Roehl: English 10

The Mission Essay

2009-04-23T15:47:00.003-04:00

In response to the film, The Mission, please write a thoughtful, cohesive, organized essay using the following thesis statement:

The Mission, a great work of literature, deserved its 1987 Academy Award for best cinematography.

Your four paragraph essay should focus on both literary elements of the film (character development, theme, dialogue, and symbolism) and cinematic elements of the film (types of shot, camera angles, camera movement, editing, and lighting). You will choose two literary elements for the body paragraph on "The Mission is great literature because . . ." And you will select two cinematic elements for the body paragraph on "The Mission deserved its cinematography Oscar because . . ."

Each body paragraph will have two PIEs, with a PIE devoted to each element discussed.

Make a POINT about each element. ILLUSTRATE the point with a specific example from the film. And EXPLAIN the illustration and point by commenting on the effect on the viewer.

Again, when discussing literary and cinematic elements, be sure to explain the significance and effect of the element, rather than just state that it was present in the film.

Your essay is due Tuesday, April 27.

"My Mother Pieced Quilts"

2009-04-10T11:49:00.004-04:00

Below is your assignment for Monday, April 13.

First reading of the poem "My Mother Pieced Quilts" . . .

Note the poet’s name.
Read the poem through once without taking notes.
Break the poem down into four parts for key word notes.
Make boxes for key word notes.

Second reading . . .

Read poem again and take key word notes.
The key word notes strategy involves writing down two or three words per box that summarize the big ideas of that section of the poem.

Answer the following questions about the poem . . .

1. Who is the speaker of the poem?
2. To whom is the speaker speaking?
3. Describe the speaker’s family.
4. Describe 4 sources of fabric for the quilts.
5. Reread lines 51-54. Who are “they”? In what way are they… armed? ready? shouting? celebrating?
6. Describe the theme of the poem.

A stylistic analysis of the sense of the poem . . .

Read the poem for the third time because the more times you read a poem, the more you will understand it.
Mark up your poem—identify and analyze elements of the poem based on the "sense" poetry terms we reviewed. In other words, identify similes, metaphors, personification, etc. and think about how that poetice devices enhances the meaning of the poem. We will discuss these sense terms in class.
Look at the list of sense terms in the blog post below.

Poetry Terms 4-Square

2009-04-08T16:02:00.002-04:00

For class tomorrow, April 9, you need to come to class with your poetic term 4-square completed. Remember to come to class before lunch tomorrow!!

Below are the tasks for the four squares:

Image that represents the term
Find and write the definition of the term in the context of poetry and cite your source.
Write synonyms or a paraphrased definition (use your own words)
Write an original line of poetry to illustrate the poetic term or find an example of the poetic term in the poems already studied in class.

You will take notes on all of the poetry terms presented by your classmates. You can go ahead and set up your next notebook page, listing the words and leaving a few lines to define each term in the context of the study of poetry.

Analyzing poetry is broken down into sound and sense. In other words, what does the poem sound like and what sense does the poet make in terms of themes and figurative language.

Here are the "sound" poetic terms:

Alliteration
Assonance
Consonance
onomatopoeia
End rhyme
couplet
Meter
accent
Rhythm
Scansion
Rhyme scheme
Stanza
Caesura
cacophony

Here are the "sense" poetic terms:

simile
metaphor
oxymoron
personification
tone
mood
figurative language
Irony
Imagery
symbol
Connotation
Denotation
Hyperbole
Speaker
theme

I loved the blogs

2009-03-26T19:56:00.002-04:00

Overall, your blogs were so much better than previous quarters. I noticed more thought into the importance of the articles you read and what life lesson you learned from them. A few of you are still summarizing the article, a few are forgetting to cite your source, and once in a while a blog post is sneaking in that doesn't sound like your voice. Don't copy and paste from other websites!! Use your mind and get your thoughts down for us to read.

We will take a "spring break" from blogging until mid-April. The English 10 teachers have some creative writing assignments for the blog for fourth quarter, so stay tuned.

When we return from spring break, we will prepare for your graduation reading test, so that's why we will take an extended spring break from blogging.

However, some of you really share some great stories, so feel free to blog for fun and keep us up-to-date on your life.

In-Text Citations for Research Paper

2009-03-23T14:46:00.002-04:00

As I reminded you in class today, you must include in-text citations for all ideas that are not considered common knowledge about your research paper topic. That means that you need to include citations for direct quotations as well as paraphrased information.

In-text citations can include signal phrases that indicate the work being cited or the author in parenthesis at the end of the sentence.

Online websites will help you with proper citations for your paper. Click here to see an example of an in-text citation and its corresponding works cited entry.

Why did Things Fall Apart?

2009-03-17T15:22:00.005-04:00

Today we started our discussion of why "things fell apart" for Okonkwo through an analysis of Okonkwo as a tragic hero and our multi-flow map of culture falling apart. Thanks Katherine for making the map during our discussion today.

Remember that your own multi-flow map on culture falling apart should appear on p. 23 of your notebook.

The Thinking Maps software is easy to use, so I encourage you again to do multi-flow maps for your two research paper sources. If you synthesize ideas from your sources into big ideas for a multi-flow map, not only will you get to the deeper, analytical ideas, but also you'll be better able to avoid plagiarizing information from your sources.

If you don't believe me, check out Kayna's blog post to see the way that she expertly summarized a source on Rwanda in a multi-flow map. And she has a hot link right to the original source.

If you want to try a different map for notetaking, feel free. Check out Anna C.'s blog post to see how she summarized a source in a circle map to define the conflict in Kashmir.

Help for Works Cited and In-text Citations

2009-03-16T12:33:00.003-04:00

All students must know how to properly cite in MLA format because all paragraphs will have in-text citations to indicate the source of your information. Remember that you have to cite all ideas that you found in your research, or you are guilty of plagiarism.

All students also need to know how to make a works cited entry so that you can provide all of the necessary information to your Works Cited leader.

The EHS Media Center page has some great links to websites that will help you prepare a works cited page in proper MLA format. The links there will also help you create accurate in-text citations.

English 10 Book is Your 9th Source

2009-03-13T11:37:00.002-04:00

Remember that the introduction to the paper needs to make a textual connection to one of the books read in third quarter--Nectar in a Sieve by Kamala Markandaya, Things Fall Apart by Chinua Achebe, or Night by Elie Wiesel (we read that the week before spring break).

The works cited page creator must include the book cited in the introduction on the works cited page. That will be your group's 9th required source. If you cite Wikipedia, that would be your 10th source.

Do one blog post on research topic by Monday

2009-03-12T16:12:00.002-04:00

My Monday, March 16, you should have completed at least one blog post on a credible source on your research paper topic. You will have a brief group meeting to discuss your multi-flow map(s) and see where you need to do further research. For example, we discovered today that we really needed more research on the causes of the conflict in Kashmir. I have posted the passwords for the school's online databases on Edline. If you use Infotrac, Proquest or SIRS, you know that you will have credible sources.

Multi-Flow Map Model for Research Paper

2009-03-12T15:56:00.005-04:00

Congratulations on a great discussion today on the conflict in Kashmir and the causes and effects. I hope that you found that determining causes and effects from one source, even a short Newsweek article, was easy to do. I also hope that you found a way to avoid plagiarism by putting your ideas into a multi-flow map and then writing a summary. Just think how easy the research paper will be to complete if every group member uses the same cause & effect thinking and organizes ideas from their sources in a multi-flow map.

If you want to see a full-screen version of the Kashmir multi-flow map, simply click on the image.

Ideally, your two blog posts on your research paper topic will both have used Thinking Maps software to summarize information and provide a visual for your group members. The paper would practically write itself if every member did this.

The other great outcome of today was how you took the details from the text and made them into big ideas for the multi-flow map. If we had time, we would have written those direct quotes that led you to those big ideas in the frame of the map. When you are using an Internet source, you can copy and paste those supporting quotations into the frame of your map. Just remember to use quotation marks so that you know that you lifted the ideas or you may forget and end up being guilty of plagiarism.

To make a frame with Thinking Maps software, simply click the icon on the left side that shows "add a frame" when you hover over it. Then you will get an icon in the left-hand toolbar that allows you to add text to the frame.

Thanks Anna for making the map in class today.

If you want to read the article on Kashmir, click here to go to the Newsweek online version.

Number of Sources Needed for Research

2009-03-12T10:18:00.003-04:00

Your group will need to incorporate at least eight credible sources into your research paper, and Wikipedia will not count as one of those sources. Someone may summarize and paraphrase the Wikipedia entry as a blog post, and if you use that information in the paper, you will need to cite Wikipedia. However, Wikipedia needs to be the ninth source.

With four-member groups, each person only needs to complete two blog posts on your topic--if the sources are from reliable sources (SIRS, Infotrac, credible universities and news agencies) and contain enough information for people to use.

You may also use upcoming outside reading blog posts as a two for one assignment. If you look at your blogging assignments sheet, you will notice that the English 10 teachers purposefully put some topics that would somewhat overlap with your research issues. Post # 11 (global issue), #12 (imperialism), and #13 (war) might apply to your research paper topic. If you do use an outside reading post for one of your two research posts, simply indicate Research blog #1/Outside reading blog#13 on the post so that I can see where you are using a two-fer.

Remember that all outside reading blogs and all research paper blogs need to have MLA citation and a hot link to the original Internet source.

March 10 Media Center Activities

2009-03-09T16:08:00.002-04:00

You should be busy and quiet all hour in the media center. Use this time to get caught up on your computer assignments and begin your research paper.

Below is a list of tasks to work on this hour. You can decide the order of importance for tasks.

The four students who need to finish their Nectar in a Sieve essay should start with that since the last day to turn it in will be Wednesday, March 11.
Check English 10 Edline assignments for a PowerPoint on Things Fall Apart background information. Review the PowerPoint and add new information to your webquest package and underline information that you already had on your webquest. Pick up your webquest packet from Mrs. Gens and be sure to add information in a second color so that I can assess how much you have added to increase your score. You may even end up getting extra credit on this packet. Turn in revised packets to Mrs. Gens today.
Get caught up on blog assignments, or even get ahead of them. Edline lists the quarter 3 blog assignments or simply click here for the past blog post that details them.
Use the Thinking Maps software to finally create a Thinking Map about your vocabulary word to post to your blog. Also, comment on my blog that the vocab Thinking Map is ready to be checked. Only a few students have received points for this five point assignment.
As long as you are in the library, Mac users should check out the Thinking Maps software from the librarians to load it onto your home computer.
Read over the research paper assignment on the blog and begin exploring possible topics for your group research paper. Each group will need to write about a different topic, so try to be as specific as possible. Check with your group members if they like your potential topic ideas and make sure that no other groups are also planning that topic. If you cannot solve disputes maturely and negotiate a compromise on topics, you will need to use rock/paper/scissors for conflict resolution.
If you have established a research paper topic, you may begin posting summaries of research found on your blogs. See the research paper assignment under notetaking.
For extra credit, compute the bride-price mentioned in Things Fall Apart in terms of U.S. dollars today. Get some helpful hints at this blog post.
Read and comment on your classmates' blogs.

And by the way, Happy Birthday Marcos!!

Compute Bride-Price for Extra Credit

2009-03-09T15:55:00.002-04:00

"Akuke's bride-price was finally settled at twenty bags of cowries" (Achebe 73).

How much would that bride-price be in terms of U.S. dollars in 2009?

For extra credit, do the necessary mathematical computations and be prepared to present them to the class. Here are a few facts that will help you with your computation:

Things Fall Apart takes place in 1900.
You will need to determine the exchange rate of a cowrie with a U.S. dollar in 1900.
You will need to adjust for inflation.
Each bag contains 24,000 cowries.

Good luck! Comment here if you have the solution and are ready to present your math to the class.

Research Paper Coming Up

2009-03-05T16:38:00.006-05:00

This month, students will be working with their base groups on a research paper about persecution or colonialism. Groups worked well for our debates last semester, so we will do the same type of procedure this quarter.

Start thinking about possible topics and read the following basic assignment plans.

Prewriting

Groups will select one specific historical or present-day example of a country or group of people that have faced or are currently facing the effects of persecution, colonization or imperialism.
For the paper’s prewriting, groups will use the Thinking Maps software to track ideas for their paper. Groups will analyze the causes and effects of the event in a multi-flow map with the frame listing the research and specific ideas. The multi-flow boxes will contain the big ideas that would appear in a thesis, paragraph topic sentences or as the points of the paper's PIEs. One student will post the group's Multi-Flow Map on his or her blog so that all group members can access the group's ideas through the Internet.

Blogs for Notetaking

Students will use their English 10 blogs to take notes on their research so that we can achieve the following two goals: 1) to reduce the use of paper to print Internet sources, and 2) to allow group members to review each other's research from the luxury of their own homes instead of getting together outside of class to work on the project.

Writing a group paper with the help of computer networking is not only 21st Century, but also will give you experience with how groups function in real-world work situations.

To take notes on a topic on your blog, you should make a new blog post for each Internet source that you use. Your blog posts should mainly be summaries and paraphrases of the information found on the web site that you're citing. Occasionally, you may wish to use a sentence or two exactly as it was written on the Internet, so you should copy and paste that sentence to your blog post. Immediately after pasting the quotation, be sure to enclose it in quotation marks and add a parenthetical citation after the quotation so that you protect yourself from plagiarism.

The blog post should include a hyperlink that takes you, your group members and your teacher directly to the website that is being summarized and paraphrased.

Basic Paper Outline

Introduction with an attention-getter that connects to Nectar in a Sieve, Things Fall Apart, or Night (the book we will read the week before spring break).
Body paragraph(s) on the causes of the persecution/colonization. For example, why did the British colonize India?
Body paragraph(s) on the effects of the persecution/colonization on the people being persecuted/taken over. For example, what were the effects of British colonization on the culture of India?
Conclusion that addresses what people can do about the situation (if it's a current world event) or what people can do to prevent a similar situation (if writing about a past historical event) from happening in the future.

The number of paragraphs devoted to causes compared to paragraphs devoted to effects will vary by the topic and the number of people in each group.

Individual Accountability

Each member of the group will write a separate portion of the paper; however, group members will discuss the paper's ideas as a whole and help each other with peer editing. The multi-flow map will help keep your group organized to achieve a cohesive paper.

Groups should split the actual writing of the paper as follows:

Author #1 writes the introduction and conclusion
Author #2, #3, #4 (and author #5 in one group) each write one body paragraph

Other tasks to split up:

Leader and motivator
Thinking Map Maker (must have functioning TM software at home)
Works Cited Creator and MLA expert
Paraphrase and fact checker who guards against plagiarism

If someone doesn't write his or her portion of the paper, groups will simply be able to jot down what portion of the paper that person would have written for the paper, and the missing section will only affect the grade of the student who did not live up to his or her responsibilities.

MLA Format

The research paper will be written in MLA format, complete with in-text citations and a works cited page.

Due Date

The final paper will be due on Friday, March 27. That's the day before spring break, so even if one or more students in the group will not be here that day, the paper is still due. In fact, the entire group may wish to finish the paper early because your group will need to present the paper on the last day of that week that all members are in attendance.

Paper Presentation

On Friday, March 27 groups will present their papers before turning them in. The presentation will involve showing your member's blogs so that you can discuss your multi-flow map and some of your key research cites. Your presentation will also involve reading the introduction with the connection to one of the books read by all English 10 students, one body paragraph, and the conclusion with the call to action on what people can do about the issue discussed in your paper.

Beautiful Blogging

2009-03-05T16:35:00.002-05:00

This is the best quarter yet for blogs. I like how students are displaying their thoughts instead of simply summarizing.

Some students are forgetting to cite their sources on their blog posts. Remember that hot links work great for this.

To see some blog stars who are up-to-date with their assignments, visit the following blogs:

Anna
Kirstin
Britta
Molly
Ben
Kelsey
Kelly
Kelly Jo
Christina
Ansley

Vocab Thinking Maps

2009-03-05T16:33:00.003-05:00

A few students have been able to figure out how to install the Thinking Maps software and have published maps on their vocabulary words. The maps are awesome!! Check out these blogs to see Thinking Map Software maps that are easy to read and will really help you learn the words:

Anna
Adrienne
Molly
Kelly Jo
Ansley

If you are still unable to download the software from Edline, check out a disc from the Media Center so that you can get mapping electronically before the research paper.

Revised Reading Schedule

2009-03-05T16:28:00.004-05:00

With Edina Unplugged Monday night and the Naviance packet due, I have revised the reading schedule for Things Fall Apart.

Come to class on Monday, March 9 having read up to page 86.

I will read to you on Monday so that you don't have homework Monday night for Edina Unplugged. I should be able to get us to page 109 so that we can continue on with the bookmark.

Here's the rest of the bookmark. The date listed is the day that you come to class with those pages read.

March 11: pages 110-135
March 12: pages 136-153
March 13: pages 154-167
March 16: pages 168-191
March 17: pages 192-209

Bollywood Blogging

2009-02-27T16:32:00.002-05:00

This Sunday your blog post is about Bollywood. Now that we are all Bollywood fans and Slumdog Millionaire cleaned up at the Oscars, this should be a fun post.

Ms. Jarrett found a great article on loving Bollywood that you might want to blog about. Click here to read the "Bollywood Confidential" article from the New York Times.

Things Fall Apart Vocab

2009-02-27T13:02:00.003-05:00

Click on comments for this post and let the class know that you have created a Thinking Map for your vocabulary word. Tell us the blog to visit to see the Thinking Map on the word that you did.

Create the Thinking Map with the thinking maps software (download the software for free from Edline--see blog post below). Once your map is created in Thinking Maps software, export the image as a png or jpeg file (see the file pulldown menu for the export option). Once you have the file exported/saved, then post the Thinking Map as a small image on your blog. If you post as a small image, the blog reader can then click on the image to bring it full screen to see the Thinking Map. Click on my kola nut double bubble map to see it full screen.

Remember that you can use any Thinking Map you want that illustrates or expands on your assigned vocab word. Perhaps you can made an analogy on a bridge map, define the word with a circle map, describe your word with adjectives in a bubble map, analyze the causes and effects of your word in a multi-flow map. Be creative!!

Here are the vocabulary words:

egwugwu, p. 4, a masquerader who impersonates an ancestral spirit

kola nut, p. 6, (same as cola) a nut from an African tree that contains caffeine

proverb, p. 7, a short saying that expresses some obvious truth

Oracle, p. 12, any person or place believed to be in communication with a Deity (God)

agbala, p. 13, a woman; or a man who has taken no title

malevolent, p. 13, wishing evil or harm to others, “nature, malevolent, red in tooth and claw.”

incipient, p. 13, just beginning to exist, “incipient laziness” of Nwoye

chi, p. 18, personal god

abomination, p. 18, something hateful and disgusting

tapper, p. 20, someone who taps trees to get the sap or oil

share-cropping, p. 22, a farmer who gives part of his profits to the landowner

cassava, p. 23, tuber (root starch) often used for tapioca

Ibo (Igbo), p. 27, an African people of Southeast Nigeria

bride-price, p. 40, the money paid by the groom’s family to the bride’s family

harbingers, p. 56, a person or thing that comes before to indicate what follows

effeminate, p. 58, having characteristics usually attributed to females; unmanly

plantains, p. 63, banana

ogbanje, p. 77, a child who repeatedly dies and returns to its mother to be reborn

Things Fall Apart Webquest

2009-02-23T11:42:00.003-05:00

Next week you will be starting your next book, China Achebe's Things Fall Apart. To prepare for that unit, you will spend some time exploring background information on the novel, the author and Nigeria through a webquest.

Click here to enter the webquest and complete the worksheet that accompanies the webquest.

Thinking Maps Software Available on Edline

2009-02-23T11:35:00.005-05:00

EHS and Valley View recently received a campus community license for Thinking Maps software. This easy-to-use program will allow you to install the software on your home computer at no cost to you.

You can then create thinking maps that can be exported as PNG or JPEG file formats that can be uploaded to blogs, inserted in PowerPoints, and pasted into Word documents. In PowerPoints and Word the exported picture files appear in the same high quality that the files appear when viewed in the original Thinking Maps software. However, when the files are uploaded to blogger, much of the clear focus is lost when enlarged.

The easiest work-around for the clarity issue is to upload the picture files in "small" picture size in blogger. The "small" size allows blog readers to click on a picture to take it full screen. Then the Thinking Map is clear and easy-to-read.

To get your copy of Thinking Map software on your home computer, follow the directions below:

Log in to Edline.
Go to the Contents section of the main page.
Click on the folder marked Thinking Maps Software.
Go in to the XP install and install on your school and home computers.

You can also view a video about downloading the software by clicking here.

Nectar in a Sieve Tests and Assignments

2009-02-12T17:06:00.002-05:00

The Nectar in a Sieve final exam will be Thursday, February 19. The test will include plot and character information on the book as well as a vocabulary section.

Study your vocabulary this weekend. Tholen's 6th hour posted a :43 second time today. Our :59 second time can go lower if we all study our words.

On Wednesday, February 18 your one-page paper (in proper MLA format) on Nectar vs. Bride and Prejudice is due. Your thesis should take a stand on the following prompt:

Does Nectar or Bride give a student in the U.S.A. a better glimpse of Indian culture?

Use your tree maps to provide details for your paper. Although the paper is not due until Wednesday, you should finish it this weekend while the film is fresh in your mind.

Your final Nectar essay on suffering, hope, change or Rukmani is due on Monday, February 23.

Third Quarter Blogging

2009-02-02T15:27:00.002-05:00

Quarter 3 Blogging Assignment

During third quarter, we will continue the online blog work that you started at the beginning of the school year. You will continue to complete two blog posts per week—one by Wednesday, and another over the weekend.

For third quarter, we’d like you to find texts to read and write about that address a specific question. Each week, we’ll give you a question and/or topic, and your job will be to find a text that addresses that question or deals with that topic. Remember that “text” refers to print and non-print materials—books, articles, websites, blogs, films, TV shows, newspapers, etc. If you choose to read a book and it applies to the weekly question, you’re encouraged to use it!

Blog #1: Find a text about natural disasters. It may be about the natural disaster itself, or the ways in which people are affected by it. Due Sunday, February 1

Blog #2: Find a text about someone overcoming struggle or facing a difficulty. Due Wednesday, February 4

Blog #3: Find a text about a culture different from your own. It could address any aspect of culture. Due Sunday, February 8

Blog #4: Find a text about gender and gender roles. It may be specific to one gender, or address both. Due Wednesday, February 11

Blog #5: Find a text about religion/spirituality/belief/non-belief. Due Sunday, February 15

Blog #6: Find a text about hope. Due Wednesday, February 18

Blog #7: Find a text about change—any kind of change. Due Sunday, February 22

Blog #8: Find a text that addresses culture—this could be food, clothes, traditions, religion, etc. Due Wednesday, February 25

Blog #9: Find a text about Bollywood. Due Sunday, March 1

Blog #10: Find a text about holidays—national or religious. Due Wednesday, March 4

Blog #11: Find a text about a global issue. Due Sunday, March 8

Blog #12: Find a text about imperialism or colonization. Due Wednesday, March 11

Blog #13: Find a text about war. Due Sunday, March 15

Blog #14: Find a text about love. Due Wednesday, March 18

Blog #15: Find a text about someone overcoming odds. Due Sunday, March 22

The Blogging
You must post TWICE a week (by Wednesday and by Sunday). I've explained below what should go in the post. Remember that posts are due by 11:59 p.m. (i.e. before bedtime).

Your Responses
For each post, you should construct a thoughtful response to the text of approximately 150 words. You MAY NOT SIMPLY SUMMARIZE WHAT YOU READ. You should engage with the text by making text-to-text connections. Compare the text you read to another text. Compare and contrast it. Analyze it. Write a critique of it. But no matter what, DO NOT SUMMARIZE IT.

You also MUST include an MLA citation for your text and a weblink to any online texts that you use or write about.

GRADING OF BLOG POSTS: Here's how the grading will work out of 75 points.

A - You have all of the posts.You have always posted on time.Your response was always highly thoughtful and reflective. You used correct mechanics almost all of the time.

B - You have all of the posts.You mostly posted on time.Your responses were mostly thoughtful and reflective. You used correct mechanics most of the time, but there are some glaring errors.

C - You have 7-10 of the posts.You sometimes posted on time.You responded to the book.
You have several errors in mechanics.

D - You have about 4-7 posts total.You rarely posted on time.You somewhat responded to the book. Your responses do not make an attempt to use proper mechanics.

F - You have 0-3 posts.You did not do what was asked of you in the post. Your responses do not make an attempt to use proper mechanics.

Nectar in a Sieve Vocabulary

2009-02-02T15:26:00.001-05:00

Remember to finish your 4-square for your assigned vocabulary word.

Here's the list of vocab words for this book:

repining, p. 3 (noun) expression of dejection or discontent

puling, p. 14 (adjective) whining, whimpering

fractious, p. 20 (adjective) troublesome, irritable

taciturn, p. 34 (adjective) quiet, disinclined to talk

trollop, p. 47 (noun) untidy, loose woman

assuagement, p. 60 (noun) lessening, relief

travail, p. 72 (noun) hard work, labor

fissure, p. 76 (noun) deep, narrow crack

assail, p. 86 (verb) attack

bier, p.89 (noun) stand on which a coffin is placed

stricture, p. 99 (noun) restriction

solicitude, p. 106 (noun) attentive care and protectiveness

acquiescent, p. 111 (adjective) inclined to submit passively

sate (sated), p. 116 (verb) fill, satisfy

juggernaut, p. 131 (noun) massive force that crushes anything in its path

poignancy, p. 139 (noun) state of affecting the emotions

limpid, p. 152 (adjective) clear and serene

forbearance, p. 162 (noun) patience

amity, p. 172 (noun) friendship

morass, p. 181 (noun) swamp, something that traps and confuses

paroxysms, p. 185 (noun) sudden outburst of emotion

Nectar in a Sieve Reading Schedule

2009-01-27T15:20:00.001-05:00

Reading Schedule

The date indicates the night you should read the assigned pages as homework:

Jan. 27: pp. 3-17
Jan. 28: pp. 18-30
Jan. 29: pp. 31-45
Jan. 30: pp. 46-57
Feb. 2: no assignment tonight
Feb. 3: pp. 58-77
Feb. 4: pp. 78-91
Feb. 5: pp. 92-102
Feb. 6: pp 103-123
Feb. 9: pp. 124-149
Feb. 10: pp. 150-164
Feb. 11: pp. 165-176
Feb. 12: pp. 177-186

Nectar in a Sieve Anticipation Guide

2009-01-27T15:19:00.000-05:00

Create a new notebook page entitled, “Nectar Anticipation Guide.” Think about each statement; indicate whether you agree or disagree and explain why.

1. People who live in poverty cannot be truly happy.
2. The natural world (weather) affects the overall quality of my life.
3. The presence of a powerful nation will improve the quality of life of a weaker nation.
4. It is more difficult to be a woman than it is to be a man.
5. It is human nature to overcome suffering, regardless of how much suffering a person must endure.

Final Exams

2009-01-13T12:31:00.001-05:00

Your English 10 final exam is Wednesday, Jan. 21. From 10:30 to 11:30 a.m. you will be in the classroom completing a matching test on vocabulary in Midsummer Night's Dream and a matching/multiple choice comprehensive final exam for the entire semester.

Make sure that your notebooks are in order and that you review them before the final exam. Also, bring your notebook to class since you will be allowed to visit with your notebook for a few minutes during the comprehensive final exam. But not the vocabulary Midsummer portion.

At 11:30 a.m. the class will move to the library computer lab to type a paragraph on love in Midsummer. You will be allowed to use your notebook for that essay exam so be sure to collect appropriate quotations.

Midsummer Themes

2009-01-13T12:27:00.003-05:00

Explore these quotations from the introduction to A Midsummer Night's Dream:

Midsummer is "a play about love . . . love is a dream, or perhaps a vision; that is absurd, irrational, a delusion . . . that is doomed to be momentary" (182).

The play explores "the power of infatuation to transform the image of the beloved in the lover's eye" (xiv).

On a page in your notebook, create a tree map to collect direct quotations and details from the play that illustrate the love topics of patience, infatuation, and game playing (manipulation). The tree map will come in handy on finals day for the essay portion of the finals.

Act 4 Midsummer Vocab

2009-01-13T10:04:00.002-05:00

conjunction = combined; joined
"We will, fair queen, up to the mountain's top / And mark the musical confusion / Of hounds and echo in conjunction" (4.1.115).

enmity = hostility; hate
"I know you two are rival enemies / How comes this gentle concord in the world, / That hatred is so far from jealousy / To sleep by hate and fear no enmity?" (4.1.151).

expound = explain; develop
"Man is but an ass if he go about to expound this dream" (4.1.217).

Act 3 Midsummer Vocab

2009-01-09T12:24:00.002-05:00

Complete synonym triplets as homework for the words below for Act 3. Remember that the synonym triplet strategy requires that you only write down two synonyms for each assigned word and draw a visual representation of the word.

casement (3.1.55)

knavery (3.1.114)

enamored (3.1.140)

carcass (3.2.66)

scorn (3.2.125)

derision (3.2.125)

confederacy (3.2.197)

contrived (3.2.201)

earnest (3.2.290)

vixen (3.2.341)

recreant (3.2.435)

Midsummer Act 2 Vocab

2009-01-06T17:46:00.002-05:00

forsworn
Titania: (about Oberon) "I have forsworn his bed and company" (2.1.64).

progeny
dissension
Titania: "And this same progeny of evils comes / From our debate, from our dissension; / We are their parents and original" (2.1.118-120).

promontory
Oberon: "Since once I sat upon a promontory / And heard a mermaid on a dolphin's back" (2.1.154-155).

entice
Demitrius: (to Helena) "Do I entice you?" (2.1.206).

Debates This Week

2009-01-05T16:43:00.002-05:00

This Thursday, January 8 and Friday, January 9 our class will conduct the three debates that students have been researching.

Cheating, fossil fuel reduction, and drug testing in sports are the three topics that we will debate. I will pick a resolution from a hat, and those teams will begin debating.

Students who are not involved in a debate will be completing one of the judging forms.

Midsummer Act 1 Vocabulary

2009-01-05T16:42:00.002-05:00

nuptial (wedding; marriage)
Theseus: "Now, fair Hippolyta, our nuptial hour / Draws on apace" (1.1.1-2).

abjure (renounce; give up)
Theseus: "Either to die the death, or to abjure / Forever the society of men" (1.1.67-68).

austerity (self-denial; simple living)
Theseus: "Or on Diana's altar to protest / For aye austerity and single life" (1.1.91-92).

visage (face; appearance)
Lysander: "Her silver visage in the wat'ry glass, / Decking with liquid pearl the bladed grass" (1.1.215).

lamentable (mournful; full of grief)
Quince: "Marry, our play is The most lamentable comedy and most cruel death of Pyramus and Thisbe" (1.2.11-12)

Note: The story of Pyramus and Thisbe is similar to Romeo and Juliet.

Debate Points

2008-12-08T15:59:00.002-05:00

You will receive points for these final products:

Two written speeches with internal documentation. The speeches must be free of plagiarism.
A works cited page listing all the sources cited in your speeches. You must use at least five sources between the two speeches, and Wikipedia does not count as a source.
Copies of sources to reference during the debate.
Your individual performance during the debate.

You will also receive process points for how productive you work during class time, including listening during class, being on-task in the library, and cooperating with your group members.

Disrupting the class will also cost you process points!

Also, if you work productively in the library and during class time and you would like more time to prepare your work, I will consider postponing the debates until after winter break. If you are off task like you were today, then you will need all of your materials in class and be ready to debate next Thursday, December 18.

You also have an All My Sons literary analysis paragraph due next Friday, so keep that in mind and be productive in class if you want to earn an extension on this project.

Debates

2008-12-08T15:49:00.002-05:00

Introduction: Debate has a positive role in decision-making in many aspects of our lives. Debate involves the clash or competition of ideas and evidence. It is through such clashes that ideas are thoroughly explored and improved in our society. Debate takes many forms: It may be at a community or business meeting, on the editorial pages of the newspaper, in a court of law, on the floor of Congress, or on the school bus or school hallway. Structures of these debates vary. The different structures only produce different kinds of debates, but the basic tenet is the same: solid argumentation.

Debate also requires public speaking, research and writing skills.

Group debate: In this assignment, students will be working in small groups. There will be six small groups in the classroom (approximately 5 students per group). Each group will debate another group in the Hornet Debate League format. Below are some assignment guidelines:

**All members of the group are responsible for helping with these speeches.

**Each team must compile, research, write and prepare speeches for their assigned side of the resolution they are debating.

**Two speeches must be written before the debate (First and Second speeches)

**At least five sources must be cited in the two prepared speeches. Citation includes internal documentation and a works cited page.

**Other research materials should be on hand to reference during the cross-examination and for rebuttal and closing speech preparation. The closing speech is written during preparation time during the debate.

**All students will be responsible for at least one speaking role.

**Team members not speaking at any given time will be researching during the debate, taking notes, finding evidence for rebuttal and cross-examination and offering coaching advice.

**Teams not involved in the debate will help time and judge the participants.

**No one but the speakers may speak during the debate.

The class will debate the following three resolutions:

Resolved: The United States federal government should establish an energy policy that requires a substantial reduction in the total consumption of fossil fuels in the United States.

Resolved: All competitive athletes should be required to undergo testing for performance-enhancing drugs, and athletes who test positive will be banned from their sport.

Resolved: EHS students should be suspended from school for all levels of academic dishonesty including copying homework.

Here's the order that the debates will follow.

Affirmative construction speech: 3 minutes

Cross-examination (Neg. side): 1 minute

Negative construction speech: 3 minutes

Cross-examination (Aff. Side): 1 minute

Affirmative construction speech: 3 minutes

Cross-examination (neg side): 1 minute

Negative construction speech: 3 minutes

Cross-examination (aff. side): 1 minute

# # #

Preparation time: 4 minutes
# # #

Negative summary (rebuttals too): 2 minutes

Affirmative summary (rebuttals too): 2 minutes

(24 minutes total)

Act 2 Vocab

2008-12-04T11:41:00.001-05:00

Complete 4-square vocab box for each of the vocabulary words below. Be sure to use a definition that fits the context of the word as Arthur Miller uses it in All My Sons.

broadcloth, p. 45
surging, p. 54
unabashed, p. 57
solicitude, p. 58
joviality, p. 62
transfixed, p. 68

Ethical Issues Debate

2008-12-01T16:46:00.000-05:00

Ethical Issues that we’ve discussed . . .

We need to pick three to debate. Comment here to offer an opinion.

Business Ethics

Businesses should be carbon neutral by 2015.

Businesses should require their employees to do community service (volunteer work).

Employers should provide health care benefits.

The minimum wage should be increased.

Food Ethics

Consumers should reduce their food footprint by buying locally and from companies that use safe environmental practices.

Environmental Ethics

The budget to protect our national parks should be increased.

Oil drilling in Alaska’s National Wildlife Refuge should not be allowed.

The (insert threatened animal of choice here) should be protected.

The U.S. should adopt the Kyoto protocol to reduce carbon emissions.

Regulations need to be increased to protecting the world’s water supply.

Cheating

All competitive athletes should be submitted to drug testing (steroids, illegal substances, etc.) and be banned from their sport if they test positive.

Students should be suspended for all levels of academic dishonesty including copying homework.

Keep Blogging

2008-11-29T17:06:00.003-05:00

Many students do not have the eight blog posts completed that they should for November. Keep blogging twice a week all year. I'm trying to make writing for a real audience a habit of yours. All statistics indicate that Web 2.0 writing will be a huge part of your life in the future, so you might as well start now.

If you want to see some awesome classmate blogs, check out Kelsey, Kelly Jo, and Madeleine.

All My Sons Set Direction

2008-11-29T16:20:00.002-05:00

To bring the play to life for the class, we will spend time on set direction--as if we were staging the play on Broadway. As you read Act 1, notice the objects that Arthur Miller details in his stage directions and create a brace map that dissects Miller's stage directions into props, scenery and costumes. Here's what a brace map looks like:

All My Sons Act 1 Vocab

2008-11-29T16:09:00.002-05:00

Copy the ten vocabulary words for Act 1 into your notebook. Complete the following three steps for each word:

Write the sentence in the play that provides the context of the word.
Write a definition of the word that you understand. This often means going beyond the dictionary definition.
Write an original first person (use the pronouns I, we, us or me) sentence using the word.

Here are the words:

stolid (p. 5)
calamity (p. 6)
tallies (p. 11)
infuriate (p. 15)
undercurrent (p. 19)
chivalric (p. 23)
resigned (p. 25)
relish (p. 26)
resolutely (p. 27)
staunchly (p. 29)

Arthur Miller, Author of All My Sons

2008-11-29T15:45:00.003-05:00

Arthur Miller died in 2005 at the age of 1989. To read CNN's obituary, click here.

Click here to watch a video, Charlie Rose's Obituary of Arthur Miller, that recaps Arthur Miller's life and career.

For a rare treat, click here to watch the trailer from the 1948 film version of All My Sons.

Keep Blogging

2008-11-17T11:54:00.002-05:00

Remember to keep blogging about texts that you read outside of class. Your second quarter blog posts are just like first quarter when you wrote about texts that you read, including novels, nonfiction books, poems, plays, magazine and newspaper articles, websites, blogs, etc.

You must post TWICE a week (by Wednesday and by Sunday) regarding your outside reading. Write thoughtful responses to the texts that you read. The length of a blog post should be about six to eight detailed sentences. You must cite the selection and author.

I challenge you to read a novel this quarter (since we are reading plays and poetry in class) for your outside reading blog posts. Some possible ways to respond to a novel include: pick a quote from the novel and comment on its significance, make connections to the book (self, text, world, media), analyze the protagonist, pretend you're writing an email to author or a character, or identify the thesis and discuss the supporting evidence.

If you really want to impress me with your blogging, you should be making brief comments on your classmate’s blog posts, and remember that you can explore all EHS sophomore blogs through www.ehsenglish10.blogspot.com.

GRADING OF BLOG POSTS: (50 points)

A - You have all of the posts. You have always posted on time. Your response was always highly thoughtful and reflective. You used correct mechanics almost all of the time.

B - You have all of the posts. You mostly posted on time. Your responses were mostly thoughtful and reflective. You used correct mechanics most of the time, but there are some glaring errors.

C - You have 6-7 of the posts. You sometimes posted on time.You responded to the text. You have several errors in mechanics.

D - You have about 4-5 posts total. You rarely posted on time. You somewhat responded to the text. Your responses do not make an attempt to use proper mechanics.

F - You have 0-3 posts. You did not do what was asked of you in the post. Your responses do not make an attempt to use proper mechanics.

Odyssey Essay Revisions

2008-11-14T11:56:00.003-05:00

Today in class you went over your Odyssey essay rough drafts to make sure that you were meeting all of the elements of the checklist.

MLA Format

You also paid special attention to MLA (Modern Language Association) format. Remember that The Odyssey has a special documentation style that requires you to indicate book and line numbers. For direct quotations, cite like this: "They came on Circe's palace / built of dressed stone" (10.229.230). The slash indicates the line break. The cite is for book 10, lines 229 to 230. You need to be so exact that the period is after the parenthesis, not inside the quotation marks.

Another part of MLA format to remember is the spacing of the pages and the headers. Refer to the sample page that is glued into your notebook.

The third part of MLA format that you need to include is to type the Works Cited at the bottom of your essay. When we get to the research paper and you have multiple sources, the Works Cited will appear as its own page (like it is supposed to), but for this paper with only one source, I thought that we'd save paper. I want you to type it on the bottom of your last page so that you practice the format.

Here's what the Works Cited entry for The Odyssey looks like:

Homer. The Odyssey. Trans. Robert Fagles. New York: Penguin Books, 1996.

NOTE: If an entry goes to two or more lines, you need to use the hanging indent feature.

No Personal Pronouns

Since academic essays are written in the third person, you do not include the personal pronouns you, I, us, we, etc.

Punctuation

In class we worked on two comma rules that seem to be causing students problems. Pay special attention to these rules when you proofread your paper.

Coordinating Conjunctions

for and nor but or yet so

Punctuation: (thumb test) When a subject and a verb appear on each side of the coordinating conjunction, you use a comma; otherwise, you do not. Use the comma when both sides of the coordinating conjunction contain independent clauses.

Examples of correct punctuation:

Susie brought her lunch and one dollar.

Susie brought her lunch, and she brought one dollar.

Subordinating conjunctions

These conjunctions introduce subordinate (dependent) clauses that are not complete sentences.

examples—if, as, because, since, when, although, that, than, until, before, after

Punctuation: Introductory adverb clauses have commas after them; ending adverb clauses do not.

Correct examples:

If I eat a good breakfast, I will not be hungry.

I will not be hungry if I eat a good breakfast.

The Odyssey Vocab

2008-11-09T22:05:00.004-05:00

Click on the comments section of this post to add the four-square information for your assigned word. A full 4-square includes a definition, image discussion, a sentence about The Odyssey using your word, and two or three synonyms.

In addition to your 4-square, your comment must include the etymology of the word. In other words, is the word's origin Anglo-Saxon, Latin, Greek, French, or some other language? An impressive discussion of the etymology of the word will also include a breakdown of any prefixes and suffixes.

To find the etymology, search your word at either of these links: dictionary.com or etymology online. To find etymology you might have to search the root word (the most basic form of the word.)

Here are the vocab words:

harangued
insolent
reparations
prophecy
libation
sovereign
lustrous
nymph
vaunted
suppliants
mutinous
squadron
sinews
deft
demurred
shroud
charlatan
mawkish
bard
lyre

By the way, the lexicon of the native English speaker generally breaks down like the image below.

The Odyssey Essay

2008-11-09T21:49:00.002-05:00

The final essay is due on Monday, November 17. However, we will work on the essay each day in class this week, so bring the latest version of your typed essay to class each day.

Essay Question

Even though The Odyssey is an Ancient Greek story, Homer’s epic teaches the reader many lessons about life (theme) that are still applicable today. Choose a topic from the following list and develop it into a theme that is still relevant today:

· Arrogance
· Revenge
· the role of women
· hospitality
· the role of a hero
· perseverance (the quest)
· reverence
· patience

Essay Checklist

____ The essay is at least two pages long.

____ The essay has a creative title that connects to the thesis statement.

____ The introduction paragraph has an attention-getting device that makes a thematic connection between The Odyssey and life today.

____ “The Odyssey by Homer” appears somewhere in the introduction.

____ The introduction ends with a thesis statement that not only states the theme that will be developed in the essay, but also includes and a brief outline of the sub-points of the theme that will be developed in the body paragraphs. This outline is often simply a list of key words that are part of paragraph topic sentences.

____ There are transitions between paragraphs.

____ The body paragraphs have clear topic sentences, often at the beginning of the paragraph.

____ Body paragraphs include analysis of the sub-points of the theme.

____ Analysis is supported with direct quotations from the epic. The quotes are integrated naturally with the text instead of with phrases such as “this quote shows.”

____ A strong technique for developing analysis is the PIE format. Point, Illustration, Explanation.

____ Body paragraphs end with a recap sentence.

____ MLA Format is followed throughout the essay including:
1. The essay is double-spaced, 12-point font, with one inch margins.
2. A header appears on the top right of each page with student last name and page # (e.g. Jones 1).
3. MLA format includes a heading on the first page of the essay with student name, teacher, class and date. This heading is double-spaced, just like the rest of the essay.
4. Epic poems follow a specific MLA format to cite all direct quotations, e.g. “They came on Circe’s palace / built of dressed stone” (10.229-230). That citation indicates the book and line numbers for the quotation, and a slash is included at the line break in the direct quotation.
5. A work cited appears at the end of the essay.

____ The conclusion leaves the reader with a lasting impression by commenting on the relevance of the topic for the reader’s life today. In other words, why do we still care about this topic so many years after Homer wrote the epic? The timeless relevance discussed in the conclusion should connect to the attention-getter in the introduction.

____ Each day during composition week, students will bring the latest version of the essay.

____ The final essay is due on Monday, November 17.

Odyssey Character Exploration

2008-10-29T22:04:00.003-04:00

Each partnership selected one character from The Odyssey and created a bubble map to describe the character. Textual references from the epic poem and the film were included in the frame of the bubble map to support the selected adjectives.

To fully bring your character to life for the class, you will share your bubble map, a physical sketch of your character, and one of the following pieces of writing about your character:

Option 1
Write a letter of recommendation for your character who is applying to Greek Hero Idol, a new reality show modeled after American Idol. Your letter should be at least two paragraphs long and detail how your character best exemplifies the ideal of the Greek hero.

Option 2
Write a who, what, when, where and how song. Each line is composed in the four-beat framework, and you should make some attempt at rhyming. Here's the frame--

Who, What, When, Where and How
Who, What, When, Where and How
Who, ____ ____ ____ _____
What, ____ _____ _____ _____
When, _____ _____ _____ _____
Where _____ _____ ______ ______
and How _____ _____ _____ _____

Option 3
Write the I am Frame poem that goes like this--

I am ________________
I know ______________
I think ______________
I feel _______________
I believe _____________
I am ________________

I am ________________
I wonder _____________
I always ______________
I intend ______________
I never ______________
I am _________________

Odyssey Reading Schedule

2008-10-20T12:16:00.002-04:00

You are not required to read the entire epic, but you may wish to read the parts that are not assigned and comment on those for your outside reading blog.

Required Reading Due Dates

Oct. 23: Book 1
Oct. 24: Book 2
Oct. 27: Book 3, lines 1-287; Book 4, lines 1-390 & 698 on
Oct. 28: Book 5
Oct. 29: Book 9
Oct. 30: Book 10
Oct. 31: Book 11
Nov. 3: Book 19
Nov. 4: Book 20, lines 357 on; Book 21
Nov. 5: Book 22
Nov. 6: Book 23, lines 1-258

Heroes In a Box

2008-10-20T11:58:00.002-04:00

Your Hero in a Box blog assignment is due Friday, October 25.

Introduction:

When an anthropologist begins to study a group of people, he or she collects artifacts of the culture. Depending on the group being studied, these artifacts may include writing, songs, pictures, art, etc. As an introduction to our study of hero quests, you will take on the role of digital anthropologist, collecting and studying digital artifacts of heroes.

Assignment:

1. Begin by using an Internet search provider to look for artifacts about heroes. Since heroes will lead you to thousands and thousands of findings, you need to narrow your focus. Think about aspects of heroes that you may be interested in studying. Examples may include: female heroes, Canadian heroes, African-American heroes, local heroes, Hmong heroes, gay heroes, etc.

2. Find as many artifacts as you can about your topic. Types of artifacts may include: literature (poetry, short stories, excerpts from literary works), images (pictures, other digital images), videos, songs, quotes from famous people.

3. Next, it’s time to make sense of these artifacts. Study each artifact you found (watch videos, study images, read literature, etc.). Identify patterns in what you find. Create a tree map to help classify the artifacts that you find by theme.

4. Finally, organize your artifacts and write about the classifications you discovered. Create your final product on your blog. Paste photos, literature, quotes, etc. on to your blog; link videos to your blog; discuss your findings in sentences and paragraphs in the same blog post. What did you learn about heroes from your search? For example, while studying sisters, a student discovered that there are two categories of sisters: sisters who are best friends, and sisters who are enemies. End your study with a final paragraph entitled “Conclusion” in which you discuss your overall findings.

Other Heroes to Consider:

First name heroes (e.g. Jackie heroes)
Nerd heroes
Soccer heroes
Vampire heroes (Twilight fans)
Amish heroes
Alien heroes
Hip-hop heroes
Bassoon heroes

Writing Reflection

2008-10-20T10:09:00.004-04:00

Since you were handed back your first English essay of high school today, you should stop and reflect on your writing and set a writing goal for the year. Most students also received their ninth grade writing portfolio piece to provide further reflection information.

To set your goal, create a multi-flow map in your notebook. Put the writing goal in the center box and list what items will cause you to reach the goal. The effects on the multi-flow map are the long-term results that will occur in high school and beyond if you meet this writing goal.

Errors on this first essay included the following:

Ideas
Too much plot summary and not enough analysis
Not focusing on the essay question and search for self
Quotations were chosen to show a plot point when they should have been chosen for analytical points on searching and finding yourself.

Organization
Attention-getters not included
Conclusion was just a recap of paper's ideas--you need to give a final lesson for your reader
Missing transitions
No clear paragraphing

Voice
Most students had strong word choice, the main problem here was that academic writing requires essays to be written in third person, so you cannot use you (second person) or I, we, etc. (first person).

Conventions
Very few students followed MLA format exactly. After a quotation the proper format is
. . . " (Kingsolver 34).
Commas with coordinating conjunctions and adverb clauses appear to be the most common punctuation error, so during peer review of the next essay, we will have a lesson on those punctuation rules. To review the coordinating conjunction and subordinating conjunction (adverb clause) rules, click here.

Siddhartha Part I

2008-10-03T09:51:00.000-04:00

Siddhartha: Part 1

Chapter 1: “The Brahmin’s Son”

1. In your notebook, start a page entitled “Siddhartha Bubble Map.” Write at least 3 adjectives that describe Siddhartha in chapter 1 and support those adjectives with how you know this in the frame of the bubble map.

2. Why does Siddhartha leave his father?

Chapter 2: “With the Samanas”

3. What happens during Siddhartha’s stay with the Samanas? Why does he leave?

4. Contrast the circle and the spiral as discussed on the top of page 18.

5. What are Siddhartha’s goals? Do they change over the course of the first two chapters?

Chapter 3: “Gotama”

6. Why does the Buddha tell Siddhartha to “be on your guard against too much cleverness” on p. 35?

Chapter 4: “The Awakening”

7. What does Siddhartha mean by the quote “I will learn from myself the secret of Siddhartha” on p. 39?

8. Add more adjectives to the bubble map of Siddhartha in your notebook and in the frame record direct quotations that prove your points.

Siddhartha Vocabulary

2008-10-03T08:03:00.003-04:00

English 10 students, click on comments for this post and write the information for your assigned vocabulary word. Complete information for 4-Square vocabulary includes 1) a dictionary definition, 2) a symbol or image that represents your word, 3) two synonyms that you think that your classmates will understand, and 4) the word used in an original sentence that shows complete understanding of the word.

NOTE: If you know how to post an image with your comment, great. If not, simply describe the image.

Once all of the entries are made this weekend, students may wish to copy and paste the complete definition information into a Word document and print that to glue in their notebooks. Students may even want to print a second copy of the vocabulary to make flash cards to study for the test on Monday, October 13.

Siddhartha Vocabulary by Chapter

“The Brahmin’s Son”
Hindu Ablutions (p. 3)

“With the Samanas”
Onerous (p. 16) cycle of samsara,

“Gotama”
Siddhartha as Samana (p. 26)
The Illustrious One’s exalted (p. 32) teachings,

“Awakening”
Siddhartha seeks Atman (p. 38)
Siddhartha’s years of asceticism (p. 40)

“Kamala”
Siddhartha’s thoughts and erudition (p. 47)
Kamala, the well-known courtesan (p. 52)

“Amongst the People”
Siddhartha surpasses Kamaswami’s equanimity (p. 67)

“Samsara”
Knowledge engendered (p. 83) a new thirst in Siddhartha.

“By the River”
Siddhartha is full of ennui (p. 87).
Siddhartha reflects back on expiation (p. 96) of his youth.

“Ferryman”
Kamala’s pallid (p. 113) face
The funeral pyre (p. 115)

“The Son”
Siddhartha fears his son will be lost in samsara (p. 120)
Exhortation (p. 121) is no way to find oneself.

“Om”
The river voices were entwined (p. 135) in a thousand ways.
The river voices consisted of one word: om (p. 136).

“Govinda”
Govinda, the venerable (p. 140) one
Is Nirvana only intrinsic (p. 147)?

Outside Reading Blog Assignments

2008-09-27T18:52:00.002-04:00

Our first quarter outside reading assignment is for you to read text, including novels, nonfiction books, poems, plays, magazine and newspaper articles, websites, blogs, etc. Starting next week, you must post TWICE a week (by Wednesday and by Sunday) regarding your outside reading.

Here are the due dates for your outside reading posts:

Post #1, Sun. October 5
Post #2, Wed. October 8
Post #3, Sun. October 12
Post #4, Wed. October 15
Post #5, Sun. October 19
Post #6, Wed. October 22
Post #7, Sun. October 26
Post #8, Wed. October 29

What should the posts be about?
Write thoughtful responses to the texts that you read. The responses should be about 150 words. That’s about six, detailed sentences. You must cite the selection and author. Some possible ways to respond to texts include: pick a quote and comment on its significance, make connections to the book (self, text, world, media), analyze the protagonist, pretend you're writing an email to author or a character, or identify the thesis and discuss the supporting evidence. Just think of all of the reading minute thesis statements that you’ve written. You must attempt to use correct spelling and punctuation and capitalization

Commenting
You should make brief comments on your classmate’s blog posts, and remember that you can explore all EHS sophomore blogs through www.ehsenglish10.blogspot.com.

Other Blog Posts
Occasionally, you will be informed of other blog assignments and due dates that include writing and thinking maps on class content and discussion points.

GRADING OF BLOG POSTS: (50 points)

A - You have all of the posts. You have always posted on time. Your response was always highly thoughtful and reflective. You used correct mechanics almost all of the time.

B - You have all of the posts. You mostly posted on time. Your responses were mostly thoughtful and reflective. You used correct mechanics most of the time, but there are some glaring errors.

C - You have 6-7 of the posts. You sometimes posted on time.You responded to the text. You have several errors in mechanics.

D - You have about 4-5 posts total. You rarely posted on time. You somewhat responded to the text. Your responses do not make an attempt to use proper mechanics.

F - You have 0-3 posts. You did not do what was asked of you in the post. Your responses do not make an attempt to use proper mechanics.

Animal Dreams Essay

2008-09-24T12:25:00.001-04:00

A main idea of Animal Dreams is that Codi is physically returning home. Codi has never felt emotionally secure, and her journey in the story is to actually feel "at home" for the first time in her life. Discuss what Kingsolver believes about finding your true self by analyzing three things (people, objects, places or ideas) that help Codi “come home” and “find herself.”

Literary analysis goes beyond summarizing the plot and also discusses theme and style. The theme (or main lesson about life the reader learns from the book) should be discussed throughout the entire essay in the thesis statement, paragraph topic sentences and other analytical statements in the body paragraphs, and the conclusion. In addition, the best essays will discuss the connection between the finding self theme and Barbara Kingsolver’s use of symbolism and characterization in the novel.

Essay Checklist

____ I have completed two multi-flow maps in my notebook that analyze the causes and effects of Codi coming home, both literally and thematically. I have reviewed these maps for ideas for my essay.

____ I have a completed an A to Z Taxonomy on “Search for Self” in my notebook, and I have reviewed that taxonomy for ideas on theme and symbolism.

____ My essay is at least two pages, double-spaced, 12-point font, with one inch margins.

____ I have included a creative title for my essay.

____ My introduction paragraph has an attention-grabbing device like an anecdote or relevant quotation.

____ The book’s title and author is incorporated into a general statement in the introduction or my thesis statement

____ The thesis statement sets up the theme of finding self. If you are struggling with writing a thesis statement, consider the following metacognitive frame: Barbara Kingsolver teaches the reader of Animal Dreams that to truly find self a person needs ____________, _______________, and _____________, and these ideas are enhanced by Kingsolver’s use of ____(insert symbolism and/or characterization ideas here)____________.

____ The body paragraphs have clear topic sentences.

____ Body paragraphs include analysis of the point Kingsolver is making about finding self.

____ Analytical statements are supported with direct quotations from the novel.

____ MLA format is used to cite all direct quotations, e.g. (Kingsolver 24).

____ The conclusion leaves the reader with a lasting impression by commenting on the relevance of the topics for the reader’s life. In other words, why do we care about finding our true selves?

____ The typed and nearly-completed essay is brought to class on Monday, September 29 for a graded peer review assignment.

Animal Dreams Exams

2008-09-23T20:50:00.002-04:00

On Thursday, September 25, you will take a 45-question scantron exam on Animal Dreams. The test contains multiple choice questions on the end of the book--page 250 to the end--and a matching vocabulary section. Remember to study your vocab words and check that the synonyms that you wrote are words that you understand.

On Wednesday, September 24, you will be given a checklist for your Animal Dreams essay on search for self and what things people need to truly find themselves and home. Come to class on Monday, September 29 with a nearly-completed, typed essay to share for a peer review assignment.

Blog Assignments

2008-09-15T21:31:00.003-04:00

On Tuesday, September 16, you will have time to work on your blogs in class. You will also receive instruction on how to make Thinking Maps with Inspiration software. You may use Inspiration, Paint, Word Art or find an online web site to make any Thinking Maps to post as images to your blog.

Below is a list of all of the items that should appear on your blog by Sunday night, September 21. U of M grad students will start reading your blogs soon, so we need to have some posts there for your blog pals to get to know you.

A symbol that represents you since you cannot include a photograph of yourself.
A list on the side of your blog that includes your favorite books of all time. Include at least five books. You can make this a link list to a book review.
Your Hall of Fame paragraph with the school name and your last name removed.
Your bubble map paragraph with your last name removed.
A discussion of your favorite book of all time. Include an image of the book cover so that I know that you have figured out how to add images to a blog post.
Write about something that you have read recently. This is the start of your outside reading assignment. You can write about anything that you have read outside of school work--a magazine article, another novel, a manual for a video game, a cookbook recipe, a poem, a short story, a children's book to the kids that you were babysitting for, whatever. Think of our reading minutes in class. You can write about anything that you are reading outside of school. Just start with the thesis statement like you do for the reading minute, and then tell more details about the reading.
Create a double bubble map that compares and contrasts you with a character in Animal Dreams. Post the Thinking Map as an image on a blog post. I want to assess that you have figured out how to make maps on your blog, and I want to assess that you are making any text to self connections with Animal Dreams.

Animal Dreams Vocab Words

2008-09-09T21:52:00.003-04:00

Here's the complete list of Animal Dreams vocabulary words. Although we will continue to work on a few words at a time, check to make sure that your notebook is up-to-date.

pp. 3-50: Arroyo, p. 19; Ostensibly, p. 32

pp. 51-78: Stolid, p. 52; Feign (Feigning, p. 54; feigned, p.60)

pp. 79-98: Arcane, p. 81

pp. 101-118: Sublime, p. 107; Putative, p. 108

pp. 119-142: No vocab words for this selection.

pp. 145-170: Turpitude, p. 147; Apparition, p. 159

pp. 173-204: Furtive, p. 184; Existential, p. 186

pp. 205-225: No vocab words for this selection.

pp. 226-249: Benevolence, p. 233; Precipice, p. 233

pp. 253-284: Obstinate, p. 257; Detritus, p. 281

pp. 285-323: Austerity, p. 285; Succinct, p. 310; Malevolence, p. 314

pp. 324-342: Incipient, p. 324; Exhumed, p. 339

The Search for Self

2008-09-08T21:19:00.004-04:00

The first unit in English 10 is "The Search for Self." The class will come up with a variety of ways and means that people use to find their true self--or their true identity.

Practice Essay Question: What does Barbara Kingsolver believe about finding your true self?

As you compose a practice essay with three words from the A to Z Taxonomy, consider incorporating some of the following quotations that illustrate the general idea of search for self. You also need to support your ideas with examples and quotations from the novel that support your specific key words/ideas that you use in the practice essay.

"I was hoping that had changed: I would step off the bus and land smack in the middle of a sense of belonging” (Kingsolver 12).

“They had no idea. I’d sell my soul and all my traveling shoes to belong some place” (Kingsolver 30).

“Few people know so clearly what they want” (Kingsolver 36).

"What I failed at was the activity peopled called 'nesting.' For me, it never seemed like nesting season had arrived yet" (Kingsolver 77) .

Loyd, describing why his dog turns around in circles before lying down: "Beating down the tall grass to make a nice little nest.... Even if there's no tall grass.... We take these good, smart animals and put them in a house and then wonder why they keep on doing the stuff that made them happy for a million years. A dog can't think that much about what he's doing, he just does what feels right" (Kingsolver 91).

“I’d like to find a place that wants to take me in” (Kingsolver 183).

“It wasn’t a matter of courage or dreams, but something a whole lot simpler. A pilot would call it ground orientation. I’d spent a long time circling above the clouds, looking for life, while Hallie was living it” (Kingsolver 225).

Animal Dreams Reading Schedule

2008-09-04T22:46:00.002-04:00

The date indicates the due date for the reading selection. Be prepared for discussion or a quiz each day.

Sept. 8: pp. 3-50
Sept. 9: pp. 51-78
Sept. 10: pp. 79-98
Sept. 11: pp. 101-118
Sept. 12: pp. 119-142
Sept. 15: pp. 145-170
Sept. 16: pp. 173-204
Sept. 17: pp. 205-225
Sept. 18: pp. 226-249
Sept. 19: pp. 253-284
Sept. 22: pp. 285-323
Sept. 23: pp. 324-342

Bubble Map and Paragraph

2008-08-31T21:08:00.005-04:00

After completing your bubble map, draft one paragraph that details one of your adjectives. Remember to concentrate on one adjective to give focus to the paragraph.

The typed paragraph is due on Thursday, Sept. 4, 2008 along with your completed bubble map. Your bubble map should include specific details that support the adjectives in the frame of reference.

Be sure to keep an electronic copy of the paragraph for posting eventually on your blog for English class. Since classmates will be reading your blog, be sure to keep this public audience in mind when writing your paragraph.

Here is the paragraph inspired by the green adjective on my bubble map.

Roehl Seeing Green

Having grown up on a farm in Medina, I have an affinity for rich, black soil laced with a little cow manure. Such a garden that yields the juiciest tomato or the tenderest ear of corn is a thing of beauty. However, my small yard in St. Louis Park doesn't afford me the space for a large vegetable garden, so I supplement my longing for my farming ancestry by belonging to a Community Supported Agriculture (CSA) program. My CSA farmer Richard delivers one box of fresh, organic vegetables each week for my family to enjoy. I make an awesome chocolate zucchini cake and a beans and greens dish sure to please the most sophisticated Italian palette. Richard also provides my family with organic fruit that he gets from his farming friends on the West Coast and in Mexico. For nine months out of the year my produce needs are met by this buying-locally, earth-friendly CSA method which allows my family to know we are being as green as possible where groceries are concerned. I have taken this green philosophy to other areas of my life. Two years ago I began mowing my lawn with a reel mower; that's the type of push mower that's powered only by humans. Although the reel mower might not leave the most manicured lawn, I enjoy the quiet, peaceful mowing experience that saves gas and carbon emissions. Speaking of emissions, I have also reduced my clothes dryer emissions by hanging most of my family's laundry on the line. While my family was in Spain for three weeks in 2007, I noticed that most, if not all, Spanish families hang their clothes on the line from their apartment windows. I figured that if they can do it without a backyard, then I was being wasteful of the planet's resources my using a machine to dry my clothes, a machine that also pumps emissions into the atmosphere. Although being green takes a lot of work, I am glad that I have taken a few simple steps to reduce my carbon footprint.

Anticipation Guide Statements

2008-08-31T20:47:00.004-04:00

If you would like to continue your discussion of the Surviving High School Anticipation Guide, click on the comments to this post.

Here are the agree or disagree statements:

1. High school is going to be difficult.

2. I feel a lot of pressure to get good grades.

3. Copying a friend’s homework once in awhile is no big deal.

4. The purpose of high school is just to prepare me for college.

5. If I complete all aspects of an assignment, I deserve an “A.”

6. If you’re popular, school is easy for you.

7. School has nothing to do with the real world.

8. Adults don’t understand what it’s like to be in high school today.

Hall of Fame Assignment

2008-08-31T20:40:00.005-04:00

“If you want sweet dreams, you’ve got to live a sweet life.”
Loyd Peregrina, Animal Dreams

Hall of Fame Plaque

Due Date:

The Hall of Fame Plaque is due on Friday, September 5, 2008.

Scenario:
It is the year 2061, 50 years since you graduated from Edina High School. Because you have accomplished so much since you graduated, Edina High School would like to honor you with an induction into the Edina High School Hall of Fame.

Objective:
Create a plaque that Edina High School may make for you in 50 years. Your plaque must adhere to the following requirements:

Must be written in third person point of view
Must be written in past tense
Must contain at least 6 COMPLETE SENTENCES.
Your paragraph should contain ZERO grammar, mechanics, usage, or spelling errors.
MUST BE TYPED (Honestly, do you think EHS would honor you with a handwritten paragraph?)
Include a picture of yourself.
Make it pretty to look at—your classmates, as well as many future students, may view your plaque!

FYI: your plaque paragraph will be read by the teacher and displayed in the classroom.

Supplies Needed

2008-08-31T18:31:00.005-04:00

English 10 students use a single subject, composition notebook to showcase much of their work for class. Notebooks need to be in class every day! Use a Sharpie to write your name on the notebook and bring it to class every day starting Thursday, September 4, 2008. Fully prepared students also come to class with a pen, pencil, and highlighter.

In fact, you need to bring the following supplies to class on Thursday, September 4, 2008 as a required 3-point assignment:

1 composition notebook

1 pack of two glue sticks for use as a common classroom supply

You may also bring one of the following items for use as a common classroom supply to receive two points of extra credit:

a box of Kleenex

a ruler

a scissors

a pack of markers

a box of #2 pencils

English 10 Expectations

2008-08-31T18:06:00.002-04:00

Three words summarize my philosophy of classroom management. They are work, respect, and belong. Read more about each below.

Work: Show up for class—physically and mentally. Your fellow students and I need you here. Your primary purpose here is to participate in your learning and to produce work that contributes to the good of our class community. As Michael Hartoonian, scholar of education and public policy, says, “Work that we do to improve our personal circumstances always affects others. If we do good work, that good radiates to others. Of course, poor or bad work also radiates to others, causing a general decline in the wealth of the community.” Knowledge, which you gain through work, is key to successful citizenship in a multicultural world. To this end, expect homework each night and prepare to speak in class each day. Turn in your assignments on time. If you are absent, find out what you missed, and turn in any missed assignments within two days of your absence.

Respect: At all times, be respectful of scholarship, of yourself, of each other, and of me. The mis-use of cell phones, calculators, or Ipods distract from your learning and the learning of other students and will not be tolerated. I reserve the right to confiscate these items if they are mis-used during class. In addition, we have a mouse problem in the school. Mice infiltrate any classroom where students bring in food or sugary drinks. Water ONLY is allowed in this room. Please, please, please respect my abhorrence of mice in my classroom. We don’t need them running over our feet, up our pant legs, or into our backpacks.

Belong: Foster community by welcoming others. You need to take care of each other, be ready for anything, and appreciate the differences that each person brings to class.

English 10 Major Units of Study

2008-08-31T17:40:00.006-04:00

Finding Self: Animal Dreams by Barbara Kingsolver and Siddhartha by Hermann Hesse

Hero Quest: The Odyssey by Homer and Oh, Brother Where Art Thou (film)

Ethical Dilemmas: Antigone by Sophocles and All My Sons by Arthur Miller

Comic Relief: A Midsummer Night’s Dream by William Shakespeare and screwball romantic comedy films

Cultures Collide: Nectar in a Sieve by Kamala Markandaya and Things Fall Apart by Chinua Achebe

Persecution: Night by Elie Wiesel and choice of In the Time of the Butterflies by Julia Alvarez, Slaughterhouse 5 by Kurt Vonnegut or The Weight of All Things by Sandra Benitez

Tying it all Together: Persepolis by Marjane Satrapi and Rabbit Proof Fence (film)

Ongoing areas of study:

Visual literacy, including photography, film, and other images
Poetry
Vocabulary
Grammar, usage, and mechanics
Digital Literacies

Some notes about literature selection in our school district:

Literature that is studied and read as part of a course has been sited for excellence by an independent source. For example, it has won literary awards, received positive reviews by independent book reviewers and/or recommendations from professional organizations.
Students should read and analyze a variety of literature in print, auditory and visual texts including: Fiction, poetry, drama, short stories and nonfiction.
Students should study a diverse selection of topics and themes including race, gender, age, economics, and geography through a combination of contemporary and classic selections.
In grades 9-12 literature is adult, not young adult.

English 10 Course Description

2008-08-31T17:09:00.000-04:00

English 10: Classical and Contemporary World Cultures refines the language arts skills of reading, literary analysis, writing, vocabulary development, research, critical thinking, speaking, listening, visual literacy, and digital literacy. Each unit includes a classical work and a contemporary text so that students can explore the connections between the past and their world today, and some selections align with the World History sophomore course so that students can make interdisciplinary connections. Selections include both Western and non-Western texts that reflect diversity in race, gender, age, economics and geography.

Students maintain a blog to create an online learning community that not only extends classroom literary analysis discussions, but also provides an authentic audience to outside reading and writing assignments.

Regular instruction in vocabulary will use both explicit lessons and vocabulary specific to the literature being studied in class.

Intensive writing instruction will help students develop thinking skills and a personal voice. Students will write one formal, typed assessment each quarter for a total of four formal assessments per year. Essay assignments throughout the year will include multiple modes such as narrative, persuasion, and critical analysis. Grammar and usage review will include explicit lessons, but focus on using correct conventions in writing. Writing instruction and assessment will use the Six Traits of writing, rubrics and exemplars. Research skills will be taught throughout the course.

Students will also develop and practice effective speaking skills in individual presentations and group discussions.