Sunday, December 15, 2013

December 16, 2013 - December 20, 2013 Common Core Assessment for 9th Grade


What is Schneier’s perspective on the debate surrounding Security versus Privacy?

His premise is: Privacy is not about hiding a wrong; it is about an inherent human right, and a requirement for maintaining the human condition with dignity and respect.

My Response:

Jennifer: The real argument or debate is not “security versus privacy” but rather liberty versus control.

Evidence: 

Adriana: Watch someone long enough and you will find something to arrest him or blackmail him with.
Rebecca: Tyranny, whether it arises under threat of foreign physical attack or under constant domestic authoritative scrutiny, is still tyranny.
Jessyka: Cardinal Richelieu understood the value of surveillance when he said,”If one would give me six lines written by the hand of the most honest man, I would find something in them to arrest – or just have him hanged.”
Marissa: Someone who wants to arrest you can find something – even in the most honest person’s life – to arrest him for.
Having that much power – to survey someone is a violation of basic human rights.
Madelyne: Who is watching the watcher.
No one watches the people in power who is watching us. 

Your partner’s thoughts:

Kahilayah: agrees with the author’s basic tenet that privacy is a fundamental right.
Rebecca agrees

3. According to Schneier, what dangers does unchecked surveillance pose to those who are doing no wrong?

My response:

Privacy is an inherent human right and constant surveillance violates the human right to dignity and respect.

Evidence: 

(Adriana) For if we are observed in all matter we constantly under threat of correction, judgment, criticism, plagiarism of our own uniqueness.
Roger: The government determines what is right and wrong and can change the definition of what is wrong whenever they want.

Evidence: 

Anton:  Cardinal Richelieu believed that if one could have six lines written by the most honest man alive and within those six lines if one looked hard enough, one could find reasons to arrest or even hang that man.
Madelyne: The government can blackmail you or arrest you.
Sometimes the government gets it wrong and arrests the wrong person who is innocent of the crimes he or she is being accused of. Surveillance is an inexact science and can be misinterpreted – sometimes deliberately.
Zatie thinks that everything is not what it seems and surveillance can create a “lose-lose” situation, where both the watched and the watcher loses.
Synthesis: (Putting together what you think and what your partner thinks):
Anton: The government should treat us fairly.
Lily: Privacy is very important. We have survived this long without constant surveillance so we can continue on without it.
Madelyne: It’s not fair that the government can change rules whenever it wants.  It can be totally arbitrary.
Jazzmyn: Surveillance is not always accurate and can be proven wrong.
Jennifer: Who watches the watchers?  Sometimes people in positions of power lie and because of their titles, they have more credibility and so people believe them.

“In the Basic Battle Between Privacy and Security, Security Always Wins” by Cris Cillizza

1.  Cillizza states that “fear is a very powerful motivator when it comes to public opinion.” Obama uses many words that suggest danger in the quote provided by Cillizza. How does Cillizza use Obama’s language to support his premise that Americans favor security over privacy? Provide evidence from the text to support your answer.

My Response: 

Obama is saying that the information they are gathering is to make the intelligence officers in the fields, the soldiers on the battle field and the folks back home safe, and he is not going to do anything to jeopardize that.

Evidence:

“U.S. national security is dependent on those folks ….their missions or might get them killed.”

Partner’s Thoughts:

They should gather information. Privacy is important but so is security.

Evidence:

Some of the words Obama uses to suggest that we are in danger are: “…put people at risk…men and women in uniform that are sent into battlefield….dangerous positions…easily compromised….people back home have their backs…they are not left high and dry….put in even more danger than they may already be….I make no apologies….as Commander in Chief…or information that might get them killed….’
Obama’s choice of diction (word choice) are words that have denotative and connotative suggestions of danger.
Partner’s Thoughts:
Jessyka thinks that Obama is trying too hard to be liked but it’s not working. Some people hate him.
Jazzmyn: They should gather information; privacy is important but so is security. Security protects us from danger but it might also violate our freedom.
Zatie: Surveillance is important because it protects the safety of the people.
Madelyne: How can the government investigate innocent people but fail to capture criminals.
Jazzmyn:  The government should snoop on people who are guilty rather than on people who are innocent.


2. Cilliza claims that “Obama has, and will continue to, default to the desire to protect the country rather than peoples’ privacy.” How does the statement by Obama that Cilliza provides support and/or contradict this claim?

My Response:


 Evidence: 

"Leaks related to national security can put people at risk...dangerous situations that are easily compromised, at risk."


3. Cillizza implies that the government’s collection of data is being used to stop terrorist attacks.  Does the citation from Obama support this stance. Cite evidence from the text to support your response.


My Response:


Evidence: 


The leaking of the NSA surveillance puts men and women in uniform that Obama has sent into the battlefield at risk.  These leaks can also put our intelligence officers, who are in dangerous situations which are easily compromised, at risk as well.  The implication is that yes, the surveillance is being used to combat terrorism.

Skip to:

 Optional Writing Planner: Security vs. Privacy Writing Task


Please fill in the boxes:

1. What is each writer’s claim: Schneier                        Cillizzi

2.What persuasive methods
Does each writer uses to
Construct his argument?

3. Provide examples from
the text that illustrate
effective methods the writer
uses.

4. What makes these
examples effective?
Do these examples appeal
To logic or to emotion?

5. Another method the writer
uses effectively is:

Sunday, December 01, 2013

December 2, 2013 - December 6, 2013 Weekly Agenda for 9th Grade Honors English

Monday, December 2nd:
Finish reading The Trojan War; Parts 3 and 4

Tuesday, December 3rd:
Shortened Day
Read A Son Searches for His Father
Read The Isle of Calypso
The Odyssey Vocabulary and Literature Handout
Discussion and Reading Logs



Wednesday, December 4th:
No Class today

Thursday, December 5th:
Read Princess Nausicaa and "I Am Laertes' Son"
Discussion and Reading Logs

Friday, December 6th:
Read The Island of Laestrygonions
Read The Cyclops
The Odyssey Vocabulary and Literature Handout
Discussion and Reading Logs

Thursday, November 28, 2013

November 18, 2013 - November 22, 2013 Weekly Agenda for 9th Grade Honors English

Monday, November 18th:
Library Orientation

Tuesday, November 19th:
No class today

Wednesday, November 20th:
Read, take notes and act out Part 1 of The Iliad

Thursday, November 21st:
Read, take notes on Part 2 of The Iliad

Friday, November 22nd:
Read, take notes on Parts 3 and 4 of The Iliad

Sunday, November 10, 2013

November 12, 2013 - November 16, 2013 9th Grade English Agenda

Tuesday, November 12th:
The rough draft is due today.
Break into groups and do peer editing.

Wednesday, November 13th:
The final draft of your essay on "The Cast of Amontillado" is due today
Finish the dvd, "The Odyssey"
Begin reading the background to "The Iliad"
Break into groups to act out

Thursday, November 14th:
The grammar homework on active and passive voice from the HOLT HANDBOOK will be due today.
Continue reading the background to "The Iliad"
Break into groups to act out

Friday, November 15th:
Finish reading the background to "The Iliad"
Break into groups to act out

Wednesday, November 06, 2013

Class Notes for November 6th; Essay Format for "The Cask of Amontillado"



From the beginning we know that Montresor plans revenge on Fortunato, however, we never really  know why he hates Fortunato so much – aside from the insults he supposedly has given him. It is during Carnival, a time of great celebration and gayety, that Montresor decides to lure Fortunato by the promise of amontillado into the catacombs to kill him.

The name of the narrator is Montresor; Mon tre sor  sounds a bit like “monster”.

In the first paragraph, please include:

The title of the short story, “The Cask of Amontillado”, and the name of the author, Edgar Allen Poe.

A brief synopsis of the story – no more than three or four lines.

The thesis statement so that we know what your essay is going to be about.

A reference to Poe’s use of irony, setting, and the unreliable narrator to create the mood of “The Cask of Amontillado”.  Example: Poe’s use of irony, the eerie setting and Montresor’s unreliability as a narrator helps to create the gothic dark mood of his “The Cask of Amontillado”.

In the second paragraph, or the first body paragraph, please include:

A thesis statement so that the reader knows what the paragraph is about.

If you are discussing irony, be sure to develop the thesis of Poe’s use of irony.

Give specific examples of irony from the story either through quotation or by paraphrasing.

Then explain or discuss the quotation or the paraphrase to show how it is ironic.
Example: Poe uses situational irony from the very beginning of the short story, from the title – the word casket derives from the word cask – to the setting – Carnival is a time of gayety and not one normally associated with a murder – and the name of the victim, Fortunato, who is clearly not fortunate.

If you want to do more paragraphs on the various ironies Poe uses, you may; you might do one paragraph on the many examples of verbal irony:

Examples of verbal irony:

Montresor tell Fortunato that they must go back for Fortunato is sick and he cannot be responsible if anything happens to him.

Montresor “implores Fortunato to turn back as they descend deeper into the catacombs.

There are many, many more examples of verbal irony in “The Cask of Amontillado.”


Please mention briefly the examples of dramatic irony.

Examples:

Fortunato says that he will not die of a cough, which is true, he won’t die from a cough.

Montresor tells Fortunato the family’s Latin motto, which is "No one attacks me without punishment. Dramatic irony is displayed because Fortunato fails to understand  how Montresor intends to apply that motto to him. 

Montresor pulls out a trowel, a mason's tool, and tells Fortunato that he is a member of  the Masons, a secretive and exclusive organization; Fortunato, unaware of Montresor's true intentions toward him, fails to grasp the sick joke. 

In the final paragraph, briefly go over the main points in your essay, and then write your concluding thought. 

Do not include new information in your final paragraph. 





Monday, November 04, 2013

IRONY CHART FOR THE CASK OF AMONTILLADO




IRONY CHART for “The Cask of Amontillado”

Situational Irony:
1. The title itself - "The Cask of Amontillado". A cask is a barrel of wine but it is also the root word for casket.
2. Setting: The story takes place during Carnival, which is supposed to be a time of great happiness and joy and celebration, not murder.
3. Fortunato is  dressed in motley, which is how a clown or a court jester dresses.
4. The name, Fortunato,  is ironic because the name means fortunate and clearly, Fortunato is not.

Look for three more examples of situational irony:




Verbal Irony: When a character says one thing but means the opposite.  It is different from sarcasm because in verbal irony, the speaker DOES NOT WANT the listener to know he is not telling how he really feels or what his intentions are. 

Look for three examples of verbal irony.





Dramatic: When a character does not know something in the story but other characters and the audience know.

Look for three example of dramatic irony. 

Sunday, November 03, 2013

NOVEMBER 4, 2013 - NOVEMBER 8, 2013 WEEKLY AGENDA for 9TH GRADE ENGLISH


Monday, November 4th:
"The Cask of Amontillado" packet is due today.
Construct an irony chart for "The Cask of Amontillado" detailing at least five examples of dramatic, verbal and situational irony.
Today you will begin working on an essay on "The Cask of Amontillado" where you will analyze Edgar Allan Poe's use of irony, setting and the use of the unreliable narrator to create the mood of the piece.  This should be a minimum of five paragraphs and 500 words.


Tuesday, November 5th:
Shortened Day
Continue working on the essay.

Wednesday, November 6th:
Please bring the HOLT HANDBOOK; pages 163 - 166; exercises 7 and 8; "Active and Passive Voice"will be assigned and due on Friday, November 8th.

Today we will do peer editing on your rough draft on "The Cask of Amontillado".


Thursday, November 7th:
Today, your final draft on "The Cask of Amontillado" will be due.
In class assignment: Finding the Passive Voice in "The Necklace";
Watch "The Odyssey" video

Friday, November 8th:
Watch "The Odyssey" video

Saturday, October 26, 2013

October 28, 2013 - November 2, 2013 Weekly Agenda for 9th Grade Honors English

Monday, October 28th:
Present your word study for the vocabulary in Unit 2.
Go over the irony portion of your vocabulary and language packet of "The Cask of Amontillado".

Tuesday, October 29th:
Construct an irony chart for the situational, verbal and dramatic irony demonstrated in the story, "The Cask of Amontillado".  Identify the events, the situations, or the dialogue in the story and then categorize them under one of the three types of irony on your chart.  Make sure you identify who the speaker is and the specific situation and event you are referring to.  Finish for homework tonight. This will be due on Wednesday, October 30th.

We will continue working on the vocabulary and language packet of "The Cask of Amontillado".

Wednesday, October 30th:
Your irony chart for "The Cask of Amontillado" will be due today.
We will continue working on the vocabulary and language packet of "The Cask of Amontillado." Please finish the packet for homework tonight.  This will be due on Thursday, October 31st.

Carefully analyze the short story "The Cask of Amontillado" for clues as to why Montresor hates Fortunato.  Then using your best writing, construct a short two paragraph essay to explain why  Montresor bears a grudge against Fortunato.  Make sure you include evidence from the short story to support your thesis. Also be aware that Montresor is an unreliable narrator and is clearly insane.
This will be due on Friday, November 1st.

Thursday, October 31st:
The vocabulary and language packet of "The Cask of Amontillado" will be due today.
Continue analyzing the short story and working on the two paragraph essay.

Read the biography of Edgar Allen Poe and the article on the last twenty-four hours of Poe's life.

Friday, November 1st:
Finish reading the article on the last twenty-four hours of Poe's life.





Saturday, October 19, 2013

Essay Prompts for "The Necklace" by Guy de Maupassant


"The Necklace:

Has Madame Loisel's character changed at the end of the story?  Why or why not? Support with evidence from the story.

Did Madame Loisel's character contribute to her own downfall?

Analyze the theme of deception - of oneself as well as of others - and the role deception played in Madame Loisel's downfall.

Explore the use of point of view to create the ironic impact of the story.

Possible themes for the story:

Life Doesn't Always Turn Out the Way One Expects.

Character is Destiny.   One's character will determine one's fate.

October 21, 2013 - October 25, 2013 Weekly Agenda for 9th Grade English


Monday, October 21st: 
Your rough draft of the compare and contrast essay of “The Necklace” and “The Gift of the Magi” is due today.  
We will do peer editing today so please be sure to have five paragraphs ready. 

Tuesday, October 22nd: 
Your final draft of the compare and contrast essay of “The Necklace” and “The Gift of the Magi” is due today. 
Read “The Cask of Amontillado” by Edgar Allen Poe
Pass out vocabulary and writing packet for “The Cask of Amontillado”; this will be due on Monday, October 26th. 

Wednesday, October 23rd: 
Finish reading “The Cask of Amontillado”
Discussion
Work on the vocabulary and writing packet for “The Cask of Amontillado”. 
Construct an Irony Chart on "The Cask of Amontillado". 

Thursday, October 24th: 
Assignment: 
Do close reading of the text and surmise why this unreliable narrator, Montresor, may harbor such hatred for Fortunato. Write a three paragraph essay giving possible reasons why Montresor hates him. Be sure to include specific things Fortunato says to or implies about Montresor as evidence to support your writing. 

VOCABULARY WORKSHOP: Level C; Unit 2 is due today. Break into groups of four, choose five words and create a scene, a rap, a song and a dance using all five of the words. Make sure that all the words are used in grammatically correct sentences and that the meanings are clear through the context of the sentence, the rap or the lyrics. 

Friday, October 25th: 
Continue working on the vocabulary sound study.



Monday, October 14, 2013

October 14, 2013 - October 18, 2013 9th Grade Weekly Agenda


Monday, October 14, 2013
Compare and Contrast Essay:
You may work together in pairs. Turn to page 159 for “The Necklace” and to page 287 for “The Gift of the Magi” and construct a “T-graph” or a Venn Diagram to compare and contrast the two women, Madame Loisel in “The Necklace” and Della in “The Gift of the Magi”.  The graphs should illustrate how the women are similar and how they are different.
Final presentation of “Continuing the Story: What Happens Next in ‘The Necklace’”?
Tuesday, October 15th:
Shortened Day: Dismissal time is 1:33
Discussion of your findings of the differences between the two female protagonists.
Go over the essay format for the compare and contrast essay.
Begin working on the rough draft.

Wednesday, October 16th:
Shortened Day: Dismissal time is 2:24
No 1st period today.

Thursday, October 17th:
Rough draft is due. Peer editing.

Friday, October 18th:
Minimum Day: Dismissal time is 12:36
Final draft is due today.
VOCABULARY WORKSHOP: Level C; Unit 2 is assigned and will be due on Thursday, October 24th.
Vocabulary Word Study: Break into groups of four; choose five words and create a song and dance, a rap, or a scene using the five words correctly.


Friday, October 04, 2013

October 7, 2013 - October 11, 2013 Weekly Agenda for 9th Grade English

Monday,  October 7th:
Work on the "The Necklace" vocabulary packet.

Identify the passive sentences in "The Necklace". Analyze the reason de Maupassant uses the passive voice in describing Madame Loisel.  Change the passive voice to active voice; note if there is a difference in the feel of the sentence.

"Continuing the Story: What Happens Next?"
Break into groups of four
Beginning with the last line of the story, "Oh, my poor Mathilde. But mine was imitation. It was worth at the very most only five hundred francs....", continue the story.  What happens next? What does Mathilde say to Madame Forestier?  Is there a resolution to the story where Jeanne gives the necklace to Mathilde, or does she refuse to return the necklace? Has Jeanne sold or given away the necklace and no longer knows where it is?  Use your imagination in resolving this story.

The story should be in short story format with dialogue.  You will present this on Wednesday, October 9th as a group.

Tuesday, October 8th:
"The Necklace" packet is due

Work on "Continuing the Story: What Happens Next?"

Wednesday, October 9th:
Present "Continuing the Story: What Happens Next:?"
Begin reading "The Gift of the Magi"

Thursday, October 10th:
Begin working on a compare and contrast essay between "The Necklace" and "The Magi".
Begin work on a Venn Diagram comparing the two characters.

Friday, October 11th:
Work on the format
Work on the rough draft.
The rough draft will be due on Monday, October 14th for peer editing.
The final draft will be due on Tuesday, October 15th.



Friday, September 27, 2013

September 30, 2013 - October 4, 2013 Weekly Agenda for 9th Grade English


Monday, September 30th: 
Rubrics for “The Most Dangerous Game” Board Game. Worth 100 points.
1. The game may take any form: Monopoly, Trivial Pursuit, Jeopardy, but must relate directly to the story
2. Must include questions posed with the correct answers in order to advance
3. If the player does not know the answer, the player loses a turn:
For example: The player falls into the Burmese Tiger Pit; in order to get out of the Tiger Pit, the player must answer the following question, “Is Rainsford falling over board an example of exposition or rising action?” If the player gives the wrong answer, she must lose her turn and stay in the Tiger Pit.
4. By the end of the period, one must have:
            a. the format
            b. the rules
            c. ten questions and the answers
5. The game must be finished by Wednesday, October 2, 2013.

For Homework, due Wednesday, October 2nd:

HOLT HANDBOOK; pages 44 – 47
1. Page 44, exercise 4; “Writing Complete Sentences”: Write out the sentences and write complete subjects to complete the sentences.
2. Page 46, exercise 5; “Identifying Complete Predicates and Verbs”: Write out the entire sentences and double underline the verb and underline the complete predicate.
3. Pages 46 - 47, exercise 6: “ Writing Complete Sentences”: Using the phrases, add predicates to make complete sentences.
4. Page 47, Review A: Distinguishing Between Sentence Fragments and Sentences; Identifying Subjects and Predicates”: Identify the sentence with an “S” , or a fragment with an “F”, Write the simple subject, underlining it once and write the simple predicate, underlining it twice.

Tuesday, October 1st: 
4th, 5th, 6th and 7th only today. 

Wednesday, October 2nd: 
"The Most Dangerous Game" Board Game is due today. 
Your grammar homework from the HOLT HANDBOOK is due today.

Thursday, October 3rd: 
Read "The Necklace"

Friday, October 4th: 
Go over the vocabulary and irony packet for "The Necklace". 
Work on "Continuing the Story: What Happens Next?'  
Taking the last line from the story, begin your own story of what follows next in Madame Loisel's life. This should be two pages, and incorporate the characters of the Loisels and Madame Forestier in the stories. 


Sunday, September 22, 2013

SEPTEMBER 23, 2013 - SEPTEMBER 27, 2013 WEEKLY AGENDA for 9TH GRADE ENGLISH


September 23, 2013 – September 27, 2013 Weekly Agenda for 9th Grade Honors English
Monday, September 23rd:
Finish up the Freitag Pyramid for “The Most Dangerous Game” plot.
Review the following terms:
Antagonist, protagonist, setting, mood, metaphor, simile and imagery
Conflict:  Person vs. Person,
                Person vs. Nature
                Person vs. Self
                Person vs. the Supernatural
For homework tonight, finish up “The Most Dangerous Game”

Tuesday, September 24th:
“The Most Dangerous Game” vocabulary, grammar and suspense handout is due today.

Please bring your HOLT HANDBOOK to class.  The Parts of the Sentence, pages 40 - 47; exercises 1- 3.  The grammar homework will be due on Thursday, September 25th.             

Begin work on the essay for “The Most Dangerous Game”
The essay prompt is: How does Richard Connell use setting, mood and character to reveal the theme that “The World Is Divided into Two Categories: the strong and the weak, and the strong have the right to prey upon the weak. Does the ending support or challenge the theme? What does Connell seem to be saying about the belief that the strong have the right to prey upon the weak?

Begin work on your Cornell Notes for “The Most Dangerous Game”
Find  at least three relevant quotations for  your essay
Explain in  your own words why and how the quotation supports your thesis statement.

Wednesday, September 25th:
Work on your rough draft in class.


Thursday, September 26th:
Your rough draft will be due today.
We will break into groups of four and do peer editing on the rough draft.
The grammar homework is due today. Pages 40 - 47; exercises 4, 5 and Review will be assigned and due on Tuesday, October 1st. 

Friday, September 27th:
Your final draft will be due today.
If everyone turns in her/his final draft today, we will spend Friday and Monday working on a board game for "The Most Dangerous Game" (a la "Monopoly")
Otherwise: 
Begin reading "The Necklace" by Guy de Maupassant




Sunday, September 15, 2013

September 16, 2013 - September 20, 2013 Weekly Agenda for 9th Grade Honors English

Monday, September 16th: 

Finish reading "The Most Dangerous Game"
Reading log 
Go over the vocabulary, suspense and grammar packet for "The Most Dangerous Game" 

Tuesday, September 17th:

Go over Freitag's plot line:
Exposition, Rising Action, Climax, Falling Action, Denouement
Go through "The Most Dangerous Game" and place the events in the short story on Freitag's plot line

Wednesday, September 18th: 

Periods 1 - 4 do not meet today

Thursday, September 19th:

How to Find the Theme of a Story

Essay: 
Do you think  the author, Richard Connell,  of the short story, "The Most Dangerous Game",  answers the question posed by the theme: "The world belongs to the strong, and the weak are placed in the world to be used by the strong."

Work on the essay in class. 

Friday, September 20th: 

Your rough draft will be due today. We will do peer editing.  
The final draft will be due on Monday, September 23rd. 


Saturday, September 14, 2013

September 9, 2013 - September 13, 2013 Weekly Agenda for 9th Grade Honors English

Monday, September 9th: 

Peer Editing for "The Sniper" essay
Break into groups of four.
Pass your paper to the person sitting to your left.
Each person in the group will edit one paragraph according to the posted rubric.

Tuesday, September 10th:

"The Sniper" essay is due today.
Pass out Engrade access codes
Pass out syllabus for class
Go over answers to Unit One Vocabulary

Wednesday, September 11th: 

Begin reading "Most Dangerous Game"
Reading logs
Mood, setting, tone

Thursday, September 12th: 

Continue reading "Most Dangerous Game"
Discussion
Reading Logs
Literary Analysis
Character Analysis
Vocabulary

Friday, September 13th: 

Passed out vocabulary, suspense, and grammar packet for "The Most Dangerous Game" 
Continue reading "Most Dangerous Game"
Reading logs 

Friday, September 06, 2013

Essay Outline for "The Sniper"


Outline for “The Sniper” Essay
Opening Paragraph:
1. Must include title (with quotation marks) and the name of the author
2. Must include a thesis statement
3. Briefly summarize the story  (no more than one to three sentences)
4. One sentence each to show what each paragraph is going to be about.
5. Transitional sentence which segues to next paragraph

First, Second and Third Body Paragraphs:
Mini-topic sentence to show what this paragraph is about.
Two to four sentences to develop the mini-topic sentence
Evidence pulled from the story or quotations to support your mini-topic sentence
In your own words show how this evidence and/or quotation supports your thesis.
Transitional sentence which segues to next paragraph

Conclusion:
Go over the points you made in the first, second and third body paragraphs. There should be one sentence per point or paragraph.
Show how the author was successful in supporting his theme. 

CORNELL NOTES

How to Do Cornell Notes:

Draw a vertical line down the page about one third of the way from the left. Then about three-quarters down the page draw a horizontal line from margin to margin.

On the left side of the vertical line, write quotations and/or paraphrase of the events in the story.

On the right side of the vertical line, write your commentary, analysis and/or your explanation of the quotation or paraphrase.

Under the horizontal line, write a brief summary of the plot, the theme of the story and/or any other important aspect of the story: setting, characters, etc.

This will provide you with the needed information to write your essay. The quotations and your analysis will provide the bulk of your body paragraphs.  You just have to clean them up a bit, put them in fancy grammatical clothes and in the right paragraph format and your essay is half way finished!
































Sunday, September 01, 2013

September 3, 2013 - September 6, 2013 Weekly Agenda for 9th Grade Honors English

Tuesday, September 3rd: 

Essay prompt for "The Sniper":

How does the author use the third person limited point of view and other literary techniques  to advance the theme in "The Sniper"?

You will be given time in class to complete your essay.

If time permits, we will break into groups to do peer editing.

The final draft will be due on Friday.

Friday, September 6th: 

Your final draft will be due today. 

Begin reading "The Most Dangerous Game"

What is a Theme?


TOWARDS the EXAMINED LIFE

This is by Thomas Trevenen from his blog TOWARDS the EXAMINED LIFE.  This is so good I decided to post it to my blog for my students to read.  I hope he doesn’t mind. 

What is a Theme?
(Or What is the Story About?)

Objective:  After this lesson, we shall this vow:

“From this day onward, whenever anyone asks us what a story or movie or tv show or play was about, we will not mention the plot or the characters unless it is to prove what we say is true.” 

What makes a story true?

Take the story of Humpty-Dumpty. There was no Humpty Dumpty.  There was no wall and no horses. No men. It didn’t happen. But it is true. How can this be? 

It is true because we recognize that sometimes a person can have a crisis that is so devastating that the damage will never be repaired to the point where the life was before.  Regardless of any repair that might be done, the life will never be the same as it once was.  This is what Humpty Dumpty is all about, but notice I have not mentioned the plot of the story. 

What is the truth of a story? It is in the theme. 

The theme of a work is the central idea behind it.  The plot and the characters and the setting and the mood and the tone and all other important parts of the plot are simply vehicles to express the theme.

What is the movie Titanic all about? It is about how love can surpass boundaries such as class, time and even death. It is about how love can give meaning and purpose to life. Look at the movie. Isn’t this some of what the movie is about?  Aren’t these ideas put forth through the plot and setting of the movie? And there are more ideas put forth in the movie. Isn’t it also about the nobility of human beings in difficult situations? Isn’t it about strength of character is not determined by social standing? Please note that ideas and not characters or particular situations are being discussed. If any part of a thesis must be proved, then elements of the plot can be taken out to to support the ideas of the theme. 

What makes a piece of literature or film great is often the strength of its theme. The more complex and revealing the ideas are, the more the reader learns about life.  The more valuable the lessons, the more enduring the work. Moby Dick is not great for its plot which bogs down in many places but for its themes about the nature of humanity and existence.  The search for the great white whale can really be about the search for the meaning of life and the forces that control it.  Is it the great white whale Ahab seeks or is it the force of creation that wears the mask of the whale. And what does that last sentence mean, anyway? These are a minute fraction of what the novel is about. 

Themes should be stated in terms of “may be’s” and “could be’s”.  Themes are not absolute science.  The theme does not happen “always” and “every time”.  Themes are possible events that may happen in certain circumstances because there is recognition that life is a complex, sophisticated experience with many possibilities. Try this theme of Mice and Men by John Steinbeck.

Life lived alone, friendless and without attachments can sometimes be a painful thing. When one finds companionship of a single human being, the quality of life can be improved dramatically. Sometimes, however, there will be forces of society and nature that will place a strain on the relationship. These forces may attempt to rend the friendship apart.  However, the value of the friendship may be that it allows for the beginning of dreams of a better future where people will be allowed to grow and live happily. If the opposing forces are too strong the friendship may be destroyed even to the point where one person will be made to sacrifice the dream and destroy the friend he loves in order to protect his friend from even greater harm. 

Or try to this set of notes from a really interesting group of students who discussed the theme of the “The Sweetheart of the Song Tra Bong” from The Things They Carried by Tim O’Brien. 

Sometimes a person can become lost in the savagery and excitement of war. If the person doesn’t find the fear involved unpleasant, the excitement could be enjoyable.  The person can actually enjoy war.  The person can even love the war. The person can enjoy the danger and risks of war....and may want to become a part of it.  In...war, everyone is part of a team and gains respect for who each person is....and what each person does.  A person might not want to lose the power by going home. The person might not want to lose what she or he has become. 

Notice the things the students did that was really well done. They started out slowly with an attempt to state what the story was about. With each succeeding sentence they delved a little deeper into the reasons why a person “become lost in the savagery and excitement of war”.  With each step they took, they made sure that the general thought about becoming lost in the savagery and excitement of war was supported by the plot of the story. Now the students’ explorations of theme is not a well-written paragraph; it is just notes for a future paragraph, but one can see the progression of thought involved.  They did not mention the plot, but in a written assignment [the theme] can be supported by the plot of the story. 

Saturday, August 24, 2013

The Sniper Discussion Questions

The Sniper: Discussion Questions

Read the questions below.  For each question, write a clear, direct and complete response.  Answer each part of the question. Use complete sentences. Use names of characters or distinct labels - avoid pronouns.

1. The sniper is described as a fanatic. A fanatic is a person whose interest in something or someone is irrational and intense. What is the sniper fanatical about? What does the author's use of the phrase "cold gleam" imply?

2. What risk did the sniper take? Why do you think he took this risk?

3. Why did the sniper shoot the unarmed woman? Was he justified? Explain why or why not. What does this action reveal about the sniper's personality? Explain.

4. The author uses vivid imagery and description. Write as many descriptive words or phrases you can find which help the read to see and feel what the sniper is experiencing.

5. Why must the sniper leave the roof? Why can he not leave yet? Why can he not use his rifle?

6. After killing the enemy, the sniper's attitude has changed.  Describe the reactions - both emotionally and physically - of the sniper. Why do you think he has reacted in this way? What do these reactions reveal about the emotional state of the sniper?

7. Aside from curiosity, why does the sniper want to see the face of the other sniper?

8. Identify three qualities that make the two snipers alike beyond being brothers.



August 26, 2013 Weekly Agenda for 9th Grade Honors English

Monday, August 26th:
Go over the verb section of "The Sniper" packet. Finish the packet for homework. This will be due on Tuesday.
Break into groups and finish writing your pov short story based on "The Sniper".
Begin presenting the short story.

Tuesday, August 27th:
Finish the presentations of the pov rewrites of "The Sniper".
"The Sniper" vocabulary, grammar and irony packet is due today.

Wednesday, August 28th:
You will be given questions about "The Sniper" as a group to answer.
You will then present to the class your opinions. Remember, every answer must be supported by the text directly or through inference.

Thursday, August 29th:
Today we will begin work on an essay on "The Sniper".  The prompt is: How does the third person limited point of view affect the theme of "The Sniper?  This will be due on Tuesday,  September 3rd.


Tuesday, August 20, 2013

August 19, 2013 - August 23, 2013 Weekly Agenda for 9th Grade Honors English




Monday, September 19th:

Assign VOCABULARY WORKSHOP: Level C; Unit One. This will be due on Friday, September 23rd.
Break into groups and read nonfictional historical information regarding the Irish and British conflict.

Tuesday, September 20th:
Group presentations of nonfictional historical information about the Irish and British conflicts.
Read “The Sniper”
Readings logs for “The Sniper”

Thursday, September 22nd:
Finish reading “The Sniper”
Pass out and go over the “The Sniper” vocabulary and irony packet. This will be due on Tuesday, September 26th.

Friday, September 23rd:
Break into groups, choose a character to rewrite the story from the pov of that character. You will present the scene to the class.

Friday, June 07, 2013

June 3, 2013 - June 7, 2013 9th Grade Honors English


Monday, June 3rd:
Act 4 Test, Grammar Packet and Vocabulary Packet due today!

Pass out Act 5 Test and Vocabulary Packet. This will be due on the day of the final, June 5th. 

Read Act 5, Scenes 1, 2, 3

Break into groups of four.  Choose one scene from the following and rewrite in modern contemporary English. You will present on the day of the final, Wednesday, June 5th.


FINAL



1ST GROUP:

ACT 1, SCENE 1: pages 788 – 790

Karla, Isabel, Renatta, Mayra



2nd GROUP:

ACT 2, SCENE 4: pages 833 – 835

Elizabeth, Brenda, Samantha



3rd GROUP:

ACT 3, SCENE 2: pages 846 – 850

Robert, Ake, Christian, Ricardo



4th GROUP:

ACT 4, SCENE 5: pages 870 – 873

Melissa, Daniel, Vicki, Amanda



5th GROUP:

ACT 5, SCENE 3: pages 901 – 904

Justin, Angie, Josine, Pamela