Scene 4:
Young Cato is killed and Lucilius taken prisoner. Brought to Antony, Lucilius insists that Brutus will never be taken alive.
Scene 5:
Facing defeat, Brutus's forces rest. Brutus feels all is lost. He asks 3 men to kill him, but each refuses. Strato holds his sword as Brutus kills himself on it. Antony calls Brutus the "noblest Roman." Octavius promises him a noble funeral.
Test: Monday 12/21--20 multiple choice questions
Things to study:
*Both packets!!
*All comprehension questions and scene summaries.
*Dialogue, monologue, soliloquy
*Personification, imagery, simile, metaphor
*Old quizzes
Next week:
Monday--Test/work on essay/missed work
Tuesday--Essay
Wednesday--Essay/Extra Credit
Let's start with pages: 50-51
Homework: pages 52-53 in packet
Assignments for Julius Caesar:
1. Act I-III packet (first one):questions from the blog on the real Julius Caesar
2. Act I-III packet: pages that should be done from the Acts I-III packet (1st one): 18-26, 29-32
3. Quick Writes #1-5
4. Act IV and V packet (2nd one) pages:39, 41-44, 48-53
5.Julius Caesar Essay
Friday, December 18, 2015
Thursday, December 17, 2015
The End! For your packet page 48
Scene 1 summary:
Antony and Octavius enter the battlefield at Phillipi with their army and Brutus and Cassius enter with their's. Octavius defies Antony's directions. They exchange insults. Brutus and Cassius say their final farewells.
Scene 2 summary:
Brutus sends Messala with orders for the forces across the field.
Scene 3 summary:
Cassius loses his battle to Antony. Cassius asks Pindarus to kill him after hearing info that leads him to believe they have lost the war, minutes before the news comes that Brutus has won his battle. Titinius kills himself. Brutus prepares for a second battle.
Read pages 789-793.
Video Act IV/V part III (including the scene with Caesar's ghost --the scene we skipped)
Quick Write #5 (Last One!): How does Cassius's death contribute to the tragedy of Julius Caesar?
Things to think about:
Look at the definition of a tragedy for help.
What was said about Caesar in yesterday's reading? (783, 786, 788). Today's? (791, 793)
Quick Write Format:
T-In William Shakespeare's The Tragedy of Julius Caesar, Cassius's death contributes to the play as a tragedy.
R--This is true because ________________________.
E/E (Give at least 2 examples in 2 body paragraphs that prove your thesis/reason to be true. Explain directly how your textual evidence proves your thesis/reason).
Summarizing statement.
S--Summarize your main points.
**If you notice, I am giving you less and less help on these assignments--that is for a reason! If you need more help than this, look back at some of the previous posts/your old Quick Writes for help. You can also look back at yesterday's "No Fear" version for help.
Antony and Octavius enter the battlefield at Phillipi with their army and Brutus and Cassius enter with their's. Octavius defies Antony's directions. They exchange insults. Brutus and Cassius say their final farewells.
Scene 2 summary:
Brutus sends Messala with orders for the forces across the field.
Scene 3 summary:
Cassius loses his battle to Antony. Cassius asks Pindarus to kill him after hearing info that leads him to believe they have lost the war, minutes before the news comes that Brutus has won his battle. Titinius kills himself. Brutus prepares for a second battle.
Read pages 789-793.
Video Act IV/V part III (including the scene with Caesar's ghost --the scene we skipped)
Quick Write #5 (Last One!): How does Cassius's death contribute to the tragedy of Julius Caesar?
Things to think about:
Look at the definition of a tragedy for help.
What was said about Caesar in yesterday's reading? (783, 786, 788). Today's? (791, 793)
Quick Write Format:
T-In William Shakespeare's The Tragedy of Julius Caesar, Cassius's death contributes to the play as a tragedy.
R--This is true because ________________________.
E/E (Give at least 2 examples in 2 body paragraphs that prove your thesis/reason to be true. Explain directly how your textual evidence proves your thesis/reason).
Summarizing statement.
S--Summarize your main points.
**If you notice, I am giving you less and less help on these assignments--that is for a reason! If you need more help than this, look back at some of the previous posts/your old Quick Writes for help. You can also look back at yesterday's "No Fear" version for help.
Monday, December 14, 2015
Act 4 summaries:Copy these down onto page 1 of your new packet.
Scene 1
Antony, Octavius, and Lepidus now rule Rome as a triumverate (3). The 3 meet to draw a list of their enemies that must be killed and changing Caesar's will. Antony expresses to Octavius his low opinion of Lepidus. Antony and Octavius discuss how to defeat the army of Brutus and Cassius.
Scene 2
Brutus seems displeased at the way events are developing, and he tells his servant Cassius's new cold and distant attitude. (why do you think this may be?) Cassius and Brutus go into a tent and talk about their disagreements.
Scene 3
Brutus and Cassius argue: Brutus accuses Cassius of corruption and greed, but they seem to get on friendly terms again. Brutus informs Cassius Portia has killed herself (swallows hot coals!). After they hear of the triumverate army approaching, they prepare for war. Brutus sees the ghost of Caesar (why?).
--------------
Read: Pages 760--764
Go to page 43 in the packet: I'd use a highlighter here to annotate the note section/passages below:
Dialogue: conversation between 2 or more people
monologue: speech by one person in the presence of other characters
soliloquy: (review): a speech given by a character alone on stage where we hear his/her thoughts.
Antony, Octavius, and Lepidus now rule Rome as a triumverate (3). The 3 meet to draw a list of their enemies that must be killed and changing Caesar's will. Antony expresses to Octavius his low opinion of Lepidus. Antony and Octavius discuss how to defeat the army of Brutus and Cassius.
Scene 2
Brutus seems displeased at the way events are developing, and he tells his servant Cassius's new cold and distant attitude. (why do you think this may be?) Cassius and Brutus go into a tent and talk about their disagreements.
Scene 3
Brutus and Cassius argue: Brutus accuses Cassius of corruption and greed, but they seem to get on friendly terms again. Brutus informs Cassius Portia has killed herself (swallows hot coals!). After they hear of the triumverate army approaching, they prepare for war. Brutus sees the ghost of Caesar (why?).
--------------
Read: Pages 760--764
Go to page 43 in the packet: I'd use a highlighter here to annotate the note section/passages below:
Dialogue: conversation between 2 or more people
monologue: speech by one person in the presence of other characters
soliloquy: (review): a speech given by a character alone on stage where we hear his/her thoughts.
Friday, December 11, 2015
Today's Work: First fill out the scene summaries into your chart. Next, finish your questions from yesterday if you have not, and write QW #4
Act 3 Scene 2 and 3 summaries for page 31 of your packet:
Scene 2:
The forum: Brutus speaks before the commoners about why Caesar needed to die. Marc Antony speaks and the crowd decides to pursue the conspirators and kill them. Octavius arrives in Rome. Brutus and Cassius flee.
Scene 3:
A famous Roman poet "Cinna" mistaking him for the conspirator "Cinna." The crowd eventually realizes they have the wrong man, but kill him anyways because he they are so angry. They rush through the city looking for the true murders of Caesar.
Here are the comprehension questions for Act 3.2 from the packet pg.32:
1. That Caesar was too ambitious. He loved Rome more than Caesar or himself.
2. They feel the conspirators' reasons were just. They love Brutus. Caesar was too ambitious.
3. He wasn't there. He left Antony alone.
4. Caesar's will. They want him to read it to them.
5. The bloody body of Caesar. They are shocked/disgusted by the wounds and blood.
6. Money and land to make into public parks
*If you weren't here yesterday, this is the worksheet we worked on: Worksheet for Act 3 Scene 2 Julius Caesar/Quick Write #4
Does Antony follow the 3 rules from Brutus?
*What were they (look at the notes)?
*Did he follow each the rule yes or no? Explain using evidence.
Quick Write #4:
In the play The Tragedy of Julius Caesar by William Shakespeare, the character of Brutus gives Marc Antony three rules to follow if he wants to speak at Caesar's funeral. These rules were.........Marc Antony agrees to follow these rules. In 3.2, we see that he (does or does not) abide by this agreement because................
The first rule was........(does he follow it or not--yes or no? Give textual evidence to prove your answer and explain)
The second rule was.................(does he follow it or not--yes or no? Give textual evidence to prove your answer and explain)
The third rule was...............(does he follow it or not--yes or no? Give textual evidence to prove your answer and explain)
Marc Antony (does or does not) abide by Brutus's rules. The effect of this was................
Scene 2:
The forum: Brutus speaks before the commoners about why Caesar needed to die. Marc Antony speaks and the crowd decides to pursue the conspirators and kill them. Octavius arrives in Rome. Brutus and Cassius flee.
Scene 3:
A famous Roman poet "Cinna" mistaking him for the conspirator "Cinna." The crowd eventually realizes they have the wrong man, but kill him anyways because he they are so angry. They rush through the city looking for the true murders of Caesar.
Here are the comprehension questions for Act 3.2 from the packet pg.32:
1. That Caesar was too ambitious. He loved Rome more than Caesar or himself.
2. They feel the conspirators' reasons were just. They love Brutus. Caesar was too ambitious.
3. He wasn't there. He left Antony alone.
4. Caesar's will. They want him to read it to them.
5. The bloody body of Caesar. They are shocked/disgusted by the wounds and blood.
6. Money and land to make into public parks
*If you weren't here yesterday, this is the worksheet we worked on: Worksheet for Act 3 Scene 2 Julius Caesar/Quick Write #4
Does Antony follow the 3 rules from Brutus?
*What were they (look at the notes)?
*Did he follow each the rule yes or no? Explain using evidence.
Quick Write #4:
In the play The Tragedy of Julius Caesar by William Shakespeare, the character of Brutus gives Marc Antony three rules to follow if he wants to speak at Caesar's funeral. These rules were.........Marc Antony agrees to follow these rules. In 3.2, we see that he (does or does not) abide by this agreement because................
The first rule was........(does he follow it or not--yes or no? Give textual evidence to prove your answer and explain)
The second rule was.................(does he follow it or not--yes or no? Give textual evidence to prove your answer and explain)
The third rule was...............(does he follow it or not--yes or no? Give textual evidence to prove your answer and explain)
Marc Antony (does or does not) abide by Brutus's rules. The effect of this was................
Thursday, December 10, 2015
First read through (copy if you like the following definitions of words we highlighted in class yesterday)
noble-having or showing fine personal qualities or high moral principles and ideals; born of a high rank
ambitious (positive/Antony)-having or showing a strong desire and determination to succeed.
ambitious (negative connotation/Brutus)-greed and eagerness to get success--even through unfair means
honorable-worthy of honor and high respect; estimable; creditable
*Let's do the comprehension questions first from the packet pg.32:
1. That Caesar was too ambitious. He loved Rome more than Caesar or himself.
2. They feel the conspirators' reasons were just. They love Brutus. Caesar was too ambitious.
3. He wasn't there. He left Antony alone.
4. Caesar's will. They want him to read it to them.
5. The bloody body of Caesar. They are shocked/disgusted by the wounds and blood.
6. Money and land to make into public parks
*If you plan on typing here is the worksheet for today: Worksheet for Act 3 Scene 2 Julius Caesar/Quick Write #4
*We will do questions 1,2,7. and 9 on the worksheet together (this passage is not on your handout, but starts in yesterday's reading pages 747-757)
*Lastly, complete the remaining questions and begin Quick Write #4 when you are finished (we will have most of the class period tomorrow after reading 3.3 to complete work you have not completed yet)
ambitious (positive/Antony)-having or showing a strong desire and determination to succeed.
ambitious (negative connotation/Brutus)-greed and eagerness to get success--even through unfair means
honorable-worthy of honor and high respect; estimable; creditable
*Let's do the comprehension questions first from the packet pg.32:
1. That Caesar was too ambitious. He loved Rome more than Caesar or himself.
2. They feel the conspirators' reasons were just. They love Brutus. Caesar was too ambitious.
3. He wasn't there. He left Antony alone.
4. Caesar's will. They want him to read it to them.
5. The bloody body of Caesar. They are shocked/disgusted by the wounds and blood.
6. Money and land to make into public parks
*If you plan on typing here is the worksheet for today: Worksheet for Act 3 Scene 2 Julius Caesar/Quick Write #4
*We will do questions 1,2,7. and 9 on the worksheet together (this passage is not on your handout, but starts in yesterday's reading pages 747-757)
*Lastly, complete the remaining questions and begin Quick Write #4 when you are finished (we will have most of the class period tomorrow after reading 3.3 to complete work you have not completed yet)
Tuesday, December 8, 2015
Copy the following scene summary on in the first box on page 31 of your packet.
*Scene Summary Act III, Sc. 1
Caesar refuses to look at the letter of warning. At the Capitol, the conspirators pretend to plead a case, and stab Caesar to death. Mark Antony flees, but Brutus persuades the others to let him live. Antony returns and pretends to be an ally of the conspirators but secretly he plans to strike back with the help of Octavius Caesar.
*We need to finish the reading of Act III, Sc. 1 so go to page 742-746 in the book.
*When we are finished reading we will take our Act II quiz--take out your packets if you want them checked.
*When you are finished with the quiz, QUIETLY work on your Act III, Sc. 1 Comprehension questions #1-8 on page 32 of your packet. (use pages 736-743 for your answers)
1. 736
2. 738
3. 739
4. 741
5. 741
6. 745
7. 745
8. 746
Caesar refuses to look at the letter of warning. At the Capitol, the conspirators pretend to plead a case, and stab Caesar to death. Mark Antony flees, but Brutus persuades the others to let him live. Antony returns and pretends to be an ally of the conspirators but secretly he plans to strike back with the help of Octavius Caesar.
*We need to finish the reading of Act III, Sc. 1 so go to page 742-746 in the book.
*When we are finished reading we will take our Act II quiz--take out your packets if you want them checked.
*When you are finished with the quiz, QUIETLY work on your Act III, Sc. 1 Comprehension questions #1-8 on page 32 of your packet. (use pages 736-743 for your answers)
1. 736
2. 738
3. 739
4. 741
5. 741
6. 745
7. 745
8. 746
Monday, December 7, 2015
Copy the following notes into your notes or if you have room in your packet
aside-- when a character's dialogue is spoken but not heard by the other actors on the stage. Asides are useful for giving the audience special information about the other characters onstage or the action of the plot. They also create dramatic irony.
Soliloquy--a speech in which a character speaks his/her thoughts aloud. Think of a "voice over" in a movie. The character is usually on stage alone, or with a light on him/her surrounded by darkness.
The PURPOSE of a soliloquy is to reveal a character's inner thoughts, feelings, and plans to the audience. It also creates dramatic irony.
Dramatic irony--when we (the audience) know things the other characters do not know.
--What is the BIG thing so far that we know that other characters don't?
Soliloquy--a speech in which a character speaks his/her thoughts aloud. Think of a "voice over" in a movie. The character is usually on stage alone, or with a light on him/her surrounded by darkness.
The PURPOSE of a soliloquy is to reveal a character's inner thoughts, feelings, and plans to the audience. It also creates dramatic irony.
Dramatic irony--when we (the audience) know things the other characters do not know.
--What is the BIG thing so far that we know that other characters don't?
Friday, December 4, 2015
Notes and work for today plus a look ahead.....
Today:
Start by copying in the scene summaries for 2.2, 2.3, 2.4, on page 24 of your packet.
Act 2, Scene 2
Calpurnia feels her bad dreams/bad signs are predictions of danger for Caesar. Caesar at first agrees to stay home, but then changes his mind after Decius talks him into it.
Act 2, Scene 3
Artemedorus a friend of Caesar finds out about the plot to kill him and writes him a letter telling him so.
Act 2, Scene 4
Portia is fearful of what will happen at the Capitol and sends someone to report to her what happens.
Second: We will read 2.4 pages 732-733.
Third: Watch a clip from the movie
Next, complete your Comprehension Check questions for these scenes (as well as 2.1 if you have not)
Homework:
Quiz #2 on Act 2 will take place next Tuesday 12/8--study your packet!!!
Complete the vocabulary pages on pgs 29-30 of the packet.
(we will do pages 26-28 together on Monday)
Start by copying in the scene summaries for 2.2, 2.3, 2.4, on page 24 of your packet.
Act 2, Scene 2
Calpurnia feels her bad dreams/bad signs are predictions of danger for Caesar. Caesar at first agrees to stay home, but then changes his mind after Decius talks him into it.
Act 2, Scene 3
Artemedorus a friend of Caesar finds out about the plot to kill him and writes him a letter telling him so.
Act 2, Scene 4
Portia is fearful of what will happen at the Capitol and sends someone to report to her what happens.
Second: We will read 2.4 pages 732-733.
Third: Watch a clip from the movie
Next, complete your Comprehension Check questions for these scenes (as well as 2.1 if you have not)
Homework:
Quiz #2 on Act 2 will take place next Tuesday 12/8--study your packet!!!
Complete the vocabulary pages on pgs 29-30 of the packet.
(we will do pages 26-28 together on Monday)
Wednesday, December 2, 2015
Today's work:
1. First: Finish reading Act 2, Scene 1, starting on page 722
2. Second: Finish the Comprehension Questions for yesterday's reading (lines 1-140 starting on page 714). The questions are on page 25 Act 2, Scene 1. Here is some help on where to locate the questions:
Scene One:
1. p. 715
2. p. 714-715
3. p. 714
4. p. 716
5. p. 717
6. p. 718
7. p. 720
8. p. 720
9. p. 720
10. p. 721-722
11. p. 722-723
12. p. 723-724
13. p. 725
3. Third: Work in the packet for Act II, pages 29-30
2. Second: Finish the Comprehension Questions for yesterday's reading (lines 1-140 starting on page 714). The questions are on page 25 Act 2, Scene 1. Here is some help on where to locate the questions:
Scene One:
1. p. 715
2. p. 714-715
3. p. 714
4. p. 716
5. p. 717
6. p. 718
7. p. 720
8. p. 720
9. p. 720
10. p. 721-722
11. p. 722-723
12. p. 723-724
13. p. 725
3. Third: Work in the packet for Act II, pages 29-30
Tuesday, December 1, 2015
Directions for today: Begin on page 720, line 141 (1.2.141)
1. First--Continue yesterday's reading beginning on page 720, line 141---grab your costume
2. Second--log on to the quiz page and take the quiz for Act I Julius Caesar--you may use your character map only. During the quiz I will check your Act I packet. I am aware that some of you already turned some of the questions in--in the future please hold onto them until the end of the act.
2. Third--When from you are finished, finish/start your Quick Write (#2) from yesterday. There is a format link on yesterday's post if you need help.
(If you do not have time we will finish step 4 below tomorrow in class)
3. Fourth--finish the Comprehension Questions for yesterday's reading (lines 1-140 starting on page 714). The questions are on page 25 Act 2, Scene 1. Here is some help on where to locate the questions:
Scene One:
1. p. 715
2. p. 714-715
3. p. 714
4. p. 716
5. p. 717
6. p. 718
7. p. 720
8. p. 720
9. p. 720
10. p. 721-722
11. p. 722-723
12. p. 723-724
13. p. 725
2. Second--log on to the quiz page and take the quiz for Act I Julius Caesar--you may use your character map only. During the quiz I will check your Act I packet. I am aware that some of you already turned some of the questions in--in the future please hold onto them until the end of the act.
2. Third--When from you are finished, finish/start your Quick Write (#2) from yesterday. There is a format link on yesterday's post if you need help.
(If you do not have time we will finish step 4 below tomorrow in class)
3. Fourth--finish the Comprehension Questions for yesterday's reading (lines 1-140 starting on page 714). The questions are on page 25 Act 2, Scene 1. Here is some help on where to locate the questions:
Scene One:
1. p. 715
2. p. 714-715
3. p. 714
4. p. 716
5. p. 717
6. p. 718
7. p. 720
8. p. 720
9. p. 720
10. p. 721-722
11. p. 722-723
12. p. 723-724
13. p. 725
Monday, November 30, 2015
Please copy down all notes and homework instructions
1. Please copy the following synopsis (scene summary) in red into the box on page 24 for ACT 2, Scene 1:
*A few hours before dawn on 3/15 (Ides of March)/Brutus's orchard in Rome
*Brutus is unable to sleep as he can't decide to live under the tyranny of Caesar or join the conspiracy and kill him
*Brutus receives the anonymous letter (from Cassius) suggesting he take action against Caesar
*Cassius and the conspirators visit and they all agree to assassinate Caesar that day
*Brutus, Cassius, Lucius, Casca, Cinna, Trebonius, Decius, Portia
2. Please hand write the following question at the top of a blank sheet of notebook paper:
Quick Write #2: *How does Brutus’s statement “It must be by his death” (line 10) reflect his reasons for killing Caesar? (Use lines 10-34 pages 714-715)
*A few hours before dawn on 3/15 (Ides of March)/Brutus's orchard in Rome
*Brutus is unable to sleep as he can't decide to live under the tyranny of Caesar or join the conspiracy and kill him
*Brutus receives the anonymous letter (from Cassius) suggesting he take action against Caesar
*Cassius and the conspirators visit and they all agree to assassinate Caesar that day
*Brutus, Cassius, Lucius, Casca, Cinna, Trebonius, Decius, Portia
2. Please hand write the following question at the top of a blank sheet of notebook paper:
Quick Write #2: *How does Brutus’s statement “It must be by his death” (line 10) reflect his reasons for killing Caesar? (Use lines 10-34 pages 714-715)
- Analyze the statement “It must be by his death” (line 10)
- Explain how this statement reflects Brutus’s reasons for killing Caesar
TREEE*S format for those who need help
3. Homework:
Finish the Act I packet for Tuesday--Quiz 1 Act I
Comprehension Questions: Page 19 in the packet
Scenes 1 (in the packet)
Scene 2 (in the packet--#2,4,5, 7, 8, 13, 14)
Scene 3 (on the blog from yesterday)
Pages 20-21: setting, tone, mood (do your best--we will correct them in class)
Pages 22-23 vocabulary--do at least the bottom row "Part of Speech" and "Dictionary Definition"
Comprehension Questions: Page 19 in the packet
Scenes 1 (in the packet)
Scene 2 (in the packet--#2,4,5, 7, 8, 13, 14)
Scene 3 (on the blog from yesterday)
Pages 20-21: setting, tone, mood (do your best--we will correct them in class)
Pages 22-23 vocabulary--do at least the bottom row "Part of Speech" and "Dictionary Definition"
Tuesday, November 24, 2015
Get caught up on Act I
1. Page 18 Summaries:
Act I:
Scene 1--
1)A Street in Rome, February 15, Feast of Lupercal
2)Marullus and Flavius are angered by the commoners who are celebrating Caesar's victory;
They fear Caesar is getting too much power
3) Flavius, Marullus, Commoners,
Scene 2--
1)A public place in Rome
2)The soothsayer tells Caesar to "Beware the Ides of March" (3/15)
Cassius tries to turn Brutus against Caesar by using flattery and highlighting Caesar's weaknesses
Brutus is not convinced and they agree to meet again to discuss what must be done
3) Ceasar, Brutus, Cassius, Antony, soothsayer, Casca
Scene 3--
1)March the 14; nighttime, thunder storm
2) Casca fears the storm is predicting terrible events to come; Cassius says it's a sign that now is the time to kill Caesar; Cassius and Casca agree that Caesar's rise to power must be stopped; they discuss how they will persuade Brutus with forged letters
3)Brutus, Cassius, Cicero, Casca
2. Julius Caesar review animation Act I
TREEE*S format
For homework: Finish the Act I packet for Tuesday--Quiz 1 Act I
Comprehension Questions: Page 19 in the packet
Scenes 1 (in the packet)
Scene 2 (in the packet--#2,4,5, 7, 8, 13, 14)
Scene 3 (on the blog from yesterday)
Pages 20-21: setting, tone, mood (do your best--we will correct them in class)
Pages 22-23 vocabulary--do at least the bottom row "Part of Speech" and "Dictionary Definition"
Act I:
Scene 1--
1)A Street in Rome, February 15, Feast of Lupercal
2)Marullus and Flavius are angered by the commoners who are celebrating Caesar's victory;
They fear Caesar is getting too much power
3) Flavius, Marullus, Commoners,
Scene 2--
1)A public place in Rome
2)The soothsayer tells Caesar to "Beware the Ides of March" (3/15)
Cassius tries to turn Brutus against Caesar by using flattery and highlighting Caesar's weaknesses
Brutus is not convinced and they agree to meet again to discuss what must be done
3) Ceasar, Brutus, Cassius, Antony, soothsayer, Casca
Scene 3--
1)March the 14; nighttime, thunder storm
2) Casca fears the storm is predicting terrible events to come; Cassius says it's a sign that now is the time to kill Caesar; Cassius and Casca agree that Caesar's rise to power must be stopped; they discuss how they will persuade Brutus with forged letters
3)Brutus, Cassius, Cicero, Casca
2. Julius Caesar review animation Act I
For homework: Finish the Act I packet for Tuesday--Quiz 1 Act I
Comprehension Questions: Page 19 in the packet
Scenes 1 (in the packet)
Scene 2 (in the packet--#2,4,5, 7, 8, 13, 14)
Scene 3 (on the blog from yesterday)
Pages 20-21: setting, tone, mood (do your best--we will correct them in class)
Pages 22-23 vocabulary--do at least the bottom row "Part of Speech" and "Dictionary Definition"
Monday, November 23, 2015
Work for today....
Today I would like you to spend your time catching up on Act 1, scenes 1 and 2 of Julius Caesar.
1. Finish the Comprehension Check questions for scenes 1 and 2 in your packet (pg 3)
2. Fill out the scene summary boxes on page 3 of the packet for these scenes
3. Finish Quick Write #1 if you didn't (how did the author create conflict?)
4. IF you are ahead, you can start the vocabulary section of the packet that comes next
1. Finish the Comprehension Check questions for scenes 1 and 2 in your packet (pg 3)
2. Fill out the scene summary boxes on page 3 of the packet for these scenes
3. Finish Quick Write #1 if you didn't (how did the author create conflict?)
4. IF you are ahead, you can start the vocabulary section of the packet that comes next
Monday, November 9, 2015
Today's Agenda:
*First we will complete the District Benchmark Assessment (reading/multiple choice)
This will count as a grade (curved based on class performance--so please try your best)
*When you are finished, see the posts below if you have not finished your college essay and write something! If you have, you may fine-tune it in any way that you see necessary.
*When you are done with that, you can take the make-up quiz for Malcolm X, or complete the extra-credit assignment on the link below.
Essay prompts:
*Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.
*Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn? Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
*Describe a place or environment where you are perfectly content. What do you do or experience there and why is it meaningful to you?
*Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.
Extra Credit: Click Here
This will count as a grade (curved based on class performance--so please try your best)
*When you are finished, see the posts below if you have not finished your college essay and write something! If you have, you may fine-tune it in any way that you see necessary.
*When you are done with that, you can take the make-up quiz for Malcolm X, or complete the extra-credit assignment on the link below.
Essay prompts:
*Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.
*Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn? Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
*Describe a place or environment where you are perfectly content. What do you do or experience there and why is it meaningful to you?
*Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.
Extra Credit: Click Here
Friday, November 6, 2015
Please copy questions #16-20
16. Malcolm wants to build an "organization that could help cure the black man in North America of the sickness which has kept him under the white man's heel" (319).
17. According to Malcolm the black man is "economically sick" because "as a consumer he got less than his share, and as a producer he gave least" (320).
18. Malcolm believes African Americans should vote it blocs, to make change happen that benefits them.
19. He leaves the nation of Islam and begins an organization called "Muslim Mosque Inc."
20. Malcolm uses the money from Ella to travel to Mecca--(the holy city of Islam)
*Read pages 315-319 (we will not answer questions 14-15)
*Watch the movie
17. According to Malcolm the black man is "economically sick" because "as a consumer he got less than his share, and as a producer he gave least" (320).
18. Malcolm believes African Americans should vote it blocs, to make change happen that benefits them.
19. He leaves the nation of Islam and begins an organization called "Muslim Mosque Inc."
20. Malcolm uses the money from Ella to travel to Mecca--(the holy city of Islam)
*Read pages 315-319 (we will not answer questions 14-15)
*Watch the movie
Thursday, November 5, 2015
By the end of today's class we should have numbers 1-10 finished (Anything you do not finish, IS HOMEWORK) Note: the packet only goes up to question number 10
The way things are going we will not finish the book this week, so here is the amended plan:
Today: Finish parts of chapter 10 (through #10 on your question sheet/packet)--continue annotating for today's reading set
Friday: Finish chapter 10 and questions 15-20/watch movie
Monday: District Multiple Choice Assessment/Last chance to draft a college essay/make-up quiz
Tuesday: Read "1965"/Finish the book and movie
Wednesday: OFF
Thursday: Begin Malcolm X Essay
Friday: Work on Malcolm X Essay
Start at the bottom of page #3
Homework: Complete reading/annotating the packet/answer questions 1-10 for Ch. 16
Complete the same annotating as yesterday:
1. Star at least one thing you find important
2. Put at least one question mark next to something that confuses you
3. Circle at least one vocabulary word you do not know
4. Underline the answers to the questions that you have found
Today: Finish parts of chapter 10 (through #10 on your question sheet/packet)--continue annotating for today's reading set
Friday: Finish chapter 10 and questions 15-20/watch movie
Monday: District Multiple Choice Assessment/Last chance to draft a college essay/make-up quiz
Tuesday: Read "1965"/Finish the book and movie
Wednesday: OFF
Thursday: Begin Malcolm X Essay
Friday: Work on Malcolm X Essay
Start at the bottom of page #3
Homework: Complete reading/annotating the packet/answer questions 1-10 for Ch. 16
Complete the same annotating as yesterday:
1. Star at least one thing you find important
2. Put at least one question mark next to something that confuses you
3. Circle at least one vocabulary word you do not know
4. Underline the answers to the questions that you have found
Monday, November 2, 2015
Today's work:
As promised, today will be used so that you will have to time to do any work that you may owe. PLEASE WORK STEADILY, SO THAT YOU CAN GET AS MUCH WORK DONE AS POSSIBLE. THIS WILL BE THE VERY LAST DAY I GIVE YOU IN CLASS TO CATCH UP ON OLD WORKSHEETS/QWs ETC.
1.*** College Essay (personal narrative) --you will most likely fail quarter 1 without any essay
2. Worksheet/QW #4
3. Chapter 8 questions (on blog)
4. Chapter 10 questions (on blog)
5. Worksheet/QW #5
6. Worksheet/QW #6
7. Assignment #7 "Icarus" (see Friday's chart and assignment from Thurs/Fri)
----these assignments will be completed this and next week-----------
8. Worksheet #8/annotations "Out"
9. "1965" Assignment
10. District Benchmark Assessment (next week)
11. Make-up quiz for Malcolm X
12. Malcolm X essay (grade will most likely go in Quarter 2)
1.*** College Essay (personal narrative) --you will most likely fail quarter 1 without any essay
2. Worksheet/QW #4
3. Chapter 8 questions (on blog)
4. Chapter 10 questions (on blog)
5. Worksheet/QW #5
6. Worksheet/QW #6
7. Assignment #7 "Icarus" (see Friday's chart and assignment from Thurs/Fri)
----these assignments will be completed this and next week-----------
8. Worksheet #8/annotations "Out"
9. "1965" Assignment
10. District Benchmark Assessment (next week)
11. Make-up quiz for Malcolm X
12. Malcolm X essay (grade will most likely go in Quarter 2)
|
Complacency (happy in your position unaware that certain dangers may exist) |
Textual evidence to support
“I believed so strongly in Mr. Muhammad, that I would have
hurled myself between him and an assassin” (293)
|
Explanation/Analysis of how it shows a relation to Icarus
Malcolm is complacent with his place within the nation of Islam,
but later finds out Mr. Muhammad is jealous of him and his
abilities/intelligence.
|
|
Failed ambition(not reaching a goal)
|
“Mr. Muhammad…would warm me with his expressions of his approval
and confidence and me”
“He left me in charge of the Nation of Islam’s affairs” (292).
|
His goal was to be a good Muslim, worship E.M. and get others to
convert to Islam. He does this, but we know that as he does this, his is
failing (gaining enemies in white/black community)
|
|
Hubris (too much pride; arrogance in your abilities)
|
“I silently vowed to Allah, that any wings I wore had been put
on by the religion of Islam” (293)
|
Malcolm unlike Icarus, he realizes that it is Islam that is allowing
him to fly so high, and not be a hustler, criminal, dead
|
Friday, October 30, 2015
Please copy the following chart into your notes leaving room to write down some notes on Chapter 15 "Icarus"
|
Complacency (happy
in your position unaware that certain dangers may exist)
|
Textual evidence
to support
|
Explanation/Analysis
of how it shows a relation to Icarus
|
|
Failed ambition
(not reaching a goal)
|
|
|
|
Hubris (too
much pride; arrogance in your abilities)
|
|
|
Wednesday, October 28, 2015
Quick Write #6:Start with reading pg. 208-top of 212
By the end of class today, you should have the following assignments finished:
1. Questions #1-8 on worksheet #6 (9 and 10 will be bonus questions)
2. Quick Write #6
Quick Write #6: Analyze how style and content contribute to the power and beauty of Ch. 12
style- rhetorical devices (characterization, diction (word choice), conflict, setting, metaphor, symbolism, allusion)
content-what happens in the plot during this section
power and beauty-- How does it help him get his point across? How does it make the section memorable (lasting images or information)? How does it help strengthen the central ideas expressed (racism, identity, oppression, etc.)?
(TAG/Thesis) In The Autobiography of Malcolm X by Alex Haley, the author uses style and content to add power and beauty to Ch. 12. (Reason) This is because the rhetorical devices of __________ and _______ and the content about ______________ make it memorable to the reader.
(Don't start the body paragraph with "a quote that proves this to be true is"--Use a topic sentence: tells the reader what the paragraph is about--keep it in order of how you laid it out in the intro (in the example above the writer used rhetorical devices first"
(E/E)The author uses the rhetorical device metaphor to add power to chapter 12. On page ___ he states, "______________________". This metaphor adds power to the chapter because________.
He also uses imagery in describing ________________ when he states, "__________ ". This adds power to the chapter because_____________________.
(E/E) The author uses specific content in his writing to add power and beauty as well. He gives a description of slavery on page _____ as it states, "_______________________________." This information adds power to the chapter because_________________.
(S) Chapter 12 is an important chapter in the book because _______________________.
1. Questions #1-8 on worksheet #6 (9 and 10 will be bonus questions)
2. Quick Write #6
Quick Write #6: Analyze how style and content contribute to the power and beauty of Ch. 12
style- rhetorical devices (characterization, diction (word choice), conflict, setting, metaphor, symbolism, allusion)
content-what happens in the plot during this section
power and beauty-- How does it help him get his point across? How does it make the section memorable (lasting images or information)? How does it help strengthen the central ideas expressed (racism, identity, oppression, etc.)?
(TAG/Thesis) In The Autobiography of Malcolm X by Alex Haley, the author uses style and content to add power and beauty to Ch. 12. (Reason) This is because the rhetorical devices of __________ and _______ and the content about ______________ make it memorable to the reader.
(Don't start the body paragraph with "a quote that proves this to be true is"--Use a topic sentence: tells the reader what the paragraph is about--keep it in order of how you laid it out in the intro (in the example above the writer used rhetorical devices first"
(E/E)The author uses the rhetorical device metaphor to add power to chapter 12. On page ___ he states, "______________________". This metaphor adds power to the chapter because________.
He also uses imagery in describing ________________ when he states, "__________ ". This adds power to the chapter because_____________________.
(E/E) The author uses specific content in his writing to add power and beauty as well. He gives a description of slavery on page _____ as it states, "_______________________________." This information adds power to the chapter because_________________.
(S) Chapter 12 is an important chapter in the book because _______________________.
Tuesday, October 27, 2015
Today's reading and quiz..
Ideas for content:
We will start p. 200 and stop top of 205.
Quiz:
Read from the first full paragraph on page 205 (Today, when thousands of Muslims and others…” to the top of page 208 (“3604 South Wayne Road, Wayne, Michigan”) and use this section of the reading to answer the questions below
When you are finished with the quiz, make sure questions #1-8 on worksheet #6 are complete
- To highlight Malcolm X’s early experiences speaking to Nation of Islam followers,
- the author includes quotations of the content from Malcolm X’s lectures about the horrors of slavery.
- The quotations the author includes focus on the degrading and harmful effects of the slave masters’ rape of African-American women.
We will start p. 200 and stop top of 205.
Quiz:
Read from the first full paragraph on page 205 (Today, when thousands of Muslims and others…” to the top of page 208 (“3604 South Wayne Road, Wayne, Michigan”) and use this section of the reading to answer the questions below
When you are finished with the quiz, make sure questions #1-8 on worksheet #6 are complete
Monday, October 26, 2015
Remember, college essays are due no later than Friday!!!
Today we will:
1. Take the following notes in red:
Quick Write #6: Analyze how style and content contribute to the power and beauty of Ch. 12
style- rhetorical devices (characterization, diction (word choice), conflict, setting)
content-what happens in the plot during this section
power and beauty-- How does it help him get his point across? How does it make the section memorable (lasting images or information)? How does it help strengthen the central ideas expressed (racism, identity, oppression, etc.)?
2. Read pages 196-top of 200 (Chapter 12 "Savior")
3. Questions 1-5 worksheet #6 (you downloaded it with worksheet 5 if not here is the link again)
4. Watch movie*
1. Take the following notes in red:
Quick Write #6: Analyze how style and content contribute to the power and beauty of Ch. 12
style- rhetorical devices (characterization, diction (word choice), conflict, setting)
content-what happens in the plot during this section
power and beauty-- How does it help him get his point across? How does it make the section memorable (lasting images or information)? How does it help strengthen the central ideas expressed (racism, identity, oppression, etc.)?
2. Read pages 196-top of 200 (Chapter 12 "Savior")
3. Questions 1-5 worksheet #6 (you downloaded it with worksheet 5 if not here is the link again)
4. Watch movie*
Thursday, October 22, 2015
Agenda for Thursday! Note: For those people who were absent on this day--make sure get the STEAL notes from a friend--they are not available on the blog
1. Take your STEAL notes
2. Finish the chapter reading p.189-194
3. Work on QW #5
Quick Write Help:
2. Finish the chapter reading p.189-194
3. Work on QW #5
Quick Write Help:
T—In The
Autobiography of Malcolm X as told by Alex Haley, Malcolm develops more
during the course of Chapter 11. (R-)This is mostly because going to prison is
a major turning point in his life.
E—
E—
E*--
S—
Wednesday, October 21, 2015
When you come in start -IMMEDIATELY--by finishing #1-5 from yesterday: we will start on page 182 in about 5-10 minutes
Today we will:
- Read the following pages:
skip ahead
185-87 from "Two other areas of experience" to "of that black convict's lifelong experience"
- Finish questions #6-10
- Begin our STEAL notes for the next Quick Write (#5)--we will work on this tomorrow after finishing the chapter (if there is time available)
Note: Tomorrow we will work on the notes above if we run out of time and work on writing QW #5---(on the back of Worksheet #5).
Friday--College Essay Writer's Workshop----come prepared!!!!!
Tuesday, October 20, 2015
Today's Agenda: Preparing for Friday and Quiz #3
1. Start a Word Document for your college essay/MLA Heading
(See the MLA Sample paper)
2. Read pages 176-middle 180
Questions #1-4 should be done by the end of today
3. Fill in #5:
Malcolm accuses the white man of using "promises, trickery, and manipulation" to control India through Great Britain's East India Company because they were "brown" and "heathen". In China, they brought opium in to keep the Chinese "narcotized" to take control of their trade (181).
4. Quiz--when you are finished please sit quietly while others are working
Homework: Please continue to work on your college essay (personal narrative) for Friday.
(See the MLA Sample paper)
2. Read pages 176-middle 180
Questions #1-4 should be done by the end of today
3. Fill in #5:
Malcolm accuses the white man of using "promises, trickery, and manipulation" to control India through Great Britain's East India Company because they were "brown" and "heathen". In China, they brought opium in to keep the Chinese "narcotized" to take control of their trade (181).
4. Quiz--when you are finished please sit quietly while others are working
Homework: Please continue to work on your college essay (personal narrative) for Friday.
Monday, October 19, 2015
Read the following college essay and answer the 1 short answer question that follows. You must use the RACE strategy we learned in class to receive full-credit. You may use your notes or the blog for help. You may not talk or you will receive a zero. Please HAND WRITE your answer on a sheet of paper and place it in the box when you are finished. Go ahead and read some of the other sample essays while you are waiting.
"Spring Instead of Summer—Jacqueline"
(http://apply.jhu.edu/apply/essays/#essay7)
Sometimes I had dreams of being in plane crashes with my twin brother, Matt.
We’re standing on the wing of a plane, balancing in the middle of the Atlantic Ocean. Matt is screaming, “No! I don’t want to jump! Where’s the water? Where’s the water?” A wave rushes over the wing and takes us under. Matt calls, “Jacqui!” reaches for my hand, and I wake up.
I know a lot about my backstory because it has shaped who I am and who I want to be. Knowledge of this story is necessary—I need to keep the words alive, even if time wants to quiet them. I know my story so that I do not forget, so that I can tell others.
My brother, Matt, is visually impaired and has autism. We were born in May instead of August, sixteen weeks early, during spring instead of summer. Of all the seasons, maybe we should have been born in winter. Matt and I clung together on the icy medical tables. Winter children, at home in the frost, trying to take air into translucent lungs.
The facts of our story are easy to tell. I can tell about the identical scars that run from our shoulder blades to our chests. How our doctors and parents looked at us, in our isolettes, with heavy eyes. About the five percent chance of survival that we beat, or the likelihood that Matt would never be able to see and I would never speak. I can tell others that I would not change our story—that I want to tell it throughout my lifetime, because it has a purpose. I can say that the dream of us clinging together on the plane wing in the middle of the Atlantic is a continuation of how I feel and who I am.
It’s harder, though, to tell of the pride I feel whenever my voice carries across the room. Nine years of voice therapy, nine years of learning how to project and nurture my one working vocal cord—I’m afraid people won’t understand. They might just think of it as a story with a nice ending. But my goal is not to tell a nice story—it is to make others feel something deep in their chests, like I do.
It’s even harder to share the very core of who I am; the fact that Matt and I are forever tied together with the story of how we were born. We are here for different reasons—mine to write and be his guide; his to make others happy, like he makes me. Where we come from and how we got here makes us who we are in this moment. That’s the purpose of our story; that’s what I want others to know.
My half of our story allows me to exist in a world that is parallel to Matt’s. Few others fit in his world—but I must. And my ability to fit into his world drives… everything. It makes me strive to see him smile, even if it’s a hint of one that appears when I tell him his socks are totally cool. It brings my dreams of plane crashes alive, so I can release those feelings into my writing, and truly be part of his world. I must fit into Matt’s world forever, and so I must be a good enough sister to tell his story.
My backstory makes me who I am—a writer, a guide, a sister. I am a girl standing on the wing of a plane, eager for my words to stretch to every continent. Eager for everyone to know my story.
Question:
1. What are two qualities or characteristics that the author wants Johns Hopkins University to see about her? Give textual evidence to support your answers. Why might these be qualities or characteristics that would make her a successful college student?
Here is the link to the website where the essay occurs for additional reading:
Friday, October 16, 2015
Re-post: The College (Narrative Essay) is the most important assignment of quarter 1!
Your task: Write an essay of roughly 500 words in which you tell about a significant experience or experiences from your life that show a quality or multiple qualities that would make you a valuable addition to a college or the deserving recipient of a scholarship.
Here are some examples for you: Mckinley Student Sample / Essays that worked
Step 1: Brainstorm
*Read some examples to get the idea.
*Use the idea generator to get ideas.
*Look for patterns in your web. Group similar ideas and events together.
*Still stuck? See me or ask your group for ideas.
Step 2: Draft
*Use narration to show rather than tell. A narrative essay tells a short and vivid story. Omit the introduction, and write 1 or 2 paragraphs that grab and engage the reader's attention and explain what it reveals about you.
*The conclusion should be brief--nail down the meaning of the events described.
Step 3: Revise
*Have someone in your group read it and tell you what he/she thinks. Ask them if they can guess the qualities you are trying to convey--Did they get it right?
*Note: Spelling and grammar errors and fuzzy narration will make your essay memorable--in a bad way.
College Application Prompts/Idea Generator:
Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.
Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn? Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
Describe a place or environment where you are perfectly content. What do you do or experience there and why is it meaningful to you?
Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.
--------------------
What are your major accomplishments and why do you consider them accomplishments?
Does any attribute, quality or skill distinguish you from everyone else? How did you develop this attribute?
What was the most difficult time in your life and why? How did your perspective on life change as a result of the difficulty?
Have you experienced a moment of epiphany, as if your eyes were opened to something you were previously blind to?
Here are some examples for you: Mckinley Student Sample / Essays that worked
Step 1: Brainstorm
*Read some examples to get the idea.
*Use the idea generator to get ideas.
*Look for patterns in your web. Group similar ideas and events together.
*Still stuck? See me or ask your group for ideas.
Step 2: Draft
*Use narration to show rather than tell. A narrative essay tells a short and vivid story. Omit the introduction, and write 1 or 2 paragraphs that grab and engage the reader's attention and explain what it reveals about you.
*The conclusion should be brief--nail down the meaning of the events described.
Step 3: Revise
*Have someone in your group read it and tell you what he/she thinks. Ask them if they can guess the qualities you are trying to convey--Did they get it right?
*Note: Spelling and grammar errors and fuzzy narration will make your essay memorable--in a bad way.
College Application Prompts/Idea Generator:
Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.
Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn? Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
Describe a place or environment where you are perfectly content. What do you do or experience there and why is it meaningful to you?
Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.
--------------------
What are your major accomplishments and why do you consider them accomplishments?
Does any attribute, quality or skill distinguish you from everyone else? How did you develop this attribute?
What was the most difficult time in your life and why? How did your perspective on life change as a result of the difficulty?
Have you experienced a moment of epiphany, as if your eyes were opened to something you were previously blind to?
Start page 165-pg. 171
For the reading on pages 165-171, again there will be no worksheet--it will be multiple choice questions on the quiz page you will answer AS AN ASSIGNMENT GRADE, NOT A QUIZ.
We will start by reviewing mood for question #2 using the mood worksheet.
We will start by reviewing mood for question #2 using the mood worksheet.
Wednesday, October 14, 2015
Work for today in my absence--please do it, take it seriously, it counts as a grade!
*Today, you will be reading parts of Ch. 10 pages 156-163 and answering the questions below:
1. Who was Bimbi and how does he influence Malcolm?
2. How does Malcolm describe the prison? What are his feelings about it?
3. What does Reginald attempt to convince Malcolm to do? How does he feel about it?
When you are done you can work on finishing the questions from Tuesday on pages 148-153 if you have not done so already.
1. Who was Bimbi and how does he influence Malcolm?
2. How does Malcolm describe the prison? What are his feelings about it?
3. What does Reginald attempt to convince Malcolm to do? How does he feel about it?
When you are done you can work on finishing the questions from Tuesday on pages 148-153 if you have not done so already.
Directions for today's class:
Period 4/5: We are going to use this time to make-up the Accuplacer Test (because we never took it and it counted for a 100 pt quiz grade)--So log into the quiz page and do that first...
*When you are done, finish the questions from yesterday (they are on the blog still) #1-4 on pages 148-153
*If you have any extra time, you can go back and finish Friday's work (homework).
---------------------------------------------------------------
Period 7/8: We will start by reviewing mood for question #2 using the mood worksheet.
*When you we are finished, we will finish the questions from yesterday (they are on the blog still) #1-4 on pages 148-153
*If you have any extra time, you can go back and finish Friday's work (homework).
-------------------------------------------------------------------
Period 11: Finish the questions from yesterday (they are on the blog still) #1-4 on pages 148-153
*If you have any extra time, you can go back and finish Friday's work (homework).
*When you are done, finish the questions from yesterday (they are on the blog still) #1-4 on pages 148-153
*If you have any extra time, you can go back and finish Friday's work (homework).
---------------------------------------------------------------
Period 7/8: We will start by reviewing mood for question #2 using the mood worksheet.
*When you we are finished, we will finish the questions from yesterday (they are on the blog still) #1-4 on pages 148-153
*If you have any extra time, you can go back and finish Friday's work (homework).
-------------------------------------------------------------------
Period 11: Finish the questions from yesterday (they are on the blog still) #1-4 on pages 148-153
*If you have any extra time, you can go back and finish Friday's work (homework).
Tuesday, October 6, 2015
Today's Agenda: Friday we will be in 162!!!/Tomorrow the 1/2 day will be used for make-up work!
First, here is a list of all the assignments so far this quarter:
1. Questions for "Swimming" and "Loss of a Father" (sample college essays)
2. Questions "The N-word"
3. Questions "The Foreword"
4. Accuplacer Test (4/5 hasn't taken it yet, I know)
5. Worksheet #1, Quick Write #1
6. Worksheet #2, Quick Write #2
7. Worksheet #3, Quick Write #3
8. "Worksheet 4" (yellow worksheet or blog, Quick Write #4 using chart on STEAL) yesterday!
9. Quizzes 1 and 2
10. Reading Diagnostic (today)
11. College Essay*******100 pts!
12. Class participation (running-total)
Second, log-in to the quiz page and take your Reading Diagnostic Test (you can write the answers down on a scrap and then input them at the end if you like) but DO NOT WRITE ON THE TEST ITSELF.
Third, when you are done, I'm going to give you a copy of an excerpt of Ch. 8 "Trapped": Please read it and annotate it for class on Thursday--THIS IS A HOMEWORK ASSIGNMENT WHICH YOU WILL BE HELD ACCOUNTABLE FOR--IT ISN'T AN OPTION
A successful annotation will have the following: (look at the ch. 3 one I did for help)
1. Circle unknown vocabulary--look it up!
2. use the annotating bookmark, but focus on the basics:
! for something important
? for question/confusion
* something very interesting to you
3. bracket off paragraphs and write notes about the reading/observations you are making
1. Questions for "Swimming" and "Loss of a Father" (sample college essays)
2. Questions "The N-word"
3. Questions "The Foreword"
4. Accuplacer Test (4/5 hasn't taken it yet, I know)
5. Worksheet #1, Quick Write #1
6. Worksheet #2, Quick Write #2
7. Worksheet #3, Quick Write #3
8. "Worksheet 4" (yellow worksheet or blog, Quick Write #4 using chart on STEAL) yesterday!
9. Quizzes 1 and 2
10. Reading Diagnostic (today)
11. College Essay*******100 pts!
12. Class participation (running-total)
Second, log-in to the quiz page and take your Reading Diagnostic Test (you can write the answers down on a scrap and then input them at the end if you like) but DO NOT WRITE ON THE TEST ITSELF.
Third, when you are done, I'm going to give you a copy of an excerpt of Ch. 8 "Trapped": Please read it and annotate it for class on Thursday--THIS IS A HOMEWORK ASSIGNMENT WHICH YOU WILL BE HELD ACCOUNTABLE FOR--IT ISN'T AN OPTION
A successful annotation will have the following: (look at the ch. 3 one I did for help)
1. Circle unknown vocabulary--look it up!
2. use the annotating bookmark, but focus on the basics:
! for something important
? for question/confusion
* something very interesting to you
3. bracket off paragraphs and write notes about the reading/observations you are making
Monday, October 5, 2015
Notes from class
STEAL characterization
|
Malcolm Little
|
“Red”
|
Speech
|
*Has never really heard slang/swearing
|
*Speaks slang; “city” vocabulary
|
Thoughts
|
*Is intrigued by the city
*Feels isolated/alone
|
*Is intrigued but troubled by the city
*Feels part of a group (gangsters),
but trusts no one but Sammy
|
Effect on others
|
*His brother Reginald looks up to him
|
*Reginald still looks up to him
*Becomes well-known for his illegal
activities
*Is a target of the law
|
Actions
|
*Needs help from Shorty to get adjusted
to the city
*Lives on the hill with Ella/intends
to find a legitimate job
*finds new and better ways to hunt
*gets in trouble at school/fighting
*smart in school but discouraged from
succeeding
|
*Helps Reginald become adjusted to the
city (gets him a new suit)
*Is involved in crime(gambling, guns,
drugs)
*Finds new and better ways to sell
drugs
*Acts “crazy” to avoid the draft
|
Looks
|
*Looks like a “hick” looks “country”
(his suit, his hair)
|
*Has a “conk”
*Wears suits (provided illegally)
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Sunday, October 4, 2015
Quick Write #4 must be done in class today!!
Last week we took some notes on the STEAL method of characterization:
Speech
Thoughts
Actions
Effects on others
Looks
Copy down the following notes--we will fill in the right hand side together based on Ch. 6: "Detroit Red" and today's reading.
Read pages 111-114
Quick Write#4: How does Malcolm Little evolve over the course of the reading up until this point? (Ch. 1-6). (In other words: How does he change from the beginning of the book until what we have read so far?)
Some things of importance:
Monday (today)--Quick Write #4
Tuesday--No regular Quiz--Reading Diagnostic Test
Wednesday--1/2 day--those in class will have time to work on typing their college essays
Thursday--Begin reading ch. 8
Friday--continue ch. 8/college essays due!!!
LONG WEEKEND ENJOY!
Tuesday 10/13--guest speaker
Wednesday workshops--PSAT for underclassmen--seniors will have important workshops
Speech
Thoughts
Actions
Effects on others
Looks
Copy down the following notes--we will fill in the right hand side together based on Ch. 6: "Detroit Red" and today's reading.
Read pages 111-114
Quick Write#4: How does Malcolm Little evolve over the course of the reading up until this point? (Ch. 1-6). (In other words: How does he change from the beginning of the book until what we have read so far?)
- Give at least 2 adjectives in your description of Malcolm (min. 1 of the beginning and min. 1 later on)
- Give a minimum of 2 pieces of textual evidence
- Make sure you explain/analyze your choices of adjectives (connect your evidence to your adjective)
Some things of importance:
Monday (today)--Quick Write #4
Tuesday--No regular Quiz--Reading Diagnostic Test
Wednesday--1/2 day--those in class will have time to work on typing their college essays
Thursday--Begin reading ch. 8
Friday--continue ch. 8/college essays due!!!
LONG WEEKEND ENJOY!
Tuesday 10/13--guest speaker
Wednesday workshops--PSAT for underclassmen--seniors will have important workshops
Tuesday, September 29, 2015
Today's Agenda: start at the top of page 3
1. Finish reading the section of reading that we need for the quiz (to the end of the handout), annotating when you need to
2. Take Quiz #2, when you are finished finish the quick write #3, and #1-6
3. PLEASE MAKE YOUR TOP PRIORITY FINISHING YOUR QUICK WRITE (#3)
Here is some help for The Quick Write:
oppression--is the exercise of authority or power in a burdensome, cruel, or unjust manner.[1] It can also be defined as an act or instance of oppressing, the state of being oppressed, and the feeling of being heavily burdened, mentally or physically, by troubles, adverse conditions or people, and anxiety
systemic-of or relating to a system, especially as opposed to a particular part.
racial identity-- "a sense of group or collective identity based on one's perception that he or she shares a common heritage with a particular racial group."
2. Take Quiz #2, when you are finished finish the quick write #3, and #1-6
3. PLEASE MAKE YOUR TOP PRIORITY FINISHING YOUR QUICK WRITE (#3)
- Look at the TREEE*S format as well as your short-response rubric to make sure you are getting the most points possible.---please hand write and put in the box for your period.
- Tomorrow in class, we will look at a student sample(s) and correct it together.
Here is some help for The Quick Write:
oppression--is the exercise of authority or power in a burdensome, cruel, or unjust manner.[1] It can also be defined as an act or instance of oppressing, the state of being oppressed, and the feeling of being heavily burdened, mentally or physically, by troubles, adverse conditions or people, and anxiety
systemic-of or relating to a system, especially as opposed to a particular part.
racial identity-- "a sense of group or collective identity based on one's perception that he or she shares a common heritage with a particular racial group."
Friday, September 25, 2015
Agenda for Friday 9/25: For homework please continue to work on your college essays due no later than Friday 10/2
Please copy and hand-in the following 5 sentences: choose (without help from notes/blog/internet) the vocabulary word you believe fits best and write it in the corresponding blank (there are 2 extra):
1. He found being a dishwasher a ____________ job and did not want to continue.
2. A ____________ moment in your life can change everything.
3. The information about prom quickly _________ throughout the senior class.
4. Only one of the two fighters ____________ on Saturday night.
5. I could not _________ innocence any longer and turned myself in.
feign menial profound disseminated prevailed dissension
Please use today to complete the following assignments:
1)Catch up on reading-we have read through page 40 (I believe we are on page 38
2) Complete Worksheet #1 and Quick Write #1
2) Complete Worksheet #2 an Quick Write #2
Notes from yesterday's class:
1. He found being a dishwasher a ____________ job and did not want to continue.
2. A ____________ moment in your life can change everything.
3. The information about prom quickly _________ throughout the senior class.
4. Only one of the two fighters ____________ on Saturday night.
5. I could not _________ innocence any longer and turned myself in.
feign menial profound disseminated prevailed dissension
Please use today to complete the following assignments:
1)Catch up on reading-we have read through page 40 (I believe we are on page 38
2) Complete Worksheet #1 and Quick Write #1
2) Complete Worksheet #2 an Quick Write #2
Notes from yesterday's class:
Ideas for Quick Write #2:
His trip to Boston p. 35-37
Meeting/living with Ella p. 34
His teacher Mr. Ostrowski p. 37
His father dying p. 10
His family being split-up p. 18
His mother’s mental breakdown p. 18, 21
Student sample: (TREEE*S)
In The Autobiography of Malcolm X as told by Alex Haley the author uses Malcolm's experiences of his mother's mental breakdown and his trip to Boston to show the reader how these two experiences had a profound effect on his character. This is because both of these experiences changed the way he looked at things in the world.
His mother's mental breakdown caused him to change because he didn't look at the world the same way, meaning the government especially. He blamed the welfare workers for what happened to his family stating, "if ever a state social agency destroyed a family, it destroyed ours "(22). This shows that he thinks she would have been fine if it wasn't for them.
Another thing that really changed him was his trip to Boston with his half-sister Ella. When he got there he felt "country" because he felt different because he hadn't really been to the city before. But when he comes back he feels like he sees things differently. On page 37 he says that for the first time in his life he felt "a restlessness with being around white people." This shows that he finally felt what it would be like to be part of a black community and he didn't want to go back to the way things were before.
As you can see both of these events changed Malcolm Little's life in that they both affected his point of view.
If you are done:
I want you to do the following to your Quick Write:
1. Underline your thesis statement
2. Underline your textual evidence
3. Highlight the TREEE*S parts in different colors (as I did above to check for all the parts)
Student sample: (TREEE*S)
In The Autobiography of Malcolm X as told by Alex Haley the author uses Malcolm's experiences of his mother's mental breakdown and his trip to Boston to show the reader how these two experiences had a profound effect on his character. This is because both of these experiences changed the way he looked at things in the world.
His mother's mental breakdown caused him to change because he didn't look at the world the same way, meaning the government especially. He blamed the welfare workers for what happened to his family stating, "if ever a state social agency destroyed a family, it destroyed ours "(22). This shows that he thinks she would have been fine if it wasn't for them.
Another thing that really changed him was his trip to Boston with his half-sister Ella. When he got there he felt "country" because he felt different because he hadn't really been to the city before. But when he comes back he feels like he sees things differently. On page 37 he says that for the first time in his life he felt "a restlessness with being around white people." This shows that he finally felt what it would be like to be part of a black community and he didn't want to go back to the way things were before.
As you can see both of these events changed Malcolm Little's life in that they both affected his point of view.
If you are done:
I want you to do the following to your Quick Write:
1. Underline your thesis statement
2. Underline your textual evidence
3. Highlight the TREEE*S parts in different colors (as I did above to check for all the parts)
Thursday, September 24, 2015
Today we are going to do some INDEPENDENT/ACCOUNTABLE WORK/FINAL COLLEGE ESSAY DUE BY FRIDAY 10/2
FIRST, we will go over the quick write topic and I will outline for you-you can take notes if you wish
SECOND--Start reading on your own on page 38 and finish the chapter.
THIRD--When you are done reading, finish worksheet questions 6,7 and 9-17 INDEPENDENTLY.
LASTLY--Complete Quick Write #2 using TREEES format for help if needed
SECOND--Start reading on your own on page 38 and finish the chapter.
THIRD--When you are done reading, finish worksheet questions 6,7 and 9-17 INDEPENDENTLY.
LASTLY--Complete Quick Write #2 using TREEES format for help if needed
Wednesday, September 23, 2015
Today's Agenda:
1. Go back to yesterday's post and download worksheet #2 if you have not
2. Complete #2 from yesterday's reading start page 24
3. Move on to the questions from today's reading
4. movie
2. Complete #2 from yesterday's reading start page 24
3. Move on to the questions from today's reading
4. movie
Tuesday, September 22, 2015
Friday, September 18, 2015
Due Today: Completed Questions for Worksheet #1 and Quick Write #1----BY THE END OF CLASS
Help on the Quick Write: See the link on the left side of the page for thesis information
Thesis--pretty much the most important part--if it doesn't make sense to you, it won't to me either. Understand what it is you are proving before you try to prove anything!
Reason
Evidence/explain
Evidence/explain
E*vidence/explain
Summarize
Quick Write #1: How does the author make his points clear, convincing, and engaging in the beginning of the text (how does he make it interesting, clear, and believable)? Think about:
Thesis--pretty much the most important part--if it doesn't make sense to you, it won't to me either. Understand what it is you are proving before you try to prove anything!
Reason
Evidence/explain
Evidence/explain
E*vidence/explain
Summarize
Quick Write #1: How does the author make his points clear, convincing, and engaging in the beginning of the text (how does he make it interesting, clear, and believable)? Think about:
- The way the first events of the text are laid out---What are they?
- The repetition of words, phrases or events--do you see any patterns?
- Diction (author’s word choice)--any words/phrases that get your attention?
PLEASE DON'T TRY TO "MAKE IT UP AS YOU GO": Brainstorm or write down some ideas you will be writing about--look at your questions for help!
We are going to get some ideas down before you start!
I have provided what I call a "skeleton" for you to fill in or follow and modify if you need an extra support:
In the first few pages of The Autobiography of Malcolm X, as told by Alex Haley, the author makes his points clear, convincing, and engaging by___________________________________. This is important because it _______________________________________________________.
The author begins the text with the description of _________________________________. On page _________ he gives us the following information about his life stating, _______________. This makes the text engaging because_____________________.
Another example of how his message is clear is by repeating information about _____________ When the author states, __________ on page ______, this makes the text engaging to the reader because_________________________.
The author uses the first few pages of the book to get the reader interested and make his points clear by _____________________________.
Tuesday, September 15, 2015
Please read the directions for today's work FULLY before beginning anything--PLEASE START AS SOON AS YOU COME IN
1. First, read the article "The N-word...it just..." independently.
2. With a partner, discuss the following questions and draft out some answers (1 group member will write them down--no need for RACE just restate and answer, possibly giving reference to the text when needed):
REMEMBER THE DRAFT OF THE COLLEGE ESSAY IS DUE TOMORROW!! IT WILL BE A WORK IN PROGRESS!! IT DOES NOT HAVE TO BE FINISHED!!!
2. With a partner, discuss the following questions and draft out some answers (1 group member will write them down--no need for RACE just restate and answer, possibly giving reference to the text when needed):
- What are your initial reactions to this article?
- Do you agree or disagree with his line of thinking?
- Are his feelings justified?
- Who are possible audiences for this?
- What possible purpose could he have in writing this (for each audience)?
- If he were here today, what questions would you ask him about his opinion?
- What elements of persuasion does he use (if any)? Do you think this is more informative than persuasive? Why?
REMEMBER THE DRAFT OF THE COLLEGE ESSAY IS DUE TOMORROW!! IT WILL BE A WORK IN PROGRESS!! IT DOES NOT HAVE TO BE FINISHED!!!
Thursday, September 10, 2015
Today we will....
1. Read the next college essay "Loss of a Father" together as a class (class copy--please don't keep it, but you may highlight or underline if you like)
2. Work with a partner to repeat yesterday's procedure for "Swimming":
2. Work with a partner to repeat yesterday's procedure for "Swimming":
- Answer the text-based questions #1-4 on the back on a separate sheet of paper using the RACE strategy
- Add on this question as #5--What are 2 character traits the author wants you to realize about him/her? Give textual evidence to support your answer.
- One copy with both names is fine if you like
3. Brainstorm/begin drafting the college essay
4. Rough draft due on Monday 9/14
Friday, September 4, 2015
Welcome Class of 2016!
Welcome Seniors!
By the end of the day you should:
Know where we turn in homework
Know where the link to the quiz page and drop box are
Know my email/class web page address
Know how your grade is calculated
By Tuesday: Have your classroom materials
By the end of the day you should:
Know where we turn in homework
Know where the link to the quiz page and drop box are
Know my email/class web page address
Know how your grade is calculated
By Tuesday: Have your classroom materials
Tuesday, April 14, 2015
College/job interview questions
Before we get started with our reading (finishing the foreword), take a minute and write down IN YOUR NOTES, some answers to the following questions that a college/scholarship committee, or employer might ask you:
College/Scholarship Interview Questions:
What three adjectives best describe you?
What are your strengths and weaknesses?
What activities do you find most rewarding?
What is your favorite book and why?
What do you want to do after graduating from college?
What do you expect to be doing ten years from now?
Why do you want to attend our college?
What can you contribute to our college campus?
Job Interview Questions:
What three adjectives best describe you?
What are your strengths and weaknesses?
What activities do you find most rewarding?
What have you learned in your high school academics that is the most significant to your life?
What do you expect to be doing ten years from now?
Why do you want to work here? (whatever job you want)
What can you contribute to workplace environment?
Why should we hire you?
College/Scholarship Interview Questions:
What three adjectives best describe you?
What are your strengths and weaknesses?
What activities do you find most rewarding?
What is your favorite book and why?
What do you want to do after graduating from college?
What do you expect to be doing ten years from now?
Why do you want to attend our college?
What can you contribute to our college campus?
Job Interview Questions:
What three adjectives best describe you?
What are your strengths and weaknesses?
What activities do you find most rewarding?
What have you learned in your high school academics that is the most significant to your life?
What do you expect to be doing ten years from now?
Why do you want to work here? (whatever job you want)
What can you contribute to workplace environment?
Why should we hire you?
Monday, March 30, 2015
Works Cited for Persepolis
Please include this at the end of your Persepolis essay questions assignment:
Satrapi, Marjane. Persepolis. New York, NY: Pantheon, 2003. Print.
(Remember a Works Cited Page has the words "Works Cited" centered at the top of the page--the citation is indented)
Satrapi, Marjane. Persepolis. New York, NY: Pantheon, 2003. Print.
(Remember a Works Cited Page has the words "Works Cited" centered at the top of the page--the citation is indented)
Today's Agenda
FIRST--Log in and take Quiz #3 for Persepolis (10 questions on the quiz page)
When you are finished, you will have the remainder of the period (and tomorrow) to work on:
1. Study guide questions (min. 70 but most of you need more for extra credit)
2. Your essay questions for Persepolis (10 of 15, must be typed with a MLA heading, citations, Works Cited page etc.)
3. Any remaining chapter analysis paragraphs you have not completed ("The Cigarette", "The Passport", "The Shabbat" or "The Dowry")
ALL OF THESE ARE DUE BY THE END OF DAY THURS. 4/2--ANYTHING TURNED IN AFTER THIS TIME WILL BE CONSIDERED LATE AND GRADED ACCORDINGLY
WE WILL NOT BE IN THIS ROOM WED./THURS!!!!
When you are finished, you will have the remainder of the period (and tomorrow) to work on:
1. Study guide questions (min. 70 but most of you need more for extra credit)
2. Your essay questions for Persepolis (10 of 15, must be typed with a MLA heading, citations, Works Cited page etc.)
3. Any remaining chapter analysis paragraphs you have not completed ("The Cigarette", "The Passport", "The Shabbat" or "The Dowry")
ALL OF THESE ARE DUE BY THE END OF DAY THURS. 4/2--ANYTHING TURNED IN AFTER THIS TIME WILL BE CONSIDERED LATE AND GRADED ACCORDINGLY
WE WILL NOT BE IN THIS ROOM WED./THURS!!!!
Thursday, March 26, 2015
Sample paragraph for today
In the chapter "The Dowry" in Marjane Satrapi's Persepolis, we see (brief summary of the chapter). The author uses several rhetorical devices to show (author's purpose). One example of this would be the author's use of (rhet. device: mood, etc.). We see this on (page/example). This shows (explain device and how it is used). Another important rhetorical device used by the author is (rhet. device) when it says/show (give page/example). This is important to the author's purpose because (explain device and how it is used). In addition, the author uses a (panel or transition type) on page.... to show that (explain the transition/panel type). This creates meaning in the chapter because (how does it help convey the meaning)
Let's finish today! Let's read "Shabbat" and "The Dowry"---
Today we will:
1. Complete reading Persepolis
2. Identify: mood, motif, juxtaposition, etc. in these last two chapters/Write 2 chapter analysis paragraphs including a reference to one of the types of transitions and panels (look at the paragraph "skeletons from the last 2 paragraphs for help"---I'd prefer if you would do this with a partner and present your findings to the class
3. Go over the essay for Persepolis--Must have an MLA heading, citations and Works Cited page
4. "Test"on Persepolis Monday (Quiz #4--10 questions)
5. We will have all period tomorrow and Mon./Tues. to finish our study guides and work on our essays
6. We will be in 162 on Wed./Thurs. so we will not have access to computers on those days
1. Complete reading Persepolis
2. Identify: mood, motif, juxtaposition, etc. in these last two chapters/Write 2 chapter analysis paragraphs including a reference to one of the types of transitions and panels (look at the paragraph "skeletons from the last 2 paragraphs for help"---I'd prefer if you would do this with a partner and present your findings to the class
3. Go over the essay for Persepolis--Must have an MLA heading, citations and Works Cited page
4. "Test"on Persepolis Monday (Quiz #4--10 questions)
5. We will have all period tomorrow and Mon./Tues. to finish our study guides and work on our essays
6. We will be in 162 on Wed./Thurs. so we will not have access to computers on those days
Monday, March 23, 2015
"Kim Wilde"/Graphic Novel terms
Please take these notes on these terms used for graphic novels--(transition is--moving from one thing to the next)
1. Action to action transition--- the first panel is the beginning of the action and the last panel is the end.
2. Scene to scene transition---deals with jumps between large amounts of time and/or space. The scene to scene transition is a powerful tool used to transport the audience to different times and places, with little to no explanation as to what has happened in between.
3. Aspect to aspect transition---deals with no time at all. It effectively freezes time to establish a mood, feeling or emotion of a scene.
4. Picture specific panel ---Words just add soundtrack to a visual sequence easily understood on its own.
5. Duo-specific panel---Both the illustrations and the words sending the same message.
(here is a link with some further examples/explanation if you would like it
here is a link with a page of graphic novel terms)
Who is Kim Wilde?: video of "Kids in America"
Who is Iron Maiden? video of "2 Minutes To Midnight"
After reading "Kim Wilde" together, we will:
1. Take notes on the following video for Kim Wilde: Symbolism plus today's terms (keep these in your notes--be sure to write down page numbers)
2. Answer the discussion questions the author poses at the end of the video (turn these in)
Link: for class video notes on "Kim Wilde"
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