TO EARN FULL CREDIT FOR YOUR FINAL PROJECT YOU HAVE UNTIL 6:00 PM TUESDAY, JUNE 14 TO SUBMIT YOUR PODCAST
++++
Link to Vocaroo
++++
Link to Vocaroo
Podcast
Focus Areas
1) What aspect of Lexington
High School do you know a little about, but you might be interested in learning
more
2) Is there any assumption
the LHS culture embraces that you might challenge?
3) What are some of the
voices that go unheard at LHS?
++++
Prelude to Podcast Final Project
Your podcast assignment will be to explore a topic that
integrates a focus from this year’s literature and writing (including poem
project and monthly writing) with your own understanding of “This Lexington
High School Life”.
We will first listen to some examples of podcasts from “This
American Life”, an NPR production you can access on-line at http://www.thisamericanlife.org/. For each segment please note the elements that
contribute to the effective presentation (* see below).
Working in assigned groups of 3-4 students, you will create
your own 10-15 minute podcast that demonstrates how an aspect of life in
Lexington High School illustrates a particular focus of interest to you. Using three primary genres, PERSONAL
NARRATION, INTERVIEW SHORT FICTION, ANALYSIS OF LITERATURE, SONG, POEM, OPINION
PIECE, CLOSE OBSERVATION OF A PLACE, student contributes an individual segment
between 3-5 minutes maximum, convey your thematic intent in a way that
establishes a powerful interpretation of how life in and around Lexington High
School relates to an aspect of this year’s English class.
When constructing your podcast, keep these elements in mind:
Add music, sound
effects (i.e. voices in the hallways, sounds of sports practice, a child
crying, etc.), and additional narration (explanation, analysis, synthesis).
Questions to ask
when editing:
·
Where do you cut the piece (and possibly return to it) or
transition into another section?
·
How is your theme expressed/woven throughout the variety of
pieces?
· Have you created an appropriate mood or tone?
Project Requirements:
⬜ Podcast length: *Maximum* 5 minutes per
student. Part of the challenge is being concise.
⬜ Group recording: The final product will be a combination of each
member’s written pieces, and all group members’ voices must be recorded.
⬜ Multiple genres: You must have at least three different genres
represented in your podcast.
⬜ Commentary: You must have a verbal introduction and
conclusion to your podcast as well as transitions between each segment.
Further, you must introduce all group members by name at some point.
⬜ Sound: Background music (at least one song) and sound effects (at least two) must be included
PODCAST EXAMPLES
Title of
Podcast:_________________________________________________
1) Identify theme and its relation to this year’s literature and
composition
2) Identify primary genres
3) Identify how music, sound effects, and additional narration underscore
thematic intent.
Rubrics:
Individual Segments: 75% of grade
Exemplary
|
Proficient
|
Developing
|
Beginning
| |
Theme
|
|
Theme is developed with some creative risk taking
|
Theme is somewhat developed; content is repetitive
|
Theme is unclear, undeveloped with no risk taking
|
Content
|
|
Develops content that mostly supports theme
Employs adequate detail to support purpose
Displays a relationship between content and medium
|
|
Does not develop genre-specific content that supports theme
Details are either absent or irrelevant
Content and medium clash
|
Style
|
|
|
|
|
Group Audio Project: 25% of grade
Exemplary
|
Proficient
|
Developing
|
Beginning
| |
Structure
|
|
Develops a logical and coherent structure to support theme
Provides a sense of closure
|
Develops a structure that is confusing
Provides a limited sense of closure
|
Neglects to develop a structure that supports theme
Provides no closure
|
Sophomore Honors Literature and Composition
Upcoming Assignments
May 23 – June 6
Wednesday, May 25
Preliminary outline for Great Expectations Final Essay
(To be turned in with
final draft)
Friday, May 27
First preliminary draft of
Great Expectations Final Essay
(To be turned in with
final draft)
Tuesday, May 31
Class time devoted to
essay writing – computer cart available
Wednesday, June 1
Revised preliminary draft
of Great Expectations Final Essay
Please make three copies
for peer-editing workshop
(To be turned in with
final draft)
Friday, June 3
Final Draft Great Expectations Essay
Monday, June 6
June Monthly Writing
Sophomore Honors Literature and
Composition
Upcoming Assignments
Sophomore Honors
Literature and Composition
Great Expectations – Final Essay Options
After reviewing the
comments on your Residence Essay and thinking about your experience of closely
examining the text, consider the focus of your final essay that gives you an
opportunity to:
1)
Improve
particular aspects of your writing
2)
Addresses what
you most want to say or think about when considering your experience examining
the text
Suggested Focus Areas:
A.
Consider your
criteria for what makes a satisfying ending of a novel. Based upon your standards, make a case for
your preference for either the original or revised ending
B.
Consider your
criteria for a successful film interpretation of a particular feature of the
novel. Based on your standards, evaluate
the film’s portrayal of your focus
C.
Consider what
makes studying literature worthwhile.
Based upon your standards, make a case for or against studying Great Expectations during sophomore year
in high school
D.
Consider the
questions you posed as we began the final part of Pip’s expectations. Taking your inspiration from your response to
one of the questions, write a thesis-centered response
E.
Write about a connection (ie theme, motif,
motto) with the text in life or in
literature that you find compelling
Writing Requirements:
o ~ Space and a half and 1” margins, underlining
thesis that makes an authoritative claim.
o ~ Coherent organization that includes smooth
content-related transitions that provide support for your thesis.
o ~ Smooth integration of at least three text
references
Help I Received:
Student/Teacher Comments:
May 3 – 16
Reading Great Expectations ~ For
each reading assignment jot down any questions that you would like us to
discuss/clarify in class)
Wednesday,
May 4
Read
Chapters XXXVIII and XXXIX to The end of
the second stage of pip’s expectations (In-class written response)
Friday,
May 6
Read
Chapters XLI, and XLII You may use your notes on a reading quiz
Monday,
May 9
Read
Chapters XLIV, XLV, and XLVI. (In-class
written response)
Tuesday,
May10
Read
Chapters XLVIII and XLIX. Compare Miss Havisham’s words at the end of chapter
XLIX to Mrs. Joe’s final words to Pip.
What do you make of the parallel?
Wednesday,
May 11
Read
Chapters LI, LII, and LIII. Write down a
key excerpt (1-2 sentences from each chapter)
Friday,
May 13
Read
Chapters LIV, LV, and LVI. You may use
your notes on a reading quiz
Monday,
May 16
Finish
reading Great Expectations (In-class
written response)
+++++++++++++++
Tuesday, April 5
Tuesday, April 5
Childhood memoir
Wednesday April 6
Finish reading THE FIRST STAGE OF PIP’S EXPECTATIONS (up to
Chapter XX)
Friday, April 8
Read chapters XX, XXI, XXII,
XXIII, XXIV
Quiz with identification of
quotations that may link to earlier chapters.
You may use your class and homework notes
Monday, April 11
Read chapters XXV and XXVI,
filling out the accompanying Residence Details chart
Wednesday, April 13
Preliminary Draft - Residence
Essay
Sophomore Honors Literature and Composition Name:
Great Expectations –
Jaggers’ and Wemmick’s Residences
Due Dates
Preliminary – Wednesday, April 13
Final – Friday, April 15
Topic: Taking the
“opportunity of comparing [Pip’s] guardian’s establishment with that of his
cashier and clerk.” (187). Consider how
the comparison of the two residences serves to underscore thematic intent
Writing Requirements:
o
Completed cover sheet, thoughtful title, 1 ½ spacing, and residence chart
o
Clearly stated and underlined thesis that
asserts a thoughtful, focused idea
o
Quality of analysis
o
Consistent organization (shuttle J-W, J-W, J-W
or block JJJ-WWW)
o
At least three parallel examples using six
specific text references
o
Preference for active voice expressing your
ideas in positive, complex rather than negative, compound sentence (watch those
“and’s”!)
o
Conclusion that indicates a thoughtful insight
about your thesis based upon what you have learned in the process of writing
o
Careful proofreading for succinct expression and
mechanics
Help I Received:
Student/Teacher Comments:
Friday, April 15
Final Draft – Residence Essay
Tuesday, April 26
Read Chapters XXVII, XXVIII,
XXIX, XXX
For each chapter note
specific text example of
1)
Character
2)
Motif
3)
Clarifying or quiz
question
Friday, April 29
Read Chapters XXXII, XXXIII,
XXXIV, XXXV, XXXVI, XXXVII. At the end
of each chapter, write a quick note to Pip indicating your reader’s response to
his perceptions and behavior
Monday, May 2
May Monthly Writing
Sophomore Honors
Literature and Composition
Upcoming
Assignments ~ Great Expectations
March 28-April 4
Tuesday, March 29
Identify the definitions of your five assigned words from
Chapters 9-26. Write each in a sentence
about one of the novel’s characters, providing an understanding of the affinity
between vocabulary and character.
Wednesday, March 30
Read Chapters 9, 10 and 11.
Write down a specific observation and a text-based question for each
chapter, noting the page number to which you refer.
Friday, April 1
April Monthly writing
Monday, April 4
Read Chapters 12, 13, 14,15, and 16. Note the appearance of a motif in each
chapter
Sophomore Honors
Literature and Composition
Upcoming
Assignments ~ Great Expectations
March 28-April 4
Tuesday, March 29
Identify the definitions of your five assigned words from
Chapters 9-26. Write each in a sentence
about one of the novel’s characters, providing an understanding of the affinity
between vocabulary and character.
Wednesday, March 30
Read Chapters 9, 10 and 11.
Write down a specific observation and a text-based question for each
chapter, noting the page number to which you refer.
Friday, April 1
April Monthly writing
Monday, April 4
Read Chapters 12, 13, 14,15, and 16. Note the appearance of a motif in each
chapter
++++
Sophomore Honors
Literature and Composition
Upcoming Assignments
March 15 – 21
Tuesday, March 15
Victorian Child introduction
Wednesday, March 16
Read Chapters 1, 2, and 3 of Great Expectations.
Provide specific text details that identifiy the
following. Follow with either a comment
or a question:
1.
Comic misconceptions
2.
A file and wittles
3.
The young man
4.
Chains motif
5.
Hulks
6.
Cattle motif
7.
The irony of home as a battery and the battery
as home
Friday, March 18
Read Chapters 4, 5, and 6 of Great Expectations
Provide a detailed reader’s response to your choice of the
following characters. Include at least
three text references:
Pip, Joe, Mrs. Joe, the convict, the young man, Mr.
Pumblechook, Wopsle
Monday, March 21
Read Chapters 8 and 9 of Great
Expectations and Walt Whitman’s “There Was a Child Went Forth”
Write a poem from Pip’s point of view:
1st stanza – Whitman’s first four lines
2nd stanza – The first objects
3rd stanza – The people at home
4th stanza – Wider surroundings, finishing with
Whitman’s final line
+++
Monday, March 14
Submit your poem and obtain on-line parent permission to The Sophomore Poetry Project website:
student.LHSpoem.org
Tuesday, March 15
Great Expectations Pre-Reading Assignment
Due Date: Tuesday, March 15
Write a journal entry
from the point of view of a Victorian child of the 1830’s. Incoorporating what you discover in at least three
cited sources, give an account of your day, choosing to include at least five telling details that
provide a window to what your life is like now as well as what you might expect
life to hold. Provide yourself with a
name, an age and a personality.
Choose to be from one of the following family circumstances:
·
orphan / country
·
orphan / city
·
working class /country
·
working class/city
·
wealthy class/country
·
wealthy class/city
Details
|
5 originally and smoothly incorporated
|
5 clearly expressed
|
More detail needed
|
Voice
|
An engaging personality
|
A realistic depiction
|
Unclear sense of character
|
Mechanics
|
Evidence of careful proofreading
|
A few minor errors
|
More attention to proofreading needed
|
++++++++++
Wednesday, March 9
Provide hard copy of poem that you will submit to on-line website. Include your writing workshop responses and fill out the cover sheet:
Writer’s Name_______________________________
Title of Poem________________________________
Introduction to poem (include process and any revisions):
Response to Writer’s Workshop feedback:
Any questions or focus areas for proofreading?
Sophomore Honors Literature and Composition
Upcoming Assignments
Sophomore Poetry
Project
February 29-March 8
* You always have the option of writing a poem
of your choice
Tuesday, March 1
March monthly writing
Preliminary ideas:
Wednesday, March 2
*Poem about or from the perspective of a particular age
Preliminary ideas:
Friday, March 4
*Painterly poem / Fake Apology poem
Preliminary ideas:
Monday, March 7
*Poem about standing up
Preliminary ideas:
Tuesday March 8
*Animal poem
Preliminary ideas:
Introduction to Lexington High School Poetry Website:
To be completed by Monday, February 29
Access online:
LHS.StudentPublishingProgram.org
1)
How is the online magazine organized? Include at least three features.
2)
Browse through last year’s edition (Class of
2017) and choose a poem that you particularly admire. Write down the poem title and author as well
as three or four sentences about what you like about the poem.
3)
Browse through the archives and choose a poem
that you particularly admire. Write down
the poem title, author and year of graduation as well as three or four
sentences about what you like about the poem.
4)
Choose one of the two poems to print out and
read to the class as an exemplar. Circle the one you have chosen.
5) Browse through the advice and
inspiration section. Identify a piece of
advice you found valuable (reference writer) and a poem you enjoyed hearing.
(Cite poem, poet and one or two ways in which the poem inspires you).
+++++++
Monday, February 8
Read Macbeth Act V scenes i, ii, and iii. Write at least a ten line poem from the
perspective of The Doctor with the last two lines:
Were I from Dunsinane away
and clear
Profit again shall hardly
draw me here
Tuesday, February 9
Read Macbeth Act V scenes iv and v and William Maxwell’s essay “Nearing
Ninety”
Make a list of at least five
parallel comparisons and contrasts with Macbeth’s and Maxwell’s perspectives on
life.
Wednesday, February 10
Choose to respond to one of
the two writing options in response to Macbeth’s and Maxwell’s perspectives on
life. Macbeth project.
Friday, February 12
Write a statement that
specifies your choice of the options for the final Include whether you are working individually or list
the name(s) of the students with whom you are working (limit to three other
students)
Friday, February 27 Macbeth Project
++++++++
Upcoming Assignments
January 26- February 5
For Friday, January 29
Read Macbeth Act
IV – scene i. Fill in the blanks for items 1-10 on the worksheet for Macbeth Act IV scene i
In-class Friday, January, 29
Working with a partner (one group of three if necessary)
complete the back of the worksheet for Macbeth
IV i. On a separate piece of paper
continue to work together to respond to the following:
1)
Point out three
text references that you would highlight as critical to your understanding
of the concerns of the play, particularly in terms of motifs and character
development.
2)
Pose two questions
about anything you would like further explanation about.
3)
Pose one
class discussion question for the class to address. Consider posing a question
that provokes students to take and defend a stand.
When completed, begin the homework for Tuesday:
Tuesday, February 2
Read Act IV scene ii.
Complete the remainder of the worksheet (IV ii)
Keeping in mind the other two murders that Macbeth has
committed/ ordered, write an approximately 300 word journal entry that
addresses at least two reasons why this is the most despicable action Macbeth
has taken and at least two ways Shakespeare depicts the scene to underscore the
horror of that action.
Wednesday, February 3
Finish reading Macbeth
Act IV. Complete the worksheet
(front and back) MOTIVES AND DECISIONS
Friday, February 5
February Monthly Writing
++++
This week you will be working on memorizing and
reciting at least 12 lines of a poem that holds special significance to
you. Feel free to find a poem that you
especially enjoy or choose from the Poetry Out Loud website: http://www.poetryoutloud.org/poems-and-performance/find-poems
The purpose of this assignment is to help you
appreciate the sound , rhythm, tone and meaningful nuances of poetry through a
careful examination that results in a performance that expresses your
particular interpretation of and connection with a poem. Additionally, you will be honing your public
speaking skills, building self-confidence, and depending upon your choice,
learning about your literary and cultural heritage.+
Tips for Memorizing Your Poem:
o Rewrite your poem by hand several times. Each
time, try to write more and more of it from memory.
o Read your poem aloud before going to sleep at
night, and repeat it when you wake up.
o Carry around a copy of your poem in your pocket.
You’ll find moments throughout the day to read it.
o Practice your poem by reciting it to family and
friends.
Your recitation will be graded on:
o Physical Presence
o Voice and Articulation
o Dramatic Appropriateness
o Level of Difficulty
o Evidence of Understanding
o Overall Performance
Friday, January 22 –Bring a copy of your chosen
poem to class. During class:
1) Write out the poem designating the tone that each
line or group of lines expresses to you
2) Write a 200-300 word discussion of its literary
elements
3) Write a personal response about why this poem is
meaningful to you
Monday, January 25 Work on your
own or with a partner in continuing to memorize and perform your poem
Tuesday, January 26 Be prepared
to perform your poem – or at least 12 lines of a longer poem (if competing in
the Poetry Out Loud contest the whole poem must be memorized).
++++++
Tuesday, January 5
January Monthly Writing
Wednesday, January 6
Locate first seven vocabulary words (all from Act III) in
the text then find definition that best suits the context.
Friday, January 8
Read Act III scenes i and ii. Complete the guided worksheet,
front and back
Monday, January 11
Read Act III scene iii
Write a one-two page dialogue between the first two
murderers as they head back to the castle.
Show how the murderers review the events as well as what their reaction
is to them. Include their speculations
about who the third murderer might be. Are they happy with the way things
went? What are they going to do now?
Tuesday, January 12
Read Act III scene iv
Write down as many parallel comparisons and contrasts (at
least four) of the appearance of the Act II dagger and the appearance of the
Act III ghost.
Wednesday, January 13
Write a detailed outline with a preliminary thesis that
advances a claim about Lady Macbeth’s observation to Macbeth: “O proper stuff!/ This is the very painting
of your fear./ this is the air-drawn dagger which you said/Led you to Duncan…”
Friday, January 15
Rough draft of Dagger/Ghost Essay
Wednesday, January, 20
Final draft of Dagger/Ghost Essay
Sophomore Honors Literature and Composition
Upcoming Assignments
Macbeth
Tuesday, December 14
Find context and define 5-7 Vocabulary words on Act II
Vocabulary Sheet
Wednesday, December 15
Read Act II scene i
(pages 49-53) Complete the worksheet,
both sides, and read and respond to the question about Macbeth’s reference to
“Habakkuk”
Friday, December 17
Read Act II scene ii (pages 55-61)
1)
Identify at least three specific elements that
make this scene suspenseful.
2)
Identify an instance of an ingenious reversal of
status
3)
Identify all of the occurrences of “Sleep”. What do you make of them?
4)
Use language of the text to indicate where
Macbeth or Lady Macbeth is on the spectrum of FEAR – COURAGE – RASHNESS in three separate instances in the scene.
5)
Identify at least one or more motifs and explain the
significance
Monday, December 21
Read Act II scene iii
Include the following key words and phrases in either clarifying
questions or a text-based observation:
1.
The Porter
2.
The night
3.
“What, in our house?”
4.
Macbeth’s initial reaction vs. Malcolm’s
5.
“Help me, hence, ho!”
6.
A motif
7.
Donaldbain’s observation
Tuesday,
December 22
Finish
reading Act II – Write and respond to a significant quiz question for Act II
scene iv.
Reading and vocabulary quiz for ACTS I and
II
+++++ Friday, December 11
Construct an argument map that addresses whether or not
Macbeth is a sympathetic character at the end of Act I.
Include:
1) Your claim
2) Your working definition of or sufficient condition for
deserving sympathy
3) Two reasons that support your claim
4) Text evidence that corroborates your reasons. You must use a least one text reference per
reason
Monday, December 14 (End of Class)
Working from your argument map, write a one-two paragraph
argument claiming whether or not Macbeth is a sympathetic character at the end
of Act I. Include your interpretation of each piece of text evidence you
employ.
COVER SHEET FOR WRITING ASSIGNMENT DUE MONDAY, DECEMBER 14
Honors Literature and
Composition II
Macbeth Act
I – Writing from an Argument Map
Due Dates:
Argument Map – Friday,
December 11
Essay – Monday, December 14
Assert and defend a claim that states your position
about whether or not Macbeth elicits your sympathy at the end of Act I. Include
conditions that you contend are necessary and/or sufficient to elicit your
sympathy, the reasons you find for demonstrating the condition(s) exist(s) or
fails to exist, and the carefully examined text evidence that supports your
reasons.
Exemplary
Proficient Developing Beginning
Argument Map
|
All visual and content elements present and complete
|
Most visual and content elements present and complete
|
Significant aspects of Argument Map missing or unclear
|
Missing Argument Map
|
Conditions and Reasons
|
Conditions are convincing and clearly related to at least
two reasons. Organization is clear.
|
Greater clarity or number of conditions/reasons
needed.
Organization is present.
|
Some reasons do not relate to the conditions. Organization
needs improvement.
|
Stated conditions not present. Organization is lacking.
|
Text Evidence
|
Appropriately chosen and insightfully interpreted text
corroborates each reason and is smoothly incorporated into the analysis. Interpretation makes clear both what is
going on in the specific text and why it matters.
|
Appropriately chosen text corroborates each reason and is
incorporated into the analysis. Interpretation lacks some detail about either
what is going on in the specific text or why it matters.
|
Needs more convincing text to corroborate one of the
reasons. Interpretation of the text needs more detail to make argument
convincing.
|
Missing key text evidence to corroborate one or both
reasons with little or no interpretation attempted.
|
Writing Process
|
Consistently careful proofreading
|
Generally careful proofreading
|
Inconsistent proofreading
|
Several evident proofreading errors
|
Help I Received:
Student/Teacher Comments:
Friday, December 4
Read up to Act I scene iv.
Write a letter from Macbeth to Lady Macbeth catching her up
on the extraordinary events of the last few days, THEN put yourself in Lady
Macbeth’s place, the wife of a powerful thane.
Write down your thoughts upon hearing this news.
Monday, December 7
Read Act I scene vii to line 28. Complete the worksheet on Macbeth’s
soliloquy.
Optional re-take on pronoun case
Tuesday, December 8
Finish reading Act I
Copy down Macbeth’s last lines of Act I. Write a journal entry that explains the power
of these lines. Identify how three word
choices specifically echo earlier moments in the play, and then consider the
effect this resonance creates.
Wednesday, December 9
Student sentence examples from Macbeth Act I - circle improved sentence; make notations on paper
Upcoming Assignments
+++
(End of class)
Friday, November 20
December 2-14
Researching Shakespeare's primary patron
Provide 3-5 basic facts about King James I of England
Provide 3-5 facts that make him an interesting figure
Put yourself in Shakespeare's place in 1606. Based on the proclivities of the king of less than two year, what elements might you incorporate in your play that would particularly please him?
Monday, November 23
1) Write about *a performance you have seen (film, tv show, play) that "ingeniously reverses the status between characters." You might want to watch the Modern Family episode entitled "Lifetime Supply" (Season 3) which presents three concurrent storylines of characters who either wrestle with or are confused by their relative status. If you choose this as your example,*outline the narrative thread of your choice, explaining the issue around the notion of status and how it does or does not create "a good play."
2) Find your two assigned words in the text. Write down the context the corresponding dictionary definition, and put each in a sentence that makes its meaning clear. Have the words read to present to the class at the time we are preparing to read the scene in which they appear.
Tuesday, November 24
Find at least one example of equivocation in your everyday experience, or from the media contemporary politics, history,comedy or literature. Explain both the nature and the purpose of the equivocation.
Tuesday, December 1
1) Complete the guided outline of Macbeth Characters in the Play
2) Complete (on the other side ) the responses for Macbeth Act I scene i
Macbeth Act I scene i (page 7)
Before reading:
1.
Where are the witches in the Great Chain of
Being? What makes them equivocal
creatures?
2.
What is the witches’ “job description”?
3.
Where is Macbeth in the Great Chain of
Being? Why might the witches want to
meet with Macbeth rather than with Duncan?
4.
Explain the paradox of the witches’ desire to
elevate Macbeth in status.
Read the scene:
1.
Give evidence from the text that the witches are
acting and speaking in ways that reverse their rightful status with Macbeth.
2.
Give evidence from the text that the witches are
acting and speaking in ways that underscore their equivocal nature.
+++++
Friday, November 13
Revised Draft of Final Fahrenheit
451 Essay
Monday, November 16 or Tuesday, November 17
Final Draft of Final Fahrenheit
451 Essay
Please include :
Argument Map on Active voice
Student Sentences to Revise
Wednesday, November 18
Pronoun Case Test
Final Fahrenheit 451 Essay
Writing Assignment:
Choose one of your journal or homework assignments to revise
and extend to provide coherent, concise, text-based analysis for the entire
novel
Writing Focus Areas:
T - Clearly
expressed and specific thesis claim, underlined
PR - Correct and
consistent use of pronouns
AV - Effective use
of active voice
PE - Expressed in
positive form (what something is, not
what it isn’t)
S - Smooth
integration of at least three text quotations
CP - Careful
proofreading
Please include :
Argument Map on Active voice
Student Sentences to Revise
Wednesday, November 18
Pronoun Case Test
+++++++++
Wednesday, October 28
Read Fahrenheit 451 Pages 130-160 (“The sound of its death came after”).
Written response:
1)
Choose your
favorite motif and run with it (speed
is definitely a motif) by noting any occurrences in this section and explaining
why you’re a fan.
Friday, October 30
Review Fahrenheit
451 pages 144 from “Montag was alone in the wilderness” - break in 145.
Then Read “Direction” by E. B. White.
Write a text specific response of how these two narratives resonate with
each other in character and thematic intent.
Monday, November 2
Read “Tricked” by David
Sedaris
Written responses:
EITHER:
1)
Consider why the
title is appropriate in at least three ways
2)
Highlight three
sentences that make this recollection particularly entertaining and/or
meaningful to read.
3)
In what ways is
the narrator like Montag? Mention at
least three text-based similarities.
Remember Sedaris is looking back upon his childhood with an awareness of
his foolishness.
OR:
Either
on your own, or with another student through the magic of google docs, imagine
that Ray Bradbury and David Sedaris find themselves sitting next to each other
on an airplane. After the first 15
minutes when Bradbury has read “Tricked” and Sedaris has finished the last few
pages of Fahrenheit 451, they
discover what each has been reading and begin a conversation about the two
works. Write at least a page of dialogue
between them making sure to reference particular quotations from each work that
impress each man about the other’s writing.
Tuesday,
November 3
Choose
one of the quotations compiled from The
Sun Magazine. In an approximately
300 word response relate your choice to both a character or situation in Fahrenheit 451bas well as to your own
perception or experience.
Wednesday, November 4
Re-read Verses 50 + 52 “Song of Myself” by Walt
Whitman. Choose one line or stanza to
incorporate anywhere within your own 15+ line pome about who you are from the
inside out.
Friday, November 5
Read “Common Notes” by Pat
Ruane and “November Cotton Flower” by
Jean Toomer
**November Monthly Writing**
Tuesday, October 20
Finish reading Part I of Fahrenheit
451, “The Hearth and the Salamander” (page 68) Be prepared for a quiz by
focusing on:
1.
Motifs, especially, mirrors, remembering, happiness
and fire
2.
Context of vocabulary and application of
literary elements including synecdoche, figurative language and allusion
Wednesday, October 21
Read Fahrenheit 451 pages
71- 93 (to “The moon rose in the sky as Montag walked, his lips moving just a
trifle”) Write two questions: 1) a
clarifying question and two text-based discussion questions that you respond to
in 3-5 sentences or two text-based discussion questions, both of which you
respond to in 3-5 sentences.
Friday, October 23
Finish reading “The Sieve and the Sand” (pg. 110) Write down your responses to the
following before you begin the final part of the story, “Burning Bright”
1.
Predict two or three ways in which the concept
of “Burning Bright” might figure into the narrative. Be specific about to whom or what the image
may refer. Consider the literal and
figurative possibilities.
2.
Pose one specific question that you hope the
story will answer using the phrase “burning bright”.
3.
Knowing Mildred as you do, write a line for her
to say as she runs from her house at the end of “The Sand and the Sieve”.
Monday, October 26
Read pages 113-30 (to “Good night, Mrs. Black, he thought.” Write down your responses to the following:
1.
What does Mildred
say as she runs from her house? Identify a pervious text reference that aligns
with her words. What is the effect of
considering these two text references together?
2.
Write sentences about three separate events that
all fit within the framework of the plot that occurs on these pages: “It’s
awful that…, but at least…”
3.
Identify at least three instances in which the
motif of burning appears (cite page numbers).
Choose one on which to comment.
+++++
Comparing Clarisse and Mildred
Collaborative Essay
Due Date – End of class
October 14
Objectives:
+Closely examine Ray
Bradbury’s introductions of Clarisse and Mildred to determine how these
contrasting characters depict the values of the Fahrenheit 451 society.
+Identify how Bradbury uses motifs
and parallel imagery to create contrast
Reading Scope: Up to page 32 (“and the arrival of his train
put a stop to his plan)
Writing Requirements:
Graphic outline
Engaging introduction
Three points of text-based
parallel contrast
-
smoothly
incorporated
-
effectively
organized
Thoughtful conclusion
Honors Sophomore Literature and Composition
Upcoming Assignments
September 21- October 6
Tuesday, September 22
Incorporating from 8-10 Fahrenheit
451 vocabulary words, write separate sentences or imaginative narrative that
contains all of the functions of the noun. (Please consult:
http://www.iscribe.org/english/noun.html
for helpful explanations).
Write the vocabulary
words in bold fond ; underline the
nouns and indicate their functions.
Sample sentence: The trajectory (S)of the wind carried
the whiffle ball (DO) over my neighbor’s fence (OP).
Friday, September 25
Completing the graphic organizer on the second side of your
cover sheet, begin to plan out your comparison/contrast essay. Below the organizer write a sentence or two
about what point(s) you would like your essay to convey.
Monday, September 28
Vocabulary Test on the 26 Fahrenheit 451 words. Know
the definitions and be able to use the words in sentences that make their
meanings clear.
Tuesday, September 29
Three copies of your preliminary draft of your comparison/
contrast essay.
Friday, October 2
Final Draft of your comparison/contrast essay
Monday, October 5
Functions of the Noun Test
- Identify the functions of specified nouns and demonstrate your ability
to create sentences that include them.
Tuesday, October 6
October monthly writing
Honors Literature and Composition II
Upcoming Assignments
September 8 - 18
Friday, September 11
Choose one specific passage from The Other Wes Moore. Copy at least the first and last
sentence, citing the page number. Write
a 3-5 sentence discussion of how your own experience relates to the
passage. Conclude with your
understanding of the point the author is making in the text. (20 points)
Extra Credit Option – Write a poem about your experience in
reading or writing (3-5 points)
Tuesday, September 15
Review the conversation Tony and Wes have about school in
which Tony gives Wes advice. Either
choose to write advice to someone younger than you, to yourself at a younger
age, or to yourself beginning sophomore year OR recount some good advice you
have once received and do well to remember. (20 points)
If you would like some model advice letters to browse you may find them here:
http://ellynspragins.com/ (Letters to My Younger Self)
If you would like some model advice letters to browse you may find them here:
http://ellynspragins.com/ (Letters to My Younger Self)
Wednesday, September 16
Write a Found Poem* for one of the Wes Moores. Include at least six pieces of the text,
choosing and ordering the lines of the poem in a way that creates an empathetic
understanding you take from his story.
(20 points)
*Defined by The Academy of American Poets, “Found poems take
existing texts and refashion them, reorder them, and present them as poems. The
literary equivalent of a collage, … a pure found poem consists exclusively of
outside texts: the words of the poem remain as they were found, with few
additions or omissions. Decisions of form, such as where to break a line, are
left to the poet.”
Friday, September 18
Read the three student comparison/contrast essays, “Soccer:
Nigeria and U.S.” by K.C. Osuji, “My Two Mashooganas” by Nicole Schwartzberg
and “Twilight” by Gowri Vijayakumar. For
the first two write down your responses to the questions at the end of the
essays. For “Twilight” pose your own
three questions: One about form, one about a specific word choice or literary
element and one about a key idea. (20 points)
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