Homework List
#1
#2 Use the same techniques we discussed in class to analyze "The Harlem Dancer". In a short essay, discuss-
# 3 (09/09/08)Write at least a paragraph to explain how the poet Mckay illustrates the theme that " People are not always what they seem to be " in his poem "The Harlem Dancer"? Use at least three examples of literary techniques or elements to help you explain.
#4 (09/10/08) Finish analyzing the poem "After the Winter" by applying the techniques we have learned n class. In a paragraph , describe the main ideas of the poem. In another paragraph, describe the theme and explain how McKay used various literary techniques and elements to illustrate the theme. You may quote directly from the poem some key words or phrases but not the entire stanza to show where you elicited your ideas.
Use the checklist to revise your writing-
__ In the first paragraph, describe the main idea and the theme of the poem. Use at least three sentences.
__ In the body paragraph, include the discussion of
__ Conclusion
HW #5(09/11/08)
Based on the article "Across Country, New Challenges to Term Limits ", state and support your position on the issue of "Term Limits" find textual evidence to support your position in at least three paragraphs.
HW#6
Essay Assignment #1:Use the checklist above to revise HW#4 on "After the Winter". We will go over the essay together in class tomorrow.
HW#7 (09/16/09)
Essay Assignment #2: Use the check list to revise your position paper on the term limits (the copy of the article was given to you last week) -
In the Introduction, state-
__ Main ideas of the article
__ Your position: for/against term limits
Body-
Paragraph 1
__ Topic sentence (reason 1 ) to support your position.
__ Use at least one direct quotation from the article and no more than three.
__Use your paraphrased sentences to reinforce your ideas
__ No personal opinions
Paragraph 2 & 3:
Follow the same structure but provide the 2nd and 3rd reason to support your position.
Conclusion
__Use different words to repeat your position.
Starting 09/16/08, you are required to read at least one article from the New York Times. After reading, please do the following-
Cut out the article and glue it in your note book. Use 3- 5 sentences to
describe the main ideas of the article you'll read:
| Main Ideas of the article (from the lead paragraph) |
Facts & Opinions | New Vocabulary (Identify three new vocabulary words you don't know. Highlight the sentences in which the words are used and lookup the meanings of each new word) |
| Who:/What:/When:/Where:/How:/Why: | Statement of fact: Statement of Opinion: |
1. 2. 3. |
HW# 8(09/18/08)
Complete the table-
| Descriptions of Mory's | Mory's Past | Present Mory's | Changes Mory's Has Made | Your Prediction of Mory's Future |
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HW# 9 Essay #3 (09/22/08)
Write an essay to express your prediction of Mory's future. Use evidence from the text to support your opinions.
HW #10 After reading the article, select three example of the U.S. court's past influence and three examples of its weakened position in the world.
HW#11(09/26/08)
Write a letter to the supreme court stating your position on whether the US. Court should avert or confirm to the world court.
HW for Sept 29th,2008
Organize your note book. I'll check the following-
Class work that includes-
Homework:( Please number all the homework)
#1-#11 ( Four essays are #6, #7, #9 and #11 are on loose leaf)
Study the Vocabulary( in blue) prepare for the quiz on Oct 3, FRIDAY
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HW#12
Write a three-paragraph essay describing the influence of Poe's personal life on his writing based on the biographical article. Use at least three examples to describe such a connection. In order to make the connection, first you will need to describe his life then how that aspect of his life affected his writing.
HW#13 ( Essay #5) Write the 2nd draft of the essay on How Poe's life Impacted on his Writing on a loose leaf
| Poe's Life | Impact on His Writing |
| 1.Inconsistency/instability of his life created a sense of horror and nightmarish life | constant presence of the theme of Horror |
| 2.Death haunted him( parents' death and his wife's death) | Theme of "Death" |
| 3. He was always in debt. He drank to numb himself. | His characters bear similar traits. They are always in a state of stupor. |
HW#14
Find two examples from the story to illustrate one of the themes-
HW#15
In your journal, describe a tragic incident in which no one was to blame for the event; describe another tragic incident in which everyone involved was to blame.
Interpret and respond to the quotation "Show me just what Muhammad brought that that was new, and there you will find things that only evil and inhuman, such as his command to spread by the sword the faith he preached."
HW#16 (Oct.17th)-Study Question #1-#10
How is the grandma portrayed? Does she remind you of anyone you know? What is the dominant feature in her character?
How are the grandchildren portrayed? What words would you use to describe them?
How would you describe the wife and husband? The family in general?
In what setting did the story occur?
How do you feel about the two children's behavior? Why didn't Bailey or the mother say anything about it?
There are several examples of foreshadowing in the beginning of the story. Identify them and explain how the hints developed toward the end of the story.
O'Connor was criticized for portrayal of faithless characters. Do you feel the characters she portrayed are like someone you know or overly exaggerated?
In O'Connor's writing, even the minor characters are described with great details. How are Sam and his wife depicted, not only their physical characteristics but more importantly personality traits? What do Sam and his wife's statements reveal," It isn't a soul in this green world of God's that you can trust..." (Samy's wife) ; "A Good man is hard to find..." (by Samy)
How did the grandma make her son Bailey to do what she wanted, which is to visit the mansion from her memories?
How did the accident occur? Who was to blame?
HW#17 (Oct.20th) (Study Questions #11-#18)
How did each character react to the accident, the children, Bailey, the mother, and the grandma?
How did Grandma try to protect herself from the blame?
How did they encounter Misfit? How was Misfit described, both physical and personality traits? What impression did he leave on the reader?
If you were a member of the family, considering the setting you were in , when you saw strangers coming towards you after the accident, how would feel? Why?
The turning point of the story is where the grandma recognized Misfit. Why?
How did Misfit act before he was recognized and after?
According to Misfit, what drove him to be who he was today? Describe his life based on his account of his past life.
What happened to the family? Why did Misfit choose to kill the grandma last?
HW#18 (Wed. Oct 22nd)
1.Answer the Study Question 18-25.
2. Write the 1st draft of the essay "How Does the Story Illustrate the Title "A Good Man Is Hard to Find" by O'Connor?
HW#19 (Thur. Ooct.23rd)
The final draft of the essay on "A Good Man is Hard to FInd" is due on Friday.
HW #20
Finish the Interpretations of the following statements:
HW#21 Do research on one of the following topics and write an interview on one of the topics.( Due on Oct 29th Wed.)
Useful Links
Write a report about the Jazz Age by creating an interview. Ask at least 5 questions. The person you interview can be real or imaginary but must be from that era. Focus only on one area such as music, art, poetry, fashion or technology.
HW#22 Complete a Task 1 essay (Due Thursday Oct 30th)
| The Situation: You have been asked to write an article about why the dominant influences on F. Scott Fitzgerald were aspiration, literature, Princeton, Zelda Sayre Fitzgerald, and alcohol. To prepare for writing your article, your teacher has asked you to attend a lecture about Fitzgerald.. Then you will use information from the lecture to write your article. |
Your Task: Essay#7 Write an article about why the dominant influences on F. Scott Fitzgerald were aspiration, literature, Princeton, Zelda Sayre Fitzgerald, and alcohol
HW#23
Chapter 1 of The Great Gatsby
HW#24
Answer Chapter 1 Questions 3-8
3.Pay attention to time. What is the day and year during the first scene at Daisy's house?
4.Describe Nick. What facts do you know about him, and what do you infer about him? What kind of a narrator do you think he will be?
5.What image does the author use to describe Jordan Baker? What does it mean?
6.How does Nick react to Jordan?
7.What does Tom's behavior reveal about his character?
8.How is trouble in the Buchanan marriage first introduced?
HW#25
Chapter 1:
1.How does Fitzgerald use setting to emphasize the differences between social classes?
2.How do West Egg and East Egg differ?
3. How does the romantic setting of the Buchanan's house create such a contrast to their relationship?
4. What's the symbolic meaing of the "green light" as appeared at the end of Chapter 1?
Make a sentences with each of the 5 words chosen from the list -
Chapter 1HW #26
Make a sentences with each of the 5 words chosen from the list -Answer the question:
Describe the "valley of ashes." What does it look like and what does it represent?
Voc. Quiz #2 on Nov. 12th (no weekend words)
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HW# 27
Answer the following questions based on Chapter 2-
HW#28 (Based on Chapter 3)
Make a sentences with each of the 5 words chosen from the list -
Chapter 3
HW#29 Answer the following questions based on Chapter 4
Chapter 4
Make a sentences with each of the 5 words chosen from the list -
HW#30
Answer the questions based on Chapter 5:
Make a sentences with each of the 5 words chosen from the list -
Chapter 5HW #31
Chapter 6
Make a sentences with each of the 5 words chosen from the list -
transpire / laudable /
insidious: 1 a : awaiting a chance to entrap :
TREACHEROUS b : harmful but
enticing :
SEDUCTIVE <insidious drugs>
2 a : having a gradual and cumulative effect :
SUBTLE <the insidious pressures of modern
life /
meretricious : 1 : of or relating to a prostitute :
having the nature of prostitution <meretricious relationship>
2 a : tawdrily and falsely attractive <the paradise they found was
a piece of meretricious trash
turbulent /
ineffable: a : incapable of being expressed in words : INDESCRIBABLE/
reverie / Yukon /
savory: having
savor :
as a : piquantly pleasant to the mind <a savory collection
of essays> b : morally exemplary :
EDIFYING <his reputation was anything but
savory> c : pleasing to the sense of taste especially by
reason of effective seasoning
synonym see
PALATABLE
ramification /
turgid: 1 : being in a state of distension :
SWOLLEN,
TUMID <turgid limbs>; especially :
exhibiting
turgor
2 : excessively embellished in style or language :
BOMBASTIC,
POMPOUS
repose / debauchee / brothel / saloon / gruffly /impassion / perturbed / saunter / genial / tipsy /
slump:1 a : to fall or sink suddenly b : to drop or slide down
suddenly :
COLLAPSE <slumped to the floor>
2 : to assume a drooping posture or carriage :
SLOUCH
proximity / inarguable / chafe / contralto /
dilatory:1 : tending or intended to cause delay <dilatory
tactics>
2 : characterized by procrastination :
TARDY <dilatory in paying bills>
rind : 1 : the bark of a tree
2 : a usually hard or tough outer layer :
PEEL,
CRUST
HW#32
In your journal, respond to the following-
Chapter 7 Answer the following questions based on Chapter 7 of The Great Gatsby
HW#33 Essay #8 (first homework of the 3rd marking period) Due Dec. 3rd, 2008
|
TASK III: Reading and Writing for Literary Response and Expression |
Directions: Read the
passages (The Great Gatsby and a poem). Answer the multiple-choice
questions (none for the final) on the answer sheet provided for you. Then
write the essay in your essay booklet as described in Your Task.
You may use the margins to take notes as you read on the page provided to plan
your response.
|
Your Task:
After you have read the passages and answered the multiple-choice
questions, write a unified essay about the relationship between
wealth and happiness. In your essay, use ideas from
both
passages to establish a controlling idea about the relationship
between wealth and happiness. Using evidence from
each
passage, develop your controlling idea and show how the author uses
specific literary elements or techniques to convey that idea. |
Guidelines: Be sure to
· Use ideas from both passages to develop a controlling idea about the relationship between wealth and happiness
· Use specific and relevant evidence from each passage to develop your controlling idea
· Show how each author uses specific literary elements (for example: theme, characterization, structure, point of view) or techniques (for example: symbolism, irony, figurative language) to convey the controlling idea
· Organize your ideas in a logical and coherent manner
· Use language that communicates ideas effectively
· Follow the conventions of standard written English
Passage 1 : The Great GatsbyPassage 2: The poem " Richard Cory"
Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.
And he was always quietly arrayed,
And he was always human when he talked;
But still he fluttered pulses when he said,
"Good-morning," and he glittered when he walked.
And he was rich - yes, richer than a
king -
And admirably schooled in every grace;
In fine we thought that he was everything
To make us wish that we were in his place.
So on we worked, and waited for the
light,
And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.
How to Analyze Poetry
Poetry is a way of expression. It is a language of its own. This language is one that is open to interpretation, and it is one of the best things about poetry. Although the author might have a specific idea that he or she is trying to convey, you, as the reader can also interpret the poem based on your own experience and understanding. You can take it for its figurative meaning or for its literal meaning. Some of the things I often use to help me analyze poetry are the following:
Speaker- is the narrative voice in the poem.
Sound- alliteration, consonance, assonance.
Rhythm- is the pattern that is created by the author through the arrangement of stressed and unstressed syllables.
Images- pictures that are described and painted through the poem.
Figurative Language- simile, metaphors, and personification.
How to analyze Short Stories/Novels
I. In literature and in writing it’s important to understand the subject and the theme and also be able to identify key points and create your own opinion. When analyzing a novel, you need to discuss the following literary elements that are interwoven together seamlessly to create the great themes and plots.
II. You also need to understand a story plot begins with exposition, introduction to characters, setting, rising action, turning point, climax and conclusion.
III. The following elements are also common in novels:
a) Dramatic irony, in the which the reader or the audience sees a character’s mistakes, but the character does not;
b) Verbal irony, in which the writer says one thing and means another.
c) Irony of situation, in which there is a great difference between the purpose of a particular action and the result.
Introduction
- One sentence of your own response to the subject
-Your answer to the Task question that is located at " Use ideas from both passages to establish a controlling idea about..." based on each passage (Thesis statement). What is each author's attitude/opinions toward/on the topic?
Body
Paragraph 1: Transitional Paragraph
-Did you mention whether both passages share the same view on the topic or the contrasting views?
Paragraph 2: Discussion of Passage 1
-A general statement or Topic sentence that summarize the your response to the topic based on the 1st passage.
- Did you mention two-three different details from the 1st passage to support your point (discussion of meaning)?
-Did you point out the literary techniques used in each reference (how is meaning expressed)?
-Did you point out the effect of each technique the author used to enhance his idea ?( For example, to make the idea more conveyable, easier to understand, or more touching or more ambiguous, more effective, more powerful, more persuasive, etc.)
-Did you put the original words in quotation marks?
Paragraph 3: Discussion of Passage 2
-A general statement or Topic sentence that summarize the your response to the topic based on the 2nd passage.
- Did you mention two to three different details from the 1st passage to support your point (discussion of meaning)??
-Did you point out the literary techniques used in each reference (how is meaning expressed)?
-Did you point out the effect of each technique the author used to enhance his idea ?( For example, to make the idea more conveyable, easier to understand, or more touching or more ambiguous, more effective, more powerful, more persuasive, etc.)
-Did you put the original words in quotation marks?
Conclusion
-Did you one more time state your point in different words?
-A summary of effects of the use of those literary techniques?
Introduction:
(Opinion)- Even though change may be beneficial, it often leads to the loss of tradition. (compare works)- In the poem and short story, the authors have similar attitudes toward change. It is seen as something that may have a negative impact on individuals or society as it disrupts the traditional ways. However, the author of the short story also supports change, as long as time is allowed for it to occur.
Body Paragraph I:
The first passage-
(Topic sentence)- The author of the poem believes that change is harmful because it leads to the loss of tradition. (evidence 1)- In lines 20 through 23, she uses the metaphor of a "ribbon between herself and the past" to convey her sense of how the past is tied to the present. And yet the ribbon ended with her mother, revealing that a loss of tradition has occurred. The past has not been handed down to her children, in particular. (evidence 2). The author also shows that she values tradition, as she associates it with love and warmth. In line 34 she uses the simile "like confetti" to describe her happy, joyful experience of Italian culture. (evidence 3) Finally, the author expresses her regret that change has occurred in lines 42 through 44. Here she asks the question "Did I fail my own children?", revealing an emotion of regret and sadness.
Body Paragraph II:
The second passage-
(Topic sentence)- The author of the second passage-- the short story-- also believes that change may have destructive effects. However, he believes that change may be positive as long as it is given time to occur. (evidence 1)- In the story, Michael Obi is characterized as an enthusiastic, outspoken headmaster in favor of change and modernization. It is this aspect of his personality that leads him to shut down the villagers' ancestral path. (evidence 2)- He was chosen as headmaster precisely for his progressive qualities. Therefore, it is ironic that the Supervisor criticizes him in the end for moving too quickly with change-- what he calls, "misguided zeal". (evidence 3)- Michael Obi had attempted a positive change-- the beautification of the school premises. However, because he was disrespectful of the villagers' tradition, symbolized by the footpath, negative effects-- the destruction of the school premises and the criticism of the Supervisor-- resulted from this change.
Conclusion:
In conclusion, the authors of both works show how change often has a negative
impact. The second author also suggests that change can be good if it is
given time to occur. From both works it can be understood that we should
respect tradition even as we attempt to improve our world with changes for the
better.
REGENTS COMPREHENSIVE EXAMINATION IN ENGLISH
Part III (Task III) Reading and Writing for Literary Response
|
Quality |
6 Responses at this level: |
5 Responses at this level: |
4 Responses at this level: |
3 Responses at this level: |
2 Responses at this level: |
1 Responses at this level: |
| Meaning: the extent to which the response exhibits sound understanding, interpretation, and text(s) | -establish a controlling
idea that reveals an in-depth analysis of both texts -make insightful connections between the ideas in each text and the elements or techniques used to convey those ideas |
-establish a controlling
idea that reveals a thorough understanding of both texts -make clear and explicit connections between the ideas in each text and the elements or techniques used to convey those ideas |
-establish a controlling
idea that shows a basic understanding of both texts -make implicit connections between the ideas in each text and the elements or techniques used to convey those ideas |
-establish a controlling
idea that shows a basic understanding of the texts* -make few or superficial connections between the ideas in the texts and the elements or techniques used to convey those ideas |
-show a vague or incomplete
understanding of the texts -fail to establish a controlling idea -allude to the texts but omit references to literary elements or techniques |
-provide no evidence of
textual understanding -make no connections between ideas in the texts and literary elements or techniques |
| Development: the extent to which ideas are elaborate using specific and relevant evidence from the text(s) | -develop ideas clearly and fully, making effective use of generalization, specific references, and relevant quotations from both texts | -develop ideas clearly and consistently, using relevant and specific details from both texts | -develop ideas inconsistently, using relevant details form both texts | -develop ideas simply, using some details from the texts | -are incomplete or largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or unjustified | -are minimal, with no evidence of development |
| Organization: the extent to which the response exhibits direction, shape, and coherence | -maintain the focus
established by the controlling ideas -exhibit a logical and coherent structure through effective use of appropriate devices and transitions |
-maintain the focus
established by the controlling idea -exhibit a logical sequence of ideas through the use of appropriate devices and transitions |
-maintain a clear and
appropriate focus -exhibit a rudimentary structure but may include some inconsistencies or irrelevancies |
-establish, but fail to
maintain, an appropriate focus -exhibit uneven organization |
-lack an appropriate focus, but suggest some organization | -show no focus or organization |
| Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety | -are stylistically
sophisticated, using original and precise language with a notable
sense of voice and awareness of audience and purpose -vary structure and length of sentences for effect |
use language that is fluent
and engaging, with some awareness of audience and purpose -show consistent use of sentences that are varied in length and structure |
-use appropriate language,
with some awareness of audience and purpose -occasionally vary length and structure of sentences |
-use basic vocabulary -rely on sentences that are unvaried in length and structure |
-use language that is
imprecise or unsuitable for the audience or purpose -rely on sentences that lack variety and may be constructed incorrectly |
-are minimal -use language that is incoherent or inappropriate -violate basic rules of sentence structure |
| Conventions: the extent to which the response exhibits conventional spelling, punctuation, para-graphing, capitali-zation, grammar, and usage | -demonstrate control of the conventions | -demonstrate control of the conventions, with very few minor errors that have no effect on comprehension | -demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension | -demonstrate partial control, exhibiting errors that occasionally hinder comprehension | -demonstrate a lack of control, exhibiting many errors that make comprehension difficult | -are minimal -may be illegible or not recognizable as English |
Aim: How to distinguish statements that express ideas superficially implicitly or explicitly?
Meaning
Development:
a. Use the literary term( layer 1)-superficial
b. Brief descriptions of why the author uses symbolism or any other literary technique (layer 2). Use a brief example.-----implicit
c. Make a connection between the literary technique and the topic. How does the author use symbolism to establish his idea that money can’t buy happiness.---explicit
3.Shape
4.Language
5.Convention
HW #34 Task 4 Essay (Due Dec. 8th)
Option 1: Choose one of the theme statements to interpret and use details from the book The Great Gatsby to illustrate your ideas.
Option 2: Task IV: Reading and Writing for Critical Analysis and Evaluation
Your Task: Write a critical essay in which you discuss two works of literature you have read from the particular perspective of the statement that is provided for you in the "critical lens." In your essay, provided a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the two works. You may use scrape paper to plan your response.
Critical Lens: (choose one )
George Bernard Shaw: “There are two tragedies in
life. One is not to get your heart’s
Sophocles (in Oedipus Rex): “The greatest grieves are those we cause ourselves.”
Guidelines:
•Provide a valid interpretation of the critical lens that clearly establishes
the criteria for analysis
•Indicate whether you agree or disagree with the statement as you have
interpreted it
•Choose two works you read that you believe best support your opinion
•Use the criteria suggested by the critical lens to analyze the works you have
chosen
•For each work, do not summarize the plot but use specific references to
appropriate literary elements (for example, theme, characterization, structure,
language, point of view) to develop your analysis
•Organize your ideas in a unified and coherent manner
•Specify the titles and authors of the literature you choose
•Follow the conventions of standard written English
* Read the
rubrics for
Task IV on which your essay's grade is based .
REGENTS COMPREHENSIVE EXAMINATION IN ENGLISH
Part IV (Task IV) Reading and Writing for Information and Understanding
|
Quality |
6 Responses at this level: |
5 Responses at this level: |
4 Responses at this level: |
3 Responses at this level: |
2 Responses at this level: |
1 Responses at this level: |
| Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s) | -provide an interpretation
of the "critical lens" that is faithful to the complexity of the
statement and clearly establishes the criteria for analysis -make insightful connections between the criteria for analysis and the chosen texts |
-provide an interpretation
of the "critical lens" that clearly establishes the criteria for
analysis -make clear and explicit connections between the criteria for analysis and the chosen texts |
-provide an interpretation
of the "critical lens" that establishes the criteria for analysis -make inplicit connections between the criteria and the chosen texts |
-provide an interpretation
of the "critical lens" that suggests the criteria for analysis -make few or superficial connections between the criteria and the chosen text* |
-provide a vague or
confusing interpretation of the "critical lens" -may allude to the "critical lens" but do not use it to analyze the chosen texts |
-don not refer to the
"critical lens" -reflect minimal analysis of the chosen texts |
| Development: the extent to which ideas are elaborated using specific and relevant evidence from the text(s) | -develop ideas clearly and fully, making effective use of appropriate literary elements and techniques in both texts | -develop ideas clearly and consistently, using relevant and specific references to appropriate literary elements and techniques in both texts | -develop ideas inconsistently, using relevant details from both text | -develop ideas simply, using some details from the texts | -are incomplete or largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or unjustified | -are minimal, with no evidence of development |
| Organization: the extent to which the response exhibits direction, shape, and coherence | -maintain focus established
by the critical lens -exhibit a logical and coherent structure through effective use of appropriate devices and transitions |
-maintain the focus
established by the critical lens -exhibit a logical sequence of ideas through the use of appropriate devices and transitions |
-maintain a clear and
appropriate focus -exhibit a rudimentary structure but may include some inconsistencies or irrelevancies |
-establish, but fail to
maintain, an appropriate focus -exhibit uneven organization |
-lack an appropriate focus, but suggest some organization | -show no focus or organization |
| Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety | -are stylistically
sophisticated, using original and precise language with a notable
sense of voice and awareness of audience and -vary structure and length of sentences for effect |
use language that is fluent
and engaging, with some awareness of audience and purpose -show consistent use of sentences that are varied in length and structure |
-use appropriate language,
with some awareness of audience and purpose -occasionally vary length and structure of sentences |
-use basic vocabulary -rely on sentences that are unvaried in length and structure |
-use language that is
imprecise or unsuitable for the audience or purpose -rely on sentences that lack variety and may be constructed incorrectly |
-are minimal -use language that is incoherent or inappropriate -violate basic rules of sentence structure |
| Conventions: the extent to which the response exhibits conventional spelling, punctuation, para-graphing, capitali-zation, grammar, and usage | -demonstrate control of the conventions | -demonstrate control of the conventions, with very few minor errors that have no effect on comprehension | -demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension | -demonstrate partial control, exhibiting errors that occasionally hinder comprehension | -demonstrate a lack of control, exhibiting many errors that make comprehension difficult | -are minimal -may be illegible or not recognizable as English |
Extra-Credited Work: Write an Essay Comparing the Film Version of The Great Gatsby and the Book( Use Venn Diagram to Brainstorm Ideas) (Due Dec. 8th Monday)
Follow the Guidelines-
Part I: There are different ways of comparing a movie and a book. Choose one method to compare and contrast the movie and book.
Method 1: Which one is better? The movie or the book? In what ways?
Step One:
Make a tablet. Fill in details which support each side with respect to the movie version. List things which the movie did well and also areas that you think were disappointing. Consider how the characters were portrayed, the visuals, the scenes which were added or which were left out, the overall effect, etc.
| Good Points (as good/better than the book) | Weak Points( disappointing/add-on) |
| 1. | |
| 2. | |
| 3. | |
| 4. |
Step Two: Writing the introduction
In the intro, in general, discuss your impression of the movie comparing it to the book. Point out three to five reasons why the movie is a success or a failure, for example, the character portrayal, the visual of the set or the conflict build-up, etc.
Step Three: Writing the body
Give examples of character portrayal , symbolic meaning of the setting and conflicts both from the book and movie to discuss which genre is more successful. Remember if you cover character, setting, and historical accuracy for the book, for instance, you need to be sure that you cover the same elements for the movie.
Step Four: Writing the conclusion
Describe the effect the movie had on you compared to the book.
Method 2: Find the similarities and the differences between the book and the movie. List them.
If you cover character, setting, and historical accuracy for the book, for instance, you need to be sure that you cover the same elements for the movie
| Similarities to the Book | Differences from the Book |
Similarities-to-Differences Strategy In this structure, you explain all the
similarities about the items being compared and then you explain all the
differences.
For instance, you might explain that the characters and plot were similar in
both the book and movie in the one section.
In the next section, you could explain that the settings were different. The
book took place during the summer while the movie took place during the winter.
Part II structure: There are three different ways to organize your ideas
Whole to whole
say everything about the characters, setting, and plot for the book then everything about the characters, setting, and plot for the movie.
For a paper comparing and contrasting a book to a movie, the section for Item #1 would include everything about the book and the section for Item #2 would cover everything about the movie.
Point-by-Point Strategy
In this structure, you explain one point of comparison before moving to the
next point.
For instance, you would write about the characters in the book and movie in one
section; then you would write about the setting in the book and movie in the
next section.
Point-by-Point comparison and contrast uses a separate section or paragraph
for each point.
Point #1 for your paper could be information about the characters in the book
and the movie. You'd begin a section or paragraph for Point #2.
For consistency, begin with the same item in each section of your point-by-point
paper. For instance, for each point that you discuss, explain the information
about the book first and then about the movie.
The points in each of the sections should be the same and they should be explained in the same order (for instance, you might discuss character, setting, and plot for both, and in that order for both).
Similarities-to-Differences comparison and
contrast uses a separate section or paragraph for similarities and differences.
In other words, the body of your paper would have two large sections: one for
similarities, and another for differences.
Transitional Words/Phrases:
Here are three main things to pay attention to as you write a comparison and
contrast paper:
1. Purpose & Supporting Details
2. Organization & Structure
3. Transitions & Coherence
In addition, be sure to pay attention to the usual requirements for writing,
such as spelling, punctuation, and grammar.
HW#35 12/09/08 ( the 1st HW of The Crucible unit)
Aim: How will The Crucuble , a historical and social drama, address issues such as public fear, prejudice, persecution/discrimination and ignorance that still exsit today?
Make a 3 column grid on your notebook with the columns headed: (1) Group (2) Reasons (3) Result. Individually, list under "Group" those sections of society (in US or elsewhere) who are the subject of prejudice or who tend to be blamed for social, economic and moral ills; under "Reasons", list your understanding of the reasons why that group is subject to blame or prejudice ;and then under "Results", list some of the ways that the prejudice/blame is expressed socially.
HW#36 12/10/08
Aim: What are the key literary concepts used in The Crucuble? How are they used by Arthur Miller to express his message?
Interpret "Nobody wants to be a hero... but in every man there is something he cannot give up and still remain himself - a core, an identity, a thing that is summed up for him by the sound of his own name on his own ears. If he gives that up, he becomes a different man, not himself". --Arthur Miller
Compare:
Socrates (before his execution)
'Aquit me or not, but whatever you do, know that I shall never alter my ways even though I have to die many times'.
Max Beerbohm (Essayist)
'The nonconformist conscience makes cowards of us all'.
Shakespeare (Hamlet)
'This above all: to thine own self be true and it must follow as the night the day thou can'st not then be false to any man'.
Martin Luther 'It is neither safe nor prudent to do aught-against'.
Shakespeare (Hamlet)
'Whither 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune, or to take arms against a sea of troubles, and by opposing end them?....'
John Stuart Mill (Philosopher).
'If all mankind minus one were of one mind and only one person were of the contrary opinion, mankind would be no more justified in silencing the one person than he if he had the power would be justified in silencing mankind. We can never be sure that the opinion we are endeavoring to stifle in false opinion; and if we were sure stifling it would still be evil.
John Milton (Poet) 'Give me the liberty to know, to utter and to argue freely according to conscience above all liberties
Discuss and answer: What kind of morality and attitudes are revealed in the statement, "In Salem these people regarded themselves as holders of a light. If this light were extinguished, they believed, the world would end. When you have ideology which feels itself so pure, it implies an extreme view of the world. Because they are white, opposition is completely black"?
Read and think: One of the most important influences on Miller's way of writing is to say why a man doesn't simply walk away and say to hell with it, the moment when a man differentiates himself from every other man.
The assumption behind Miller's plays is that life has meaning. Idea is important to Miller.
For Miller, the theatre is a place where an audience realizes that its anxiety, hopes, are mutual. Realization of what they already know makes man more human, that is to say, less alone.
Homework #36
Use one of the above quotations as the critical lens to examine the real issues in our society and personal life. Write a narrative describing the incidence that can shed light on the quotatation of your choice.
Lesson for 12/11/08
Aim: What values and beliefs did the Puritans' hold back in 17th century?
Do Now:
Read the article about Puritans' values and elicit values held by the early pilgrims.
Procedures:
1. Study the origin of Puritanism.
2. Study the beliefs of the Puritans.
Homework #37
Make a list of values and beliefs the Puritans held in 1692.
Homework #38
Read the article on Puritanisn and Predestination and
HOMEWORK# 39
Respond:
A. Fear plays an important role in the play you are about to read. Make a two-column chart of examples of people acting from fears that are justified and fears that are irrational. Are people's fear based more on fact or on rumor?
B. What events or emotions/motives) can lead people to act irrationally?
Homework #40
1. In Act I, on page 9, when Parris speaks to Susanna,"...There be no unnatural cause here... Let him look to medicine...", what is he afraid of?
From page 10 to page 12, find more speeches by Parris that show he is an egotistic person, who is hungry for power and his social establishment. Remember in drama, characters are portrayed through their speeches and not told by the playwright.
More examples-
"Then why can she not move herself since midnight? This child is desperate! Abigail lowers her eyes. It must come out--my enemies will bring it out. Let me know what you done there. Abigail, do you understand that I have many enemies?"
"And I pray you feel the ministry and perhaps your cousin's life. Whatever abomination you have done, give me all of it now, for I dare not be taken unaware when I go before them down there."
"Abigail, I have fought here three long years to bend these stiff-necked people to me, and now, just now when some good respect is rising for me in the parish, you compromise my very character. I have given you a home, child, I have put clothes upon your back--now give me upright answer. Your name in the town--it is entirely white, is it not?"
2. According to Abigail, what really happened that caused Betty Parris to be in an uncouncious state?
Homework#41
Be Mr. Putnam and give account why he was at Parris house and what he had observed was going on in Salem. His comments on Salem people.
Homework #42
Make a double-entry journal :
Quotes |
Responses |
| 1. (from the description of John Proctor) | |
| 2. (from the dialogue between Abigail and Proctor) |
Homework #43
Copy :Notes on identifying character's traits:
Make a diagram that indicates all the characters and the relationships among them.
Homework #44
Part I: Finish reading Act I of The Crucible and Write a Summary of Act I.
Part II
1. List the conflicts that are introduced in Act I. Which do you think is the major conflict? Give reasons for your answers.
2. List the major characters introduced in Act I. Identify each and write a one sentence description of his or her personality.
Part III: Write creatively-
1.Be Abigail and in your Diary explain why you start accusing people at this point.
Or
2. Be Reverend Hale and describe what you have seen what is happening in Salem.
HW#45
Open Book Test Based on Act I
Part I. Short-Answer Questions
Part II. Bonus Questions Lucifer as the arch-fend, but
" Our difficulty in believing the- for the want of a better word- political inspiration of the Devil is due in great part to the fact that he is called up and damned not only by our social antagonists but by our own side, whatever it may be. The Catholic Church, through its Inquisition, is famous for cultivating Lucifer as the arch-fiend, but the Church's enemies relied no less upon the Old Boy to keep the human mind enthralled. Luther was himself accused of alliance with Hell, he in turn accused his enemies."
" Normally the actions and deeds of a man were all the society felt comfortable in judging. The secret intent of an action was left to the minister, priests, and rabbis to deal with. When diabolism rises, however, actions are the least important manifests of the true nature of a man. The Devil, as Reverend Hale said, is a wily one, and, until an hour before he fell, even God thought him beautiful in heaven."
" From all accounts there are no more puritanical mores in the world that those enforced by the Communists in Russia, where women's fashions, for instance, are prudent and all-covering as an American Baptist would desire. The divorce laws lay a tremendous responsibility on the father for the care of his children. Even the laxity of divorce regulations in the early years of the revolution was undoubtedly a revulsion from the 19th century Victorian immobility of marriage and the consequent hypocrisy that developed from it. If for no other reasons, a state so powerful, so jealous of the uniformity of its citizens, cannot long tolerate the atomization of the family. And yet in American eye at least, there remain the conviction that the Russian attitude toward women is lascivious. It is the Devil working again..."
HW#46
In this part of the play(beginning of Act II), Mary told the audience a lot of what has been going on in the past eight days in Salem but the scenes she mentioned are not shown directly on the stage. Bring the scenes alive by creating a scene of how the young girls acted and accused innocent people blindly in court , especially Abigail (how she has become such an important role in the witch-hunt), and how they were treated by the court officials.
HW#47
Read the poem " To My Dear and Loving Husband" written by Anne Bradstreet who lived during the colonial puritan period. Describe what kind of woman the speaker is based on the poem. Is Elizabeth this type of wife/woman? If not, describe what kind of wife she is based on the descriptions in Act II.
To My Dear and Loving Husband by Anne BradstreetIf ever two were one, then surely we. |
HW#48
Make a Character Bookmark for Elizabeth, John Proctor, Hale, Abigail describing the personality traits of each character and their relationships with other characters. This is how you do it-
Create a table and put the character's name in the top cell. For example:
John Proctor |
Relationship with Other Characters |
| Confident | have conflict with Parris-- |
| powerful in a hidden way | have conflict with Abigail-- |
| not a follower | |
| hatred for hypocrites | His relationship with his wife, Elizabeth-
|
| a sinner | |
|
|
|
| doesn't believe witchery
|
|
| have self-conflict
|
|
|
|
HW#49
If you are asked to write two lines ( a couplet) or Word Play (Acrostic) on a character's tombstone (by the end of Act II), what will they be (Choose a main character to do the assignment. Use this site as a guide to help you create your own poems of any form.
HW#50
1. Summary of Act II (end of Act II)
2. What is the critical moment in Act II?
HW#51
In your journal response, discuss
a. Is it fair when a wife is asked to testify against her husband? What would the majority do under this circumstance ? Explain.
b. Visit the literary terminology website and find out : What is a turning point in a play? What is climax?
HW#52
(Act III) Write a diary from the point of view of Elizabeth Proctor. In the diary, explain why she lied for her husband in court and how she feels afterwards.
HW#53
Rewrite the scene in court where John Proctor, Mary Warren and Elizabeth Proctor are questioned by Judge Danforth from the point of view of John Hale in a monologue. Let him reflect on what happened and describe how he feels about the trial, which eventually leads to her decision of quitting the court at the end of Act III.
HW#54
Write a 50-100 words obituary for John Proctor. In the obituary, try to describe his main characteristics, accomplishments and your feelings for the character.
HW# 55 : Answer the following questions:
1.What is John’s excuse for confessing?
2.What is Elizabeth’s proof that John is a good man?
3..How has Elizabeth changed since we first met her?
4..After John confesses, what does Danforth want him to do?
5..Discuss,"I am John Proctor! You will not use me!"
6. How do you feel about the ending of the play? Explain.
HW#56
Is John Proctor a tragic hero? Support your answer.
Final Exam (Both Essays are due on Tuesday )
Part III Task, Texts, and Question
Directions: Read the passages on the following page (a poem and an excerpt from a play-the opening dialogue between Elizabeth and John Proctor in Act II of The Crucible) and answer the multiple-choice questions. Then write the essay described in "Your Task." You may use the margins to take notes as you read and scrap paper to plan your response.
Your Task:
After you have read the passages and answered the multiple-choice questions, write a unified essay about how the woman in each passage feels about her husband and how she expresses her feelings. In your essay, use ideas from both passages to establish a controlling idea about the characteristics of the women the writers portray. Use evidence from both passages to develop your controlling idea, and show how each author used specific literary elements or techniques to convey ideas. |
Guidelines:
*Use ideas from both passages to establish a controlling idea about how the woman in each passage feels about her husband and how she expresses her feelings.
*Use specific and relevant evidence from both passages to develop your controlling idea
*Show how each author uses specific literary elements (for example, theme, characterization, structure, point of view) or techniques (for example, symbolism, irony, figurative language) to portray women in the passages
*Organize your ideas in a logical and coherent manner
*Use language that communicates ideas effectively
*Follow the conventions of standard written English
ANNE BRADSTREET1 If ever two were one, then surely we.
2 If ever man were lov'd by wife, then thee.
3 If ever wife was happy in a man,
4 Compare with me, ye women, if you can.
5 I prize thy love more than whole Mines of gold
6 Or all the riches that the East doth hold.
7 My love is such that Rivers cannot quench,
8 Nor ought but love from thee give recompetence.
9 Thy love is such I can no way repay.
10 The heavens reward thee manifold, I pray.
11 Then while we live, in love let's so persever
12 That when we live no more, we may live ever.
Your Task:
Write a position paper in which you discuss two works of literature you have read from the particular perspective of a statement that is provided for you (the "critical lens"). In your paper, explain what the statement means to you, agree or disagree with the statement, and support your opinion using specific references from two works of literature.
(Choose one of the following statements to respond to-)
John Gray: “A moment in time may make us unhappy forever.”
Guidelines: