English+II+(10th+grade)


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

__**Essay Prompt:**__ ** 100 points Final Due: May 12 ** Works Cited (centered on page - NOT BOLDED OR IN CAPS)
 * Select ONE of the following themes which are presented in //The Things They Carried//:
 * Escape of reality (ex: the reality of war)
 * Coping with guilt
 * Physical and emotional burdens
 * Story-truth vs. happening truth
 * Fear/shame as motivation
 * The manipulation of the truth to create a story
 * Loneliness and isolation
 * Morality
 * Using ONE of the above themes you must cite //at LEAST 5 very specific examples// to support how the theme is demonstrated in O'Brien's novel.
 * Use the five specific examples that you select to develop a thesis to prove how O'Brien demonstrates the theme
 * REQUIREMENTS
 * Thesis: must be clearly defined and support ONE side of the issue. Meaning, you may not waver and say that the story does AND does not illustrate something.
 * 4 pages TYPED: double-spaced. Points WILL BE LOST for not completing this requirement.
 * Conventions: punctuation/capitalization/spelling
 * Paragraph organization: the paper must be cohesive and flow without moving from topic-to-topic/issue-to-issue. Meaning, the paper must read smoothly without disjointed information. Stick to your theme and remember to prove your thesis.
 * Introduction: BRIEF summary setting-up your chosen theme - do NOT summarize the book. Your thesis must be apparent in the introduction.
 * Conclusion: This is ESSENTIAL. Do NOT just leave your reader hanging, but rather provide a wrap-up for how/why O'Brien illustrated your chosen theme.
 * MLA citation - REQUIRED. Meaning, when paraphrasing or using a direct quote from the novel, you MUST use the following parenthetical citation: (O'Brien 4). Note: use the author's last name, followed by the page # (not using pg./#/etc) - JUST THE # OF THE PAGE and the period is OUTSIDE the parentheses.
 * Works Cited: last page of your paper and must read EXACTLY as follows:

O'Brien, Tim. //The Things They Carried//. Boston: Houghton Mifflin Harcourt, 2009.

*Book must be finished by Friday, May 6. All questions due (chpts. 16-22) on Friday as well!*

Wed., April 27-Fri., April 29

Chapter 8: “The Dentist”
 * Reading Questions for //The Things They Carried //**
 * *Chapters 8-15 due on Friday, April 29* **
 * 1) Describe the dentist and what he does for the men.
 * 2) Who is afraid to visit the dentist? Why is this ironic?

Chapter 9: "Sweetheart of the Song Tra Bong"
 * 1) Does the author believe this story? CITE EVIDENCE (examples) from the story to justify your answer.
 * 2) Who are the Greenies?
 * 3) Describe Mary Anne's evolution from the time she arrives, how her behavior changes and what happens to her in the end.

Chapter 10: "Stockings"
 * 1) Cite the simile the compares Henry Dobbins to "America itself". Explain the comparison.
 * 2) What is Henry Dobbins' talisman?
 * 3) Even after his girlfriend dumps him, Dobbins continues to use the stockings. Why? Cite the quote that supports why he does this.

Chapter 11: "Church"
 * 1) Why does Kiowa believe it is "wrong" to set-up a church?
 * 2) What is ironic about Kiowa wanting to be a minister?
 * 3) What does the "washing motion" of the monks symbolize?

Chapter 12: "The Man I Killed"
 * 1) Why does O'Brien provide such a detailed description of the dead soldier at the beginning of this chapter?
 * 2) What is the purpose of the hypothetical life O'Brien creates for the dead soldier? What is the metaphor that he offers?
 * 3) What does Kiowa tell O'Brien to make him feel better?

Chapter 13: "Ambush" **(*Remember: this was the chapter O'Brien read aloud and discussed in the interview you watched*)**
 * 1) What does Kathleen as O'Brien?
 * 2) Who is Kathleen? Is she real? Why did O'Brien answer her the way he did?
 * 3) How does O'Brien justify the kill? (hint: pg. 126 explains the how/why)
 * 4) How does this relate to chapter 12?
 * 5) How does O'Brien finish this chapter? What is he still dealing with?

Chapter 14: "Style"
 * 1) Why is the girl dancing AND why does she cover her ears?
 * 2) Why does Dobbins get angry with Azar?
 * 3) How does the dancing girl relate/represent the girl in Chapter 9?

Chapter 15: "Speaking of Courage"
 * 1) What do the layers of narratives in this chapter seem to deal with?
 * 2) Why does Norman not stop to talk to Sally? What specifically does he say and why does he say this?
 * 3) Explain the 'conversation' Norman 'would have had' with his father regarding the Silver Star.
 * 4) What happened to Kiowa in Norman's reflection in this chapter?
 * 5) What do the sewage field and lake symbolize? Meaning, they metaphorically compare to what in the soldier's life - this requires some in-depth thought!

Friday, April 22 Tim O'Brien talks about //The Things They Carried//

Thursday, April 21

Open this and complete the exercises skimming back through the chapter entitled, "Spin", which will help you compile evidence from the novel to begin thinking about the theme.



My Lai Massacre

Chapter 1: “The Things They Carried” > weight? What effect does it have on you?
 * Reading Questions for //The Things They Carried //**
 * 1) In the list of all the things the soldiers carried, what item was most surprising? Which item did you find most expresses the concept of the war? Which item would you choose to keep with you?
 * 2) In what sense does Jimmy love Martha? Why does he construct this elaborate, mostly fictional, relationship with her: What does he get out of it?
 * 3) Why do the soldiers tell jokes about the war, about killing?
 * 4) How is the idea of weight used and developed in the story? How do you, as a reader, feel reading those lists of

Chapter 2: “Love” > prefer to have remain unknown?
 * 1) What could Jimmy Cross never forgive himself for?
 * 2) How did Jimmy get a new picture of Martha playing volleyball?
 * 3) What does Jimmy ask Tim to do when he writes his story?
 * 4) What does he tell Tim NOT to mention?
 * 5) What does it tell us about Tim O’Brien, the narrator, that he reveals character traits of Cross’s that Cross would

Chapter 3: “Spin”
 * 1) What do we learn about Azar’s character in this story?
 * 2) How was the war NOT like a game of checkers?
 * 3) How did the “old poppa-san” help the platoon? What was his special skill?
 * 4) What does Norman Bowker wish for, more than anything?
 * 5) What does Kiowa say when his rain dance doesn’t work?
 * 6) What did Azar do to Ted Lavender’s puppy?
 * 7) What does Azar say about his action?
 * 8) Identify in this story moments of beauty and/or serenity.
 * 9) How is this story structured? What can you say about all these short sections?
 * 10) According to Tim, what are stories for?

Chapter 4: “On the Rainy River” > anyone.” What effect do they have on the reader? > Why go into such specific detail? > has O’Brien learned about himself, and how does he return home as a changed person? > in finite quantities, like an inheritance, and by being frugal and stashing it away and letting it earn interest, we steadily increase our moral capital in preparation for that day when the account must be drawn down. It was a comforting theory.” What might the 43-year-old O'Brien's theory of courage be?
 * 1) How did Tim feel about the Vietnam War while he was at college? Do his actions and language support the idea that he “hated” the Vietnam war?
 * 2) What were Tim’s options once he received his draft notice? Who did he hold responsible for his situation? Who did he think should go to war instead of him?
 * 3) What does Tim say is Elroy Berdhal’s role in his life? What sort of person was Elroy? How did Tim know?
 * 4) How do the opening sentences prepare you for the story?: “This is the one story I’ve never told before. Not to
 * 1) Why does O’Brien relate his experience as a pig declotter? How does this information contribute to the story?
 * 1) At the story’s close, O’Brien almost jumps ship to Canada, but doesn’t: “I did try. It just wasn’t possible.” What
 * 1) In this chapter, we learn the 21-year-old O'Brien's theory of courage: “Courage, I seemed to think, comes to us

Chapter 5: “Enemies”
 * 1) Who broke whose nose?
 * 2) What was the effect of the fight on Jensen?
 * 3) What did Jensen finally do to resolve the conflict between them?
 * 4) What is the irony of this chapter’s title?

Chapter 6: “Friends > O’Brien (the author) reverse this traditional order when sequencing these chapters?
 * 1) What was the pact that Dave Jensen & Lee Strunk made together?
 * 2) What was Lee afraid of when he saw Jensen, and what did he make him promise?
 * 3) The phrase that inspires these two chapters is normally characterized as “friends and enemies.” Why does
 * 1) Using both chapters “Enemies” and “Friends,” explain how war distorts the normal social codes.
 * 2) What is the irony of this chapter’s title?

Chapter 7: “How to Tell a True War Story”
 * 1) According to O'Brien, how do you tell a true war story? What does he mean when he says that true war stories are never about war? In what sense is a “true” war story actually true? That is, in O’Brien’s terms, what is the relationship between historical truth and fictional truth?
 * 2) Why does this story begin with the line: “This is true.” How does that prepare you, as a reader, for the story? In what sense is “this” true?
 * 3) Find a few of O’Brien’s elements of a “true war story.” (such as, “A true war story is never moral.”) Why does O’Brien believe these elements are important to a “true” war story?
 * 4) Why is the baby water buffalo scene more disturbing than the death of one of O’Brien’s platoon members, Curt Lemon?
 * 5) O’Brien explains that this story was “not a war story. It was a love story.” In what sense is this a “love story”? Why?

__ Thursday, March 10: __ Complete the following and turn-in at the end of class today. I will address what is not finished on Friday when I return. Task #1 Consider each of the following changes in plot, and briefly describe how each might affect the other events and outcome of the play. To receive credit for this task, you will need to stay true to the traits of the character in each of the scenarios and stay relevant to the story. Respond in AT LEAST one FULL paragraph (5 sentences) for each different plot event:


 * Instead of ignoring the soothsayer, Caesar has a long talk with him about why he should beware the ides of March.
 * Brutus refuses to go along with the conspiracy, and tells Caesar about it.
 * Caesar is too frightened by Calpurnia's dream to leave the house.

Using the chart that we created to compare the ETHOS, PATHOS and LOGOS of Brutus' and Anthony's funeral speeches as Caesar's body is brought before the Senate, you will be creating an advertisement to convey who is the most persuasive speaker: Brutus or Anthony. Choose either Brutus or Antony and pretend that he is running for President! It is your job to create an advertisement campaign that advocates for your candidate. In order to do this, you need to think about what traits make a strong leader and reasons why your candidate really embodies these specific traits. //The following elements must be included:// >> evidence from the play proving that the character possesses that strength) >>
 * Task #2 (NOTE: This may take more than one period because it requires creativity to do a nice job - if you put forth the effort and can turn-in what your ideas are at the end of class, I may agree to give you time on Friday to finish this task.) **
 * The name of your candidate and a slogan for them
 * At least two strengths of your candidate (and each strength must have concrete
 * You must acknowledge your candidate’s weakness and explain why it would NOT be a concern. (For example, “Brutus may appear naïve and gullible, but really…”)
 * Explain at LEAST two reasons why the other character would be a poor choice for leader; text evidence must be included to support your claims.
 * Your advertisement must clearly illustrate ETHOS, PATHOS or LOGOS (one or more than one of these is fine),

Tuesday, March 1: Creating a Works Cited


 * This is your very LAST page (NOT included in your total page count)
 * The words "Works Cited" must be CENTERED, IN ALL CAPS, NOT BOLDED/ITALICIZED/UNDERLINED, NOT in quotes ("")
 * Alphabetized by author or website or title
 * You MUST use TIMES NEW ROMAN 12 pt font - just like the rest of your paper! (YOU WILL LOSE POINTS IF YOU ARE NOT following this requirement)

Here are some examples for citing per MLA format - you MUST do this manually and NOT use a Noodle Tool type of system:

Article on a website: “The Literary Fairy.” //faerie.monstrous.com//. n.d. 2011. Web. 10 Feb. 2014.

NOTE: You would NOT cite an ENTIRE website - it MUST be a portion/article/etc. from a website. Also, 'Google' is NOT a source!

Website Journal: Caesar, Terry. “Motherhood and Postmodernism.” //American Literary History// 7.1 (1995): 120- 40. //jstor.org//. Web. 20 Dec. 2015.

Website article WITH an author: Barrett, Charlotte. “Introduction to the Victorian Gothic.” //writersinspire.org//. n.d. Web. 25 Jan. 2016.

  Wed., Feb. 17:  
 * 1) Download the [[file:outlinetemplate.docx]] to complete the final outline for your research topic.
 * 2) The outline is MANDATORY and worth 50pts.
 * 3) Use this template as a guide to help you finalize your outline.
 * 4) The final due date for the paper will be changed.
 * 5) Please do your best to formulate a working/practice thesis statement as indicated on the template.
 * 6) Turn-in your final outline to me via Google Docs - NOT PRINTED!

<span style="background-color: #9e8e8e; color: #f2d53c; display: block; font-size: 27.2px; text-align: center;"> Formulating the Research Question:

Choose a general topic of interest, and conduct preliminary research on this topic in current periodicals and journals to see what research has already been done. This will help determine what kinds of questions the topic generates. Once you have conducted preliminary research, consider: Who is the audience? Is it an academic essay, or will it be read by a more general public? Once you have conducted preliminary research, start asking open- ended “How?” “What?” and Why?” questions. Then evaluate possible responses to those questions.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">How Do You Formulate A Good Research Question? **

Examples: Say, for instance, you want to focus on social networking sites. After reading current research, you want to examine to what degree social networking sites are harmful. The Writing Center at George Mason University provides the following examples and explanations: Possible Question: Why are social networking sites harmful?

An evaluation of this question reveals that the question is unclear: it does not specify which social networking sites or state what harm is being caused. Moreover, this question takes as a given that this “harm” exists. A clearer question would be the following: Revised Question: How are online users experiencing or addressing privacy issues on such social networking sites as Facebook and Twitter?

This version not only specifies the sites (Facebook and Twitter), but also the type of harm (privacy issues) and who is harmed (online users). While a good research question allows the writer to take an arguable position, it DOES NOT leave room for ambiguity. Checklist of Potential Research Questions in the Humanities (from the Vanderbilt University Writing Center): 1) Is the research question something I/others care about? Is it arguable?

2) Is the research question a new spin on an old idea, or does it solve a problem? 3) Is it too broad or too narrow?

4) Is the research question researchable within the given time frame and location? 5) What information is needed? Research Question in the Sciences and Social Sciences While all research questions need to take a stand, there are additional requirements for research questions in the sciences and social sciences. That is, they need to have repeatable data. Unreliable data in the original research does not allow for a strong or arguable research question. In addition, you need to consider what kind of problem you want to address. Is your research trying to accomplish one of these four goals? 1 1) Define or measure a specific fact or gather facts about a specific phenomenon. 2) Match facts and theory.

3) Evaluate and compare two theories, models, or hypotheses.

4) Prove that a certain method is more effective than other methods. Moreover, the research question should address what the variables of the experiment are, their relationship, and state something about the testing of those relationships.

<span style="background-color: #9e8e8e; color: #f2d53c; display: block; font-size: 27.2px; text-align: center;">Julius Caesar (Shakespeare) **__Background Information:__**


 * Caesar's Demise (2 min. video)
 * Why was he stabbed? (inferential)
 * What were his famous last words? (literal)
 * [[file:Betrayal Activity.ppt]]
 * Folger Shakespeare Library: //Julius Caesar//

The Common-Core 'Attack' on Caesar:




 * 1) **__Plot:__** Video
 * 2) No Fear Shakespeare

Pathos: an //__emotional appeal__// meant to lure an audience with an attachment to emotions ( think sympathy, suffering and experience )

Logos: a //__logical appeal__// meant to lure an audience with logic and reason ( think facts or statistics )

Ethos: an //__ethical appeal__// meant to lure an audience by credibility ( think about an unbiased opinion, elevated vocabulary and proper expertise followed by proper grammar )

Act I Sc ii:


 * [[file:Cassius Speech I ii.pdf]]
 * [[file:Cassius speech template I ii.pdf]]

Act II Sc i:


 * What does it mean to be corrupt? How can someone act corrupt? Why might others fear a person that is corrupt?
 * Plot synopsis thus far
 * [[file:Brutus Soliloquy Act II sc i.pdf]]
 * [[file:Brutus Soliloquy Template Act II Sc i.pdf]]

Act III Sc ii:


 * [[file:Brutus funeral speech.pdf]]
 * Review/thinking questions!
 * [[file:ANTONY'S SPEECH.pdf]]

Act IV Sc iii:


 * Caesar's Ghost


 * (CAESAR'S GHOST) **


 * Act IV Scene iii
 * Great Caesar's Ghost

Use the annotation notes that we completed in class for Marc Antony's Funeral Speech to complete the following:


 * Write a 10 sentence response explaining how and why Antony’s speech was the turning point in the play. Include:

-Introduction


 * Details from play based on events and characters

-Your own insight and inferences

-Closure

Persuasive Techniques:


 * [[file:CommonPersuasiveTechniques.ppt]]
 * Persuasive Strategies

Wed., Dec. 20: Assignment: Write 7 sentences (one full paragraph) explaining how Creon is insulting the god and what is at risk based on his ruling of executing Antigone. Use at LEAST two specific examples from the fight between Creon and Haimon.

Thurs., Dec. 10:


 * __ Chapter 16 __**

1. What does Atticus mean when he says that Mr. Cunningham has “blind spots”?

2. Describe the atmosphere before the trial. Why are the blacks and whites separated?

3. Who is Dolphus Raymond? What do we learn about him and the way he lives his life?

4. Why don’t the Raymond children fit in?

5. Although Atticus has been appointed to defend Tom, the people of Maycomb are against it. Why?

6. Who helps the kids find a seat in the courtroom? Where do they sit?

7. How is the arrangement of the courtroom then different from modern courtrooms today?

__** Chapter 17 **__

1. Why does Atticus ask whether anyone called for a doctor? Why is this important?

2. Describe Mayella’s injuries.

3. Where do the Ewells live? Describe their home and living conditions.

4. Why do you think the Ewells eat squirrel, possum, and rabbit?

5. Summarize Bob Ewell’s interpretation of the incident.

6. Why does Atticus ask Ewell to write his name?

7. What do you think Jem realizes when he pounds the rail and says, “We’ve got him”?

8. What does Scout mean when she says, “I thought Jem was counting his chickens”?

Mon., Dec. 7:


 * ** Response Journal #2: TKAM (chpts. 12-13): Maycomb's Caste System **
 * 1 page
 * 1st paragraph: Introduce your topic and state your thesis
 * Thesis statements MUST be at the end of your 1st paragraph
 * Thesis statements state the foundation of what your paper is about and essentially list the items/categories/etc. that you will discuss
 * Thesis statements are never: "This is my paper about…" or "I will now discuss…"
 * __Thesis statement example__: **In //To Kill a Mockingbird//, Atticus Finch exemplifies a model parent because he is kind and sensitive, yet he is also a stern disciplinarian**.
 * 2nd and 3rd paragraphs: Explain YOUR perspective…the most important aspect:
 * Explain Aunt Alexandria's theory regarding the caste system in Maycomb
 * Explain Scout's understanding of the caste system in Maycomb
 * Explain YOUR understanding AND assessment of the caste system in Maycomb
 * 4th paragraph **CONCLUSION** - you MUST have a conclusion! It cannot be, "Thanks for reading" OR "This was my paper about…" OR "…and these are the reason I think…"

Thurs., Dec. 3: Summarize chapter 9, 10 and 11 - SEPARATELY. Remember, a summary includes ALL of the main/critical elements of a selection - including char./setting/conflict/quotes/etc.

Tues., Dec. 1: TKAM chapters 9-11

__Chapter 9__ 1. Why does Scout get in a fight with Cecil Jacobs? 2. Why does Atticus feel he needs to defend Tom Robinson? 3. What do you think Atticus means when he says, “Just because we were licked a hundred years before we started is no reason for us to not try to win”? 4. Where does the Finch family go every Christmas? 5. What do the children get for Christmas? 6. What problem does Aunt Alexandra have with the way Scout is growing up? How does she attempt to provide female influence? 7. Why does Scout get in a fight with Francis? What is the result? 8. Describe Scout’s relationship with Uncle Jack.

__Chapter 10__ 1. Name five things we learn about Atticus in this chapter. How does Scout feel about her father at the beginning of this chapter? 2. According to Miss Maudie, why is it a sin to kill a mockingbird? 3. What does Miss Maudie teach Scout about her father? 4. Who is Tim Johnson? What is wrong with him? 5. Why does Mr. Tate give the rifle to Atticus, rather than shooting the dog himself? 6. Why do Jem and Scout now have a new appreciation for Atticus?

__Chapter 11__ 1. Describe Mrs. Dubose. 2. Why does Jem destroy Mrs. Dubose’s flower garden? 3. What does Atticus mean when he says, “This case, Tom Robinson’s case, is something that goes to the essence of a man’s conscience—Scout, I couldn’t go to church and worship God if I didn’t try to help that man”? 4. What is Jem’s punishment for ruining the flower garden? 5. Why is Mrs. Dubose so sick? 6. What does Atticus tell Jem was the one thing Mrs. Dubose wanted to do before she died? 7. What does Mrs. Dubose give Jem? 8. What is the reason Atticus wanted Jem to meet Mrs. Dubose?

Mon., Nov. 30:
 * ** Response Journal #1: Parenting in TKAM **
 * 1 page
 * 1st paragraph: Introduce your topic and state your thesis
 * 2nd paragraph: Explain YOUR perspective…the most important aspect:
 * What makes Atticus a good father?
 * Identify qualities/character traits that support your opinion.
 * Provide specific examples from the text.

Mon., Nov. 16:

// To Kill a Mockingbird //


 * Chapter 3 **
 * 1) How does Walter claim he almost died his first year of school?
 * 2) Why has Walter been unable to pass the first grade?
 * 3) What does Walter do at dinner that surprises Scout?
 * 4) What does Calpurnia tell Scout as a result of her outburst?
 * 5) What do the kids first think causes Miss Caroline to scream? What is the real reason she screams?
 * 6) Why do you think the Ewell children only come to school on the first day? What do you think is the reason many Maycomb children need to stay at home for the rest of the year?
 * 7) What is your reaction to the way Burris treats Miss Caroline?
 * 8) What is Atticus’s solution when Scout tells him that she doesn’t want to go back to school?
 * 9) What do we learn about the Ewell family from Scout and Atticus’s conversation?
 * Chapter 4 **
 * 1) What treasures do Scout and Jem find in the knot hole of the tree?
 * 2) How does Scout end up in the yard in front of the Radley house?
 * 3) What new game do the kids create? How is it played?
 * 4) What do we learn about the children’s belief in superstitions in this chapter? Explain their behavior.
 * 5) Scout says that Atticus’s return was the second reason she wanted to quit playing. What was the first reason?

Wed., Nov 11: <span style="background-color: #faf6f6; color: #210b0c; font-size: 180%; line-height: 0px; overflow: hidden;">

Oct. 30:
 * Watch "There Will Come Soft Rains"
 * Write AT LEAST two paragraphs carefully comparing/contrasting the story that we read with the short video clip.
 * Write AT LEAST two paragraphs suggesting how this story could actually happen
 * Conclude with ONE PARAGRAPH explaining the fear of this particular topic ocurring
 * This is due AT THE END OF CLASS TODAY!

Oct. 21-23:
 * You are responsible for completing the review guide for the short story unit test, which will be due IN CLASS on Friday, Oct. 23.
 * You must use the textbook to locate the information.
 * You must answer ALL OF THE QUESTIONS for ALL OF THE STORIES.
 * You must answer in COMPLETE sentences!
 * Please ask the sub if they can send the study guide to be printed in the LRC if you wish to have copies made - please call Mrs. Crayton FIRST before doing so to ask permission.
 * The test for all of the stories will be next week but not before we review everything together!
 * Download the [[file:Short Story Review Guide.docx]] here! There are questions for EACH story!
 * Stories covered and on the test:
 * Stories covered: **
 * The Monkey’s Paw (Jacobs)
 * // from // Swimming to Antarctica (Cox)
 * Occupation: Conductorette (Angelou)
 * Making History with Vitamin C
 * Contents of a Dead Man’s Pocket (Finney)
 * The Open Window (Saki)
 * There Will Come Soft Rains (Bradbury)


 * Monday, Oct. 19 & Tuesday, Oct. 20: **
 * 1) On Monday, you will in the LRC on the computers; Tuesday, you will have the Chromebooks.
 * 2) Read "There Will Come Soft Rains", which has been assigned online with the textbook.
 * 3) Please complete the following within the online textbook - all will be due AT THE END of class on Tuesday; however, you MUST use your time wisely as you will also be responsible for reading the story in its entirety:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Critical Thinking: #1-4 AND the question at the bottom
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Grammar Practice: #1-9
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Writing: Summary according to the directions for "There Will Come Soft Rains", including BOTH the letter AND the one for a newspaper according to directions.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Please complete the writing portion in a Google Doc for me to view!

Friday, Oct. 9 and Monday, Oct. 12 (complete all THREE bullet points below regarding Maya Angelou - these are ALL due on Monday at the end of class. You may use Google Docs to create the responses) >
 * Read the New York Times article, <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Schomburg Center in Harlem Acquires Maya Angelou Archive. **Summarize the KEY DETAILS of the article and the PURPOSE of the article** (what is the premise - what is the importance of this article - what are they preserving - how many items or WHAT particular items are the preserving…use these ides to summarize the article). The summary should be AT LEAST one paragraph (5-7 complete sentences).
 * Find Your Voice and Tell Your Story

Listen to yourself and in that quietude you might hear the voice of God. (Dr. Maya Angelou's final Tweet before her passing in 2014) <span style="font-family: 'Times New Roman',Times,serif;">As the many students who have read Maya Angelou’s often-taught “I Know Why the Caged Bird Sings” already know, for Ms. Angelou, “finding her voice” meant something much more than just learning to write well. A [|2002 Times article] summarized it this way:

At age 3, she moved in with her paternal grandmother in Stamps, Ark., after her parents’ divorce. After reuniting with her mother in St. Louis, she was raped at the age of 7½ by her mother’s lover, who was murdered before he could serve his sentence. Ms. Angelou, who testified against him, did not speak for nearly six years, thinking that her voice had killed him and that if she spoke again, she’d kill someone else. In her silent childhood, she developed a love of language and a remarkable memory. She says she speaks seven or eight languages. In a [|2010 article] about her desire to archive her personal papers and documents, she connected the need to tell her story with African-American history: Ms. Angelou said that transparency about her life and work connected her to a long African-American tradition of preserving and retelling personal history. “Hold those things that tell your history and protect them,” she said. “During slavery, who was able to read or write or keep anything? The ability to have somebody to tell your story to is so important. It says: ‘I was here. I may be sold tomorrow. But you know I was here.’ ”

What personal history, whether from your life or from the life of someone in your family, past or present, most defines who you are and how you came to be? How could you tell it? Consider adapting ideas from our lesson plan [|Everyday Voices: Finding Black History in Unexpected Places] to help. Complete a ONE PAGE RESPONSE/ESSAY > <span style="color: #333333; font-family: georgia,'times new roman',times,serif; font-size: 16px;">“If growing up is painful for the Southern Black girl, being aware of her displacement is the rust on the razor that threatens the throat,” Ms. Angelou wrote in “I Know Why the Caged Bird Sings.” > Learn about life in the 1930s in Stamps, Ark., via both primary and secondary resources like [|these from Ferris State University], [|PBS] , [|the Library of Congress] or [|Duke University]. > What historical context do readers of “Caged Bird” need in order to understand the world in which Ms. Angelou grew up? Create a gallery walk, multimedia presentation or bulletin board that might help provide background. >
 * Understand the Jim Crow South and How it Shaped Ms. Angelou’s Work

Monday, Oct. 5: Maya Angelou - //I Know Why the Caged Bird Sings//

http://www.poetryfoundation.org/poem/178948 Biography: She was born April 4, 1928, in Marguerite Johnson St. Louis. She was the first trolley car conductor, in 1944. Won a scholarship to study dance with Pearl Primus. Later on in the 1950's she appeared in a off-Broadway play, made many Broadway debuts. Later in the 1980's she was in USA Today list of fifty black role models. She was married twice first to Tosh Angelou and then to Paul Du Feu. She has only one kid his name is Clyde Angelou.

Video: SNL Satire of Angelou Post-It Note Activity

Wed., Sept. 30:
 * Please watch a brief excerpt about Lynne Cox. Click HERE
 * Complete the questions for [[file:Swimming to Antarctica.docx]]
 * If you have completed the questions above, which are due TODAY, then please write a 1 page analysis about Lynne Cox's story and your perspective on pursuing something that presents great obstacles. Make sure you have a thesis! Think about Cox's perspective before, during and after her swim. Find one challenge or pursuit in your life that presented changing perspective before, during and after that experience.

Tues., Sept. 28 :

Thurs., Sept. 24: Practicing Thesis Statements!


 * In-class: Handout - 10 topics
 * HW: Handout (side #2):
 * 1) Pick 2 statements.
 * 2) On the first line, state whether you are FOR or AGAINST the statement.
 * 3) Bullet point 4 examples of evidence to support your argument and help you prove your argument either for or against the statement.
 * 4) Write 1 paragraph about ONE of the statements you chose.
 * 5) CREATE a thesis statement about your topic and your stance about your topic.
 * 6) Use the 4 bullet pointed examples in your paragraph.
 * 7) Use a separate sheet of paper to write your paragraph.




 * Mon., Sept. 21: SCURVY DAY!!! **

Scurvy Video


 * Textbook reading: "Making History with Vitamin C" (pg. 167) - this selection has been assigned on your online textbook.**


 * Assignments: Vocabulary handout (in-class)**


 * Tues., Sept. 22: SCURVY Part II **
 * ** Finish reading "Making History with Vitamin C" - you may use the online textbook. **
 * ** Use the assigned online textbook work to complete the Critical Thinking Skills AND the Grammar Practice. Please remember - you WILL lose points for not writing in complete sentences or giving me simple one word answers. ALSO - you WILL lose points in the Grammar Practice if you don't watch the Grammar Tutorial first - it will be obvious that you did not watch the material prior to completing the assignment!  **
 * ** Answer the following questions using the links provided (you may either type your answers OR hand write them); **
 * 1) **Use Scurvy Causes and Symptoms to answer these questions:**
 * 2) **What are some of the symptoms of scurvy?**
 * 3) **How long have we known about scurvy?**
 * 4) **What causes scurvy?**
 * 5) **Who gets scurvy?**
 * 6) **What are the treatments for scurvy?**
 * 7) Use 10 Things You May Not Know About Capt. James Cook to answer these questions:
 * 8) **Explain Cook's first voyage; WHY was it a secret?**
 * 9) **What "nutrient rich" and "unlikely source" helped to keep Cook's expeditions scurvy-free?**
 * 10) **Why did Britain's enemies respect Cook?**
 * 11) **Why did Cook suffer a grossly death?**
 * 12) **Why is Cook linked to the scurvy story in our** **textbook?**

<span style="color: #eb084c; font-family: 'Times New Roman',Times,serif; font-size: 23px;">Essay #1
 * <span style="color: #e6107b; font-family: 'Times New Roman',Times,serif; font-size: 18px;">Prompt: <span style="color: #181617; font-family: 'Times New Roman',Times,serif; font-size: 18px;"> Consider the fate of the White family following their experience with the 'paw': be careful what you wish for. Using this concept, create your OWN narrative that illustrates how a character can never be satisfied with their desires once they are attained. In other words, it is human nature to wish for something they do not have; however, if a wish is satisfied then the cap is never placed on more and more wants! (Think 'If You Give a Mouse a Cookie'!) **


 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; font-size: 18px;">Requirements: **


 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**Electronic submissions (use your Google Docs)**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**2 pages (one-side of each page/double-spaced)**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**Typed (Times New Roman/12 pt font)**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**Capitalization**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**Punctuation**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**Spelling (USE SPELL CHECK)**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**Indent paragraphs**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**Introductory paragraph that illustrates the setting and character(s)**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**Clear conflict that addresses what the character(s) want to wish for**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**Clear demonstration of how the character(s) obtain their wish**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**Obvious fated conflict of what happens when the wish comes true**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif;">**Obvious need for the character(s) to wish for something else to combat the negative outcome of their first wish**

Paper Due Dates:


 * 1) Prompt assigned: Fri., Sept. 11 *MANDATORY (for a grade)
 * 2) 1st draft: Fri., Sept. 18
 * 3) 2nd draft: Tues., Sept. 22 *OPTIONAL- only if you wish for me to review your paper one last time
 * 4) FINAL DUE: Fri., Sept. 25

Monday, Sept. 14, 2015:
 * BW question
 * "Contents of a Dead Man's Pocket" assigned (this has been assigned online as well)
 * Vocab/Content questions distributed - due on Wed., Sept. 16

Friday, Sept. 11, 2015: <span style="color: #eb084c; font-family: 'Times New Roman',Times,serif; font-size: 180%;">Essay #1 **<span style="color: #e6107b; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Prompt: <span style="color: #181617; font-family: 'Times New Roman',Times,serif; font-size: 140%;"> Consider the fate of the White family following their experience with the 'paw': be careful what you wish for. Using this concept, create your OWN narrative that illustrates how a character can never be satisfied with their desires once they are attained. In other words, it is human nature to wish for something they do not have; however, if a wish is satisfied then the cap is never placed on more and more wants! (Think 'If You Give a Mouse a Cookie'!) ** **<span style="color: #181617; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Requirements: **
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**Electronic submissions (use your Google Docs)**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**2 pages (one-side of each page/double-spaced)**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**Typed (Times New Roman/12 pt font)**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**Capitalization**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**Punctuation**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**Spelling (USE SPELL CHECK)**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**Indent paragraphs**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**Introductory paragraph that illustrates the setting and character(s)**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**Clear conflict that addresses what the character(s) want to wish for**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**Clear demonstration of how the character(s) obtain their wish**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**Obvious fated conflict of what happens when the wish comes true**
 * <span style="color: #181617; font-family: 'Times New Roman',Times,serif; line-height: 22.5px;">**Obvious need for the character(s) to wish for something else to combat the negative outcome of their first wish**

Tuesday, Sept. 1, 2015:


 * Directions: Open the following assignment in word and follow the directions. This IS FOR A GRADE and is to be completed INDEPENDENTLY. You will have all period to complete the assignment and should be turned-in at the end of class. You may either type your answers in the document OR you may HAND WRITE your answers. If you choose to type it, please save it under "File", "Save As" and be sure to change the location of the file to YOUR DOCUMENTS! You may ask for help if needed, but this should be fairly simple! Good luck!**




 * //THE// RESEARCH PAPER **

Download the here!

Step 4 (per the above downloadable 'Options' document):


 * 1) Keeping your notes organized...Notebook style! In this method, you record all information on a single page or a series of pages in a notebook. **You may collect the following information in your notebook, a Word document or GoogleDocs**!

> * Write the author, title, place of publication, publisher, and year of publication at the top of the page for each source. > * Make notes in the middle of the page, leaving wide margins. > * In the right-hand margin, record the page numbers from the source that correspond to your notes. > * In the left-hand margin, note the specific topic to which each piece of information relates. > * Begin a new page for each source you consult, or if you have abundant information for each chapter from a text, list your notes per chapter. Another possibility is listing your notes according to topic--but this is more difficult since your notes will no longer follow the same sequence as the ideas in the article or book. Remember that if you do list according to topic, it is very important to list page numbers from the source since it can get very confusing otherwise. > * Basically, use the same methods as suggested for index style: summary, paraphrase, and direct quotation.

COMMON ERRORS TO AVOID

 * 1) The most common and most serious error students make in taking notes is to copy the wording of the source directly, either word-for-word or with minor changes. This not only prevents students failing processing the information fully in their own minds, but also encourages plagiarism since the notes find their way into the paper. The best way to avoid this is not to look at your source as you write your notes. That way you will be sure to use your own words.
 * 2) Including too much detail in notes slows you down. If you are doing this, you are not distinguishing between significant and insignificant information. Notes are meant to be concise!
 * 3) Direct quotations should be used only when you have a special purpose. If you use a direct quotation, copy it accurately!
 * 4) Remember to include page numbers in your notes. Otherwise, you will have to spend valuable time returning to the sources to find page numbers, and you will leave yourself open to error.



Click to download the Cornell Notes and introduction to the Greek stage! We will complete this in class on Thurs., 2/12 and Tues. 2/17! You may either use a book or the online textbook (to the left of this page in the navigation menu)!
 * Introduction to Greek Tragedy **

Click for the checklist that you must complete BEFORE turning-in your final paper!
 * Writing 101 - Back to the Basics Checklist **


 * Writing 101 - Back to the Very Basics People! **

** What Makes Writing So Important? **
 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-family: Verdana,Helvetica,sans-serif; font-size: 11px; font-size: 13px;">Writing is the primary basis upon which your work, your learning, and your intellect will be judged—in college, in the workplace, and in the community.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing expresses who you are as a person.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing is portable and permanent. It makes your thinking visible.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing helps you move easily among facts, inferences, and opinions without getting confused—and without confusing your reader.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing promotes your ability to pose worthwhile questions.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing fosters your ability to explain a complex position to readers, and to yourself.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing helps others give you feedback.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing helps you refine your ideas when you give others feedback.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing requires that you anticipate your readers’ needs. Your ability to do so demonstrates your intellectual flexibility and maturity.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing ideas down preserves them so that you can reflect upon them later.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing out your ideas permits you to evaluate the adequacy of your argument.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing stimulates you to extend a line of thought beyond your first impressions or gut responses.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing helps you understand how truth is established in a given discipline.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing equips you with the communication and thinking skills you need to participate effectively in democracy.


 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Writing is an essential job skill.

~based upon brochures from Brown University <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px;">and the University of Missour i   The Unmasking of Aestheticism in //The Picture of Dorian Gray// Prominent novelist and dramatist, Oscar Wilde, defied the principles of nineteenth century fin-de-siècle and Victorian literature with his Gothic melodrama, //The Picture of Dorian Gray//. With a repetition of motifs such as moral duplicity and self-indulgence, along with an emphasis on the fantastical egotism and psychoses of the title character, Wilde developed characters that were founded on the psychoanalytical theories of Sigmund Freud. Such psychosomatic conditions, including compromised moral choices, self-indulgence and what may have been perceived as atypical relationships, reflected Wilde’s attempt to harness the unequivocal debate regarding how life and art emulated one another. Thus, Oscar Wilde’s The Picture of Dorian Gray combined the eccentric elements of narcissism within the ambiguity of a Gothic paradigm in an effort to unleash the formerly inhibited thought previously grounded in Victorian aestheticism in order to reveal the authentic nature of nineteenth century British society. (This is the THESIS)
 * Open [[file:Writing 101.docx]]!
 * Example:

The Merry Wives of Windsor:


 * Topic: Create a ** SUSPENSEFUL ** narrative
 * Can use humans or animals as the subjects
 * Pt. of View: ** 1st or 3rd person **
 * Plot:
 * exposition, rising action, climax, falling action, resolution (no cliff-hanger)
 * remember to introduce the story (you MUST have an introduction ---do NOT simply jump into the story without informing your reader)
 * Requirements:
 * 3 paragraphs (15-20 sentences)
 * Capitalization
 * Punctuation
 * Spelling
 * Must be TYPED (use WORD)



Define the following literary elements:

Theme: Mood: Tone: Protagonist: Antagonist: Tragic Character:

Then, apply them to one of the following texts we’ve read in class by identifying the above literary concepts within the literature: //To Kill a Mockingbird// "Antigone" "Caesar"

Harper Lee - To Kill a Mockingbird
= = = = = = = = =Fire and Ice=

By [| Robert Frost]

Some say the world will end in fire, Some say in ice. From what I’ve tasted of desire I hold with those who favor fire. But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice.


 * CHAPTER 1 **
 * 1) When does the story begin? Show evidence to support the answer.
 * 2) How does Scout explain Dill?
 * 3) Describe the Radley manor. What do the people think of the Radley family in Maycomb?
 * 4) What does the word “phantom” mean?
 * 5) What do we know for a FACT about Boo Radley?
 * 6) Why are the kids so fascinated by Boo?
 * 7) Make a prediction about their summer.
 * CHAPTER 2 **
 * -//__Summarize__// (2-3 FULL/COMPLETE SENTENCES) the “quarter” incident with Scout, Miss Caroline and Walter. How does Scout respond to Miss Caroline? **
 * -What does Miss Caroline do to Scout on page 28? **
 * -Who is Miss Blount and why does she get upset with Miss Caroline? **
 * -“Had her conduct been more friendly to me, I would have felt sorry for her. She was a pretty little thing.” Explain this quote. **
 * CHAPTER 3 **
 * Describe the opening dispute between Walter and Scout. Who breaks it up?What does Jem invite Walter to do? **
 * What prevents Walter from having good grades? **
 * What does Scout mean by “He ain’t company, Cal. He’s just a Cunningham”? What does Calpurnia do in reaction? **
 * What scares Miss Caroline back at school the next day? **
 * What CAN’T Burris Ewell do? **
 * Describe how Burris Ewell looks **
 * How does the student in the class describe the Ewell family when Miss Caroline asks? **
 * How does Burris react to Miss Caroline on page 37 when she tells him to sit down? **
 * How does Calpurnia act to Scout when she comes home from school? **
 * What does Scout tell her father she wants to do? What is his response? **
 * What does Atticus saw about the Ewells? **
 * How does Atticus define “compromise”? **
 * How does Scout spend her Saturday? **
 * CHAPTER 4 **
 * 1) How does Scout criticize the school she is attending?
 * 2) Where do YOU think the gum and pennies coming from?
 * 3) What is a “Hot Steam”?
 * 4) What are the TWO reasons Scout has from wanting to quit “The Radley Game”?


 * CHAPTER 5 **
 * 1) Who is Miss Maudie? How does Scout feel about Miss Maudie?
 * 2) Why is Miss Maudie disgusted with “foot-washing Baptists”?
 * 3) How does Atticus explain the Radley’s right to privacy?
 * 4) What does Jem say about becoming a lawyer later in life?
 * CHAPTER 6 **
 * 1) Why do Jem & Scout peek into the Radley house window?
 * 2) What does Jem say to convince Scout to go along with his plan?
 * 3) What was Jem’s real motive for getting back his pants?
 * 4) Why do you think it was important for Jem to impress Atticus?

**// TO KILL A MOCKINGBIRD //**** INTERNET ACTIVITY - **

AUTHOR BACKGROUND <span style="font-family: 'Times New Roman',serif; font-size: 16px; line-height: 1.5;">1. When and where was Harper Lee born? What was her family like? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. Who was her childhood best friend? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. What did she study in college? Did she participate in any extra-curricular activities? Why might this be important to consider while reading //To Kill A Mockingbird?// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. How did her decision to move to New York make //To Kill A Mockingbird// a reality? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5. What year was //To Kill A Mockingbird// published? When was it adapted to screen? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6. Was Harper Lee honored in any way following the publication of //To Kill A Mockingbird//? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">7. Harper Lee's real life influenced many of the characters and events in //To Kill A Mockingbird.// Given what have you learned about her life (including personality traits, friends, family, experiences) make a prediction about what kinds of issues might surface in the book. Do you think that your knowledge about Harper Lee will influence your reading of the book? Should it influence your reading of the book? Why or why not?
 * // Use the links below to answer questions 1-7 //****//<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">: //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Biography //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Harper Lee's Influential Factors //**

JIM CROW LAWS <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]
 * // Use the link below to answer questions 8-11 //****//<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">8. What did the Jim Crow system believe or rationalize? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">9. What were the 8 ‘norms’ of the Jim Crow Laws? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10. How were ‘blacks’ supposed to behave when ‘conversing with whites’? (7 rules) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">11. List AND explains 3 different places of segregation.

MOCKINGBIRDS <span style="font-family: 'Times New Roman',serif; font-size: 16px; line-height: 1.5;">[]
 * // Use the link below to answer question 12-15 //****//<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">: //**

<span style="font-family: 'Times New Roman',serif; font-size: 16px;">12. What are mockingbirds best known for? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">13.What is the habitat of a mockingbird? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">14. Where are they found? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">15. Why are they valuable to humans?

STOP!

== Expressions particular in a culture are called idioms. An idiom is a word, phrase, or expression that is used by a language community in a particular way. The idiom may be accepted by one community but not understood by another set of language users. == == 1) Use the following Web site to find a host of Idioms. Once you access the site, select a letter of the alphabet to locate a series of idioms. Which Idioms are you familiar with? Make a list of at least 5 idioms you have learned in this activity (choose more than 1 letter of the alphabet). ==

[|Click here for a List of Idioms!]

 * [|Details]
 * [[file:mrsguildooenglish/vocabulary.docx|Download]]
 * 28 KB

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

[|The Scottsboro Trials]