http://www.eliewieselfoundation.org/nobelprizespeech.aspx
Visit the above website to read Elie Wiesel's speech at his Nobel Prize awards ceremony in 1986. What is his message?
Friday, May 28, 2010
Wednesday, May 26, 2010
HW Due Thursday, May 27
WOOOOLLLLFFFF!!! Hey guys and dolls- I know it's been a long while since I posted here. I know you have been DYING for homework reminders! Here goes the HW for the day:
Copy down a dictionary definition for the following words. Include the part of speech and ALL definitions associated with that word. DO NOT just pick one of the several that will be listed.
Words to define:
1)VICTIM
2)PERPETRATOR
3)BYSTANDER
4)RESISTANCE
ALSO: Period 8, you are also reading up to page 26 for homework. That will take you to the end of chapter 2. You MUST bring the book you borrowed in class today BACK to school tomorrow and return it to Ms. Hanemann at the start of
7th period TOMORROW!!!!!!!!!!!!!!!!!!!!!
Copy down a dictionary definition for the following words. Include the part of speech and ALL definitions associated with that word. DO NOT just pick one of the several that will be listed.
Words to define:
1)VICTIM
2)PERPETRATOR
3)BYSTANDER
4)RESISTANCE
ALSO: Period 8, you are also reading up to page 26 for homework. That will take you to the end of chapter 2. You MUST bring the book you borrowed in class today BACK to school tomorrow and return it to Ms. Hanemann at the start of
7th period TOMORROW!!!!!!!!!!!!!!!!!!!!!
Monday, March 22, 2010
TEST REVIEW
TEST March 26, 2010
Jane Eyre
Character Identification:
JANE
MRS. REED
BESSIE
MR. LLOYD
GEORGIANA
ELIZA
JOHN
HELEN
MR. BROCKLEHURST
MS. TEMPLE
MS. SCATCHERD
UNCLE REED
MRS. FAIRFAX
ADELE
GRACE POOLE
ROCHESTER
Setting Description/Significance
MRS. REED’S HOME
RED-ROOM
LOWOOD SCHOOL
TRIP TO THORNFIELD
THORNFIELD
TRIP TO /FROM HAY
- Red room as a symbol of Jane’s being “locked in” to her class role as an orphan. The overarching metaphor is that when one is “locked in,” to a role, they are simultaneously “locked out” of opportunities. When we meet Jane as an orphan staying with Mrs. Reed, we understand her as a romantic character who desires more than what her “locked in” position can provide.
- Know that the novel contains Gothic elements, romantic conventions, and know that it is an example of a social critique (of the Victorian Era)
- Gothic / horrifying elements: some examples: 1) Jane gets locked in the red-red room 2) Jane sees her ghastly reflection in a mirror and gets creeped out 3) setting is remote and desolate, often taking on a life of its own
- Romantic conventions: some examples: 1) Jane has a strong will and stands up for her self in the face of injustice (tells Mrs. Reed she is a liar, and that she does not love her) 2) Cannot understand how Helen “bears” her punishments 3) Determined young woman who desires to go out beyond the experiences of Lowood and adventure 4) Knows she can be more than she is 5) The way she feels after she meets Rochester on the road for the first time (before she realizes it’s Rochester!)
- Social Criticism: some examples 1) Jane challenges social preconceptions 2) challenges ideas about social class 3) challenges ideas about gender 4) challenges ideas about injustice
***In other words, Jane’s character is the antithesis of the typical Victorian “ideal” woman
- Reciprocal Determinism- The idea that one’s personality influences and shapes environment in the same way that environment influences and shapes personality.
- What are the “Big Five Traits?” To what degree do we see these personality traits in Jane? Be able to discuss Jane’s personality traits and the ideas of reciprocal determinism when you are presented with quotes.
- Describe the Lowood Institute. Know the students, the teachers, the master. What are the day-to-day tasks? For what do the students get punished?
- Who is Helen? What is her role in Jane’s life? How does her death influence Jane’s personality? Be able to discuss friendship as an art, a phenomenon, an equation, and/or a science.
- Be able to discuss how acts of kindness towards Jane affects her. Know the scenes where Helen offers advice to Jane, where Ms. Temple talks with Helen and Jane over shared bread, tea, and cake, and the scene where Ms. Temple clears Jane’s name to the entire school.
- Be able to discuss the “setting as character” idea. How does the setting take on a life of it’s own? Especially be ready to discuss how Rochester’s introduction (as a background fact of the setting) symbolizes his importance in the novel and to Jane
- CONNECTION TO A SEPARATE PEACE: You will be asked to compare the two friendship dynamics: Helen and Jane compared to Gene and Finny
Grammar Topics and Writing:
- simple subject
- simple predicate
- understood subject
- compound subject
- compound predicate
- direct object
- compound direct object
- indirect object
- compound indirect object
- parts of speech (noun, pronoun, verb, adverb, adjective, interjection, preposition, conjunction)
- triple s squared method for paragraphing
Jane Eyre
Character Identification:
JANE
MRS. REED
BESSIE
MR. LLOYD
GEORGIANA
ELIZA
JOHN
HELEN
MR. BROCKLEHURST
MS. TEMPLE
MS. SCATCHERD
UNCLE REED
MRS. FAIRFAX
ADELE
GRACE POOLE
ROCHESTER
Setting Description/Significance
MRS. REED’S HOME
RED-ROOM
LOWOOD SCHOOL
TRIP TO THORNFIELD
THORNFIELD
TRIP TO /FROM HAY
- Red room as a symbol of Jane’s being “locked in” to her class role as an orphan. The overarching metaphor is that when one is “locked in,” to a role, they are simultaneously “locked out” of opportunities. When we meet Jane as an orphan staying with Mrs. Reed, we understand her as a romantic character who desires more than what her “locked in” position can provide.
- Know that the novel contains Gothic elements, romantic conventions, and know that it is an example of a social critique (of the Victorian Era)
- Gothic / horrifying elements: some examples: 1) Jane gets locked in the red-red room 2) Jane sees her ghastly reflection in a mirror and gets creeped out 3) setting is remote and desolate, often taking on a life of its own
- Romantic conventions: some examples: 1) Jane has a strong will and stands up for her self in the face of injustice (tells Mrs. Reed she is a liar, and that she does not love her) 2) Cannot understand how Helen “bears” her punishments 3) Determined young woman who desires to go out beyond the experiences of Lowood and adventure 4) Knows she can be more than she is 5) The way she feels after she meets Rochester on the road for the first time (before she realizes it’s Rochester!)
- Social Criticism: some examples 1) Jane challenges social preconceptions 2) challenges ideas about social class 3) challenges ideas about gender 4) challenges ideas about injustice
***In other words, Jane’s character is the antithesis of the typical Victorian “ideal” woman
- Reciprocal Determinism- The idea that one’s personality influences and shapes environment in the same way that environment influences and shapes personality.
- What are the “Big Five Traits?” To what degree do we see these personality traits in Jane? Be able to discuss Jane’s personality traits and the ideas of reciprocal determinism when you are presented with quotes.
- Describe the Lowood Institute. Know the students, the teachers, the master. What are the day-to-day tasks? For what do the students get punished?
- Who is Helen? What is her role in Jane’s life? How does her death influence Jane’s personality? Be able to discuss friendship as an art, a phenomenon, an equation, and/or a science.
- Be able to discuss how acts of kindness towards Jane affects her. Know the scenes where Helen offers advice to Jane, where Ms. Temple talks with Helen and Jane over shared bread, tea, and cake, and the scene where Ms. Temple clears Jane’s name to the entire school.
- Be able to discuss the “setting as character” idea. How does the setting take on a life of it’s own? Especially be ready to discuss how Rochester’s introduction (as a background fact of the setting) symbolizes his importance in the novel and to Jane
- CONNECTION TO A SEPARATE PEACE: You will be asked to compare the two friendship dynamics: Helen and Jane compared to Gene and Finny
Grammar Topics and Writing:
- simple subject
- simple predicate
- understood subject
- compound subject
- compound predicate
- direct object
- compound direct object
- indirect object
- compound indirect object
- parts of speech (noun, pronoun, verb, adverb, adjective, interjection, preposition, conjunction)
- triple s squared method for paragraphing
Thursday, March 4, 2010
HW Due Friday, March 5, 2010
Choose one theme from today's discussion and notes to write about. Explain how your chapter "speaks" to this theme. What does it "say"?
Wednesday, February 10, 2010
HW Due Thursday 2/11
BLOCK SCHEDULES ARE CANCELLED FOR WEDNESDAY AND THURSDAY!!!
This means that the following homework is due on Thursday FOR ALL SECTIONS:
-Direct / Indirect Object Worksheet (all excercises)
-Study Unit 7 Vocabulary Words (TEST THURSDAY on spelling/sentences/definitions/synonyms/antonyms/parts of speech)
This means that the following homework is due on Thursday FOR ALL SECTIONS:
-Direct / Indirect Object Worksheet (all excercises)
-Study Unit 7 Vocabulary Words (TEST THURSDAY on spelling/sentences/definitions/synonyms/antonyms/parts of speech)
Thursday, February 4, 2010
HW Due Monday / Tuesday Block
-Complete Unit 7 Vocabulary packet
-Complete all qs in "More on the Eight Parts of speech" packet
-Complete all qs on the "subject and predicate" worksheet
Make sure that you bring your book to class. You will need it to write your in-class essay.
REMINDERS:
A Separate Peace by John Knowles must be read by 2/26. I will check to make sure you have obtained a copy for yourself on Monday/Tuesday.
You must have a Marble Notebook with you (new/not shared with any other classes) by this Monday/Tuesday
-Complete all qs in "More on the Eight Parts of speech" packet
-Complete all qs on the "subject and predicate" worksheet
Make sure that you bring your book to class. You will need it to write your in-class essay.
REMINDERS:
A Separate Peace by John Knowles must be read by 2/26. I will check to make sure you have obtained a copy for yourself on Monday/Tuesday.
You must have a Marble Notebook with you (new/not shared with any other classes) by this Monday/Tuesday
Thursday, January 21, 2010
Regents Week and Other Info
BRAINSTORM QUESTIONS
1. How did the character affect Hamlet? How was the character affected by Hamlet?
2. In each scene where your character appears, what is his or her motivation and objective? (Sometimes this will be difficult or impossible to determine, so you talk about the various possibilities of what he or she could want.)
3. What do other characters say about your character and how do they react to him or her? How does your character feel about other characters?
4. What questions are raised by your character’s words and/or behavior?
THE “SKELETON” OF YOUR PAPER
Paragraph 1: a description of the character
Paragraph 2: an explanation of the character’s significance in the play
Paragraph 3: your opinion about the character’s changes during the play and the importance of the changes
Paragraph 4: a comparison of your character Hamlet
We will write the actual paper when we return from Regents Exam week. Upon return, the following items must be complete:
1)Brainstorm questions above
2)Skeleton of your paper (4 paragraphs detailed above)
3)Your mini-lesson for the part of speech you were assigned. In depth details for this will follow in an upcoming post.
* All together, that’s 8 paragraphs and a page or two of writing to prepare to teach your lesson. We will watch Act V of Hamlet together in class. Some interesting films to watch clips of (or the film in full, if you can are as follows.)
-Hamlet starring Ethan Hawke (this is what we have been watching)
-Hamlet starring and directed by Mel Gibson
-Hamlet starring Lawrence Olivier (it’s the token black and white film… funny old-time costumes)
-Hamlet cartoon (youtube it)
-This American Life (podcast, so you have to listen to it… there’s no video…) presented a -Hamlet version of Act five, acted out by actual prisoners. It’s amazing. (Those of you who were here the day before winter break got to hear parts of this… the entire podcast is amazing)
I love everything Hamlet, so if you are interested in other recs, let me know!
1. How did the character affect Hamlet? How was the character affected by Hamlet?
2. In each scene where your character appears, what is his or her motivation and objective? (Sometimes this will be difficult or impossible to determine, so you talk about the various possibilities of what he or she could want.)
3. What do other characters say about your character and how do they react to him or her? How does your character feel about other characters?
4. What questions are raised by your character’s words and/or behavior?
THE “SKELETON” OF YOUR PAPER
Paragraph 1: a description of the character
Paragraph 2: an explanation of the character’s significance in the play
Paragraph 3: your opinion about the character’s changes during the play and the importance of the changes
Paragraph 4: a comparison of your character Hamlet
We will write the actual paper when we return from Regents Exam week. Upon return, the following items must be complete:
1)Brainstorm questions above
2)Skeleton of your paper (4 paragraphs detailed above)
3)Your mini-lesson for the part of speech you were assigned. In depth details for this will follow in an upcoming post.
* All together, that’s 8 paragraphs and a page or two of writing to prepare to teach your lesson. We will watch Act V of Hamlet together in class. Some interesting films to watch clips of (or the film in full, if you can are as follows.)
-Hamlet starring Ethan Hawke (this is what we have been watching)
-Hamlet starring and directed by Mel Gibson
-Hamlet starring Lawrence Olivier (it’s the token black and white film… funny old-time costumes)
-Hamlet cartoon (youtube it)
-This American Life (podcast, so you have to listen to it… there’s no video…) presented a -Hamlet version of Act five, acted out by actual prisoners. It’s amazing. (Those of you who were here the day before winter break got to hear parts of this… the entire podcast is amazing)
I love everything Hamlet, so if you are interested in other recs, let me know!
Wednesday, January 20, 2010
Homework Due Friday, January 22
Complete the brainstorm packet for your character analysis. Start by answering all of the questions presented. Then find AT LEAST 3 quotes SAID BY YOUR CHARACTER and analyze them. To analyze, you must make inferences about your character and his or her behaviors BASED ON THE WORDS he or she uses. Ask yourself why the character says what he/she says and what the words reveal about him or her. Then ask yourself how these words play into the overarching themes of the play.
**For example, if your friend said, "O that this too too sullied flesh would melt, thaw, and resolve itself into a dew," you might say to another friend: I'm worried about my friend. He wishes that his flesh would melt! Plus, he says that his flesh is sullied! For some reason, he thinks that he is contaminated, or ruined. Maybe that's because his girlfriend's father prohibited her from speaking to him. So because her dad doesn't like him, he feels like there's something wrong with him.... hmmm.. this plays into the fact that he has an inferiority complex. I mean, he did say another time that he was not like Hercules. He sees himself as weak and contaminated. Ugh. I'm sure that the fact that his dad, the king, was killed, has something to do with this. And then his mom married his uncle. No wonder he feels sullied. His family name is sullied. His father's honor is sullied. And he is part of his father, so now he thinks he is sullied too. I wonder why he chose to say that his flesh would "melt" rather than just disappear or something. Maybe he sees himself as cold as ice, like he's thinking cold thoughts. This wouldn't surprise me, given what he is going through. He has no warmth left! Poor guy. And resolve itself into a dew? Well, when I think of dew, I think of morning. Maybe he wants to be like the residue left on the trees in the morning on a warm day. Dew is crysal clear, it's easily swept away to nothing, and it evaporates in the sun. So, he wishes he would evaporate. I would be REALLY worried about him, except for the fact that he's such a smart and witty guy. I hope that his sense of humor and wits will carry him through this. Come to think of it, when I think of morning, I think of mourning, and he's definitely mourning........ (kids, I could go on forever here, so I'm just going to stop now... I think you get the idea)....
You should be able to fill out all three pages of the packet by following these directions, this example, and the 15 page paper you read on Hamlet.
Now get to your analysis brainstorm and make it good!!!!!!!!!!!
**For example, if your friend said, "O that this too too sullied flesh would melt, thaw, and resolve itself into a dew," you might say to another friend: I'm worried about my friend. He wishes that his flesh would melt! Plus, he says that his flesh is sullied! For some reason, he thinks that he is contaminated, or ruined. Maybe that's because his girlfriend's father prohibited her from speaking to him. So because her dad doesn't like him, he feels like there's something wrong with him.... hmmm.. this plays into the fact that he has an inferiority complex. I mean, he did say another time that he was not like Hercules. He sees himself as weak and contaminated. Ugh. I'm sure that the fact that his dad, the king, was killed, has something to do with this. And then his mom married his uncle. No wonder he feels sullied. His family name is sullied. His father's honor is sullied. And he is part of his father, so now he thinks he is sullied too. I wonder why he chose to say that his flesh would "melt" rather than just disappear or something. Maybe he sees himself as cold as ice, like he's thinking cold thoughts. This wouldn't surprise me, given what he is going through. He has no warmth left! Poor guy. And resolve itself into a dew? Well, when I think of dew, I think of morning. Maybe he wants to be like the residue left on the trees in the morning on a warm day. Dew is crysal clear, it's easily swept away to nothing, and it evaporates in the sun. So, he wishes he would evaporate. I would be REALLY worried about him, except for the fact that he's such a smart and witty guy. I hope that his sense of humor and wits will carry him through this. Come to think of it, when I think of morning, I think of mourning, and he's definitely mourning........ (kids, I could go on forever here, so I'm just going to stop now... I think you get the idea)....
You should be able to fill out all three pages of the packet by following these directions, this example, and the 15 page paper you read on Hamlet.
Now get to your analysis brainstorm and make it good!!!!!!!!!!!
Sunday, January 17, 2010
MIDTERM REVIEW TERMS
Hello students,
TEST FORMAT: Multiple Choice and Fill in the Blanks
DATES: Period 7: Wednesday, January 20
Period 8: Thursday, January 21
YOU SHOULD BE ABLE TO: Define the words, use them in sentences, tell which part of speech the word is, match the words to synonyms and/or antonyms
UNIT #1
ADMONISH
BREACH
BRIGAND
CIRCUMSPECT
COMMANDEER
CMBERSOME
DEADLOCK
DEBRIS
DIFFUSE
DILEMMA
EFFACE
MUDDLE
OPINIONATED
PERENNIAL
PREDISPOSE
RELINQUISH
SALVAGE
SPASMODIC
SPURIOUS
UNBRIDLED
UNIT#2
ADJOURN
ALIEN
COMELY
COMPENSATE
DISSOLUTE
ERRATIC
EXPULSION
FEINT
FODDER
FORTIFY
ILLEGIBLE
JEER
LUCRATIVE
MEDIOCRE
PROLIFERATE
SUBJUGATE
SULLY
TANTALIZE
TERSE
UNFLINCHING
UNIT #3
ABRIDGE
ADHERENT
ALTERCATION
CHERUBIC
CONDONE
DISSENT
EMINENT
EXORCISE
FABRICATE
IRATE
MARAUDER
OBESITY
PAUPER
PILFER
RIFT
SEMBLANCE
SURMOUNT
TERMINATE
TRITE
USURP
UNIT #4
ABSCOND
ACCESS
ANARCHY
ARDUOUS
AUSPICIOUS
BIASED
DAUNT
DISENTANGLE
FATED
HOODWINK
INANIMATE
INCINERATE
INTREPID
LARCENY
PLIANT
POMPOUS
PRECIPICE
RECTIFY
REPRIEVE
REVILE
UNIT #5
ACCOMPLICE
ANNIHILATE
ARBITRARY
BRAZEN
CATALYST
EXODUS
FACILITATE
INCORRIGIBLE
LATENT
MILITANT
MOROSE
OPAQUE
PARAMOUNT
PRATTLE
REBUT
REPRIMAND
SERVITUDE
SLAPDASH
STAGNANT
SUCCUMB
UNIT#6
ATONE
BONDAGE
CREDIBLE
DEFRAY
DILIGENT
DOLEFUL
GHASTLY
HAMPER
HEW
IMPOVERISHED
INCESSANT
INTRICATE
LUCID
POSTHUMOUS
PRIM
SARDONIC
SUPERFLUOUS
SUPPLANT
TAUNT
TENACIOUS
TEST FORMAT: Multiple Choice and Fill in the Blanks
DATES: Period 7: Wednesday, January 20
Period 8: Thursday, January 21
YOU SHOULD BE ABLE TO: Define the words, use them in sentences, tell which part of speech the word is, match the words to synonyms and/or antonyms
UNIT #1
ADMONISH
BREACH
BRIGAND
CIRCUMSPECT
COMMANDEER
CMBERSOME
DEADLOCK
DEBRIS
DIFFUSE
DILEMMA
EFFACE
MUDDLE
OPINIONATED
PERENNIAL
PREDISPOSE
RELINQUISH
SALVAGE
SPASMODIC
SPURIOUS
UNBRIDLED
UNIT#2
ADJOURN
ALIEN
COMELY
COMPENSATE
DISSOLUTE
ERRATIC
EXPULSION
FEINT
FODDER
FORTIFY
ILLEGIBLE
JEER
LUCRATIVE
MEDIOCRE
PROLIFERATE
SUBJUGATE
SULLY
TANTALIZE
TERSE
UNFLINCHING
UNIT #3
ABRIDGE
ADHERENT
ALTERCATION
CHERUBIC
CONDONE
DISSENT
EMINENT
EXORCISE
FABRICATE
IRATE
MARAUDER
OBESITY
PAUPER
PILFER
RIFT
SEMBLANCE
SURMOUNT
TERMINATE
TRITE
USURP
UNIT #4
ABSCOND
ACCESS
ANARCHY
ARDUOUS
AUSPICIOUS
BIASED
DAUNT
DISENTANGLE
FATED
HOODWINK
INANIMATE
INCINERATE
INTREPID
LARCENY
PLIANT
POMPOUS
PRECIPICE
RECTIFY
REPRIEVE
REVILE
UNIT #5
ACCOMPLICE
ANNIHILATE
ARBITRARY
BRAZEN
CATALYST
EXODUS
FACILITATE
INCORRIGIBLE
LATENT
MILITANT
MOROSE
OPAQUE
PARAMOUNT
PRATTLE
REBUT
REPRIMAND
SERVITUDE
SLAPDASH
STAGNANT
SUCCUMB
UNIT#6
ATONE
BONDAGE
CREDIBLE
DEFRAY
DILIGENT
DOLEFUL
GHASTLY
HAMPER
HEW
IMPOVERISHED
INCESSANT
INTRICATE
LUCID
POSTHUMOUS
PRIM
SARDONIC
SUPERFLUOUS
SUPPLANT
TAUNT
TENACIOUS
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