Also posted on Mr. Carson's blog
Themes and Areas of Interview Questions Harlem:
Ragtime
“Inherit the Wind” aka The Scopes “Monkey” Trial
“The Birth of a Nation” 1915 - propagandist movie
The Great Migration
Suffragette
The Harmon Foundation
Langston Hughes
Countee Cullen
World War I
The Great Depression
http://www.history.com/videos/the-harlem-renaissance-an-artistic-explosion#the-harlem-renaissance-an-artistic-explosion?vid=HIS_MRSS_Hulu
The Harlem Renaissance (2:53 mins) followed by:
Jacob Riis (2:07 mins) - Tenement Buildings
The Statue of Liberty Unknown (3:40 mins).
Tenement Building Tours - Interview Questions
Suffragette
Migration
Plights of the European
The Waistshirt Fire
WW I
The Great Depression
Though these sites are primarily steps to interviewing for a JOB or entrance into a Uni or College of you choice, many of these hints are helpful when interviewing strangers for this project.
http://www.helpguide.org/life/interviewing_techniques_tips_getting_job.htm
http://docs.google.com/viewer?a=v&q=cache:W3rv2clbEXAJ:its.ksbe.edu/dst/PDFs/Interviewingtechniques.pdf+interview+techniques+101+pdf&hl=en&gl=us&pid=bl&srcid=ADGEESgUK984n_korKCsOHogNx-hWVeg89PTNohNwH9NkHU0-DhG2oWeaB4NG8i0M2nLfSxv9Trpiy5UTvaltZVW7ToLGVE7iT1Dhnmw64OPVAVDG3yBVbU6VrDBlBtLntcWliq5kFXn&sig=AHIEtbR8nkMHBD-NEs9oE8u_t5uzJsU_nA&pli=1
_________________________
Notebook Checks
Random Weekly quizzes = 50 points for all those you can demonstrate they have readily available and well organized notes going back at least two weeks:
a. Date
b. Aim
c. Do Now
d. Answers, responses or evidence of DOING or accomplishing the Do Now
e. Notes from class discussions
Personal questions individual asked (often while waiting to pose our question we concentrate so intensely on remembering it, we fail to listen to other peers’ brilliant questions and responses - so WRITE YOUR QUESTION DOWN so you are able to focus upon others and take notes from them without forgetting our own.)
___________________________
Other daily Notebook checks worth 10-30 points with special emphasis on current days’ notes:
1. Documentaries or other videos
2. class discussions - mentioned above
proof of participation of Do Now or class activity
These two types of checks will take place so that those who fail one quiz have the opportunity of recuperating partial credit when they GET the notes by staying later after class, getting notes from those who have obtained them during class time.
Simply blindly copying others’ notes will not receive any credit. If scholar can not explain how notes pertain to reading materials, themes, Aim, topic of discussion, Activity or Do Now, they will only earn an even smaller credit for having the notes that mean absolutely nothing to them, which goes against College Readiness Skills, which states: note-taking is having notes that ‘they make sense to you”.
Obviously, if scholar can not explain the notes, they are essentially useless.
Wednesday, April 27, 2011
Monday, April 11, 2011
Inherit the Wind - HW, Questions, Vocab
HOMEWORK:
P6- Begin reading Inherit the Wind. Fact(s) sheet, beginning and middle of flow chart, due Tuesday April 12th. Questions on the play due Wednesday, April 13th. End of flow chart due Friday April 15th.
P7- Homework: Begin reading Inherit the Wind. Fact(s) sheet, beginning and middle of flow chart, and questions on the play due Wednesday, April 13th. Friday April 15th.
NOTE: SINCE I WILL NOT BE GIVING A VOCAB QUIZ, YOU NO LONGER NEED TO COMPLETE THE VOCAB ORGANIZER. YOU MUST HAVE THE VOCAB AS AN AID AS YOU READ THE PLAY TO HELP BECOME FAMILIAR WITH SOME WORDS.
Booked April 28, 2011 Harlem Walking Tour
Leaving school around 2:00 PM
Tenement Tours
May 2 and May 4 $7
CONSENT FORMS DUE BY FRIDAY, APRIL 15TH
Last Day of teaching – May 6th.
Official last day – May 13th
ANY LATE WORK (ON THE HARLEM RENAISSANCE) MUST BE SUBMITTED BY MAY 9TH TO RECEIVE CREDIT BEFORE MAY 13TH.
Prep-Work for the ground-breaking, 1951 play, Inherit the Wind, by Jerome Lawrence and Robert E. Lee—
For each item download a picture, glue to notebook and write a couple sentences, dates, explanations for each aspect of.
1. Look up “Bible Belt”
2. Look up Scopes “Monkey” Trials
3. William Jennings Bryan
4. Clarence Darrow
5. H.L. Mencken
6. Organ grinder
7. Hurdy-gurdy
8. Yellow Journalism
9. Et tu Brute
10. “Inherit the Wind” (Biblical excerpt)
Inherit the Wind, by Jerome Lawrence and Robert E. Lee—Character Descriptions:
Bertram Cates (M, mid-20s)—A young schoolteacher who is on trial for violating a state law.
Matthew Harrison Brady (M, 60- 65-ish)—Famous national political figure (the character is loosely based on William Jennings Bryan), gifted orator and self-proclaimed authority.
Henry Drummond (M, 60-65-ish) —A talented lawyer who defends Cates and views the law as a search for the truth. Loosely based on Clarence Darrow, the character has a quick mind; humorous, charming and folksy in court, but can be feisty and confrontational when setting a trap.
E.K. Hornbeck (M, 35-45) —Brilliant newspaper columnist and critic who covers the trial (loosely based on H.L. Mencken). He is contemptuous of the bigotry and ignorance that exists in the south and mocks them.
Rachel Brown (W, early-20s) — Daughter of Hillsboro minister, she is conflicted and torn between her feelings for Cates and duty to her father.
Rev. Jeremiah Brown (M, 45-55) — Hillsboro minister who takes the word of God as truth and regards all deviations from that as blasphemous.
Judge (M, 45-60) —Attempts to conduct the trial impartially, despite his personal beliefs.
Meeker (M, 40-60) — Court Bailiff who oversees the courtroom. Has an easy-going style.
Mayor (M, 40-55) — Epitomizes the small town mayor and politician. He is filled with self-importance and always considers how his actions will be viewed by his constituents.
Tom Davenport (M, 35-45) — Ambitious District Attorney who, along with Brady, prosecutes Cates.
Melinda (W, 10-13) — Young Hillsboro girl
Elijah (M, 40-60) —An illiterate Hillsboro local who considers himself a prophet and comes to town preaching his beliefs and selling Bibles.
Townspeople, Trial Spectators, Reporters, Jurors (M & W, various ages) - A variety of stylized and humorous character roles. —http://lcplayers.com/Shows/InheritTheWind/InheritTheWind.html
Inherit the Wind, Vocabulary and Focus Questions
As you read, make a Flow Chart of the Action
a. Draw a large Flow Chart similar to the one below and add instead:
b. beginning = rising action, characters, setting and developing conflict(s)
c. middle (CLIMAX, which usually comes near the end of the story, play, movie, novel, is represented here as the highest point of action)
d. the denouement – falling action
e. end – or wrapping up all loose ends
Along the outside and inside of Flow Chart, write important event along graph.
Beginning Middle End
1. Describe Meeker, Melinda, Rachel and Bert Cates
2. Why is Cates so adamant about returning to the jail (cell)?
3. Describe the Atmosphere of these first seven pages. How does it make you feel? Why?
4. There are two moments of Foreshadowing throughout the play—see if you can spot them—how do authors lead readers to infer outcomes?
5. Why does Drummond accept Mr. Stillers, the Feed Store owner?
6. Explain how Voice of Reason shifts from pages 30-44
Vocabulary
1. haberdasher—pg 13—(n)— a retail dealer in men's furnishings, as shirts, ties, gloves, socks, and hats.
Mr. Allen’s kids went to the haberdasher to by him some new ties and shirts for Father’s Day.
2. extradite —(pg 11)—(v)— to give up (an alleged fugitive or criminal) to another state, nation, or authority.
Many wish to extradite Gaddafi so justice will truly be meted out.
syn—apprehend, surrender, deliver
PAGE 15 vocab =
3. Bible Belt—(n)
4. Unctuously—adv— hypocritically smooth and suave
Many haughty politicians unctuously assail President Obama for failing to fix the country faster. Still, surprisingly, Obama remains undaunted.
5. Undaunted—(adj)— not dismayed or discouraged
Undaunted by the huge haughty,(adj) Cyclops, Homer killed him with his paraphernalia.
6. (An) infidel —n—a person who has no religious faith
Many infidels are haughtily assailed for being non-conformists.
7. (an) evolutionist—n—a person who believes that all living things have acquired their present forms through successive generations
Millions of people believe it's a daunting (v) task assailing and disproving evolutionists's theories.
The great evolutionist, Charles Darwin once said, “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change."
PAGE pg16 VOCAB
8. haughtily—(adj)— disdainfully proud; snobbish; scornfully arrogant;
syn—supercilious,
9. organ grinder—(n)
10. hurdy-gurdy—(adj) or (n)—
PAGE 17
11. Yellow Journalism—(n)
12. pith helmet-(n) a softer, dome-shaped helmet used in African Safaris
The explorers dived into the underbrush, praying their pith helmets and other paraphernalia would protect them from stampeding giraffes.
13. patriarch-(n)-the male head of a family, tribe, as in ancient times; any of the three family line of Israelites—Abraham, Isaac, or Jacob #3—highest ranking bishop in the Eastern Orthodox Church
In many aboriginal tribes, the Shaman, or Medicine Man, was the patriarch.
14. paunchy—(adj)—a large protruding belly
After years of living “The Good Life”, their paunches were so big they couldn’t tie their own shoes, let alone see their feet. (n)
Ant—a "six-pack"
syn—"beer belly", fat (not phat!)
15. suffrage—(19)—n—the right to vote
The suffragettes were many unsung heroes, women who fought for suffrage.
16. paraphernalia—(n)—(pg 20)—articles of equipment need for some activity
17. blasphemies—(n)—21—irreverent utterance or actions against God
Jewish people refuse to say or even write G-d out for they believe it is a blasphemy to use or say the word if not in prayer.
18. assails—(v)—to attack violently—#2 to attack with criticism
David assailed Goliath with his only paraphernalia, a sling shot.
Jefferson and Clemens assailed African Americans with their paraphernalia of words, in order to feel more haughty.
P6- Begin reading Inherit the Wind. Fact(s) sheet, beginning and middle of flow chart, due Tuesday April 12th. Questions on the play due Wednesday, April 13th. End of flow chart due Friday April 15th.
P7- Homework: Begin reading Inherit the Wind. Fact(s) sheet, beginning and middle of flow chart, and questions on the play due Wednesday, April 13th. Friday April 15th.
NOTE: SINCE I WILL NOT BE GIVING A VOCAB QUIZ, YOU NO LONGER NEED TO COMPLETE THE VOCAB ORGANIZER. YOU MUST HAVE THE VOCAB AS AN AID AS YOU READ THE PLAY TO HELP BECOME FAMILIAR WITH SOME WORDS.
Booked April 28, 2011 Harlem Walking Tour
Leaving school around 2:00 PM
Tenement Tours
May 2 and May 4 $7
CONSENT FORMS DUE BY FRIDAY, APRIL 15TH
Last Day of teaching – May 6th.
Official last day – May 13th
ANY LATE WORK (ON THE HARLEM RENAISSANCE) MUST BE SUBMITTED BY MAY 9TH TO RECEIVE CREDIT BEFORE MAY 13TH.
Prep-Work for the ground-breaking, 1951 play, Inherit the Wind, by Jerome Lawrence and Robert E. Lee—
For each item download a picture, glue to notebook and write a couple sentences, dates, explanations for each aspect of.
1. Look up “Bible Belt”
2. Look up Scopes “Monkey” Trials
3. William Jennings Bryan
4. Clarence Darrow
5. H.L. Mencken
6. Organ grinder
7. Hurdy-gurdy
8. Yellow Journalism
9. Et tu Brute
10. “Inherit the Wind” (Biblical excerpt)
Inherit the Wind, by Jerome Lawrence and Robert E. Lee—Character Descriptions:
Bertram Cates (M, mid-20s)—A young schoolteacher who is on trial for violating a state law.
Matthew Harrison Brady (M, 60- 65-ish)—Famous national political figure (the character is loosely based on William Jennings Bryan), gifted orator and self-proclaimed authority.
Henry Drummond (M, 60-65-ish) —A talented lawyer who defends Cates and views the law as a search for the truth. Loosely based on Clarence Darrow, the character has a quick mind; humorous, charming and folksy in court, but can be feisty and confrontational when setting a trap.
E.K. Hornbeck (M, 35-45) —Brilliant newspaper columnist and critic who covers the trial (loosely based on H.L. Mencken). He is contemptuous of the bigotry and ignorance that exists in the south and mocks them.
Rachel Brown (W, early-20s) — Daughter of Hillsboro minister, she is conflicted and torn between her feelings for Cates and duty to her father.
Rev. Jeremiah Brown (M, 45-55) — Hillsboro minister who takes the word of God as truth and regards all deviations from that as blasphemous.
Judge (M, 45-60) —Attempts to conduct the trial impartially, despite his personal beliefs.
Meeker (M, 40-60) — Court Bailiff who oversees the courtroom. Has an easy-going style.
Mayor (M, 40-55) — Epitomizes the small town mayor and politician. He is filled with self-importance and always considers how his actions will be viewed by his constituents.
Tom Davenport (M, 35-45) — Ambitious District Attorney who, along with Brady, prosecutes Cates.
Melinda (W, 10-13) — Young Hillsboro girl
Elijah (M, 40-60) —An illiterate Hillsboro local who considers himself a prophet and comes to town preaching his beliefs and selling Bibles.
Townspeople, Trial Spectators, Reporters, Jurors (M & W, various ages) - A variety of stylized and humorous character roles. —http://lcplayers.com/Shows/InheritTheWind/InheritTheWind.html
Inherit the Wind, Vocabulary and Focus Questions
As you read, make a Flow Chart of the Action
a. Draw a large Flow Chart similar to the one below and add instead:
b. beginning = rising action, characters, setting and developing conflict(s)
c. middle (CLIMAX, which usually comes near the end of the story, play, movie, novel, is represented here as the highest point of action)
d. the denouement – falling action
e. end – or wrapping up all loose ends
Along the outside and inside of Flow Chart, write important event along graph.
Beginning Middle End
1. Describe Meeker, Melinda, Rachel and Bert Cates
2. Why is Cates so adamant about returning to the jail (cell)?
3. Describe the Atmosphere of these first seven pages. How does it make you feel? Why?
4. There are two moments of Foreshadowing throughout the play—see if you can spot them—how do authors lead readers to infer outcomes?
5. Why does Drummond accept Mr. Stillers, the Feed Store owner?
6. Explain how Voice of Reason shifts from pages 30-44
Vocabulary
1. haberdasher—pg 13—(n)— a retail dealer in men's furnishings, as shirts, ties, gloves, socks, and hats.
Mr. Allen’s kids went to the haberdasher to by him some new ties and shirts for Father’s Day.
2. extradite —(pg 11)—(v)— to give up (an alleged fugitive or criminal) to another state, nation, or authority.
Many wish to extradite Gaddafi so justice will truly be meted out.
syn—apprehend, surrender, deliver
PAGE 15 vocab =
3. Bible Belt—(n)
4. Unctuously—adv— hypocritically smooth and suave
Many haughty politicians unctuously assail President Obama for failing to fix the country faster. Still, surprisingly, Obama remains undaunted.
5. Undaunted—(adj)— not dismayed or discouraged
Undaunted by the huge haughty,(adj) Cyclops, Homer killed him with his paraphernalia.
6. (An) infidel —n—a person who has no religious faith
Many infidels are haughtily assailed for being non-conformists.
7. (an) evolutionist—n—a person who believes that all living things have acquired their present forms through successive generations
Millions of people believe it's a daunting (v) task assailing and disproving evolutionists's theories.
The great evolutionist, Charles Darwin once said, “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change."
PAGE pg16 VOCAB
8. haughtily—(adj)— disdainfully proud; snobbish; scornfully arrogant;
syn—supercilious,
9. organ grinder—(n)
10. hurdy-gurdy—(adj) or (n)—
PAGE 17
11. Yellow Journalism—(n)
12. pith helmet-(n) a softer, dome-shaped helmet used in African Safaris
The explorers dived into the underbrush, praying their pith helmets and other paraphernalia would protect them from stampeding giraffes.
13. patriarch-(n)-the male head of a family, tribe, as in ancient times; any of the three family line of Israelites—Abraham, Isaac, or Jacob #3—highest ranking bishop in the Eastern Orthodox Church
In many aboriginal tribes, the Shaman, or Medicine Man, was the patriarch.
14. paunchy—(adj)—a large protruding belly
After years of living “The Good Life”, their paunches were so big they couldn’t tie their own shoes, let alone see their feet. (n)
Ant—a "six-pack"
syn—"beer belly", fat (not phat!)
15. suffrage—(19)—n—the right to vote
The suffragettes were many unsung heroes, women who fought for suffrage.
16. paraphernalia—(n)—(pg 20)—articles of equipment need for some activity
17. blasphemies—(n)—21—irreverent utterance or actions against God
Jewish people refuse to say or even write G-d out for they believe it is a blasphemy to use or say the word if not in prayer.
18. assails—(v)—to attack violently—#2 to attack with criticism
David assailed Goliath with his only paraphernalia, a sling shot.
Jefferson and Clemens assailed African Americans with their paraphernalia of words, in order to feel more haughty.
Thursday, April 7, 2011
Carson MHSHS English 11-2011: ABC -- complete by Friday, April 8 — Prepare for C...
Carson MHSHS English 11-2011: ABC -- complete by Friday, April 8 — Prepare for C...: "Due to some supply issues we will allow scholars an extra couple of days to read ABC—borrow from friends who have already read it, get copi..."
Carson MHSHS English 11-2011: The Tenement Acts and The Triangle Shirtwaist Fire...
Carson MHSHS English 11-2011: The Tenement Acts and The Triangle Shirtwaist Fire...: "Bygone troubles are a pleasure to talk about. &nb..."
Carson MHSHS English 11-2011: Harlem Renaissance Field Trips Thurs. 4-28-11
Carson MHSHS English 11-2011: Harlem Renaissance Field Trips Thurs. 4-28-11: "As part of our immersion into the Harlem Renaissance Unit, we will offer a few opportunities to trip through Harlem along the 2 and 3 Train ..."
Carson MHSHS English 11-2011: Rutgers Field Trip
Carson MHSHS English 11-2011: Rutgers Field Trip: "Congratulations to all those attending the college/uni field trip. To make up missed class time OR to earn some extra points, submit a brief..."
Thursday, March 31, 2011
Borrow American Born Chinese from your Local Library - or Feel Free To Purchase Your Own Copy: LIMITED COPIES AVAIL FOR IN CLASS READING ONLY
# ISBN-10: 9781596431522
# ISBN-13: 978-1596431522
Upcoming Mini-Unit: American Born Chinese, by Gene Luen Yang
For those of you ready for a break from all this heavier reading, we'll have the opportunity to continue some lighter reading re-visiting the Chinese Perspectives, begun three/four weeks ago.
Localizing themes: Othering, Identity, Racism, Euphemisms, Myths and Legends vs. Reality, Artistic Expression, Idioms and Stereotypes, and the Chinese American cultural.
Of course, these will be available in limited quantities in our downstairs library and a few copies of ABC for in-class reading only.
So, if any of you have copies in your local libraries, feel free to begin reading as soon as possible (asap).
WE WILL ONLY BE SPENDING A WEEK ON ABC. WILL BEGIN THIS UNIT TUESDAY APRIL 5TH.
P6 & P7 - Huck Finn Essay Note Sheet and Vocab
Please have answers to all six questions, including T Charts, from the Coulombe Essay and any pertinent quotes from the 60 Minutes and Francis "N-word" articles, and notes from class for mini-essay. This note sheet/paper should be TYPED front and back, or 2 pages just the front, and can include additional cited quotes or ideas. This will be the ONLY piece of information scholars will be allowed to use for the essay on the ending of The Adventures of Huckleberry Finn. (last 70 pages - chapters 33-ending).
Essay will take entire period, and will be your first grade for 4th marking period.
------------------------------------------------------------------------------------------------------------------------
VOCABULARY FROM COULOMBE ESSAY ON TWAIN’S DISDAIN FOR NATIVE AMERICANS
1. ineluctability-n-the quality of being impossible to avoid or evade
—Synonyms
inevitable, unavoidable.
2. Epitomize—v—serve as a typical example of; typify: EX: This meadow epitomizes the beauty of the whole area.
3. ambivalence-n- mixed feelings or emotions, such as love and hate, toward a person, object, or idea.
EX: Jefferson's ambivalence about African American's equality cost Phillis Wheatley recognition for her talents.
During the Nature vs Nurture Debates, many were ambivalent since this argument has so many gray areas.
4. prejudice—n—
a. an unfavorable opinion or feeling formed beforehand or without knowledge, thought, or reason.
b. any preconceived opinion or feeling, either favorable or unfavorable.
5. vitriol—n—speech, writing, etc, displaying rancor, vituperation, or bitterness
EX: Unfortunately, when our political parties refer to their opponents it's with such vitriol no one can ever reach a compromise. They should be more magnanimous.
6. ubi sunt —"Where are those who were before us?" - also synonym for nostalgia
pg. 265
7. magnanimous—adj—generous in forgiving an insult or injury
Ex: She sent the murderer some flowers when his mother passed away as a magnanimous gesture of forgiveness.
pg. 266
8. epithet-n— a word, phrase, or expression used invectively as a term of abuse or contempt, to express hostility, etc
pg 268
9. sagasity—n—foresight, discernment, or keen perception; ability to make good judgments
pg 269
10. indolent –adjective a. having or showing a disposition to avoid exertion; slothful
b. causing little or no pain (Pathology)
Vocab quiz and packet due Monday April 4th. Remember, your original sentences in part 2 must focus on a particular theme. ie. a show you like, music, movies, food, -- Drake, Titanic, Chris Brown, Jersey Shore, Fresh Prince of Bel Air, basketball, NY Yankees, etc..
Essay will take entire period, and will be your first grade for 4th marking period.
------------------------------------------------------------------------------------------------------------------------
VOCABULARY FROM COULOMBE ESSAY ON TWAIN’S DISDAIN FOR NATIVE AMERICANS
1. ineluctability-n-the quality of being impossible to avoid or evade
—Synonyms
inevitable, unavoidable.
2. Epitomize—v—serve as a typical example of; typify: EX: This meadow epitomizes the beauty of the whole area.
3. ambivalence-n- mixed feelings or emotions, such as love and hate, toward a person, object, or idea.
EX: Jefferson's ambivalence about African American's equality cost Phillis Wheatley recognition for her talents.
During the Nature vs Nurture Debates, many were ambivalent since this argument has so many gray areas.
4. prejudice—n—
a. an unfavorable opinion or feeling formed beforehand or without knowledge, thought, or reason.
b. any preconceived opinion or feeling, either favorable or unfavorable.
5. vitriol—n—speech, writing, etc, displaying rancor, vituperation, or bitterness
EX: Unfortunately, when our political parties refer to their opponents it's with such vitriol no one can ever reach a compromise. They should be more magnanimous.
6. ubi sunt —"Where are those who were before us?" - also synonym for nostalgia
pg. 265
7. magnanimous—adj—generous in forgiving an insult or injury
Ex: She sent the murderer some flowers when his mother passed away as a magnanimous gesture of forgiveness.
pg. 266
8. epithet-n— a word, phrase, or expression used invectively as a term of abuse or contempt, to express hostility, etc
pg 268
9. sagasity—n—foresight, discernment, or keen perception; ability to make good judgments
pg 269
10. indolent –adjective a. having or showing a disposition to avoid exertion; slothful
b. causing little or no pain (Pathology)
Vocab quiz and packet due Monday April 4th. Remember, your original sentences in part 2 must focus on a particular theme. ie. a show you like, music, movies, food, -- Drake, Titanic, Chris Brown, Jersey Shore, Fresh Prince of Bel Air, basketball, NY Yankees, etc..
Tuesday, March 29, 2011
Controversial Ending - Paradigms for Racism - Art Mirroring Life
A. As you read "Mark Twain's Native Americans and the Repeated Racial Pattern in "Adventures of Huckleberry Finn", by Joseph L. Coulombe,make a T chart, chronicling those who SUPPORTED Native Americans and those who didn't.
Twain will often appear on BOTH sides of this debate, so make specific cited note each time evidence is given of his fickleness.
B. What are the four stages of the Race Paradigm in which Twain copied from his personal Native American worlds to that of the African Americans' in the novel Huck Finn?
C. Why does the author, Joseph L. Coulombe, say, "What we admire about Huck, we admire about Twain's early Western persona; and what makes us uncomfortable about one, makes us uncomfortable with the other."
D. How do these ideas relate to the "60 Minutes" articles?
E. How does this essay - Coulombe-correlate to your class response to "brilliant satire vs. reinforcing stereotypes?
F. Do you still feel the same as you expressed in your presentation? Why or Why not?
Twain will often appear on BOTH sides of this debate, so make specific cited note each time evidence is given of his fickleness.
B. What are the four stages of the Race Paradigm in which Twain copied from his personal Native American worlds to that of the African Americans' in the novel Huck Finn?
C. Why does the author, Joseph L. Coulombe, say, "What we admire about Huck, we admire about Twain's early Western persona; and what makes us uncomfortable about one, makes us uncomfortable with the other."
D. How do these ideas relate to the "60 Minutes" articles?
E. How does this essay - Coulombe-correlate to your class response to "brilliant satire vs. reinforcing stereotypes?
F. Do you still feel the same as you expressed in your presentation? Why or Why not?
Friday, March 18, 2011
Goodreads! 3 more ORIGINAL POEMS due March 25, 2011 - Transcending the Gilded Age and FOUND POEMS
To upload three poems on Goodreads Groups:
1. click "Groups"
2. Click MHSHS logo "MHSHS Reading Group"
3. scroll down to Transcending the Gilded Age
4. Click
5. Follow instructions
6. Copy and paste poems into COMMENT box
7. be sure to make sure layout [spacing] is fixed BEFORE
8. Unclicking "Add to my Update Feed" & "Email me when..."
9. click post
__________________________________________
Assignment as seen on MHSHS Reading Group's Transcending the Gilded Age
During the Winter Break and in conjunction with our Transcendentalist and Gilded Age Units, scholars must produce at least three original poems of SELF, the effects of a transforming America and at least two FOUND POEMS (Thematic Huck Finn). This is your space to publish your edited, ORIGINAL (borrowed) Poetry. Due-March 25, 2011 --100 points
1. All submissions must first be peer edited by at least two other people.
2. Final edits must come through Mr. Carson or Ms. Walrond before publishing on this site.
3. Hard Copies with your name and P2, P3, P6, P7 or P8 must be put in your Writing Folders.
4. Deadlines: March 25, 2011
5. No profanity or extremely graphic or gory materials.
6. VOCABULARY from last three weeks, LOCAL COLOR, DIALOGUE, SENSORY IMAGERY--a must.
7. NOTHING published without prior teacher approval.
8. All submissions will have a presentation element-perform your poems.
9. Don't forget to UNCLICK "Add to my Update Feed" and "Email me when people reply" fields to avoid extra e-letters with your submissions.
10. Feel free to leave constructive criticisms for any and all peer submissions.
Have fun!!!
1. click "Groups"
2. Click MHSHS logo "MHSHS Reading Group"
3. scroll down to Transcending the Gilded Age
4. Click
5. Follow instructions
6. Copy and paste poems into COMMENT box
7. be sure to make sure layout [spacing] is fixed BEFORE
8. Unclicking "Add to my Update Feed" & "Email me when..."
9. click post
__________________________________________
Assignment as seen on MHSHS Reading Group's Transcending the Gilded Age
During the Winter Break and in conjunction with our Transcendentalist and Gilded Age Units, scholars must produce at least three original poems of SELF, the effects of a transforming America and at least two FOUND POEMS (Thematic Huck Finn). This is your space to publish your edited, ORIGINAL (borrowed) Poetry. Due-March 25, 2011 --100 points
1. All submissions must first be peer edited by at least two other people.
2. Final edits must come through Mr. Carson or Ms. Walrond before publishing on this site.
3. Hard Copies with your name and P2, P3, P6, P7 or P8 must be put in your Writing Folders.
4. Deadlines: March 25, 2011
5. No profanity or extremely graphic or gory materials.
6. VOCABULARY from last three weeks, LOCAL COLOR, DIALOGUE, SENSORY IMAGERY--a must.
7. NOTHING published without prior teacher approval.
8. All submissions will have a presentation element-perform your poems.
9. Don't forget to UNCLICK "Add to my Update Feed" and "Email me when people reply" fields to avoid extra e-letters with your submissions.
10. Feel free to leave constructive criticisms for any and all peer submissions.
Have fun!!!
Upcoming Mini-Unit: American Born Chinese, by Gene Luen Yang
For those of you ready for a break from all this heavier reading, we'll have the opportunity to continue some lighter reading re-visiting the Chinese Perspectives, begun three weeks ago.
Localizing themes: Othering, Identity, Racism, Euphemisms, Myths and Legends vs. Reality, Artistic Expression, Idioms and Stereotypes, and the Chinese American cultural.
Of course, these will be available in limited quantities in our downstairs library and a few copies of ABC for in-class reading only.
So, if any of you have copies in your local libraries, feel free to begin reading as soon as possible (asap).
Localizing themes: Othering, Identity, Racism, Euphemisms, Myths and Legends vs. Reality, Artistic Expression, Idioms and Stereotypes, and the Chinese American cultural.
Of course, these will be available in limited quantities in our downstairs library and a few copies of ABC for in-class reading only.
So, if any of you have copies in your local libraries, feel free to begin reading as soon as possible (asap).
Sunday, March 13, 2011
Revised PowerPoint Criteria - Read Below
Please refer to older PP Presentation upload, which has been updated: 3-13-11
Wednesday, March 9, 2011
VOCABULARY POEM REQUIREMENTS + RUBRIC
Vocab skits/poems will be performed Monday March 14th (P6/P7).
Quiz Wednesday March 16th (P6/P7)
4
The whole team or person was completely prepared and has obviously taken rehearsal time seriously.
Presents a fresh, original idea. Focuses on an idea, feeling, or experience
Uses specific, concrete images. The poem included all vocabulary.
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Volume is loud enough to be heard by all audience members.
Poem shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.
3
The whole team or person seems pretty prepared but might have needed to focus more closely during rehearsal time.
Focuses on a single idea/theme. Poem may be understandable, but still fuzzy The poem included one or 2 vocabulary words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word Volume is loud enough to be heard by all audience members at least 90% of the time.
Poem shows some originality and inventiveness. The content and ideas are presented in an interesting way.
2
Most of the team or person was somewhat prepared, but it is clear that rehearsal effort was lacking.
The poem was vague with no idea/theme. Vocabulary was very limited.
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces more than one word.
Volume is loud enough to be heard by all audience members at least 80% of the time.
Poem shows an attempt at originality and inventiveness in part of the presentation.
1
Most of the team or person does not seem at all prepared to present.
Poem is unclear or unfocused. No vocabulary was used.
Often mumbles or can not be understood and/or mispronounces several words and/or Volume often too soft to be heard by all audience members.
Poem is a rehash of other people's ideas and/or dialog and shows very little attempt at original thought.
GUIDELINES FOR CREATING A POEM WITH VOCABULARY WORDS
Creating Your Poem
. Poems can be in groups of 3 or done solo
. If done in a group, each group member must speak.
.Poem must have at least 10 lines
. As each group or person performs, students who are watching must take notes on what theme the poem covered, and any literary devices – metaphors, symbolism, personification, etc..
Students are responsible for preparing poems when told to
.You MUST use all of the VOCABULARY WORDS
. Your poem must not contain violence or inappropriate language or
actions.
Performing and Viewing Skits
. Use clear voices that can be easily heard.
. Be a polite audience. Put-downs are not permitted.
Quiz Wednesday March 16th (P6/P7)
4
The whole team or person was completely prepared and has obviously taken rehearsal time seriously.
Presents a fresh, original idea. Focuses on an idea, feeling, or experience
Uses specific, concrete images. The poem included all vocabulary.
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Volume is loud enough to be heard by all audience members.
Poem shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.
3
The whole team or person seems pretty prepared but might have needed to focus more closely during rehearsal time.
Focuses on a single idea/theme. Poem may be understandable, but still fuzzy The poem included one or 2 vocabulary words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word Volume is loud enough to be heard by all audience members at least 90% of the time.
Poem shows some originality and inventiveness. The content and ideas are presented in an interesting way.
2
Most of the team or person was somewhat prepared, but it is clear that rehearsal effort was lacking.
The poem was vague with no idea/theme. Vocabulary was very limited.
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces more than one word.
Volume is loud enough to be heard by all audience members at least 80% of the time.
Poem shows an attempt at originality and inventiveness in part of the presentation.
1
Most of the team or person does not seem at all prepared to present.
Poem is unclear or unfocused. No vocabulary was used.
Often mumbles or can not be understood and/or mispronounces several words and/or Volume often too soft to be heard by all audience members.
Poem is a rehash of other people's ideas and/or dialog and shows very little attempt at original thought.
GUIDELINES FOR CREATING A POEM WITH VOCABULARY WORDS
Creating Your Poem
. Poems can be in groups of 3 or done solo
. If done in a group, each group member must speak.
.Poem must have at least 10 lines
. As each group or person performs, students who are watching must take notes on what theme the poem covered, and any literary devices – metaphors, symbolism, personification, etc..
Students are responsible for preparing poems when told to
.You MUST use all of the VOCABULARY WORDS
. Your poem must not contain violence or inappropriate language or
actions.
Performing and Viewing Skits
. Use clear voices that can be easily heard.
. Be a polite audience. Put-downs are not permitted.
Wednesday March 9th - Superstitions Found Poem
ALL POEMS MUST BE TYPED FOR EXTRA POINTS.
Wednesday March 9th
AIM: Theme – Superstitions: Students will identify and explain five examples of superstitions found in Adventures of Huckleberry Finn and create a “Found Poem” using the superstitions found in Huckleberry Finn
Found Poem: a poem consisting of words found in a non-poetic context and usually broken into lines that convey a verse rhythm.
Superstition: 1 a: a belief or practice resulting from ignorance, fear of the unknown, trust in magic or chance, or a false conception of causation b: an irrational abject attitude of mind toward the supernatural, nature, or God resulting from superstition 2: a notion maintained despite evidence to the contrary.
•Give 5 examples of superstitious beliefs found in Mark Twain’s Adventures of Huckleberry Finn; Ch. 1-5, Ch. 6-10,
•Using the superstitions found by the class, students will individually create a “found poem” using the superstitions from Huck Finn. Found poem (a poem created using words or brief phrases that catch your eye during reading) example:
Kill a spider.
Going to rain.
Catch a bird.
Death.
Shake the tablecloth.
Tell the bees.
Going to be rich.
Dead man.
Ha’nt you.
Turn around three times.
Keep witches away.
Chapter 1 – “It’s bad luck to kill a spider.” - “To keep witches away, tie up a lock of your own hair with thread. Then turn around three times and cross your breast each time.”
Chapter 8 - “Young birds flying a yard or two at a time, and lightning is a sign of rain.” - “If you catch a bird, it means death.”- “Bees won’t sting idiots.”
Chapter 10 – “If you talk about a dead man you will have bad luck and/or he might come and “ha’nt” you. Wherever you leave a dead snake, its mate will find it. To cure a snake bite, chop off the snake’s head and throw it away; then skin the body and roast a piece of it to eat.”
Wednesday March 9th
AIM: Theme – Superstitions: Students will identify and explain five examples of superstitions found in Adventures of Huckleberry Finn and create a “Found Poem” using the superstitions found in Huckleberry Finn
Found Poem: a poem consisting of words found in a non-poetic context and usually broken into lines that convey a verse rhythm.
Superstition: 1 a: a belief or practice resulting from ignorance, fear of the unknown, trust in magic or chance, or a false conception of causation b: an irrational abject attitude of mind toward the supernatural, nature, or God resulting from superstition 2: a notion maintained despite evidence to the contrary.
•Give 5 examples of superstitious beliefs found in Mark Twain’s Adventures of Huckleberry Finn; Ch. 1-5, Ch. 6-10,
•Using the superstitions found by the class, students will individually create a “found poem” using the superstitions from Huck Finn. Found poem (a poem created using words or brief phrases that catch your eye during reading) example:
Kill a spider.
Going to rain.
Catch a bird.
Death.
Shake the tablecloth.
Tell the bees.
Going to be rich.
Dead man.
Ha’nt you.
Turn around three times.
Keep witches away.
Chapter 1 – “It’s bad luck to kill a spider.” - “To keep witches away, tie up a lock of your own hair with thread. Then turn around three times and cross your breast each time.”
Chapter 8 - “Young birds flying a yard or two at a time, and lightning is a sign of rain.” - “If you catch a bird, it means death.”- “Bees won’t sting idiots.”
Chapter 10 – “If you talk about a dead man you will have bad luck and/or he might come and “ha’nt” you. Wherever you leave a dead snake, its mate will find it. To cure a snake bite, chop off the snake’s head and throw it away; then skin the body and roast a piece of it to eat.”
Huck Finn Thematic PowerPoint Presentations March 23 and 24 PowerPoint Presentations
Huck Finn Thematic PowerPoint Presentations March 23 and 24
PowerPoint Presentations Wed. March 23 for (P6 and P7)
At least three slides of six quotes or instances of your theme
a. Each slide should cover 100 pages of novel.
b. explications of specific illustrations can be abbreviated though presenter must explain thoroughly.
c.
c. Slide #4
create a FOUND POEM concerning your theme on one of these slide.
d. Recite poem completely
e. Slide #5
explain "Is Huck Finn a brilliant satire against racism or, does it reinforce stereotypes?"
YOU MUST STATE HOW LANGUAGE REINFORCES YOUR THEME-IDIOMS, COLLOQUIALISMS, METAPHORS, SYMBOLISM'S, WORD CHOICE, SPELLING, ETC.. WHICHEVER YOU SLIDE YOU DECIDE TO PUT/DISCUSS LANGUAGE IS YOUR CHOICE
f. Slides #6-8
Complete proper Bibliography
www.easybib.com (MLA)
g. be sure to test presentation on laptops in Room 500 to be absolutely sure all work will open and run accordingly. Stop by at least 2 days prior to day of presentation to save on Laptop so you are ready.
h. all material must be original. NOTHING previously presented in class or by Mr. Carson or Ms. Walrond can be in your individual presentation.
Avoid plagiarism
Don’t forget to include full Bibliography, INCLUDING all photos used, other outside sources AND the novel.
AUDIENCE PARTICIPATION = constructive criticism
1. responding accordingly to/asking questions
2. checking grammar, spelling of PP Shows, quality of slides; are the easy to read?
Are they cluttered with too much text?
Are the READABLE [ do color combinations work, do background photos or graphic distract audience or enhance overall presentation]?
3. written comments on creativity, accuracy of information, or other GFEs [Gross Factual Errors] and interpretations.
4. eye contact, body language, voice projection,
Presentations should NOT be longer than four minutes each.
All presenters are responsible for their OWN work, and presenting individually. This includes punctuation, creativity, and expected vocabulary from these last three weeks.
There will be NO points for overlapping quotes, duplicate sections, or ideas previously expressed from fellow scholars.
It is each THEME'S members to co-ordinate and present different quotes, pages, sections from the novel. Check the listing below to or those on the Post-Its in Room 500 to learn others presenting on your topic.
Any presenter absent can make up presentation with a valid Doctor's note or other acceptable excuse.
There may be one period in the Computer Lab to begin working on these culminating projects. -100 points
PowerPoint Presentations Wed. March 23 for (P6 and P7)
At least three slides of six quotes or instances of your theme
a. Each slide should cover 100 pages of novel.
b. explications of specific illustrations can be abbreviated though presenter must explain thoroughly.
c.
c. Slide #4
create a FOUND POEM concerning your theme on one of these slide.
d. Recite poem completely
e. Slide #5
explain "Is Huck Finn a brilliant satire against racism or, does it reinforce stereotypes?"
YOU MUST STATE HOW LANGUAGE REINFORCES YOUR THEME-IDIOMS, COLLOQUIALISMS, METAPHORS, SYMBOLISM'S, WORD CHOICE, SPELLING, ETC.. WHICHEVER YOU SLIDE YOU DECIDE TO PUT/DISCUSS LANGUAGE IS YOUR CHOICE
f. Slides #6-8
Complete proper Bibliography
www.easybib.com (MLA)
g. be sure to test presentation on laptops in Room 500 to be absolutely sure all work will open and run accordingly. Stop by at least 2 days prior to day of presentation to save on Laptop so you are ready.
h. all material must be original. NOTHING previously presented in class or by Mr. Carson or Ms. Walrond can be in your individual presentation.
Avoid plagiarism
Don’t forget to include full Bibliography, INCLUDING all photos used, other outside sources AND the novel.
AUDIENCE PARTICIPATION = constructive criticism
1. responding accordingly to/asking questions
2. checking grammar, spelling of PP Shows, quality of slides; are the easy to read?
Are they cluttered with too much text?
Are the READABLE [ do color combinations work, do background photos or graphic distract audience or enhance overall presentation]?
3. written comments on creativity, accuracy of information, or other GFEs [Gross Factual Errors] and interpretations.
4. eye contact, body language, voice projection,
Presentations should NOT be longer than four minutes each.
All presenters are responsible for their OWN work, and presenting individually. This includes punctuation, creativity, and expected vocabulary from these last three weeks.
There will be NO points for overlapping quotes, duplicate sections, or ideas previously expressed from fellow scholars.
It is each THEME'S members to co-ordinate and present different quotes, pages, sections from the novel. Check the listing below to or those on the Post-Its in Room 500 to learn others presenting on your topic.
Any presenter absent can make up presentation with a valid Doctor's note or other acceptable excuse.
There may be one period in the Computer Lab to begin working on these culminating projects. -100 points
P6 & P7 HOMEWORK-DUE MARCH 14TH
Huckleberry Finn-Pictures
Most of the editions of HF in the classroom today do not include the original illustrations. The pictures not only further the story line, but they also tell us a great deal about how Mark Twain saw his characters.
Objectives:
.Introduce students to some of the most important images in the book. Consider the images while keeping in mind racism, the time period.
TO VIEW THE PICTURES, GO TO THE LINK BELOW. THE PICTURES ARE ON THE LEFT COLUMN SORTED BY CHAPTERS.
http://etext.virginia.edu/railton/huckfinn/huckpix/huckpix.html
.Explain how the pictures further the story. What do the pictures say? Are the HF pictures another form of social commentary / Socratic irony?
COMPLETE ANSWERS FOR ALL OF THE QUESTIONS
1. Find a particular picture of interest. What picture did you chose? Pay special attention. What else is the picture saying in addition to what is explicit in the text?
2. What is furthered by the use of certain pictures? What does it do to the story when the pictures are left out?
3. Be sure to look at the Huck / Jim interaction pictures. Do the pictures mirror Jim and Huck’s interaction like in the novel?
4. Why did Twain include pictures? What was his goal?
5. Do the pictures support how you visualized many scenes, and characters?
Most of the editions of HF in the classroom today do not include the original illustrations. The pictures not only further the story line, but they also tell us a great deal about how Mark Twain saw his characters.
Objectives:
.Introduce students to some of the most important images in the book. Consider the images while keeping in mind racism, the time period.
TO VIEW THE PICTURES, GO TO THE LINK BELOW. THE PICTURES ARE ON THE LEFT COLUMN SORTED BY CHAPTERS.
http://etext.virginia.edu/railton/huckfinn/huckpix/huckpix.html
.Explain how the pictures further the story. What do the pictures say? Are the HF pictures another form of social commentary / Socratic irony?
COMPLETE ANSWERS FOR ALL OF THE QUESTIONS
1. Find a particular picture of interest. What picture did you chose? Pay special attention. What else is the picture saying in addition to what is explicit in the text?
2. What is furthered by the use of certain pictures? What does it do to the story when the pictures are left out?
3. Be sure to look at the Huck / Jim interaction pictures. Do the pictures mirror Jim and Huck’s interaction like in the novel?
4. Why did Twain include pictures? What was his goal?
5. Do the pictures support how you visualized many scenes, and characters?
Monday, March 7, 2011
VOCABULARY WORDS - MONDAY 3/7
P6
P6
1. Aholt pg. 219 ch. 30 – (n) – older use
2. Ahold – (n) – hold
3. Wigwam pg. 139/140 ch. 20 - (n)—small house-like structure
4. Tar ch. 18 – (Idioms) - tar and feather, to coat (a person) with tar and feathers as a punishment or humiliation. b. to punish severely: She should be tarred and feathered for what she has done.
5. Doxolojer pg, ch. – (n) – Doxology - an expression of praise to God, especially a short hymn sung as part of a Christian worship service.
6. Cowhide pg. 31 ch. 5 – (n) - the hide of a cow; also : leather made from this hide
7. Fan-tods pg. 51 ch.8 – (n) - a state of extreme nervousness or restlessness. We all developed the fantods when the plane was late in arriving. - a sudden outpouring of anger, outrage, or a similar intense emotion.
8. Mesmerized ch. 19- (v) - to spellbind; fascinate.
9. Whoops pg. 95 ch. 15 – (v) - to utter a loud cry or shout in expressing enthusiasm, excitement, etc.
10. Seneskal pg. 253 ch. 35 – Seneschal (n) - an officer having full charge of domestic arrangements, in the household of a medieval prince or steward.
P7
Wigwam pg. 139/140 ch. 20 - (n)—small house-like structure
2. Hew ch. 31 – (v) - to strike forcibly with an ax, sword, or other cutting instrument; chop; hack.
3. Scrawled pg. 213 ch. 29 – (v) - to write or draw in a sprawling, awkward manner: He scrawled his name hastily across the blackboard.
4. Chinks ch. 31 – (n) - a crack, cleft, or fissure: a chink in a wall. 2. a narrow opening: a chink between two buildings.
5. Cartort pg. 176 ch.18
6. Rapscallions pg. 153 ch. 23 - Rapscallions (n) – rascals,
7. Jimcraacks pg. 150 ch.26 – (n) –Gimcrack - A cheap and showy object of little or no use
8. Cipher pg. 139 ch. 20 – (n) - a method of transforming a text in order to conceal its meaning — : a message in code
9. Ell pg. 101 ch. 16 – (n) - an extension at right angles to the length of a building
10. Obliged pg. 102 ch. 16 – (transitive verb) - to do a favor for
P6
1. Aholt pg. 219 ch. 30 – (n) – older use
2. Ahold – (n) – hold
3. Wigwam pg. 139/140 ch. 20 - (n)—small house-like structure
4. Tar ch. 18 – (Idioms) - tar and feather, to coat (a person) with tar and feathers as a punishment or humiliation. b. to punish severely: She should be tarred and feathered for what she has done.
5. Doxolojer pg, ch. – (n) – Doxology - an expression of praise to God, especially a short hymn sung as part of a Christian worship service.
6. Cowhide pg. 31 ch. 5 – (n) - the hide of a cow; also : leather made from this hide
7. Fan-tods pg. 51 ch.8 – (n) - a state of extreme nervousness or restlessness. We all developed the fantods when the plane was late in arriving. - a sudden outpouring of anger, outrage, or a similar intense emotion.
8. Mesmerized ch. 19- (v) - to spellbind; fascinate.
9. Whoops pg. 95 ch. 15 – (v) - to utter a loud cry or shout in expressing enthusiasm, excitement, etc.
10. Seneskal pg. 253 ch. 35 – Seneschal (n) - an officer having full charge of domestic arrangements, in the household of a medieval prince or steward.
P7
Wigwam pg. 139/140 ch. 20 - (n)—small house-like structure
2. Hew ch. 31 – (v) - to strike forcibly with an ax, sword, or other cutting instrument; chop; hack.
3. Scrawled pg. 213 ch. 29 – (v) - to write or draw in a sprawling, awkward manner: He scrawled his name hastily across the blackboard.
4. Chinks ch. 31 – (n) - a crack, cleft, or fissure: a chink in a wall. 2. a narrow opening: a chink between two buildings.
5. Cartort pg. 176 ch.18
6. Rapscallions pg. 153 ch. 23 - Rapscallions (n) – rascals,
7. Jimcraacks pg. 150 ch.26 – (n) –Gimcrack - A cheap and showy object of little or no use
8. Cipher pg. 139 ch. 20 – (n) - a method of transforming a text in order to conceal its meaning — : a message in code
9. Ell pg. 101 ch. 16 – (n) - an extension at right angles to the length of a building
10. Obliged pg. 102 ch. 16 – (transitive verb) - to do a favor for
WEDNESDAY March 9th Bring a #2 pencil-. Bring a #2 pencil - Acuity Assessment
45 minutes Acuity Assessment. Bring a #2 pencil. Remember this is ONLY an assessment! It may be one you've already taken. They do this to gauge improvement from previous "testings" till now.
Sunday, March 6, 2011
Thematic Lens for Huck Finn - Projects, Essays and Daily Presentations
P6
Morality/Morals vs. The Law: Sam, Alexandra, Asha, Bryan
Family: Rosemarie -- Parental figures: Yomiuri, Debbie
Brotherly Love / Frienships:
Censorship,
Metaphysical, Superstitions / Folk beliefs: Shakif, Liz, Renee, Abby, Sukamo, Renee
Othering,
Racism and slavery: Delorian, Natalia, Ricky, Elfrin
Lies and Cons,
The hypocrisy of “Civilized” society,
and Language = euphemisms, colloquialisms, idioms
Social satire: Valentin
Free Minded: Muyiwa
P7
Morality/Morals vs. Law: Regina, Oscar
Family: Ernesto, Leonela, Krystal
Brotherly Love: Alexus
Friendships: Alex, Delmy, Khalid
Censorship,
Metaphysical, Superstitions / Folk beliefs: Mandy, Hana
Othering,
Racism and slavery: Mikhail, Haynes, Jamie,
Lies and Cons,
The hypocrisy of “Civilized” society,
Father/son relationship: John
Identity: Mike
Language: Crystal
and Language = euphemisms, colloquialisms, idioms
As you continue reading and reviewing this novel, be sure to specifically focus upon your chosen themes for future weekly presentations, long-term projects, and/or essays.
Morality/Morals vs. The Law: Sam, Alexandra, Asha, Bryan
Family: Rosemarie -- Parental figures: Yomiuri, Debbie
Brotherly Love / Frienships:
Censorship,
Metaphysical, Superstitions / Folk beliefs: Shakif, Liz, Renee, Abby, Sukamo, Renee
Othering,
Racism and slavery: Delorian, Natalia, Ricky, Elfrin
Lies and Cons,
The hypocrisy of “Civilized” society,
and Language = euphemisms, colloquialisms, idioms
Social satire: Valentin
Free Minded: Muyiwa
P7
Morality/Morals vs. Law: Regina, Oscar
Family: Ernesto, Leonela, Krystal
Brotherly Love: Alexus
Friendships: Alex, Delmy, Khalid
Censorship,
Metaphysical, Superstitions / Folk beliefs: Mandy, Hana
Othering,
Racism and slavery: Mikhail, Haynes, Jamie,
Lies and Cons,
The hypocrisy of “Civilized” society,
Father/son relationship: John
Identity: Mike
Language: Crystal
and Language = euphemisms, colloquialisms, idioms
As you continue reading and reviewing this novel, be sure to specifically focus upon your chosen themes for future weekly presentations, long-term projects, and/or essays.
Friday, March 4, 2011
P6 & P7
AMAZING JOB ON THE VOCABULARY SKITS! ALL OF THE SKITS WERE VERY CREATIVE AND ENJOYABLE TO WATCH :)
Please remember to type your skit so you can add it to your portfolio.
Please remember to type your skit so you can add it to your portfolio.
P7: Homework and everything else mentioned in class....
Homework:
Read back Pap’s rant / dissatisfaction with government - Ch. 5 pg. 28-30.
1. What was Twain trying to get across to his audience? Why would he write this? What message was he trying to send?
2. What modern connection can you make that’s similar to Pap’s dissatisfaction with the government? What group or people are dissatisfied with their government? What are they dissatisfied?
Keyword: Civil Disobedience
Think about the Daily Show and Colbert Report, and any current events.
If you got back journal # 1, journal response #2 is due Monday as well. For those who did not get back their journals yet, I will have them for you on Monday and will be due Friday 3/11
Will be checking windows and or annotations, and vocab organizer (remember every week we begin new vocab words)
And start thinking about what theme you want to cover from Huckleberry Finn for your project and final paper.
Read back Pap’s rant / dissatisfaction with government - Ch. 5 pg. 28-30.
1. What was Twain trying to get across to his audience? Why would he write this? What message was he trying to send?
2. What modern connection can you make that’s similar to Pap’s dissatisfaction with the government? What group or people are dissatisfied with their government? What are they dissatisfied?
Keyword: Civil Disobedience
Think about the Daily Show and Colbert Report, and any current events.
If you got back journal # 1, journal response #2 is due Monday as well. For those who did not get back their journals yet, I will have them for you on Monday and will be due Friday 3/11
Will be checking windows and or annotations, and vocab organizer (remember every week we begin new vocab words)
And start thinking about what theme you want to cover from Huckleberry Finn for your project and final paper.
P6: HW and everything else mentioned in class is now posted on the blog.....
Homework:
For the top five defining characteristics of your character we did in class, link this character with a historical person or group of persons. Why you chose that person or groups of person? How do they match the top five characteristics?
Read back Pap’s rant / dissatisfaction with government - Ch. 5 pg. 28-30.
1. What was Twain trying to get across to his audience? Why would he write this? What message was he trying to send?
2. What modern connection can you make that’s similar to Pap’s dissatisfaction with the government? What group or people are dissatisfied with their government? What are they dissatisfied?
Keyword: Civil Disobedience
Think about the Daily Show and Colbert Report, and any current events.
Journal response #2
Study for vocab quiz
If I didn't get your Facebook profile make sure you give it to me on Monday.
Will be checking windows and or annotations, and vocab organizer (remember every week we begin new vocab words)
And start thinking about what theme you want to cover from Huckleberry Finn for your project and final paper.
---------------
Characteristics for characters from Huck Finn - Discussed in class Thursday 3/3
Pap:
Violent
Subordinate
Selfish
Ignorant
Afraid (Huck being better than his father)
Uncivilized
Cruel
Unintelligent
Abusive
Miss Widow and Miss Douglas:
Educated
Nagging
Strict
Proper
Demanding
Tolerable
Religious
Misto Bradish's N***er
Prideful
Smart
Conniving
Delinquent
Selfish
Judge Thatcher
Greedy
Selfish
Self centered
Laid back
For the top five defining characteristics of your character we did in class, link this character with a historical person or group of persons. Why you chose that person or groups of person? How do they match the top five characteristics?
Read back Pap’s rant / dissatisfaction with government - Ch. 5 pg. 28-30.
1. What was Twain trying to get across to his audience? Why would he write this? What message was he trying to send?
2. What modern connection can you make that’s similar to Pap’s dissatisfaction with the government? What group or people are dissatisfied with their government? What are they dissatisfied?
Keyword: Civil Disobedience
Think about the Daily Show and Colbert Report, and any current events.
Journal response #2
Study for vocab quiz
If I didn't get your Facebook profile make sure you give it to me on Monday.
Will be checking windows and or annotations, and vocab organizer (remember every week we begin new vocab words)
And start thinking about what theme you want to cover from Huckleberry Finn for your project and final paper.
---------------
Characteristics for characters from Huck Finn - Discussed in class Thursday 3/3
Pap:
Violent
Subordinate
Selfish
Ignorant
Afraid (Huck being better than his father)
Uncivilized
Cruel
Unintelligent
Abusive
Miss Widow and Miss Douglas:
Educated
Nagging
Strict
Proper
Demanding
Tolerable
Religious
Misto Bradish's N***er
Prideful
Smart
Conniving
Delinquent
Selfish
Judge Thatcher
Greedy
Selfish
Self centered
Laid back
Thursday, March 3, 2011
P6 HW: 3/3 CHARACTER ANALYSIS - HUCKLEBERRY FINN
P6
Due 3/4:
Using the defining characteristics discussed and brought up in class, fill out the blank Facebook template. Be sure your Facebook profile represents your chosen character - Huck, Jim, Tom, Miss Watson, The Widow, Judge Thatcher, Pap, or any other character of your choice. Look for certain scenes and language to fully capture the true essence of your character.
Work on vocabulary skits. Will be performing skits Friday 3/4.
Due 3/4:
Using the defining characteristics discussed and brought up in class, fill out the blank Facebook template. Be sure your Facebook profile represents your chosen character - Huck, Jim, Tom, Miss Watson, The Widow, Judge Thatcher, Pap, or any other character of your choice. Look for certain scenes and language to fully capture the true essence of your character.
Work on vocabulary skits. Will be performing skits Friday 3/4.
Tuesday, March 1, 2011
Focused Questions as you read Huckleberry Finn....
Chapter 1-3: What do we learn about the character Huckleberry Finn?
Chapter 2: .....”He said some it, but the rest was out of pirate books, and robber books, and every gang that was high-toned had it” (16) -- Nurture -- Modern influence?
Chapter 3: What can we say about Tom Sawyer? What type of character does he appear to be?
Chapter 4: What is Jim and Huck’s first interaction like beginning on page 14? What can we gather about Jim from what read thus far? How would characterize Jim?/Character description? Why do you think his name is Jim? Why do you think Huck goes to Jim to learn about his future?
Chapter 5: How would you describe the relationship between Huck and his father? Do you wonder what happen to Huck’s mother?
Keyword in Ch.5 : Temperance - history connection
Chapter 6: What is Huck’s father beliefs about the government beginning on page 37? Why do you think he has those beliefs? Does it appear as if Huck’s father is blaming the government for his downfalls? Why does Huck's father want him to drop out of school?
Chapter 7: Was Huck’s planned for running away well thought out?
Chapter 8: Look at imagery. Key: look at Jim’s story What is Huck and Jim’s second encounter like? This time in a different space - on an island. How is this encounter different than the first one on page 14? Does it hold more meaning now?
Why do you think Huck was glad to see Jim? (52) Why do you think Jim is so superstitious? What can we say about Jim’s dialect? How does it characterizes him?
How does it sound hearing Jim use the N word? Is it acceptable by Jim? Why would Twain make the black character use the N word? Is Jim usage of the N word the same as black folks usage of the word today? ie. modern usage?
Why would Twain have the setting be an island / the woods for Huck and Jim? Do you think the setting was intentional? What does the Mississippi river symbolize?
How does Twain use of imagery reinforce the story? Is the imagery affective or ineffective?
Key points: First time we really hear Jim speak
Huck and Jim share a common interest - ran away from unhappiness
Keyword: Abolitionist
Chapter 14: “....He had an uncommon level head, for a nigger” (88). What does Huck mean?
....” these kinds of things was adventures; but he said he didn’t want no more adventures” (88).Why is the adventures more adventurous for Huck than Jim?
Does the conversation between Huck and Jim beginning on page 91 make Jim look unintelligent? Or own who wants to learn?
How does Huck view Jim’s intellect? Does it contradicts the feelings he has for Jim?
“I see it warn’t no use wasting words, you can’t learn a nigger to argue. So I quit” (92).
Keypoints: Reason Twain brought the way people speak, especially Frenchman
Chapter 15: page 98 - discuss this moment with Huck and Jim. Nature vs. Nurture.
Chapter 16: *Research Cairo* Why do you think Huck is concerned now about Jim running away?
Chapter 17: pg. 112-113 Imagery
Chapter 18: What are the people like that Jim is living with? Why do you think Huck hasn’t thought about Jim’s whereabouts or his safety?
End of 18 - What does the river and raft symolize?
Chapter 2: .....”He said some it, but the rest was out of pirate books, and robber books, and every gang that was high-toned had it” (16) -- Nurture -- Modern influence?
Chapter 3: What can we say about Tom Sawyer? What type of character does he appear to be?
Chapter 4: What is Jim and Huck’s first interaction like beginning on page 14? What can we gather about Jim from what read thus far? How would characterize Jim?/Character description? Why do you think his name is Jim? Why do you think Huck goes to Jim to learn about his future?
Chapter 5: How would you describe the relationship between Huck and his father? Do you wonder what happen to Huck’s mother?
Keyword in Ch.5 : Temperance - history connection
Chapter 6: What is Huck’s father beliefs about the government beginning on page 37? Why do you think he has those beliefs? Does it appear as if Huck’s father is blaming the government for his downfalls? Why does Huck's father want him to drop out of school?
Chapter 7: Was Huck’s planned for running away well thought out?
Chapter 8: Look at imagery. Key: look at Jim’s story What is Huck and Jim’s second encounter like? This time in a different space - on an island. How is this encounter different than the first one on page 14? Does it hold more meaning now?
Why do you think Huck was glad to see Jim? (52) Why do you think Jim is so superstitious? What can we say about Jim’s dialect? How does it characterizes him?
How does it sound hearing Jim use the N word? Is it acceptable by Jim? Why would Twain make the black character use the N word? Is Jim usage of the N word the same as black folks usage of the word today? ie. modern usage?
Why would Twain have the setting be an island / the woods for Huck and Jim? Do you think the setting was intentional? What does the Mississippi river symbolize?
How does Twain use of imagery reinforce the story? Is the imagery affective or ineffective?
Key points: First time we really hear Jim speak
Huck and Jim share a common interest - ran away from unhappiness
Keyword: Abolitionist
Chapter 14: “....He had an uncommon level head, for a nigger” (88). What does Huck mean?
....” these kinds of things was adventures; but he said he didn’t want no more adventures” (88).Why is the adventures more adventurous for Huck than Jim?
Does the conversation between Huck and Jim beginning on page 91 make Jim look unintelligent? Or own who wants to learn?
How does Huck view Jim’s intellect? Does it contradicts the feelings he has for Jim?
“I see it warn’t no use wasting words, you can’t learn a nigger to argue. So I quit” (92).
Keypoints: Reason Twain brought the way people speak, especially Frenchman
Chapter 15: page 98 - discuss this moment with Huck and Jim. Nature vs. Nurture.
Chapter 16: *Research Cairo* Why do you think Huck is concerned now about Jim running away?
Chapter 17: pg. 112-113 Imagery
Chapter 18: What are the people like that Jim is living with? Why do you think Huck hasn’t thought about Jim’s whereabouts or his safety?
End of 18 - What does the river and raft symolize?
GUIDELINES FOR CREATING AND PERFORMING VOCABULARY SKITS
GUIDELINES FOR CREATING AND PERFORMING VOCABULARY SKITS
Creating Your Skit
. Students will be in groups of 3
. Each group member must have a role in the skit. (It is acceptable to include a role of Narrator in your skit.) and speak twice.
. Skits are 5 minutes long
. As each group performs, students who are watching must take notes on what the conflict is, the resolution, and how the vocabulary words were used.
. Students are responsible for preparing skits when told to
.You MUST use all of the VOCABULARY WORDS
. Your skit must not contain violence or inappropriate language or
actions.
Performing and Viewing Skits
. Use clear voices that can be easily heard.
. Be a polite audience. Put-downs are not permitted.
Each group must have a written script with....
Characters: List group members, their role as a character and name. Example: Ms. Walrond - character name: Lotus. Role: A 16 year old female.
Setting: Write a detailed description of the setting. Example: At a concert with friends sitting in the front row.
Conflict: In order for your skit to grab your audience attention, you MUST have a conflict. Examples:
Conflict 1. You are at a concert, and having a great time. The band finishes its first set, and you realize you have to be home in 30 minutes to make curfew. You call your parents, and ask them if you can stay for the last half of the concert. They say, “no”, and tell you to come right home. You are very upset.
Conflict 2. Your best friend finally met an amazing female who thinks he’s really attractive. They are now “an item” and are romantically involved. You and him have been hanging out everyday after school for as long as you can remember. Now, he’s completely abandoned you to spend every free moment with his new girlfriend and her friends. You are frustrated.
Resolution: How is the conflict resolved? Examples:
Resolution 1. You decide to stay out pass curfew and suffer the punishment. Your parents punish you by taking away your cell phone and banning you from the computer.
Resolution 2: You call your friend up and let him know you need to talk. You expressed your frustrations and feelings about being abandoned, his response was that he had “no idea”. Both of you discuss it more and decided to hang and catch a movie to catch up on lost time.
Example of written skit with the following vocabulary words: austere, crass, and cadaverous,
Character 1: “You’re so austere. I can’t believe you ditch me for some chick.”
Character 2: “How can you be so crass? You’re suppose to be my friend.”
Character 3: “Both of you should stop fighting, it’s making both of you look so cadaverous.”
Creating Your Skit
. Students will be in groups of 3
. Each group member must have a role in the skit. (It is acceptable to include a role of Narrator in your skit.) and speak twice.
. Skits are 5 minutes long
. As each group performs, students who are watching must take notes on what the conflict is, the resolution, and how the vocabulary words were used.
. Students are responsible for preparing skits when told to
.You MUST use all of the VOCABULARY WORDS
. Your skit must not contain violence or inappropriate language or
actions.
Performing and Viewing Skits
. Use clear voices that can be easily heard.
. Be a polite audience. Put-downs are not permitted.
Each group must have a written script with....
Characters: List group members, their role as a character and name. Example: Ms. Walrond - character name: Lotus. Role: A 16 year old female.
Setting: Write a detailed description of the setting. Example: At a concert with friends sitting in the front row.
Conflict: In order for your skit to grab your audience attention, you MUST have a conflict. Examples:
Conflict 1. You are at a concert, and having a great time. The band finishes its first set, and you realize you have to be home in 30 minutes to make curfew. You call your parents, and ask them if you can stay for the last half of the concert. They say, “no”, and tell you to come right home. You are very upset.
Conflict 2. Your best friend finally met an amazing female who thinks he’s really attractive. They are now “an item” and are romantically involved. You and him have been hanging out everyday after school for as long as you can remember. Now, he’s completely abandoned you to spend every free moment with his new girlfriend and her friends. You are frustrated.
Resolution: How is the conflict resolved? Examples:
Resolution 1. You decide to stay out pass curfew and suffer the punishment. Your parents punish you by taking away your cell phone and banning you from the computer.
Resolution 2: You call your friend up and let him know you need to talk. You expressed your frustrations and feelings about being abandoned, his response was that he had “no idea”. Both of you discuss it more and decided to hang and catch a movie to catch up on lost time.
Example of written skit with the following vocabulary words: austere, crass, and cadaverous,
Character 1: “You’re so austere. I can’t believe you ditch me for some chick.”
Character 2: “How can you be so crass? You’re suppose to be my friend.”
Character 3: “Both of you should stop fighting, it’s making both of you look so cadaverous.”
Peer Edits...
Some of you expressed that you completed your peer edits. This is great! So we can move right along, feel free to peer edit with someone of your choice. Remember the peer edit check list must be attached to your second draft (must also attach your first draft).
Those who finish their peer edits will be put into groups of 3 start working on their vocabulary skits. Students are responsible for completing the skit outline- whether it is via email, L&L, SOS, etc.. You need to have your skits done by Friday and be prepared to perform on Friday, which means you have 2 days to work on the skits, and the vocab quiz will be on Monday.
Those who finish their peer edits will be put into groups of 3 start working on their vocabulary skits. Students are responsible for completing the skit outline- whether it is via email, L&L, SOS, etc.. You need to have your skits done by Friday and be prepared to perform on Friday, which means you have 2 days to work on the skits, and the vocab quiz will be on Monday.
English Portfolio Requirements - Due Wednesday May 18, 2011
Junior English - American Literature Portfolio Requirements
The final portfolio is a selection of a scholar’s work and the scholar’s own evaluation of that work, organized to show evidence of academic growth and progress. The portfolio is a culminating project which is aimed at demonstrating the various genres of writing that students have learned throughout the year. They will have the opportunity to reflect on their growth as a writer and thinker as scholars select various pieces of writing; journal entries, final essays, reflections, responses, creative writing, poetry and research projects. Both selecting the work to include in the portfolio and reflecting on evidence of learning should help the student become more conscious of how (s)he learns, getting them more involved in goal-setting.
A portfolio of writing/digital aspects counts as 100 points of your English final exam. The Final portfolio is due Wednesday May 18th. Failure to submit the portfolio on or before this deadline will result in a failing final exam grade, loss of 5% of overall Junior Grade. All students will be required to defend their portfolio in a one-on-one conversation, which will be worth 100 points. You will have a scheduled time to defend your portfolio during the weeks of May 23rd -June 3rd.(these earlier due dates are to alleviate the stress that goes with Regents Week - beginning June 14, 2011).
The pieces in your portfolio must all be writings you have worked on in English Sept. 2010- May, 2011. All pieces should show some revising and editing since last read, and all drafts of chosen work should be included. Each piece that appears in your portfolio should appear in final, polished, publishable form, with no errors.
Visual Components of the Portfolio:
Your portfolio should be submitted in a presentable manner, in a three ring binder notebook, with the following requirements:
* A presentable, appealing cover page with the name of your portfolio, your full name, teacher’s name, school’s name, and date of submission.
* All final work MUST be typed MLA format, with the exception of hand written drafts or creative work.
* A table of contents in which you introduce the titles or names of all the work that the portfolio contains
* Each of the required six (6) contents
* General introduction
* Introduction to each included piece of writing
Page Guidelines: 25-50 Pages, exclusive of drafts
Academic Contents- Each portfolio must contain, but is not limited to the following:
I. Informational Reporting, Analysis, and Evaluation
Examples:
Research reports/Thesis/Support essay
Feature Article
Expository Essay
Editorial, Letter to the Editor
Current Events
Persuasive Essay
Explanatory Essay based on historical events
II. Humanities Project
You must include a final, clean and revised copy of your current events research project. CD/DVD/Flash or PP Print-outs with BIBLIOGRAPHIES, all aspects completed according rubrics (Photo Essay, Videos of Slave Narrative Projects, Debates or other presentations)
III. Literary Response and Analysis
Examples:
Response to literary texts, themes, and techniques
Literary interpretation
Critique or explanation of literature
Book, Film, or drama review
Analytical or interpretive essay
Personal analysis of text
Text response
IV. Literary Expression (Creative, Imaginative, Expressive Writing)
Examples:
Short Fiction
Play, Dramatic Script
Personal Narrative
First person writing exercises
Creative Non-Fiction
Descriptive Writing
V. Poetry
VI. Overall Self-Reflection
A three-paged paper11th graders): double spaced, 12 point TNR or other comparable font introduction to your portfolio that describes your overall development this year as a writer, thinker, debater/speaker, and learner in English class. You must include a discussion of the following:
1. Yourself as a scholar (overall)
2. Yourself as an English scholar comparing last 2-3 years to this year.
3. An evaluation of how well you have improved this year in the skills of listening, reading,
writing, and speaking. Give specific examples to demonstrate improvements.
4. Your goals for improvement over the next year in terms of these skills.
5. Your strengths and weaknesses as an English scholar
6. Your candid reaction to the quality of your work during this course.
Page Guidelines: 25-50 Pages, exclusive of drafts
Examples of above:
I. Immigration, Gay Rights, Abortion Debate (Reflections), Nature/Nurture Research Essay, Mock Trials (Huck Finn Projects); Religious Paradoxes [Kanye West, Madonna and Edward Taylor]”Jesus Walks” – “Like a Prayer” (6)
II. Slave Narrative Project, Hibakusha Reflections (P7 and select few others), Slave Research Paper (Ms. Moore), Harlem Renaissance Field Trip (Photo – Interview Essays – April/May), Tenement/Jewish Heritage Museums Field Trips (Photo- Interview Essays) (May/June) or American Me/Cultural Civil Rights Project
(6)
III. “The Ballad of Thoreau”, “Colbert Report”, “The Daily Show”, “Nature: Determine It”, “American Dream”, “Crucible-Movie vs. Play”, Religious Paradoxes [Kanye West, Madonna and Edward Taylor]”, “Tonsils”, by Bill Cosby; “Phillis Wheatley Persecution Response”; Slave Songs Reflections, Mary Prince Debates (all BUT P8), "Dead Poets Society", "Roots", "Gone With the Wind" (March), "Ragtime", "Death of a Salesman", "The Color of Water" (May)
(19+)
IV. Slave Narrative Project, American Me/Cultural Civil Rights Project – Photo-Interview Essay (May-June) –coincides with Cultural Banquet Friday, May 27, 2011
(2+)
V. Poems from Slave, Transcendental, Gilded Age Units or Poem-in-My-Pocket month (April)
(7+)
As you can see there are several things that cross-connect. Pick your absolute BEST work for each section. Believe some of your BEST work is yet to come.
Defense of Portfolio:
Why have you chosen these particular pieces for this project?
What have you learned while working through ___________ [essay, research paper, debate]?
What was your favorite novel/text and why?
Your least favorite or most dreaded and why?
What specific skills do you believe are ones you still must work on improving? Why?
What are some of your strengths?
How do you plan on improving them?
What is your best way of learning?
Which Reading Strategy works best for you? Will you use it and others in coming years?
What are some things about my teaching that you found confusing, unhelpful or useless?
Recommendations for Summer Reading and Writing
With the addition of the LGTs and blog which did you find most helpful?
Was there too much redundancy or were the re-enforcements helpful, confusing, distracting?
The final portfolio is a selection of a scholar’s work and the scholar’s own evaluation of that work, organized to show evidence of academic growth and progress. The portfolio is a culminating project which is aimed at demonstrating the various genres of writing that students have learned throughout the year. They will have the opportunity to reflect on their growth as a writer and thinker as scholars select various pieces of writing; journal entries, final essays, reflections, responses, creative writing, poetry and research projects. Both selecting the work to include in the portfolio and reflecting on evidence of learning should help the student become more conscious of how (s)he learns, getting them more involved in goal-setting.
A portfolio of writing/digital aspects counts as 100 points of your English final exam. The Final portfolio is due Wednesday May 18th. Failure to submit the portfolio on or before this deadline will result in a failing final exam grade, loss of 5% of overall Junior Grade. All students will be required to defend their portfolio in a one-on-one conversation, which will be worth 100 points. You will have a scheduled time to defend your portfolio during the weeks of May 23rd -June 3rd.(these earlier due dates are to alleviate the stress that goes with Regents Week - beginning June 14, 2011).
The pieces in your portfolio must all be writings you have worked on in English Sept. 2010- May, 2011. All pieces should show some revising and editing since last read, and all drafts of chosen work should be included. Each piece that appears in your portfolio should appear in final, polished, publishable form, with no errors.
Visual Components of the Portfolio:
Your portfolio should be submitted in a presentable manner, in a three ring binder notebook, with the following requirements:
* A presentable, appealing cover page with the name of your portfolio, your full name, teacher’s name, school’s name, and date of submission.
* All final work MUST be typed MLA format, with the exception of hand written drafts or creative work.
* A table of contents in which you introduce the titles or names of all the work that the portfolio contains
* Each of the required six (6) contents
* General introduction
* Introduction to each included piece of writing
Page Guidelines: 25-50 Pages, exclusive of drafts
Academic Contents- Each portfolio must contain, but is not limited to the following:
I. Informational Reporting, Analysis, and Evaluation
Examples:
Research reports/Thesis/Support essay
Feature Article
Expository Essay
Editorial, Letter to the Editor
Current Events
Persuasive Essay
Explanatory Essay based on historical events
II. Humanities Project
You must include a final, clean and revised copy of your current events research project. CD/DVD/Flash or PP Print-outs with BIBLIOGRAPHIES, all aspects completed according rubrics (Photo Essay, Videos of Slave Narrative Projects, Debates or other presentations)
III. Literary Response and Analysis
Examples:
Response to literary texts, themes, and techniques
Literary interpretation
Critique or explanation of literature
Book, Film, or drama review
Analytical or interpretive essay
Personal analysis of text
Text response
IV. Literary Expression (Creative, Imaginative, Expressive Writing)
Examples:
Short Fiction
Play, Dramatic Script
Personal Narrative
First person writing exercises
Creative Non-Fiction
Descriptive Writing
V. Poetry
VI. Overall Self-Reflection
A three-paged paper11th graders): double spaced, 12 point TNR or other comparable font introduction to your portfolio that describes your overall development this year as a writer, thinker, debater/speaker, and learner in English class. You must include a discussion of the following:
1. Yourself as a scholar (overall)
2. Yourself as an English scholar comparing last 2-3 years to this year.
3. An evaluation of how well you have improved this year in the skills of listening, reading,
writing, and speaking. Give specific examples to demonstrate improvements.
4. Your goals for improvement over the next year in terms of these skills.
5. Your strengths and weaknesses as an English scholar
6. Your candid reaction to the quality of your work during this course.
Page Guidelines: 25-50 Pages, exclusive of drafts
Examples of above:
I. Immigration, Gay Rights, Abortion Debate (Reflections), Nature/Nurture Research Essay, Mock Trials (Huck Finn Projects); Religious Paradoxes [Kanye West, Madonna and Edward Taylor]”Jesus Walks” – “Like a Prayer” (6)
II. Slave Narrative Project, Hibakusha Reflections (P7 and select few others), Slave Research Paper (Ms. Moore), Harlem Renaissance Field Trip (Photo – Interview Essays – April/May), Tenement/Jewish Heritage Museums Field Trips (Photo- Interview Essays) (May/June) or American Me/Cultural Civil Rights Project
(6)
III. “The Ballad of Thoreau”, “Colbert Report”, “The Daily Show”, “Nature: Determine It”, “American Dream”, “Crucible-Movie vs. Play”, Religious Paradoxes [Kanye West, Madonna and Edward Taylor]”, “Tonsils”, by Bill Cosby; “Phillis Wheatley Persecution Response”; Slave Songs Reflections, Mary Prince Debates (all BUT P8), "Dead Poets Society", "Roots", "Gone With the Wind" (March), "Ragtime", "Death of a Salesman", "The Color of Water" (May)
(19+)
IV. Slave Narrative Project, American Me/Cultural Civil Rights Project – Photo-Interview Essay (May-June) –coincides with Cultural Banquet Friday, May 27, 2011
(2+)
V. Poems from Slave, Transcendental, Gilded Age Units or Poem-in-My-Pocket month (April)
(7+)
As you can see there are several things that cross-connect. Pick your absolute BEST work for each section. Believe some of your BEST work is yet to come.
Defense of Portfolio:
Why have you chosen these particular pieces for this project?
What have you learned while working through ___________ [essay, research paper, debate]?
What was your favorite novel/text and why?
Your least favorite or most dreaded and why?
What specific skills do you believe are ones you still must work on improving? Why?
What are some of your strengths?
How do you plan on improving them?
What is your best way of learning?
Which Reading Strategy works best for you? Will you use it and others in coming years?
What are some things about my teaching that you found confusing, unhelpful or useless?
Recommendations for Summer Reading and Writing
With the addition of the LGTs and blog which did you find most helpful?
Was there too much redundancy or were the re-enforcements helpful, confusing, distracting?
Monday, February 28, 2011
P7 Agenda: Monday February 28
For those that were absent, below is the agenda and in class assignments that you missed.
Announcements:
Grades
Nature vs. Nurture Essay’s 2nd drafts due Wednesday March 2nd or Thursday March 3rd.
Collect Homework
LGT
Aim: Discover new vocabulary words and themes in Huckleberry Finn.
2 Sentences-one of your own, and one that includes another text you read or character(s) from a text.
(n) Merit: praiseworthy quality, virtue character or conduct deserving reward, honor, or esteem; also achievement (page x)
(n) Embellishment: to make beautiful with ornamentation: decorate embellished with illustrations> : to heighten the attractiveness of by adding decorative or fanciful details - enhance. (xi)
(n, v) Ambuscade : Ambush. Attack from an ambush (page 21, chapter 3)
(n) Snuffbox: A small box for holding snuff usually carried about the person (chapter 5)
(v) Jibe: to be in accord, agree with (page x)
(v) Spellbinding: hold the complete attention of someone as though by magic, fascinate (page xii)
(n) Realism: Any attempt to portray an accurate life. Literary Realism: a wider movement in the arts to focus on ordinary people and events - people--farmers, shop keepers, etc (pages x-xi)
Themes : Find lines / quotes that showcase the following themes. Put quote and 1-2 sentences explaining why....
Racism and Slavery
Censorship
The hypocrisy of “Civilized” society
Brotherly-Love / Friendships
Family - Parental figures
The Gilded Age
Euphemisms
Superstitions / Folk beliefs
Lies and Cons
Idioms / Language
Morals vs. The Law
Announcements:
Grades
Nature vs. Nurture Essay’s 2nd drafts due Wednesday March 2nd or Thursday March 3rd.
Collect Homework
LGT
Aim: Discover new vocabulary words and themes in Huckleberry Finn.
2 Sentences-one of your own, and one that includes another text you read or character(s) from a text.
(n) Merit: praiseworthy quality, virtue character or conduct deserving reward, honor, or esteem; also achievement (page x)
(n) Embellishment: to make beautiful with ornamentation: decorate embellished with illustrations> : to heighten the attractiveness of by adding decorative or fanciful details - enhance. (xi)
(n, v) Ambuscade : Ambush. Attack from an ambush (page 21, chapter 3)
(n) Snuffbox: A small box for holding snuff usually carried about the person (chapter 5)
(v) Jibe: to be in accord, agree with (page x)
(v) Spellbinding: hold the complete attention of someone as though by magic, fascinate (page xii)
(n) Realism: Any attempt to portray an accurate life. Literary Realism: a wider movement in the arts to focus on ordinary people and events - people--farmers, shop keepers, etc (pages x-xi)
Themes : Find lines / quotes that showcase the following themes. Put quote and 1-2 sentences explaining why....
Racism and Slavery
Censorship
The hypocrisy of “Civilized” society
Brotherly-Love / Friendships
Family - Parental figures
The Gilded Age
Euphemisms
Superstitions / Folk beliefs
Lies and Cons
Idioms / Language
Morals vs. The Law
P6 Agenda: Monday February 28
For those that were absent, below is the agenda and in class assignments that you missed.
P6 Agenda: Monday February 28 - March 1st.
Announcements: Grades
Collect Homework
LGT
Nature vs. Nurture Essay’s 2nd drafts due Wednesday March 2nd or Thursday March 3rd.
Aim: Discover new vocabulary words and themes in Huckleberry Finn
2 Sentences-one of your own, and one that includes another text you read or character(s) from a text.
(n) Skiff: any of various small boats; especially : a flat-bottomed rowboat. (pg. 15, chapter 2)
(adv. or preposition) Betwixt: (Middle English spelling): Between. In an intermediate position; neither wholly one thing nor another. (page 13, chapter 2)
(verb)Ransomed: to deliver especially from sin or its penalty. To free from captivity or punishment by paying a price. (page 17, chapter 2)
1. He was held captive for a week before he was ransomed and returned to his family.
2. the prince emptied the treasury to ransom his son from the kidnappers
(verb) Lick: lick into shape. To put into proper form or condition (page 21, chapter 3)
(n, v) Ambuscade : Ambush. Attack from an ambush (page 21, chapter 3)
(n) Antipathy: A deep seeded feeling of dislike (page x)
Themes: Find lines / quotes that showcase the following themes. Put quote/scene and 1-2 sentences explaining why....
Racism and Slavery
Censorship
The hypocrisy of “Civilized” society
Brotherly-Love / Friendships
Family - Parental figures
The Gilded Age
Euphemisms
Superstitions / Folk beliefs
Lies and Cons
Idioms / Language
Morals vs. The Law
P6 Agenda: Monday February 28 - March 1st.
Announcements: Grades
Collect Homework
LGT
Nature vs. Nurture Essay’s 2nd drafts due Wednesday March 2nd or Thursday March 3rd.
Aim: Discover new vocabulary words and themes in Huckleberry Finn
2 Sentences-one of your own, and one that includes another text you read or character(s) from a text.
(n) Skiff: any of various small boats; especially : a flat-bottomed rowboat. (pg. 15, chapter 2)
(adv. or preposition) Betwixt: (Middle English spelling): Between. In an intermediate position; neither wholly one thing nor another. (page 13, chapter 2)
(verb)Ransomed: to deliver especially from sin or its penalty. To free from captivity or punishment by paying a price. (page 17, chapter 2)
1. He was held captive for a week before he was ransomed and returned to his family.
2. the prince emptied the treasury to ransom his son from the kidnappers
(verb) Lick: lick into shape. To put into proper form or condition (page 21, chapter 3)
(n, v) Ambuscade : Ambush. Attack from an ambush (page 21, chapter 3)
(n) Antipathy: A deep seeded feeling of dislike (page x)
Themes: Find lines / quotes that showcase the following themes. Put quote/scene and 1-2 sentences explaining why....
Racism and Slavery
Censorship
The hypocrisy of “Civilized” society
Brotherly-Love / Friendships
Family - Parental figures
The Gilded Age
Euphemisms
Superstitions / Folk beliefs
Lies and Cons
Idioms / Language
Morals vs. The Law
P6 & P7 LGT
THE GILDED AGE—BRIDGES TO THE 20TH CENTURY
ENGLISH 11 FEB. 14 – MARCH 25, 2011
MR. CARSON & MS. WALROND -ROOM 500
In lieu of recent proposals to alter a major aspect of the American Classic novel, Adventures of Huckleberry Finn, by Mark Twain, we will be looking at "n***er-Jim" [and the other 218 degrading references to African Americans] being changed to "slave" we will scrutinize the social, political, moral, literal implications of this euphemistic change.
Additionally, we’ll be looking at Western Expansion, The Transcontinental Railroad and the first Chinese American’s influences and stories.
Correlating Quotes
“We are born in a Pullman house. We are fed from a Pullman shop, taught in a Pullman school, catechized in a Pullman church and when we die, we shall be buried in a Pullman cemetery and go to in a Pullman hell.”
—Pullman employee on life in a Pullman town, 1883
“Gilded - covered in a thin layer of gold. Often hiding something unattractive underneath.”
Mark Twain (1835-1910)
“Watson—come here—I want you.”
Graham Bell to his partner Thomas Watson 1876
“We are in great haste to construct a magnetic telegraph from Maine to Texas, but Maine and Texas, it may be, have nothing important to communicate.”
Henry David Thoreau
“Today, production is left to anarchy, and only tyranny, the twin sister of anarchy, is organized.”
Daniel de Leon, Socialist Leader, 1896
“I’ve learned to make my mind large, as the universe is large, so that there is room for contradiction.”
Maxine Hong Kinston (1940-
Essential Questions
Is this change [“slave”] an attempt to "save" young people from the embarrassment of saying this word while discussing it, or is it an attempt to erase a certain shameful part of American History?
Are Euphemisms and Politically Correctness destroying language?
How had other cultures helped to shape the expansion of the “Wild” West?
How important was the Wilmot Priviso and other new laws and acts shaping the growing country?
Materials: — Adventures of Huckleberry Finn, by Samuel Clemens aka Mark Twain
—Chinese America: The Untold Story of America’s Oldest New Community, by Peter Kwong & Dusanka Miscevic—selected essays— ISBN—1-56584-962-0—2005
Introduction, Chapters 1 and 3
—Cultural Curiosity: Thirteen Stories about the Search for Chinese Roots, edited by Josephine M. T. Khu—selected stories—ISBN—0-520-22341-1—2001
—http://www.asian-nation.org/first.shtml
— CURRENT EVENTS (may include one or all from these below)
o “The Daily Show with Jon Stewart” (Jan 11 and other February episodes)
o “The Colbert Report” (selected episodes 1-11 through 2-28-11)
o excerpts from George Carlin stand-up routines “Euphemisms” from When Will Jesus Bring the Pork Chops? (min. 57:45 – 1:00.35) 1:34.35—1:42.37 1:46.10—1:54.31 (PC language)
o “Real Time with Bill Maher”, D. L. Hughley (Friday, January 28, 2011)
o PBS Nightly/World News
Themes: Chinese Influence/identity, complicity, euphemisms, morality, othering, family, brotherly-love, Post-War Rhetoric, Transcontinental expansion, idioms, The Gilded Age, Twain’s Masterpiece, Art imitating Life, Censorship, colloquialisms, hypocrisy of civilized society, Superstitions, Lies and Cons
Time frame 6 weeks
Common Core Standards
Writing (College Readiness - #1, 2, 7 and 8) = Nature-Nurture Debate Essays + Huck Finn
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
a. Explore topics dealing with different cultures and world viewpoints.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
Reading
—Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
—Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
—Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
—Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
—Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Thomas Alva Edison — 1847-1932
—Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
—Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
—Analyze a particular point of view or cultural experience reflected in a work of literature from within the United States, drawing on a wide reading of world literature.
—Analyze how an author draws on and transforms source material in a specific work
Writing
—Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
—Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Listening
— Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
e. Actively seek to understand other perspectives and cultures and communicate effectively with audiences or individuals of varied backgrounds.
At the end of this unit I will be able to:
1. Writing for SELF
a—Begin to assert scholar’s own unique voice
b—utilize greater understanding of terms, vocabulary and themes
c—explore creative voice through original “slave narratives”
2. Continued work on effectively producing stronger Transitions, using vocabulary and cited quotes
a—eliminating GFEs = Gross Factual Errors -misspleeled names, wong dates
b—improving overall quality of daily writing
c—bridging Humanities themes and background information within writings
3. Understand Greater importance of Reading
a—For content—new uniquely American genre
b—building stamina (up to an hour every night, including weekends and holidays)
c— building vocabulary, for practical use
5. Continue to utilize five of eight methods of Time Management (College Readiness)
a— study groups
b— bi-weekly visits with Guidance Counselors
c— communicating concerns and strengths
d—delegating and compromising
e—re-organizing
f— PRIORITIZING
g— dissect the 24-hour day into manageable hours of production, rest, relaxation and extras
6. Continue utilizing more technologies:
a—continued perusal of www.mygradebook.com , www.goodreads.com , www.freerice.com , www.easybib.com—to create the flawless bibliography; www.easywhois.com —to learn whom own a domain; — http://quizlet.com/3603567/transcendentalist-poetry-terms-flash-cards/ quiz vocab words,
b—www.bigwords.com, www.textbooks.com or www.half.com — to order cheap books
c—better utilizing BOOLEANS, KEYWORDS and other tools for Safe Searching
d—e-mail to send ATTACHMENTS of written work, PowerPoints and photos
to fellow classmates, team members and teacher for edits, feedback and credit.
e. — Saving everything in three places: laptop, Flash and e-mailing everything as RichText, Word 1997 or similar documents that MHSHS computers recognize and can open.
Vocabulary
blasé, predicament, “racialized”, mahjong, enclaves, ideology, metaphysical, pathos, despotic, amicable, ostentatious, abundant, animosity, transcendental, obdurate, surreal, realism, mysticism, existentialism, objective, subjective, paradigm, stratum, belligerent, affluent, eulogy, idolatry, accrue, pseudonym, acquaintance, compliant, merit, embellishment, ambuscade, snuffbox, jibe, spellbinding, lick, ransomed, antipathy
Anticipate your learning
Based on my prior knowledge and review of this sheet, what am I most interested in learning about in this unit?
Knowledge Inventory = K-W-W-L
Action Plan
If you need to continue working with this material, what are you going to do to improve your grade? Those steps are your action plan.
My Action Plan includes: (place date(s) of all methods used alongside all that apply)
_______________Speak to my teacher
_______________Attend SOS
_______________Go to Lunch and Learn
_______________Speak to my counselor
_______________Meet with other students
_______________Study from outside resources (websites)
_______________Complete Castle Learning questions
_______________Create review sheets and/or flashcards
Exchange phone number and/or email with two students to get missed assignments
_______________Determine what I can do differently
_______________Write down specific questions that I still have
_______________Redo assignments
Other ______________________________
“…the first truly American writer, and all of us since are his heirs.”
—William Faulkner (1897-1962)
“All modern American literature comes from one book by Mark Twain called "Huckleberry Finn." all American writing comes from that. There was nothing before. There has been nothing as good since.”
—Ernest Hemingway (1899-1961)
“The mark of how good “Huckleberry Finn” has to be is that one can compare it to a number of our best modern American novels and it stands up page for page, awkward here, sensational there - absolutely the equal of one of those rare incredible first novels that come along once or twice in a decade."
—Norman Mailer (1923-2007)
ENGLISH 11 FEB. 14 – MARCH 25, 2011
MR. CARSON & MS. WALROND -ROOM 500
In lieu of recent proposals to alter a major aspect of the American Classic novel, Adventures of Huckleberry Finn, by Mark Twain, we will be looking at "n***er-Jim" [and the other 218 degrading references to African Americans] being changed to "slave" we will scrutinize the social, political, moral, literal implications of this euphemistic change.
Additionally, we’ll be looking at Western Expansion, The Transcontinental Railroad and the first Chinese American’s influences and stories.
Correlating Quotes
“We are born in a Pullman house. We are fed from a Pullman shop, taught in a Pullman school, catechized in a Pullman church and when we die, we shall be buried in a Pullman cemetery and go to in a Pullman hell.”
—Pullman employee on life in a Pullman town, 1883
“Gilded - covered in a thin layer of gold. Often hiding something unattractive underneath.”
Mark Twain (1835-1910)
“Watson—come here—I want you.”
Graham Bell to his partner Thomas Watson 1876
“We are in great haste to construct a magnetic telegraph from Maine to Texas, but Maine and Texas, it may be, have nothing important to communicate.”
Henry David Thoreau
“Today, production is left to anarchy, and only tyranny, the twin sister of anarchy, is organized.”
Daniel de Leon, Socialist Leader, 1896
“I’ve learned to make my mind large, as the universe is large, so that there is room for contradiction.”
Maxine Hong Kinston (1940-
Essential Questions
Is this change [“slave”] an attempt to "save" young people from the embarrassment of saying this word while discussing it, or is it an attempt to erase a certain shameful part of American History?
Are Euphemisms and Politically Correctness destroying language?
How had other cultures helped to shape the expansion of the “Wild” West?
How important was the Wilmot Priviso and other new laws and acts shaping the growing country?
Materials: — Adventures of Huckleberry Finn, by Samuel Clemens aka Mark Twain
—Chinese America: The Untold Story of America’s Oldest New Community, by Peter Kwong & Dusanka Miscevic—selected essays— ISBN—1-56584-962-0—2005
Introduction, Chapters 1 and 3
—Cultural Curiosity: Thirteen Stories about the Search for Chinese Roots, edited by Josephine M. T. Khu—selected stories—ISBN—0-520-22341-1—2001
—http://www.asian-nation.org/first.shtml
— CURRENT EVENTS (may include one or all from these below)
o “The Daily Show with Jon Stewart” (Jan 11 and other February episodes)
o “The Colbert Report” (selected episodes 1-11 through 2-28-11)
o excerpts from George Carlin stand-up routines “Euphemisms” from When Will Jesus Bring the Pork Chops? (min. 57:45 – 1:00.35) 1:34.35—1:42.37 1:46.10—1:54.31 (PC language)
o “Real Time with Bill Maher”, D. L. Hughley (Friday, January 28, 2011)
o PBS Nightly/World News
Themes: Chinese Influence/identity, complicity, euphemisms, morality, othering, family, brotherly-love, Post-War Rhetoric, Transcontinental expansion, idioms, The Gilded Age, Twain’s Masterpiece, Art imitating Life, Censorship, colloquialisms, hypocrisy of civilized society, Superstitions, Lies and Cons
Time frame 6 weeks
Common Core Standards
Writing (College Readiness - #1, 2, 7 and 8) = Nature-Nurture Debate Essays + Huck Finn
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
a. Explore topics dealing with different cultures and world viewpoints.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
Reading
—Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
—Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
—Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
—Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
—Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Thomas Alva Edison — 1847-1932
—Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
—Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
—Analyze a particular point of view or cultural experience reflected in a work of literature from within the United States, drawing on a wide reading of world literature.
—Analyze how an author draws on and transforms source material in a specific work
Writing
—Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
—Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Listening
— Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
e. Actively seek to understand other perspectives and cultures and communicate effectively with audiences or individuals of varied backgrounds.
At the end of this unit I will be able to:
1. Writing for SELF
a—Begin to assert scholar’s own unique voice
b—utilize greater understanding of terms, vocabulary and themes
c—explore creative voice through original “slave narratives”
2. Continued work on effectively producing stronger Transitions, using vocabulary and cited quotes
a—eliminating GFEs = Gross Factual Errors -misspleeled names, wong dates
b—improving overall quality of daily writing
c—bridging Humanities themes and background information within writings
3. Understand Greater importance of Reading
a—For content—new uniquely American genre
b—building stamina (up to an hour every night, including weekends and holidays)
c— building vocabulary, for practical use
5. Continue to utilize five of eight methods of Time Management (College Readiness)
a— study groups
b— bi-weekly visits with Guidance Counselors
c— communicating concerns and strengths
d—delegating and compromising
e—re-organizing
f— PRIORITIZING
g— dissect the 24-hour day into manageable hours of production, rest, relaxation and extras
6. Continue utilizing more technologies:
a—continued perusal of www.mygradebook.com , www.goodreads.com , www.freerice.com , www.easybib.com—to create the flawless bibliography; www.easywhois.com —to learn whom own a domain; — http://quizlet.com/3603567/transcendentalist-poetry-terms-flash-cards/ quiz vocab words,
b—www.bigwords.com, www.textbooks.com or www.half.com — to order cheap books
c—better utilizing BOOLEANS, KEYWORDS and other tools for Safe Searching
d—e-mail to send ATTACHMENTS of written work, PowerPoints and photos
to fellow classmates, team members and teacher for edits, feedback and credit.
e. — Saving everything in three places: laptop, Flash and e-mailing everything as RichText, Word 1997 or similar documents that MHSHS computers recognize and can open.
Vocabulary
blasé, predicament, “racialized”, mahjong, enclaves, ideology, metaphysical, pathos, despotic, amicable, ostentatious, abundant, animosity, transcendental, obdurate, surreal, realism, mysticism, existentialism, objective, subjective, paradigm, stratum, belligerent, affluent, eulogy, idolatry, accrue, pseudonym, acquaintance, compliant, merit, embellishment, ambuscade, snuffbox, jibe, spellbinding, lick, ransomed, antipathy
Anticipate your learning
Based on my prior knowledge and review of this sheet, what am I most interested in learning about in this unit?
Knowledge Inventory = K-W-W-L
Action Plan
If you need to continue working with this material, what are you going to do to improve your grade? Those steps are your action plan.
My Action Plan includes: (place date(s) of all methods used alongside all that apply)
_______________Speak to my teacher
_______________Attend SOS
_______________Go to Lunch and Learn
_______________Speak to my counselor
_______________Meet with other students
_______________Study from outside resources (websites)
_______________Complete Castle Learning questions
_______________Create review sheets and/or flashcards
Exchange phone number and/or email with two students to get missed assignments
_______________Determine what I can do differently
_______________Write down specific questions that I still have
_______________Redo assignments
Other ______________________________
“…the first truly American writer, and all of us since are his heirs.”
—William Faulkner (1897-1962)
“All modern American literature comes from one book by Mark Twain called "Huckleberry Finn." all American writing comes from that. There was nothing before. There has been nothing as good since.”
—Ernest Hemingway (1899-1961)
“The mark of how good “Huckleberry Finn” has to be is that one can compare it to a number of our best modern American novels and it stands up page for page, awkward here, sensational there - absolutely the equal of one of those rare incredible first novels that come along once or twice in a decade."
—Norman Mailer (1923-2007)
P6-P7: Nature vs. Nuture Essay's 2nd Draft
P6 and P7....
Your Nature vs. Nurture Essay’s 2nd drafts are due Wednesday March 2nd or Thursday March 3rd.
Your Nature vs. Nurture Essay’s 2nd drafts are due Wednesday March 2nd or Thursday March 3rd.
Sunday, February 20, 2011
Re-writes for Debate Essays - Yellow Sheet Outlines? MLA citations? Verifying-Corroborating Facts
Your essays: major common errors Mr. Carson and I have noticed...
Suggestions from Mr. Carson...
1. Essay not a Reflection
Many scholars have forgotten or refused to separate write-ups from what you've done for the last two. Those were informal Responses/Reflections. This is a Formal Essay.
Though I've allowed you to have shorter (4-paragraphs, shorter paragraphs) and ask questions, it's still an ESSAY.
Another difference is this is a SCIENTIFIC/Historically based Persuasive Essay in preparation for Ms. Moore's larger Term Research Paper due April 15.
2. Read out loud
3. Have two others read it before turning in 2nd Draft Wed. March 2 or Thurs. March 3.
4. Follow LASAGNA - FORMAT aka YELLOW SHEET
1st P = 4 sentences (CLAIM and ANSWER to claim),
2nd P = 10-14 sentences
a. Topic Sentence - JUMP right in to your empirical evidence.
b. NAME, TITLE, JOURNALIST, AUTHOR, RESEARCH DATES, FINDINGS, according to _________________.
c. DIRECT QUOTE from your articles. (should be exactly what you said during the Feb. Debates).
d. your interpretations or emphatic agreeing with these findings.
e. STATE opposition's rebuttal to your findings.
f. NAME, TITLE, JOURNALIST, AUTHOR, RESEARCH DATES, FINDINGS, according to _________________.
g. DIRECT QUOTE from your articles. (should be exactly what THEYsaid during the Feb. Debates).
h. your interpretations or emphatic disagreeing with these findings.
i. YOUR rebuttal to these claims -
j. NAME, TITLE, JOURNALIST, AUTHOR, RESEARCH DATES, FINDINGS, according to _________________.
k. DIRECT QUOTE from your articles. (should be exactly what you said during the Feb. Debates).
l. your interpretations or emphatic agreeing with these findings and QUESTIONING opposition leading into Paragraph #3.
P #3 follows same exact format as #2, except it will NOT have a question ending it, since you'll be going directly into the Closing Arguments aka (Conclusion P).
P#4 about 4 sentences
Ex. Slavery was detrimental to America's morality. As Dr. Marianne Falco, Sociology Professor at NYU since 1992, wrote in a 12-year research "Demoralization and U.S. Rise to Power", "We have found evidence.................., which there is no possibility of recovery." Here Dr. Falco agrees with ......
While many may claim, according to recent Stanford University studies, "..............too much is being made of slavery's detrimental effects on the American psyche," Doctor Ahmed Aminen said in John Anderson's Feb. 11, 2011, New York Times article, "I'm OK, You're OK". The studies go on to claim.....
Yet, when looking even further, these claims simply don't hold up. Dr. Falco states, "........................," which clearly refutes Dr. Aminen's findings. Even if one were to deny... how does one explain higher rates of African Americans incarcerated as well as higher rates of Black high school drop-outs all over the nation?
Breaking it Down:
4a
Slavery was detrimental to America's morality.
4b-c
As Dr. Marianne Falco, Sociology Professor at NYU since 1992, wrote in a 12-year research "Demoralization and U.S. Rise to Power", "We have found evidence..................., which there is no possibility of recovery."
4d
Here Dr. Falco agrees with ......
4e-h
While many may claim, according to recent Stanford University studies, "..............too much is being made of slavery's detrimental effects on the American psyche," Doctor Ahmed Aminen said in John Anderson's Feb. 11, 2011, New York Times article, "I'm OK, You're OK". The studies go on to claim.....
4i
Yet, when looking even further, these claims simply don't hold up.
4j-k
Dr. Anderson, from the Science Now Program, where for the past 45 years, they've studied..... Here Dr. Anderson states, "........................," which clearly refutes Dr. Aminen's findings.
4l
Even if one were to deny... how does one explain higher rates of African Americans incarcerated as well as higher rates of Black high school drop-outs all over the nation?
5. take a few minutes to double check John Locke, Sir Galton, any scientist mentioned in your articles to find out:
a. their qualifications
b. how long and WHERE have they been (researching, practicing, studying)?
You can use these extra bits of information to create a more colorful, descriptive essay.
6. Do you have FIVE or more of your arguments to only 2 of the opponent's. If you have followed the Yellow Sheet, aka The LASAGNA FORMAT, you should have far more evidence from YOUR SIDE then theirs.
7. If you can't remember their side or they hit you with facts and resources that you DID NOT have, e-mail them. Have them send you their BIB or what they said.
8. Some in P6 and P7 were telling Ms. Walrond Ms. Walsh, Ms. Morey nor I taught you all about MLA citation rules: To all of you claiming this, please be honest, check notes and pay attention.
In the beginning of the year I gave everyone a copy of Sabrina Fletcher's American Dream Essay to illustrate format for longer quotes compared to shorter ones. All teachers have taught quoting poetry versus text from essays or novels.
easybib.com = MLA citation
Heading, TNR 12 font, 1" margins all around = MLA format
99% of you can ignore this last one, #8, as you have been paying attention to classes since Sept. 2008.
-------------------------------------------------------------------
Peer Editing Checklist—Feb. Nature/Nurture Debates
Before even picking up a pen or pencil, read the essay two (2) times through.
______# of ¶s
______Do ¶s #1 and #4 have 4 complete sentences clearly expressing writer’s SIDE?
______ Do ¶s #2 and #3 have 10-14 complete sentences clearly expressing two of YOUR points for
every ONE of the opposition’s?
______Thesis Statement (T.S.) is clearly stated within Introduction ¶
______There is a clear transitional QUESTION in ¶ #2?
______ This question is clearly answered with DIRECT information from one of 10 articles?
______This essay contains a variety of sentence structures = short simple punchy to
more compound, even complex sentences.
Ex: There are always at least two sides to every argument. Some sides seem more logical than others. Sometimes the lines between logic and insanity are far less clear. This is the case with abortion, the Death Penalty and our current national Health Care debates. Some are more Liberal and wish to have the government bail out more of America’s less fortunate. Others are more Conservative, wishing to keep things as they are. Once looking at all the facts, it is obvious that President Obama and former Democratic Senator Teddy Kennedy’s Health Care Proposal is one that is morally and logically sound.
______ Scholar has cited facts and evidence from articles/sources with explications
______Scholar has followed YELLOW OUTLINE sheet with class notes (PINK SHEET)
______Scholar has clearly stated where she/he stands in this debate, using PERSUASIVE terms: One must see how ludicrous the Kennedy and Obama Health Care Plan is to America.
______Conclusion is powerful, not repeating the T.S. exactly, however driving home writer’s
opinions.
______At least 7 vocabulary words have been used correctly according to part of speech.
Additional Comments, Suggestions:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Suggestions from Mr. Carson...
1. Essay not a Reflection
Many scholars have forgotten or refused to separate write-ups from what you've done for the last two. Those were informal Responses/Reflections. This is a Formal Essay.
Though I've allowed you to have shorter (4-paragraphs, shorter paragraphs) and ask questions, it's still an ESSAY.
Another difference is this is a SCIENTIFIC/Historically based Persuasive Essay in preparation for Ms. Moore's larger Term Research Paper due April 15.
2. Read out loud
3. Have two others read it before turning in 2nd Draft Wed. March 2 or Thurs. March 3.
4. Follow LASAGNA - FORMAT aka YELLOW SHEET
1st P = 4 sentences (CLAIM and ANSWER to claim),
2nd P = 10-14 sentences
a. Topic Sentence - JUMP right in to your empirical evidence.
b. NAME, TITLE, JOURNALIST, AUTHOR, RESEARCH DATES, FINDINGS, according to _________________.
c. DIRECT QUOTE from your articles. (should be exactly what you said during the Feb. Debates).
d. your interpretations or emphatic agreeing with these findings.
e. STATE opposition's rebuttal to your findings.
f. NAME, TITLE, JOURNALIST, AUTHOR, RESEARCH DATES, FINDINGS, according to _________________.
g. DIRECT QUOTE from your articles. (should be exactly what THEYsaid during the Feb. Debates).
h. your interpretations or emphatic disagreeing with these findings.
i. YOUR rebuttal to these claims -
j. NAME, TITLE, JOURNALIST, AUTHOR, RESEARCH DATES, FINDINGS, according to _________________.
k. DIRECT QUOTE from your articles. (should be exactly what you said during the Feb. Debates).
l. your interpretations or emphatic agreeing with these findings and QUESTIONING opposition leading into Paragraph #3.
P #3 follows same exact format as #2, except it will NOT have a question ending it, since you'll be going directly into the Closing Arguments aka (Conclusion P).
P#4 about 4 sentences
Ex. Slavery was detrimental to America's morality. As Dr. Marianne Falco, Sociology Professor at NYU since 1992, wrote in a 12-year research "Demoralization and U.S. Rise to Power", "We have found evidence.................., which there is no possibility of recovery." Here Dr. Falco agrees with ......
While many may claim, according to recent Stanford University studies, "..............too much is being made of slavery's detrimental effects on the American psyche," Doctor Ahmed Aminen said in John Anderson's Feb. 11, 2011, New York Times article, "I'm OK, You're OK". The studies go on to claim.....
Yet, when looking even further, these claims simply don't hold up. Dr. Falco states, "........................," which clearly refutes Dr. Aminen's findings. Even if one were to deny... how does one explain higher rates of African Americans incarcerated as well as higher rates of Black high school drop-outs all over the nation?
Breaking it Down:
4a
Slavery was detrimental to America's morality.
4b-c
As Dr. Marianne Falco, Sociology Professor at NYU since 1992, wrote in a 12-year research "Demoralization and U.S. Rise to Power", "We have found evidence..................., which there is no possibility of recovery."
4d
Here Dr. Falco agrees with ......
4e-h
While many may claim, according to recent Stanford University studies, "..............too much is being made of slavery's detrimental effects on the American psyche," Doctor Ahmed Aminen said in John Anderson's Feb. 11, 2011, New York Times article, "I'm OK, You're OK". The studies go on to claim.....
4i
Yet, when looking even further, these claims simply don't hold up.
4j-k
Dr. Anderson, from the Science Now Program, where for the past 45 years, they've studied..... Here Dr. Anderson states, "........................," which clearly refutes Dr. Aminen's findings.
4l
Even if one were to deny... how does one explain higher rates of African Americans incarcerated as well as higher rates of Black high school drop-outs all over the nation?
5. take a few minutes to double check John Locke, Sir Galton, any scientist mentioned in your articles to find out:
a. their qualifications
b. how long and WHERE have they been (researching, practicing, studying)?
You can use these extra bits of information to create a more colorful, descriptive essay.
6. Do you have FIVE or more of your arguments to only 2 of the opponent's. If you have followed the Yellow Sheet, aka The LASAGNA FORMAT, you should have far more evidence from YOUR SIDE then theirs.
7. If you can't remember their side or they hit you with facts and resources that you DID NOT have, e-mail them. Have them send you their BIB or what they said.
8. Some in P6 and P7 were telling Ms. Walrond Ms. Walsh, Ms. Morey nor I taught you all about MLA citation rules: To all of you claiming this, please be honest, check notes and pay attention.
In the beginning of the year I gave everyone a copy of Sabrina Fletcher's American Dream Essay to illustrate format for longer quotes compared to shorter ones. All teachers have taught quoting poetry versus text from essays or novels.
easybib.com = MLA citation
Heading, TNR 12 font, 1" margins all around = MLA format
99% of you can ignore this last one, #8, as you have been paying attention to classes since Sept. 2008.
-------------------------------------------------------------------
Peer Editing Checklist—Feb. Nature/Nurture Debates
Before even picking up a pen or pencil, read the essay two (2) times through.
______# of ¶s
______Do ¶s #1 and #4 have 4 complete sentences clearly expressing writer’s SIDE?
______ Do ¶s #2 and #3 have 10-14 complete sentences clearly expressing two of YOUR points for
every ONE of the opposition’s?
______Thesis Statement (T.S.) is clearly stated within Introduction ¶
______There is a clear transitional QUESTION in ¶ #2?
______ This question is clearly answered with DIRECT information from one of 10 articles?
______This essay contains a variety of sentence structures = short simple punchy to
more compound, even complex sentences.
Ex: There are always at least two sides to every argument. Some sides seem more logical than others. Sometimes the lines between logic and insanity are far less clear. This is the case with abortion, the Death Penalty and our current national Health Care debates. Some are more Liberal and wish to have the government bail out more of America’s less fortunate. Others are more Conservative, wishing to keep things as they are. Once looking at all the facts, it is obvious that President Obama and former Democratic Senator Teddy Kennedy’s Health Care Proposal is one that is morally and logically sound.
______ Scholar has cited facts and evidence from articles/sources with explications
______Scholar has followed YELLOW OUTLINE sheet with class notes (PINK SHEET)
______Scholar has clearly stated where she/he stands in this debate, using PERSUASIVE terms: One must see how ludicrous the Kennedy and Obama Health Care Plan is to America.
______Conclusion is powerful, not repeating the T.S. exactly, however driving home writer’s
opinions.
______At least 7 vocabulary words have been used correctly according to part of speech.
Additional Comments, Suggestions:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
P7: Feb. Vocabulary Words
Here are the vocabulary words we discussed in class...
(n) Merit: praiseworthy quality, virtue character or conduct deserving reward, honor, or esteem; also achievement (page x)
(n) Embellishment: to make beautiful with ornamentation: decorate embellished with illustrations> : to heighten the attractiveness of by adding decorative or fanciful details - enhance. (xi)
(n, v) Ambuscade : Ambush. Attack from an ambush (page 21, chapter 3)
(n) Snuffbox: A small box for holding snuff usually carried about the person (chapter 5)
(v) Jibe: to be in accord, agree with (page x)
(v) Spellbinding: hold the complete attention of someone as though by magic, fascinate (page xii)
(n) Realism: Any attempt to portray life accurate. Literary Realism: a wider movement in the arts to focus on ordinary people and events - literature that chronicles the lives of ordinary people--farmers, shop keepers, etc.. (pages x-xi)
(n) Merit: praiseworthy quality, virtue character or conduct deserving reward, honor, or esteem; also achievement (page x)
(n) Embellishment: to make beautiful with ornamentation: decorate embellished with illustrations> : to heighten the attractiveness of by adding decorative or fanciful details - enhance. (xi)
(n, v) Ambuscade : Ambush. Attack from an ambush (page 21, chapter 3)
(n) Snuffbox: A small box for holding snuff usually carried about the person (chapter 5)
(v) Jibe: to be in accord, agree with (page x)
(v) Spellbinding: hold the complete attention of someone as though by magic, fascinate (page xii)
(n) Realism: Any attempt to portray life accurate. Literary Realism: a wider movement in the arts to focus on ordinary people and events - literature that chronicles the lives of ordinary people--farmers, shop keepers, etc.. (pages x-xi)
P6: Feb. Vocabulary Words
Here are the vocabulary words from Huckleberry Finn that we discussed in class.
(n) Skiff: any of various small boats; especially : a flat-bottomed rowboat. (pg. 15, chapter 2)
(adv. or preposition) Betwixt: (Middle English spelling): Between. In an intermediate position; neither wholly one thing nor another. (page 13, chapter 2)
(verb)Ransomed: to deliver especially from sin or its penalty. To free from captivity or punishment by paying a price. (page 17, chapter 2)
(n, v) Ambuscade : Ambush. Attack from an ambush (page 21, chapter 3)
(n) Antipathy: A deep seeded feeling of dislike (page x)
(n) Skiff: any of various small boats; especially : a flat-bottomed rowboat. (pg. 15, chapter 2)
(adv. or preposition) Betwixt: (Middle English spelling): Between. In an intermediate position; neither wholly one thing nor another. (page 13, chapter 2)
(verb)Ransomed: to deliver especially from sin or its penalty. To free from captivity or punishment by paying a price. (page 17, chapter 2)
- He was held captive for a week before he was ransomed and returned to his family.
- the prince emptied the treasury to ransom his son from the kidnappers
(n, v) Ambuscade : Ambush. Attack from an ambush (page 21, chapter 3)
(n) Antipathy: A deep seeded feeling of dislike (page x)
Over The Break: Assignments
Just a reminder of the assignments you have over the break....
1. The Daily Show or The Colbert Report reflection write up. (Refer to the pink sheet/handout) given to you by Mr. Carson
2. Revise your Nature vs. Nurture Essays
3. Read 15 pages a night of Huckleberry Finn - annotations (with or without post its) or windows. As you read, look for themes we discussed in class: racism, slavery, intellectual and moral education, the hypocrisy of “Civilized” society, family, . Motifs: Superstitions and Folk Beliefs, Conflict, Ignorance vs. enlightenment, Childhood, Lies and Cons. And symbolism's ie. what symbolizes freedom?
4. Reading For Meaning Graphic Organizer: 3 Statements with Evidence for and/or Evidence against.
5. Vocabulary: Model the vocabulary sheet/graphic organizer for words you're unfamiliar with as you read Huckleberry Finn.
1. The Daily Show or The Colbert Report reflection write up. (Refer to the pink sheet/handout) given to you by Mr. Carson
2. Revise your Nature vs. Nurture Essays
3. Read 15 pages a night of Huckleberry Finn - annotations (with or without post its) or windows. As you read, look for themes we discussed in class: racism, slavery, intellectual and moral education, the hypocrisy of “Civilized” society, family, . Motifs: Superstitions and Folk Beliefs, Conflict, Ignorance vs. enlightenment, Childhood, Lies and Cons. And symbolism's ie. what symbolizes freedom?
4. Reading For Meaning Graphic Organizer: 3 Statements with Evidence for and/or Evidence against.
5. Vocabulary: Model the vocabulary sheet/graphic organizer for words you're unfamiliar with as you read Huckleberry Finn.
Tuesday, February 15, 2011
P6 Changes....
Please take note of the changes I mentioned in class...
Wednesday Feb 16 Agenda: CHANGES
Wednesday Feb 16 Agenda: CHANGES
- Continue reading poems on the Gilded Age
- Introduction to Mark Twain
Thursday Feb 17 Agenda:
- Short clip of Mark Twain Doc.
- Other readings by Mark Twain
CHANGES MENTIONED IN CLASS
HW: Due Friday Feb. 18. After reading the introduction of Huckleberry Finn (pages Introduction-xii only. STOP at "Mark Twain's novel") write 5 things you've learned about Mark Twain, and 5 questions you still have about Mark Twain. Also, read and annotate chapters 1-5 (first 15 pages of the novel. STOP AT CHAPTER 5). If you don't want to write in your book please use posts it. You also have the option doing Windows.
Monday, February 14, 2011
Great Work....
Enjoyed my first class with you all today. Excellent work today P6 and P7. Great participation, and discussion on the Gilded Age. Here is the agenda and assignments due for the next few days....
P6
Tues. Feb15:
P6
Tues. Feb15:
- Collecting your first journal entry - write up about yourself. What your interest are? Hobbies? Favorite book, movie, foods, types of music? favorite subject in school? Anything you feel would enable me to get to know you a little better. Remember to ask me a question at the end of your entry.
- I will call 10 people at random to read their poem on the Gilded Age.
- Continue with annotation and discussion of Whitman's poem Passage to India.
- 3 minute History Channel video on the Transcontinental Railroad
- Annotation of Whitman - 30 points
- Journal 10 points
- If time permits, another reading and discussion on Transcontinental Railroad
- Email + friend request on Good Reads due by 11pm - 10 points.
- Continue reading poems on the Gilded Age
- Introduction to Mark Twain
- Short clip of Mark Twain Doc.
- Other readings by Mark Twain
CHANGES MENTIONED IN CLASS
- HW: Due Friday Feb. 18. After reading the introduction of Huckleberry Finn (pages Introduction-xii only. STOP at "Mark Twain's novel") write 5 things you've learned about Mark Twain, and 5 questions you still have about Mark Twain. Also, read and annotate chapters 1-8 (first 15 pages of the novel). If you don't want to write in your book please use posts it. You also have the option doing Windows.
P7
Wednesday Feb 16:
- Collecting your first journal entry - write up about yourself. What your interest are? Hobbies? Favorite book, movie, foods, types of music? favorite subject in school? Anything you feel would enable me to get to know you a little better. Remember to ask me a question at the end of your entry.
- Quickly discuss Whitman's poem Passage to India
- Introduction to Mark Twain
- In class reading - Short story or poem by Mark Twain, or readings from critics who disapprove Mark Twain's writing.
- *Start video documentary about Mark Twain* If time does not permit, will continue on Friday
- Annotation of Whitman - 30 points
- Journal 10 points
- 5 Facts + Questions about Mark Twain 20 points
HW: Due Friday Feb 18 Read and annotate chapters 1-8 (first 15 pages of the novel).
'If you want to be a writer, you must do two things above all others: read a lot and write a lot. - Stephen King
Sunday, February 13, 2011
Monday February 14 - Agenda
Hola P6 & P7,
Hope you all had a wonderful weekend.
So we call all be connected, 1o points will be awarded to those who email me and add me as a friend on Good Reads by 11pm Tuesday Feb 15. Remember my email is..
honeywalrond @ gmail.com
Good Reads: http://www.goodreads.com/hwalrondenglish
In the subject of your email please make sure it says what period you're in and your name ie. Subject: P6 Sasha Fierce
Agenda for Monday February 14 aka Valentines Day:
"I read so I can live more than one life in more than one place" - Ann Taylor
Hope you all had a wonderful weekend.
So we call all be connected, 1o points will be awarded to those who email me and add me as a friend on Good Reads by 11pm Tuesday Feb 15. Remember my email is..
honeywalrond @ gmail.com
Good Reads: http://www.goodreads.com/hwalrondenglish
In the subject of your email please make sure it says what period you're in and your name ie. Subject: P6 Sasha Fierce
Agenda for Monday February 14 aka Valentines Day:
- Will formally introduce myself
- Discuss my requirements as far as assignments, homework, classwork, etc.. (handout will be distributed)
- Review of Carlin packet (With Mr. Carson)
- Discuss homework due (from the pink sheet handed out on Friday, first task from the list 2-14.-- 3 inventions, 3 key events, 3 laws passed, and 3 questions you discovered during the Gilded Age. Plus 2 poems.
- Introduction to the Gilded Age - Time line and major facts.
"I read so I can live more than one life in more than one place" - Ann Taylor
Thursday, February 10, 2011
Welcome....
Greetings Scholars, I look forward to continuing the rest of the school year with you. I'm sure it will be a fun and wonderful educational experience. I am very excited!
Welcome to my blog. Since I will be teaching you along with Mr. Carson, here you will find detailed information on my daily assignments, ask questions, comment on upcoming work, and other related classroom requirements.
As you know, the next (my first) unit with you will begin with The Gilded Age, and the novel Adventures of Huckleberry Finn. Stay tuned for posts on required readings, assignments and any other pertinent information.
I look to fully introduce myself, handout the LGT, and unit calendar in the upcoming weeks. Please feel free to reach out to me with any questions or concerns.
honeywalrond [at] gmail . com
P.S. You can friend me on Good Reads at http://www.goodreads.com/hwalrondenglish
Ms. Walrond
Welcome to my blog. Since I will be teaching you along with Mr. Carson, here you will find detailed information on my daily assignments, ask questions, comment on upcoming work, and other related classroom requirements.
As you know, the next (my first) unit with you will begin with The Gilded Age, and the novel Adventures of Huckleberry Finn. Stay tuned for posts on required readings, assignments and any other pertinent information.
I look to fully introduce myself, handout the LGT, and unit calendar in the upcoming weeks. Please feel free to reach out to me with any questions or concerns.
honeywalrond [at] gmail . com
P.S. You can friend me on Good Reads at http://www.goodreads.com/hwalrondenglish
Ms. Walrond
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