10th Grade Winter Assignment: December

DUE Monday, January 5, 2009
HAMLET

Read all of Act I (scenes i-v). Select two scenes to complete two Journal Entries. Use the following format:

Hamlet Journey Entry #____

Act / Scene/Lines __________

Name__________________________________________ Date___________________Ms. Walsh


Directions Write in your own voice. Interact with the play. Grades are based on the thoroughness of your responses. Hamlet Journey Entries carry a weight of 30 points each. A letter grade will be assigned to each entry, based on the Letter Grade Interpretation Rubric. Use loose leaf.
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1. Summarize the action of the scene.


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2. Comment in one sentence on what you think is the significance of this scene. What would the play be like without it?


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3. Ask questions about the scene. Has anything in the scene caused you confusion? If not, then write interpretive questions we could discuss in class. Ask one of the characters in the scene a question- or ask me a question.

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4. Quote lines from the scene that you enjoyed and comment on them.

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5. Describe your reactions to a character, action, or idea you confronted in the scene.


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6. Comment on the figurative language used by the characters in this scene.


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7. Talk about the many different relationships characters have to one another, quoting specific words or phrases to give evidence for your opinion.

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8. Imagine that you are an actor playing one of the characters in the scene. Get inside that character’s mind. Tell how the character feels about himself/herself, about other characters, about the situation of the scene.

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9. What do you think are the themes presented in this scene? What techniques does Shakespeare use to convey these themes? (Use the list of Common Literary Themes we discussed in class. Scroll all the way down the blog for a copy of this list).



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Life Musings / period 7

Hello All!

I'm sure many noteworthy things happened in your lives today.......and inquiring minds want to know!!!!!!!

Write a short paragraph (terse, but not trite) about something that happened to you today. In fact, make it a Life Musing!

To earn full credit, you must:

a) use a combination of both simple and complex sentences
b) include one pun
c) include one metaphor
d) write in a matter-of-fact, informational tone



COMMENTING ON OTHER PEOPLE'S WORK IS WELCOME, BUT YOU MUST KEEP YOUR COMMENTS TO QUESTIONS AND COMPLIMENTS THIS TIME!!!

Happy writing,

Ms. Walsh

"The Knight's Tale" Assignment for Period 7

Hello All,

When you are finished taking notes on the analytical question writing prompts:

1) Reread Chaucer's "Knight's Tale"

2) Write, using the following questions as a springboard for your ideas:
- What did you miss on your first read that you noticed on your second read?
- How did your understanding of the story differ on your second read?
- What did you focus on as you read the piece for a second time?
- Were any of the questions particularly interesting to you? Explain.
- What other questions would you have asked, if you made up the questions?

Happy writing,

Ms. Walsh

P.S. This is what you are wondering: How much should I write?
This is the answer to your question: As much as it takes.

P.P.S. Do not post your response. Complete the assignment in your notebook.

Mad Libs Vocabulary Assignment

Mad-Libs Vocabulary Assignment
Ms. Walsh

1) Go to the blog page
2) Click on the Mad Libs gadget
3) Choose a topic from the dropdown menu
4) Fill in the appropriate parts of speech, using vocabulary words and other necessary words
5) Email yourself and one other person when you are done
6) Check your email, open the document from Mad Libs
7) Copy the story into your notebook.
8) In your notebook, translate the story underneath the copied version. Replace vocabulary words with synonyms, and add story elements to make it make sense.
9) Underneath your translation, reflect on your thinking process as you worked to make your vocabulary story make sense.
10) Title your vocabulary story

Sample:
Daniel Walsh, alias Johnny Cool, hated to make decisions even when his adage depended on it. He headed in the direction of an all-night bonanza nestled between a self-service citadel station and a decree parlor. He pushed open the diner excerpt but didn't enter. The only street lamp on the dark laggard illuminated the fear on his toenails. He was coming to another decisive moment, and as always, it scared the plaudits out of him. He took a deep rubble and entered the diner. It was almost servile. Johnny slumped into a/an discordant leather booth. He was very tired. Every wrangle in his body ached. His vigil was trembling. He needed coffee silently.

*The bold words are the words and phrases I selected for the Mad Libs.

Sample Tranlation:
Title: Early Bird J. Cool Needs Rest: The Desire to Run

My brother, who also goes by the name Johnny Cool, didn’t like to make decisions even when his proverb depended on it, and he lived by the old adage, “the early bird catches the worm.” He went towards an all-night money-making diner, located between a self-service protective tower for citizens, and a rules and regulations parlor. It’s tough living in the future. He read the passage written in the diner menu posted on the wall, but he didn’t go in. The only street lamp on the slowpoke lit up the fear on his toenails. He was coming to another decision, and as usual, it scared the applause out of him. He took a deep breath of the debris from recent construction outside the building and entered the diner. The place was like a servant itself, waiters running back and forth without stopping, bells ringing, orders being taken. Johnny, or Daniel, sat down heavily in a booth that shrieked out loud and made a grating sound when his body hit the seat. He was exhausted. Every argument in his body ached- his racing mind verses his sleepiness, his hunger verses his will to keep walking. His ability to keep watch over his target had been reduced to a tremble. He needed to sit silently with a cup of coffee and think for a while.

Mad Glibs: Extra Credit Opportunity

Hello Students,

Check out these awesome mad glib links. They used to be called Mad Libs. For Extra Credit, complete a mad glibs story online, copy it onto looseleaf when you are done, make any changes necessary to make your story make sense, and submit.

Links
http://www.eduplace.com/tales/
http://madlibs.org/
http://www.funbrain.com/brain/ReadingBrain/ReadingBrain.html

Due Date for Extra Credit: Friday, October 17, 2008

Happy writing,

Ms. Walsh

Test on Friday, October 3

Hello Students,

For Friday's test, you are responsible for knowing:

Vocabulary Words from the Unit 1 Packet: know the definitions, parts of speech, spelling, and be able to use the words in sentences.

Information found in the Oedipus Rex Introduction Handouts

Literary Terms and Examples for Oedipus Rex and Greek Drama(index card project terms)

Characters, Plot, and "big ideas" (themes) in Oedipus Rex

Study Tips:
- Make study cards for the vocabulary words
- Study literary terms index cards (quiz yourself and each other!)
- Reread the introduction-to-the-play handout and make a list of important facts
- Review all of the notes we have taken in class since we started reading Oedipus
- Make a finalized list of all the characters and their roles
- Make a list of characters who have conflicts, and list the conflicts
- Ask questions in class about facts and ideas you are unsure about
- Make a list of the important events that take place in the play
- See me in S.O.S. or during lunch for a review of anything you are unsure about

*If you have been absent during this unit at all, copy the notes from that day from someone in the class, and then show me the notes when you are finished. You are responsible for all the material covered in this unit, whether you missed school or not.

Happy studying,

Ms. Walsh

New Link For Creative Writers

Hello Students,

I have created a blog site for the creative writers among us. It's set up as a link under "School Information." If you want to be able to post your own creative writing or comment on someone else's, send me an email and I will invite you as an author.

Ms. Walsh

Oedipus Rex : "Big Ideas"

Write one paragraph on the discussion question of your choice. In this paragraph, you must do the following:

- Explore and analyze the literature
- Reference at least two specific moments in the play
- Reference today's discussion
- Use at least 3 new vocabulary words from the packet we went over today.

CHOICES FOR TOPICS:

1) Are Oedipus' attempts to ecape his fate and search for the truth an attempt to be all-seeing and all knowing (like a god)? Or, does Oedipus actually gain stature because he is willing to do anything to escape his fate? In other words, do we respect his search for the truth, or look down on it?

2) What is the the role of the gods in this play? Are they interfering with the lives of mortals too much? Are they abusing their control? Or what?

3) If Oedipus is the protagonist, who is the antagonist? In other words, with whom is Oedipus in conflict with? Who is your nominee for the antagonist?


* Sign your post in this format: First Name. Last initial. period you have English

Happy blogging!

Icarus and Daedalus: You Are a Team of Casting Directors

***The following assignment is for both 7th and 8th period classes.

Read the Greek myth titled, Icarus and Daedalus: Wings of Man. When you are finished, read the situation and complete the task below.

Situation: You are all part of a casting team at a television company. You are working on a show (talk show, news show, special series) about confrontation and controversy. It is up to you to decide which characters from the myth should confront each other in an interview, and which controversies should be addressed. For example, some of us may feel Daedalus should be confronted by his son Icarus (Hades would have to enable him to visit his father on the show, of course). Or perhaps we imagine a confrontation between Daedalus and Minos. The possibilities are endless!

Task: Engage in a dialogue amongst yourselves about the myth. Tell which characters you believe should be interviewed and explain why you feel this way. Pose the controversies and confrontations that you feel should be addressed concerning these characters and explain. Present the questions you would ask these characters. After posting, you must address at least one other student’s comment.

Happy blogging,

Ms. Walsh

Characteristics of Greek Myth

Characteristics of Greek Myth
(with examples from Prometheus and Io)

Hero with a fatal flaw
Prometheus gives fire to mortals

Adventures of a hero
Prometheus and how he gets where he is, chained to a rock as a punishment by Zeus

Intervention of gods and goddesses
Hera intervenes with Zeus and Io, Zeus does not intervene with his wife’s wrath and lets Io become a cow, Hera takes the eyes after the monster is killed

Supernatural Activity (underworld, superhuman tasks)
Zeus causes black clouds to cover the land, Hera turns Io into a cow

Problem caused by greed and jealousy
Zeus likes Io and is so greedy he has to have her, Hera is jealous and turns the girl into a cow

A woman is responsible for causing problems
Io was pretty and so Zeus liked her, Hera became jealous- catalyst

Explanation of how things are now
Prometheus is chained to the rock as a punishment, Zeus restores Io eventually, Hercules descends Io, Hercules frees Prometheus eventually

References to the natural world
Ionian Sea, Bosphorus Sea, Fire used by man

Not always a happy ending
(several possibilities)

Lesson in the story for the reader
(several possiblities)

Greek Mythology Homework

Due Monday, September 8, along with your supplies and Declaration of Understanding and Acceptance (syllabus document)

Tasks:
1. Read through the information contained in the links located on the right hand side of this blog, under the category Greek Myth Resources
2. Write one literal, one interpretive, and one applied question for two of the stories you read (you still have to read all of the stories, though)
3. Writing Assignment: Based on the Greek myths you have read, evaluate the way Greek myth represents men and women. For example, both Prometheus and Io suffer because of Zeus. Io suffers because Zeus finds her physically attractive. Hera cannot trust her husband, yet Zeus fears her jealous wrath. Your response must be one full page, typed, and include evidence from more than one myth. You must discuss how men are represented, and how women are represented.

* Note: Expect a quiz on what we have learned so far some time next week.

* Note ii: There are tons of Greek mythological stories all over the web. Don't be afraid to do some research of your own!

Happy surfing,searching, and writing,

Ms. Walsh

Our Reading Profiles

Dear Students,

Hooray! Harrah! Haroo! You made it! Below, you will see the Reading History Questionnaire we worked on in class. Only this time, you can see all of my answers!

Your Task:
1) Read through my responses
2) Highlight the Reading History Questionnaire
3) Press CTRL C or right click and select “copy”
4) Click on “comment” (located below the survey)
5) Place the cursor in the body of the blog and press CTRL P or right click and select “paste”
6) The survey should appear in the space. Delete my answers, but leave the questions.
7) Now it’s your turn to complete the survey! Use complete sentences, of course.
8) Add one question (to make 25 questions) and answer it.
9) Delete the original title and create a personalized title. Post your comment, and do not forget to select "name" and write your first name, last initial, and period.
10) Now it’s time to explore each other’s comments. Choose three of your peers to write five interesting reading facts about. Do this part in your notebook.

Happy blogging,

Ms. Walsh

P.S. While you’re on here, it wouldn’t hurt to vote on the polls I have on the right.

P.P.S. Don’t forget to familiarize yourself with the information contained in the links.

English Frogs Hop from Book to Book: Ms. Walsh’s Reading Profile
1. How old were you when you learned how to read?I am not sure how old I was when I learned how to read, but I do remember that the first sentence I read aloud was, “stand up to be tall and sit down to be small.” I was so proud!

2. Were you a big reader growing up?I was definitely a big reader growing up. I didn’t enjoy classics much, though, until I was a bit older. As a teenager, I was obsessed with the writer Lois Duncan, and I loved Francine Pascal’s Sweet Valley Twins and Sweet Valley High series. I also read the heck out of the Nancy Drew books.

3. Are there any books that left a big impression on you as a kid?In Cold Blood by Truman Capote gave me nightmares, Steven King’s Rose Madder inspired me to write, and J.R.R. Tolkien made me dream. As a really small child, I loved these books that had the best cartoon pigs dressed in uniforms- I don’t know who wrote them or what they were about, but I loved them so much!

4. Do you have favorite genres? (Example: Do you read mainly fiction or non-fiction? Do you have a soft spot for horror, science fiction, or romance?) I would have to say that I really love historical fiction books. I have a soft spot for fictitious novels that are set in ancient times.

7. Where do you prefer to read?I love to read in the park, under a tree. In the summer, I like to read at the beach. If it’s raining, or cold, I like to sit on my couch, near the window. I always read on the train.

8. Do you like to eat or drink something while you read? If so, what are your foods and beverages of choice?For me, the best reading snack is chips and guacamole.

10. On average, how many books do you read a month?At some times during the school year, I have read up to six books in a month. On average, I probably read two books per month.

11. How do you get hold of the books? Do you buy them at a bookstore, visit an online store, borrow from a friend or family member, or do you use the library?I love collecting books to share with students, friends, and family, so I often buy books.

12. Paperback or hardcover?I prefer paperback because it’s nice to be able to fold a soft book in half when you are in a crowded space and have to read with one hand holding onto a metal rail (the train).

13. At what point do you give up on a book? I try to get through all of the books I pick up, but if I get halfway through a book and I don’t care about the characters, I put the book down.

14. How do you find out about new books and authors?I like to read books based on recommendations, best. I also check out the New York Times bestselling list. My mom often tells me about good books she has read and then I read them so we can talk about them.

15. Best reading-related memory?Reading the final book in J.R. Rowling’s Harry Potter series gave me dreams of the Hogwarts Castle every night until I was done with the book.

16. Worst reading-related memory?One time, in college, I had to read three thick novels in one week. I procrastinated (teachers are human, too) and didn’t have time to finish one of the books. I had to go to the discussion group and admit to the class (when I got called on) that I didn’t finish the book. I was mortified.

17. What was the last book(s) you read?The last book I read was Jeanette Wall’s memoir, titled The Glass Castle. It was awesome.

18. What was the last book you checked out from the library?The last book I checked out from the library was Barbara Kingsolver’s The Poisonwood Bible.

19. On average, how many hours a week do you spend reading?Aside from reading at school with my students, I spend at least five hours a week reading.


20. Are you a fast or a slow reader?
I read at a fast pace only if I’m reading for pleasure. If I am reading a book with my students, I read at a slower pace, so that I can think about what the hidden messages are and figure out what is most important to teach about.

21. Do you sometimes read more than one book at a time?I often read more than one book at a time. Sometimes, I confuse the characters and the stories. I find that if I make a character list for each book, it makes it easier to keep the stories straight.

22. Are you what Stephen King refers to as a Constant Reader, or are there periods where you do not read at all?
I am a “Constant Reader.”

23. What is the longest you have gone without reading?The longest I have ever gone without reading was one week, when I stayed with my best friend at her parent’s lake house. I had forgotten to bring a book, and the town was so small, we would have had to drive an hour for the nearest bookstore or library!

24. Why do you read? (This is a tough one, I know)I read because it helps me to understand the world around me. This helps me to change, as a person, which I think is very important.

Course Syllabus

English Literature: Grade 10
Ms. Walsh
Room 568
Contact information: ewalsh.english@gmail.com
(212) 501-1234

Course Description:One primary goal for this yearlong course will be to develop students’ ability to think critically. To help students accomplish this goal, we will attempt to answer five essential questions:

 How and why are people or groups in a society treated differently based on their gender, religion, race, ethnicity, age, class, or other characteristic? How does special or discriminatory treatment influence individuals, groups, and society as a whole?
 What impact do new inventions, technologies, and forms of artistic expression and communication have on a society’s economy and overall culture?
 To what extent can an individual’s and/or group’s actions determine the course of an entire society?
 Why and how do new religions, belief systems, or branches of religions emerge and gain followers?
 What is the relationship between the environment and human activity?

Another goal for this course will be to improve students’ ability to write analytically. As a result, students will be assigned to write at least six essays and compile a comprehensive writing portfolio to submit for review at the end of the course. Students will be required to submit at least two drafts with each of their essays (see additional guidelines for submitting essays below).

Course Outline:- To answer our essential questions, we will analyze literature from several civilizations and historical periods, such as Ancient Greek Literature, Medieval Literature, Renaissance Literature, Existential Literature.
- We will read several genres of literature, including historical fiction, personal narrative, poetry, traditional literature, historical non-fiction, biography, plays, letters, and allegorical literature.
- We will learn to write in several of genres of writing, including, essay writing (expository, persuasive, analytical, interpretive), feature articles, editorials, literary criticism, personal analysis, poetry, personal narrative, journal writing, self-reflection writing, and free writing.

Forms of Assessment:
Group Work - Being able to work well with others in a group is a crucial skill for today’s citizens. The cliché - no person is an island - is a good illustration of this fact in that it can be quite difficult to survive without the help of others. In this same vein, much of students’ work will be done in groups. Students will quickly realize that individually they will not have all of the answers, but as they work with their fellow classmates, they will be better able to find all of the answers. After all major group assignments, students will be assessed on an individual basis (i.e. a reflection, journal response, short answer essay)

Homework- Homework is posted on the board each day, and students are responsible for writing it down in their agendas. Homework assignments will be checked for credit daily. If you are absent, it is your responsibility to complete the homework that you have missed. Homework will be accepted late only if you have a note from your parents, citing a valid excuse. Work handed in any time after the class is over is considered late. One day of absence affords one day of makeup opportunity (for homework, tests, quizzes, classwork, ect.). All homework must have full heading (see below for format).

Quizzes / Exams- All formal exams will be announced at least one week in advance. Quizzes will not always be announced beforehand. For this reason, you must review your notes on a daily basis to ensure success. Students should expect to receive no less than two quizzes during each unit and routine vocabulary and grammar quizzes. Students will also receive one exam at the end of each unit.

Essays - As mentioned above, all students will be required to submit at least two essay drafts for each essay written. The first draft will usually be reviewed by a fellow classmate. I will read and then return the second draft. All essays and drafts must follow the following format:
 Typed
 Heading: Your name, name of course, my name, class period, date- in upper-left hand corner
 Title (centered under the heading and italicized)
 Double-spaced
 Font- size- 12 and Times Roman, black ink
 One-inch margins

* Papers submitted out of format will be returned ungraded.
* All drafts should be proofread and edited before submission. Papers with two simple editing mistakes within the first two lines will be returned, ungraded.

Writing Portfolio
The final portfolio is a selection of a student’s work and the student’s own evaluation of that work, organized to show evidence of academic growth and progress. The portfolio is a culminating project, which is aimed at demonstrating the various genres of writing that students have learned throughout the year. Students will select various pieces of writing and they will have the opportunity to reflect on their growth as writers and thinkers. Due June 8.

Class Participation - One key element of class participation requires that students be in their seats and working before the late bell rings. Consequently, students who are frequently late and absent will be penalized. Students who are late without a valid excuse will be referred to the dean and will serve detention. Students will be expected to contribute to whole group discussions. Students will also be required to read their work (journal entries, homework, essays etc…) aloud in class. Failure to enter the classroom wearing full and proper uniform will result in your being sent to the office to borrow uniform items, which will make you late to class- and participation points will be deducted for that day. Students must carry their agendas with them at all times.

Grammar and Vocabulary- Students will receive one grammar packet and one vocabulary packet each month. Packets must be completed by the prescribed due date. We will review these packets as a class. Students will be tested regularly on grammar and vocabulary. I strongly encourage you to buy a grammar workbook and practice your grammar skills outside of class, as well. Dictionaries are available to students at all times during class, and students should always look up unfamiliar words. A thesaurus must be consulted for every written assignment.

Blogging- Our classroom blog account is located at http://ewalshenglish10.blogspot.com
Here, you will find a wealth of information that will support our units of study. Sometimes you will be required to post a response to a blog I have started, and this will count as an assignment for class. You are responsible for demonstrating knowledge of the information supplied on this blog and in its links, so make sure to log in daily.

Grading Information and Policies
Grading Policy, as per the MHSHS grading scale:
A: 90 – 100
B: 80 – 89
C: 70 – 79
D: 65-69
F: 64 and below

Your grade will be determined by a point system. Grades for each marking period will be based on the points you earn out of the total possible value of the graded assignments. The weight of the assignment is determined by its point value. For example, homework may be worth five points, quizzes worth ten points and tests worth one hundred points.

• Extra credit means extra work. If you are missing many assignments, therefore not keeping up with the work, then you will not be given additional work to compensate for your grade.

My Gradebook- I will be recording grades in a hardcopy gradebook and online at www.mygradebook.com

Each student and his/her parent(s) will receive a classword and a password. Simply log onto the gradebook link and enter the login information to access your/your child’s grades, any time.

Outbox / Classroom Folder System: Work handed in to me will be graded and placed in the Outbox in a timely fashion. All formal writing assignments are kept in the classroom, to be used for the writing portfolio in May. Students may take their work from the outbox for review, but must then place the work in his/her classroom folder.

Required Materials:- English Notebook (not to be shared with any other subject, as I periodically collect notebooks for review)
- Two English Folders (not to be shared with any other subject). One folder will be kept in the classroom and the other will be kept with the student.
- Blue or black pens (work done in another color will not be accepted)
- 1 highlighter (yellow, or light in color)
- Post-its (2 x 4)
- Loose-leaf (can be placed in English Folder). Work handed in with the spirals at the edges of the paper will not be accepted.
- White-Out is strongly encouraged, as we will not throw out paper just because we made a simple error.
- Pocket thesaurus

* Over the course of the year, students will be required to bring in index cards for novel projects. It would be a good idea to stock up on these and rubber bands at the beginning of the year, but students do not have to bring these items to class every day.
* In May, students will be required to have a three ring binder with five dividers. Plastic wraps for papers is not required, but recommended. The binder will be used for the final Writing Portfolio.
* Much of the work handed in for this course will be typed. There is a computer lab available for students to use during lunch and during S.O.S.



Classroom Expectations:- Always put forth your best effort. Be prepared with your notebook and a writing utensil. Come to class with questions about readings and assignments. Ask for help and you shall receive it.
- As William Shakespeare said, “thought is free.” You are free to express your opinions in this class, so long as you support these opinions with evidence, and respect others’ rights to their own, different opinions.
- Academic integrity is required for this course. It is expected that all work you do is your own, original work. See the MHSHS Student Handbook for more information regarding cheating / plagiarism.
- Be a self-starter. Find the inspiration within yourself to learn. Never sit around and wait for me to tell you to get started.


Academic Support:- Every Tuesday, Wednesday, and Thursday I am available at S.O.S. On these days of the week, you can come to my classroom for 45-90 minutes after school to get help for or work on assignments, work on English skills, or do your homework.
- Open communication is a major key to your personal success. I strongly encourage you to stop by the classroom to speak to me personally, drop a note in my mailbox, or email me regarding any concerns or confusion you may have. Often times, if you are confused, others are confused as well. Your asking questions could benefit the whole group!
- This classroom is yours as well as mine. All of the decisions each of us makes has a direct affect on everyone else in the room. Always be aware and conscious of yourself.

Contacting Me - If you or your parents would like to contact me, the best way to do this will be via email. I normally check my email everyday. I will respond to an email no later than two days after receiving it. You can also stop by our classroom during lunch, or S.O.S. You can also drop a note off in my mailbox, located in the main office. Parents can leave a message with the school at (212) 501-1234.