MR. MOORE'S HOMEWORK PAGE:
a scrolling down experience.... :) :) :)
(THIS IS NOT ROCKET SCIENCE!!)
** OVERVIEW & INFO. at the TOP, THEN SCROLL DOWN
... HW BELOW. CHECK THE HW PAGES EVERY DAY!!!!**
**** CONTENTS KEY, THE ORDER OF ITEMS....
(JUST *** SCROLL DOWN *** TO FIND.... REORGANIZED 9/08 :)
* FIRST, VARIOUS NOTES .... HW POLICIES, HONOR, ETC.
*** HOMEWORK FOR ENGLISH 10 [CHECK BELOW EVERY DAY--will be in RED]
*** HOMEWORK FOR AP LANG. [CHECK BELOW EVERY DAY--will be in BLUE]
** ENGLISH 10 OVERVIEW [COURSE DESCRIPTION]
** ENGLISH AP LANG. OVERVIEW [COURSE DESCRIPTION]
** LAST, FIND the ESSAY "KEYHOLE" FORMAT DIAGRAM... AND THE
CAST STUDY GUIDE tips, incl. the THEME "formula." (bottom of this site)
** CONTACT DURING SCHOOL DAY:
or 288-8590 x-833 (checked occasionally)
** HONOR NOTE:
Students are expected, of course, not to violate the Honor Code—no plagiarism
of each other's work or from the Internet, no cheating, etc. Remember the Honor Assemblies.
ASK if you have ANY questions at all about this. Remember Honor.
** HOMEWORK NOTE:
Homework is assigned to students in class. If a student is absent or uncertain about homework, he or she should first check the assignments on the HW site--or call a reliable friend, or email me. Students should do HW completely independently, after which they may "troubleshoot" fine points with others. No written work, of course, is to be copied from others or from the Internet. Remember Honor. "Team" assignments would be the exception. Remember to bring all books and HW to class.
** THE U.S. WRITING CENTER:
For several years in the GDS Upper School we have offered the Writing Center, organized and staffed by the English Department; we hope students will make frequent use of the Center for writing help and advice. I am available for writing conferences, usually right after school; students keep writing folders of their work for this purpose.
[ NEXT WILL COME THE ENG. 10 HW....THE ENG. 10 OVERVIEW IS AFTER THE HW'S]
AND THEN THE AP LANGUAGE HW.... THE AP OVERVIEW IS AFTER THE HW'S ]
*** ENGLISH 10 HOMEWORK: SUBJECT TO CHANGE DEPENDING ON CLASS
PROGRESS AND NEEDS.... STUDENTS SHOULD ALWAYS BRING BOOKS AND HW ASSIGNED TO CLASS.
STUDENTS ARE EXPECTED TO FOLLOW THE *HONOR CODE* AT ALL TIMES, ON MAJOR AND
MINOR ASSIGNMENTS. WRITTEN WORK, INCLUDING STUDY GUIDES, SHOULD BE
COMPOSED *INDEPENDENTLY* BY STUDENTS--NOT COPIED FROM INTERNET OR OTHER
STUDENTS, ETC. AGAIN, ASK if you have ANY questions at all about this.
[ ** ROUGH DRAFT OF THE EXAM (moved from above):
I. 10 PTS--EVALUATE BEDFORD SENTENCES (C, X??)
II. 30 PTS.--POETRY ANALYSIS: 1) EXPLAINING MOODS, FEELINGS, ISSUES, IDEAS....
2) ANALYZING LITERARY TECHNIQUES THAT MAKE THE POEM POWERFUL
III. 50 PTS.--CATCHER THEMES ESSAY,
with a few references to F451
IV. 10 PTS--CLEAN UP/ PROOFREAD YOUR WRITING.... ]
SECOND SEMESTER, 2009
WELCOME BACK, ALL!! LET'S HAVE AGREAT 2ND SEMESTER!! -MR. M
** NOTE: EXTRA-GRADED OPTIONS FOR INDEPENDENT LEARNING: ONE PER QUARTER ALLOWED.... ASK PLEASE.
** YOU MUST KEEP YOUR WRITING FOLDER SAFE, WITH ALL CONTENTS THERE!!
....
WEEK OF 2/23
FOR MON. 2/23-- 1) READ VERY Carefully "THE LESSON" BY TONI CADE BAMBARA: http://cai.ucdavis.edu/gender/thelesson.html .... USE ALL STUDY/ READING/ THINKING SKILLS: pencil to mark story, or take notes on CAST + ??? 2) if needed finish/ polish your OTHELLO ESSAY
FOR TUES. 2/24-- REREAD THE STORY ABOVE IN GREAT DEPTH FOR CAS(T)--ALSO STUDY/ THINK DEEPLY ABOUT THE QUESTIONS AT THE END OF THE S.S. BOOK VERSION (STORY & STRUCTURE): PP. 137-143 (green 11th ed.) or pp. 162-169 (blue 10th ed.) CAS(T) QUIZ??
FOR WED. 2/25-- OK, SURPRISE: 1) JUST READ HALF OF EDGAR ALLAN POE'S "THE CASK OF AMONTILLADO," PP. 625 - 627 (green, 11th ed.) or pp. 708 - 711 m. (blue, 10th ed.) in Story & structure s.s. book 2) be prepared for a make-up/ redo Quiz on the previous story....
FOR THURS. 2/26-- 1) REVIEW & TROUBLESHOOT THE POE STORY (above) 2) FINISH READING THE
POE STORY IN DEPTH: CAS(T), so altogether, pp. 625-630 (green) or 708-714 (blue). what happens? why?
how many levels of IRONY can you find? review 3 definitions of irony in the Glossary (near end of book).
3) last late essays?? (email me with issues/ questions--i will try to respond)
FOR FRI. 2/27-- REREAD IN GREAT DEPTH THE WHOLE POE STORY, SEARCHING SENSITIVELY FOR MULTIPLE
EXAMPLES OF THE THREE KINDS OF IRONY (re check the Glossary definitions, Google for more help if nec.).
WRITE DOWN THREE EXS. FOR EACH OF THE 3 IRONY TYPES + ADD ONE EXTRA EX. = 10 EXS. W/ P/ #S, DETAILS.
NOTE: I NEED ANY LAST LATE OTHELLO ESSAYS.... EMAIL WHAT I SHOULD EXPECT PLEASE. :)
WEEK OF 3/2
FOR MON. 3/2-- 1) study the POE STORY: CAST + IRONIES.... 2) READ IN DEPTH, USING ALL STUDY/ READING SKILLS,
THE JAMES JOYCE STORY "EVELINE," PP. 386-391 (green, 11th ed.), INCL. THINKING THROUGH THE QUESTIONS.
FOR TUES. 3/3--ditto (due to SNOW DAY)
FOR WED. 3/4-- 1) CATCH UP W/ IRONY HW, if needed (review assigns. above) 2) CATCH UP w/ JAMES
JOYCE "EVELINE" READING and/ or REVIEW IN DETAIL THE JJ story: CAS(T) + very careful reading of end grafs.
3) CONTACT ME (email) RE MAKE-UP WORK OF ANY SORT (consult HW's above again)
FOR THURS. 3/5-- 1) ONE MORE STORY IN S&S: WM. FAULKNER, "A ROSE FOR EMILY," PP. 570-578 (GREEN, 11TH ED.)--
READ IN DEPTH, HALF OF IT, OR ALL.... 2) FIND & BRING THE CHEER LEADER BY JILL MCCORKLE (NOVEL)
FOR FRI. 3/6-- 1) REREAD/ REVIEW/ FINISH/ REVIEW THE FAULKNER STORY (above), with special attention to the 2nd half and BIG attention to the last page: THINK THROUGH THE +/ - CONNOTATIONS AND THEREBY FIGURE OUT SOME REASONABLE IN-DEPTH INTERPRETATIONS OF THEMES, MAYBE EVEN A MAIN THEME: USE YOUR THEME THESIS "FORMULA".... 2) BRING THE CHEER LEADER & THE SS BOOK !!
HERE IS THE ENG. 10 LESSON PLAN FOR FRI.: A) BREAK CLASS INTO SMALL GROUPS OF 3-4: EACH GROUP TO CONSIDER THE FAULKNER HW STORY... 1) TROUBLE-SHOOTING CONFUSIONS & ??? ABOUT THE STORY 2) REVIEWING MAIN CHARACTERS & THEIR SIGNIFICANCES 3) INTERPRETING THEMES, WITH SPECIAL ATTENTION TO THE LAST PAGE OF THE STORY B) EACH GROUP MUST FILE AN EMAIL REPORT TO ME ON THE 3 SMALL-GROUP DISCUSSION POINTS , LISTING & EXPLAINING.... C) HAVE STUDENTS CHECK THE HW SITE AGAIN....
WEEK OF 3/9
FOR MON. 3/9-- 1) READ THE FIRST 15 PAGES OF THE CHEER LEADER IN DEPTH, USING ALL STUDY-THINKING-READING SKILLS, WITH ACTIVE PENCIL FOR CAS(T).... AND FOR ??? 2) REVIEW THE FAULKNER STORY (ABOVE)
FOR TUES. 3/10-- 1) CONTINUE READING CL (use all reading-thinking-study skills, etc.): ANOTHER 15 PP/ PLUS A BIT EXTRA--
THUS UP TO PAGE 30 MINimum, PLUS ANOTHER PAGE OR TWO OR THREE.... (we are 4 pp. behind, need to catch up)
2) ALSO, in addition to circling char. names, etc. , starting putting a BOX AROUND EACH HIGH-LEVEL VOCAB. WORD
[ BTW, you will HAVE WRITER-IN-RESIDENCE TUES.--BUT READ READ READ no matter what. ]
FOR WED. 3/11-- NOTE: we will be reading some of CL over break, so be sure to plan on keeping your book
available & safe.... 1) CATCH-UP & GET AHEAD A BIT NITE--as suggested by Danyel :) :) SO BE SURE YOU ARE A SENSITIVE, INSIGHTFUL READER UP TO PAGE 40.... 2) ALSO SKIM PP. 1-40 AND BOX MORE HIGH-LEVEL VOCAB. (12-20 WW. so far)
FOR TH. 3/12-- 1) CONTINUE READING CL (use all reading-thinking-study skills, etc.): PP. 40-58 (end of Part I)
YAY--THE END OF THE DIARY ENTRIES!! PART II WILL start THE NARRATIVE (story) OF JO SPENCER'S issues....
2) CONTINUE putting a BOX AROUND EACH HIGH-LEVEL VOCAB. WORD (about 1 or 2 words every couple of pp.)
AGAIN: BUDGET YOUR TIME, SO YOU READ LOTS OF THE CL OVER BREAK: great novel, easy to digest,
important ISSUES, & we need to move on. :)
[ Spring Break.... Enjoy !!! READ ... and stay alert. :) ]
WEEK OF 3/23
FOR MON. 3/23-- teacher work day
FOR TUES. 3/24-- 1) READ PART II OF THE CHEER LEADER, about 100pp. for 10 days = about 10pp./day avg. (to p. 163) 2) CONT. BOXING VOCAB. WORDS. KEEP TRACK OF CAS(T); USE ALL READING/ STUDY SKILLS. CLARIFY & SUPPORT YOUR INSIGHTS INTO JO'S ISSUES, CONFLICTS, PROBLEMS... WHY DOES SHE HAVE THEM??
[ ** for Eng. 10 class tues.: divide class into small groups of about four: each group to send me an email summary report, incl. student names. 1) troubleshoot selected CAS(T) issues in THE CHEER LEADER, if not clear or esp. important: WHO AND WHAT ARE important elements of the chapter and poss. the novel? LIST/ explain KEY characters and events.... 2) HIGHLIGHT some of the KEY choices and experiences of the main characters? what are some major themes starting to be implied? (explain....) ]
FOR WED. 3/25-- 1) review Part II 2) double-check your boxed vocab. words in part II: skim and add boxes if needed 3) preview/ read in part III, pp. 164-170 : focus on changes in the narrative/ how the story is told, plus CAS(T).
[ ** for Eng. 10: again divide class into small groups of about four: each group to send me an email summary report, incl. student names. 1) any follow-up troubleshooting?? 2) which are some of the unusual, high-level vocab. words (about
3 per group) in Part II?? 3) how does the narrator change in Part III? what might be the significance of this change? how do you feel about the change? ]
FOR THURS. 3/26-- 1) CHOOSE SIX [...NOTE: OK, here's a change--you may use the class words too] great, high-level, unusual boxed vocab. words from part II: write out the 6 words (number them) WITH page numbers AND insightful, appropriate definitions, in language that you understand [don't just copy-paste: think, prob. rephrase, understand] 2) read carefully, IN DEPTH in part III, pp. 164-184 (SOME OVERLAP from previous) : focus on key developments in jo's problems, plus CAS(T)....
FOR FRI. 3/27-- 1) cont. to read carefully, IN DEPTH in part III, pp. 184-204 : again focus on key developments in jo's problems, plus CAS(T).... Quiz time??! 2) work on vocab. list: 3 from class + 6 last night + 3 more = 12 high-level words ... write out the 12 words (number them) WITH page numbers AND insightful, appropriate definitions, in language that you understand [don't just copy-paste: think, prob. rephrase, understand]
WEEK OF 3/30 [TUES. IS ADVISOR-STUDENT-PARENT CONFERENCES]
FOR MON. 3/30-- OK, NO NEW READING. CATCH UP & STUDY FOR CL QUIZ.... CAS(T): KEY CHARACTERS & THEIR
SIGNIF. FOR JO, ACTIONS, SETTINGS, THEME HYPOTHESES. GO TO IT--BE PREPARED. :)
FOR WED. 4/1 (NO KIDDING)-- 1) CONT. READING CL CAREFULLY, PP. 204-225: notice all developments & details....
2) REVIEW ALL THE WEIRD DEVELOPMENTS, BEHAVIORS, DETAILS SO FAR IN PART III.... FOLLOW-UP QUIZ??
(THIS TIME BEYOND THE BASICS--FROM DETAILS TO EXPLAINING BEHAVIOR....)
FOR THURS. 4/2-- SAME AS ABOVE, EXCEPT READ ON, PP. xxxxx oops, this was supposed to be 20 pp. more.
FOR FRI. 4/3-- OK, careful, in-depth reading of pp. 225-246. pay special attention NOT ONLY to CAS(T)--
such as Jo's struggles and developments--but ALSO to McCorkle's sensitive, clever, insightful uses
of LANGUAGE--such as DIF = diction (strong words w/ connotations), imagery (descriptive phrases
that appeal to a variety of human senses), and figurative language (similes, metaphors, symbols, etc.).
which paragraphs have the strongest uses of DIF??
WEEK OF 4/6
FOR MON. 4/6-- SAME 2 APPROACHES AS ABOVE (FRI.)--REREAD THE DIRECTIONS THERE, EXCEPT FINISH
READING THE NOVEL, PP. 246- THE END. THIS WILL BE ABOUT 10 PP. AT THE END OF PART III,
PLUS THE SHORT PART IV. CAST + DIF.... WHAT CHANGES HAVE HAPPENED FROM III TO IV??
FOR TUES. 4/7-- 1) REVIEW THE ENDING 10 PP. OF PART III, PLUS PART IV (MON. HW above): be sure you understand
the final outcomes of the novel 2) AGAIN, BUT MORE SYSTEMATICALLY, WRITE DOWN THE PAGES FOR THREE EXAMPLES OF STRONG WRITING WITH LOTS OF "DIF" 3) THEN PONDER VARIOUS SIGNIFICANT THEMES THAT JILL MCCORKLE HAS BEEN SHOWING US CAREFUL READERS. WHAT, FOR EX., IS SHE PROBABLY TRYING TO SHOW US ABOUT FAMILY? SIBLINGS? FRIENDS? ALCHOHOL? EDUCATION? RELATIONSHIPS? PSYCHOLOGY? TALENTS? 4) WRITE DOWN THREE THEME
"FORMULA" STATEMENTS FOR THREE TOPICS YOU FIND MEANINGFUL. SO THERE ARE 2 PARTS TO THE WRITTEN HW.
FOR WED. 4/8-- 1) SAME AS ABOVE, BUT THINK INTO THE 2 APPROACHES MORE DEEPLY: a) how can we do
DIF analysis effectively? b) how can we do themes analysis meaningfully? 2) plus FINISH THE HW (above) if needed !!
FOR THURS. 4/9-- 1) PONDER & PRACTICE ANALYZING STRONG DIF passages: A) what are the meanings/ messages
stated & implied ?? B) how does the writer use DIF techniques to get the meanings, feelings, drama across??
2) REVIEW THE ESSAY KEYHOLE FORMAT, near the bottom/ end of my HW site: scroll down....
(FRI. WE ARE OFF--look ahead to MON.)
WEEK OF 4/13
FOR MON. 4/13-- 1) SEE/ REREAD ABOVE LAST WEEK'S HW INFO.... THEN be sure you understand the themes approach
AND the DIF (message/ power of language) approach. jot down any questions.... 2) PLAN A CL THEMES ESSAY:
A) CHOOSE 2 THEMES--be sure to have strong theme formula statements.... B) MAKE A THOROUGH, DETAILED,
EFFECTIVE OUTLINE THAT FOLLOWS THE ESSAY KEYHOLE FORMAT.... THIS IS WRITTEN HW: be ready to show/ hand in.
FOR TUES. 4/14-- REVIEW STARTS EARLY (CONT.): REVIEW THEMES/ ESSAY KEYHOLE WRITING SKILLS; ALSO REVIEW
DIF LITERARY ANALYSIS SKILLS; ALSO REVIEW PROOFREADING SKILLS: in that regard, WHAT are the major proofing
issues to watch out for ???? MAKE A WRITTEN LIST....
FOR WED. 4/15-- KEEP REVIEWING/ THINKING/ ASKING QUESTIONS ABOUT THE VITAL SKILLS: 1) THEME THINKING
2) ESSAY KEYHOLE WRITING 3) DIF LITERARY ANALYSIS 4) PROOFREADING NOTE: REVIEW CL PART IV--BRING CL !!
[ EXAM FORMAT: 10 pts.--revise/correct/proofread a paragraph 30 pts.--DIF literary analysis of a passage
50 pts.--essay keyhole, CL themes 10 pts.-- proofing/cleaning up your DIF analysis & keyhole essay ....]
FOR THURS. 4/16-- questions, practice, extra help....
FOR FRI/ 4/17-- questions, practice, extra help.... [ EXAM is first thing MON. ]
WEEK OF 4/20
FOR MON . 4/20: ENGLISH 10 EXAM, US history hallway, DRUSDOW's ROOM,
8:15AM arrival for 8:30AM exam. BRING LAPTOP ... AND PENCIL OR PEN.
[ EXAM FORMAT: 10 pts.--revise/correct/proofread a paragraph 30 pts.--DIF literary analysis of a passage
50 pts.--essay keyhole, CL themes 10 pts.-- proofing/cleaning up your DIF analysis & keyhole essay ....]
WEEK OF 4/27
FOR MON . 4/27-- just find and BRING HG Wells's novella The Time Machine:
read any of it on your own... AND YOU WILL BE PENALIZED AND PUNISHED SEVERELY.
** ENG. 10: 1) apologize i can't be there--tell them they did ok on the exam mostly.
2) tell them they will have some significant assignments leading up to the end of the
year. 3) also then in small groups ask them to discuss and make email reports to me
(with student names) on the following: a) what science fiction books or movies have
they read, heard of, or seen? b) do they think time travel may be possible? would they
take an excursion in a time machine if given the chance? c) if life seemed easy, after
future time travel, with many world problems solved, would they stay in the future?
d) if they time travelled to the past, would they try to change history? in what ways?
FOR TUES. 4/28-- preview h.g. wells, THE TIME MACHINE, and READ the first 8 PAGES
(to p. 10 , CH. 1, using all study/ thinking skills. ALSO BOX HARD VOCAB. WORDS.
FOR WED. 4/29-- cont. reading TM, using all study skills, chs. 2-3, pp. 10-20. again BOX HARD VOCAB. WORDS.
FOR TH. 4/30-- catch up & get ahead night: review CAS(t). also be sure to have about 20 vocab. ww. boxed.
also consider an x-graded project: i know a couple of students who have approved projects already.
FOR FRI. 5/1-- 1) cont. reading TM, using all study skills, chs. 4 ff., pp. 20-28. (shorter assignment--
longer on weekend+) REVIEW CAS(t). 2) again BOX HARD VOCAB. WORDS. (about 30 ww. by fri.)
3) WRITE OUT your specific, optional X-graded proj. idea, even if we have discussed it.
WEEK OF MON . 5/4
FOR MON. 5/4-- 1) again cont. reading TM, using all study skills, chs. 4 ff., pp. 28-43. REVIEW CAS(t).
2) again BOX HARD VOCAB. WORDS. (about 40 ww.) 3) ...your specific, optional
X-graded proj. idea, even if we have discussed it, should be READY TO SHARE!!
FOR TUES. 5/5-- this was supposed to be 10-15 more pp. of reading....
FOR WED. 5/6-- 1) cont. reading TM, using all study skills, chs. 6 ff., pp. 43-53. again REVIEW CAS(t).
2) cont. to BOX HARD VOCAB. WORDS. (about 50 ww./ 10 ww./nite) 3) ...your optional
X-graded proj. idea, even if we have discussed it, should be WRITTEN DOWN!!
FOR THURS. 5/7-- as above, except pp. 53-64. we could have a quiz on CAS(t): read & review.
FOR FRI. 5/8-- catch up (really!! do it!) and get ahead night. be wise: take this opportunity. :)
WEEK OF MON . 5/11
FOR MON. 5/11-- 1) FINISH THE NOVELLA, PP. 64-76, CAREFULLY: CAST + descriptive scenes
2) THEN REVIEW ALL GENERAL INFO. FROM THE WHOLE BOOK: CAS(t), incl. spellings
3) THEN REVIEW THE LAST 2 ASSIGNS. IN GREAT DETAIL, PP. 53-76 4) QUIZ/ RE-QUIZ MONDAY:
THIS WILL SIGNIFICANTLY HELP YOUR GRADE IF YOU DO WELL, partly making up for the
mostly disastrous quizzes....
FOR TUES. 5/12-- 1) OK, REVIEW/ READ SUPER CAREFULLY THE LAST 12 PP. OF THE NOVEL AGAIN
(as above) 2) LOOK FOR, ANALYZE ALL DESCRIPTIONS PLUS THEORIES/ IDEAS: what final understandings
does the TT end up with a bout the Morlocks and the Eloi? how does HG Wells portray the future
evolution / devolution of the world? what happens/ doesn't happen in the last chapter?
FOR WED. 5/13-- SAME AS ABOVE, FOR TUES. QUIZ #3:
we will keep the two of three best quizzes, you luckies!! :)
FOR TH. 5/14-- REVIEW TM... AND BRING DEATH OF A SALESMAN PLAY BY ARTHUR MILLER
for FRI. 5/15-- STUDY CHARACTERS PAGE IN *THE DEATH OF A SALESMAN*....
MOVIE STARTS TOMORROW: HAND-WRITTEN NOTES ONLY ON CAST!! QUIZZES NXT WK.
WORK ON OPTIONAL X-GRADED PROJECTS....
(NICO, ASHLEY, KENDAL--see my subst. teacher, Ms. Walker)
WEEK OF MON . 5/18
FOR MON. 5/18-- CONT. STUDY CHARACTERS PAGE IN *THE DEATH OF A SALESMAN*....
REVIEW HAND-WRITTEN NOTES ON CAST!! QUIZZES.... THIS WEEK.
WORK ON OPTIONAL X-GRADED PROJECTS.... DUE TODAY & TUES. LATEST!!
FOR TUES. 5/19-- AS ABOVE (MON.) OPTIONAL X-GRADED PROJECTS.... DUE TODAY!!
FOR WED. 5/20-- AS ABOVE (MON.)
FOR THURS. 5/21-- END-OF-YEAR PARTY: FOOD? DRINK? MUSIC? SUMMER PLANS?
NOTE: FRI. 5/22 IS TRIP/ ACTIVITIES WK. PREPARATION DAY.... HAVE A GREAT ACTIVITIES WEEK !!
[ NEXT WILL COME THE AP LANGUAGE & COMPOSITION HW. AT THE END ARE THE
ENG. 10 AND AP COURSE DESCRIPTIONS, AND A CAST STUDY GUIDE REVIEW .]
**** AP LANGUAGE & COMP. HOMEWORK: SUBJECT TO CHANGE
DEPENDING ON CLASS PROGRESS AND NEEDS.... STUDENTS SHOULD ALWAYS BRING BOOKS AND HW ASSIGNED
TO CLASS. STUDENTS ARE EXPECTED TO FOLLOW THE *HONOR CODE* AT ALL TIMES, ON MAJOR AND MINOR
ASSIGNMENTS. WRITTEN WORK, INCLUDING STUDY GUIDES, SHOULD BE COMPOSED *INDEPENDENTLY* BY STUDENTS--
NOT COPIED FROM INTERNET OR OTHER STUDENTS, ETC. AGAIN, ASK if you have
ANY questions at all about this.
[ ** IMPORTANT NOTE (forgot to mention in one section ): WE WILL HAVE AN OPTIONAL REVIEW SESSION SUN. 12/14, 2:00 pm,
for about an hour, if you have follow-up questions, reviewing questions, ETC., before our MON. 12/15, 8:30 AM EXAM. :) ....
** THE EXAM (moved from above): BRING SEVERAL DARK PENS !!!
I. 10 PTS--EVALUATE S&W SENTENCES (C, X??)
II. 40 PTS.--AP EVALUATION ESSAY
III. 40 PTS.--AP LIT.-RHETORICAL ANALYSIS ESSAY
IV. 10 PTS--CLEAN UP/ PROOF WRITING.... ]
*** FOR THE FIRST WEEK IN JANUARY !!! (we don't want those Bronx H.S. of Science students getting ahead of us)
NOTE 3: REMEMBER OVER BREAK YOU WILL NEED YOUR AP WORK BOOK + YOUR ETHAN FROME by Edith Wharton.
1) MULTIPLE CHOICE HW WILL BE IN PRACTICE TEST 3, PP. 165-177 + OF COURSE CHECK THE ANSWER KEY,
pp. 187-188 and place a clear X next to questions you missed and O next to ones you left out + BE SURE TO READ
CAREFULLY & HIGHLIGHT/ MARK THE EXPLANATIONS, PP. 191-195, for the answers you marked X or O.
DO YOUR FRACTIONS. :) (10 pt. HW CHECK--do it all right the first time please.)
2) ALSO READ ETHAN FROME FULLY AND DEEPLY, pp. 3-89 in my little bantam pb, from themes & evaluations
to analyzing and appreciating the style (watch for great, meaningful setting descriptions). SO FOCUS ON ISSUES of
circumstances, choices, will power, and morality—as well as on the style. (50 pt. mega-QUIZ/ writing the week we return)
3) ALSO REMEMBER TO RETURN YOUR WRITING FOLDER if YOU STILL HAVE IT. (10 pt. quiz GRADE)
SECOND SEMESTER, 2009
WELCOME BACK, ALL!! LET'S HAVE A GREAT 2ND SEMESTER!! -MR. M
** NOTE: EXTRA-GRADED OPTIONS FOR INDEPENDENT LEARNING: ONE PER QUARTER ALLOWED.... ASK PLEASE.
** YOU MUST KEEP YOUR WRITING FOLDER SAFE, WITH ALL CONTENTS THERE!!
....
WEEK OF 2/16
FOR MON. 2/16-- 1) READ READ READ... WW CONT., review as needed and read in depth, actively, etc. "SONG OF MYSELF," PP. 68-86, secs. 38-52 (the end !!). THIS IS A BIT LONGER THAN BEFORE FOR THE WEEKEND, BUT THE POEM CULMINATES/ STARTS TO REITERATE & CLARIFY ITS MYSTERIES TO AN EXTENT. :) which are your favorite passages??!! (for ideas?? for strong writing??!!) which do you not like, or struggle with??!! how DO many main ideas appear more clearly by the end?? how DOES WW revolutionize poetry with his free verse techniques?? how might YOU write a brief SONG OF YOURSELF ??!! think through and have some answers to these questions !! 2) PONDER & BRING IN YOUR LIST OF 3 POTENTIAL AP ESSAY TOPICS FROM THURSDAY'S HW ( above).
FOR TUES. 2/17-- 1) [OLD] RETHINK the questions from #1 above WITH DEPTH AS NEEDED. 2) CAREFULLY READ THE FOLLOWING TRADITIONAL POEM (LONGFELLOW'S "PSALM OF LIFE") FOR IDEAS & STYLE/ TECHNIQUES: http://www.potw.org/archive/potw232.html .... AND THEN COMPARE IT IN DEPTH WITH WHITMAN'S "SONG OF MYSELF," SEC. 46 , PP. 79b. - 81m. . HOW does WW's free verse stand out as innovative & creative & iconoclastic in comparison?? 3) NOW, TO SET UP YOUR "SONG...," CLUSTER-MAP-WEB-BRAINSTORM IN THE FOLLOWING WAY: set up a full-sized piece of paper(if hand-writing) or Word doc. (if laptopping) with a 1 - 1 1/2 " circle in the center; print "ME MYSELF (plus your name)" in the central small circle;
then jot down memories-ideas-feelings-philosophies, etc. (all around the central circle, ALL OVER THE PAGE) that might be important to write about in YOUR "SONG...."; don't just write down "label" words--also write down images, similes, strong words that might apply to your listings--EX. if you write down "grandmother," also write down maybe "white apron" and "aroma of apple pies," etc. in other words, START USING LANGUAGE POWERFULLY, POETICALLY--GET IT?? 4) [OLD] WORK UP YOUR LIST OF THREE POTENTIAL AP ESSAY TOPICS/ PROMPTS if yours
was not as thorough or thoughtful as it could have been today!!
FOR WED. 2/18-- 1) REREAD THE FINALE OF "SONG OF MYSELF," SECS. 46 (from today's class) TO 52 (THE END); work on understanding & appreciating how all this culminates & challenges careful readers.... 2) ENHANCE your personal "ME MYSELF" CLUSTER-WEB that gets you ready to write your WW-style free-verse SONG OF YOURSELF: more memories/people/
experiences w/ imagery/ similes, plus more beliefs/ philosophies....
FOR THURS. 2/19-- 1) STUDY THAT HAND-OUT SHEET ON FREE VERSE (with a bit of comparison with traditional poetry): this will be your guide to a potential A song of yourself free verse poem THAT imitates ww's STYLE & TECHNIQUES... hAVE YOUR ??? READY. :) 2) THEN DRAFT A FULL PAGE ROUGHLY OF WW-IMITATIVE FREE VERSE ABOUT YOURSELF (like free writing exercise but with lots of DIFS TECHNIQUES): REMEBER ww USES long lines, MOSTLY, FOR HIS POETRY.... bring WW book too.
FOR FRI. 2/20-- DRAFT ANOTHER PAGE OF WW-imitation poetry, following MORE CLOSELY WW'S ACTUAL BOOK & THE GUIDE SHEET (2PP., LONG LINES).
BRING WW. ARRANGE MAKE-UPS AS NEEDED !!!!!!!!!!!
WEEK OF 2/23
FOR MON. 2/23-- 1) READ CAREFULLY & INSIGHTFULLY, TAKING SOME NOTES, NOTING SOME ??? (vocab.??), THESE EXCERPTS FROM THOREAU's WALDEN (1854):
....oops can't find convenient websites right now: check back later this weekend.... SO just to start, watcha think about this quote? sound familiar? why?
"I do not propose to write an ode to dejection, but to brag as lustily as chanticleer in the morning, standing on his roost, if only to wake my neighbors up." |
|
then # 15 to # 19, the end) 2) DRAFT ON FOR YOUR ww-IMITation free-verse poem: you shd. have about 3 single-spaced pages, typed (put in Word doc. if needed)
FOR TUES. 2/24-- 1) READ FROM THE START OF WALDEN, http://eserver.org/thoreau/walden1a.html GRAFS # 6-7-8-9.... WHAT DO YOU THINK???? TROUBLESHOOT, ETC. EVALUATIONS?? QUALITY OF RHETORIC/ WRITING?/ 2) PLUS
REREAD ABOVE (the finale of WALDEN) IN DEPTH.... SAME QUESTIONS/ THINKING. 3) PLUS WRITE SOME FREE VERSE... KEEP THE BALL ROLLING. :)
FOR WED. 2/25-- 1) review as needed 2) READ THOREAU, "ON CIVIL DISOBEDIENCE," HERE: "ttp://www.powayusd.com/teachers/clewis/civil_disobedience.htm SKIP DOWN BELOW THE QUESTIONS, AFTER #11, where its says "Excerpts...," etc. AND THEN READ WIth DEPTH paragraphs 1- 9, before the first footnotes.... (we will read more soon). TAKING SOME NOTES, RAISING SOME ?? IS IMPORTANT.... 3) WRITE ON YOUR POEM....
FOR THURS. 2/26-- 1) review as needed 2) FINISH READING THOREAU, "ON CIVIL DISOBEDIENCE," EXCERPTS HERE: "ttp://www.powayusd.com/teachers/clewis/civil_disobedience.htm [AFTER LAST NITE'S READING WHICH WAS TO "SKIP DOWN BELOW THE QUESTIONS, AFTER #11, where its says "Excerpts...," etc. AND THEN READ WIth DEPTH paragraphs 1- 9, before the first footnotes.... (we will read more soon)."...] SO SKIP AFTER LAST NITE'S READING AND SKIP THE MIDDLE SECTION, INCL. THE 2ND SET OF FOOTNOTES...THEN READ WITH DEPTH THE ENDING PARAGRAPHS, FROM "The night in prison was novel...." to the end of the excerpts, #19 "... not yet anywhere seen." TAKE SOME NOTES, RAISE SOME ?? IS IMPORTANT.... 3) WRITE ON YOUR POEM.... AND BRING YOUR POEM & YOUR WW BOOK.
FOR FRI. 2/27-- 1) WRITE WRITE WRITE ON YOUR WW-song of yourself FREE VERSE IMITATION : let it FLOW (it's still "just a DRAFT"). OF COURSE IF YOU REVIEW THE GUIDELINES SHEET & SOME WW PAGES, you will save yourself some time later
by doing the free verse form as you draft, BUT DON'T GET BLOCKED BY PERFECTION CONCEPTS: you will tweak it later. :)
2) REVIEW/ REREAD THOREAU'S "ON CIVIL DISOBEDIENCE" (above, 2 assigns.) as needed.... :)
WEEK OF 3/2
FOR MON. 3/2-- SAME 2 ACTIVITIES AS FOR FRIDAY (POEM/ THOREAU)... EXCEPT BE POLISHING/ REVISING YOUR
WW-STYLE POEM: SHOULD BE ALMOST READY TO HAND IN MONDAY (about 5pp., typed, single-spaced lines,
except a blank space betw. stanzas,2 blank spaces betw. numbered sections,12 pt. TNR font, etc.)....
remember quite a few wide poetic lines, with some so long that they wrap around to the next line
(indentented, not capitalized--as seen in the WW poem itself & shown in class) HAND IN MON. IF YOU FEEL IT'S READY....
FOR TUES. 3/3-- [DITTO DUE TO SNOW DAY]
FOR WED. 3/4--1) OK, near FINAL PUSH ON THE WW-free verse song of yourself poem: ENJOY but BE ATTENTIVE to the literary qualities from the WW book & the guide sheet hand-out. :) WE ARE GOING ON TO MORE/ NEW MATERIAL, SO WE WILL HAVE NEW ASSIGNS. AFTER TONITE.... a word to the wise!! 2) REVIEW/ RESEARCH VIA GOOGLE TH'S "civil disobedience"....
FOR THURS. 3/5-- 1) READ THOUGHTFULLY, EVALUATIVELY THE 4 PP./ 2 ARTICLES ON + / - THINKING ALL THE WAY AT THE BOTTOM/ END OF THIS HW SITE (after the CAST guide) : SCROLL DOWN.... TO WHAT EXTENT ARE OPTIMISM/ TRUST VS. PESSIMISM/ SCEPTICISM USEFUL TO HUMAN BEINGS?? 2) POLISH/ REVISE POEM OF COURSE... HAND IN SOON/ THIS WEEK!!
FOR FRI. 3/6-- 1) REREAD/ REVIEW THE IDEAS & INFO. IN THE 2 +/ - ARTICLES ( ABOVE) + THINK OF/ REVIEW KEY LITERARY TEXTS THAT SEEM TO LINE UP AS + OR - IN OUTLOOK (WW & THOREAU VS. MELVILLE & WHARTON, AND MORE....) + THINK OF REAL LIFE EXPERIENCES YOU'VE HAD OR OBSERVED THAT MAY BE HELPFUL AS EXS.: see where this is going?? 2) finish & print your WW-styled free-verse poem on yourself. :) :)
HERE IS THE AP LESSON PLAN FOR FRI.: 1) FIRST 5 MINS.--STUDENTS TO PRINT, STAPLE, & HAND IN THEIR WHITMAN FREE-VERSE POEMS 2) THEN--BREAK CLASS INTO SMALL GROUPS OF 3-4: EACH GROUP TO CONSIDER THE 2 HW ARTICLES, EVALUATING VARIOUS BENEFITS & DRAWBACKS OF + & - THINKING, PLUS REVIEWING LIT. & LIFE EXS. < HW
WEEK OF 3/9
FOR MON. 3/9-- IN-CLASS ESSAY--REVIEW THE KEYHOLE ESSAY & AP EVALUATION APPROACH, PLUS + / - ESSAYS,
PLUS YOUR LIT. & LIFE EVIDENCE. COME TO CLASS PROMPTLY MON. WITH PAPER & DARK PENS. email with any ??
YOU WILL NEED TO USE "BEST" EVIDENCE SELECTIVELY, WITH A LIGHT BUT SPECIFIC TOUCH, NOT BOG DOWN
IN ENCYCLOPEDIC SWAMPS.... 40 min. essay, per real AP. MAY THE FORCE BE WITH YOU--
actually GATHER YOUR WITS AND YOUR SKILLS. :)
[ NOTE: of course for a totally real AP essay,
you would not know the essay at all... until you read the prompt.
for this essay, however, we have lots of class discussion
on + and - thinking, plus the info. from the HW site above. ]
FOR TUES. 3/10-- START READING HUCKLEBERRY FINN, as much as you can.... 20-30-40pp.?? pay attention to the
first person, colloqial Huck narrator & how Twain uses Huck to "mediate" betw. readers & reality. how much are Huck's perceptions trustworthy? what do his distortions tell us? USE ALL reading-thinking-study skills (circle names, etc.)....
[ BTW, SOME SECTIONS HAVE WRITER-IN-RESIDENCE TUES./ SOME THURS.--BUT READ READ READ no matter what. ]
FOR WED. 3/11-- NOTE: we will be reading the rest of HUCK FINN over break, so be sure to plan on keeping your book
available & safe.... CONTINUE HUCKLEBERRY FINN (AS ABOVE), as much as you can.... another 20-30-40pp.??
SO about 40-80 pp. so far.... AT LEAST 40 PP, what middle schoolers should handle for reading. :)
FOR TH. 3/12-- DITTO, AS ABOVE -- SO ABOUT 60-120PP.... AT LEAST 60 PP. AGAIN: BUDGET YOUR TIME,
SO YOU FINISH HF OVER BREAK: great novel, easy to digest, important ISSUES, & we need to move on. :)
[ Spring Break.... Enjoy !!! READ ... and stay alert. :) ]
WEEK OF 3/23
FOR MON. 3/23-- teacher work day
FOR TUES. 3/24-- READ TWAIN 'S HUCK FINN NOVEL, TO THE VERY END. CLARIFY & SUPPORT
YOUR INSIGHTS INTO HUCK'S ISSUES, CONFLICTS, PROBLEMS... WHY DOES HE HAVE THEM??
ALSO THINK INTO JIM'S ISSUES.... AND CONSIDER THE SIGNIFICANCE OF EACH CHAPTER:
WHAT ROLE DOES EACH CHAPTER PLAY? WHAT POINT DOES EACH CHAPTER CONTRIBUTE?
KEEP TRACK OF THE *CHAPTER TITLES* AS YOU GO. QUIZZING ON CAS(T) + CHAP. TITLES + STYLE?!
A GREAT, GREAT BOOK: PONDER, ENJOY !! [MULTIPLE CHOICE, ETC., AFTER BREAK....]
[ ** for AP CLASS tues.: divide class into small groups of about four: each group to send me an email summary report, incl. student names. 1) troubleshoot selected HUCK FINN chapter titles, if not clear or esp. important: what does the title refer to? how is the title a key to clever and/ or important elements of the chapter and poss. the novel? what else is troublesome or significiant in key chapters? 2) find/ identify the three key chapters in which huck wrestles with his "conscience" about turning in jim: trace the devel. of huck's independent thinking about moral choice. 3) also find/ identify three key examples of twainian satire: analyze the targets of satire and several exs./ passages of satirical irony, incl. the grangerfords & sheperdsons. 4) what are the final outcomes for the main characters? what are some major themes implied? (explain....) CHECK
WED. HW.... ]
FOR WED. 3/25-- 1) review HUCK FINN, CAS(T) 2) review HUCK FINN, CHAP. TITLES, as above classwork 3) review/ skim
in the AP WORKBOOK chaps. ONE & TWO, PLUS PRACTICE TEST ONE, PLUS GLOSSARIES: what is the FORMAT with times?
what kinds of multiple choice readings & questions should one expect? what kinds of essay questions should one expect?
[ ** for AP: again divide class into small groups of about four: each group to send me an email summary report, incl. student names. 1) any follow-up trouble-shooting issues in HUCK FINN ?? 2) what can thoughtful readers/ thinkers learn about the nature of "conscience" from reading HF?? 3) what are prob. the overall largest satirical themes (several) considering the full novel?? 4) which AP glossary terms (half dozen or more per group) still remain less than
fully clear?? ]
FOR THURS. 3/26-- 1) ponder the question of what ways HUCK FINN could be used for examples in a variety of poss. AP questions: what kinds of AP questions could you predict might connect w/ HF?? 2) in the AP WORKBOOK do HALF of the multiple choice (first 2 passages + questions) in practice test 3 .... also mark wrong (X) answers from ans. key near end, plus read/ underline
(highlight) the explanations....
FOR FRI. 3/27-- 1) same as above #1 re Huck Finn 2) as above #2, EXCEPT it's half of the mult. choice in Pract. Test 6....
3) bring BOTH books !!
WEEK OF 3/30 [TUES. IS ADVISOR-STUDENT-PARENT CONFERENCES]
FOR MON. 3/30-- 1) OK--FINISH THE 4 MULTIPLE CHOICE SECTIONS FROM PRACT. TEST 6 (as above): do the questions timed and thoughtfully, as if it counted in may .... also mark wrong (X) answers from ans. key near end, plus read/ underline (highlight) the explanations.... SHOW ALL THIS FOR A 10/10 Q. grade. :) 2) hmmmm.... let me ponder.
FOR WED. 4/1 (NO KIDDING)-- 1) CONT. ON IN AP PRACT. TEST 6: READ/ ANALYZE THE DBQ QUESTION, PP. 307-313:
then think fast and compose/ write down a sophisticated AP thesis that will serve you well and impress AP readers....
also think quickly and create/ write down an effective AP outline that cites your points of argument for each graf, plus the particular letters & quotes/ facts of the DBQ docs. you will use in each graf.... i may collect this: do a fine job.
2) revisit/ think through HF question < above: ponder the question of what ways HUCK FINN could be used for
examples in a variety of poss. AP questions: what kinds of AP questions could you predict might connect w/ HF??
FOR THURS. 4/2-- SAME AS ABOVE, EXCEPT 2 MORE THESIS STATEMENTS W/ SOPHISTICATED, DETAILED OUTLINES,
FROM PP. 314-315 (2 MORE AP ESSAY TOPICS).....
FOR FRI. 4/3-- OK, REDO a great thesis and great outline with IDEAS & EXS. for question 2, p. 314...
EXCEPT WITH THIS NEW PROMPT: Read the following passage carefully, and then write a well-developed essay
that analyzes the author's purposes and how the writer uses diction, tone, structure, and syntax to make the
passage rhetorically effective.
WEEK OF 4/6
FOR MON. 4/6-- ONCE AGAIN REVIEW AP GLOSSARY TERMINOLOGY, FROM TWO SOURCES:
1) AP WORKBOOK 2) 40 MODEL ESSAYS.... LEAN MORE ON THE 40 MODEL ESSAYS NOW,
AND HAVE YOUR QUESTIONS READY FOR MONDAY!!
FOR TUES. 4/7-- OK, MUCH MORE INTENSE GLOSSARY REVIEW: 1) any loose ends from the AP WORKBOOK
GLOSSARY?? 2) VERY INTENSE REVIEW/ ANALYSIS/ QUESTIONING OF THE 40 MODEL ESSAYS GLOSSARY:
do it all, but pay special attention to logical fallacies.... EVERYONE BE READY TO RAISE QUESTIONS !!!
FOR WED. 4/8-- *** MULTIPLE CHOICE MEGA-QUIZ: 2 passages/ 30 mins./ nat'l. norms. BRING PENCIL/ pen. ***
NOTE: if you cannot be here for your class period, email to schedule quiz in the AM/ lunch.... !!! SO...
continue your Glossaries reviewing, plus review your test-taking strategies. :) :) :)
FOR THURS. 4/9-- 1) START READING F. SCOTT FITZGERALD'S genius/popular NOVEL, THE GREAT GATSBY,
AT LEAST CHAP. I (about 21 pp.)--but you might want to read another 10 pp. into Chap. II, to stay on track,
unless you feel you can put more attention/ time into the reading over the weekend.... basically, FINISH
this brief novel by TUES./ WED. of next week. HINTS: the novel traces the growth and insights of the narrator
NICK CARRAWAYafter he moves to the NYC area from the mid-west--seeing the high jinks of the roaring 20s/
jazz age--and why he returns to the heartland, while at the same time at its center the novel explores the issues
of the main character JAY GATSBY in his quest for money & love. keep track of CAST, of course. WARNING:
the opening few pages of GG are kind of flat & undramatic, unless you like psychological & moral background info.,
but after that the drama picks up!! in other words, the opening pages are hugely significant but not as interesting
as they will be once you are INTO the story & characters. :) 2) reflect upon/ meta-think your mult.-choice experience
FINALLY: REMEMBER YOUR GG NOVEL OVER THE LONG WEEKEND, AND REMEMBER TO KEEP IT SAFE FOR MON.!!
(more guidance/ advice at the MON. HW listing.... FRI. WE ARE OFF.)
WEEK OF 4/13
FOR MON. 4/13-- SEE ABOVE THURS. HW INFO.... HOT TIP: it would be WISE TO HAVE FINISHED THE READING OF
GG THROUGH/ INCLUDING CHAP 7 BY MON./ TODAY CHAP. 7 IS LONGER, A KIND OF CRUCIAL DOUBLE CHAPTER,
SO TRY TO GET STARTED AND FINISH THAT BEFORE IT GETS LATE SUNDAY :) REVIEW ALL CAST through Chap. 7 ....
OF COURSE IF YOU **FINISHED THE NOVEL** YOU WOULD BE IN CLOVER, RIGHT?? :) :) ANOTHER TIP: IT SURE SEEMS
AS IF HUCK FINN AND NICK CARRAWAY IN GG SHARE SOME CHARACTERISTICS, OUTLOOKS, AND KINDS OF
EXPERIENCES THAT LEAD THEM TO IMPORTANT INSIGHTS... SEE WHAT I'M GETTING AT?? PONDER THIS PLZ.
FOR TUES. 4/14-- 1) KEEP READ READ READING THE GREAT GATSBY--try to finish Chaps. 8 & 9 (the end)
by Tues. or Wed. 2) mentally REVIEW THE MAIN AP ESSAY TYPES & SKILLS + MULT. CHOICE ISSUES & SKILLS....
FOR WED. 4/15-- 1) finish GG if needed: come with insights, questions.... 2) compare to HF (see above for MON.)
3) review all skills ( see above TUES. #2) and develop questions....
[ EXAM FORMAT: 10 pts.--mult. choice AP 40 pts.--AP rhetorical-literary analysis essay keyhole
40 pts.--AP evaluation essay keyhole (some exs. < HF, GG) 10 pts.-- proofing/cleaning up your essays ....]
FOR THURS. 4/16-- questions, practice, extra help....
FOR FRI/ 4/17-- questions, practice, extra help.... [ EXAM is first thing MON. ]
WEEK OF 4/20
FOR MON . 4/20: AP Lang. & Comp. EXAM, US history hallway, three rooms
(MIMMS, etc.), 8:20AM arrival for 8:30AM exam. BRING #2 PENCIL(s) for
mult. choice PLUS SEVERAL DARK PENS (black/blue) for the essays.
[ EXAM FORMAT: 10 pts.--mult. choice AP 40 pts.--AP rhetorical-literary analysis essay keyhole
40 pts.--AP evaluation essay keyhole (some exs. < HF, GG) 10 pts.-- proofing/cleaning up your essays ....]
WEEK OF 4/27
FOR MON . 4/27-- just find and BRING Ernest Hemingway's novel A Farewell to Arms:
read any of it on your own... and you will be PENALIZED AND PUMMELED SEVERELY.
** AP Lang.: 1) apologize i can't be there--tell them they did quite well on the
multiple choice, and in most cases on the exam essays. 2) tell them they will
have some choices about curriculum/ assignments leading up to the wed. may 13 AP exam.
3) then in small groups ask them to discuss and make email reports to me (with student
names) on the following: a) what is the closest knowledge/ experiences of WAR they
have had? movies? news? relative or family friend tales? books? etc. b) under what
conditions do they think a war should be fought? or not? c) can they develop an
argument for pacifism? why and why not? d) which wars over the last century or two
stand out as especially world significant?
FOR TUES. 4/28-- preview hemingway, A FAREWELL TO ARMS, and READ the first chapter.
FOR WED. 4/29-- cont. reading AFTA, at least CHAPS. II-V (about 20 pp.) but get ahead??
look/ think "beneath the tip of the iceberg." :)
FOR TH. 4/30--cont. reading AFTA, at least CHAPS. VI-IX (about 30 pp.), to around p. 61,
depending on the edition you have? (but go by the CHAPTERS 2 B safe)... but get ahead??
also consider an x-graded project: i know several students who have approved projects already.
FOR FRI. 5/1-- cont. reading AFTA, at least CHAPS. X-XIV (about 30 pp.), to around p. 93, (go by the
CHAPTERS 2 B safe). you should be keeping up with your reading, but i will not quiz until after
the weekend.... BRING YOUR NOVEL !! (plus X-graded proj. ideas??)
WEEK OF MON . 5/4
FOR MON. 5/4-- again reading AFTA, at least CHAPS. XV-XX (about 35 pp.), to around p. 132, (go by the
CHAPTERS 2 B safe). remember quizzing this week.... great novel: read it. :) :)
BRING YOUR NOVEL !! plus X-graded proj. ideas?? remind me to folderize w/ you mon.
FOR TUES. 5/5-- read about 30 pp. more: that would put us at the end of Book II at least, p. 159.
FOR WED. 5/6-- ONWARD !! QUIZ soon on general AFTA facts/ names + careful reading of Book III and ff.
in particular read in Bk. III Chaps. XXIII to XXVII or XXVIII, pp. 163-193 or 202.
WAR, LOVE, THE SPIRIT... powerful issues of our lives!!!
FOR THURS. 5/7-- 1) as above, except pp. 194-225 (incl. CH.XXX). we could have a quiz on CAST: read & review.
2) REMEMBER TO WORK ON your X-graded projects... so you can hand them in by FRIDAY, IF YOU WANT feedback/
grading for before the actual AP of next Wed. that way i can read them on the weekend. 3) NOTE: IF you are doing a
practice AP Lang. DBQ, then the you will find it in pract. test #2, pp. 134-141, in the yellow AP workbook. :) another 7-caret diamond quiz is available on friday, or in the days after the Wed. AP LANG. exam....
FOR FRI. 5/8-- NO NEW ASSIGNMENT !! BEST WISHES FOR APUSH, those involved!! for others, catch up and get ahead night.
be wise: take this opportunity. :) we will all be reading gigantically for MON./TUES. !! stay tuned. anyone having trouble
seeing me due to multiple AP's, etc., email me with questions, or to set up a mtg. at lunch, after school, etc.
WEEK OF MON . 5/11
FOR MON. 5/11-- 1) reading AFTA, at least CHAPS. XXXI-XXXV (about 37 pp.), to around p. 263, (go by the
CHAPTERS to be safe). remember quizzing continues this week.... WAR, LOVE, THE SPIRIT: how will it end?
be sure to READ!! BRING YOUR NOVEL !! 2) REVIEW YOUR 7-CARAT diamond sheets, memorize the
grammar order of the 7 sentences, etc.--if you'd like to take an X-graded quiz.... 3) other projects??
TIME IS GETTING SHORT, SO get these done if you're doing them. :)
FOR TUES. 5/12-- 1) REVIEW / REREAD/ ANALYZE CAREFULLY THE COUNT GREFFI SCENE, PP. 253-263 FROM
LAST NIGHT'S READING 2) CONT. reading AFTA, at least CHAPS. XXXVI-XXXVIII (about 37 pp.), to around p. 301,
remember quizzing continues LATER this week.... again WAR, LOVE, THE SPIRIT: how will it end? BRING NOVEL !!
3) REVIEW GLOSSARIES & AP EXAM FORMAT IN THE YELLOW WORKBOOK; REVIEW CAST IN NOVELS....
(WE CAN DO 7-CARAT QUIZZES OPTION AFTER THE EXAM)
FOR WED. 5/13-- BEST WISHES ON THE AP EXAM!! REMEMBER TO HAVE YOUR #2 PENCILS AND BLACK/BLUE PENS.
MAYBE BRING H20, SMALL PROTEIN POWER BAR, A STICK OF GUM? (YOU CAN ONLY EAT SOMETHING BRIEFLY AT
THE BREAK BTW. MULT. CHOICE AND THE ESSAYS. NO OPENING STUFF DURING THE TESTING.) STAY ON TIME:
I HR. FOR MULT. CHOICE/ 4 PASSAGES = 15 MINS./ PASSAGE; aim at doing each passage in 12 mins. to have a bit of
time cushion. 2 HRS. (after the 15 mins. for reading DBQ docs) for the 3 ESSAYS = 40 MINS./ ESSAY; aim at 35 mins.
per essay to have some cushion. STAY POSITIVE and work fast.... you can handle this exam!! "Grace under pressure." :)
FOR THURS. 5/14-- BRAVO ON TAKING YOUR AP EXAM!! I'VE HEARD LOTS OF POSITIVES SO FAR....
FINISH THE NOVEL AFTA this week !! BRING THE BOOK.... REVIEW 7 CARAT DIAMOND? PROJECTS?
for FRI. 5/15-- work on extra graded projects, review 7 carat diamond,
finish hemingway's AFTA, start HOUSE ON MANGO ST. (option).
QUIZ ON AFTA BOOKS IV & V MON. + 7 CARAT DIAMOND OPTIONAL QUIZ TUES.
+ BRING THE HOUSE ON MANGO STREET NOVELLA
WEEK OF MON . 5/18
FOR MON. 5/18-- QUIZ ON AFTA BOOKS IV & V . (required) ??? on 7 CARAT DIAMOND.
X-GRADED PROJECTS DUE TODAY AND TUES. BRING THE HOUSE ON MANGO STREET NOVELLA
FOR TUES. 5/19-- QUIZ on 7 CARAT DIAMOND. (optional) X-GRADED PROJECTS DUE TODAY--DEADLINE!!
BRING THE HOUSE ON MANGO STREET NOVELLA
FOR WED. 5/20-- QUIZ on THE HOUSE ON MANGO STREET (OPTIONAL).
FOR THURS. 5/21-- END-OF-YEAR PARTY: FOOD? DRINK? MUSIC? SUMMER PLANS?
NOTE: FRI. 5/22 IS TRIP/ ACTIVITIES WK. PREPARATION DAY.... HAVE A GREAT ACTIVITIES WEEK !!
** ENGLISH 10 OVERVIEW - MR. MOORE
The English 10 class seeks to help students enhance their reading,
writing, and thinking skills—while developing an appreciation for various
genres of literature, from fiction and poetry to drama.
The major emphases of the course:
1. literary analysis and interpretation, especially cause and effect/ theme thinking
2. sentence variety and correctness (Kung Fu grammar), along with paragraph organization
3. essay writing (the Essay "Keyhole"), formal and informal
4. vocabulary study
Students in English 10 should make a commitment to enhance their reading,
writing, and thinking skills. Written and spoken communication can be
keys to success in life, personally and professionally. Students who read
their assignments carefully, think deeply, share their views in class, and
write effectively are laying the groundwork for accomplishments in high
school, college, and beyond. Hard work in English 10 can boost PSAT/SAT
scores, opening the door to college more widely.
In writing we will move from refining sentences and paragraphs to
thoughtful, well-organized essays composed with style. In reading and
thinking we will have the luxury of a variety of good books, with long and
short works for changes of pace. We will develop literary analysis
vocabulary and college preparatory vocabulary through our reading and some
PSAT/SAT word lists: a broad vocabulary not only aids reading comprehension but
it opens avenues of thought.
To help students get very detailed evaluations on major essays, the
English Department has developed several Writing Rubrics with many
sub-categories of writing quality. Students should observe guidelines for
using extra help properly from parents, friends, or tutors. (Principle: no
one should actually do the work for the students, although students may
get pointers and then do revisions themselves.) Remember: Honor. In January we
will pursue a special interterm creative study of short story writing.
Books: Fahrenheit 451 (summer reading); Story & Structure;
Discovering Poetry; Bedford Handbook; The Catcher in the Rye;
Shakespeare’s Othello....
** AP LANGUAGE & COMPOSITION OVERVIEW - MR. MOORE
The English Language AP class seeks to achieve two main goals: 1) to develop AP
skills for students to compete successfully on the AP Language and Composition Exam
in May. 2) to lead students to an appreciation of American literature and ideas.
Thus, this class in some ways parallels the AP US History class. Current events,
national and global, have become prominent in AP essay questions recently--so students
should tune in to NPR radio in the late afternoon, consult legitimate news websites,
and read news magazines....
To these ends we focus on reading, writing, and thinking skills with special emphases
on language usage (diction, connotation, implication, imagery, figurative language,
syntax, structure, grammar, and rhetoric) and making judgments. We practice AP
multiple-choice questions and essay writing, and we study classics from the major eras
of American literature: Puritanism, Rationalism, Romanticism, Transcendentalism, Realism,
Naturalism, and Modernism. We also explore readings from the diverse cultures of the
United States and issues throughout American history and now.
Students in English Language AP should love to read and inquire into the subtle
arts of literature and communication; they should be interested in testing out ideas and
engaging in class discussion; they should care about and work hard to become the best
writers and speakers they can be. To become an expert AP student, with wide knowledge of
American ideals and issues, is to become a powerful person in the modern world; with this
power comes the responsibility to use these skills ethically and responsibly. Although there
is a strong correlation between high SAT scores and AP success--with speed and insight in
reading plus fluency and sophistication in writing as key skills--most students in
English AP class score at or above the national average on the AP exam.
Students should observe propriety in using extra help from parents, friends, or tutors.
Principle: no one should actually do work for the students, although students may get pointers
and then do assignments themselves. Remember Honor. In January we will pursue a special
interterm cultural study of the "First Flowering" of the 1850s, also called the "American
Renaissance." To help students get detailed evaluations on major essays, the English Department
has developed several Writing Rubrics with major sub-categories of writing quality.
Books: The Awakening by K. Chopin and Black Boy by R. Wright (both summer reading); AP English
Language and Composition Examination Preparation Guide (practice); Native American Songs and Poems;
United States Literature (text); Elements of Style by E.B. White (grammar and usage review);
Billy Budd by H. Melville; Huckleberry Finn by M. Twain....
*** A VERY EFFECTIVE ESSAY FORMAT !!!
[ NEXT WILL COME A TYPICAL ESSAY WRITING RUBRIC....]
ESSAY RUBRIC--MOORE NAME________________________
(rev. 1-09)
(50 pts. EXAMPLE) PROJECT_______________________
1. ANSWERS THE QUESTION WITH SOPHISTICATION, DEPTH,
COMPLEXITY (AND BALANCE)—thesis / topic sentences (10) _________
2. IS ORGANIZED AND WELL-SUPPORTED WITH DETAILED
EXAMPLES / SHORT QUOTES—continuity/ transitions (15) _________
3. OFFERS SUBTLE ANALYSIS AND CONVINCING EXPLANATIONS—
clear, accurate perceptions but goes beyond the obvious (15) _________
4. HAS “VOICE” AND STYLE, IS ENGAGED AND ENGAGING—
diction, imagery, similes, tone, varied sentences / punct. but avoids “I” (5) ________
5. IS CORRECT IN GRAMMAR, USAGE, MECHANICS—
titles, CAPS, Apost., PN-AGR., V-AGR., FRAG., CS, Sp., etc. (5) _________
COMMENT:
SAMPLE 7 CARAT DIAMONDS !!! 1/27/09 -- COMPARE grammar & style!!
Jack and Jill went up the hill.
Jack tripped on a rock, and Jill laughed.
As Jack was getting up, a big dog knocked him over.
Jack tried to get up, but failed because he was pinned by the dog.
After Jack finally got up, they continued up the hill.
They reached the top of the hill and they drank some water from the well.
Jack and Jill went down the hill.
The puppy jumped out of the car.
She ran and ran after the mailman, but never bit him.
The puppy ran back home, whose owner was elated to see her.
As snow started to fall, the owner was cold, but puppy was kept warm by her fur coat.
The owner took puppy inside of the house, which was warm from the blazing fire.
The fire remained, but puppy began to get hot.
So the owner shaved her.
School violence is a rich and time-honored tradition.
It helps establish a rigid school hierarchy based on social standing, and it supports Darwin's theory of natural selection by removing
weaker beings from the gene pool.
Although seen as negative by some individuals, school violence inspires competition between students and builds character.
Pressured by the school administration, faculty members portray school violence as hurtful and detrimental to the school and many have protested
its use as a learning tool.
Originating in Ancient Greece, school violence has matured a considerable degree since it's conception.
Greece may have fallen, but it's most profound contribution to the world, school violence, lives on.
Let the beatings continue.
There’s nothing quite like the cheap, efficient labor of a younger than average person.
A child is not as strong or as experienced as a man, but he takes up half the space, and half the food!
Though some see child labor as a cruelty, we see it as an opportunity for people all over the world to strengthen their résumé.
As the demand for manufactured goods increases, the benefits of child labor increase exponentially; a factory becomes a sanctuary for a lonely child and a penitentiary for the more unruly sort.
Why try to deal with the difficult problem of abortion when a few years’ forced labor can do just the trick?
The child is the perfect labor source, and it is economically and morally viable.
A child’s labor is an unsurpassed, unexploited labor pool of unlimited potential.
[ NEXT WILL COME SPECIAL NOTES FOR C.A.S.T. "STUDY" GUIDES--
INCLUDING A SAMPLE "THEME FORMULA" THESIS.]
** SPECIAL NOTES
*** NOTE: Relevant for CAST STUDY GUIDES ANY TIME OF the year!! :)
1) I'M LOOKING FORWARD TO WORKING WITH MY 10TH AND 11TH GRADERS NEXT
YEAR--HOPE YOU'RE HAVING A GOOD SUMMER!! I'M IN AND OUT OF TOWN SOME THIS
SUMMER--WORKING ON MY HOUSE AND PLAYING MUSIC, READING AND HELPING MY MOTHER....
2) RE SUMMER READING:
* it is extremely important and worthwhile for students to start off on
the right foot by actually reading their summer reading. :)
* students should read their assigned book or books completely, alertly,
and thoughtfully: summer reading tests make up a weighty part of the first
quarter grade in the fall, so it pays to be well-prepared (and these are
good books).
* to know your book or books well, organize the info. from each book into
the CAST STUDY GUIDE format, using roman numerals I-IV for the 4 parts:
I. C= main and secondary Characters--what roles do they play? who are they?
what are their issues/ conflicts? what are their motivations? what do they learn or
fail to learn? [top 8-12 characters roughly]
II. A= Actions, better known as the plot--what happens and why? what are the main
issues/ conflicts? what are the various stages of development for the story? situation at
start of book? high points in middle? situation at end of book? [3-4 paragraphs roughly]
III. S= Settings what are the geographical and local places, and historical
times? any symbolic settings? what might the book be showing about a
place and historical era? [3-5 significant settings roughly]
IV. T= Themes what is the author trying to show us about people and life? what
choices did the characters make about their issues/ conflicts--what were the consequences?
what realizations might the author be pointing out to careful readers? is the author’s viewpoint
mainly optimistic, pessimistic, realistic, mixed? [3-5 theme sentences--see below]
NOTE: it is very helpful/ necessary to formulate FULL sentences to
clarify your understanding of themes: the example that follows presents a helpful
"formula" for theme statements. ** EX. Shakespeare (author) in
Macbeth (title) shows that (key verb to introduce analytic clause) lust
for power (the topic) can lead to disaster and self-destruction (cause & effect
analysis).
3) BEST WISHES FOR A HAPPY, PRODUCTIVE SUMMER!
--THE BIG M
Positive – Negative thinking, 1/06
from The Pitfalls of Positive Thinking – Affirmations Versus Optimism
… positive thinking affirmations can be bad for your mental health…. You can make up your own mind whether you agree with me.
The alternative is to learn how to be optimistic; a realistic, usable way of thinking that will bolster you against mental ill health, help you enjoy life more, and actually improve your chances of having a successful life. Why? Well for one, because pessimists give up when optimists keep going. But that's another article...Why An Optimistic Outlook Will Make You Healthy, Wealthy and More Popular!
You would think that headline is too big a claim to back up. Think again...
Optimism is a neglected topic. Since the advent of positive thinking, it has taken a back seat in personal development and therapy circles. But optimism is different to positive thinking, and what's more, learning how to do it buffers you against depression and anxiety and, unbelievably, makes you more likely to succeed in your chosen pursuits.
The trouble with optimism is that it is seen as something unchangeable. People tend to see themselves as either 'an optimist' or 'a pessimist', and these two extremes leave no room for anything in between.
In reality, you are an optimist to a degree, and this degree changes in different situations. What's more, you can deliberately alter the way you think to increase your optimism quotient. But why should you?
The Benefits of Optimism
In one study of elderly people, their perception of their own health was found to be more important in longevity than their actual health.
This article (PDF document) cites research that shows:
i) the immune systems of pessimists function less well than those of optimists
ii) optimists have greater life expectancy than pessimists.
And if that's not enough for you, how about this:
People like optimists more than they do pessimists.
How do we know that? Well aside from common sense that says we like to be around people that make us feel good - (your friend telling you "Everything's ruined and it's going to get worse" doesn't usually improve your day!) - here's an astounding bit of research...
In his book 'Learned Optimism', Martin Seligman talks about the research he and his team did into the optimism levels of American Presidents. 27 out of 29 winners of the presidential race were graded as more optimistic than their unsuccessful running opponent. I think we need say no more.
And on the subject of money, success and all that, consider these quotations:
"Success is 99% failure" - Soichiro Honda
"Genius is one percent inspiration, and ninety-nine percent perspiration." - Thomas Alva Edison
Pessimists give up more easily than optimists - after all, what's the point continuing with something if you think it will fail? Strong optimists press on and on, until they arrive at the place they 'knew' they would reach eventually - success….Optimism in the Face of Adversity
The times when optimism really pays off are when you are faced with a life problem, challenge or setback. An optimistic thinking style at these times will increase your resilience, maintain hope and improve your chances of a successful or acceptable outcome.
Pessimism will tend to make you feel more anxious, depressed and hopeless, none of which will help you overcome obstacles, deal with tough situations or persevere with difficult projects.
"I'm not a pessimist, I'm a realist."
Apart from the endless, moebius-like philosophical debate on reality that could be entered into at this point, there is another, much more pertinent reason why optimism beats pessimism any day.
There is some research to show that pessimists have a more accurate take on some situations than optimists. But not the sort of situations that really matter.
In a study of students after an exam, those who were shown to have a pessimistic thinking style guessed their performance more accurately than the optimists. All well and good.
But what about the ambiguous situation presented by a relationship difficulty for example? While the pessimist might have a more 'accurate' take on the reality of the situation, the optimist will tend to persevere, and so is much more likely to overcome the problem.
The pessimist is more likely to give up early. So who is better off? Well, as long as you think relationships are worthwhile (and you'd have to be a major pessimist to think they are not), the optimist of course!
And this applies in all sorts of uncertain situations - the stuff of which life is made.
Usefulness, not Accuracy
The thing is, optimism is simply much more useful than pessimism in the sphere of emotions, relationships and life in general. As mentioned above, learning optimism makes life more enjoyable. Period.
Optimism tends to engender pleasant emotions, while pessimism creates unpleasant ones. And that, in essence, makes for an enjoyable life.
At least I think it does.
**** from The Limits and Pitfalls of Positive Thinking
Positive thinking for mental goals
negative thinking > power of positive thinking > mental goals This is the most common area where
positive thinking is advocated. Pull yourself together, look on the bright side, every cloud has a silver lining.
You want to get out of this melancholy mood? Get yourself a purpose in life, brighten yourself up, get yourself a reason for existing, get a life. Think of the future. You’ll meet someone else. It’s not the end of the world.
When a person is in deep depression or mourning, such comments and suggestions by relatives, friends and colleagues are intended to be helpful. They are not.
It is certainly true that some cases of depression are psychologically debilitating, and the individual cannot extricate him/herself without help. But jolly exhortations to positive thinking are rarely effective or suitable help for such people in such mental states. What they can sometimes achieve is to bully the mourner into concealing his/her feelings.
However, exhortations to positive thinking are often motivated by embarrassment or discomfort. Often the would-be helper is uncomfortable with grief or sadness, or other powerful feelings, and seeks to replace them with more socially acceptable feelings (or lack of feeling). In such situations, the very appeal to positive thinking is a sign of something lacking in the social network. It is a sign that we are unable to bear other people’s pain.
But there are other ways of helping people through grief and other such mental trials.
~ Positive thinking for social goals
negative thinking > power of positive thinking > social goals In contrast to the personal sphere,
positive thinking is not so often recommended in the social sphere.
Political programmes are almost always couched in negative terms. We have been taught to distrust positive thinking: there is supposed to be a contradiction between practical thinking and utopian thinking. Perhaps this is particularly true of the supposedly pragmatic Anglo-Saxons.
The very word ‘utopia’ means ‘nowhere’. (Samuel Butler entitled his utopia Erehwon, which is ‘nowhere’ spelled backwards.) There is substantial debate as to whether utopia (the perfect society) is actually achievable. Arguments about ‘human nature’ abound. But many of the literary depictions of utopia are quite vivid, which makes them positive goals, at least in our sense.
And a person can quite reasonably use a utopia as a vision to work towards, as a framework for practical piecemeal political action. There is only a possible contradiction if the utopian is also a revolutionary, and insists on all or nothing.
To explore this further, we shall need to look at how political programmes are formulated and progressed, how coalitions form around clusters of related issues, and the effects of positive and negative thinking on social change.
The one area of social activity where positive thinking is strongly advocated, of course, is in business management. Business leaders are supposed to offer positive vision for their organizations, expressed in mission statements, goals and strategies….
negative thinking > power of positive thinking > attitude According to positive thinking, there are
several qualities that are good, and the more the better. These include confidence, creativity, rapport, assertiveness. Positive thinking supposedly promotes these qualities.
There are many situations where a positive attitude, in this sense, contributes to success. It may often be a necessary condition for success; it may even sometimes be a sufficient condition to success. This is particularly true of social situations, and interpersonal interaction. But of course it doesn’t always work: sometimes you can be as positive and charming as hell, and the other person still rejects you and your message. There is a thin line between positive thinking and b.s., and between confidence and complacency….
the power of anti-positive thinking - ultra skepticism
One notion of negative thinking is the idea that all enthusiasm is either fake or foolish. All causes are suspect, all promises are false, all improvements illusory, change worsens. Not just apathy but entropy. Other countries label this as the British disease. A Spanish newspaper, commenting on the 1992 British election, used the term "Negative Thinking" in English, claiming there was no equivalent term in Spanish. Pseudo-intellectual justification for this idea is provided by appeal to Popper, whose attack on Marxist ideology is thought to provide conclusive destruction of all possible ideologies and utopias. The piecemeal engineer will … adopt the method of searching for, and fighting against, the greatest and most urgent evils in society, rather than searching for, and fighting for, its greatest ultimate good. Karl Popper
At one level, post-modernism can be seen as a theory about the impossibility of theory. In a rephrasing of Wittgenstein’s metaphor, it is the ladder climbing towards ladderlessness. This is taking ultra-scepticism to the extreme. The proper name for this, however, is anti-positive thinking. It represents a fundamental rejection of positive thinking, carrying with it both a powerful emotional distrust of positive thinking, and a powerful intellectual distrust.
But this form of thinking, whatever we call it, is tremendously powerful.
