For Tuesday, December 16

Write your argument essay over the creativity question in your packet.  If you have misplaced your packet, I have copied the prompt below.

Schedule for the remainder of the semester:

TUESDAY:
Creativity Argument Essay- (Major Grade)
Reading Quiz- (Minor Grade)  (This will be one essay question in which you state your opinion regarding an element of the play.)
Finish Film and Discussion

MID-TERM, FRIDAY, DECEMBER 19

You will write a timed rhetorical analysis (Question 2 in your packet)- I will give you 60 minutes. You may come in with an outline and ask me questions during your writing.

You will complete two sections of multiple choice questions (about 20 questions).  You can take the time you need.  This will be graded with a sliding scale.

EXTRA CREDIT OPPORTUNITY:

Design a book cover or a poster advertising a production for The Crucible.  On the back of your book cover or poster, explain the elements you used in your design and how they connect with the play itself.  Tying your cover/poster to the rhetorical context of the play will increase points earned.  Using embedded quotes in your explanation will be helpful. 

Prompt for Question 3:
Authors Po Bronson and Ashley Merryman published "The Creativity Drisis" in Newsweek.com in July 2010.  They reported that the Torrance Test, a test of creativity that has been administered to millions of people worldwide in 50 language, indicates that the public's "creativity quotient" has steadily crept downward since 1990.  In their article, Bronson and Merryman cite the claim of Professor Kyung Hee Kim at the College of William and Mary: "It's very clear, and the decrease is very significant."  Kim reports that it is the scores of younger children in America - from kindergarten through sixth grade--for whom the decline is "most serious."

Bronson and Merryman state that "the potential consequences are sweeping.  The necessity of human ingenuity is undisputed.  A recent IBM poll of 1,500 CEO's identified creativity as the No. 1 "leadership competency" of the future.  Yet it's not just about sustaining our nation's economic growth.  All around us are matters of national and international importance that are crying out for creative solutions, from saving the Gulf of Mexico to bringing peace to Afghanistan to delivering health care.  Such solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others."

One possible approach to this reputed decline in creativity is to explicitly teach creative thinking in school.  Write to your school board explaining what you mean by creativity and arguing for or against the creation of a class in creativity.  

For Friday, December 12

Read ACT III of The Crucible. 

I

Read with intentionality.  Expect a quiz.  When I ask you to read, I always expect you to use your close reading strategies....annotate, define unknown words, etc.

Why does Miller use the lines he does?  Continue looking at Proctor's motivations.  How does Proctor fit in with our analogy with the crucible?

For Wednesday, December 10

Read the following from the introduction to The Crucible~xxii paragraph beginning "The Crucible is both an intense psychological drama" to the end of the introduction xxv.

The non-italic/non dialogue sections from ACT ONE~on pages 3, 4, 5, 6, 7, 13, 14, 19, 24, 25, 30, 31, 32, 33, 34, 38,

As you come across character names in the notes, you might look up their pictures on the movie website.  This way, as we watch the movie on Wednesday, you can quickly associate names and faces.

http://www.imdb.com/title/tt0115988/

REMEMBER:  YOUR ARGUMENT ESSAY WILL BE DUE NEXT TUESDAY, DECEMBER 16.

For Monday, December 1

Write the synthesis essay concerning "college educations being worth the cost."  Make sure to follow the directions of the prompt carefully.  This essay is due BOP on Monday.  Walk in and turn it in.

1. Ensure that you are making a personal argument-clearly state within your thesis.
2. You could start by jotting down a quick outline.
3. Do not type-write out as if you were taking the exam.
4. Do not spend more than an hour on this homework.

 Have A Nice Weekend!

For Thursday, December 4

Make sure you read this entire post.

Annotate Jonathan Edward's sermon "Sinners in the Hands of an Angry God."  Remember, for each highlight, you must interpret what is happening with the particular strategy.  For something like repetition or "fiery diction," you can write out your interpretation at the bottom of the sermon.  For extended metaphors, write your interp beside the paragraph.  Other figurative language etc. can be interpreted in the margins as well.

Bring in a copy of The Crucible.  I did look online, and there are free PDF files of the entire text. You may bring that to class on your phone or print out copies.  Also, you can purchase copies for your kindle or buy a soft cover book.  Any format you choose to read with is fine with me.

For Friday, November 21

Rhetorical/Literary Analysis.  The Things They Carried.

You will write a 500-650 essay in which you analyze O'Brien's use of literary device to communicate his purpose in your selected chapter.  My recommendation is that you write over "The Sweetheart of Song Tra Bong" OR "On the Rainy River" since we have gone over those stories in detail.  However, if you really enjoyed a different chapter, you may write about it.

Due Date:  11:59 p.m. on Friday, November 21, 2014.   

You can work on your essay during class on Friday, so bring in
your device.  Rather than starting your essay in class, come in with a quality outline and/or structure.  That way I can help you with details.

For Wednesday, November 19

Going Barefoot

Read in The Things They Carried:

• "Style"
• "Church"
• "The Man I Killed"
• "Ambush"
• "Style"

Think:
What repeated symbols can you find?  How do they inform the text?

Schedule for the week:
Wednesday:  Team Discussion Sheet for "On the Rainy River"
Wednesday's Homework (You can get started early if you like):
        500-600 word essay over either "On the Rainy River" OR "Sweetheart of Song Tra Bong"
        Skill Focus:  Literary Device to Meaning-How does O'Brien communicate his purpose to his                                    readers?
Friday:  
Symbols in Monday Night's Reading-Discussion
Read Aloud:  "In the Field" and "Field Trip"
Discussion:
Homework:  Finish the book

Optional Read:  Turn of the Screw by Henry James
                           
If you read this short novella over Thanksgiving, you can make an appointment with me to discuss the novel for a major grade of 100.  If several of you read the novella, we can discuss as a group over pizza or burgers.  

For Monday, November 17

Review:  "On the Rainy River"

Read "Sweethert of the Song Tra Bong" in The Things They Carried.

Skill Focus:

• Look for imagery and figurative language.  How do these enhance the reader's experience?  Look for the way imagery appeals to the reader's five senses.
• Annotate for:  the topography of Vietnam, the Green Berets, and Mary Anne's transformation.

For Thursday, November 13

Task 1:  Read the chapters:  "Enemies," "Friends," and "Dentists"

Task 2:  Prepare a Significant Quote Animation using Animoto.

Step 1:  Find a favorite or significant quote from the novel The Things They Carried.  Your quote should be long enough to cover a minimum of 8 images.  Your quote can come from any of the chapters we have read thusfar.
Step 2:  Go to Animoto-Login
Step 3:  Login:  shannon.fox@ccsconroe.org
Step 4:  Password:  shakespeare1
Step 5:  Create Animoto-Steps Below:

• Choose a background
• Add video, images, captions (Your captions come from the significant quote.  Break up the quote in a way that shows planning and confident decision making.)
• Minimum of 8 images (you may use more)
• To change the song selection-click on the song title/music notes in the left hand corner
• To change the speed at which the images are shown click the setting button in the right hand corner
• Preview your video-When you get to preview page, title your video.
• Title your video-Use your name in the title (Fox's War Story)
• Does your video look like you want it to?
• Edit or make changes as necessary.
• Publish your animoto

For Tuesday, November 11

Read:  TTTC Chapter 1-4; “The Things They Carried,” "Love," "Spin," and "On the Rainy River."

For Chapter 1-Make a note of what we will be doing on Tuesday.  You may want to annotate your book accordingly.

Tuesdays Class Work:  Make a list of items carried.  Which items are specific to Vietnam War?  Which items are timeless? Why might Tim O’Brien choose to give each man specific items in addition to the typical soldier’s gear? What do the items tell us about each solder’s duties and personality? What do we learn about their hopes and desires?

For Chapters 2-4-Write:  Choose your favorite of the three stories:  "Love," "Spin," and "On the Rainy River."  For that one story, write a quick analysis in which you discuss O’Brien’s use of literary devices and their connection to meaning.  Think about our discussion today; authors all want to emphasize things and make us feel what is happening.  Be specific about O'Brien's goals from each literary device.  (250 words)

Finally, imagine you have been away from home for an extended period of time.  Write a letter home in which you express to your family member or friend the things you miss most about home.

For Wednesday, November 3

Read:   "How to Tell a True War Story" from Tim O'Brien's novel The Things They Carried.  This chapter starts on page 64.



1)  Design a chart in which you discuss the paradoxical nature of war.  See pages 76-78  Find a couple of pictures on the internet that demonstrate these paradoxes.  Print them out.
2)  Find three (3) literary strategies that O'Brien incorporates into his writing and defend their effectiveness in telling his story.  (List)

If you are interested in looking at the rationale for reading this novel in our class, you can go to the following link:

https://docs.google.com/document/d/1GHHEK4vu5NTwCOtrTyDJA0siM_I1aXsCUqSvsEbWuAc/pub

For Monday, November 3

We will finish up our Huckleberry Finn trial.  I believe we have one more witness and closing statements.

(I am so proud of you guys!)

I was thinking we would then take a break, maybe have a snack, watch a video, read outside...

Make sure to bring your copy of The Things They Carried with you to class.

For Friday, October 24

Coach Hess says the cross country team must leave by 1:00 p.m. on Friday.  Get with you team to make arrangements for final preparation.

If you need a place to meet or need help over the weekend or on Monday, here are a few ideas:

• meet during your off period Monday in my classroom.
• make arrangements to meet at my place on Sunday afternoon/evening.  Make it a pizza party.

Let me know how I can help you prepare.

For Wednesday, October 22

Trial Preparation.

Side Note:  Consider staying for additional trial preparation on Friday, October 24.  This is a scheduled half day; however, I cannot move your trial dates (Oct. 28 and 30), so you may want to take advantage of this opportunity.  You judge whether your team is prepared for trial or not.  We will have a scheduled (party/off) class period after our trial comes to completion.

Take your preparation seriously.  Seek out the evidence that will most help your team.  Make sure your evidence is fail proof.  Help your attorney develope questions that will most effectively guide your testimony.

Your trial grade will count twice in the major category.  This is a big deal; we spend a lot of time with this "challenge" because of the important skills developed in the process.

What are we graded on?

Airtight Evidence-Do I know and understand my character?  Is my evidence appropriate, concrete, and relevant?  How well do I think on my feet during cross examination?  In other words, I know who I am and what I intend to prove.

For Monday, October 20

Prepare the outline for a 500 word essay in which you clearly argue your case in the trial brought by the prosecution:

Because of its racially descriminatory nature, Mark Twain's novel The Adventures of Huckleberry Finn should not be required reading in public American high schools.

Your argument should be written from your unique perspective as counsel or witness.  Your introduction should clearly point out your stake in the argument (what makes you a credible witness in the trial-ethos).  Your thesis should be clearly interpretive-argues for one side or the other based on ___________________.  Your body paragraphs should use examples and explanations as with every other well-argued essay.

Attorneys:  Your essay will use the thesis statement as written above.  (should or should not).  Then, you will create an essay where you disclose your witnesses and briefly summarize their view/evidence.  In other words, what do you want them to prove with their evidence.  You might talk with your co-counsel to divide your list of witnesses.

1. You will bring in your outline on Monday.  
2. I will set the time at 40 minutes.  
3. You will write your essay.  
4. You will turn in both your outline and your essay.  
5. The two documents will equal one major grade.

The remainder of next week's class time will be spent in trial preparation.  I will expect you to use your times wisely.  I appreciate the enthusiasm I saw today.

Trial Dates:  October 28 and 30 from 12:45-1:45

Happy Trial Preparation!

For Thursday, October 16

Finish reading Huckleberry Finn.

We will have a short quiz at the beginning of class on Thursday.
We will have some discussion time.
The remainder of the day will be spent with your trial team: selecting witnesses, assigning parts, and preparing for a future essay~Twain's appropriateness for study in high school/Is Huckleberry Finn a racist novel?

We will NOT have a timed writing on Thursday.

Happy Reading!

For Tuesday, October 14

Complete your rhetorical analysis of "I Rise to Protest."

We will have class at Pizza Shack on Tuesday where we will finish the novel and begin trial preparations.

For Friday, October 10

Norman Rockwell's Tom Sawyer and Huckleberry Finn

Read Huckleberry Finn through Chapter 36.

For Wednesday, October 8

One and the Same by Melinda Prudhomme

Read Huckleberry Finn through Chapter 31.

If I discussed your rough draft with you today, continue working on your rhetorical analysis.  It's best to get started, so you remember what we talked about.

The final draft of the "I rise to protest" rhetorical analysis is due BOP Tuesday, October 14.
 

For Monday, October 6

Work on drafting your rhetorical analysis of Mark Twain's speech "I rise to protest."

On Monday, October 6, 2014, I want to see a rough draft that demonstrates your thought and effort.  You do not have to have a completed draft as long as I can see your valid attempts to conquer the assignment.  (For example:  maybe you bring in two solid body paragraphs that you feel are complete.  That way, I can check them to make sure you are on the right track.)  A good rule:  spend an hour and a half (1 ½) to two (2) hours on English this weekend.

We will organize this analysis by articulating the shifts in Twain’s tone throughout the speech. 

1^st movement-mocking humor/light (1 paragraph)

2^nd movement-acerbic language and biting satire (2 to 3 paragraphs – your choice) starting at rhetorical questions that close paragraph 1.

            Indians

            Quakers

            Others

3^rd movement-starting at O my friends,…(1 paragraph)

Introduction Material~possibilities: Background audience.  Background Mark Twain.  Twain’s reputation as a speaker or authority on the subject.

Thesis Sentence template:

In Twain’s speech given at the first annual Plymouth Rock and Pilgrims’ Society dinner, he _______________ the actions of the original pilgrims and ______________________ the sons of the Puritans _____________________________.

(This sentence should speak to Twain’s purpose.  In class we used the verbs:  attacks and dissuades.  Feel free to use your own vivid verb.  Look at “Intention in Speaking” section of your handout.)

Conclusion:  Wrap up: speaker’s success in accomplishing his purpose in light of the evidence you have provided.  How does the speech connect with a contemporary audience?

For Tuesday, September 20

Make sure you have an easy to read rhetorical context chart for Mark Twain's speech "I Rise to Protest."  This will look like the one I had on the board in class on Wednesday, Sept. 24.  Next, annotate the strategies Mark Twain incorporates into his speech (Paragraphs 1,2,3).  If you highlight a metaphor...make sure to write in the margins noting the metaphor's effect on the audience....same thing for each device.

In general, Twain utlizes humor to connect with his audience; however, he also counts on humor to soften his blow.  Remember, satire and irony are considered "high comedy."  Satire could be comedy that bites/hurts/convicts.  I would say satire, irony, paradox are Twain's primary tools, and he is a master with his words.  I also notice quite a bit of repetition, analogies, hyperbole, understatement.

I will look at your annotations carefully because I want to make sure you are prepared to write this next rhetorical analysis.  This essay will be a Major G
rade X 2.

Next, read Chapters 25 through 27.  This is about 20 pages.

For Wednesday, September 24

Read Chapters 21-24 in Huckleberry Finn.  Continue to look for Twain's social commentary.  Specifically, notice Jim's increasingly bad treatment.  Mob Mentality.  Huck's joy at the circus.  Comment on providence.

For Monday, September 22

1. Read Chapters 19 and 20 in The Adventures of Huckleberry Finn.
2. You might want to review the essay "Corn Pone Opinions" before class on Monday.
3. Look at the following five (5) pieces of social commentary.  For each artist, identify his/her purpose.  
4. Find a piece of social commentary to share with class:  this can be a cartoon, a painting, a billboard, an essay, a video clip, etc.
   
   
   
   
   
   
   
   
   
   
   

For Thursday, September 18

DO NOT FORGET THAT YOUR RECITATION IS DUE TOMORROW.

Read Huck Finn Chapters 16-18.

Think about or annotate:

• Look for Huck's anxiety in Chapter 16.  Think about God's law and man's law.
• Notice Twain's satirization of the feud between the Shepherdsons and the Grangerfords.
• What else does Twain mock?
• Pay particular attention to Col.Grangerford's description
• Last paragraph of 18-enjoy the freedom of the raft!  Where do you find freedom?

Bring to Class:
Literary Analysis Worksheet (for reference)
Voice Lessons-handouts detail, diction, diction
"Corn Pone Opinions" by Mark Twain

For Tuesday, September 16

Re-read the first two paragraphs of Chapter 5.  Then, write a well-developed body paragraph that answers the following prompt:  How does Huck Finn characterize Pap through imagery and description?

Read Huckleberry Finn through Chapter 15. Pay particular attention to Huck's various attitudes toward Jim.  When do his attitudes seem to be authentically his; when do they seem to represent a social norm.  Huck and Jim's developing relationship is key to these chapters.

Also, notice Huck's ability or inability to lie and his ingenuity.  The superstitions held by various characters also indicate something about the era.  Look for things you would consider ironic or satirical.

Weekend Blessings!  

For Friday, September 12

Read Chapters 5-8 of Huckleberry Finn.  Plot development.  Huck's character development.  Jim's character development.  Pap's characterization. Imagery.  Focus your reading on these elements of the story.

Important Notice:  Sometime in the next week, you must come and read aloud (in private with me) the second to last paragraph of Chapter 4.  Practice before you come.  I will grade for fluency and vocal variation.  It is essential when you read for the AP exam to hear the language of your selection in your head in a way that makes the reading more accessible for interpretation.  This is a key skill we will work on this year.

A German experiment reveals that reciting poetry is good for your heart. It was a small test group--seven people walked around a room reciting traditional poetry and breathing in time to the poem's beat. The result: their heat rate dropped and their heart's ability to rest and recuperate from stress increased. 

The researcher, Dietrich von Bonin said, "Recitation links body and soul--mind, breath, and body--in a unique way."

The generation before mine was taught to recite poetry, mine was just asked to read it--today, is it still part of the curriculum? Maybe we can bring back the practice--we could use a poetry App on our iPhone and recite as we walk to the store or while commuting. It would be more entertaining than hearing someone braying, "I'm on the train! I'll be home in twenty minutes!" If you take a hat, you could even make some money...

http://timetowrite.blogs.com/weblog/2010/06/in-case-you-need-an-excuse-for-poetry.html

For Wednesday, September 10

Mark Twain's The Adventures of Huckleberry Finn has been the American novel most frequently banned from high school reading lists and libraries across our nation.  One synthesis activity we will tackle during this unit will require us to research the arguments made for and against this novel.  We will, then, finish our discussion of the text and begin debating the literary merits of Twain's work.

In year's past, I have held a trial wherein the prosecution accuses Mr. Twain of racism and prejudicial indoctrination of young minds.  Students adopt the roles of lawyers, witnesses, and jurors.  My intention this year will be to continue this tradition.  Therefore, equip yourself with the tools of rhetoric and argumentation as you read the novel.  You need to read in support of both sides of the issue.  Impossible?  Maybe, but I urge you to keep it in mind.

Do you realize that a version of this novel has been produced without the "N" word?  What are your thoughts on that?  Think about it.

Before starting Chapter 1 of this great/horrible novel, make sure to read the NOTICE and the EXPLANATORY notes from the author.  Both can be found on the pages before the table of contents in your hard copy or kindle edition. 

SO...read Chapters 1-4 and expect a quick reading quiz on Wednesday.  Quiz will be multiple choice and one short essay response (paragraph). 
 

For Monday, September 8

Wave of Power

To annotate:
Reread Chapter 9 of Frederick Douglass beginning at the second paragraph: "Bad as all slaveholders are....".  Annotate carefully.  Look for rhetorical strategies, such as:  imagery, irony, alliteration, diction (specifically the word piety or pious), repetition, biblical allusion.   Remember to jot down the effect various strategies have upon the audience. 

To write:
Write a thesis sentence regarding Douglass's purpose in this particular passage.  In your thesis, list the strategies or tools that you find most effective in Douglass's argument.

Template:  In Chapter 9 of his narrative, Frederick Douglass effectively _________________________ through his use of __________, ___________, and __________.

To read:
In a quick review of Chapter 11, find the passage where Frederick is given the sir-name Douglass.  Where does the name come from?  Read a brief synopsis of this poem.

To think about:
I particularly love Douglass's inclusion of the verses from the New Testament story of the sheep and the goats:  "I was hungry, and he gave me meat; I was thirsty, and he gave me drink; I was a stranger, and he took me in."    Why does he use this passage of scripture?  Think of it in light of his descriptions of other so-called Christians.
 

For Thursday, September 4

First, I want you to peruse the devotional at this link:  http://www.keyway.ca/htm2011/20110211.htm

Now, imagine that you are the leper or the blind person who Jesus touched.  After considering how important touch is to the human being, read and annotate the following article.  See if you agree with the assertions Kearney makes.

This link should put you on the NY Times Opinion Page.  The title of the article is "Losing Our Touch" by Richard Kearney.

http://opinionator.blogs.nytimes.com/2014/08/30/losing-our-touch/?module=Search&mabReward=relbias%3Aw%2C%7B%221%22%3A%22RI%3A6%22%7D

Print the article out and annotate.

Which rhetorical appeals does Kearney use and to what effect?  Consider:  diction, imagery, irony, allusion.  Label the rhetorical appeals-to emotion, to character, to logic.  Most importantly-As you highlight an example of a particular strategy...label the strategy and then describe the effect on the reader. 

Your annotations should lend themselves to your argument as to HOW Kearney persuades his readers to his point of view. 

For Tuesday, September 2

Finish reading the excerpt from The Narrative Life of Frederick Douglass which I entitled "Slave Songs."  Continue looking for the strategies Douglass employs to convince us that "the mere hearing of those songs would do more to impress some minds with the horrible character of slavery, than the reading of whole volumes of philosophy on the subject could do."  Annotate the excerpt.  Come in ready for a LIVELY discussion over the selection.

Douglass quotes William Cowper, an English poet, when he claims "there is no flesh in [man's] obdurate heart."  You and your team will peruse and perform an excerpt of Cowper's poem on Tuesday.  You might just read through the poem to get an idea of its meaning and context.

Have a blessed weekend.

For Friday, August 29

Finish reading Narrative Life of Frederick Douglass.  Make sure you follow the instructions on your bookmark.  Complete the two-page response regarding Douglass's effectiveness in persuading us that slavery is equally detrimental to both slave and slaver.  Please type your response.

If you did not turn in the Discussion Sheet for Foer's article "How Not to Be Alone," you will need to do that BOP Friday.

Good job on our first timed writing today.  You guys will do great this year!