Honors+ENG+II







Consider using the websites below, or browse any of the thousands of other poetry websites you come across on the Web. If you are interested in a certain topic or a specific type of poetry, do a Google search using those keywords (for example: American poetry about sports; American poetry about love; American free verse poetry; short American poems; funny American poetry; and so on...) Once you have found your poem, PRINT IT OUT please. Poets.org Famous American Poets American Poets.org Modern and Classic American Poetry Modern American Poetry


 * Creative Writing: Essay #4 (the LAST ONE)! **
 * Requirements:**
 * **No more than 5 pages!**
 * **Conventions: punctuation, spelling, capitalization**
 * **Transitions: must establish a cohesive synthesis of ideas between sentences and paragraphs**
 * **Sentence structure: subject/verb agreement, employ BOTH short, choppy (loose) sentences AND complex, compound sentences**
 * **Narration: maintain a consistent perspective (you may select ANY point of view but must remain consistent throughout the narration)**
 * **Content: establish a CLEAR context for the memory (see prompts below) utilizing flashbacks, settings and character development, and details must BE CLEAR AND ABUNDANT. Incorporate the plethora of imagery that the prompt will demand.**


 * Timeline:**
 * **Fri., May 13: Prompt assigned**
 * **Mon., May 16: Brainstorming due (may be typed or handwritten). Must include the rough idea of the above requirements and selection of prompt below. Should include a list of initial ideas, character choice (you as the narrator or another 'character'), rough outline for how the narration/story will take shape**
 * **Tues., May 17 & Wed., May 18: Chromebooks for WRITING DAYS**
 * ** Fri., May 20: DUE DATE ** **- submissions electronically by 3:00pm. You will have the chrome book cart to finalize your paper.**


 * Prompts - You may select ONE of the following options - no, you may not deviate from these ideas and create you own prompt. The prompt must be evidenced through your narration, establishment of perspective and content!**


 * 1) You and a significant other (if you do not have an SO, then pretend) are recounting the story of how you met to a couple of friends. How do your stories differ and explain why you think that is.
 * 2) You have just gotten in a car accident and have complete and total amnesia. How do you cope with this and how do the people around you attempt to jog your memory back to working condition?
 * 3) If you could forget one memory that haunts you, what would it be and why? Go into extreme detail including the context and subtext of everything going on during this memory. How would life change once you've forgotten it?
 * 4) Remember back to an extremely happy time in your life. Write down as many details as you can remember about the time, including what you were wearing, how the room was decorated, what it smelled like, etc.


 * // The Glass Menagerie //** ** Wed., May 11 **


 * Writing prompt #1: **


 * • ** No more than 4 paragraphs **
 * • ** Thesis is required in your introductory paragraph to address the prompt selected and categorize for the reader how you will illustrate your defense of the thesis **
 * • ** Topic sentences and transitions are required **
 * • ** Concrete evidence is required from the text to support your subjective response **
 * • ** Capitalization and punctuation DO COUNT! **
 * • ** 1st, 2nd or 3rd person point of view is acceptable **


 * Using ONE of the following prompts, construct a detailed response using textual evidence. **

1. What is the effect of the images and phrases that appear on the screen throughout the play? Do they enhance or detract from the mood of what is occurring onstage?

2 . Among the most prominent themes of //The Glass Menagerie// is the difficulty the characters have in accepting and relating to reality. Each member of the Wingfield family withdraws into a private world of illusion. Explicitly define how each family member withdraws from the real world into their world of illusion.


 * //A Raisin in the Sun - Guided Questions (due Friday, April 15):// **

Act I—Scene I

 * What is the setting of the play?
 * Who, in your opinion, makes all the major decisions in the family?
 * What kind of person is Walter and what are his ambitions in life?
 * What important event is the whole Younger family looking forward to?
 * What plans for the $10,000 does each member of the family have in mind?


 * Act I—Scene II **
 * In this scene Ruth has discovered that she is pregnant. She is considering an abortion. In your opinion, why does she want to do this? Do you feel that this is a solution to her problems?
 * What is revealed about the character of Beneatha in this scene?
 * How does her African friend view American Blacks?
 * The $10,000 check finally arrives in the mail. What impact does this event have on each member of the family?

Act II—Scene I

 * Compare the personalities of Walter and George Murchison. How are they different?
 * Do you think Lena was right in spending the money the way she wanted to? Should she have considered the wishes of Walter?
 * As a Black person or member of some other ethnic group, how would you feel about moving into a neighborhood where you are not welcome?
 * What are some of the causes of racial prejudice?

Choose ONE of the following. First-person narration is acceptable! No citations needed; however, you must use specific examples from the text (ex: the eggs, the liquor store, the baby, Mama's plant, etc.) to support your opinion. Approx. 500 words (3-5 paragraphs). Typed or handwritten - dbl. spaced.
 * //A Raisin in the Sun// - Personal Response Prompts: **
 * Due tomorrow, Tues., Apr. 12! **


 * **Define what it means to be 'successful' according to each character's opinion/definition of success in the play. You may consider Walter, Ruth, Mama and Beneatha's perspectives.**
 * **Explain whether the play is believable - meaning, whether or not it is authentic/relatable - or not. Can you compare/contrast the events/characters with a more contemporary family dynamic?**
 * **Write a letter from Ruth to Walter OR from Walter to Ruth using the character's perspective. Think about what each one of them is join through during Act I and how Act I concludes. Include specific details, events and emotions each one of them is grappling with in relating to their spouse.**

__** Thursday, March 10: **__

__** OUTLINES **__
 * The following is a very general format that you may follow: **


 * I. Introductory Paragraph **
 * A. Topic sentence introducing your subject. **
 * B. Additional sentence with introductory statements about your topic. **
 * C. More supporting details to introduce your topic. **
 * D. Thesis statement. **
 * II. First supporting paragraph **
 * A. Topic sentence. **
 * B. Details about your first category that you will discuss/describe your topic. **
 * 1. Sub-category which goes along with item 'B' above ^ **
 * 2. Sub-category which goes along with item 'B' above ^ as well **
 * a. If you choose to dig even deeper you may use sub-categories. **
 * b. If you have a small 'a', then you have a small 'b' statement too! **
 * III. Second supporting paragraph (follow the same format as Roman Numeral II) **
 * IV. Third supporting paragraph (follow the same format as Roman Numerals II and III) **
 * V. Continue this format as you finalize the supporting paragraphs - ideally you need AT LEAST FIVE ROMAN NUMERALS, but given you are in an Honors' class you should strive for more than five to make your paper more robust! **


 * Remember: **
 * ** Double space everything! **
 * ** ONLY use Times New Roman 12 pt font **
 * ** As far as how many Roman numerals, categories and subcategories, I cannot stipulate b/c some of you will have more than others given the amount of evidence you locate to support your individual thesis statements. **
 * o ** Rule of THUMB **** : a well put-together paper will have AT LEAST five Roman numerals (I-V) **
 * o ** If you have an A., then you must have a B . **
 * o ** If you have a small # 1, then you must have a small # 2 – the same goes for little a. and little b. **

__** Annotations: **__

Butler’s essay opens with Simone de Beauvoir’s postulations about how women are not born as women, but rather become women. This qualifies Butler’s position regarding how women must acquire their identities through recurring acts, which constitute gendered acts. The conversation and declarations in Butler’s article identify the hegemonic social environment that de-gender women and strip them of their true characters. Therefore, by using Butler’s analysis here, I can begin to shape how the shared experience of womanhood is defined by what social norms state as rules. Furthermore, the complexities regarding social and theatrical roles of gender are examined which aides in my argument for why the mother is confined by the chains of public expectations and seeks liberation in death. __** Tuesday, Feb. 23: **__
 * Butler, Judith. “Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory.” //JStor.org//. n.d. Web. 8 Sept. 2015. **

__** Monday, Feb. 22 - **__ //** Mark Twain **//

__** Thurs., Feb. 18 - in class: **__ In a short, reflective essay of 2-3 pages write your own "Story of an Hour". You may draw upon real or fictional events - be creative -but incorporate an element of irony in your conclusion. Be sure to organize your narrative chronologically, thus not using flashbacks, so that the events in your narrative make sense in sequential order. This task will require you to be creative and think rather quickly because you only have this class period - consider this a time writing response. Remember to use a tone in your writing that it easy to understand - do not try to use elevated vocabulary because you want this narrative to flow naturally and be understandable to your audience. You may use any point of view you desire; be creative with your setting, characters, mood and descriptive details. You may choose to incorporate dialogue or omit it - just be careful to use an intentional element of irony. You need not be concerned with the confinements of rigid requirements; be creative and spontaneous with your response here. When responding to a timed-writing, you need not be concerned with the restrictions of a formal essay because you are being assessed on your ability to respond quickly and logically to the prompt. Be creative and have fun with this - I am forcing you to think outside the box, so refrain from asking me how/what/where/why/when questions because this is the type of writing you will be asked to complete on state assessments and college entrance exams. Good luck - I can't wait to read what you come-up with this morning! See you tomorrow!
 * // Submit this via Google Docs PLEASE! You may double-space this response and use Times New Roman 12 pt font.  //**

__** Wed., Feb. 17 - in class: **__ "The Story of an Hour" (pgs. 628-632) - Focusing on verbal, situational and dramatic irony to develop the theme…think about the discrepancy between obvious appearances and what may really be happening as inner truths within the character(s).
 * Kate Chopin **

Note: Kate Chopin was one of the first Amer. authors to intentionally write about women that suffered from the confinements placed upon them by the patriarchal society in which they lived. Her story is meant to signify the equality between the genders, but the truth is that society denies women their full human rights and freedoms.


 * Read the story and then answer the following questions, and then share your responses with me via Google Docs. **


 * 1) **Briefly summarize Mrs. Mallard's initial reaction to the news about her husband's death.**
 * 2) **What is ironic about the news Mrs. Mallard receives initially and the things that she hears on page 630 (paragraph #3)?**
 * 3) **Read the last 3 full paragraphs again on page 630. What is the overwhelming relevant detail that prevails throughout these three paragraphs (hint: what does she say OR how does her body seem to react)? What do you believe is the issue that correlates to the relevant detail that you captured? Think cause/effect - for example: a quickened pulse (detail)/fear of the night sounds (issue) - this example is not from the story, but rather just a generic example. Do your best - just try to find it!**
 * 4) **What does Mrs. Mallard's reactions to visualizing her dead husband symbolize on page 631 paragraph #2? You may need to read it a few times.**
 * 5) **What does Mrs. Mallard reflect upon while in her room alone?**
 * 6) **What do you believe to be the perceptions others have of Mrs. Mallard versus the woman's true self given her inner thoughts?**
 * 7) **How do Mrs. Mallard's reactions to the news of her husband's death serve as situational irony?**
 * 8) **How does Mrs. Mallard's death serve as dramatic irony?**
 * 9) **Re-read the last two paragraphs on page 631. Why does Chopin allude to Josephine as "a goddess of Victory" (Chopin 631)? Why/how is this an ironic description?**
 * 10) **How does is Mrs. Mallard's death compare to that of Addie Bundren's in //As I Lay Dying//? (You may need to refer to your notes about how/what Faulkner tried to convey through the voice of Addie as a corpse.)**


 * NOTE: You will have a writing prompt for tomorrow, Thurs., Feb. 18 which will NOT be posted here until class time! Yes, it will be a prompt that you turn-in at the end of class - not homework! Yes, it will relate to Chopin's short story! **

"The Snows of Kilimanjaro"
 * Hemingway **
 * Hemingway **







111. elegiac (adj) - expressing sorrow 112. fecund (adj) - intellectually creative 113. infirmity (noun) - moral weakness 114. malady (noun) - disorder/disease of the body 115. nuance (noun) - subtle difference 116. profligate (adj) - utterly immoral (extreme immorality) 117. remonstrance (noun) - a protest 118. scintillate (verb) - to twinkle/to sparkle/to flash 119. terse (adj) - abrupt, concise, curt 120. vitiate (verb) - to corrupt/to impair/to weaken/to spoil
 * __ List 12: Use any sentence pattern - just use the word correctly in context! __**


 * __ List 11: Sentence Pattern: loose sentence __**

101. austere (adj) - severely moral; rigidly self-disciplined

102. corpulent (adj) - large; bulky; fat

103. derisive ( use 'derision' - N) - ridicule; mockery

104. effeminate (adj) -feminine traits; softness; delicate

105. jocund (adj) -cheerful; merry

106. manifest (N) - use the psychoanalysis definition

107. ostentatious (adj) - pretentious - trying to show-off

108. sanguine (adj) - hopeful, cheerfully optimistic

109. strident (adj) - harsh sound

110. vehement (adj) - zealous

Welcome Back

Mon., January 4, 2016



List 10: 91. ambulatory (adj) 92. hegemony (n) 93. churlish (adj) 94. diffident (adj) 95. indignant (adj) 96. inscrutable (adj/adv) 97. prognosticate (V) 98. schism (n) 99. sedition (n) 100. wizen(ed) (V)
 * __ List 10: Sentence Pattern: No specific pattern - just use the words in a sentence! __**

List 9: Sentence Pattern: polysyndeton (repetition of many conjunctions in succession…ex: He ran and jumped and laughed in fright.)

81. alacrity - (noun): cheerful willingness

82. aplomb - (noun): poise; vertical position

83. barrage - (noun): overwhelming quantity of blows, words or criticisms

84. cognizant (adj): awareness

85. collusion - (noun): secret agreement

86. deleterious - (adj): harmful

87. hegemony - (noun): prominent leadership

88. paradigm - (noun): example; model

89. unctuous - (adj): oily; greasy

90. urbane - (adj): suave; polished mannerisms; sophisticated life of major city

Remember: the objective for this course (and all others) is to achieve GROWTH in your writing and literary analysis skills. It is NOT always about the grade; if you incessantly focus on the grade you will lose sight of the imperative knowledge that you need to succeed in your future academic endeavors. Sometimes the grade does not perfectly reflect the intellect gained!

<span style="background-color: #acada3; color: #f01a4e; font-family: 'Comic Sans MS',cursive; font-size: 150%;">MLA revisions: <span style="color: #f01a4e; font-family: 'Comic Sans MS',cursive; font-size: 150%;">Novels: ITALICIZED <span style="color: #f01a4e; font-family: 'Comic Sans MS',cursive; font-size: 150%;">Short stories: in QUOTATIONS

__<span style="color: #1c1b1b; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Proper HEADER format: __

Your Name

Mrs. Guildoo

Honors English II

28 November 2015 (DAY/FULL MONTH/FULL YEAR __<span style="color: #1c1b1b; font-family: 'Comic Sans MS',cursive; line-height: 1.5;"> Example of direct quote - remember all punctuation goes on the OUTSIDE of the parentheses..this examples embeds the direct quote … NOTE - do NOT duplicate the first # if they are within the same range (ex: 20-25 would be 20-5 OR 120-28 would be 120-8) __

Tadzio’s magnificence and allure is described, "as existing in the divinely disfigured world full of Pan’s creatures” (Mann 36-8).

__<span style="color: #1c1b1b; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Example of direct quote that captures the essence of the entire sentence…this example uses a COMMA prior to the quote: __

Tadzio’s magnificence and allure is described as existing in the “divinely disfigured world full of Pan’s creatures” which prompts Aschenbach’s “heart [to] dream of tender fables” (Mann 36-8).

__<span style="color: #1c1b1b; font-family: 'Comic Sans MS',cursive; font-size: 14px;">Example of WORKS CITED: __


 * Works Cited is PLURAL CENTERED on a NEW PAGE
 * Alphabetical by author's last name
 * The punctuation goes OUTSIDE of the quotations in the Works Cited

Hawthorne, Nathaniel. "The Minister's Black Veil". //The American Experience: Vol. 1//. New Jersey: Pearson, 2012. 272-84. Irving, Washington. "The Devil and Tom Walker." //The American Experience: Vol. 1//. New Jersey: Pearson, 2012. 228-39. Melville, Herman. from //Moby Dick//. //The American Experience: Vol. 1//. New Jersey: Pearson, 2012. 336-55. Oates, Joyce Carol. "Where is Here?". //The American Experience: Vol. 1//. New Jersey: Pearson, 2012. 325-32. Poe, Edgar Allan. "The Fall of the House of Usher". //The American Experience: Vol. 1//. New Jersey: Pearson, 2012. 292-310.


 * Wednesday, Dec. 2: **
 * pgs. 388-389: Thoreau's "Civil Disobedience"
 * Identify at least TWO (2) rhetorical examples (loaded words, repetition, bandwagoning, generalization) - directly cite the phrase or passage.
 * Identify at least TWO (2) metaphors AND explain what the comparison means
 * Write these down and bring them to class - don't share them with me!

Monday, Nov. 30



THOREAU'S METAPHORS: **Metaphor Analysis**

**Being Lost**

Thoreau uses the example of being lost in the woods and then learning to find his way as a metaphor for being lost in life. He describes the thickness of the darkness of his surroundings and uses this point to demonstrate that although circumstances may seem impossible to endure, it is possible to find a way through, and, by association, to find enlightenment. He also argues through this metaphor that one should not resign from difficulties, but instead be patient and look for solutions. **The Body**

The body is used as a symbol and means for explaining aspects of nature that he observes around him and in so doing he reminds the readers that humans are allied to the world around them. **The Resurrection of the Bug**

In the final chapter, Thoreau relates the story of a ‘strong and beautiful bug’ that appeared from an old table and claims this as a metaphor for explaining resurrection. It is supposed to have emerged from an old table that was over 60 years old and the egg had been deposited in a tree prior to this. The term ‘resurrection’ echoes the tenets of Christianity and also signals an optimistic faith in re-birth and renewal, which has colored this work throughout. In his examination of the natural world during his time at Walden, he infects the reader with the optimistic aspects of nature that signal re-birth every Spring.

<span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">**Directions: On a separate piece of paper, write a paraphrase of each of the following passages. Try not to look back at the original passage.**

<span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">1. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity." From "Captain Cousteau," Audubon (May 1990):17.

<span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">2. The twenties were the years when drinking was against the law, and the law was a bad joke because everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps more than anyone or anything else, America's break with the past. From Kathleen Yancey, English 102 Supplemental Guide (1989): 25.

<span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. From "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348.

<span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">4. Matisse is the best painter ever at putting the viewer at the scene. He's the most realistic of all modern artists, if you admit the feel of the breeze as necessary to a landscape and the smell of oranges as essential to a still life. "The Casbah Gate" depicts the well-known gateway Bab el Aassa, which pierces the southern wall of the city near the sultan's palace. With scrubby coats of ivory, aqua, blue, and rose delicately fenced by the liveliest gray outline in art history, Matisse gets the essence of a Tangier afternoon, including the subtle presence of the bowaab, the sentry who sits and surveys those who pass through the gate. From Peter Plagens, "Bright Lights." Newsweek (26 March 1990): 50.

<span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">5. While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, "Reaching for the Sky." Dial (May 1990): 15.

<span style="background-color: #00ffff; color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 22px;">Transcendentalism
 * Philosophical & literary movement during mid-19th century
 * Belief that God is present in every human and nature
 * Belief that individual intuition is the HIGHEST source of knowledge
 * Individualism, self-reliance and rejection of authority
 * Criticized contemporary society for being conformists

The following assignment is for Thoreau ONLY - I am waiting on Emerson: Each chapter has a topic, but each also carries forward his narrative and covers a time of the year as well. //Walden// is a difficult book to read for three reasons:
 * Thoreau - //Walden// **
 * 1) Precise language, extended, allegorical metaphors, long and complex paragraphs and sentences, and vivid, detailed, and insightful descriptions, understatement, hyperbole, personification, irony, satire, metonymy, synecdoche, and oxymorons, and shifts from a scientific to a transcendental point of view in mid-sentence.
 * 2) Logic is based on a different understanding of life, quite contrary to what most people would call common sense. Ironically, this logic is based on what most people // say // they believe. Thoreau, recognizing this, fills // Walden // with sarcasm, pardoxes, and double entendres (double meanings). He likes to tease, challenge, and even fool his readers.
 * 3) Quite often // any // words would be inadequate at expressing many of Thoreau's non-verbal insights into truth. Thoreau // must // use non-literal language to express these notions, and the reader // must // reach out to understand.


 * Click HERE and select ONE of the selections from //**Walden**// to analyze (the selection are ** BLUE ** hyperlinks)
 * This is due on Monday, Nov. 23 - HANDWRITE or PRINT IT PLEASE…do NOT share it with me - we need it in class *

<span style="background-color: #f2f0e7; color: #262323; font-family: 'Times New Roman',Times,serif; font-size: 21px;">Monday, Nov. 16 <span style="background-color: #ede09e; color: #f71b1b; font-size: 21px; line-height: 0px; overflow: hidden;">

Vocab List #8
 * 1) acquiesce (v): to submit or agree without protest
 * 2) amity (n): friendship; nations in agreement
 * 3) arduous (adj): strenuous; difficult
 * 4) gestalt (n): composition of a whole
 * 5) inundate (v): to deluge or overwhelm
 * 6) perjury (n): a will to false testimony
 * 7) perspicuity (n): a clearness or lucidity
 * 8) preposterous (adj): contrary to reason
 * 9) trepidation (n): a hesitation
 * 10) voluble (adj): a continuous flow of words



Allay (verb): to calm or to alleviate pain Capacious (adj): spacious or roomy; able to hold a lot Didactic (adj): intended for boring instruction (yes, yes - I know - that could be me) Diurnal (adj): daily; daytime Brazen (verb): to be bold Mitigate (verb): to lessen with force Palpitate (verb): to pulsate or tremble Phlegmatic (adj): not easily excitable; apathetic Propitious (adj): favorable Prostrate (verb): to lay flat
 * Vocabulary: List 7 **


 * NOTE: it is up to the student to turn-in a rough draft via GOGGLE DOCS..rough drafts never guarantee a perfect score! **
 * Assigned Prompt: Nov. 5 **
 * 1st draft due: Nov. 13 **
 * 2nd draft due (OPTIONAL): Nov. 20 **
 * FINAL DUE: Dec. 4 **

I suggest perusing this site for help with transitional words: Signaling Transitions

SUBJECTIVE WORDS TO AVOID: Here is a fantastic link that explains subjective vs. objective! Words to avoid:
 * Almost
 * Most
 * A few
 * several
 * many
 * some
 * often
 * if
 * never
 * should/could

<span style="font-family: Impact,Charcoal,sans-serif; font-size: 21px;">Notes on Romanticism:

An American Literary movement that elevated the individual, the passions, and the inner life. It stressed strong emotion, imagination, freedom from classical correctness in art forms, and rebellion against social conventions

Romance describes strange lands and wonderful adventures. It allows the writer greater latitude to include the marvelous with the real. The romance may include the traditional with white hat on the white horse; the evil villain with the long black mustache; the lovely young woman in need of rescue, and the hairbreadth rescue itself. Romanticism as a movement began in the late 18th century, moved to England where it developed an emphasis in the glorification of nature, the supernatural, and the rebel—the individual against society. It spread to America in the early to mid 19th century and is represented in such writers as Hawthorne, Poe, and Cooper.

American Romanticism

In the 1830’s, America began to experience the impact of the Romantic Movement that was transforming civilization. Like the European movement of which it was an offshoot, American Romanticism was in a broad sense a new attitude toward nature, humanity, and society that espoused individualism and freedom. Many trends characterized American Romanticism. Among the most important are the following:
 * An impulse toward reform (temperance, women’s rights, abolition of slavery)
 * A celebration of individualism (Emerson, Thoreau)
 * A reverence for nature (Cooper, Emerson, Thoreau)
 * A concern with the impact of new (locomotive)
 * An idealization of women
 * A fascination with death and the supernatural (Hawthorne, Poe)

HAWTHORNE <span style="font-family: 'Comic Sans MS',cursive; font-size: 20px;">Read "Rappacini's Daughter" (download the .pdf).


 * Rappaccini's Daughter notes: [[file:Rappaccini's Daughter-2.doc]] **

MELVILLE



POE
 * Supernatural ambiguities
 * Gothic settings
 * Offered his readers tales that conjured unique impressions which correlated to his mastery of language and imbued a single effect would definitely provide an excellent link between this antebellum period versus contemporary authors such as Joyce Carol Oates
 * He was the master of the macabre and the dark escape from reality with his impulses to create eerie ambiguity
 * He was as also an idealist with a sensitivity that was resolute in the touching stanzas of his poetry
 * Bleak and remote settings, violent incidents, characters experiencing psychological torment, elements of the supernatural and language with duplicitous connotations.
 * Recurrent patterns of death, moral confusion, isolation, time and motifs such as denial, guilt and frustration
 * Intended for his readers to literally //feel// every detail of his tales in order to conjure one unique impression which correlated to his mastery of language and imbued a single effect which was often one of fear and ambiguity within a climatic plot structure
 * Poe’s poetry and fiction all grapple with the internal demise of characters’ minds, along with the latent crime and intent of mischief that eventually leads to death

IRVING
 * •The Devil and Tom Walker”;“The Legend of Sleepy Hollow”; “Rip Van Winkle”
 * •First American writer to achieve an international reputation
 * •Spent quite a bit of time abroad; people question his patriotism; however, Irving’s writings and personal feelings are clearly American
 * Faustian Legend **
 * •A tale about a man who sells his soul to the Devil for earthly benefits. Each retelling involves a person who trades his soul for experience, knowledge, or treasure. Endings vary with the protagonist but typically they are doomed to failure

Wednesday, Nov. 4: Using the information below, write a comparative paragraph regarding Poe and Oates based on the interpretive analysis that I read aloud in class: <span style="background-color: #d9d7c4; color: #192ff2; font-size: 170%; line-height: 0px; overflow: hidden;">

Monday, Nov. 2:


 * 1) Read "Where //Is// Here?" (Joyce Carol Oates) pgs. 325-332
 * 2) Answer (typed or hand written - it does not matter) - to avoid ANY ambiguity: yes, YOU NEED TO ANSWER BOTH ARGUMENTS FOR FOLLOWING to prepare for our class debate tomorrow, Tues., Nov. 3:
 * 3) __**Is this a ghost story**__? (you will debate this question and you must be prepared to argue for/against - I will group you and you will not know which position you must take until I tell you!)
 * Yes, provide a succinct rationale for why it IS a ghost story with 3-4 textual examples (specific quotes & pg. #'s)
 * No, provide a succinct rationale for it is NOT a ghost story with 3-4 textual examples (specific quotes & pg. #'s)
 * Remember to jot down explanations for WHY you selected EACH piece of evidence
 * This can be INFORMAL - I'm NOT collecting these papers, but instead you will be graded as though this is a speech - it will be quite obvious if people allow other group members to 'lead' their group's argument
 * Vocab List 6 - Due Thurs., Nov. 5 - QUIZ on Fri., Nov. 6: **
 * 1) adulation (N)
 * 2) censure (V) - 'to' censure something
 * 3) dissemble (V)
 * 4) dissimulation (N)
 * 5) droll (V)
 * 6) expectorate (V) - 'to' expectorate
 * 7) palpate (V)
 * 8) peremptory (Adj)
 * 9) pusillanimous (Adj)
 * 10) surfeit (N)

Oct. 21-23: - download here!


 * DUE: Friday, Oct. 23 via GOOGLE DOCS only please! You will be on the Chromebooks Cart A. Due in class! **

Length: at LEAST 2 FULL pages but do NOT exceed 3, double-spaced/single-sided, Times New Roman, 12 pt. font, 1st person You have 3 days to prepare for this, so don’t waste time)  Steps REQUIRED:
 * Brainstorming ideas (one page single-sided handwritten; bullet points; numbered; outlined – does not matter and is meant to be informal) – refer to the download above for my explanation for what it should/can include
 * Free Write (one page single-sided handwritten complete sentence; this is NOT where you fret about sentence structure or punctuation or grammar; this is informal again – just to get your mind active about your ideas because chances are you will NOT come-up with something super awesome on Day #1)
 * Final product – APOLOGIA – see rubric in the download

Timeline: *Note: All Melville activities need to be submitted, along with the Poe WebQuest before Monday, Oct. 23. Also, Vocab List #4 will be due on Monday, Oct. 23*
 * Wednesday: give the sub your BRAINSTORMING - you must turn it in at the end of class
 * Thursday: give the sub your FREE WRITE - you must turn this in at the end of class
 * Friday: you have the CHROMEBOOKS (CART A), please complete your final product on Google Docs - NOT handwritten! Ask the sub for your work from Wed/Thurs to type your final product!

Monday, Oct. 19 & Tuesday, Oct. 20:
 * 1) <span style="color: #171616; font-family: 'Times New Roman',Times,serif; font-size: 22px; line-height: 33px;">On Monday, you will be in the LRC on the computers. You will have the Chromebook cart on Tuesday. Please complete the assignments by Wednesday, Oct. 21. Please answer the questions on a **Google Document** for me; the rubric is within the web quest so that you can see how you will be graded.
 * 2) <span style="color: #171616; font-family: 'Times New Roman',Times,serif; font-size: 22px; line-height: 33px;">Click on my Poe WebQuest and follow the directions (you will need to click on the tabs on the left side of the Zunal page WebQuest that I created). Please click here Mrs. Guildoo's IIA Poe WebQuest
 * 3) Use the online textbook to read "Fall of the House of Usher", which has been assigned online. You must have read this story by Wednesday, Oct. 21 so please use your time wisely!
 * 4) Don't forget: VOCABULARY LIST #4 is due Monday, Oct., 26 now!


 * Thurs., Oct. 15: **
 * Read "Bartleby the Scrivener" in its entirety. I printed hard copies for you to all have for your own (you may certainly write/highlight in the copy).
 * Answer the following questions after reading "Bartleby" - due Monday, Oct. 19 IN CLASS:
 * 1) What essential tasks of his job does Bartleby not perform?
 * 2) Where does Bartleby sleep at night?
 * 3) Provide examples for how Bartleby's boss, the lawyer, shows positivism in helping Bartleby?
 * 4) What information does the 'epilogue', per say, suggest about Bartleby's odd behavior? You may need to research what that particular office was exactly during the time of this story.
 * 5) How might Melville's story of Bartleby served as a foreshadowing of sorts for the 20th/21st century mentality of a work-a-day life? Think about what it might mean to be stuck in an office all day.
 * 6) What is the repeated phrase that Bartleby uses to respond to all of his boss' requests?
 * 7) How does Bartleby pay the ultimate price for his preference of nonconformity?
 * 8) Explain what the lawyer means by his final line, "Ah Bartleby! Ah humanity!"
 * 9) How might Bartleby serve as Melville's metaphor for his disgust with a materialistic society?
 * 10) Explain how this story is a representation of individualism and peer pressure, which ultimately forms an argument for the conformity in America. Support your response with textual evidence.

Have all of the following completed by the end of class on Monday! You will have the Chromebooks at your disposal during class Friday and Monday to complete the activities, so budget your time wisely! You may share all of this on one document if you'd like via Google Docs or hand write it all - however you choose! See you all Tuesday!
 * Oct. 9 & Oct. 12 2015: (The Thesis Statement assignment from Tuesday in Google Docs is due by 4pm Friday, Oct. 9) **

1. Select ONE of the following prompts to respond WITH textual support from both stories ("Winter Dreams" is in your textbook and assigned online): 2. Respond to ONE of the last three statements on the Three Level Guide (#8, #9 OR #10). You may use your own opinion; however, you must support that opinion with textual support from the article and how Melville is portrayed in the article.
 * Why are Gatsby and Dexter's 'dreams' excellent examples of the darker side of the American Dream?
 * Explain why Gatsby and Dexter both seem to be focused on idealism/perfection rather than reality?
 * Compare the symbols in both of Fitzgerald's stories (pick whichever ones you'd like..Hint: "Winter Dreams" - the boat and the golf balls)
 * Compare the titles of the stores: Why "Great" Gatsby when he wasn't that great at all? Why Winter "Dreams" when winter conjures negative images for many?
 * Use this [[file:MelvilleLog.pdf]] to complete the 3-Level Guide below. **


 * Use [[file:Melville Three Level Guide.docx]] **

3. Read pgs. 337-345 (a portion of //Moby Dick//) - you may read it online, as I've assigned it on Pearson 4. Create a UNIQUE journal entry from the perspective of Ahab, Starbuck of Stubb (you will need to infer their persona lity and use what you already discovered about how Melville created his characters with the article that we read together regarding his journals/logs):

Emulating the style, tone and emotion of Melville, create your own UNIQUE journal entry from the point of view of Ahab, Starbuck or Stubb. Use the following criteria to create your journal entry:


 * Convey emotion that would be appropriate for the length of time the character has been at sea
 * Accurately convey the conflict or desire that is causing the character torment
 * Use vivid imagery to describe the scene(s) on the voyage, along with the action (you may use the action from the excerpt of the novel in your textbook)
 * Attempt to use the tone that would be appropriate for the period of time and the Dark Romantic theme(s)
 * Use proper capitalization, grammar, punctuation and spelling.
 * Use detailed description to create an image of brooding or ominous overtones which can equate to the moral strife the character may be experiencing

5. Read the poem, "Billy in the Darbies", found at the end of Billy Budd. The poem is put into context and the text of the poem can be found HERE.
 * 1) After you read the poem identify and locate the words hyperlinked in blue.
 * 2) Create a running list of the above words in blue with a connotation for each word.
 * 3) Compare Claggart and Ahab. How are they similar?
 * 4) What similarities do Billy and Ahab share?
 * 5) What is the extended metaphor that Melville uses in the poem? How does it showcase Romanticism?

Wednesday, Sept. 30:
 * Notes about [[file:The American Dream.docx]]
 * Make sure you have the Double Journal entry completed for tomorrow - focus on the symbols in Gatsby.
 * Read "Winter Dreams" in the textbook
 * In your notes (or anywhere you keep your English documents), compare Dexter's idea of the American Dream to Gatsby's idea of the American Dream
 * Tomorrow you will be writing your first Timed Writing in class. Use time today to capture notes about the following - simple find examples or note ideas about the following:
 * Why are Gatsby and Dexter's 'dreams' excellent examples of the darker side of the American Dream?
 * Explain why Gatsby and Dexter both seem to be focused on idealism/perfection rather than reality?
 * Compare the symbols in both of Fitzgerald's stories (pick whichever ones you'd like..Hint: "Winter Dreams" - the boat and the golf balls)
 * Compare the titles of the stores: Why "Great" Gatsby when he wasn't that great at all? Why Winter "Dreams" when winter conjures negative images for many?

Monday, Sept. 28:


 * Have all questions/annotations for "Rappaccini's Daughter" completed
 * Complete [[file:IIA double journal entry Gatsby.doc]] for //Gatsby// in preparation for guided notes this week
 * I will continue editing your recent essays submissions
 * You will need to read "Winter Dreams" in the textbook; I've assigned it on your online textbook as well.








 * List #1: din (NOUN); sepulcher (NOUN); suppliant (ADJ)**
 * List #2: admonish (V); lassitude (N); muse (N - think inspiration); plight (N - think condition or state); subversive (ADJ); akimbo (ADV); licentious (ADJ - lawless morality); pecuniary (ADJ); presumptuous (ADJ); vacuous (ADJ)**

//The Scarlet Letter// (Nathaniel Hawthorne) Week of Sept. 21-25:
 * OPTIONAL 2nd draft of essay is due by Sept. 23 - or 2 days after you receive my edits - this is OPTIONAL - you need not submit another draft if you do not wish
 * Vocabulary LIST #2 is due Wed., 9/23 - Quiz Fri., 9/25
 * Complete reading "Rappaccini's Daughter" and follow directions for annotations by Thurs., 9/24 (links are below)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 0px; overflow: hidden;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 20px;">Read "Rappacini's Daughter" (download the .pdf).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 20px;">Follow the directions on the document above to begin annotating the story as directed (you WILL need to print out a copy for your reference)…follow the three-bulleted pointed requests in addition to the questions in the margins. You may wish to highlight as you go along!


 * Rappaccini's Daughter notes: [[file:Rappaccini's Daughter-2.doc]] **



Use the following Works Cited for Essay #1:

Works Cited Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 2004.

Hawthorne, Nathaniel. The Scarlet Letter. New York: Bantam Dell, 2003.

Examples of introductory paragraphs from previous students' ROUGH DRAFT submissions : Symbolism is one of the most in depth forms of figurative language and was greatly used amongst famous authors such as Hawthorne and Fitzgerald. The idea of symbolism is meant to express a feeling or thought through characters and other significant items in works of literature. Both Hawthorne and Fitzgerald abused symbolism throughout their individual novels, The Scarlet Letter and The Great Gatsby. However, there are two particular quotes from the separate novels that seem to go hand in hand. //**Each independent quote tells of the symbolism of the blissful innocence of a young girl and the truth of the world around them (__THIS IS A WORKING THESIS__).**//

Although The Scarlet Letter and The Great Gatsby are from two different eras, both novels possess qualities that are shared throughout each of them. “The Scarlet Letter” is from an older age than “The Great Gatsby”. Both books help characters in their endeavors, and shed light on the idea of the “human experience”, and what it is cracked up to be. Neither of the two novels, however, give up the hope that the main characters strive for in order to retain this “human experience”. The journey that a character takes does not always end in happiness, and ignorance can push someone out of their comfort zone whether they know if or not. **The idea of the human experience drives the character(s) to do extraordinary things in order to prove themselves (__AGAIN - THIS IS A WORKING THESIS AND TOO VAGUE but IT DOES BEGIN TO ADDRESS WHAT THE PAPER IS SEEKING TO PROVE__)**

Assigned Prompt: Sept.4 ** Please note the NEW FINAL DUE DATE IS OCT. 5! ** 1st draft due: Sept. 18 2nd draft due: Sept. 23 FINAL DUE: Oct. 5

//** Scarlet Letter/Gatsby **// (in-class group notes) Ideas for connecting themes/symbols regarding achieving the American Dream and common motifs in Amer. literature (authors continually interweave these concepts throughout their writing).

Questions to consider:
 * 1) Can you connect the following between two works of literature?
 * 2) How do authors use their individual styles and/or background to illuminate the following concepts?
 * 3) How do characters either conform OR rebel against the following?
 * 4) Can you contextualize the following ideas (ex: specific quotes and/or paraphrases from the texts)?
 * Individuality vs. conformity
 * Able/ability
 * Self-awareness
 * Bewitching
 * Humility
 * Societal standards
 * Nature of evil - outside of the social norm/disregarding the rules
 * Loneliness
 * Sadness/pain/knowledge
 * Puritans ridiculed
 * Art of perception
 * Ideas of revenge & selfishness
 * Deterioration of self guilt/self punishment
 * Ideas of how guilt can lead to forgiveness
 * Nobody has a sin that is more sinful than anyone else (the idea of equality and all humans battling self-awareness)




 * The Scarlet Letter ** [|Study Guide]


 * Keep in mind this guide is from Spark Notes and while helpful in clarifying a lot of the novel, it is not a comprehensive guide that will encompass all components needed to understand Hawthorne's #1 story!*

Important Writers

 * Ralph Waldo Emerson (1803-1882): // Self-Reliance //
 * Henry David Thoreau (1817-1862): // Walden, Civil Disobedience //
 * Herman Melville (1819-1891):// Moby Dick, Bartleby the Scrivener //
 * Washington Irving (1783-1859): // The Devil and Tom Walker, // // Rip Van Winkle Tales //
 * Edgar Allan Poe (1809-1849): // The Pit and the Pendulum, The Masque of the Red Death //, // The Raven // and many many more
 * Nathaniel Hawthorne (1804-1864) // The Scarlet Letter //, // The House of the Seven Gables, Doctor Heidegger’s Experiment, Young Goodman Brown //

Nathaniel Hawthorne & the Puritans <span style="background-color: #c0c0c0; color: #ff00cc; font-family: 'Comic Sans MS',cursive; font-size: 16px;"> Corporal Punishment


 * 1) Open the [[file:Crime & Punishment.doc]] assignment.
 * 2) Use this link to answer the questions [|CORPORAL PUNISHMENT]
 * 3) Use this link to answer the questions for LA Times article article



"The Minister's Black Veil"


 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">People often go through five stages when they must deal with loss or change. Find one example of each of the following in the story as people try to understand the change in Mr. Hooper?
 * Denial
 * Anger
 * Bargaining
 * Depression
 * Acceptance
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">As time passes, people begin to change their reaction to Rev. Hooper's veil, including Rev. Hooper himself. Locate and explain how explain how each of the following people react to the situation.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">"the gentle and timid"
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">the impertinent
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">children
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">dying sinners
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">Mr. Hooper himself
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">Hawthorne is careful to describe Rev. Clark of Westbury as "young and zealous." What difference does Rev. Clark's age make? How might a minister closer to Mr. Hooper's age have handled the situation?
 * 2) <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">Mr. Hooper never removes the veil, not even as he is dying. What passages in the story help the reader understand his decision?
 * 3) <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">Explain the significance of the topic of the first sermon?
 * 4) <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">How does the quote by "the lady" that starts "How strange" summarize the short story?
 * 5) <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">What does "the man" mean by saying men are "sometimes afraid to be alone with himself"?
 * 6) <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">Why does the veil become an appropriate symbol in the afternoon service?
 * 7) <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">How does Hawthorne use "the wind"?
 * 8) <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">What do Father Hooper's final words disclose about his possible reasoning for wearing the veil? What word can best take the place of "veil"?


 * 1) Download the notes on [[file:Honors_AmLit-Timeline.pdf]] (just have this timeline at your disposal throughout the year).
 * 2) Read Morin's article about Hawthorne's symbols in SL.

>>
 * 1) Read this essay: Critical Essay
 * 2) Using the information that you read in the article above, prepare the responses to the questions below to bring to class for discussion:
 * According to the article's author, how did Hawthorne create the theme of the inner experience and the conflict within a soul?
 * Explain what the article's author believed to be Dimmesdale's tragedy.
 * Describe why this analysis claims that Pearl gave "exquisiteness" to Hawthorne's narrative.
 * 1) Review the [[file:Puritans.ppt]]for class discussion. Take notes where needed.
 * 1) Review the [[file:Nathaniel Hawthorne bckgrn.ppt]]for class discussion. Take notes where needed.
 * 2) NOTE: prepare for 'POP QUIZZES' any time there are assignments to be completed at home (notes/writing/etc.)!


 * 1) **Download author Web Quest document:**

***Note - do NOT answer the last three questions as they are not able to located at this time! Also, you do NOT need to answer the final commentary regarding the quotes as that will now apply to your essay***


 * 1) **Use the following links to complete the author Web Quest:**


 * [|Hawthorne Biography]**


 * Hawthorne & Puritanism**

Puritanism in America: The Cultural Significance

Faulkner: "A Rose for Emily" - pgs. 816-827 *Please answer the 3 Literary Analysis questions in BLUE on the sides of the pages...819, 822 & 826

to open the assignment document.
 * 1) Read the article from //The New York Times// about the green light in the novel. Click HERE for the article.
 * 2) Once you have read the above article click  [[image:http://c1.wikicdn.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="Green Light List.docx" link="file:Green Light List.docx"]]
 * Details
 * [[file:Green Light List.docx|Download]]
 * 16 KB

//The Glass Castle// ** : **


 * Pg. 255: What does Mom mean when she comments that, “Being homeless is an adventure”? (use all examples on pgs. 255-257) **


 * Pg. 258: What were Mom and Dad’s “options”? **


 * Pgs. 260-261: What possible “skedaddle” could Jeannette have been referring to with Dad’s illness? **


 * Pg. 266: Explain “squatters” and “squats” **


 * Pg. 267: What “home” had Mom and Dad found? **


 * Pg. 269: Why does Mom claim Jeanette “sold out”? **


 * Pgs. 270-271: What does Jeanette “lie” about and why? **


 * Pgs. 272-273: What was Jeannette’s life like with Eric? **


 * Pg. 275: What does Maureen do to Mom and why? **


 * Pg. 280-281: What does Jeanette do following Dad’s death and why? **

Tues., Mar. 10th: Prufrock Poem - due on Wed., Mar. 11th:

*Please note: we will NOT cover List #12 for vocabulary until the week of March 16th*

Tues., Feb. 17:
 * Read Kate Chopin, "The Story of an Hour", pg. 628
 * Vocab List #10 due Wed., Feb. 18....

Tues., Feb. 3:
 * 1) Log onto the textbook (Pearson).
 * 2) Read BOTH the Native Amer. myths **__//and//__** the expository explanations for mythical characters.
 * 3) You may choose ONE of the examples given to develop an ANALYTICAL ESSAY with supporting evidence from the text you have selected.
 * 4) Please do NOT use a 'film' as your examples.
 * 5) You do NOT need to read the text that you select; you may simply skim - or EVEN...(wait for it)...SparkNotes the title to find summaries and specific quotes to support your analytical essay!
 * 6) Use this link to help guide with how to write an analytical essay. Once you have drafted this essay, I will then help you further develop the paper to craft it into a brilliant!
 * 7) Let's 'shoot' for Fri., 2/6 - Mon., 2/9 at the LATEST for a 'draft'!

APHORISMS Wed., Jan. 28 (in my absence):
 * Use the online textbook to work on what has been assigned with Benjamin Franklin!
 * Read Franklin's //Autobiography// and //Poor Richard's Almanac// (it has been assigned on Pearson)...this is what was assigned on Tues., 1/27
 * Answer the Critical Reading & Literary Analysis questions (three of each) for the //Autobiography// __**only**__...this is what was assigned on Tues., 1/27
 * DUE THURS., JAN. 29:
 * pg. 152 # 6 and #9
 * Write 3-4 UNIQUE aphorisms (your OWN creations). Use the information I've posted below to help you understand what an aphorism is and how it can be understood
 * Remember that the 2nd reading check for **//The Glass Castle//** is due on Friday, Jan. 30, along with the second journal entry; you may work on this if you complete the above assignments for Franklin.

Definition of Aphorism
An aphorism is a **statement of truth or opinion expressed in a concise and witty manner**. The term is often applied to philosophical, moral and literary principles.

To qualify as an aphorism, it is necessary for a statement to contain a truth that is revealed in a terse manner. Aphoristic statements are quoted in writings as well as in our daily speech. The fact that they contain a truth gives them a **universal acceptance**. Scores of philosophers, politicians, writers, artists and sportsman and other individuals are remembered for their famous aphoristic statements. **Aphorisms often come with a pinch of humor which makes them more appealing to the masses.** Proverbs, maxims, adages and clichés are different forms of aphoristic statements that gain prevalence from generation to generation and frequently appear in our day to day speech.

Examples of Aphorism

 * Youth is a blunder; Manhood a struggle; Old age regret. [Benjamin Disraeli]
 * Pride hath fall. [Proverb]
 * The man who removes a mountain begins by carrying away small stones. [William Faulkner]
 * Life’s Tragedy is that we get old too soon and wise too late. [Benjamin Franklin]
 * Yesterday is but today’s memory, and tomorrow is today’s dream. [Khalil Gibran]
 * The simplest questions are the hardest to answer. [Northrop Frye]
 * A proverb is no proverb to you till life has illustrated it. [John Keats]
 * Words are, of course, the most powerful drug used by mankind. [Rudyard Kipling]

Using the image below and incorporating all of the words from Jefferson's document (The Declaration of Independence), create either a narrative paragraph OR create an expository paragraph emulating Jefferson's tone, style, persuasion and message. Be sure to use ALL of the words in ONE paragraph - you may conjugate the word to make it sensible in your sentence (ex: dictate - dictator).
 * Due Fri., Jan. 23: **


 * Due Thurs., Jan. 22: **
 * Click on the 'Online Textbooks' (to the left of this page)
 * Your class assignment should appear under the 'To Do' page
 * Read "The Declaration of Independence"
 * How does Jefferson appeal to his audience? What are the specific 'hot button' words that he uses to persuade them?
 * Complete/create the 'Word Choice' chart using Jefferson's work and the example in the book.

<span style="background-color: #ffff00; color: #0000ff; display: block; font-size: 200%; text-align: center;">The Glass Castle (Jeannette Walls)
 * __JOURNAL/Reading Check DUE DATES__**
 * Expect and anticipate reading quizzes periodically! Dates are subject to change, but not open for discussion!***


 * pgs. 1-75 **


 * pgs. 76-125 **
 * pgs. 129-185 (Part III - Welch) - **


 * pgs. 186-241 **


 * pgs. 245-288 (Part IV - NYC) - **

<span style="background-color: #e5f007; color: #0e2beb; display: block; font-size: 22pt; text-align: center;">Grading Download and print the following journal template to coincide with your required reading:



J**ournal Entries (15 pts. each) 75 points (5 Journal dates for each reading check date above)**
 * Quizzes (20 pts. each) 100 points (5 Quizzes per reading check date above - literal & inferential - short answer quizzes)**
 * Supplemental activities (50 points each) 2 activities will be completed - due dates TBD**
 * Culminating TEST (* projected test date: ) 125 points**
 * TOTAL for entire text: 350 points projected **
 * TOTAL for entire text: 350 points projected **

<span style="background-color: #ffff00; color: #0000ff; font-family: 'Lucida Console',Monaco,monospace; font-size: 170%;">If you saw this family on the street, what assumptions and judgments would you make? How do you think this family feels about people seeing them?


 * Homelessness in American Write ONE sentence as your initial/gut reaction to the statistics shown in this video.


 * Jeannette Walls and the Stephen Colbert Report

The objective of this assignment is to view a variety of links that have to do with the author's story, themes, and related issues by locating the most interesting facts that you research. As a group, we'll then share those facts and discuss how they help us better understand the story.
 * 1) How does Colbert 'throw stones' at Walls' Glass Castle?
 * 2) What are Walls' comments about how her family became homeless?
 * 3) What does Walls indicate as solutions to homelessness?
 * 4) What does Walls find most shocking, or what has she 'learned' from her experiences?
 * 5) What does Walls want readers to take away from her memoir?
 * __ Web Hunt: __


 * <span style="background-color: #a28b8b; color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 140%;"> Step #1 - Use the links below to research BOTH the effects of parental involvement with children and homelessness
 * <span style="background-color: #a28b8b; color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Step #2 - Use the research recording sheet (download below) to identify the **FIVE MOST IMPORTANT, STAGGERING, or POIGNANT facts** that you find. BE SPECIFIC!
 * Step #3 -Select ONE of the MOST interesting/important facts that you found from __//**EACH category of links,**//__ and annotate them on a separate sheet of paper. Use the three facts that //**you deem**// most remarkable.
 * Step #4 - Select TWO links that you did NOT research and prepare 2-3 questions that you would like to answered based on the title of the link.

Research Links for Web Hunt:
 * <span class="wiki_link_ext">Parental Involvement **
 * <span class="wiki_link_ext">[|Childhood Development]
 * <span class="wiki_link_ext">[|Parenting & Education]
 * <span class="wiki_link_ext">Effects of Alcoholism
 * Poverty**
 * Long term effects of poverty
 * Poverty and a child's brain
 * National Center for Childhood Poverty
 * Homelessness**
 * Squatter's Rights
 * New Kind of Charity
 * Staggering Statistics
 * CDC & Healthy Housing
 * Homeless Children in America

<span style="color: #0e25f4; font-family: 'Comic Sans MS',cursive; font-size: 120%;"> <span style="color: #0e25f4; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Welcome Back!

//Jonathon Edwards is a renowned author of American literature; his most notable work is "Sinners in the Hands of an Angry God", a sermon filled with "fire and brimstone". Edwards was known for his stoic preaching and religious zealotry; however, he was also a man of reason who believed in science as proof of God's will.// //Complete the following assignment in preparation to analyze Edward's use of rhetoric in oratory. Please type your responses in a Word document. Yes, this is rather extensive assignment; however, this particular piece of American literature is a key component to your literary journey - this WILL be graded (**do NOT ask me how many points it is worth - concentrate on finding understanding instead of focusing on that 'A'!)**//
 * **//"Sinners in the Hands of an Angry God" - Jonathon Edwards//**

>>> >>> <span style="font-family: Arial,sans-serif;">Annotate for the following elements: >>> __<span style="font-family: Arial,sans-serif;">Method One: __ >>> <span style="font-family: Arial,sans-serif;">As you come across a passage that illustrates, for instance, a setting of the novel, highlight that passage. Then in the margin write a brief note either commenting on the passage’s content or importance in relation to that element, or perhaps asking a >>> question (thoughtful please) pertaining to that element. Notice the subtleties and details of the passages. Stay off the surface; dig into the deeper meanings of each passage. >>> __<span style="font-family: Arial,sans-serif;">Method Two: __ >>> <span style="font-family: Arial,sans-serif;">Use Post-It Notes. Read and highlight as before, but write your questions or observations on the Post-It Note. The advantage of this method is that the notes serve as tabs making your notes easier to find and also providing >>> more space in which to write. >>> __<span style="font-family: Arial,sans-serif;">Method Three: __ >>> <span style="font-family: Arial,sans-serif;">Highlight the passage. Then use one piece of notebook paper for each element. Make your notes on the notebook paper on the paper with that element. You will need to note the page number of the passage. The advantage to this method is the larger amount of room allowing for more detailed notes. >>> How many annotations should you make? The more, the better.
 * 1) Review this article in order to answer the following questions:
 * What did Edwards shun in his sermons, instead impressing his listeners with what power?
 * For Edwards, what was his life's purpose?
 * Summarize the "spiritual conflict".
 * According to the author, what are the four reasons this orator is so important to us today?
 * 1) Brainstorm images/connotations of Hell, fire, brimstone. What images came to mind immediately? Cut/paste at least 3 images. Define the image with your own words - create your own interpretation/imagery of the 'why' the image(s) surmises Hell, fire, brimstone for you. Please, do NOT simply use fire!
 * 2) Open your Pearson online textbook and click on the 'To-Do' (I have assigned the reading). SCAN/SKIM/BROWSE through the selection from Edward's sermon - you do NOT need to read it word for word. Your task is to ANNOTATE the sermon:
 * **<span style="font-family: Arial,sans-serif;">General Methods of Annotation: ****<span style="font-family: Arial,sans-serif;">Annotation simply means you will give critical or explanatory thoughts or comments about a particular piece of literature/nonfiction. See the descriptions of three ways to annotate below. You do not need to use all three methods. **
 * <span style="font-family: Arial,sans-serif;">Setting/Rhetorical Situation
 * <span style="font-family: Arial,sans-serif;">Imagery
 * <span style="font-family: Arial,sans-serif;">Rhetorical Strategies/Devices
 * <span style="font-family: Arial,sans-serif;">Recurring Themes and Images

Fireside Poets Click HERE to be linked to my Grammar Page and vowel help!

<span style="background-color: #c1b4b4; color: #0934e9; display: block; font-size: 200%; text-align: left;">In Class and/or homework if absent from class
 * 1) Read from Walden (pgs. 379-387) in your textbook.
 * 2) Locate/identify at LEAST 5 metaphors.
 * 3) Locate/identify at LEAST 5 analogies.
 * 4) Use pg. 376 if you need clarification between metaphors and analogies.

<span style="background-color: #c1b4b4; color: #0934e9; display: block; font-size: 200%; text-align: left;">Homework!
 * 1) Read the textbook selections from Emerson's essays: Pearson Online
 * 2) Your login information: first initial and full last name (capitalize the first initial and first letter of last name) + 17 (graduation year)
 * 3) Passwords were either set by you OR changed to EnglishIIA
 * 4) Chase, Laura, Marissa & Zach - your usernames are your FULL last name followed by FULL first name + 17
 * 5) Otherwise, the pages in the textbook: pg. 366-370
 * 6) Complete the [[file:IIA double journal entry.doc]] entry for these selections

*Textbook citation example for your "Romanticism Essay": Hawthorne, Nathaniel. "The Minister's Black Veil." //Prentice Hall Literature: The American Experience//. Vol. 1. Upper Saddle River: Pearson Education, Inc., 2012. 272-84. Print. (You will change the author, title of selection and page #'s accordingly for what you are using in your essay. Please note: the 2nd line in a citation such as the one above is indented - just hit the Tab button---it will not allow me to Tab in this format)

<span style="background-color: #c1b4b4; color: #0934e9; display: block; font-size: 200%; text-align: left;">In class
 * 1) Survey as discussed this past Friday will now be distributed on
 * 2) Please continue to construct your arguments regarding Joyce Carol Oates' story.
 * 3) Please continue to work on your essays; the final draft opportunity is this Wednesday/
 * 4) Vocabulary - List #7:
 * allay (V)
 * capacious (Adj)
 * didactic (Adj)
 * diurnal (N)
 * ignominious (Adj)
 * mitigate (V - with an object)
 * palpitate (V - without an object)
 * phlegmatic (Adj)
 * propitious (Adj)
 * prostrate (V - with an object)

<span style="background-color: #c1b4b4; color: #0934e9; display: block; font-size: 200%; text-align: left;">In Class
 * 1) Complete the prompt from yesterday - turn it in TODAY! (See the prompt below - Nov. 5 - if needed)
 * 2) I plan to check/quiz List #6 (vocal) tomorrow:
 * censure (V)....... to criticize harshly - do NOT confuse with 'censor' dissemble (V - without an object).... concealment of true motives dissimulation (N).... the act of hypocrisy droll (N)... a jester (clown) - comical/absurd/eccentric expectorate (V - with an object)... to expel/eject something (think the Mucinex commercial) palpate (V)... examine for disease through sense of touch (probe/caress/scrutinize) peremptory (Adj)... an absolute demand without room for refusal pusillanimous (Adj)... cowardly; lacking courage surfeit (N)... abundant amount; in excess; general excessive gluttony
 * 1) Continue to work on your essay (see all due dates below - you'll need to scroll down). Remember to get a draft to me if you wish to have feedback (preferably an electronic draft)

<span style="background-color: #c1b4b4; color: #0934e9; display: block; font-size: 200%; text-align: left;">Wed., Nov. 5: In class ** Write a NEW version of Irving’s story, update it in a manner that addresses a MODERN audience. Maintain Irving’s theme and the Faustian conflict. **
 * __ Requirements: __**
 * 1) ** Faustian legend/conflict **
 * 2) ** Must have a ‘modern’ flare that addresses contemporary audiences. **
 * 3) ** Utilize a narrative voice (1st or 3rd person). **
 * 4) ** Incorporate dialogue. **
 * 5) ** Maintain Irving’s conflict and theme with language/wording and setting that emulates today’s society. **
 * 6) ** You will NOT be permitted to finish this at home – it is a TIMED writing! **


 * "The Devil and Tom Walker" - guided questions and textual evidence (you WILL need a textbook)...You may either type or print your answers on a separate sheet of paper! Be prepared for groups to discuss the first five points (I will group you tomorrow, so be prepared with supporting arguments for all five points...you may bullet point your arguments). Click [[file:The Devil and Tom Walker worksheet.doc]] for the document!

<span style="background-color: #c1b4b4; color: #0b0b0a; display: block; font-size: 200%; text-align: left;">Washington Irving: "The Devil and Tom Walker"
 * <span style="background-color: #f4eded; color: #0b0b0a; display: block; font-size: 140%; line-height: 0px; overflow: hidden; text-align: left;">[[file:The Faust Legend.ppt]]
 * Robert Johnson Lyrics
 * Robert Frost: "The Road not Taken"


 * Futurama vs. Tom Walker:**


 * 1) **Compare Bender's plan to Tom's plan. Think about their different motives.**
 * 2) **What was Fry's preoccupation? What was Tom's preoccupation?**
 * 3) **What service does Fry refuse the Devil? What service does Tom refuse the Devil?**
 * 4) **What do can you infer to be the American 'plot twist'? Think about Irving's story and the Futurama video.**
 * 5) **According to American Christianity and literature, what happens to the human soul if it is 'sold' to the Devil?**


 * 1) Work on thesis statements and finding evidence to support your thesis statements with regards to your essay. You may work together, BUT it canNOT be an unproductive environment. I want to see at least THREE (3) well though out thesis statements WITH notes/bullet pointed evidence from the authors/stories that you intend to use for your essay!
 * 2) *Please click on the "Thesis Statements" tab to the left in the Navigation Pane* to practice and view additional help with creating successful thesis statements!*
 * 3) Note the REMOVAL of the second half of prompt #2 for your essay....it is now:
 * How did Romanticism explicate the significance of individual sin? (Think about "The Minister's Black Veil" and Poe's obsession with death/murder)
 * 1) Beginning reviewing and brainstorming for essay #2!

** PROMPTS ** NOTES: <span style="background-color: #00ffff; color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 170%;">Herman Melville
 * 1) // How do the themes and images in the selections we studied exemplify the fascination with Death and the supernatural? //
 * 2) // How did Romanticism explicate the significance of individual sin and the search for one’s uniqueness in a critical society? //
 * 3) // How do Romantic authors use symbolism to reach beyond the literal meaning of every day objects? //
 * 1) Read the poem, "Billy in the Darbies", found at the end of Billy Budd. The poem is put into context and the text of the poem can be found HERE.
 * 2)  After you read the poem identify and locate the words hyperlinked in blue.
 * 3)  Create a running list of the above words in blue with a connotation for each word.
 * 4) Compare Claggart and Ahab. How are they similar?
 * 5) What similarities do Billy and Ahab share?
 * 6) What is the extended metaphor that Melville uses in the poem? How does it showcase Romanticism?

<span style="background-color: #c0c0c0; color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 170%; line-height: 0px; overflow: hidden;">

Emulating the style, tone and emotion of Melville, create your own UNIQUE journal entry from the point of view of Ahab, Starbuck or Stubb. Use the following criteria to create your journal entry ( this assignment will be for a grade and is due on Thursday, Oct. 9 ):
 * Convey emotion that would be appropriate for the length of time the character has been at sea
 * Accurately convey the conflict or desire that is causing the character torment
 * Use vivid imagery to describe the scene(s) on the voyage, along with the action (you may use the action from the excerpt of the novel in your textbook)
 * Attempt to use the tone that would be appropriate for the period of time and the Dark Romantic theme(s)
 * Use proper capitalization, grammar, punctuation and spelling.
 * Use detailed description to create an image of brooding or ominous overtones which can equate to the moral strife the character may be experiencing

Vocabulary Lists & Directions ANNOTATION EXAMPLE

<span style="background-color: #000000; color: #ffff00; display: block; font-size: 41.6px; text-align: center;">A RAISIN IN THE SUN
 * Read this review from "The Washington Post" about TTTC.
 * Do your best to emulate the journalist's review in your own original review of 2-3 of the vignettes from O'Brien's novel (select those that The Post's journalist did NOT use). Remember to be more objective rather than subjective.
 * How do you believe O'Brien differentiates between a love story and a war story?
 * How is "The Sweetheart of Song Tra Bong" a 'true war story' according to O'Brien?
 * Research Paper/Rubric

Introductory Notes from class :





<span style="background-color: #e89f0a; color: #1966a0; font-family: 'Comic Sans MS',cursive; font-size: 170%;">Ezra Pound/Carlos Williams <span style="background-color: #e89f0a; color: #1966a0; font-family: 'Comic Sans MS',cursive; font-size: 170%;"> "The Love Song of Alfred Prufrock" (T.S. Eliot) - pg. 708
 * <span style="background-color: #fffdf9; color: #0e0f0f; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Please read ALL poems be Pound & Williams as assigned on Pearson (your online textbook resource- also found on the left of this Wiki in the Navigation Page)
 * Use your Pearson textbook (it has been assigned on the textbook link...on the left side of the Navigation Page of this webpage)
 * Who is the narrator?
 * What is the metaphor in Stanza #2?
 * Why Dante? (the preface of the poem)you may need to investigate a little about Dante's //Inferno//!

<span style="background-color: #9fe80b; color: #a01a91; font-family: 'Comic Sans MS',cursive; font-size: 170%;"> "The Story of an Hour" (pgs. 627-632)
 * 1) **<span style="color: #141414; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Read the story and answer the following questions in COMPLETE SENTENCES. You may use the Pearson site to access your textbook.**
 * 2) **Use this presentation to take detailed [[file:What is Irony Power Point.ppt]] regarding the element of irony.**
 * 3) **What is IRONIC about the details Mrs. Mallard notices through her window? (pg. 630)**
 * 4) **Locate THREE specific passages that illustrate irony. Find one passage for each of the three types of irony (verbal, situational & dramatic)**
 * 5) **Review the background information regarding the author, Kate Chopin on pg. 627 AND the 'World Lit. Connection' on pg. 631. Come to class prepared to debate the 'Connect to the Literature' query - you will be placed on either the for/against side...be prepared for BOTH because I will place people on opposing sides! Come to class with SPECIFIC evidence for your argument - you may use basic research gathering to justify your defense if you wish! You do NOT need to necessarily write anything for this, BUT you will be judged on your successful ability to debate your side of an argument - whether you are for/against! Consider the challenging roles of women in the early 20th century vs. today...why would the behavior of Mrs. Mallard not be as sensational today?**

<span style="background-color: #a28b8b; color: #a01b1b; font-family: 'Comic Sans MS',cursive; font-size: 170%;"> "Race and Censorship in Huckleberry Finn"
 * *You will need to perform an actual close reading of the article to answer the questions below. Please answer in COMPLETE sentences. These __ARE__ in chronological order according to the pages in the article.* **
 * 1) What is the 'bargain' that New Trier High School' made with parents?
 * 2) What are the 'myriad of considerations' for the debate surrounding the novel?
 * 3) How do censors 'regard academics' of the novel?
 * 4) Briefly describe how the novel 'came alive' for Nat Hentoff.
 * 5) What is meant by the novel being a 'victory for niceness'?
 * 6) Why is the n-word more than a 'synonym'?
 * 7) Briefly describe the 'crisis of conscience'.
 * 8) Briefly explain the 'perpetuation of racial stereotypes'.
 * 9) Why is the closing sequence viewed as a 'reversal of moral intention'? How does this account for the shift in tone?
 * 10) According to this critic, how does Huck forsake the pleasure principle?
 * 11) Briefly describe the teacher ability vs. attitude that is vital for teaching this novel.
 * 12) Why does this critic find teaching //To Kill a Mockingbird// so much different than Twain's novel which also includes the 'n-word'?
 * 13) Briefly explain Huck's ambiguities.
 * 14) Use PAGES 27-28. Briefly explain the 'communication shut-down' of 1991.
 * 15) Use PAGES 38-41. Explain why the author, Peaches Henry, believes the 'n-word' should be "forced" in courses. AND - explain how/why The Glass Castle effectively DOES or DOES NOT become a reading that "might be more appropriate for all student and more effective in creating multicultural communities of learning" (pg. 40).


 * 1) 3 - Douglass pg. 523 (above photo)

<span style="background-color: #c0c0c0; color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 170%;">FOR UNIT ONE TEST

<span style="background-color: #c0c0c0; color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 170%;">

<span style="background-color: #c0c0c0; color: #ffff00; font-family: 'Comic Sans MS',cursive; font-size: 140%;">The Declaration of Independence (performed by Hollywood notables) Image of charged words for Possible Sentences writing sample:

<span style="background-color: #1900ff; color: #c0c0c0; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Rhetorical Devices/Examples

<span style="background-color: #ffffff; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">As we move through Patrick Henry's speech and Benjamin Franklin's speech, we need to pay attention to the orators use of rhetoric. Remember, the use of rhetoric is NOT only for a persuasive TV/radio advertisement, although those are more easily recognized! Henry and Franklin utilized rhetorical devices to pinpoint KEY POINTS and to make their oratories more memorable...remember how Jonathon Edwards used the persuasive appeal of fear in "Sinners in the Hands of an Angry God"?

** Restatement: [the repetition of the SAME IDEA(S)] **

 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: medium;">It is not enough that **<span style="font-family: 'Times New Roman',Times,serif; font-size: medium;">__smoke detectors__ **<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: medium;"> be installed in every bedroom, **<span style="font-family: 'Times New Roman',Times,serif; font-size: medium;">__smoke detectors__ **<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: medium;"> must be maintained in every bedroom.
 * <span style="background-color: #ffffff; color: #0e2233; font-family: 'Open Sans',arial,sans-serif; font-size: 14px;">"It's not pining, it's passed on! This parrot is no more!" This example emphasis the fact that the parrot is dead and therefore cannot make noises anymore. By repeating the same thing in a different way, the listener might get the message faster.

=<span style="background-color: #ffffff; color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: medium;">Repetition: [the repetition of the SAME IDEA(S) using the SAME WORDS] =
 * ====<span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive; font-size: medium;">**__Evil__** minds will use __**evil**__ means. ====
 * **<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">My kind of party //<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">: __Good__ //<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;"> food. __//<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Good //__<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;"> friends. __//<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Good //__<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;"> fun. **

=<span style="background-color: #ffffff; color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: medium;">Parallelism: [the repetition of grammatical structures such as nouns phrases, verb phrases, etc.] = >> =<span style="background-color: #ffffff; color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: medium;">Rhetorical Question: [a question with an obvious answer] =
 * For __**the end**__ of a theoretical science is truth, but **__the end__** of a practical science is performance. --Aristotle
 * He liked **__to eat__** watermelon and **__to avoid__** grapefruit.
 * "...and that government **__of the people__**, **__by the people__**, **__for the people__**, shall not perish from the earth."-- Abraham Lincoln
 * <span style="background-color: #ffffff; color: #333333; display: block; font-family: Verdana; font-size: 12px; text-align: left;">**"Marriage is a wonderful institution, but //who would want to live in an institution?"//**
 * <span style="background-color: #ffffff; color: #333333; display: block; font-family: Verdana; font-size: 12px; text-align: left;">**"Isn't it a bit unnerving that doctors call what they do 'practice'?"(George Carlin)**

=<span style="background-color: #ffffff; color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: medium;">Allusions: [references to literary, historical, or Biblical people/concepts/ideas that are commonly known =
 * = You must borrow me __Gargantua's__ mouth first. 'Tis a word too great for any mouth of this age's size. --Shakespeare =
 * = If you take his parking place, you can expect __World War II__ all over again. =
 * = Plan ahead: it wasn't raining when __Noah__ built the ark. --Richard Cushing =

Assignment:
 * 1) **Using the above explanations and examples, locate 2-3 examples from Henry's and Franklin's speeches (you may work with a partner).**
 * 2) **Identify the TYPE of rhetorical device being used AND explain what effect it offers the audience (how does it impact the audience to listen or do as the orator commands)?**
 * 3) **Explain how the two speeches differ in their presentation of ideas. Skim the background information about the two authors; how may their roles in the communities have been used to 'sway' their listeners?**
 * 4) **Try to emulate AT LEAST two of the rhetorical styles by creating unique examples from your own mind (do not just use the rhetorical question - that is TOO simple!)**


 * If you have questions, have Ms. Santiago call me!**

<span style="background-color: #008080; color: #ff8700; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Puritan Poetry
 * <span style="background-color: #ffffff; color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[[file:Anne_Bradstreet.ppt]]
 * [[file:Huswifery.ppt]]

F. Scott Fitzgerald, The Roaring 20's, & The American Dream >> - According to this article, what is the classic definition of the American dream? Do you think that this dream (as it is classically defined) often comes true? Why or why not? >> - Why do you think more people believe in the American dream today than they did four years ago, when our economic outlook was much brighter? >> - Describe the shift in the definition of the American dream over the past four years? What do you think accounts for this change? >> - Which definitions of the American dream resonate most with you? Why? >> - Why do you think Barry Glassner believes that it would be difficult to find a different country where so many people believe in possibilities even in dire circumstances? Do you agree with him? Why or why not?
 * 1) Read this article online.
 * 2) Answer the following questions about the article (in COMPLETE sentences on your own paper):

Tues. May 14th:

Wed. May 8th: Click for the Hemingway questions!

Wed. May 1st:
 * 1) Click here __#|to open__ a link with famous quotes from Bill Bryson.
 * 2) Select (5) of YOUR favorite Bryson's quotes.
 * 3) Explain in simplistic terms your connotation of the quotes you selected.
 * 4) Emulate Bryson's style and create 3 of your OWN quotes to mirror the style of the author AND your OWN philosophies about 'life', travel, humor, etc.

Mon. April 8th:

The Glass Menagerie WebQuest <span style="background-color: #ff0000; color: #c7adad; display: block; font-size: 150%; text-align: left;">Task #1: Look up information and record your findings for the following items. This information will help your overall understanding of the play.

1. A definition and brief background on the role of the “drummer” in American society

2. What are jonquils? What do they look like and how much do they cost?

3. What is //Guernica//? Describe it and note some background information. What famous person is linked with it?

4. What is a Daumier print and what does it look like? Who is Daumier?

5. What is the DAR and how does one become a member?

6. What is __#|Frigidaire__? What products does it manufacture?

7. What are the Merchant Marines?

8. Contrast the “cavalier” attitudes, manners, and mores of the pre-Civil War South vs. those of the “mechanized” industrial antebellum South

Task #2:

Choose ONE of the following categories to research and answer the questions within the category. You will be writing a brief diagnosis per say to help Laura overcome her 'issues' from the perspective of a trained clinical psychologist!

__**<span style="font-family: Arial,Helvetica,sans-serif;">Shyness **__
>> Laura is a very shy person. You must write your article from the perspective of the caring professional that would deal with this issue.

>> <span style="font-family: Arial,Helvetica,sans-serif;">How can Laura overcome her shyness?


 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.mentalhealth.org]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.ability.org.uk/shyness.html]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.embarrassingproblems.com/pages2/shyness.htm]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|shyness.com]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.solosingles.com/talk.htm]

__**The Introvert**__
>> Laura is introverted. You must write your article from the perspective of the caring professional that would deal with this issue.

<span style="font-family: Arial,Helvetica,sans-serif;">How can Laura work towards slowly becoming less of an introvert?


 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.bloomfield.edu/orr/int.html]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|http://keirsey.com/pumII.ei.html]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.tnpc.com/parentalk/preteens/pretee54.html]

__**Physical Disabilities**__
>> Your third article is about physical disabilities on how they affect people. You must write your article from the perspective of the caring professional that would deal with this issue.


 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.csun.edu/~sp20558/dis/physical.html]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.rit.edu/~nrcgsh/arts/open.html]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.bcm.tmc.edu/crowd/national_study/national_study.html]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[]

__**Anxiety Disorders**__
>> Laura has an anxiety disorder. She has trouble functioning in the real world because of this problem. You must write your article from the perspective of the caring professional that would deal with this issue.


 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.mentalhealth.org]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.surgeongeneral.gov/library/mentalhealth/chapter4/sec2.html]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|www.psych.org/public_info/anxiety.cfm]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[]

OGT Test Practice

Monday, April 7th:



Mon. Feb. 11th: media type="file" key="A War Story in Images.wmv" width="180" height="180"(Video clip of images)

(PowerPoint of images if the video above does not operate on your __#|computer__)

(Caption assignment)

Thurs. Jan. 31st: Click for the assignment. Be sure to save it if you wish to type within the document. You may also write you answers!

FITZGERALD

"Things to Worry About"
 * 1) Click HERE to open the letter F. Scott Fitzgerald wrote to his 11-year-old daughter, "Scottie," who was away at camp in 1933.
 * 2) Once you have read the letter to Scottie ("Pie" - the affectionate nickname Fitzgerald had for his daughter), use a Word Document (create your own) to write the following RAFT:
 * R = ROLE...your role is to pretend you are DAISY BUCHANAN
 * A = AUDIENCE....your audience is Daisy's daughter
 * F = FORMAT...your format is an informal LETTER with a proper greeting, punctuation, and salutation
 * T = TOPIC.....your topic is to emulate Fitzgerald's letter from Daisy's point of view and write a letter about "Things to Worry About"...you will include "Things to Not to Worry About" as well! Your letter is FROM Daisy TO her daughter. You may be creative, but stay in character! It is meant to be a letter that shares words of wisdom (is Daisy wise? do you believe she has anything insightful or helpful to offer her daughter?). You may think of this letter as something the child would find and read as an adolescent or an adult.


 * 1) Read the article from //The New York Times// about the green light in the novel. Click HERE for the article.
 * 2) Once you have read the above article click [[file:Green Light List.docx]] to open the assignment document.

**__THE THINGS THEY CARRIED__ (Tim O'Brien)**


 * 1) Click [|HERE] for the website to answer the questions given to you in class on the ** "Ambush" question sheet: Search Guide **"
 * 2) Click [|HERE] for the website to answer the questions given to you in class on the **"National Geographic: Arlington Cemetery"** sheet

**WORDS: shrines, pagoda, disassemble, pneumonia, cowlick, patriotic, disgracing, scholar, liberation, differential, wrenched, dainty, inexpressive, repellent, morality, evaporate, gape**
 * Use following words to: **
 * 1) Define the word
 * 2) Write out the phonetic spelling (in parentheses after the words in the dictionary)
 * 3) Use all 17 words in an INFORMAL letter to the AUTHOR (Tim O'Brien) about YOUR reaction to the novel thus far



[|Literary Elements Assignment Link]

(Download this document for the questions)

You MUST use this link to complete the assignment above:

http://stich.it/siMTU5Mg (Mrs. G's Web Search Link)

Please view the following documentary regarding the My Lai Massacre (author Tim O'Brien commentary): [|My Lai Massacre]




 * Click the assignment below that corresponds with the above video:**



[|Elements in Myths]

[|Creation Myths]

[|North American Myths]

[|Native American Myths]


 * SL - FB Project - click on link below to open template:**

Harper Lee - To Kill a Mockingbird






[|Great Depression Timeline] [|Important Dates of Great Depression] [|Cost of Living 1933]

[|The Scottsboro Trials]

John Knowles - __A Separate Peace__

 * [|Phillips Exeter Academy]
 * [|John Knowles - Wikipedia]
 * [|John Knowles - Biography]

Click for class notes: