SSR Contract

Summary Blog
https://drive.google.com/file/d/0ByORQRNqGS0sSFdsZExPSTlTUUU/edit?usp=sharing

Study Guide

Study.
1. Poetry, devices, form.
2. Journals, arguments.
3. Vocabulary

1. Poetry

Forms:

    Haiku

                Limerick

                Free Verse

                Ballad

                Concrete

                Lyric – sonnet, elegy, ode, villanelle

                Couplet

                Narrative

Devices:

Rhymes: slant; masculine; feminine; end; Simile; Metaphor; Personification; Symbolism; Imagery; Onomatopoeia; Alliteration; Assonance; Consonance; Allusion; Metonymy; Synecdoche; Hyperbole; Oxymoron; Allegory; Paradox; Understatement; Litotes; Irony; Caesura, Pun, Denotation, Connotation. 

2. Journals
Know the arguments and understand how LOVE can relate to/be used in each of these situations.

Sterling "...has it all", Del Villar II "Black People are Cowards", Adrienne "Christina Falling".

3. Vocabulary

Unit 14

beatific, behemoth, blandishment, cacophonous, chicanery, consign, coup, euphemism, febrile, gainsay.

imminent, innate, loath, manifest, minutiae, moratorium, nostrum, pariah, visionary, wizened.

Unit 13

abstruse, affront, canard, captious, cognizant, contrite, cynosure, decorous, deign, desiccated

efficacy, engender, ethereal, facade, ghoulish, incongruous, machination, mesmerize, opprobrium, putative

Unit 12

aesthetic, defunct, discomfit, espouse, fetish, gregarious, hapless, impeccable, importune, interpolate.

irreparable, laconic, languish, mendacious, nadir, omnipresent, perfunctory, plaintive, requite, tantamount.

Unit 11

abrogate, ambient, asperity, burnish, cabal, delectable, deprecate, detritus, ebullient, eclectic.

flaccid, impecunious, inexorable, moribund, necromancer, onerous, rife, rudiments, sequester, winnow.

Unit 10

Askance, attenuate, benign, cavil, charlatan, decimate, foible, forgo, fraught, inure.

luminous, obsequious, obtuse, oscillate, penitent, peremptory, rebuff, reconnoiter, shambles, sporadic.

Unit 9

Acclamation, bucolic, calumniate, chary, collusion, dilettante, imperturbable, increment, mandate, paltry

paroxysm, pedantry, peregrination, redolent, refulgent, shibboleth, tyro, unremitting, vacillate, vituperative

Independent Reading Blog! Remember all of your SSR is due Tuesday, June 3.

https://docs.google.com/document/d/1QkvtmE-CQUb2vdGNRYG_fJK2rRPfPzFT-p86-sfoCiE/edit?usp=sharing

Unit 14 Vocabulary: #1-10 due Tuesday, May 27; #11-20 due Thursday, May 29. Vocabulary Quiz Tuesday, June 3.

#1-10

beatific, behemoth, blandishment, cacophonous, chicanery, consign, coup, euphemism, febrile, gainsay.

#11-20

imminent, innate, loath, manifest, minutiae, moratorium, nostrum, pariah, visionary, wizened.

Dear Christina Fallin NATIVE APPROPRIATIONS

Question: How do the governer's daughter's actions demonstrate racism?

Give two quotes and use three vocabulary words from Unit 14.

http://nativeappropriations.com/2014/03/dear-christina-fallin.html

SENIORS!!! Do not forget to turn in your blog #1 pt 2 tomorrow.

Mr. Loffler needs to meet with you guys 2nd period on FRIDAY to work on yearbook stuff. He says, "your yearbook page is due May 28th." THUS, tomorrow we will have REGULAR M, W, F ENGLISH CLASS DURING 3rd period. And English class (as usual) 8th period.

Journal due Monday, May 19.

Journal: Does Del Villar II provide a reasonable critique of the situation?  How should the basketball players have responded?  How does what happened in the story relate to the following Biblical passage?

Matthew 7:1-5

New International Version (NIV)

Judging Others

7 “Do not judge, or you too will be judged. 2 For in the same way you judge others, you will be judged, and with the measure you use, it will be measured to you.

3 “Why do you look at the speck of sawdust in your brother’s eye and pay no attention to the plank in your own eye? 4 How can you say to your brother, ‘Let me take the speck out of your eye,’ when all the time there is a plank in your own eye?5 You hypocrite, first take the plank out of your own eye, and then you will see clearly to remove the speck from your brother’s eye.  

Minimum of 1 page and  4 vocabulary words.

Speech: Informative Sample

https://drive.google.com/file/d/0ByORQRNqGS0sYUhZRjBuMDRxRDg/edit?usp=sharing

Money and God: Journal Due Monday

Is Sterling someone who serves God? Is Sterling someone who serves money/power?  Either way, God forgives. What should forgiveness look like in Sterling's situation?  Give 2-3 quotes to support your opinion.

Reflect: How do you attempt to serve both God and money/power? (4-5 sentences)

Noredink

Homework due Thursday, May 8.
1. Go to www.noredink.com
2. Click on student and type in the code 7kaf897e
3. Then finish creating your account.
4. Personalize your account.

This cite will help you with grammar.

Unit 13 Vocabulary #1-10 due Tuesday, May 6, #11-20 Thursday, May 8. Vocabulary Quiz Tuesday, May 13.

#1-10

abstruse, affront, canard, captious, cognizant, contrite, cynosure, decorous, deign, desiccated

#11-20

efficacy, engender, ethereal, facade, ghoulish, incongruous, machination, mesmerize, opprobrium, putative

HOMEWORK DUE: TUESDAY, APRIL 22

Create a 2 minute video of your Easter break.  Be as creative as possible.

Life After Guantanamo

http://www.aljazeera.com/programmes/faultlines/2013/09/20139564937715165.html

Please watch the video and give 5 details that support the indefinite detention of detainees and 5 details that support the closure of Guantanamo Bay.

Sample Poetry Project

https://drive.google.com/file/d/0ByORQRNqGS0sbzhxZ21QOXhGd28/edit?usp=sharing

REMEMBER THAT YOUR POETRY PROJECT NEEDS TO BE PRINTED OUT AND BROUGHT TO CLASS ON MONDAY OR ELSE IT IS LATE!!!!

Filming

Scene 1: Richard, Matias, Lydia, Alison, Fabrizio 9am Friday, April 4th Filming.
Scene 5: Matias, Lydia, Richard, Fabrizio, Rebecca, Tito Thursday, April 10th Filming.
Scene 6 pt 2: Richard, Fabrizio, Lydia, Rebecca, Sophia.

DO NOT FORGET! All of you SSR is due TOMORROW, THURSDAY March 27.

Literary Analysis (aka book report) due Friday, May 23rd.

Literary Analysis

YOU MAY NOT MERELY SUMMARIZE THE BOOK. YOU WILL RECEIVE A “0” if you write a summary.  This is the last part of your SSR grade. You must choose one of the following topics and defend/support your thesis by providing thorough analysis of TEXT FROM THE BOOK!

The topics you can choose from are the following (circle ONE):

TOPIC 1:  Often characters show love and compassion towards others.  Analyze the compassionate actions of one or two characters.  What is the author suggesting we do differently in our own lives by following these examples?

TOPIC 2: Motifs play a significant role in books.  Choose one motif, discuss how it’s used to create meaning, and analyze the author’s purpose for using it.

TOPIC 3: Trace the change and transformation one of the main characters.  What are we supposed to learn about life from this character?

TOPIC 4: There are moments of sacrifice in most novels. Analyze moments of sacrifice and discuss what we are supposed to learn about life from these examples?

REQUIREMENTS:

-          your typed literary analysis should be between  3-5 pages; you can’t do this well in less than that

-          Manuscript Rules – look at the rubric to format your document using Word. I will review formatting in class.

-          this will be written in 3rd person so using personal pronouns (he, she) to refer to characters is acceptable

-          FOR THIS PAPER DO NOT use “I” and DO NOT use “YOU/YOUR”

-          Since this is a formal essay, DO NOT use contractions – they are informal

-          write in the present tense and be consistent about it; characters in novels are considered living, breathing human beings

-          6 quotations (w/citations) from the novel (for maximum points).  Quotations should support your thesis. THEY MUST BE ANALYZED!

SCORING: (100 pts. for the Final Draft)

DUE DATE: No later than: Friday, May 23rd at the beginning of the period. 

NOTES ABOUT THESIS STATEMENTS

Keep these things in mind when writing a thesis statement:

1.                 A thesis is NOT the whole essay; a thesis is the main idea, often expressed in a single sentence. 

2.                 A thesis can also be thought of as the main argument of your paper

3.                 A thesis should NOT be a laundry list of your main points

4.                 It should merely set up the topic and give any general information the listener needs to know. 

5.                 Every topic paragraph should clearly support your thesis – create strong links that return to what you are explaining throughout your paper.

There are three kinds of thesis statements:

           

1. SIMPLE: Usually more descriptive and generic in nature

SPECIFIC SUBJECT + SPECIFIC FEELING[S]/FEATURES[s] = THESIS

EXAMPLES:

·           The history of the United States is dominated by lust for money, possessions, and power.

·       Unexpecting, average people like Mrs. Dubose, Atticus Finch, and Link Deas all show the real meaning of courage without the supernatural powers or fancy costumes throughout the novel.

2. INTERMEDIATE: Usually more complex; addresses the larger message/call to action

AUTHOR + VERB + CHARACTER/SYMBOL/THEME/DEVICE/ETC. + PICK FROM BELOW + POINT

to discuss, in order to, to examine, to relate, concentrates on, to trace,

to see if, to show [shows,] to prove [proves,] to determine, to explain,

to argue [argues,] to persuade [persuades]

EXAMPLES:

·         Harper Lee uses references to flowers as a symbol to prove that in times of despair one can always find beauty.

·         Harper Lee illustrates the theme of childhood innocence through her young characters to represent the fact that things are not always as clear as they may seem to be.

       3. ADVANCED: This developed thesis includes contrast and may use words like therefore or although. With this type of thesis sentence, you will want to include the part and whole.

EXAMPLES:

• Though many people wait for an extraordinary person to stop injustice, Lee passionately argues it is the courageous acts of average people that change society for the better.
• Ralph’s inability to lead exposes man’s inherent evil nature in the face of adversity.

Literary Analysis   RUBRIC

Formatting: Presentation

Manuscript Rules:

name, course & class period, date, the first line, upper left corner (double spaced)

all margins set at 1 inch

there is a creative title, centered, w/blank line above and below

capitalize 1^st, last, and all important words in title

title is not larger or in bold, underlined, no quotes, all caps., etc.

essay is double-spaced; no extra space between paragraphs

Times New Roman 12 pt. font for all text including title and heading

paragraphs are indented; 1 tab

page numbering

name (header) at the top of each page

5              all manuscript rules were followed (10)

4              one or two errors with manuscript rules (8-9)

3              a few errors with manuscript rules (7)

2              several errors with manuscript rules (6)

1              many errors with manuscript rules

 

Formatting: Research Skills

Proper Citation: (Hugo 38). – unless name is mentioned in intro. then use (38).

Passages that appear in Literary Analysis text as less than 4 complete lines:

Introduced with a comma

enclosed in quotation marks

followed by proper citation (as above)

Passages that appear in Literary Analysis text as 4 complete lines are more:

                Introduced with a colon

                NO quotation marks (unless you’re quoting dialogue then use single quotation marks)      

Double indented & single-spaced

                Followed by proper citation (as above)

5              ALL evidence is properly documented, spaced, punctuated, etc.

4              MOST of the evidence is properly documented, spaced, punctuated, etc.

3              SOME of the evidence is properly documented, spaced, punctuated, etc.

2              FEW pieces of the evidence are properly documented, spaced, punctuated, etc.

1              LESS THAN 3 pieces of evidence are properly documented, spaced, punctuated, etc.

Conventions

10            spelling, capitalization, punctuation are correct

                grammar and usage are correct

8              spelling, capitalization, punctuation are mostly correct

                minor errors with grammar and usage

6              several errors with spelling, capitalization, punctuation

                some grammar and usage errors are repeated in a few places

3              spelling, capitalization, punctuation errors occur often but the message remains clear

                many grammar and usage errors but the message remains clear

                some fragments & run-ons present

1              spelling, capitalization, punctuation errors occur often and interfere with the writer’s message

                grammar and usage errors occur often and distract from meaning

                many fragments & run-ons present

Content: Ideas/Support

20            6 effective/purposeful quotations are included

All integrated well and thoroughly analyzed and linked to the topic/thesis

16            4 effective/purposeful quotations are included – 1 may be ineffective

Most integrated well and thoroughly analyzed and linked to the topic/thesis

12            3 effective/purposeful quotations are included – 2 may be ineffective

Some integrated well and thoroughly analyzed and linked to the topic/thesis

8              3 effective/purposeful quotations are included –

Few integrated well and thoroughly analyzed and linked to the topic/thesis

4              2 or less effective/purposeful quotes are included –

2 or less integrated well and thoroughly analyzed and/or linked to the topic/thesis

Content: Organization

10            well-written introduction, including an opener and thesis statement adequately introduces the essay

                ALL topic sentences help to introduce/transition each body paragraph and refer back to the thesis

All  body paragraphs end with some type of clincher that analyzes the support & links back to thesis

well-written conclusion that leaves the reader with something to think about

                evidence of smooth, effective transitions between sentences, paragraphs, and ideas

8              introduction, including an opener and thesis statement clearly introduces the essay; may be awkward

                ALL topic sentences help to introduce/transition each body paragraph and refer back to the thesis - one may be awkward

All 3 body paragraphs end with some type of clincher that analyzes the support & links back to thesis; one may be awkward

conclusion attempts to leave the reader with something to think about

                a variety of transitions exist in and between paragraphs; pacing is developing

6              introduction introduces the essay; may be missing a component or unclear, or thesis may be more than one sentence

                MOST topic sentences help to introduce/transition each body paragraph and refer back to the thesis - one missing or

may not link back to the thesis

MOST body paragraphs end with some type of clincher that analyzes the support & links back to thesis; one missing

or may not link back to thesis

conclusion concludes the essay; may be missing a component, unclear/awkwardly written, or may not indicate a deeper meaning

                the transitions sometimes work

3              introduction is attempted but may need a lot of work

                A topic sentence helps to introduce/transition one body paragraph and refers back to the thesis; two may be missing or may

not link back to the thesis

A body paragraph ends with some type of clincher that analyzes the support & links back to thesis; two may be missing or

may not link back to thesis

conclusion is present but needs a lot of work

                missing or unclear transitions force the reader to make giant leaps

1              no introduction or no thesis statement

                no topic sentences are present to introduce body paragraphs or no topic sentences refer back to the thesis

no body paragraphs end with a clincher  or none of the clinchers link back to thesis

no conclusion

no transitions

Total ______/ 50 x 2=

                                                     

 Sample Book Report

 (does not include a header with page #'s, your report needs a header with page #'s)

Ms. Student

Mr. Scandrett

English 12^th

May 13, 2012

Fatalism in Slaughterhouse-Five

            The events that happen in our life are all the effects of the choices that we make. One can choose to do something and this choice will affect the course of their life. Everything in life has been established and people simply choose a path that they wish to follow. There are many outcomes from a choice that one makes, but only one course will occur. Despite all these choices that we make there is one inevitable thing that we can never change and its death. The novel “Slaughterhouse-Five” by Kurt Vonnegut, tells the reader that in order to face death one must embrace fatalism.       

            “Slaughterhouse-Five” relates the entire life of Billy Pilgrim. He is a normal man that amazingly has the ability to time travel. He jumps to different moments in his life and has no control over this extraordinary ability. The wonders of his life are not limited to time traveling. He is abducted by aliens and taken to their planet, Trafalmadore, where he learns a whole new philosophy on time and death. This philosophy eventually helps Billy cope with life after the devastating fire-bombing of Dresden, where tens of thousands of people died. In this novel, Billy learns how to embrace fatalism and accept his death without remorse. His acceptance of this new philosophy is seen through the following quote “I Billy Pilgrim, the tape begins, will die, have died and always will die on February 13, 1976” (70). He then proceeds to describe other details of his death.  Even though he knows how and when his death takes place he makes no attempt to prevent it. Billy Pilgrim learns through his experience that fatalism is inevitable. 

            A major plot of this novel is the firebombing of Dresden. The reader would expect to have some sort of hero in the story. On the contrary the reader is presented with Billy Pilgrim. He is weak, fearful, incompetent and shy. He is a weak character in mind and in body. In attempt to teach him how to swim his father throws him into a pool but Billy prefers to sink rather than swim, revealing his weak character and mind; he makes no attempt to even try to swim (43). He is weak in body that he is described as a filthy flamingo (33). “Saved your life again...Weary said to Billy […] It was absolutely necessary that cruelty be used because Billy would not do anything to save himself. Billy wanted to quit” (34).  Through this quote one can see how weak in mind and body Billy is. Billy did not have enough will power to continue on with the hardships presented to him. He needed a constant force to push him to try and work harder. The novel presents the reader with a weak character with a purpose. This reveals how even the weakest person can eventually face death. 

            The novel is written in a very unique manner. It has no regard for chronological order; there is no linear progression. Everything is presented as a whole. Regardless of the fragmented format Billy Pilgrim's life the book still ends the same way and fulfills its purpose. This reveals that everything is already planned and chronological order has no effect on how things result. In the beginning of the novel the ending is revealed to the reader. “It ends like this: Poo-tee-weet” (22)?  This shows that regardless of the events that take place, the end of the novel will end the same way. The ending of the novel has been set and nothing can change it. The following quote, “He came slightly unstuck  in time, saw the late movies backwards, then forwards again. It was a movie about American bombers in Second World War and the gallant man who flew it”  (74). proves that the order in which events happen have no influence on the bigger occurrences. No matter how Billy Pilgrim views the movie, the purpose of the movie was to show the war to its viewers.

            The war in the novel symbolizes death and the inevitability of change. Billy Pilgrim had no choice but to go to war. “The bombing of Dresden was a great tragedy none can deny […] ponder on the fate of Dresden, where 135,000 people died as the result of an attack with conventional weapons” (93). This quote shows us a part of the war and the number of casualties from the bombing. This event is something that nobody had the power to change. As much as people disagree with it, it still happened. The war represents the events in life that are inevitable. Despite the efforts that people make, the war was still bound to happen. At first Billy Pilgrim tried to avoid and even escape, but as he time traveled and spent time with the Trafalmadorians he learned that change was inevitable. Billy does not know why there must be such atrocious disaster, but he still makes no objections to it, revealing his acceptance of the things that happen.

            Another symbol in the novel are the horses. “[…] that the horses' mouths were bleeding, gashed by bits, that the horses' hooves were broken, so that every step meant agony, that the horses were insane with thirst. The Americans treated their form of transportation as though it were no more sensitive than a six-cylinder Chevrolet” (96). The horses represent how people embrace fatalism. The horses were in terrible pain from the way they were treated yet they simply fulfilled their purpose as means of transportation. They accepted the pain and the suffering that they were going through. Billy Pilgrim had no idea why the war had to take place; he simply obeyed the commands that he was told just like the horses did what they were ordered to do. Billy learned to accept the war as it was without complaining or questioning it. The same way, the horses simply accepted the pain that they were going through. People must simply accept the circumstances because anything that they do to try to change the events will be useless. 

            The prayer on Montana Widhack's, a mistress of Billy on the Trafalmadorian planet, locket is another example of symbolism. It said the following “God grant me the serenity to accept the things I cannot change, courage to change the things I can, and wisdom always to tell the difference” (102). This reveals that people want to have the chance to choose their fate and take control over their lives. Although people want to be able to take control they cannot. Every choice that they make has already been decided for them, it is not a choice, and the choice that people make is just an illusion.

            The phrase “Poo-tee-weet” (105)?  is the last phrase in the book. It symbolizes the end of life, a fate that everyone has. It represents the speechlessness of the people. There is nothing interesting or good to say about war and all negative talk about war is also useless. It will not change anything, because the war has already been destined to happen. “We know how the Universe ends  […] A Trafalmadorian test pilot presses a starter button, and the whole Universe disappears.  […] He has always pressed it, and he always will. We always let him and we always will let him. The moment is structured that way” (57).  The Trafalmadorians know that it is not possible to prevent the destruction of the Universe so they simply allow this course of action to happen. The death of everything is certain so there is no point stopping it from happening. No one can completely understand death. Despite the many encounters with death, Billy still cannot fully understand why it happens. Billy only faces death after he's been in Trafalmadore and learned their philosophy on time and death.

            The death of many characters in the book is ironic. “He […] drafted for military service in the Second World War. His father died in a hunting accident”  (24). This passage shows death of Billy Pilgrim's father is ironic, because he is shot during a hunting trip.  His father is the predator during this hunting trip but he ends up dying.  Billy is overcoming the death of a loved one while at war. He has to kill in order to survive but is also hurt by the death of his father. This irony shows that nobody has control of what happens to them. Billy did not have any control over what happened to him and fate took him to war right after his father dies. Another ironic thing that occurs is that Billy Pilgrim survives the war, despite his weakness. Billy survives the war by taking refuge in a meat house. The location in which he takes refuge is a place where killing and death also take place and this is the place where he finds safety. His survival reveals that fate had other things planned for him. He survived the war to tell other people about his adventure in Trafalmadore. Through the ironies in the death of the characters, it is revealed that no one has the ability to change anything. 

            The acceptance of death throughout the book is shown through the phrase “so it goes” This phrase is mentioned after every death in the story. “There used to be a dog Spot, but he died. So it goes” (32).  “There were hundreds of corpse mines operating by and by.  […] But then the bodies rotted and liquefied, and the stink was like roses and mustard gas. So it goes” (105). These two passages show the all the deaths in the novel were considered equal, whether it was a natural death, an accidental or an intentional death. This phrase allows the reader to accept the death as something unavoidable and as something normal. At the same time though the repetition of the phrase allows the reader to see all the death that occurs and the inevitability of death. 

            Through Billy Pilgrim and his experience in the war and in Trafalmadore the reader can see that everything in life has been predestined and one must accept the fact that nothing can be changed. Since everything has been predestined, then death is simply another part of life. Billy Pilgrim comes to realize this which is why he is at peace. He faces death and makes no attempt to change it. Once a person realizes that they can do nothing to change the events that are to happen, they will also be able to accept death much more easily.

Journal 13: Narrative Poem

Write a narrative poem of 14 lines (min.) for Tuesday, YES, TUESDAY! DUE TUESDAY!!!! Your vocabulary test has been postponed until Wednesday.

A narrative poem:
1. Tells a story (introduction, rising action, climax, falling action, conclusion)
2. Includes dialogue
3. Has a set meter (count the number of syllables in each line of poetry and write the number next to each line.)

Beneath the narrative write three responses: three sentences about why you wrote the poem, three sentences about the poetic devices (include at least 4 in your poem), and three sentences about narrative form (or the form you chose to use/adapt if you did not follow the conventional structure).  Make sure to include three vocabulary words from Unit 12 either in your poem and/or in your responses.

Journal 12: Limerick

Limerick-a short, humorous, five-line poem which follows a strict rhyme scheme (AABBA) and has 6-10 syllables in lines 1, 2 and 5 and 4-8 syllables in lines 3 and 4.

Limericks are meant to be funny. They often contain hyperbole, onomatopoeia, idioms, puns, and other figurative devices. The last line of a good limerick contains the PUNCH LINE or "heart of the joke."


A flea and a fly in a flue

Were caught, so what could they do?

Said the fly, "Let us flee."

"Let us fly," said the flea.

So they flew through a flaw in the flue.

-Anonymous

You will soon hear the distinctive beat pattern of all limericks. The rhythm is just as important in a limerick as the rhyme. Try completing this limerick.

There once was a pauper named Meg

Who accidentally broke her _______.

She slipped on the ______.

Not once, but thrice

Take no pity on her, I __________.

Compose a limerick about FRIENDSHIP for Friday.  Beneath the limerick write three responses: three sentences about why you wrote the poem, three sentences about the poetic devices BE SPECIFIC (include at least 4 in your poem, one must be connotation, DO NOT INCLUDE RHYME, REPETITION, CAESURA or ENJAMBMENT), and three sentences about limerick form (or the form you chose to use/adapt if you did not follow the conventional structure).  Make sure to include three vocabulary words from Unit 12 either in your poem and/or in your responses.

Journal 11: Concrete

Concrete poetry or shape poetry is poetry where the physical shape of the poem represents the subject of the poem.

Compose 1 (minimum 12 lines) concrete poem for Wednesday.  Beneath the concrete poem write three responses: three sentences about why you wrote the poem, three sentences about the poetic devices BE SPECIFIC (include at least 4 in your poem. NOT RHYME, REPETITION, CAESURA or ENJAMBMENT), and three sentences about concrete form (or the form you chose to use/adapt if you did not follow the conventional structure).  Make sure to include three vocabulary words from Unit 11 or 12 either in your poem and/or in your responses.

Speech

INFO!!!!
On Monday a college is coming to speak at ACA.  Most of you are excused to go to the chapel.  The rest of you will be expected to work on your Parade of Nations Project.

On Wednesday: have your lines memorized (WITH STRONG/APPROPRIATE TONE/VOICE) for Scene 1 pt 3 and Scene 2!!!

On Thursday: Personal Opinion Speech is due (March 20th)

On Friday: The Script has been finalized/approved by Mrs. Hawksbee (with one modification, SODA  INSTEAD OF DRINKS)!!! Filming scene 1 pt 3 and scene 2 after school from 6 pm until however long it takes.

Unit 12 Vocabulary: #1-10 due Tuesday, March 18; #11-20 due Thursday, March 20; Quiz on Tuesday March 25.

#1-10
aesthetic, defunct, discomfit, espouse, fetish, gregarious, hapless, impeccable, importune, interpolate.

#11-20
 irreparable, laconic, languish, mendacious, nadir, omnipresent, perfunctory, plaintive, requite, tantamount.

LINES! FOR SCENE 1 PART 3 and SCENE 2

MEMORIZE BY WEDNESDAY!

Journal 10: On Friendship

Either write a journal on a famous friendship or a personal friendship.  The requirements differ for each assignment.

1. Famous friendship- Describe the relationship between the famous person and his or her friend.  What common interests or activities brought the two friends together?  How did the friend support the famous person?  How did the famous person support the friend?  In what ways was the famous person changed or challenged by the friendship?

Requirements: 1 page journal, 3 underlined vocabulary words from Unit 11, at least 1 quote from a online source (use an online source).  CITE YOUR SOURCE AT THE END OF THE JOURNAL! JOURNALS WITHOUT CITATIONS WILL RECEIVE A 0.

OR

2. Personal Friendship-  Describe one of your close friendships. What common interests or activities bring your friend and you together?  How do you show support for your friend?  How does your friend support you?  In what ways does your friendship challenge you to grow? 

Requirements: 1 page journal, 3 underlined vocabulary words from Unit 11, 2 quote from two different online sources about friendship or the purpose of friendship (use an online source). CITE YOUR SOURCES AT THE END OF THE JOURNAL! JOURNALS WITHOUT CITATIONS WILL RECEIVE A 0.

Homework for the weekend: None

Make sure to read your SSR book and work on finalizing your poems for your poem project.  ALSO, work on your poem analysis!

Journal 9: Free Verse

Free verse is an open form (see Poetry analysis) of poetry that does not use consistent meter patterns, rhyme, or any other musical pattern. It thus tends to follow the rhythm of natural speech. Although free verse requires no meter, rhyme, or other traditional poetic techniques, a poet can still use them to create some sense of structure. A clear example of this can be found in Walt Whitman's poems, where he repeats certain phrases and uses commas to create both a rhythm and structure. Much pattern and discipline is to be found in free verse: the internal pattern of sounds, the choice of exact words, and the effect of associations give free verse its beauty.

http://en.wikipedia.org/wiki/Free_verse

Beneath the poem write three sentences about why you wrote the poem, three sentences about the poetic devices (include at least 7 poetic devices in your poem: ONE MUST BE ASSONANCE AND THE OTHER MUST BE CONSONANCE! You may not use repetition, enjambment or caesura), and three sentences about the specific form you chose and how the form does or does not follow all of the "rules" of the form.  Incorporate at least three vocabulary words from Unit 11.

QIR Blog

https://drive.google.com/file/d/0ByORQRNqGS0sNDJjWTItVXVuVzA/edit?usp=sharing

Journal 8: Haiku

Write a haiku about storge love.
Include an oxymoron in your poem.

A haiku is a three line poem. Line one has 5 syllables.  Line two has 7 syllables. Line 3 has five syllables.
There is a cutting between lines 2 and 3 which shows a contrast between two distinct images/ideas.

Beneath the haiku write three responses: three sentences about why you wrote the poem, three sentences about the poetic devices (include at least 3 in your poem), and three sentences about haiku form (or the form you chose to use/adapt if you did not follow the conventional structure).  Make sure to include three vocabulary words from Unit 10/11 either in your poem and/or in your responses.

Unit 11 Vocabulary: #1-10 due Tuesday, March 4; #11-20 due Thursday, March 6; Quiz on Tuesday March 11.

#1-10
abrogate, ambient, asperity, burnish, cabal, delectable, deprecate, detritus, ebullient, eclectic.

#11-20
flaccid, impecunious, inexorable, moribund, necromancer, onerous, rife, rudiments, sequester, winnow.

Journal 7: Couplet

A couplet is a pair of lines of meter in poetry. It usually consists of two lines that rhyme and have the same meter. The poem should be at least 14 lines long and establish a clear end rhyme scheme.

Beneath the poem write three sentences about why you wrote the poem, three sentences about the poetic devices (include at least three poetic devices in your poem), and three sentences about the specific form you chose and how the form does or does not follow all of the "rules" of the form.  Incorporate at least 4 literary devices (i.e. simile, metaphor, imagery, symbolism) and three vocabulary words from Unit 10.

Journal 6: Ballad

Your ballad should have a minimum of 14 lines and it should include the following three forms/rules:

1. Narrative (tells a story)    
2. Refrain/chorus (a part that repeats at least 2 times)        
3. song-like

Ballad- A narrative poem, often of folk origin and intended to be sung, consisting of simple stanzas and usually having a refrain

 http://www.thefreedictionary.com/ballad

Beneath the ballad write three responses: three sentences about why you wrote the poem, three sentences about the poetic devices (include at least 4 in your poem), and three sentences about ballad form (or the form you chose to use/adapt if you did not follow the conventional structure).  Make sure to include three vocabulary words from Unit 10 either in your poem and/or in your responses.

REMEMBER IF YOU SING YOUR BALLAD (and set it to music) YOU GET A FREE JOURNAL!

Speech

Personal Object speech due on Wednesday (for everyone)!

Include HARD COPY ONLY... make sure your name is on EVERYTHING.
1. Brainstorm
2. Outline

• complete introduction
• 6 facts/ideas of support
• complete conclusion

3. Final draft (complete) 

Speech

Life at Guantanamo Bay Video

http://www.youtube.com/watch?v=s4T3ZvPuW9M

Please watch the full video and assert the claim, support (a minimum of 8 details of support) and warrant. Write it down in your speech notebooks.  I will be grading your notes on the MLK Jr. I Have a Dream speech, the Reza Aslan interview, the Guantanamo Bay Article (#1, first in the packet) and the Life at Guantanamo video.  Turn in your speech notebooks on Thursday. DO NOT FORGET TO MEMORIZE YOUR LINES FOR THIS MONDAY (Feb. 24th). I will be grading your memorization in class.

Journal 5: Elegy

In literature, an elegy (from the Greek word for "lament") is a mournful, melancholic or plaintive poem, especially a funeral song or a lament for the dead.
(en.wikipedia.org/wiki/Elegy‎)

Compose an Elegy for Friday (14 lines).  Beneath the elegy write three responses: three sentences about why you wrote the poem, three sentences about the poetic devices (include at least 4 in your poem two of which need to be masculine and feminine rhyme), and three sentences about the form for an elegy.  Make sure to include three vocabulary words from Unit 10 either in your poem and/or in your responses.

Filming

https://docs.google.com/document/d/1BDpFYL23cxW_nwga6R2233oOo43sw2LrovWpI5Y0tbw/edit

Scene 1 pt 1 Matias, Lydia, Richard, Alison (Line quiz on Thursday in class)  Completed Feb 13
Scene 1 pt 2 Fabrizio, Matias, Lydia, Richard, Alison Completed Feb 13
Scene 4 pt 3 Matias, Lydia, Amanda Completed Feb 13
Scene 6 pt 1 Sara, Willy, Rebecca, Syndiana DURING SPEECH ON THURSDAY!
Scene 8        Sara and Rebecca IMMEDIATELY AFTER SCHOOL ON THURSDAY!

Lines are due Feb. 6 (Thursday of next week)
Filming is FINISHED by Feb. 20 (Thursday)

Scene 1 pt 3: Rebecca, Amanda, Tony, Tito
Scene 2: Lydia, Richard, Matias, Random girls (Luz, So Ra), Fabrizio, Rebecca, Scott (No John), Amanda, Tony
Scene 5: Matias, Lydia, Richard, Fabrizio, Rebecca, Tito
Scene 6 pt 2: Richard, Fabrizio, Lydia, Rebecca, Sophia,

Lines are due Feb. 24 (Monday)
Filming is FINISHED by March 10 (Monday)

Journal 4: Song of Songs Chapter 5

Research the Song of Songs using the following website.

http://www.biblestudytools.com/

I found this article helpful.......

http://www.biblestudytools.com/bible-study/topical-studies/solomon-s-song-of-love.html

Provide a different perspective, judgment or idea about the ideas or themes within the poem. Then interpret chapter 5 in relation to the research you have done.  How does the love between the Man and the Woman represent God's love for Israel or Christ's love for the church?

Requirements: 3/4 page journal, 3 underlined vocabulary words, 3 quotes from Chapter 5 (with lines #, poem included).

Unit 10 Vocabulary: #1-10 due Tuesday, February 18, #11-20 due Thursday, February 20 and Vocabulary Quiz is Tuesday February 25.

#1-10
Askance, attenuate, benign, cavil, charlatan, decimate, foible, forgo, fraught, inure.

#11-20
luminous, obsequious, obtuse, oscillate, penitent, peremptory, rebuff, reconnoiter, shambles, sporadic.

Journal 3: The Bride

Journal: Make sure to include 3 words from Chapter 9 vocabulary (underlined). 3/4 page.

FROM SONG OF SONGS CHAPTER 2 & 4.
What is the woman's (Bride's) charge to the daughters of Jerusalem?  Is this validated by the Bride's own actions?  Give three quotes that demonstrate the Bride's love for her Lover and His love for Her.  One should deal with sensory imagery.  One should deal with pastoral imagery.   One should deal with natural imagery.

Filming

https://docs.google.com/document/d/1BDpFYL23cxW_nwga6R2233oOo43sw2LrovWpI5Y0tbw/edit

Scene 1 pt 1 Matias, Lydia, Richard, Alison (Line quiz on Thursday in class)  (Thursday IMMEDIATELY AFTER SCHOOL)
Scene 1 pt 2 Fabrizio, Matias, Lydia, Richard, Alison (Thursday IMMEDIATELY AFTER SCHOOL)
Scene 4 pt 3 Matias, Lydia, Amanda (Thursday IMMEDIATELY AFTER SCHOOL)
Scene 6 pt 1 Sara, Willy, Rebecca, Syndiana
Scene 8        Sara and Rebecca

Lines are due Feb. 6 (Thursday of next week)
Filming is FINISHED by Feb. 20 (Thursday)

Scene 1 pt 3: Rebeca, Amanda, Tony, Tito
Scene 2: Lydia, Richard, Matias, Random girls (Luz, So Ra), Fabrizio, Rebecca, Scott (No John), Amanda, Tony
Scene 5: Matias, Lydia, Richard, Fabrizio, Rebecca, Tito
Scene 6 pt 2: Richard, Fabrizio, Lydia, Rebeca, Sophia,

Lines are due Feb. 20 (Thursday)
Filming is FINISHED by March 6 (Thursday)

For Wednesday: Song of Solomon

Write and analyze 3 pastoral, natural, and sensory symbols/images.

Journal 2: Love Sonnet

Compose a love sonnet for MONDAY (14 lines).  Beneath the sonnet write three responses: three sentences about why you wrote the poem, three sentences about the poetic devices (include at least 3 in your poem), and three sentences about sonnet form (or the form you chose to use/adapt if you did not follow the conventional structure).  Make sure to include three vocabulary words from Unit 9 either in your poem and/or in your responses

Sonnet
(sonn-IT): a sonnet is a distinctive poetic style that uses system or pattern of metrical structure and verse composition usually consisting of fourteen lines, arranged in a set rhyme scheme or pattern. There are two main styles of sonnet, the Italian sonnet and the English sonnet. The Italian or Petrarchan sonnet, named after Petrarch (1304-1374) a fourteenth century writer and the best known poet to use this form, was developed by the Italian poet Guittone of Arezzo (1230-1294) in the thirteenth century. Usually written in iambic pentameter, it consists first of an octave, or eight lines, which asks a question or states a problem or proposition and follows the rhyme scheme a-b-b-a, a-b-b-a. The sestet, or last six lines, offers an answer, or a resolution to the proposed problem, and follows the rhyme scheme c-d-e-c-d-e.

When I consider how my light is spent                                                  a
Ere half my days, in this dark world and wide,                                      b
And that one talent which is death to hide                                           b
Lodged with me useless, though my soul more bent                            a

To serve therewith my Maker, and present                                           a
My true account, lest he returning chide;                                              b
"Doth God exact day-labor, light denied?"                                            b
I fondly ask; but Patience to prevent                                                      a

That murmur, soon replies, "God doth not need                                   c
Either man's work or his own gifts; who best                                       d
Bear his mild yoke, they serve him best. His state                               e
Is kingly. Thousands at his bidding speed                                              c
And post o'er land and ocean without rest:                                           d
They also serve who only stand and wait."                                           e

John Milton, "When I Consider How My Light Is Spent"


The sonnet was first brought to England by Thomas Wyatt and Henry Howard, Earl of Surrey, in the sixteenth century, where the second sonnet form arose. The English or Shakespearean sonnet was named after William Shakespeare (1564-1616) who most believed to the best writer to use the form. Adapting the Italian form to the English, the octave and sestet were replaced by three quatrains, each having its own independent rhyme scheme typically rhyming every other line, and ending with a rhyme couplet. Instead of the Italianic break between the octave and the sestet, the break comes between the twelfth and thirteenth lines. The ending couplet is often the main thought change of the poem, and has an epigrammatic ending. It follows the rhyme scheme a-b-a-b, c-d-c-d, e-f-e-f, g-g.

Shall I compare thee to a summer’s day?                                             a
  Thou art more lovely and more temperate:                                        b
  Rough winds do shake the darling buds of May,                                                 a
  And summer’s lease hath all to short a date:                                     b

  Sometime too hot the eye of heaven shines,                                      c
  And often is his gold complexion dimm’d:                                          d
  And every fair from fair sometime declines,                                       c
  By chance, or nature’s changing course, untrimm’d.                          d

  By thy eternal summer shall not fade                                                                 e
  Nor lose possession of that fair thou owest;                                       f
  Nor shall Death brag thou wandered in his shade,                             e
  When in eternal lines to time thou growest:                                      f

  So long as men can breathe, or eyes can see,                                     g
  So long lives this, and this gives life to thee.                                      g


Shakespeare, Sonnet XVIII. See Benet’s Readers Encyclopedia, Handbook to Literature, Literature: An Introduction to Fiction, Poetry, and Drama. Michael Prevatte, Student, University of North Carolina at Pembroke

Speech 1: Personal Experience (link to PPT)

https://drive.google.com/file/d/0ByORQRNqGS0sMndPQmIzeUMySkk/edit?usp=sharing

Speech needs to be 3-5 MINUTES LONG.

ON MONDAY FEBRUARY 10 (presentations begin Monday and Finish on Wednesday):  You will turn in.  1. Your handout with the brainstorm (I will grade you based upon the rubric) 2. Your outline- with your full introduction, 5 details of support and your full conclusion. 3. Your final written (typed) speech.

Speech needs to be 3-5 MINUTES LONG.

Journal 1: Love and Beauty

HW: In a 5 paragraph journal answer this question:  Do people put too much emphasis on physical beauty? What does She Walks in Beauty seem to argue? Support your argument with one outside source (cite it) and THREE quotes from either The Bible or She Walks in Beauty.

Speech

Here is the link for the article you need to read.  http://www.aljazeera.com/indepth/opinion/2013/04/2013417122912694944.html#.UXAjBK5MOzA.facebook

Drama: Gerard and Ester Script

https://docs.google.com/document/d/1ojb-rcG3dQgOkb8g--4pJtFzkvWWFYav6XZUi_Ey89Q/edit?usp=sharing

SPEECH HW

1. MEMORIZE YOUR LINES FOR DRAMA (If you're in one of the groups that needs to memorize lines).

2. Read the first 5 pages (article one) Supreme emergency at Guantanamo Bay.

Vocabulary Unit 9: #1-10 due Tuesday, February 4; #11-20 due Thursday February 6; Vocabulary Quiz Tuesday February 11

#1-10

Acclamation, bucolic, calumniate, chary, collusion, dilettante, imperturbable, increment, mandate, paltry 

#11-20

paroxysm, pedantry, peregrination, redolent, refulgent, shibboleth, tyro, unremitting, vacillate, vituperative

FILMING!

https://docs.google.com/document/d/1BDpFYL23cxW_nwga6R2233oOo43sw2LrovWpI5Y0tbw/edit

Scene 1 pt 2 Fabrizio, Matias, Lydia, Richard
Scene 4 pt 3 Matias, Lydia, Amanda
Scene 6 pt 1 Sara, Willy, Rebecca
Scene 8        Sara and Rebecca

Lines are due Feb. 6 (Thursday of next week)
Filming is FINISHED by Feb. 20 (Thursday) 

Scene 1 pt 3: Rebeca, Amanda, Tony, Tito
Scene 2: Lydia, Richard, Matias, Random girls (Luz, So Ra), Fabrizio, Rebecca, Scott (No John), Amanda, Tony
Scene 5: Matias, Lydia, Richard, Fabrizio, Rebecca, Tito
Scene 6 pt 2: Richard, Fabrizio, Lydia, Rebeca, Sophia,

Lines are due Feb. 20 (Thursday)
Filming is FINISHED by March 6 (Thursday)