Freshman English 1-2 (Period 2) Assignments

Each student will submit his or her assigned questions to turnitin.com by midnight on Monday June 13. These questions will be used in class for the final exam Socratic Seminar.

On Monday June 6, be prepared to perform your sonnet in front of the class. Have a print out of the sonnet and complete the literary terms worksheet for your sonnet.

You will receive a performance grade and a grade for the written work.

Use these packets to study for the final test for Romeo and Juliet. The test is 100 Questions, multiple choice; it covers all 5 acts with emphasis on Acts 4 and 5; but all literary terms and elements of the tragedy will be fair game.

Use your study guide and any other materials to help you review the plot, character, setting, and conflict. Also review the Dramatic conventions and vocabulary.

Read Acts IV and V of Romeo and Juliet. COMPLETE THE ATTACHED STUDY GUIDE. Write a quotation for each item listed on the study guide. Be sure to note the Act, Scene and Line numbers in MLA format.

Here is the example for item #1

"Immoderately she weeps for Tybalt's death,

And therefore have I little talked of love," (IV. i. 6-7)

The Act III Romeo and Juliet test will be 50 questions. 1-25 will be taken on Thursday and 26-50 on Friday as we have shortened class periods both days.

 

Use the attached study guide, any notes you have taken and any quizlet flashcards that seem useful to you to review the material.

Review the slides in this powerpoint which cover Act II scenes i and ii.

http://www.slideshare.net/esalona/romeo-and-juliet-act-2-notesAlso check out the video, "Love at First Sonnet"

Use these three pages as the Resource Sheets 1-3 on the student copy of the notes given to you in class.

 

Study them and be prepared to be familiar with the details for the test on Friday

Use these notes to refresh your memory about the issues we discussed in class as we read the first act of Shakespeare's Romeo and Juliet. Use the notes in conjunction with those you took and the 4 page typed handout (which we have reviewed in class) to review all of the detailed information about the author, history, characters, setting, dramatic conventions, poetry and other pertinent information.

Turn this in on Friday after the Socratic Seminar

Read the letter written to Holden here in the New York Times:

ABOUT THOSE DUCKS, HOLDEN

[Published in the Wall St. Journal on 14 March 1994 and in Chapter I of Red-Tails in Love]

Dear Holden Caulfield,

I know it’s probably too late and you don't give a damn about such things any more -- you're probably in some crummy retirement community in Florida or Arizona or somewhere, for crying out loud. Here's how I figure it: in 1945, when your author, J.D. Salinger, published the first story about you in Collier's Magazine, you were a Junior in High School. So you're probably getting Social Security by now.

But all through Catcher in the Rye you kept asking a question, a really good question, and nobody ever gave you an answer. It was pathetic. I mean, you really wanted some information, and in Chapter 12 all Horwitz the taxi driver would say was "How the hell should I know?" No wonder you ended up in a loony bin in the last chapter. I hope I'm not giving away any secrets or anything, but Catcher's been out for a long time and I guess most people know how it ends by now.

You remember your question --the one about the ducks in Central Park. You kept asking what happens to those ducks when all the lakes freeze over. You were real worried about them. You wondered whether some guy came in a truck and took them away to a zoo or something. It showed that you were a sensitive kid, Holden, it really did, you caring about the ducks and everything. I mean, most people just don't give a damn about the animals in the park and all.

Well, all these years I've kind of wondered about your question myself. But not very hard. Because things have changed since the 1940's or 50's when you were getting kicked out of that phony prep school and meeting old Sally Hayes under the clock at the Biltmore. Would you believe it, Holden, that clock isn't there any more. They've taken down the whole damn hotel, for chrissake!

But that's not what I mean when I say that things have changed . I mean that it hasn't been so cold these winters.

I remember Central Park in the 40's and 50's. In those days it got really cold in January or February. Kids used to actually ice skate on the old rowboat lake. Like me and my sister old Janet used to skate there all the time, and so did a lot of other people. Of course we didn't have much choice if we wanted to skate because they didn't have any skating rinks in the park in those days. There was only the rink at Rockefeller Center, and that one was too expensive. Besides, all the girls there had these little skating dresses with white fur at the hem and sleeves. I didn't have one.

In those days, I'm sorry to tell you, Holden, I didn't worry about the ducks like you did -- I honestly never gave the ducks a single thought. I don't know what was wrong with me. Something, I guess, because I never got kicked out of school, either.

By the time I grew up and began to care about ducks and stuff like you did, the winters stopped being so cold. I don't know why, exactly, maybe the greenhouse effect or whatever. But it's the truth. The lakes in Central Park hardly ever froze over during the last few decades, not solidly so you could skate on them, and not all over so anybody had to worry about the ducks.

But recently I've been thinking about you a lot, Holden. Really I have. Because this has been one unbelievably cold winter. I mean it's been really cold. All the lakes and even the Reservoir in Central Park have frozen solid. People are skating on the rowboat lake, for chrissake, and I haven't seen anybody do that for about 500 years, not since I was a little girl. So your question began to really bother me.

And guess what, Holden, I actually found out what happens to the ducks in Central Park when everything freezes over. And I can tell you that nobody comes with a truck and takes them away to the zoo or anything. No, there's another answer.

My friend Bill DeGraphenreid figured it out. He's this nice dark-skinned guy with a big shock of white hair who feeds the ducks all year. I mean he really cares about the ducks and he brings them huge amounts of food all the time. And imagine this: he actually knows those ducks. I'm not kidding, it's absolutely amazing. There's this one female mallard he calls Missy, and there's all Missy's children -- she had eight ducklings last spring – and there's Missy's sister who was slightly crippled from getting tangled in fishing line. Her name is also Missy. When he calls "Missy, Missy!" one of the two Missys always comes.

Anyhow, when all the lakes froze this year Bill got real worried about the ducks. So he looked all over the park for them. Finally he found them. All of them. Hundreds of ducks, including Missy and Missy's sister, Missy. They were all in a secret place, just about the only place in all of Central Park that hadn't frozen over, because there's an actual natural spring that runs into it, while all the other streams in the park turn on and off with a faucet, for chrissake.

So Bill's been going there just about every day with heaps of food for Missy I and Missy II and all the other ducks even though the roads in the park have been horribly icy and besides, he has this painful foot condition called spurs that makes it hard to walk.

So Holden, I'm going to tell you how to find the secret place where the Central Park ducks go when all the lakes are frozen over. Do you know where Balcony Bridge is? It's this structure that’s actually a part of the West Drive, somewhere around 77th Street. If you stand on its east side you get a fantastic view of the rowboat lake and the Central Park South and Fifth Avenue skylines. From its west side you're facing the Museum of Natural History.

Well, all the ducks are down there under old Balcony Bridge. Nobody hardly notices them but if you stand there facing Fifth Avenue and throw down a lot of bread you'll see them all right. They'll all come out and push and shove and gobble up every crumb. You should come and do it, Holden. It'll make you so damn happy it'll just about kill you. It really will.

Then follow the directions to write you own 1 page, typed double spaced 12 font letter to Holden

4) Letter to Holden

After reading the model letter from the New York Times, use the format for a friendly letter (google the words “friendly letter template”)—to write to Holden about some issues in the novel. Pick a specific question or concern which Holden talks about (in the model, the letter writer addresses the idea of the ducks) and give him some advice. It can be advice about his behavior or his ideas. You can help him out with his dating, plans for the future, treatment of women, skills at making friends, study habits, or grief process.

Holden Journal

3)              Holden often makes reference to the pop culture of the time period (1950’s) throughout the novel and offers his opinions of various songs, movies, and performers. Give some examples of how he feels with regard to these in the novel.

1. Think of a favorite song that you have and examine the lyrics. What makes this song a favorite? Is there a personal connection that you have to it that goes beyond just hearing it? Explain.

Or­­-­­-­­­­­­­

1. Think of a favorite movie that you have and explain how and why it affected you. Be sure to discuss what makes the film likable to you. (Plot? Setting? Actors? Spectacle? Who you originally saw it with? Who you always watch it with?)

   3)              Holden often makes reference to the pop culture of the time period (1950’s) throughout the novel and offers his opinions of various songs, movies, and performers. Give some examples of how he feels with regard to these in the novel.

   1. Think of a favorite song that you have and examine the lyrics. What makes this song a favorite? Is there a personal connection that you have to it that goes beyond just hearing it? Explain.

   Or­­-­­-­­­­­­­

   1. Think of a favorite movie that you have and explain how and why it affected you. Be sure to discuss what makes the film likable to you. (Plot? Setting? Actors? Spectacle? Who you originally saw it with? Who you always watch it with?)

While the due date for this assignment is listed as Friday March 11, this date is for planning purposes. It will be collected at the conclusion of the Catcher in the Rye unit along with the 9 other entries you will have written by that time.

 

refer to the posted passage from Out of Africa to ensure that you imitate the style of Isak Dineson.

 

DIRECTIONS FOR JOURNAL 2/10

Holden discusses his favorite authors. We have read the story he admires, “There Are Smiles” by Ring Lardner. He also reads, Out of Africa, a novel by Isak Dineson. After listening to the excerpt from the novel, you will attempt to imitate the passage and Dineson’s style. As in the passage, describe in three separate paragraphs three different objects.

Remember to try to imitate the qualities of her voice which make her writing unique. Include thoughtfully constructed metaphors and similes. Focus in your journal entry on the concrete details of your subjects; place the subjects in a particular setting. Also remember to create the tone of philosophical inquiry that is a hallmark of her work.

In the final paragraph, attempt to link the descriptions to a common moral or thematic message. In “the Iguana” the moral, “Shoot Not the Iguana” expresses the thematic idea that nature should be left alone in order to be most beautiful.

You should read pages 99-105 in Catcher in the Rye

Complete the pages on Characterization for Catcher in the Rye

begin the symbols for the pages we have read

begin to sort the females and males in the novel into the proper categories; wait until you have met all the characters listed before drawing conclusions

Complete lessons 13 and 14 in the Vocabulary 4 packet

Use this passage from Out of Africa as a model for your second journal assignment. If you missed class on Friday March 4, please read the passage "The Iguana" and answer the Literature Questions 1-10

 

You will use the passage to write your own imitation of Isak Dineson's work.

THIS IS NOT AN ASSIGNMENT YOU WILL TURN IN ON THE DUE DATE. THE DUE DATE IS FOR PLANNING PURPOSES. YOU HAVE 10 JOURNALS TO WRITE BY THE END OF THE Catcher in the Rye unit. DO NOT PROCRASTINATE

 

Directions for Journal 1

 

After discussing modern slang with a partner and reviewing (and adding to) the list of slang terms used by Holden, write a 1 page typed, double spaced 12 point font journal on the topic of your choice. Use Holden's slang and use stream-of-consciousness in your journal. Be sure to avoid slander (make up the names) and stay with Holden's voice (don't add your own modern slang)

Read this short story which Holden mentions in Catcher in the Rye. Write a 200-400 word response. Tell what you think about the setting, character, conflict and resolution of this story. Use those terms and express an opinion.

Print and have your parents sign; please bring to class Tuesday

Watch this video which models annotation of poetry. Have your copy of the poem, "The Road Less Travelled By" available as you watch the video. Make annotations on your poem

To deal with the controversial subject matter of teen suicide, novels and movies offer scenarios which can give students a chance to discuss the reasons people consider suicide and ways to help themselves and others navigate the sometimes difficult emotional landscape of adolescence 

Read the article attached in preparation for a Socratic Seminar on the movie Dead Poet's Society

In this article, a scientific study about parents who lose a child is described. Details and facts in this article can be used as an entry point to discussions about the movie Dead Poet's Society and also the possible reasons that literature about loss and death can be helpful or harmful to students in high school. Be prepared to discuss some of the ideas of this article in a Socratic Seminar when we return from the break.

If you are able to use the annotation extension in Google Chrome, annotate the following poems--look for imagery, rhyme scheme, similes and metaphors. In addition, ask questions and make clarifications regarding meaning of particular lines and words in the margins.

Print the packet (it is fine to print it two-sided) and bring to class on Wednesday

Use the following questions to help your partner catch any lapses in their two body paragraphs. After checking with each other, type the paragraphs and submit them to turnitin.com

 

Body paragraphs:

1. Did the author write 2 body paragraphs? ______
2. Does each body paragraph have a topic sentence as the FIRST sentence of the paragraph? ______
3. Are unnecessary paraphrase and plot summary avoided? __________
4. Does each body paragraph include at least two quotations? __________
5. Are ideas supported with specific reference to primary source? _________
6. Are quotations parenthetically documented with (Golding _____)? ________
7. Are sources integrated smoothly into text of your paper? (NO quotes can stand alone) ______
8. Is each paragraph fully developed to that a convincing position is supported?/ analysis is at least 3 times as long for each quote as the quote is long? _______
9. Are there 4 quotes total (2 per body paragraph) _______
10. Is there a concluding sentence for each body paragraph

Bring 10 questions to class on Tuesday for Socratic Seminar on chapters 5 and 6 of Lord of the Flies. Questions can address plot details of other chapters (1-4) but if you bring in those details, connect them to ideas in Chapters 5 or 6.

 

 

Study with Mr. Lettiere's website for a quiz on chapters 1 and 2 on Tuesday

Students will have a test Thursday (per the syllabus posted on this website before Thanksgiving break) on Of Mice and Men. They can (and should) review this vocabulary, allusion and idiom Powerpoint before the test. 

The Of Mice and Men study booklet will be due on Thursday, December 3 (per the syllabus posted before Thanksgiving break). To complete the final page, students can use the information on this website to create questions at 3 levels of inquiry.

Read the four short stories in the folder called "Freshman English" located on the right hand side of the home page of the Shawn Chen webpage (the folder is located right above the picture of me petting the tiger)

You will select one of the stories as a foundation for an essay on character change similar to the one in the Mira Costa High School Writer's Manual. (That essay is about the short story we read in class, "Marigolds")

Please open the document "Oedipus Study Guide". We will use this study guide to take notes as we read the play Oedipus aloud during class. The notes will be helpful to use as a (surprise) study guide prior to the test planned for December 11.

Review this powerpoint which includes important background information on the characters, historical setting, plot and dramatic conventions of the play, Oedipus by Sophocles.

We will be discussing these concepts in more detail as we read the play; familiarize yourself a bit with the ideas as a preview for the learning.

Print the attached document--it is the detailed syllabus for the final weeks of the semester. Please bring this to class on Tuesday for 20 points of HW credit. This syllabus will help you to organize your time for the final weeks of the semester

Use the prompt here to write an essay in which you discuss imagery, allusion, setting, character and any other poetic element to address the directions of the prompt.

 

Please print this outline of Quarter 2 skills. I will check tomorrow (Tuesday) that you have it. Please keep it in the front of your notebook with holes punched. You will refer to it throughout the quarter.

Use the information provided here to annotate the poems in the Icarus Poem Packets

Annotating Poetry

 

Annotating is the act of marking up a text to bring attention to words, phrases, and structure that may have some importance to the overall mood or theme of a poem.

 

Steps to Annotate a Poem

 

1. Initial reading of the poem. Write any questions that pop into your head while doing the initial reading.
2. Identify any words that you do not understand and look them up. Write the definitions on the poem.
3. Discover and mark rhyme scheme using a new letter for each end rhyme within the poem.
4. Count the amount of syllables in each line and mark the number at the end of the line.
5. Identify figurative language used within the poem. Think about the literal meaning of each figurative device.
6. Identify sound devices such as alliteration, assonance, and consonance. How does it impact the text?
7. Identify text that is repeated. Is there any reason the author would repeat the text?
8. Look closely at punctuation. Does it reveal anything about the speaker of the poem? (Example: Does it make them seem rambling, confident, nervous?)
9. Circle any words that are impactful or interesting. Determine connotative meaning. Are their any patterns? What does it reveal about the speaker’s attitude towards the topic?
10. Reread the poem. If you are still having a hard time understanding the poem, repeat the annotation process!

 

 

Questions you should be able to answer after annotating a poem:

 

1. What is the theme of the poem?
2. What kind of strategies does the author use to point out the theme?
3. What is the mood of the poem?
4. What kind of strategies does the author use to make the mood clear?
5. How does the figurative language impact the poem as a whole?
6. How does the punctuation/number of syllables/ rhyme scheme impact the poem as a whole?

 

Read the information here from Hamilton College about how to approach the writing of an essay about poetry.

 

Use the two documents attached here to expand your understanding of the Greek underworld, Hades; The article on Jungian conceptions of Hades will be discussed on Thursday in class.

 

Use this link to take the summer reading survey. Thanks dudezzz and dudettezzz.

Use the attached link to print a copy of the Mira Costa High School Ethics Policy.

Cut the acknowledgment slip at the bottom of the page and bring it (signed by both you and your parent) to class on Tuesday.

Powerpoint/oral presentation

Name:

Date:

Story:

 

 

• Instructions: Using the topic assigned to you, create a powerpoint presentation (10 slide minimum) that includes the information below:
• Background information on your topic—general information that helps the audience understand your topic generally (1-2 slides)
• Specific details about your topic which you found interesting as you researched your topic. (5-7 slides—be sure to include parenthetical citations to credit sources for information you did not previously know)
• Conclusions or observations about the modern implications of your topic—these can be words or concepts derived from your topic, changes in the way your topic has been viewed over time. (1-2 slides)
• 2-3 slides throughout the presentation which help the audience visualize some element of your topic. (be sure to give credit as directed in library presentation)
• A five-question, multiple choice quiz (indicate answers on the slide subsequent to the question) about the facts of your presentation. (1-5 slides)
• Works Cited of at least five sources including 1 book, 2 articles, and one internet source (1 slide—MLA 7)

 

Powerpoint slides are meant to function as the visual part of your overall presentation; do not cram them with paragraphs of information. Use bullets and fragments to highlight important details, but be sure to have more to say than is written on the slides.

 

You will be teaching the class what you learned, so practice unfamiliar words and be certain of the information you plan to share. Know the names of your classmates so you can call upon them when you present the quiz section of your presentation.

Ancient Greece city-States – research project for pairs

Using information from the worksheet, write a small report. Major city-states were

Thebes Sofia Karley

Samos Miriam

Athens Natalia Abby

Syracuse 

Pylos

Argos Alex Carson

Mytilene

Corinth Julianno Jack

Rhodes  Charlotte Nicole

Sparta Trey Reed

Miletus

Alexandria Russel Collin

Dephi  MIchelle Malia

Pergamum

Delos Sydney Kaylee

Review your grammar notes and watch this video about pronouns to review for a diagnostic test on nouns and pronouns for Monday

Submit your first and last name to this link:  bit.ly/removemyreview (copy and paste the tiny URL)

before Thursday if you DO NOT want your name to appear on the published reviews on the library website

 

 

Read the attached document which offers 4 different versions of what is known as "The Creation Myth".

We have read the Greek version as originally offered by the poet Hesiod. These four passages from the book of Genesis, the Enuma Elish, the Rig Veda and the Elder Addas tell the story of creation from the perspective of other cultures.

In class Wednesday we will work in groups to compare the 5 different accounts of the creation.