Prometheus

After reading the section on Prometheus:
1. Why do you think George calls Walter Prometheus? (Meaning, what about the way he is acting would cause George to compare him to this tortured character?)It is an insult, right?
2. What does the reaction of Walter and Ruth to this comment say about the differences between the two and George and Beneatha?

How to write a controlling idea essay

*First, look at the topic they want you to write about (FOR THIS ONE PARENT-CHILD RELATIONSHIPS): so as you read, think about how the literature relates to this topic.
*For each piece of literature, make some sort of graphic organizer to write down the main points that relate to the topic
*Compare the two lists and see what they have in common
*Decide on a CONTROLLING IDEA THESIS STATEMENT-an idea that can show what BOTH pieces show (have in common)about the given topic
*Decide on literary elements or techniques that help the author show this to be true
(similar to critical lens in the fact that at this point you will give textual examples to prove your thesis, and use lit. terms to prove your thesis)

Quick review for homework--simile, metaphor, personification

This is all in your GIANT packet of all the worksheets you will ever need that I gave you. However, here is a short and sweet version:

simile--a comparison that uses "like" or "as"
metaphor-- a more direct comparison. Does not use "like" or "as"
personification--the use of human characteristics to describe an inanimate (non-human) object

simile ex: He was like an animal on the field.
metaphor ex: He was an animal on the field.
personification: The leaves danced through the air as they fell.

5-week assignments/ assignments soon to come...

At this point the following grades are such: (remember tests/quizzes are 50% and essays are 30% of your grade!)
1. The Crucible written test- 100 pts.
2. The Crucible essay- 50 pts.(rewrites were available)
3. The critical lens essay (William Faulkner quote)- 100 pts. (again, rewrites also)
4. Vocabulary RITS sentences- 20 pts.
5. Vocabulary RITS flashcards- 20 pts.
6. Factual Report Practice (bicyles)-25 pts.
7. In-class timed factual report (traffic)-25 pts.
8. Castle Learning August 2003 (2)- 20 pts. (also verb extra credit)

This/Next week: (subject to change)

9. Act I questions RITS
10. Quiz #1 RITS
11. Practice controlling idea essay ("A Private Talk w/Holly")- 25 pts.
12. Response to symbolism
13. Homework questions RITS
14. Take-home practice essay (all 4 tasks!)- 100 pts. (25 pts./task, for completion)

Symbolism--what is it?

Symbolism- something that stands for something greater than itself (for example, the American flag stands for freedom, a cross for religion, etc.)

In the following passages Mama describes her plant:

"If it don't get more sun--it ain't never gonna see spring again."
"They got spirit--Bennie and Walter---Like this little old plant that ain't never had..sunshine or nothing--and look at it."
"..I always wanted me a garden...This plant is as close as I ever got to having one."

What does the plant symbolize about:(15 pts.)
Mama
Bennie and Walter
The family itself
The possibilities for people of their race/socioeconomic status

How to Draft an Essay in 5 Steps---A Model of Procedure to Follow

The main thing is OUTLINING YOUR ESSAY FIRST! What is each paragraph going to be about? What are the topic sentences/transitions for each paragraph? What will your supporting details be? How will you connect those details to the thesis?

How to Answer a Question Completely...Act I RITS

1. The play takes place on the South side of Chicago around the 1950's. The apartment is small and cramped. It has only one window, no bathroom, and only 2 bedrooms. The furniture and carpet are worn out.

2. Walter feels like he is 35 and has not accomplished very much. He hates his job and wants to own his own business. He feels his family, especially Ruth, does not support him in his dreams and blames both his race and females for holding him back. He is selfish, a dreamer, frustrated, confused. Others see him as someone who is lots of talk and little action.

Another MAJOR grammar error we are making....

singlular--1 person, place, thing, or group (he, pollution, team)
Is(present)/Was (past)

Are/Were--plural--more than 1 thing, person, place, thing (they, dogs, bicyles)

So, fill in the blanks (yes, now, the whole sentence in your notes)

1. Bicyling ____ one way to help stop pollution. (is, are)
2. Many forms of pollution ___________(is, are) harmful to our environment.
3. Before the 1950's, bicyles __________ (was, were) commonly used by most people.
4. In the 1940's, bicyling _______ (was, were) a major mode of transportation.

Notes on Setting/Title: RITS

The title: a line from Langston Hughes’s 1951 poem (already in notes)focusing on the frustration African Americans experience when they cannot fulfill their dreams, presumably because of racial discrimination.

The setting: is a cramped apartment in a tenement in the South Side of Chicago around 1950's. The apartment has: 1 "real" bedroom (Walter and Ruth) 1 other "bedroom" (Beneatha and Mama), a tiny kitchen, living room (also the bedroom of Travis), 1 window, and NO bathroom (in the hall; they share with the neighbors).
The entire play takes place inside the apartment, emphasizing the importance of the "home".

"Montage to a Dream Deferred"- Langston Hughes, 1951

"Harlem"

What happens to a dream deferred? (delayed)

Does it dry up
like a raisin in the sun?
Or fester like a sore -
And then run?
Does it stink like rotten meat?
Or crust and sugar over -
like a syrupy sweet?

Maybe it just sags
like a heavy load.

Or does it explode?

-------------------------
1.What central question does the poem ask?
2.What is Hughes' message about dreams deferred?
3.How do "dreams deferred" relate to the American Dream?

"Fame and Fortune" and "How to Keep a Job"

According to Horatio's Alger's "Fame and Fortune," what characteristics does one have to have in order to become rich and famous? Do you think this is realistic? Why or why not?

According to the video clip: "How to Keep a Job" (Coronet Instructional Films, 1949) What characteristics/behaviors make a good and successful worker?
What characteristics/behaviors make a poor and unsuccessful worker?
------------------------------------------------------------------------

(Note: These types of films are typical of the time period. They were often set up to show examples of the "right" way to do things, versus the "wrong" way--using 2 characters shown one after the other to illustrate the differences. These were not supposed to be funny,they were seriously meant to be instructional and many times aimed to teenagers.)

Here is our example from last year demonstrating the behaviors necessary to attain the "American Dream".

The Åmerican Dream: An Instructional Video

January Exam Information

Tuesday January 26th-afternoon-Session One

Task 1-Listening Passage/Report (mult. choice)
*Task 2-Factual Reading/Report (mult. choice) chart/graph*

(Day One--no literature/no literary elements--factual)

Wednesday January 27th-afternoon-Session Two

Task 3-Controlling Idea--(2 pieces of literature)(mult. choice)
Task 4-Critical Lens--(you give 2 stories you read and relate to quote)

(Day Two--all literature/you need to write about literary elements)

What is the American Dream?

Regents Task 2 essay--Factual Reading/Report

*See pages 11-12 in The Crucible essay packet for an actual outline and help

Okay, usually the hardest of the essays for students. This part asses many of the skills you use to do research. It requires that you interpret and analyze information, and then compose a clear argument based on sound interpretation of relevant details. You have to write in order to inform and/or persuade. You must use both documents to support your thesis---so again, this must be your first step.

In short:
*Explain what the issue presented is
*Your side you're on/why
*Support your position with examples from the article and chart
*Explain/Analyze why the information you've chosen is significant

Use the SOAPSTone method **and (ethos, logos, pathos) for persuasion

Four Modes of Discourse (Methods of Writing/Purpose)

Argument/Persuasion--writer presents a position and hopes the audience will accept it
*Ask yourself--are there words used that are abstract/subjective-could someone else see this differently?
Description--writing that appeals to the 5 senses (see, hear, taste, touch, smell)
*Ask yourself--can I visualize this? Are there lots of adjectives?
Exposition--writing that explains or informs
*Ask yourself are these just facts/instructions?
Narration--tells a story
*Ask yourself, are there characters, a setting, a plot evident?


*Don't get this confused with determining the ethos, logos, and pathos, in Argument/Persuasion! Those are appeals. These are methods/purpose.

Examples for writing one of each:
Subject: Black Friday
Arg/Pers: If you do not go shopping on Black Friday you are stupid. You will get the best deals of the season. Even though the crowds are rough, they are really not as bad as people say. It is indeed the most fun shopping experience you will have in your life.
Descr: The freezing air was biting my red nose. The man behind me was so close I could barely breathe. The fluorescent lights came on and from the darkness came an old man dressed in a blue Wal-Mart smock. The tired crowd became a stampede.
Expo: Black Friday is the day after Thanksgiving. On this day, stores have sales in which they drastically reduce regular prices. Many people will camp outside or go out very early in the morning to get these deals.
Narr: Last year, my best friend and I went to Wal-Mart at 3:00 am to get Black Friday deals. She kept telling me how angry at me she was for dragging her out in the darkness, all just for a new television. I reassured her it would all be worth it in the end. After we braved the crowds and emerged victoriously with our new LCD, we went to breakfast--and of course went home to bed!

Critical Lens Practice

Copy each of the quotes below into your notebook. Leave a space. Below each, explain what the quotes means in your own words, and how The Crucible, mainly Proctor, can relate to this quote.
---------------------------------------
1. "It is in the moment of decision that our destinies are changed." ---Tony Robbins

2. "In literature, evil often triumphs, but never conquers."---unknown

3. "To gain that which is worth having, it may be necessary to lose everything."--Bernadette Devlin

1st Critical Lens Draft--The Crucible

ESSAYS ARE NOT FORMULAIC-meaning, they do not have to go in an exact order, as long as all the information is there. It just needs to make sense and move from one idea to the next in an organized way.
-------------------------------------------------------------
Yes you do have to copy this: If you do not have these done, I will not accept it.

For you essay you must:
*Use characterization, external conflict, and internal conflict to describe the struggle of John Proctor
*Explain how the literary term is portrayed in the story USING SPECIFIC EXAMPLES FROM THE TEXT (not specific quotes, since you won't have it with you--but you can say Proctor denies the presence of God in Salem, rather than "God is dead").
*CONNECT the use of this term/example to the lens (how does it help the author display this point).
*Have an introduction that outlines the essay with a clear, definite thesis statement
*Have paragraphs with topic sentences and transitions
*HIGHLIGHT-in two separate colors-in one color:examples from the text
-in another color: your analysis (for emailing use italics and underlining)
*Star or underline your thesis statement
*Use at least 2 unit vocabulary words
****FINAL COPY, HIGH-QUALITY WORK ONLY---DON'T EVEN BOTHER TO TURN IN ANYTHING ELSE

Characterization--Using Examples to Prove Your Answers

Today I want us to practice our characterization. We are going to look at the characters of John Proctor and Judge Danforth. For each person, give at least 2 adjectives that would describe him, at least 1 specific example from the story for each (dialogue is good)that proves it, and what that example shows. This should be review for you.

Hw/ Test for The Crucible

Test:
Short Answer (tragedy, tragic hero, tragic flaw)
Quote identification and explanation
Vocabulary matching
critical lens essay: On The Crucible only---know characterization, internal and external conflict, and setting for the play

Hw Questions #4 The Crucible (Act III)

A foil is a character who provides a striking contrast to another character. Rev. Hale and Rev. Parris are foils. They are both Puritan ministers, but Parris is paranoid, self-centered, and refuses to change his mind, while Hale is calm, collected, and is disturbed by true evidence and eventually doubts the whole thing.
_________________________________________________________

1. Why do you think Mary Warren changes her testimony in the end of Act III?
2. Why does Elizabeth Proctor lie to Danforth about John and Abby's affair? What do you think would have happened if she didn't?
3. How would you explain the change in Rev. Hale since Act I? (Think about his initial comments on witchery).
4. How are Abby and Elizabeth foils? (Think personality, values, feelings for Proctor)

Common mistakes.....

There, Their, They're
There--a place--The book is over there.
Their--shows possession--Their shoes are new.
They're--a contraction (they are)--They're going to the party.
Your, You're
Your--shows possession--Your book is on the table.
You're--contraction (you are)--You're coming to the party, right?
Gonna
No such thing.
What you want to say is--going to.
I am going to explain something.
Would of
No such thing.
What you want to say is--would have.
I would have taken the bus, but I overslept.

Fill in each sentence with the correct word.
(their,there, they're)
1. ________ are many ways to bake a cake.
2. If it is ______ first offense, they will not get a severe punishment.
3. When they go on vacation, __________ going to go scubing diving.
(your, you're)
4. What is __________ favorite book?
5. If ____________ going to the party, don't forget to bring money.
6. I ______________ gone to the party myself, but I forgot the address.(to go, past)
7. I am ________________ go to the mall instead. (to go,present)

Vocabulary The Crucible

Prefixes to know:
dis-not,apart
ex-out
im-not
in-not
sub-below or beneath
un-not

1.afflict--v.--to trouble or attack; cause mental or physical suffering
2.arbitrate--v.--to judge or act as referee
3.ascertain--v.--to find out
4.bewilder--v.--to confuse
5.calamity--n.--disaster
6.contentious--adj.--quarrelsome
7.deposition--n.--a written statement by a witness
8.disproportionate--adj.--out or proportion; of an unequal size or amount
9.effrontery--n.--disrespectful and insulting boldness
10.empower--v.--to give power; to invest with authority
11.excommunicate--v.--to remove as a member of the church
12.fanatic--n.--a person possessed by an excessive and irrational enthusiasm, especially for a religious or political cause
13.formidable--adj.--exciting fear, dread, or awe
14.ideology--n.--beliefs, attitudes, and concepts that direct thinking
15.immaculate--adj.--without stain; pure.
16.inaudible-adj.--unable to be heard clearly
17.incredulous--adj.--disbelieving
18.indictment--n.--accusation
19.indignant--adj.--filled with anger caused by something unjust or mean
20.iniquity--n.--wickedness; immorality
21.licentious--adj.--lacking moral restraint
22.partisan--n.--one who strongly supports a person, idea, or cause
23.penitence--n.--regret for one's sins
24.persecute--v.--to persistently subject to cruel, harmful or oppressive treatment
25.perverse--adj.--going against what is reasonable, expected, or required
26.plaintiff--n.--the party that institutes a suit in court
27.predilection--n.--a personal preference
28.subservient--adj.--acting below another--like a servant
29.prodigious--adj.--high or extraordinary in size
30.vindictive--adj.--strongly inclined toward revenge

Hw #3 The Crucible (Act II)

PLEASE REVIEW YOUR NOTES ON "HOW TO WRITE A QUALITY RESPONSE" BEFORE ANSWERING!

1. What do you think is the most important thing that John Proctor learns about himself by the end of Act II? Explain your answer, using specific examples from the play.

2. Evaluate the relationship between John and Elizabeth Proctor. Who is more to blame for their marital problems? Is it his adultery or her coldness and failure to trust him?

3. Puritan society pressured individuals to adhere to strict standards of conduct and belief. To what extent do you think today's society expects you to conform? Explain using at least 2 specific examples.

Elements of Tragedy

tragedy-
-noun. defined by Aristotle as is a form of drama exciting the emotions of pity and fear...presenting a reversal of fortune. usually ends in multiple deaths.

tragic hero--
-noun. a literary character who makes an error of judgment or has a fatal flaw that, combined with fate and external forces, brings on a tragedy. In order for the tragic hero to arouse these feelings in the audience, he cannot be either all good or all evil but must be someone the audience can identify with. It has been suggested that because the tragic hero's suffering is greater than his offense, the audience feels pity; because the audience members perceive that they could behave similarly, they feel pity.

tragic flaw 
–noun. the character defect that causes the downfall of the protagonist of a tragedy; hamartia.

Hw:
1. Look at your dual-entry journal. Which quotes support that John Proctor is a man to be pitied and admired? One who has flaws, but ones that can be related to by the audience?(as in the definition of tragic hero). Rewrite at least 3-4 quotes and explain your answers.

2. What do you believe is his tragic flaw--why?

Hw Quest #2 --The Crucible

1. How would you describe Abigail Williams--what are her most important character traits? Think about: (her conduct in the woods, what she says to Rev. Parris and to the other girls, her conversation/actions with John Proctor, her accusations). Use adjectives and specific examples to support.

2.At this point, do you think John Proctor is an admirable character or not? What seem to be his good traits? His faults? Support with evidence.

3. Consider the Puritan beliefs that you read in the packet and "Sinners in the Hands of an Angry God." Which of these beliefs are reflected in Rev. Hale's motives and actions. Think about his quote.

Regents Exam Practices #1 and #2

Go to the Castle Learning website

*If you have an account already, just sign in.
*If you don't have an account, use your 900 number as your user name and leave the password blank (they will ask you to make one up after that)
**If yours doesn't work for some reason, let me know.

Complete both Regents Review Tasks #1 and #2
Read the Directions and the passage first, then answer the mult. choce questions
**you can leave the window open with the passage to check back and forth

Please complete both of these by next Fri. October 30th.
They will be taken as a grade.

Work to Date:

1)Magazine Article Analysis (ethos, logos, pathos)
2) Patrick Swayze Essay
3) Questions for "Black Men and Public Space" --one on the a separate worksheet, 2 sets of questions on the story packet
4) Response about a time when you felt isolated from society
5) Vocabulary def. and sentences 1-30
6) Letter to MHS newspaper using fear tactics to scare kids out of doing something
7) packet for "Sinners in the Hands of an Angry God"
8) 1pg response on the topic of your choice from The Crucible opinion sheet
9) outline for The Crucible packet
10) Hw #1 1-3 Act I The Crucible
11) Hw #2 1-3 Act I The Crucible
12. Castle Learning Questions (2 sets)

Hw #1: The Crucible

Use your packet I gave you for help

1. Explain how the witch-hunt years were a time of "general revenge" and used as a way to express repressed feelings.

2. How does the setting of the story (time and place of events) contribute to the witch hunts? What about their feelings about "the forest"? Property boundary lines?

3. How do the religious beliefs of the Puritans and the way they run their government, make the accusations of witchery dangerous? What can you anticipate happening in the duration of the play?

How to Complete a dual-entry journal/notebook

As you read, you should write the following things:

1)On the LEFT hand side, a brief summary of a paragraph or section or a quote you think is important or significant

2)On the RIGHT hand side, your unique response(s) to each of the paragraphs or quotes. In other words--why do you think it is important or interesting/confusing/your analysis

3)*If it is a quote, write down who the speaker is.
Write down the page number the paragraph/quote occurs on for reference
---------------------------------------------------
*You can accomplish this in one of two ways:
1)JUST DRAW A LINE DOWN THE MIDDLE OF A SHEET OF NOTEBOOK PAPER
2)USE THE CHART I GAVE YOU (OR FOLLOW THAT MODEL)

Quiz affect/effect and Vocabulary..

You will hand this in in 10 minutes---so get to work--YES! COPY the sentence!

Fill in with affect/effect
1. What do you think the ___________ of the rain will be on my garden?
2. The____________s of the Great Depression are still visible today.
3. Not studying, will negatively __________ your grade.

Choose the right vocab word to fill in each blank:
1. The____________ neighborhood was filled with abandoned buildings.
2.The sad movie will ____________ emotions in you.
3. The strange man had a _____________ appearance.
4. Because he was from an ____________ family, he got priveleges.
5. The dark ________ of the sky brought the promise of rain.

affluent elicit congenial impoverished menacing hue

Table of Contents for Worksheet Packet

Quick and Easy Literary Elements and Techniques pgs. 1-2
More Difficult AP Terms/Analysis pgs. 3-7
Tone Words/Words that Describe Language pg. 8
Dual-entry Journal pgs. 9-10
Writing a Rhetorical Analysis pgs. 11-12
Rhetorical Modes pgs. 13-16
Essay Modes Chart pgs. 17-18
How to Draft an Essay in 5 Steps pg. 19
Transitional Devices pg. 20
Paraphrasing pgs. 21-22
Regents Rubric pg. 23
SOAPSTone worksheet pg. 24
SAT Vocabulary pg. 25
Peer Evaluation Form pg. 26

Directions for The Visible and Invisible Worlds of Salem

First, get the homework off the blog page.
Then, click on the link in the column on the left under Research Paper and other...
1. Go through all 3 tabs: Start with Ask, move on to Research, and then Argue.
2. In the "Ask" section: Look at the information under all the sub-headings: Social Conflict, Religious Passion,Gender Conflict, Political/Military Uncertainty, and Psycho-Medical Conditions. Start a Word document/Google Document in which you write a brief summary on the information you found for all 5 topics:

For example:
Social Conflict: I found that in Salem at this time......

3. Move on to Research and see if you can find any additional information to support your original findings.

4. Finally, click on the tab that says: Argue
Go through all 5 tabs at the top of the page: Instructions, thesis, evidence, conclusion, save print and follow the directions along the way. Use the information you have found to formulate a thesis. Save it. Let me know when you are done and I will tell you how to proceed: either print out your WORD document or send it to me in Google Docs.

Affect vs. Effect

AFFECT – verb – to act upon, to change or to cause a change
ex: Swayze affects the audience with his persuasive appeals.
AFFECTED – adjective – influenced by an outside force
ex: The affected girl was influenced by her boyfriend in a positive way.
EFFECT – noun – result; consequence
ex: One effect of the weather change, has been increased sickness.

EXERCISES: Complete each sentence with the appropriate word.
1.The applause showed how deeply the play had _____________ the audience.
2.His attitude was _________________ by the way his parents raised him.
3.What ____________ do you think the news of his death will have on her?
4.No matter what he does, it will have no _____________ on me.
5.No matter what she does, it will not __________________ me.
6.What do you think the _______ of the storm will be?
7.How did her son's failure _________________ Mrs. Johnson?
8.How was the team _______________ by the loss of the championship?
9.I was impressed by the _______________ of Obama's speech on students.
10.Do you know what ____________ that new medicine will have on you?

from: http://www.lessontutor.com/eeseffect.html

Hw: Writing Assignment Brent Staples/ Vocab. etc.

You must complete ALL assignments below by next class:
Writing assignment should be typed or written neatly--Final Copy Quality Only!

1. Write a journal or diary entry reflecting on a time when you felt isolated from society? How did you react? (If not you, someone you know or know of) min. 1-2 pages

2. Define 15 of the 30 vocabulary words (30 due in total): Flashcards would be great!

3. Quiz next class: Timed writing assignment: know appeals, evidence, thesis/claim, audience, purpose, essay form etc.

Vocabulary--"Black Men and Public Space"/ Parallel Time

1.affluent (adj)
2. alter (v)
3. alienation (n)
4. avid (adj)
5. berth (n)
6. brazen (adj)
7. bravado (n)
8. congenial (adj)
9. cursory (adj)
10. contempt (n)
11.discreet (adj)
12. dismay (n)
13. earnest (adj)
14. elicit (v)
15. errant (adj)
16. hue (n)
17. impoverished (adj)
18.innocuous (adj)
19. labrinyth (n)
20. menacing (adj)
21. obscure (adj)
22. perilous (adj)
23. quarry (n) not the rock
24. scarce (adj)
25. solace (n)
26. taut (adj)
27. tyranny (n)
28. unwieldy (adj)
29. vast (adj)
30. virtues (n)

"Sinners in the Hands of an Angry God"

A wonderful site for information on the Puritans and their beliefs, background, etc.

*A video lesson I found on Google

As we read:
1. Circle the pronouns you see (he, she, it, their, him, her, we, us, etc.)
2. Underline or highlight any emotionally charged words--words that would get a reaction out of you if you were in the audience (words of fear)
3. Draw a picture of three of the images Edwards describes to his audience (on pg. 18--lines 22-32/ pg.19 lines 71-77/ pg. 20 lines 94-)

Hw:
1. Argumentation Letter to the editor*Using Jonathan Edward's sermon as a model, write a letter to the editor of our school newspaper, using fear tactics to deter your audience from doing something. (REMEMBER: NOT ACTUALLY A LETTER)

So, first you will need to know: who your audience is, what might may you be able to scare them out of doing, what types of appeals will scare them (emotional, logical, ethical), what you want them to do. min 1-2 pages

2. 30 vocabulary sentences --using definitions---make sure you are using the correct part of speech and the sentence indicates the meaning of the word

Four Modes of Discourse

Argument/Persuasion--writer presents a position and hopes the audience will accept it
*Ask yourself--are there words used that are abstract/subjective-could someone else see this differently?
Description--writing that appeals to the 5 senses (see, hear, taste, touch, smell)
*Ask yourself--can I visualize this? Are there lots of adjectives?
Exposition--writing that explains or informs
*Ask yourself are these just facts/instructions?
Narration--tells a story
*Ask yourself, are there characters, a setting, a plot evident?


*Don't get this confused with determining the ethos, logos, and pathos, in Argument/Persuasion! Those are appeals. These are methods/purpose.

Writing the Rhetorical Analysis Essay

Rhetorical Analysis does not ask you to write about whether you agree or disagree with the argument’s major claims or ideas. Instead, you are writing about how the writer builds the argument– is it persuasive? Does it use enough evidence? Does it use certain appeals to connect with the audience? How? Quote directly from the essay to show us how the writer uses rhetorical strategies. If the strategies seem unsuccessful to you, then explain why and discuss what other rhetorical strategies might strengthen the argument.

*Contain a clearly-stated thesis
*Present the essay being analyzed by summarizing the major arguments and presenting the writer’s position in a fair and reasonable manner.
*Identify the writer’s rhetorical situation: audience, purpose, and genre?
*Identify, with examples, at least two of each of the following lines of argument or appeals within the essay: logos, pathos, and ethos.
*Determine the extent to which the writer’s language or style works to persuade the audience.
*Assess whether, taking your analysis of the above factors into account, the argument is ultimately persuasive to its intended audience.

CONCRETE VS ABSTRACT WORDS

Abstract words refer to concepts or ideas-things you cannot see, hear, taste, touch, or smell. Examples include; love, success, freedom, good, moral, democracy, and any -ism (chauvinism, Communism, feminism, racism, sexism). THESE TYPES OF WORDS TEND TO ELICIT AN EMOTIONAL RESPONSE EITHER POSITIVE OR NEGATIVE.

Concrete words refer to things you can see, hear, taste, touch, and smell. Examples include; spoon, table, pencil, ring, mask, tree, etc.

The Rhetorical Triangle--analyzing text and persuasion

The 3 Persuasive Appeals (Ethos, Logos, Pathos)

When you persuade someone, you are trying to make him/her agree with you or see things your way. In order to do this, you must appeal to the audience in 3 different ways:
1. emotional (their feelings, empathy) (pathos)
2. logical (facts) (logos)
3. trustworthiness of the speaker (ethos)

*A helpful link with more details about each of these appeals can be found here

How does Barack Obama persuade you to believe that he is right about education? What appeals does he use? Give me at least 3 examples of all 3 and why you believe they appeal to the audience.

emotional appeal:

"If you give up on yourself you are giving up on your country"
Appeals to your sense of patriotism...it implies that if you
do not try hard, you do not care about the future of America

Setting up a Google Account for: Blogger and Google Docs, etc.

1. Go to Google
2. sign in
3. Don't have a Google Account? Create an account now
4. type in your primary email address (if you don't have one, see me)
5. create a password for yourself (something easy to remember)
6. accept terms
7. Your account is not active until you go into the email account you provided and open the email from Google verifying your address

*this cannot be done at school because of email restrictions---if you have no access to the internet outside of school, see me


I need you to have an active Google Account by the beginning of next week. This is how I prefer to get your work.

Introductory Video Assignment

Instead of us going around the room and having you tell the class something memorable about yourself, we are going to make a video all about---you! Well not you personally, but the entire class. So, what I would like you to do is: bring in an object (photograph, item of personal significance, etc.) that represents who you are or a major part of who you are. For example: drum sticks if you are a musician. We will hopefully film next class---so don't forget!

Welcome Back!: Class syllabus, initial assignments, introductions, etc., etc., etc.

Please write the answers to the following questions on your index card:
1. Name (nickname)
2. homeroom teacher's name, room # /shop
2. your address
3. parent contact #, name, best time to call
4. additional emergency contact
5. teacher last year/ approx. grade
6. How do you feel about your reading and writing skills? 1-10?
7. What are your favorite types of things to read/write?
8. What do you find the most boring or difficult?
9. How do you feel about typing papers and using the internet for assignments?
10. How would you describe yourself in one sentence?
*Anything additional or important info you think I should know

Obama Speech

Obama's speech to America's children

Obama speech video

Where you are right now doesn’t have to determine where you’ll end up. No one’s written your destiny for you. Here in America, you write your own destiny. You make your own future.
This is the basic idea that we will be exploring this year. What is the American Dream? Where did it come from? Is it possible to attain at all and for all? What restrictions are there?

Your first written assignment:
1.Respond to the President:
So today, I want to ask you, what’s your contribution going to be? What problems are you going to solve? What discoveries will you make? What will a president who comes here in twenty or fifty or one hundred years say about what all of you did for this country?

Summer Reading Assignment

I will be passing out the BPS summer reading assignment. This reading will be assessed next fall (for sure this time) by the city and will count towards your first quarter average. If you are not in attendance, or lose it, you can obtain another copy here: Buffalo Public Schools Summer Reading Program link.

Final Course Reflection-- Have a great summer!

I have genuinely enjoyed spending the year with this group. I hope you will take what you learned in this room on to the next level. As a final response, I would just like to know what you really thought of the class. Here are a few points to ponder:
1. Do you believe this class helped you improve your reading and/or writing skills?
2. Do you believe I genuinely cared about your success in this room?
3. How do you feel your behavior/motivation has affected your grade in this class?
4. Do you feel the grading process was fair and clear to you?
5. What do you feel helped add or take away from your learning experience in this roon?
6. What was your favorite piece of lit. we read this year and why?
7. Any final thoughts for me, on your work this year, hopes for the future?

The American Dream: Final Project Videos!

Wow! I have to say--I am very impressed!

The Åmerican Dream: An Instructional Video


Ride or Die: Coming Soon!: Movie Trailer


Is this the American Dream?: Documentary Video


What is the American Dream?: Documentary Video (sorry about the edits Dylan)


The American Dream: The Game Show


This is the American Dream? or This is Not What I Expected: A Short Film

extra credit thank yous,,,

1. netbook
2. scanner
3. novels and research paper guides
4. ap materials, novels, ap articles, study guides


post separately into Comments or send through GoogleDocs

Final Paper Guidelines

One last time--the paper should be handed in the following way:
1. Sent to me through Google Docs or emailed as an attachment (pref. Docs)
**If you want a copy back, print out a hard copy also**
2. NO rough copies are needed
3. SPELL/GRAMMAR check--by WORD and by eye--proofread!
4. Correct heading, double-spaced, 12-pt font, min 3. typed pages (typed only)

Google Docs Help

To Double-space: To change the spacing of a particular document, go to the 'Edit' menu and click on 'Document styles'. From there, you can select the desired spacing.

Margins-You can only set margins (and paper size) for printing in the Print settings (File menu) - and then only for text docs. You can only see them in Print Preview.

(From Google Docs Help)
***In Google Docs you can click on the Help option and search for answers to your questions about using Google Docs)

Grading Rubric for Final Paper--100 pts. Total

Your final paper will be based on the following components (remember this is supposed to be the best paper you have written all year--the culmination of your work in the 11th grade--I do want to be "wowed" so I will be grading in that manner):
*Spelling/Grammar (10)-
*Organization (10)-
*Final Copy Quality/technical set-up (10)-
*Voice (10)-
*Clarity of Thesis (10)-
*Language Use (10)-
*Examples(10)-
*Have you answered the question: What is the American Dream/Is it available to all/to whom and to what degree, etc.-(20)
*Your final thoughts/Analysis-(10)

Video possibilities

public service announcement-- is a non-commercial advertisement broadcast on radio or television, for the public interest. PSAs are intended to modify public attitudes by raising awareness about specific issues. The most common topics of PSAs are health and safety. A typical PSA is part of a public awareness campaign to inform or educate the public about an issue.

un-commercial--Commercials bombard us every day. In fact, before you got to this blog page you may have seen many pop-up ads already. Convince you to buy or "buy-into" what ever the seller wants you to consume, by convincing you it is a must in your life. Un-commercials usually parody a well-known existing commercial--remember: one of the main components of the ad is that it is simple and memorable--usually some kind of "catchy" music.

documentary-- a broad category of visual expression that is based on the attempt, in one fashion or another, to "document" reality. the "original" actor and "original" scene are better guides than their fiction counterparts to interpreting the modern world; and that materials "thus taken from the raw" can be more real than the acted article.Can include: "actual" footage, interview,still photos.

(moc)movie-trailer-- I think we all have seen enough of these to know what they are. They give the audience enough of the movie to make them want to see it. The video and music should express the tone/theme of the film--don't mislead the audience. It should contain examples of the main scenes (some with high action) WITHOUT giving away the whole movie; give them an idea about the plot--not the resolution.

blog page-- should be an informational and interactive resource.

America in Pictures

Final Project--What is the American Dream and is it still attainable in 2009?

Most of the works we have read this year have had something to do with the American Dream and the struggles of those trying to attain. Also, it has involved those searching for a concrete definition of it or being conflicted as to whether or not it exists at all. So your final project will consist of two pieces:
1. A Final Essay min. of 3 typed d-s pages(think: the best one you have written all year)-What is the American Dream-and is it still attainable (for all?) in 2009?
2. A Video Project 1-2 minutes in length of your choice that will display the conclusions that your group has come to (this can be a: commercial, public service announcement, moc-movie trailer, or documentary-style, etc.)It is up to you to decide.
Option 2: Rather than a video, develop a blog page on this topic. You can: post a small video you make, create links to articles, poems and stories, post pictures, post messages for others to comment on (this is research).
Essay Ideas
*What have you witnessed in your time in this country so far that has led you to this conclusion? This can be from your own personal life, your immediate world, or the world abroad. Can include a section of memoir like the author.
*How has the availability of the AD changed over the years, or what it is in general?
*Think about today's immigrants, the poor, different racial groups/genders/sexual orientations, etc....is it available to all these groups to the same degree?
*Is the AD really attainable with drive, and hard work? Can you give examples of individuals who have proved or disproved this theory. Is it Utopia?
*Your final thoughts, analysis, advice to others, hopes for the future of America and the possibility of your dreams in it

Quiz SOAPSTone Analysis

"Mother to Son" by Langston Hughes

Aristotle's On Rhetoric: Three Persuasive Appeals

Rhetoric: the art of speaking or writing effectively
According to Aristotle,all effective rhetoric must follow the three "proofs":ethos, logos and pathos. All 3 must exist in concert with one another much like the three legs of a stool.
Ethos, Logos, Pathos

In class example:
The Gettysburg Address

Homework (Analysis worksheet):
"We Shall Go to the Moon" John F. Kennedy

SOAPSTone Analysis--for AP Exam

SOAPSTone Analysis

"Richard Cory" by Edward Arlington Robinson (from the example in class today)

Thurs April 2nd

I know many of you will be mad that I am gone, but this absence was unplanned. Anyhow, some things you need to know:
1. I will be in school tomorrow if you need help on anything before break or shoot me an email and I will check it today (or post a comment on the blog)
2. Today during per 10, Ms. Jackson will be in 110 to give you your PSAT back. This will be the only period we are in the comp lab so get some work done.
3. If you feel yourself getting behind, work over break--ask Mr. Marciniak for help tomorrow.
4. If you need extra work---1 there are several tests in the front of room 304 that need claiming---
5. DURING PER 11 YOU HAVE AN ASSIGNMENT--IT CAN BE EXTRA CREDIT AS MOST EVERYONE NEEDS IT-- SO PLEASE DO IT:
IN THE TEXTBOOK READ BOTH PIECES and WRITE A CONTROLLING IDEA ESSAY (REMEMBER ONE THAT COMBINES THE 2 PIECES WITH A SIMILAR IDEA) ABOUT :the physical, emotional, and environmental effects of war*
"Ambush" pg. 1105 and "Camouflaging the Chimera" pg 1111
*Read and analyze for literary elements and techniques and how the author uses these to accomplish his purpose
*state the similar theme and give specific examples from the text that prove your answer

helpful new research link...

History web
password: welcome
*click on elibray curriculum edition---then, click on the box (to the right)that is labeled history

The last of the videos....for now.

"Alone" by Maya Angelou

Gary Earl Ross--Our Writer in Residence

Today, we will have Mr. Gary Earl Ross from Just Buffalo Literary Center working with us...helping to give our creative minds a little tune-up. For some additional information on him and his writing, here his link on angelfire.com

This site seems to be great for those who are struggling with the research paper:
A Research Guide for Students. It basically gives you a step-by-step process to follow.

Remember, work hard and diligently--it will make up a great deal of your grade.
Hang in there, we are almost done!

Your Great Depression Topics (from Mr. Marciniak)

Choose one of the following topics to write (a min. 4 pages, double-spaced, 1 inch margin) historical/content research paper:
1. The hardships endured by the families during the Great Depression
2. Effects of the Depression on cities (Buffalo?)
3. Explanation of Hoover's plan for economic recovery and citizen reactions
4. Support or opposition to the election of FDR
5. Ways in which families (different types of people) are helped or hurt by New Deal legislation (slightly revised)
*see either him or Mr. Hughes for more specific sub-topics

Your grade will be configured in the following way:50 pts.---computer lab/research/notecards THE RESEARCH PROCESS
50 pts.---the paper itself:content, organization, correct format

*YOUR PAPER MUST INCLUDE: a minimum of 5 different reputable resources
a minimum of 5 correct in-text citations
a bibliography/works cited page

Note-taking in the Computer Lab

After you have organized your essay, you will begin to take notes on the information you find. You will need to take extreme care with this portion of the project.

Option 1: Use notecards

Option 2: Use WORD and a flash drive or GoogleDocs

either way you need to have the following info:
Find:
1. Basic facts
2. Figuring various arguments
3. Gather quotations/citations that will be useful

On each notecard/section
1. Subject of the notecard/section
2. the fact/infor
3. Source info

Research Paper-- Great Depression Era

Test Selections

For those of you who want to pre-read the test selections:

"Those Winter Sundays"
and
"Rachel" by Dorothy West --which I cannot find an online version of. If you want to gain some insight on this work do a Google search on the author and read some info about her/her mother ("Rachel").

More videos....

"Life in the Poor Lane" by Crystal Holmes

"Feeling Forgotten" (Forget the World)--edited version by Etheridge Knight

"Touched by an Angel" by Maya Angelou

"Harlem" by Langston Hughes

One-shot videos (so far...) of African-American Poetry

These are our first attempts at video...so don't be too hard on yourselves.
"Cross" by Langston Hughes

"Good Times" by Lucille Clifton

"Flounder" by Natasha Trethewey

"Cotton-Candy on a Rainy Day" by Nikki Giovanni

Joe Louis and Jack Johnson--film connection and context

The historical significance of these two men is important to our discussion topic, mainly Staples' question referring to Malcolm X's use of the term "Uncle Tom":
1. Jack Johnson was the first African-American heavyweight champion
2. He was very unpopular with white America because of his outlandish, rule-breaking behavior, and over-the-top persona and was non-apologetic about it
3. He dated white women and was eventually run out of the country
4. So, when Joe Louis became champion in order to alleviate the fears of having "another Jack Johnson," his promoters created an image that was the absolute opposite of Johnson.

"Black Men and Public Space"--Brent Staples

Complete the analysis
of "Black Men and Public Space" by Brent Staples (story link is available to the left). This analysis was composed by Staples himself. Work hard to write COMPLETE ANSWERS, USING TEXTUAL EVIDENCE TO SUPPORT YOUR POSITION. IT IS UNACCEPTABLE OTHERWISE.

You may need to refer to the following link: TeachingAmericanHistory.org--- an interview with Malcolm X in which he describes the term "Uncle Tom" (a question in the analysis).

City Voices City Visions

Here is a link to some videos from Buffalo students to give you an idea about what is expected: videos
Please remember to bring in a signed permission slip(both sides)ASAP.

Poetry Assignment (for One-shot video)

1. Go to the Google main page and do a search for "African American poetry"
2. Look around a bit and try out different links and reads some poems by different authors
3. Choose 1 or 2 that you like that you think you could make a creative/dramatic interpretation of (2 to be safe) and print it/them out
4. Here is the page we looked at today ("Incident" under Countee Cullen)

Discussion Questions: "My Dungeon Shook"/ "The Autobiography of Malcolm X"

1.According to Baldwin, why was his father defeated in life?
2.What does Baldwin tell his nephew to trust?
3.In Baldwin's view, what is the danger most white Americans experience?
4.Why do you think the author refers to his nephew's father and grandfather?
5.How does he emphasize the importance of love in surviving bad conditions?
6.What does he see as the problem with words such as "acceptance"?
7.What is the central theme or the advice of the piece in your eyes?
8. Who are the "innocents" Baldwin refers to?
9. What kind of imprisonment is he referring to when he speaks of a dungeon and chains?
10. What does he mean when he says, "We cannot be free until they are free"?
---------
Use specific examples from the text to back up your answers
1. What does Malcolm X mean when he says he wasn't even "functional" in English?
2. Describe his system of "homemade education."
3. What changes did he notice in himself when the world of books opened to him?
4. After he learned to read, Malcolm X says he felt more truly free than he had ever been in his life. Explain what he means.
5. Why is the title "Saved" appropriate for this chapter?
(answers may be hand-written or done in Word, but I prefer them to be sent via GoogleDocs)

Letter Assignment (Baldwin: "My Dungeon Shook")

I would like you to draft a letter, a real letter, with an envelope, heading, closing, etc. in part, because it seems to be a lost art form. This letter should be written to a young child (family member or child whom you care about, or a future child you will have), telling him or her about:
1. The world as it is in your eyes today. This could include world/current events, condition of your immediate world, your thoughts/feelings etc.
2. Your hopes for the future, for him/her and yourself, and any advice you would like to give to help him/her (what you have learned about the world and life so far).

Make it serious.

African-American Literature Unit

For the next month (Feb.) we will be doing a small unit on African-American Literature that will include various writings including: plays, poems, short stories, and nonfiction pieces. It will be YOUR responsiblity to keep an ongoing dual-entry journal for quotes to use for the concluding essay. It would be best organized if you separated in somehow to keep track of different titles, authors, genres, etc.

To read ahead for tomorrow's review session.....

Here is a link to the controlling idea task that we will be working on for tomorrow's review session. ACE'ers we will work on this task in class, BDF'ers, we did it today, although I am not too sure how successful we were. Anyways, when you are developing your controlling idea statement (your thesis), make sure it is something beyond ---both passages show someone reaching beyond oneself...it needs to be more than that. Practice Task Controlling Idea

Agenda because of the snow day....

Because of the snowday we will be slightly behind schedule. You should finish your critical lens so that we can go over it on Wed. If you left the materials at school and want to work on it, just go to the Regents link and pick out another quote. Wed. we will focus on cont. idea and critical lens (lit elements) and on Friday listening passage and factual reading. Your attendance will be critical. Afterschool/Morning Review will begin on Wed. AM see the blog for details (under Google Calendar).

Before you begin writing (or complaining about writing) an essay....

Notes on writing an essay are available at this link

I am surprised to see that many of you act like you have never written an essay before. Just because this material is more difficult and therefore requires more thought, does not make it impossible. The same steps are used in the writing process that you have been using throughout your school career. Take it slow: pre-drafting is necessary to organize ideas before you begin--why make it hard on yourself?

Look at the link (below to the left, side column) under Regents exam, etc. It is a Regents Prep page at Georgia Tech which I think is quite helpful in helping you pre-draft, develop a thesis etc. Their test is not exactly the same but most of the links will help.

Act IV The Crucible/Analysis of John Proctor

Sparknotes link to the analysis of John Proctor

The Exam....Tues. 1/27, Wed. 1/28 12:30 pm

Day 1:Listening Task Essay/mult. choice (take listening notes)
Factual Reading Essay/mult.choice (interpret and include chart/graph)

Day 2: Controlling Idea Essay/mult. choice (2 given pieces of lit.)
Critical Lens Essay (need 2 stories from high school)
*both Day 2 Essays require you to write about literary elements and techniques

A Note from Winter Break...

Obviously because of the snow day Fri. 12/19, some people never received the packet of the 3 Regents essays you should have been working on over break. For those of you that were in class to receive them, I DO expect them to be completed upon your return. We only have 3 weeks to get prepared for the exam. Also, the posts for the novel are up and for those of you who are not doing Catcher in the Rye, you will need to have your alternate book report turned in by Regents week as well (format will be given when we get back). Also, we need to finish The Crucible ASAP. Your attendance and preparation will be critical for the next 3 weeks. That means, be here and be prepared. We cannot finish it all in class, so you MUST be working at home too. Thanks---Mrs. C

Midterm Assignment Links

Tasks 3 and 4 (controlling idea and critical lens)

Task 2 (factual reading/begins on page 5)