 1A and 2A: Due Friday, October 25.....FOR 4B: Due Tuesday, October 29:
Read half of the first act of the play and answer as many questions as possible. (Questions are in the packet you received in class and also are attached in the word documents at the top of this webpage. )
FOR 1A and 2A: Due Wednesday, October 30....FOR 4B: Due Thursday, October 31:
Finish reading all of Act I and answer ALL of the questions pertaiining to Act I. Make sure you answer the Act I questions on the last page of the packet, along with the Act I questions on the first page.
Be prepared for a reading check quiz on Act I, Questions on the quiz will also test your knowledge about women in the Victorian period.
****REMINDER; PSAT TEST ON WEDNESDAY, OCTOBER 16. GO DIRECTLY TO YOUR TESTING ROOM AT 7;25.
To prepare, get plenty of sleep and eat a good breakfast!! (Bring a sweater in case some of the testing rooms are chilly.)
GREAT VIDEO CLIP: Here is a link to the inspirational CBS story about the blind man who is building a house all by himself. http://www.cbsnews.com/8301-18563_162-57607219/texas-man-lost-his-sight-found-his-calling-as-a-builder/
Homework Due on Wednesday and Thursday, October 16 and 17: Respond in writing to the following questions:
What does it mean to be a woman in 2013 in Raleigh , North Carolina?
What does it mean to be a man in 2013 in Raleigh, North Carolina?
As you write, consider the roles society expects each sex to maintain. Do we have equality between the sexes? Where do we have it? Where do we not have it?
This writing will be a good way for us to begin our discussion of the roles of men and women through the ages. For our next unit, we will look at the roles of men and women during the Victorian period, the time of our play, A Doll's House by Henrik Ibsen.
The Characteristics of an "Archetypal" Tragic Hero
Noble Stature: since tragedy involves the "fall" of a tragic hero, one theory is that one must have a lofty position to fall from, or else there is no tragedy (just pathos). Another explanation of this characteristic is that tragedies involving people of stature affect the lives of others. In the case of a king, the tragedy would not only involve the individual and his family, it would also involve the whole society.
Hero falls, then, from a high place to a low place
Tragic Flaw (Hamartia): the tragic hero must "fall" due to some flaw in his own personality OR some error in judgement he makes in ignorance--that he cannot help.
Though many say the most common tragic flaw is hubris (excessive pride), Oedipus's tragic flaw is not his hubris. Scholars argue that Oedipus's tragic flaw is his ignorance of his true parentage. This argument appears sound because Oedipus's ignorance of where he came from leads him to make decisions that lead him to fulfill the prophecy and fall from high to low.
Shows hubris
Free Choice: while there is often a discussion of the role of fate in the downfall of a tragic hero, there must be an element of choice in order for there to be a true tragedy. The tragic hero falls because he chooses one course of action over another.
The Punishment Exceeds the Crime: the audience must not be left feeling that the tragic hero got what he deserved. Part of what makes the action "tragic" is the injustice of what has occurred to the tragic hero.
Hero has Increased Awareness: it is crucial that the tragic hero come to some sort of an understanding of what went wrong or of what was really going on before he comes to his end.
Produces Catharsis in Audience: catharsis is a feeling of "emotional purgation" that an audience feels after witnessing the plight of a tragic hero: we feel emotionally drained, but exultant.
REMINDER: PLAN TEST ON WEDNESDAY, OCTOBER 9TH!! EAT A GOOD BREAKFAST AND REPORT TO YOUR TESTING LOCATION AT 7:25.
Classwork on Monday and Tuesday, October 7 and 8--Our focus will be on the human condition and what that means. We will discuss how Oeidpus embodies the human condition. We will also discuss hubris and hamartia and determine how Oedipus demonstrates both. Finally, we will watch the ending of the Oeidpus film and discuss the ways in which Oeidpus's suffering upon his discovery of the truth demonstrates the universal human conditon.
Homework for Tuesday and Wednesday, October 1 and 2:
Quiz 2 is postponed. Bring in your fate/free will and situation/dramatic irony chart--ready to turn in--with 15 examples total and responses in all corresponding columns.
Homework for Friday and Monday, September 27 and 30:
1. Honors students read through line 1100.
Academic students read through line 830.
2. Study for your quiz/test for Friday. See details about the test in assignment below.
Homework for all tenth grade classes for Wednesday and Thursday, September 25 and 26:
1. More reading of Oedipus and reading check quiz on the play.
*Honors students, your quiz will test your understanding of lines 1-830.
*Academic students, your quiz will test your understanding of lines 1-560.
2. Also, begin preparing for your TEST on Friday and Monday. You will need to know the characters and plot of what you have been assigned to read--up until the time of the test--and you will need to know the following vocabulary and how each term applies to the play: fate, free will, situation irony, dramatic irony, illusion, in medias res, infer, imply, oracle, and blind-sight imagery. You will also need to know the back story of Oedipus's life before he becomes king of Thebes and the story of his encounter with the Sphinx including the riddle. Finally, you will need to be prepared to analyze passages from the play and make inferences about meaning.
Links to powerpoint about Greek Theater and Oedipus:
1. With this link, you will come to a powerpoint, and you will want to click "open." Be patient, as it will take a few seconds to appear. Some of the material covered in the pp will be unfamiliar, but we will cover all of its good information during our study of Oedipus: GREEK THEATER and OEDIPUS
2. Here is the link to the "vegetable" video: http://www.youtube.com/watch?v=8OkMqp_a188
4B Homework for Friday, September 19:
Study vocabulary we discussed in class: fate, free will, and in medias res. Review the backstory of Oedipus and the Sphinx.
Read the beginning of the Sophocles play, Oedipus the King. https://records.viu.ca/~johnstoi/sophocles/oedipustheking.htm#note1
Honors students: Read through line 561 in the online version.
Academic students: Read through line 400.
Homework for Monday and Tuesday, September 16/17:
1. If you have not yet done so, write a skit, poem rap, song, or story using the first ten number roots and their meanings. You will find these on page 40 of your Broughton student agenda. We will use your products to teach the class, so be as creative as possible!
2. 2A: Finish your essay in which you clearly answer the following questions:
a) What is an important message that Chekhov communicates through his short story, "The Bet"?
b) How have you arrived at this message? What textual evidence points to the message you have inferred?
Note: Include with your evidence three excellent quotes from the short story that help you prove your point. Bring your
essay to class to turn in!
Homework for September 9/10 and 12/13:
1. Most importantly, reread "The Bet" and be ready to have an indepth discussion when you come back to class. You can find the story at the following link: http://www.eastoftheweb.com/short-stories/UBooks/Bet.shtml
2. Make sure you have completed your detailed summary of "The Bet" and, if you have not already turned it in, make sure you do so at the beginning of next class.
3. On one of the colored pieces of paper you received from me, write the message you, or you and your partner, think is the most significant message Chekhov communicates through this unusual and thought-provoking story. We will show these messages on the Elmo and discuss them in class!!
4. Write two good and thoughtful questions YOU have about the story. Add them to your colored sheet of paper!!
5. On the back of the colored sheet you used for "The Bet" assignments--or on another sheet of colored paper, write a skit, poem rap, song, or story using the first ten number roots and their meanings. You will find these on page 40 of your Broughton student agenda. We will use your products to teach the class, so be as creative as possible!
6. If you are new and have not read "You are Now Entering the Human Heart," see the link in the assignments below and read the story. Then, complete the chart I have given you about the story. Let me know if you need help and make sure to copy from a classmate the class notes you missed.
August 26/27 Homework:
1. Review handouts.
2. Read "The Blind Man and the Elephant" and be prepared to discuss. What illusion does each blind man have? How would you describe the perspective of each blind man? What metaphorical meaning does the story have? (In other words, what intangible truths do the following symbols in the story represent?
the five parts of the elephant
the blind men
the elephant
3. Read "You are Now Entering the Human Heart." Link to the complete story is below.
http://www.nexuslearning.net/books/elements_of_lit_course4/Collection%203/The%20Human%20Heart%20p1.htm