Pronoun Agreement

You vs. Me

We vs. Us

Parallel Structure/ Parallelism

Verb Tense Shifts/ Shifts in Tense

Subject/ Verb Agreement

Parallelism

Arthur Miller Blog Post

Sorry this is so late!!!
Read some biographical information about Arthur Miller. What are the subjects of his other writings? What have critics said about his importance in modern drama? In what ways are his experiences reflected in his writings?

Death of a Salesman Unit

English 11 Honors - Mrs. Baker
*Many of the ideas in this unit came from a great site: http://ubdeducators.wikispaces.com/Dana+Death+of+a+Salesman+Unit
Essential Questions:
What is the American Dream? Why do some achieve it while others do not?
What is the importance of being "well liked" and popular?
How do we form our identities?
How do capitalism and modernization affect American workers?
Students will know...
The concepts of the tragic hero.
The plot and themes of Death of a Salesman.
Students will be able to...
Analyze the impact of globalization and modernization on society and compare it to the "outsourcing" of Willy Loman.
Synthesize information about globalization and modernization from various sources.
Determine what skills 21st century workers will need in order to be successful in a global economy.
Evaluate how globalization and modernization will impact the concept of the American Dream, how we form our identities, and how we define success or become successful.
Relate Death of a Salesman's themes and message to American life in the 21st century.
Assignments:

__________Class Notes: dramatic Irony, flashback, tragic hero, Freytag’s triangle
__________Blog Post: Read some biographical information about Arthur Miller. What are the subjects of his other writings? What have critics said about his importance in modern drama? In what ways are his experiences reflected in his writings?
__________Make a sketch of the stage set as you envision it from Miller’s description at the start of the play. (In notebook)
__________Read play and respond in your notebooks to the attached study guide questions.
__________View Film
__________The film version starring Dustin Hoffman differs from the staged version in having numerous sets. Compare the filmed version to the staged version described in your book. Does the film resemble a stage play in any way? Miller says the media of film in itself changes the play. How is this true? (In notebook)
__________Tragedy and The Common Man- Arthur Miller (attached)
__________Blog Post: Who are some tragic heroes from modern day literature, movies, and media? What qualities/flaws do these people/ characters possess?
__________Complete a plot diagram in your notebook
http://www.bard.org/education/studyguides/deathofasalesman/deathclassic.html
__________Watch: "Did You Know 2.0," aka "Shift Happens.” Write a brief reflection on this clip in your notebook.
http://huffenglish.wikispaces.com/Death+of+a+Salesman
__________Watch excerpt from "Kiss Kiss Bang Bangalore" episode of The Simpsons. Write a brief reflection on this episode in your notebook.
__________Watch "The Other Side of Outsourcing" Thomas Friedman/Discovery Times. Write a brief reflection on this program in your notebook.
http://huffenglish.wikispaces.com/Death+of+a+Salesman
__________Read Chapter Six "The Untouchables" (278-307) from The World is Flat by Thomas L. Friedman
Write a one paragraph response to this chapter in your notebook.
__________Arthur Miller's Death of a Salesman: A Celebration By Joyce Carol Oates
http://www.usfca.edu/~southerr/arthurmiller.html
__________SAT In Class Essay
Supplementary Material:
“The Death of a Salesman in a Flat World”
http://ecedweb.unomaha.edu/neba/journal/v1n1p17.pdf
Yale Rep. Study Guide:
http://www.yalerep.org/about_rep/willpower/Salesman_Study_Guide.pdf
Arthur Miller’s Missing Act: Arthur Miller’s Son, Daniel:
http://www.npr.org/templates/player/mediaPlayer.html?action=1&t=1&islist=false&id=12914210&m=12914213
NPR Weekend Edition
http://www.npr.org/templates/story/story.php?storyId=18607090
Death of a Salesman Vocabulary

1. mercurial-quick and changeable in temperament
2. sentiment- tender, romantic or nostalgic feeling
3. agitation- disturbance- disturbance; annoyance
4. idealist- one who sees the best things in life
5. avidly- enthusiastically; with great interest
6. enthralled- held spellbound; captivated
7. insinuates- becomes introduced gradually
8. incipient- beginning to emerge
9. liable- likely; at risk of experiencing something unpleasant
10. incarnate- personified; given a human form to
11. laconic- using few words
12. trepidation- a state of alarm or dread
13. dispel- to rid one’s mind of
14. philandering- engaging in many casual love affairs
15. remiss- not attending to duty; negligent; careless
16. subdued- made less intense; toned down
17. solidified- made strong, sturdy or stable
18. intent- concentrating; engrossed
19. dictation- to say aloud to be recorded and written by another
20. solitary- existing alone
21. comradeship- friendship; spirit of working together for the common good
22. incredulously- unbelievingly
23. carte blanche- with full permission; unrestricted authority
24. candidly- characterized by openness; frankly
25. raucous- rough-sounding; harsh; boisterous
26. agonized- suffering great anguish
27. gist- main idea
28. clinches- settles something conclusively
29. falters- stumbles; moves unsteadily
30. befuddled- confused
31. overstrung- pushed to one’s emotional limit
32. elegiacally- sadfully or mournfully
33. obstreperous- nosily or unruly
34. reticence- taciturn; reserved or reluctant
35. crestfallen- disheartened; dejected
36. requiem- 1. a. A mass for a deceased person.b. A musical composition for such a mass.
2. A hymn, composition, or service for the dead.
37. scrim-1. A durable, loosely woven cotton or linen fabric used for curtains or upholstery lining or in industry.
2. A transparent fabric used as a drop in the theater to create special effects of lights or atmosphere

Class assignment: November 13, 2009

Good Morning! I am out sick today with a sore throat and laryngitis-not fun! Please use your class time today to find out more about the poetry contest that I briefly discussed in class yesterday. Most of your time should be spent on # 4 below. Have a great day! Mrs. Baker

1. Videos of past winners: http://www.poetryoutloud.org/poems/video_bestpractices.html
http://www.poetryoutloud.org/2009videos.html
2. Contest FAQ's: http://www.poetryoutloud.org/students/faq.html
3. Evaluation Criteria: http://www.poetryoutloud.org/students/checklist.html
4. Spend most of your time today exploring the poems on the website. By next Friday, you will choose a poem from the site that you will eventually memorize and recite. Begin to make a list of some favorites:
http://www.poetryoutloud.org/poems/browsepoems.html
Shorter poems:
http://www.poetryoutloud.org/poems/poems.20lines.html

American Literature Nonfiction Unit Overview

Essential Questions:
What does the text reveal about what it means to be an American?
How does the author structure the text and support his/her argument/theme?
What themes are particularly American? Which are universal?
Objectives:
*Critically analyze a piece of non-fiction
*Effectively identify many points of view of a situation
*Recognize the author’s bias/purpose in a piece of non-fiction
*Recognize/Argue the relativity of ‘truth’ found in non-fiction
*Develop effective strategies for reading genres of non-fiction
Unit Plan:
One of the goals of this unit is to provide you with some choice in what you would like to read. You will be given 2-3 days in class to read your text, and you will be required to read for 30 minutes at home each night. There will be a group discussion which will occur in “fishbowl” format at the end of the unit. Your classmates will be able to listen in on your group’s discussion.
Text Choices and Discussion Questions:
Lucky- Alice Siebold
What does this novel reveal about violence in American society?
What role does race play in Alice’s story?
Where Men Win Glory: The Odyssey of Pat Tillman- Jon Krakauer
What does the book reveal about American attitudes toward Afghanistan?
What view does the book present about the American military?
The Blindside: Evolution of a Game- Michael Lewis
What does the text reveal about the following topics?
*College Athletics Recruiting
*College Financial Aid
*Inter-racial adoption
*Public School Education Shortfalls
*School Funding
*The Foster Care System
Beautiful Boy- David Sheff
What does this memoir reveal about the meth epidemic in the United States?
How does the integration of pop culture references—quotes from literature, song lyrics, movie dialogue—contribute to the book? Look particularly at what Sheff used as the epilogues to each section of the book: John Lennon, Kurt Cobain for Part I, Shakespeare for Part II, etc. Why might Sheff have chosen these particular passages? How do they help your understanding of events, and of Sheff’s mindset?
In his suicide note, Kurt Cobain quoted Neil Young and wrote “It’s better to burn out than to fade away.” When Sheff interview John Lennon, Lennon said, “I worship the people who survive. I’ll take the living and the healthy” (p. 118). Who do you agree with, Cobain or Lennon? Why does society glamorize those rock stars and other artists who burn out? Nic Sheff’s glamorization of alcoholics and drug-addicted artists ostensibly contributed to his own downfall. How should we counsel children and young adults on the dangers of idolizing such people?
The Devil in the White City- by Erik Larson
In what ways does the Chicago World's Fair of 1893 change America? What lasting inventions and ideas did it introduce into American culture? What important figures were critically influenced by the Fair?

Larson writes, "The juxtaposition of pride and unfathomed evil struck me as offering powerful insights into the nature of men and their ambitions" [p. 393]. What such insights does the book offer? What more recent stories of pride, ambition, and evil parallel those described in The Devil in the White City?

What is the total picture of late nineteenth-century America that emerges from The Devil in the White City? How is that time both like and unlike contemporary America? What are the most significant differences? In what ways does that time mirror the present?

Shooting Stars- LeBron James
"The clock ticks, the suspense tightens, the scrappy kids from hard-luck Akron leave you hanging on every shot. But the wonder of Shooting Stars is that it's hardly about basketball. Instead it is a nuanced coming-of-age drama about American culture and race, about organized sports as redeemer and exploiter, and about the blessing and curse of celebrity. At this book's heart, though, is an uncommon bond forged in youthful innocence and desire, a friendship at least as meaningful as anything LeBron James will ever add to his trophy case." --Steve Lopez, author of The Soloist
What does this memoir reveal about American culture? Race? Organized sports as redeemer and exploiter? The curse of celebrity? Dreams?

Due Wednesday...

PRINT FOR CLASS ON WEDNESDAY! Please copy & paste into a Word file the following posts:

1. Transcendentalism in Popular Culture:What examples can you find in comics, music, movies, television shows, etc…?*This assignment is ongoing. Please use the class blog to post examples at least twice throughout the unit. (20 Points=2 blog entries)

2. As we begin to wrap up our discussion of Nickle and Dimed, please use this forum to comment about ideas that you were unable to share in class or any concluding thoughts. Please reference particular page numbers in the novel where appropriate. (10 Points)

3. Locate pertinent information about John Steinbeck's life that might have influenced his writing in The Grapes of Wrath. What other interesting facts can you find? (10 Points)

4. Comment on your thoughts about Woody Guthrie and Bruce Springstein's lyrics/ Music. Do you notice any thematic parallels? Feel free to comment on other aspects of the music/ lyrics as well. Listen to songs from Bruce Springsteen’s 1995 album The Ghost of Tom Joad. Why would Springsteen use that allusion? (10 Points)

5. What can be learned from photographs from the Dust Bowl era?Link to Dorothea's Lange's, "Migrant Mother? Choose a photograph from the Dust Bowl Era. Include the link in your response/ blog comment. Write about what you believe the image conveys. You may use the following questions to help guide your response:Why would the artist have taken the photograph?Who do you see in the photograph?Where do you think they are?What can you tell about these people based on the photograph?How do you think they feel in this picture? How can you tell?What techniques does the photographer use to draw you into the subject matter or to draw an emotion from you? (10 Points)

Helpful Hints on reading "Self Reliance"

http://www.vcu.edu/engweb/eng372/selfaw.htm

Transcendentalism Powerpoint

http://exchange.guhsd.net/details.php?object_id=1781

One more definition...

"Transcendentalists placed great faith in higher, intuitive forms or knowledge, and urged people to have disgust for conformity and praised individuality. Transcendentalists disliked the commercial, financial side of American life. They stressed instead spiritual well-being, achieved through intellectual activity and a close relationship with nature”

Literature. New York: McDougal, Littell, and Co., 1987.

The Basic Tenets of Transcendentalism-Simplified

*Nonconformity/ Individualism
*Self-Reliance
*Civil Disobedience (not supporting law/policy that is contrary to your nature)
*Importance of Nature
*Favoring Intuition over Reason/ Confidence
*Simplify, Simplify, Simplify
*Questioning progress that occurs to the detriment of the human spirit/condition

www.kent.k12.wa.us/.../Transcendentalism%20Final%20Project.doc

Transcendentalism Defined

Basic Tenets of Transcendentalism
Basic Premises:
1. An individual is the spiritual center of the universe - and in an individual can be found the clue to nature, history and, ultimately, the cosmos itself. It is not a rejection of the existence of God, but a preference to explain an individual and the world in terms of an individual.
2. The structure of the universe literally duplicates the structure of the individual self - all knowledge, therefore, begins with self-knowledge. This is similar to Aristotle's dictum "know thyself."
3. Transcendentalists accepted the neo-Platonic conception of nature as a living mystery, full of signs - nature is symbolic.
4. The belief that individual virtue and happiness depend upon self-realization - this depends upon the reconciliation of two universal psychological tendencies:
a. the expansive or self-transcending tendency - a desire to embrace the whole world - to know and become one with the world.
b. the contracting or self-asserting tendency - the desire to withdraw, remain unique and separate - an egotistical existence.

Basic Tenets of American Transcendentalism:
Note : This list must not be considered to be a creed common to all transcendentalists. It is merely a grouping of certain important concepts shared by many of them.
1. Transcendentalism, essentially, is a form of idealism.
2. The transcendentalist "transcends" or rises above the lower animalistic impulses of life (animal drives) and moves from the rational to a spiritual realm.
3. The human soul is part of the Oversoul or universal spirit (or "float" for Whitman) to which it and other souls return at death.
4. Therefore, every individual is to be respected because everyone has a portion of that Oversoul (God).
5. This Oversoul or Life Force or God can be found everywhere - travel to holy places is, therefore, not necessary.6. God can be found in both nature and human nature (Nature, Emerson stated, has spiritual manifestations).
7. Jesus also had part of God in himself - he was divine as everyone is divine - except in that he lived an exemplary and transcendental life and made the best use of that Power which is within each one.
8. "Miracle is monster." The miracles of the Bible are not to be regarded as important as they were to the people of the past. Miracles are all about us - the whole world is a miracle and the smallest creature is one. "A mouse is a miracle enough to stagger quintillions of infidels." - Whitman
9. More important than a concern about the afterlife, should be a concern for this life - "the one thing in the world of value is the active soul." - Emerson
10. Death is never to be feared, for at death the soul merely passes to the oversoul.
11. Emphasis should be placed on the here and now. "Give me one world at a time." - Thoreau
12. Evil is a negative - merely an absence of good. Light is more powerful than darkness because one ray of light penetrates the dark.
13. Power is to be obtained by defying fate or predestination, which seem to work against humans, by exercising one's own spiritual and moral strength. Emphasis on self-reliance.
14. Hence, the emphasis is placed on a human thinking.
15. The transcendentalists see the necessity of examples of great leaders, writers, philosophers, and others, to show what an individual can become through thinking and action.
16. It is foolish to worry about consistency, because what an intelligent person believes tomorrow, if he/she trusts oneself, tomorrow may be completely different from what that person thinks and believes today. "A foolish consistency is the hobgoblin of little minds." - Emerson
17. The unity of life and universe must be realized. There is a relationship between all things.
18. One must have faith in intuition, for no church or creed can communicate truth.
19. Reform must not be emphasized - true reform comes from within.

www.shs.d211.org/.../Basic%20Tenets%20of%20Transcendentalism.doc


Simplified definitions:

http://www.associatedcontent.com/article/165625/ten_key_tenets_of_transcendentalism.html?cat=7

http://www.csustan.edu/english/reuben/pal/chap4/4intro.html


Dead Poets Society & Transcendentalism
http://www.associatedcontent.com/article/1589969/dead_poets_society_and_emersons_transcendental_pg2.html?cat=4

Defining "Transendentalism"

From 1840-1855, literature in America experienced a rebirth called the New England Renaissance. Through their poetry, short stories, novels, and other works, writers during this period established a clear American voice. No longer did they see their work as less influential than that of European authors. Transcendentalism was a part of this “flowering” of American literature. Ralph Waldo Emerson and Henry David Thoreau were important voices in this philosophical movement that sought to have individuals “transcend” to a higher spiritual level. To achieve this goal, the individual had to seek spiritual, not material, greatness and the essential truths of life through intuition. Emerson was the philosopher and teacher. Thoreau was the student and the practitioner.

To learn more about this complex philosophy visit:

http://www.vcu.edu/engweb/transcendentalism/



"Transcendentalism is an idealism that encompasses a diverse and sometimes confusing set of beliefs regarding man's role in nature and the universe. Loosely, the doctrine refers to any view which holds that there's an aspect to reality that is higher than (or transcends) our everyday life and world. Emerson was the most notable Transcendentalist-- a great thinker with deep insight, and over time his ideas evolved and grew; however, he was always seeking "To what end is nature?" Transcendentalists eschewed materialism, and advocated a philosophy of self-reliance and self-fulfillment. Living in accordance with nature and a perpetual striving toward cultivation of character were other common attitudes. However, like most philosophies, not all transcendentalists strictly adhered to basis premises, which makes transcendentalism a thought provoking and challenging belief. "Shannon Riley, Virginia Commonwealth University

Helpful Links:

http://womenshistory.about.com/bltranscend.htm

Ken Kifer's Analysis & Notes on Walden

An excellent site developed by Ken Kifer who was tragically killed by a drunk driver...
"If Ken revered anyone, it was Thoreau. He felt Thoreau's ideas were so valuable and so relevant. He knew that a lot of people had difficulty understanding Thoreau, so he devoted a section of his website to helping them. He thought that if more people lived like Thoreau, then there was hope for the world. "

Helpful Hints: Reading Walden

From "The Walden Express" http://thoreau.eserver.org/waldenxp.html:
"This is not an easy book, especially at the beginning. Usually, it's best not to spend too much time on individual sentences, pondering the meaning of each phrase. Walden is the classic "more than the sum of its parts," and it's easier to pick up the overall meaning if you take care not to get caught in the details — just keep reading. But not too fast! Try to "listen" to the words, to catch the tone, the color, the sound. Henry Thoreau loved words and writing and ideas. He put a lot of his life into developing his ideas and writing them down, and much of the time he never expected to get a lot back, except for the joy of his work. If you listen carefully, the joy is still there."

Excellent advice from Mark Bitman on dealing with the novel's structure and language can be found at:
http://www.vcu.edu/engweb/eng372/thorcrit.htm

Walden Annotated Edition Link

BLOGGING ABOUT: Transcendentalism in Popular Culture

BLOGGING ABOUT: Transcendentalism in Popular Culture:What examples can you find in comics, music, movies, television shows, etc…?*This assignment is ongoing. Please use the class blog to post examples at least twice throughout the unit. (20 Points)

Walden Unit Plan- Mrs. Baker

Walden Unit Plan: Mrs. Baker
Online Text:
http://publicliterature.org/books/walden/xaa.php
Essential Unit Questions:
What are the major tenets of transcendentalism?
Why did Henry David Thoreau live at Walden Pond for two years?
How do the literary characters we’ve met this year fit into the transcendental school of thought?
What aspects of modern day society agree with transcendentalism? What aspects of modern day society are at odds with transcendentalism?
What views have you developed on the subjects of individualism, nature and passive resistance?

Due Date: Assignments:
___________ Walden Vocabulary Quiz 1
___________ Create a list of 12 items you would take if you were setting out to live with nature for a long period of time.
___________ THINK/PAIR/SHARE:
How are you affected by nature? Do you find comfort in it? Do you reflect the moods of nature?
What is the role of nature in your life?
What is meant by an individual’s spiritual side? How to you define it?
Is there a connection between the individual’s spirit and nature? If so, what is that connection?
What does it mean to know something intuitively? For example, has a parent or a sibling ever known something was wrong with you without having talked with or seen you? What do we mean when we say “I just know it”?
How do you demonstrate that you are an individual? Do you think independently of others or do you follow the crowd?
­­___________ Introduction: Lecture by Virginia Commonwealth University Associate Professor Ann Woodlief
http://www.vcu.edu/engweb/audio/walden.html
http://www.npr.org/programs/morning/features/patc/walden/
(Need Real Player)
Take notes on the main points of the lecture.
___________ Thoreau’s Bio:
http://www.biography.com/articles/Henry-David-Thoreau-9506784?part=0
In your notebooks, list 10 interesting things about Thoreau.
___________ Thoreau & Transendialistism & Walden Pond Background: Jill Kaufman Report NPR
http://www.npr.org/programs/morning/features/patc/walden/index.html#media%20
In your notebooks:
What is an archetypal symbol?
What is the trick for reading Walden?
How did Walden become the “manifesto” of the environmentalist movement?
___________ Walden Vocabulary Quiz 2
___________ “Economy” By far the longest (and most difficult) section in the book, this chapter is essential to read, despite its difficulty, because it explains Thoreau's basic beliefs about how to live, and because he tells us the story of how he got started at Walden.
­___________ “Economy” Quote Assignment:

Look at the page from which your quote was taken. Read what comes before it and directly after it. Then determine what Thoreau is saying in your quote. If you are unfamiliar with some of the vocabulary, look it up. Write down your interpretation of the quote. Be as thorough as possible.
Now that you have “unpacked” the quote and know what Thoreau is saying, consider how what he says relates to you personally or to society today. Write down your thoughts.
Be prepared to share #1 and #2 with your classmates.

___________ “Where I Lived, What I Live For” Thoreau describes the setting of his cabin; then he reflects on the ideas of possession, work, wakeful living, and reality, all in relation to the purpose of his experiment.
In your notebooks:
Thoreau asserts that "we live meanly, like ants." What explanation does Thoreau give for this way of life? Why does he place so much emphasis on simplicity?
Thoreau complains that “Our life is frittered away by detail.” What does he mean? Can you relate to this perspective?

Thoreau advises us to "Simplify, simplify" What modern inventions, new in Thoreau's day, does he question the value of? What inventions new in your day would you question the value of?



___________ “Solitude” This chapter discusses the delights of being alone; solitude, Thoreau says, is his best companion.
In your notebooks:
Thoreau argues that solitude is not created by physical distance between people but by distance between their points of view. He also maintains that solitude in nature brings us closer to the source of all life – and thus to other people. In light of these beliefs, do you think the hours people today spend in front of televisions and computers serve to bring people together or to isolate them?

___________ “The Bean Field” This chapter is a discourse on farming, on using the land, on hearing the town's silly military displays from afar (with special reference to the Mexican War); but mainly it is about beans, their cultivation and care. "I was determined to know beans," he says (reversing the expression: "You don't know beans!)
In your notebooks:
What is the author’s main purpose in this selection?

___________ “Higher Laws” Thoreau comments on fishing, hunting, vegetarianism, and eating. He is exploring a tension between "an animal in us" and a "higher nature" which is pure and therefore at odds with "this slimy beastly life, eating and drinking."
In your notebooks:

What aspects of this section did you agree/ disagree with? Did you find this section enjoyable? Why or why not?
___________ “Conclusion” Thoreau sums up: he tells why he left the lake and what he gained from his experience there. He also has much to say about the individual and society (this chapter contains the famous "different drummer: statement), about living well, about finding the truth. And he ends with the wonderful story, one of his "wake up!" pitches, of "the strong and beautiful bug." We too can enjoy a "beautiful and winged life." But we have to be alert to the possibilities: "Only that day dawns to which we are awake."
In your notebooks:

What one statement in this selection generates the strongest response from you? Rewrite the excerpt and explicate your response.


­­­­­___________ “What would Thoreau do?” Handout
___________ Essayist Tom Schiff's reflections on Walden. From Weekend Edition, May 5, 2002.
http://www.npr.org/programs/morning/features/patc/walden/
In your notebooks, write a one paragraph response to Shiff’s piece. Be sure to consider Shiff’s tone.



___________ Emerson’s “Self-Reliance”
http://www.nationalcenter.org/SelfReliance.html


Print out Essay & Make marginal notations (i.e., ask questions, express surprise, disagree, elaborate, and/or note any moments of confusion).
Here is one way to structure marginal notations:
(1) Label what the author says in the left-hand margin:
· The introduction
· The issue or problem the author is writing about
· The author’s main arguments
· The author’s examples
· The conclusion

(2) In the right hand margin, write reactions to what the author is saying.

_________ EMERSON ESSAY
“Trust thyself: Every heart vibrates to that iron string. Accept the place the divine Providence has found for you…Great men have always done so and confided themselves childlike to the genius of their age…Whoso would be a man must be a non-conformist…To be great is to be misunderstood…”
Explain Emerson’s argument and discuss the extent to which you agree or disagree with his analysis. Support your position, providing reasons and examples from your own experience, observations, or reading.

____________ Civil Disobedience- Thoreau
http://publicliterature.org/exp/music/index.php?prev_url=http://publicliterature.org/books/civil_disobedience/xaa.php&playlist=http://publicliterature.org/books/civil_disobedience/music/playlist.xspf
*I’m not sure what we are going to do with this essay yet.
___________ BLOGGING ABOUT: Transcendentalism in Popular Culture:
What examples can you find in comics, music, movies, television shows, etc…?
*This assignment is ongoing. Please use the class blog to post examples at least twice throughout the unit. (20 Points)


_______________ CHOICE ASSIGNMENT (50 Points)
Please complete ONE of the following:
A Quiet Place Take a walk outdoors. Seek out an area with trees or some other natural setting. Sit quietly, and record in a journal what you see, hear, and smell. Then tell how this setting makes you feel. (Minimum of 3 pages)Simplify! Keep a three-column log for one day. In the left-hand column, note the time. In the middle column, describe your behavior and environment at that time. In the right-hand column, describe what if anything Thoreau might recommend you modify in your behavior or environment to keep it simple. (Minimum of 3 pages)
Your Personal Walden
If you choose, you may act like Henry David Thoreau and create your own "Walden" within the context of your own life. For this assignment, you will need to remove yourself from all of the following, as much as possible:
*other people
*electronic devices, including cell phones, IPods, video game systems, etc.
*electric devices, including TV, computer, hairdryers, curling irons, lights, etc.

You will spend a minimum of 8 hours alone reading, writing, and contemplating life. You must be AWAKE during these hours. This time may be split up; it doesn't all have to be consecutive hours.
You will write a minimum of three pages about your experience--what was it like to be removed from people and devices like this? What thoughts or ideas came to you about your life?

Walden

Link to the text online.

English 11 Honors- Post due Thursday

As we begin to wrap up our discussion of Nickle and Dimed, please use this forum to comment about ideas that you were unable to share in class or any concluding thoughts. Please reference particular page numbers in the novel where appropriate. DUE THURSDAY!!!

Articles Related to Mrs. Baker's "Story"- Periods 4&7

http://findarticles.com/p/articles/mi_qn4161/is_19960707/ai_n14455095/
http://www.independent.co.uk/news/in-the-courts-judge-says-sex-killer-farrant-should-stay-behind-bars-for-life-1141685.html
http://www.newcriminologist.com/article.asp?cid=158&nid=559
http://www.crimestoppers-uk.org/webfiles/Regional/Hampshire%20and%20Isle%20of%20Wight/Basingstoke%20Gazette%20-%20Hampshire%20and%20IOW%20Crimestoppers.pdf

Blog Assignments Due Thursday

1. Complete all three posts.
2. Print out the picture used for Blog # 1. Please print out your post as well.
3. Read through the comments of your classmates and choose at least one to comment upon. "I like what Joe S. had to say in Per. 3....)j

Grapes of Wrath-Post # 3

Guiding Question:
How does an author's life affect his/her writing?
Task:
Locate pertinent information about John Steinbeck's life that might have influenced his writing in The Grapes of Wrath. What other interesting facts can you find?

Grapes of Wrath-Post # 2

Objectives:
*Recognize thematic parallels between Woody Guthrie’s music and Steinbeck’s novel
*Develop an appreciation for The Grapes of Wrath and the music of Woody Guthrie, as works of art and historical documents
*Explore the idea of the “American spirit"
Task:
Comment on your thoughts about Woody Guthrie and Bruce Springstein's lyrics/ Music. Do you notice any thematic parallels? Feel free to comment on other aspects of the music/ lyrics as well.
Link:
http://www.woodyguthrie.org/Lyrics/Tom_Joad.htm
http://www.rollingstone.com/reviews/album/107356/review/5940604/dustbowlballads
Listen to songs from Bruce Springsteen’s 1995 album The Ghost of Tom Joad. Why would Springsteen use that allusion?
Link:
http://www.brucespringsteen.net/songs/TheGhostOfTomJoad.html
http://www.youtube.com/watch?v=1DEtA5fhk4k

Grapes of Wrath- Post # 1

Guiding Question:
What can be learned from photographs from the Dust Bowl era?
Link to Dorothea's Lange's, "Migrant Mother":
http://lcweb2.loc.gov/cgi-bin/query/i?pp/fsaall:@filreq(@field(NUMBER+@band(fsa+8b29516))+@field(COLLID+fsa)):displayType=1:m856sd=fsa:m856sf
Task:

Choose a photograph from the Dust Bowl Era. Include the link in your response/ blog comment. Write about what you believe the image conveys. You may use the following questions to help guide your response:
Why would the artist have taken the photograph?
Who do you see in the photograph?
Where do you think they are?
What can you tell about these people based on the photograph?
How do you think they feel in this picture? How can you tell?
What techniques does the photographer use to draw you into the subject matter or to draw an emotion from you?

Welcome to English 11 Honors!

We will use this forum to periodically respond to literature studied in class. I will also try to post important assignments and interesting links. Check back periodically for updates. If you have ideas as to how to improve the use of this site, or to better incorporate blogging, twittering, etc... into our studies, please share! I am also interested in hearing how your friends/ siblings are using this technology at the college level.

Literary Gourmet- Article #1

English 10 Final Exam Sample Article Link II

English 10 Final Exam Sample Article Link

Born Rich by Jamie Johnson

Please post your thoughts/ reactions to this film. If you missed class today, you can watch this film on Google Video. Please put your initials and class period at the end of your post.

Grade 11- "The economics of happiness"

The link above is more information on this very interesting topic. You will need the handout from class to answer the questions below. Please use complete sentences. This assignment will count as 15 points.
1. According to Lane, what is the relationship of income to happiness?
2. How have researchers tried to measure happiness? According to Lane, are these measures accurate? Explain.
3. According to Lane, what is the relationship between materialism/ materialistic individuals and happiness? Explain.
4. According to Lane, what factors contribute to happiness?
5. Economist Adam Smith stated, "happiness is not from economic gain, but from what other people think of you (social esteem). Do you agree/ disagree?
6. What factors of one's job/ work (according to Lane) lead to happiness?
7. Give examples of economic forces (according to Lane) that encourage materialism that is not "fruitful for happiness."
8. Your reaction to this article.

Grade 11- Gatsby

Read pages 1-5. Generate a list of 10 charcteristics of Nick Carraway. Include details about: family, schooling, work, living arrangements, and personality characteristics.

Reminder: Newport trip is May 26th. This trip is open to the entire Junior class on a first come, first-serve basis. Bring in your permission slips!

Of Mice and Men- Period 8

Candy
gossiper
"swamper"-general handyman/sweeper
mellow
old
missing hand
has a dog- shot in head (put out of misery)
really hard for him to put his dog down
hunchback

Boss
Curley's father
"let him answer"-curious about why Lenny doesn' t speak for self
fat-legged man
high-heeled boots w/ spurs (shows his power/ status)
brought gallon of whisky to workers on X-mas

Curley
Bosses son, works for father
Cocky, handy, lightweight, small-stature, fighter
protective of wife
agressive
confrontational
prone to violence
uptight
small
short
high-heeled boots
brown face, eyes
married two weeks earlier
"scraps w/ big guys" (Napolean syndrome)


Curley's Wife
(no name)
only girl on farm
attention seeking
personality: potentially jailbait
body language very affectionate/ flirtatious
no trust-always looking for Curley & vice-versa
"Loo-Loo"- "tart"
small & skinny
red make-up, nails, shoes, dress
"gotta an eye going all around"

Slim
jerk-line skinner
ranch prince
tall
long black straight hair
35-50
big hands
respected
powerful words
seems to stand up for what's right
moved like royalty
all stopped talking when he spoke
drowned the puppies
"I'll do it myself"-tar ex.
Stood up to Curley about his wife
After fight, problem solver
God

Of Mice & Men Characters Period 1

Candy

attached to his dog- couldn't shoot it p.44
sensitive- doesn't want to shoot the dog p.47
occupation-worker on the ranch "swamper" (cleans; sweeps)
350.00 contribution to the "ranch plan"
p.18:
stoop-shouldered, tall
blue jeans
old man
right arm- missing hand


Curley's Wife
Physical:
full, rougged lips
red lips & fingernails
red mules (shoes)
curls like sausages
She'd clear out for 20.00 p.32
"rat trap"p.32
blunt
flirtatious in her posture

Boss
Fatleged man
short, stocky
high-heeled boots w/ spurs
"I've seen wise guys before..." Suspicious (21)
"pretty mad sometimes..." (21)
gave workers gallon of Whisky on Christmas



Curly
Dark-skinned
Dark curly hair
thin
high-heeled boots
brown eyes
glove w/ vaseline on left hand
bosses son
married
handy
lightweight
picks fights w/ bigger guys

Carlson
Skinner
powerful, big-stomached man
humorous: "he ain't very small" (says that about Lenny Small)
put Candy's dog down
he had the idea to give him one of the pups

Slim
Tall, skinny, long black hair
agesless face
jerkline skinner
highly skilled mule driver
"prince of the ranch" (33)
"understanding beyond thought...hands large & lean...(quite skilled) (34)

Of Mice & Men characters Period 1

Carlson
rude
bad jokes
"glad to meet you he ain't very small" p.35
wants to kill puppies
"Why don't you get Candy to shoot his own dog...."p.36
infer that he is some type of ranch hand
powerful, big-stomached man p.35


Curley
Thin young man with a brown face, with brown eyes and a head of tightly curles hair. He wore a work glove on his left hand. Like the boss, he wore high-heeled boots.
Angry
Picks fights w/ bigger guys
recently married
"...like a lot of little guys...picks fights w/ bigger guys" p. 26 (The swamper)

Candy
The swamper
Lost one hand in accident
Old/ Old Dog
Tall, stoop shouldered man
p.60 "I wished somebody shoot me"
"I make a will & leave my share to you" p.59

Slim
Jerk-line skinner
Tall long black straight hair
Moved like royalty/ master craftsmen
All talk stopped when he spoke
Great authority; word was taken on any subject
ageless face
slow-speech; understanding beyond thought
hands large, lean & delicate
p.41 "What did you do in Weed" (acts like he doesn't know)
p.36 "You guys better come in and eat..." (not animalistic; more chill)

Boss
"A little stocky man...blue jeans, flannel...soiled stetson...high-heeled boots (not laboring man)
"pretty nice guy"-
controls who he hires

Curley's Wife
Full roughed lipes
Red fingernails
Voice nasal quality
"body thrown foward" -tease p.34
"married two weeks and got the eye...maybe that's wife Curley's pants got the ants"
tart, lu-lu

A Raisin in the Sun Essay Rubric

1oo Points

1. Catchy Title (7)
2. Introduction: (hook, background information, thesis) (10)
2. Thesis Statement- clear & concise (10)
3. Body Paragraphs- organized, topic sentence evident (30)
4. 6 Quotes- utilized & incorporated well into body of paper (18)
5. Conclusion: (moves from specific to general/global) (10)
6. Few errors in grammar, mechanics & spelling (10)
7. MLA format (5)

Grade 11- Memorize Poem for Monday

Dream Deferred

What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?

Langston Hughes

Grade 11- SAT Midterm Essay Sample

Grade 10 - A Separate Peace Paper Assignment

A Separate Peace Essay

John Knowles’ novel A Separate Peace is the story of Gene Forrester who struggles to come to grips with the guilt over his role in a traumatic event from his childhood. The novel, told as a flashback from the perspective of an adult Gene, looks back at his friendship with a private school classmate and Gene’s destructive feelings of jealousy, fear, and anger.

Assignment:

Write a 3-5 page literary analysis that explores in depth a theme from the novel.

Structure:


You might want to think of a five-paragraph structure, but feel free to expand on that if you need to adequately explore your topic.


Intro:
Include a “hook,” background information, and a thesis statement. It should clearly lay out what you are going to argue.


Body:
Provide analysis and supporting evidence. Mention several key events or moments from the novel. Include at least three carefully chosen quotes (honors option students need to include at least six quotes) to help capture larger ideas from the novel. Blend them in with your own writing. Be sure to relate each body paragraph to your overall point/thesis.


Conclusion:
Wrap up your argument and provide final thoughts or ideas related to your main idea.

Requirements:
*This is a literary essay so there should be no uses of “I” or “you.” Include a title that captures interest.

*A clear argument of opinion and purpose expressed in a thesis statement and introduction


*Numerous accurate supporting details and events from the novel that directly backs up your opinions

*The required number of properly cited quotes from the novel


*Accurate and insightful analysis of the novel

*Generally correct grammar and mechanics.

*HONORS OPTION STUDENTS- SEE HANDOUT!

Blogging about the American Dream

Please summarize your interview. Be sure to mention who you chose to interview, why you picked that person, and what that person's thoughts are about "The American Dream."

*If you did not complete the homework, write your own thoughts for a grade of 70%.

*Once you have completed your write up, read through your classmates interviews and respond to at least one.

*Only use your initials and class period.

Grade 10 - A Separate Peace

Grade 10- A Separate Peace- Read Chapters 3 & 4-Complete a one page reflection on these two chapters. What thoughts, questions and ideas did you have while reading? Support w/ direct quotes.

"I Believe" essay revisions are due the Tuesday after break! (DATE CHANGE)

Grade 11- To Kill a Mockingbird- Due Monday

Read Chapters 3-5. Reflect on your impressions of the characters thus far. (1 page)

Grade 11- To Kill a Mockingbird

Read Chapters 1& 2 (you may skip the history section)
Write a 4 paragraph response:
Paragraph 1: Character Impressions
Paragraph 2: Predictions
Paragraph 3: Song that connects to the readings
Paragraph 4: Questions

Grade 10- A Separate Peace - Chapter One

In your notebooks, reflect on Chapter One.
Consider:
*Your impressions of the charcters (esp. Gene & Phineas)
*Examples of foreshadowing/ "red herrings."
*Importance of the setting
*Important quotes
*Sections that were confusing
*Aspects that you would like to discuss with the class
*A song that reminds you of a feeling, character, place in the chapter

Grade 11- To Kill a Mockingbird

In class: Vocabulary preassessment
Review of the first 30 important words from the novel

Section One (Chapters 1-8):
1. Assuaged
2. Impudent
3. Repertoire
4. Vapid
5. Condescend
6. Entailment
7. Indigenous
8. Contemptuous
9. Diminutive
10. Discernable
11. Erratic
12. Gravely
13. Irked
14. Monosyllabic
15. Concession
16. Tranquility
17. Quell
18. Benevolence
19. Benign
20. Chameleon (adj.)
21. Gape
22. Inquisitive
23. Morbid
24. Placidly
25. Dismember
26. Ensuing
27. Malignant
28. palate
29. Vigil
30. Caricatures

Section Two- (Chapters 9-31)
31. Cordial
32. Perpetrated
33. Procured
34. Unfathomable
35. Donned
36. Doused
37. Indecisive
38. Furtive
39. Tentative
40. Inconspicuous
41. Commence
42. Decree
43. Livid
44. Passe'
45. Caste system
46. Devoid
47. Tactful
48. Begrudge
49. Dispel
50. Eccentric
51. Stifle
52. Succinct
53. Subpoena
54. Subtle
55. Ambidextrous
56. Congenital
57. Acquit
58. Perpetual
59. Candid
60. Indicted

Homework:Definition Diagram for each word:
Word: Assuaged
What it is: To lessen or calm (such as one's fears, guilt, etc...)
What it is like: Someone helping to calm someone...a coach, friend, parent
Example: A coach helping you through your fear of playing a sport
Nonexample: Coach yelling at a player

Grade 10- A Separate Peace

Tuesday: Final Drafts Due- "I Believe"- Stay tuned for a podcast update...
In class: Vocabulary preassessment
Review of 30 important words from the novel
1. salient
2. barbaric
3. latent
4. impinge
5. accolade
6. infraction
7. inane
8. foreboding
9. groveling
10. abstract
11. delirious
12. solicited
13. conjured
14. precarious
15. insinuated
16. innate
17. reverberate
18. insidious
19. vindicated
20. reticent
21. decipher
22. reprieve
23. poignant
24. inanimate
25. encroaching
26. immersion
27. abashed
28. austere
29. disconcerting
30. enamored
Homework:
Definition Diagram for each word:
Word: Groveling
What it is: Someone behavong in a way to receive something that he or she wants, especially forgiveness
What it is like: Pleading on my knees
Example: A homeless person begging for money
Nonexample: A bully

Grade 11- Lecture (Essay) Rubric

*is 3-5 pages in length (10)
*is organized (20)
*is free of errors in grammar, mechanics and spelling (10)
*conveys at least one key piece of wisdom (20)
* illustrates life lessons with personal stories (20)
*engages the audience (20)

Grade 11- Lecture Rubric

The lecture:

*conveys at least one key piece of wisdom (20)

* illustrates life lessons with personal stories (20)

*incorporates visuals/ audio (pictures, slides, music, props, etc…) (10)

*engages the audience (20)

*is about 5-10 minutes in length (10)

*is organized (20)

Grade 10- This I Believe...

Today (Friday), we were missing several students due to the Model Congress trip. We listened to the following podcasts off of the NPR website.
http://www.npr.org/templates/story/story.php?storyId=97320958
http://www.npr.org/templates/story/story.php?storyId=97088865
http://www.npr.org/templates/story/story.php?storyId=95726758

We discussed what we liked about the essays. We also met in small groups to offer feedback. Final drafts are due on Monday. Keep in mind the following:
*Tell a Story
*Be Brief
*Name your belief
*Be positive
*Be personal

In the works...
*I'm looking to record you reading aloud you essays (podcasts). I could use a student assistant with this. Please let me know if you are interested.
*Next novel: A Separate Peace

The Last Lecture- Culminating Assignment

Your “Last Lecture”
1. ASK YOURSELF:
What wisdom would I choose to impart to the world if it was my last chance? What are thelessons of my own life?
2. DEVELOP A LECTURE:
*Be creative
*Utilize props, slides, photographs, music, etc…
*Practice, Practice, Practice
3. HOW DO I GET STARTED?
If you need help coming up with material consider the following:
*What “brick walls” have you faced? What have they taught you?
*Have there been key bits of wisdom that you have garnered from people?
*Knowing what you know now, what advice would you give to a student in elementary school?
What makes your life story different than those around you?
*Do you have advice on the following?
-relationships
-school
-parenting
-friendships
-sports
-activities
4. GRADING
We will develop a rubric together in class. Let us consider…
Organization
Audience Engagement
Title
Speech length (5 minutes???)
What else???

Grade11-The Last Lecture

Links to "The Last Lecture"
http://www.youtube.com/watch?v=ji5_MqicxSo
http://www.cmu.edu/uls/journeys/randy-pausch/index.html
Transcript
http://download.srv.cs.cmu.edu/~pausch/Randy/pauschlastlecturetranscript.pdf

Grade 10- This I Believe...

Monday:
Group Assignment: What beliefs did you and your group agree on? (handout)
Homework: In your notebooks, tell a story showing the personal belief in action or explain why you believe this way.

Tuesday:
Group Assignment: Each member will tell his/her story & the group will choose the best story to share w/ the entire class. The class will discuss why these particular stories were chosen to be most effective.
Listen to NPR podcasts: "The Power of Hello"- http://www.npr.org/templates/story/story.php?storyId=93536198
"The Choice To Do It Over Again"
http://www.npr.org/templates/story/story.php?storyId=92676216
Class Discussion: What makes these essays effective?
Homework:
Think about your core beliefs as we will use these to compose a poem tomorrow.

Wednesday:
Poetry Workshop
"I Believe..." Poems
"I've Learned..."Poems
Brainstorming Essay Topics
Homework:
Settle on a topic/ belief
Compse a two page freewwrite


Monday:
Looking at Models:
What is the difference between a Personal Narrative, Personal Memoir, and a Personal Essay?
Read the following:
Sample Personal Narrative: http://www.thisibelieve.org/documents/ThisIBelieveCurriculum.pdf (Page 5)
Sample Personal Memoir: http://www.thisibelieve.org/documents/ThisIBelieveCurriculum.pdf (Page 7)
Sample Personal Essays:
http://www.thisibelieve.org/
Homework:
bring in a catchy "hook" or first line from one of the "This I Believe" essays you have read. Be prepared to share why this "hook" is effective.


Tuesday:
Share homework
Today's Lesson: Developing Powerful Hooks:
http://www.thisibelieve.org/documents/ThisIBelieveCurriculum.pdf (24)
Review "Tips for Writing" (appendix)
*Tell a Story
*Be Brief
*Name your belief
*Be positive
*Be personal
Homework:
First Draft of Essay due Tomorrow

Wednesday
Class Critique
Homework:
Revise Essay

Thursday:
Final Draft Due
Group Share

Friday:
Group Share

Error 14: Comma Errors

Mini-lesson:
http://grammar.quickanddirtytips.com/comma-splice.aspx

Error #12: Wrong Pronoun

Mini-lesson:
http://grammar.quickanddirtytips.com/myself-grammar.aspx
http://grammar.quickanddirtytips.com/between-you-and-me.aspx
http://grammar.quickanddirtytips.com/grammar-linking-verbs.aspx
Practice Quizzes:
http://www.grammarbook.com/grammar_quiz/pronouns_2.asp
http://grammar.ccc.commnet.edu/grammar/quizzes/pron2_quiz.htm

Mrs. Baker's Paper-DRAFT!!!

Is My Child’s Future Health Worth the Cost of a Flat Screen T.V.?

I first became aware of the topic of Cord Blood Banking in 2004 prior to the birth of my daughter, Sydney. I recall reading several magazine articles about CBB, looking into the cost of private banking, and ultimately deciding not to store the cord blood. As I approach the birth of my second daughter, I would like to make an informed decision based on current research. From what I understand, cord blood stem cells can be used to treat life-threatening diseases, and there is an option of donating your baby’s cord blood to a public bank. I attended a “Baby Fair” at Griffin Hospital last weekend and was able to interview a Viacord representative. She was quick to mention to me that people don’t think twice about spending money on flat-screened televisions and other material possessions, yet they put a price on what could potentially be a life saving procedure for a loved one. Is there truth to this statement, or is this a clever salesperson who knows exactly how to tug at a vulnerable mother’s heartstrings? With only a few weeks left to make a decision, this research paper was the perfect opportunity to get the facts.

First, I needed to get some background on the various properties of cord blood that make it so desirable to save. I learned that after a baby is born and the umbilical cord is cut, some blood remains in the blood vessels of the placenta and the portion of the umbilical cord that remains attached to it. After birth, the baby no longer needs this extra blood. This blood is called placental blood or umbilical cord blood: "cord blood" for short. According to the National Cord Blood Program, “Cord blood contains all the normal elements of blood - red blood cells, white blood cells, platelets and plasma. But it is also rich in hematopoietic (blood-forming) stem cells, similar to those found in bone marrow. This is why cord blood can be used for transplantation instead of bone marrow. Cord blood is being used increasingly on an experimental basis as a source of stem cells, as an alternative to bone marrow. Most cord blood transplants have been done to treat diseases of the blood and immune system. It has also been used to restore the functional deficiencies of several genetic metabolic diseases. To date, more than 70 different diseases have been treated with cord blood transplants.” So far, doctors have found the most promise in cord blood for conditions such as blood cancers, leukemia and sickle-cell anemia. But last year, an ongoing study at the University of Florida showed cord-blood cells could also be effective at treating type-1 diabetes. Many doctors also believe that these transplants will eventually prove useful in regenerative medicine, helping patients suffering from heart disease, spinal bifida or even traumatic brain injuries. (Kingsbury) Despite the claim by the National Marrow Donor Program (NMDP) that more than 10,000 new patients each year could benefit from cord-blood stem-cell transplants, most umbilical cords currently end up as medical waste. (Kingsbury) I found enough evidence to convince me that cord blood had amazing properties, but most of the evidence I found showed that people would most often be better helped by the cord blood of a stranger, than their own cord blood.

I also wanted to know whether or not the procedure for removal and storage of the blood was dangerous in any way. According to Verter, “The commonly used methods (for removal) are: letting the blood drip out by gravity -versus- pulling it out with a syringe. Both collection methods are adequate, but the syringe method yields a higher volume on average. Both collection methods can be used with bag storage, whereas vial storage requires syringe collection.” Several articles cautioned that the cord should not be clamped too soon after birth. I found the following cautionary information from the Royal College of Obstetricians and Gynecologists Scientific Advisory Committee to be worthwhile to discuss with my doctor if I do elect to bank, “Collection imposes a considerable logistic burden on the obstetrician or midwife. In addition to consent, parental blood collection, and the associated packaging and paperwork, a large volume of blood has to be collected from the umbilical vessels in utero, requiring multiple syringes under aseptic technique. This may distract professionals from their primary task of caring for the mother and baby at this risky time or, more generally, divert delivery room staff from attending others.” I recall how much attention needed to be on both myself and Sydney after her birth, and I wouldn’t want to distract the doctor from these important tasks.
Since cost is a factor, I looked into the various fees associated with this procedure. I was able to determine from a table on Verter’s site that most private companies charge a collection fee, typically $1,000–$2,200, which includes testing for pathogens and genotyping. Samples are maintained in a frozen state for around $100-$150.00 a year. The Cord Blood Registry, one of the largest private cord blood banks in the world, charges an initial fee of $2,150 and an annual storage fee of $125. It says it has “stored the cord blood of more than 200,000 children since its inception in 1992. Since then, only 67 of its clients have withdrawn the cord blood for medical use (either for the child who donated the cord blood or a relative).” (Davis) An additional $15,000–$25,000 is charged if a sample is used for transplantation which is usually covered by health insurance. Although public banking is “free.” Some doctor’s will charge a fee to complete this procedure which often exceeds $100.00.
I was curious as to the position that reputable doctors and major medical organizations seemed to take. I began by interviewing my OB-GYN, Dr. Lima. When Dr. Lima’s six year old child was born, Dr. Lima was offered the opportunity to bank his child’s cord blood for free. Seeing this as a conflict of interest, he declined. Dr. Lima was hesitant to recommend a particular bank, but mentioned that Kim, the patient educator, would be happy to give me a packet of materials to review. I asked about public banking options, but was told that there weren’t any real options in our area. Dr. Lima estimated that 10% of his patients elect to bank, and they were from various socio-economic backgrounds. He described CBB as an “insurance policy.” I really appreciated Dr. Lima’s honesty. I was surprised and slightly relieved that my doctor, someone who could afford to bank and knew the facts, made the decision not to.

Next, I looked into the positions of some of the major medical organizations. Several articles mentioned that both the American Academy of Pediatrics and the American Medical Association encourage, in most cases, public donation over private banking. A recent article published in the LA Times, “Private Banking as Insurance,” quoted a 2007 policy statement from the American Academy of Pediatrics “(they) discouraged private cord-blood banking, except for families in which there is a sibling with a medical condition that could potentially benefit from cord-blood transplantation.” (Davis) The probability of using privately banked cord blood to treat a child or a family member is very low -- about 1 in 2,700 individuals, according to a recent committee opinion issued by the American College of Obstetricians and Gynecologists. (Davis) After reading these statements, I started to look further into public banking despite not being able to find any hospitals or public banks in CT.
So, what did I decide? Just last night, I came across two private banks that accept public donations; it does not seem like this research will end. According to Vermeer, “Cryobanks International is one of only two banks that accept donations mailed in from anywhere. They started as a private cord blood bank, but their current business is primarily oriented towards accepting donations.” This bank participates in the National Marrow Donor Program (NMDP) cord blood bank network. I have a doctor’ s appointment on Thursday, and so I plan to ask my doctor what he thinks about making a public donation to a private corporation, and what the fee would be.
Initially, my overall question was whether or not families should make the investment to bank their newborn’s umbilical cord blood. I now realize that this is a personal decision, and that I can only decide what it right for my family. I consulted several sources/ articles, interviewed my OB-GYN (Dr. Lima), and met with representatives from ViaCord and CBR (two private storage companies). I was also helped tremendously by Dr. Frances Verter’s amazingly comprehensive website “Parents Guide to Cord Blood Foundation.” (http://parentsguidecordblood.org) Vermeer states, “In an ideal world, all babies would have their cord blood harvested at birth (with parental permission) and stored in public registries, much like public blood banks.” But since this isn’t the current situation, do I return the flat-screened T.V., and take out the “life insurance policy”? or can I find a way to make a public donation? To be continued…

Grammar Final Friday, June 6th!!!

I will distribute a practice quiz to you on Wednesday so that you can review the format. The test will consist of 25 sentences; 20 of the sentences have errors that you need to correct. Be sure to review your list of "20 Common Surface Errors in Writing," and keep up with our grammar mini-lessons and quizzes.

Error # 11: Incorrect Comma with Essential & Non-essential Element

Mini-lesson
http://owl.english.purdue.edu/handouts/grammar/g_commaess.html

Practice Quizzes:
http://owl.english.purdue.edu/handouts/interact/g_commaessEX1.html
http://owl.english.purdue.edu/handouts/interact/g_commaessEX2.html
http://owl.english.purdue.edu/handouts/interact/g_commaessEX3.html

Error #10: Homonyms

Mini-lesson
http://www.washingtonmonthly.com/archives/individual/2003_03/000806.php
http://owl.english.purdue.edu/handouts/grammar/g_spelhomo.html
Practice Quizzes:
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/its_there_quiz.htm
http://owl.english.purdue.edu/handouts/interact/g_spelhomoEX1.html
http://owl.english.purdue.edu/handouts/interact/g_acceptexcept.html
http://owl.english.purdue.edu/handouts/interact/g_affecteffect.html

Error #9: Pronoun Agreement

Mini-lesson:
http://owl.english.purdue.edu/handouts/grammar/g_pronuse.html
http://depts.dyc.edu/learningcenter/owl/agreement_pa.htm

Practice Quizzes:
http://depts.dyc.edu/learningcenter/owl/exercises/agreement_pa_ex1.htm
http://depts.dyc.edu/learningcenter/owl/exercises/agreement_pa_ex2.htm

Error #8: Missing Comma in a Compund Sentence

Mini-lesson:
http://grammar.ccc.commnet.edu/grammar/commas.htm#2

Practice Quiz:
http://grammar.ccc.commnet.edu/grammar/quizzes/nova/nova1.htm

Paper due dates have changed! :)

Research Paper due Thursday, June 5th!

Honors Option Frankenstein Paper due Monday, June 9th

Organizing the Body

In the body of your paper, you will describe the process of your search.

Where did you begin? (Refer back to "What I Know" and your "What I Want to Know" questions)

What did you learn from each of your sources? Be sure to cite from each source using MLA format. ex:"------"(Smith 5). What information were you unable to find?

How did your interview go? Describe who you interviewed and what you learned.

Conclude & be sure to write in a compelling fashion!

Error #7: Unnecessary shift in person

Mini-lesson & written practice: http://www.aum.edu/uploadedfiles/AvoidingShiftinPerson.pdf

Error #6: MLA Format for Punctuating Titles & Dialogue

Mini-lesson: http://web.cn.edu/kwheeler/documents/Punctuating_Titles_chart.pdf

Error #5: Missing Comma after Intoductory Element

Mini-lesson (Review Rules I & II):
http://depts.dyc.edu/learningcenter/owl/comma_placement.htm
Practice Quizzes:
http://depts.dyc.edu/learningcenter/owl/exercises/comma_placement_ex1.htm
http://depts.dyc.edu/learningcenter/owl/exercises/comma_placement_ex2.htm

Error #4: Apostrophes

Mini-Lesson:
http://owl.english.purdue.edu/handouts/grammar/g_apost.html
Online Quizzes:
http://owl.english.purdue.edu/handouts/interact/g_apostEX1.html
http://owl.english.purdue.edu/handouts/interact/g_apostEX2.html
http://depts.dyc.edu/learningcenter/owl/exercises/apostrophes_ex1.htm
http://depts.dyc.edu/learningcenter/owl/exercises/apostrophes_ex2.htm

Error #3: Subject-verb agreement

Mini-lesson:
http://depts.dyc.edu/learningcenter/owl/agreement_sv.htm
Online Quizzes
http://depts.dyc.edu/learningcenter/owl/exercises/agreement_sv_ex1.htm
http://depts.dyc.edu/learningcenter/owl/exercises/agreement_sv_ex2.htm
http://www.quia.com/quiz/281066.html

Error #2: Sentence Fragments

Mini-Lesson:
http://depts.dyc.edu/learningcenter/owl/fragments.htm

Online Quizzes:
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex1.htm
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex2.htm

Error #1: Run on Sentences

Mini Lesson:
http://depts.dyc.edu/learningcenter/owl/run-ons.htm
Online Quizzes:
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex1.htm
http://grammar.ccc.commnet.edu/GRAMMAR/quizzes/runons_quiz.htm
http://www.quia.com/pop/35933.html

The Body

The next step to this paper is composing the body. Look back at your ten initial questions and begin to tell the compelling story of your search to answer these questions. Be sure to refer to and cite from each of your five sources-including your interview. Your introduction, body, and reflection (the next step) should total 5-7 pages. Due Friday!

Interview Transcript due Wednesday!

Please post on the blog!

Honors Option Frankenstein Assignment

Due Date: June 9, 2008

The following research essay assignment related to the novel Frankenstein is a required component of the honors option portfolio.

Background:
If we have learned anything from Mary Shelley and her novel Frankenstein, it is that playing "God" can be dangerous and irresponsible. Even today, modern science still grapples with some of those same issues and moral dilemmas.

Task:
Your task is to write a 2 page paper connecting your research topic to the novel. The challenge of the assignment is to make a connection between the moral dilemmas raised in the novel and those occurring in the field of technology/science today.

Guidelines:
*Be sure to reference the titles and authors of all sources used
*Include a thesis statement in your introduction that relates to both the novel and the issue
*Use at least three quotes from the articles and at least three quotes from the novel to support your major points
*Thoroughly compare the issue in the article to similar issues in Frankenstein.
*Include a Works Cited page
***If you are finding it difficult to connect your research topic to the novel, please speak with me to get permission to complete the following assignment:

Alternative Paper Topic:

Honors Option Information

Here is a link to the end of the year reflective essay assignmnet which is due the day of your final exam.
http://branfordhighschool.wikispaces.com/End+of+year+portfolio

*Summer Reading Meeting for all students taking English 11 Honors will be held on Wednesday, May 28th during Advisory in the F-Wing Lecture Hall.

*There will be an important meeting next Thursday to review all of the end of the year requirements. The meeting will be about 15 minutes. I will let you know next week where it will be held. If you would like to go over the SAT vocab. definitions for the final, plan to stay for an additional twenty minutes or so. Mr. Mattheissen was kind enough to compile a list of 27 additional words from the final exam that may be troublesome.
1. antiquity
2. arsonist
3. balk
4. belated
5. blistering
6. deem
7. discreet
8. displacing
9. elicit
10. entreat
11. epitaph
12. excommunicate
13. floundered
14. founder
15. frugal
16. indict
17. insinuate
18. lofty
19. monetary
20. plummet
21. thwarting
22. patronizing
23. precipitated
24. prescribed
25. premonition
26. pyromaniac
27. serenade

Writing the Paper: The Introduction

Introduction Due: Tuesday, May 27th

The helpful information below is taken from Mr. Malley's Class Blog:
http://rm305.blogspot.com/

The iSearch paper is different from your standard research paper because it demands "processing information and compellingly communicating [this information]." Compelling means evoking interest in a powerful, irrestistable way. In other words, your content is good, and your storytelling is even better. The storytelling begins in your introductory section, which is usually 3/4 to 1.5 pages.

A good introductory section usually answers three questions:
* How did you become interested in the topic? - tell a story. What happened in your life that made you want to investigate abandoned houses and their effect on a neighborhood? What made you interested in school violence? Self Mutilation? Pull your reader in by making it relevant.
* What do you know about the topic already? What do you assume?
* What is the specific question you will be trying to answer?

The most successful introductory sections will devote one or more paragraphs to the first question, one or more paragraphs to the second section, and get to the research question in the last paragraph.

Click below for a sample from one of Mr. Malley's students at Mack High in Buffalo, NY.
http://rm305.blogspot.com/2007/04/isearch-introductions.html

Sample Interview Questions

*As discussed in class, your interview questions will differ from your "What I want to know" questions because they need to be tailored to the specific person you are interviewing. See below:

Dr. Lima Interview Questions:
1. What advice do you generally give your patients about cord blood banking?
2. If you don't mind me asking, what would you do if/when faced with making this decision?
3. Is there an option for public banking in CT? at Yale?
4. Do you recommend certain private banks over others?
5. Have you ever had a patient helped by a family member's cord blood?
6. Do you recommend CBB for patients that have a strong genetic predisposition to various diseases?
7. I read that I need to make this decision by 34 weeks. Should I alert the office to my decision?8. Have you done this procedure on a patient before? Is it a simple procedure?
9. What are your thoughts on CT starting its own public bank? Is it in the works?
10. Can patients donate cord blood to other states that have already started public banks?

Sample Interview Request Email

May 19, 2008

Dear Dr. Lima:

The purpose of this email is to request a brief interview with you regarding your thoughts on cord blood banking. I am currently researching this topic at Branford High School, and I am interested in getting your professional opinion so that I can make an informed decision in the next few weeks. I have approximately 10 questions to ask you, and it should only take 15 minutes. I can meet in person, or if it is easier you can respond to my questions via email. Thank you for considering my request.

Sincerely,

Mindy Baker
Branford High School
185 East Main Street
Branford, CT 06405
mbaker@branford.k12.ct.us
(203)***-****

Final Paper Due Date:

June 2, 2008!

You will present your research findings during our final exam.

Honors Option Frankenstein Section Due June 4th.

Step V: The Interview

Find an expert in a field related to your paper, and contact this person to arrange an interview. Try to obtain a face to face interview if possible. Otherwise, you may hold a telephone, IM, or Email interview. Once you have a candidate in mind, develop 10 interview questions. Please post your interview questions by Wednesday.

Interview should be completed by Tuesday, May 27th

Typed Transcript of Interview due Wednesday, May 28th

STEP IV-The Notes- DUE THURSDAY!

At this point, you are ready to start taking notes on your sources. In the shared data drive (S-Drive), there is a template that you can use during this process. Click on "Mrs. Baker English Class" and "Note-taking Template." This is the format:

I. Article Title, Publication Information & Link if Available


II. Important facts, statistics, quotes found in the article (include page numbers if available):

III. Thoughts During and After Reading the Article

Homework: Notes from each of your four sources are due on Thursday. You should also be considering who you will interview. The interview is a requirement for all students. We will talk about this topic in class on Thursday.

"I Search" Part III- The Search

Today, we begin the search for information. Some of the topics we will cover today & tomorrow will be:

*Helpful Hints for Searching Online
In Google, add "Newsweek, Time, or New York Times" at the end of your topic
*Is Wikipedia a Reputable Source?
http://chronicle.com/wiredcampus/article/1328/wikipedia-founder-discourages-academic-use-of-his-creation
http://www.pbs.org/teachers/learning.now/2007/02/wikipedia_receives_a_citation_1.html
*How can you tell if a website is fraudulent?
http://www.eduscapes.com/tap/topic32.htm
http://www.zapatopi.net/treeoctopus/
http://www.bigredhair.com/boilerplate/index.html
http://www.malepregnancy.com/
*What are some sources recommended by Mrs. Roy?
(InfoTrac, Gale, Opposing Viewpoints, Science Resource Center)

***CLICK BELOW TO ACCESS THE GALE SEARCH FEATURE:

http://infotrac.galegroup.com/galenet/s0143?cause=http%3A%2F%2Ffind.galegroup.com%2Fmenu%2Fcommonmenu.do%3FuserGroupName%3Ds0143%26finalAuth%3Dtrue&cont=&sev=temp&type=session&sserv=no

http://rqst-agent.auto-graphics.com/homepages/customerwide/iConnLogin.asp?cuid=rqst&cusrvr=minerva&lid=&dataid=&class=&barcode=&term=&qmisc=&s=&URLEncode=


You will need to have at least five different sources including the interview. You can use magazines, newspapers, reputable websites, books, encyclopedias, and/or film.

You have the entire class to begin to search for information. Please copy and paste the link for each reputable site into a Word document. Skim the article and write a comment summarizing its usefullness (see below) You may ask permission to print some of the more useful articles.

See below for a suggested format:

1. http://www.time.com/time/health/article/0,8599,1717283,00.html
This magazine article, "Creating a Cord-Blood Lifeline" was published in the 2/26/08 edition of Time. It discusses several states that are trying to set up public cord blood banks where people would sign up as they would for organ donation. It talks about the advantages of cord blood over bone marrow transplants. The average cost of private banking is discussed. It mentions several medical organizations that encourage public donating over private banking. It is a good overview of the topic & easy to understand.

2. http://www.latimes.com/features/health/medicine/la-cpalsybox7apr07,1,7405944.story
This newspaper article, "Private Banking as Insurance," was published 4/7/08. It highlights the statements given from the American Academy of Pediatrics and the American College of Obstetricians and Gynecologists suggesting the odds of using privately banked blood to treat a child or family member as being very low. One doctor mentioned in the article suggested that parents be able to donate the blood to a public bank, but have it on reserve for their exclusive use for one year. This is a short article, but it would be good to use for quotes from doctors and professional organizations.

3. http://parentsguidecordblood.org/content/usa/banklists/listusa.shtml
This is a website ("Parents Guide to Cord Blood Banks") created by a mother, Dr. Frances Verter, in memory of her daughter Shai. It has also been referenced in other articles that I have come across. This site contains a table that compares the costs of all the cord blood banks. There is also a list of 52 children who have been helped by their own cord blood. Verter states, "I believe the long-term future of this industry will be for cord blood banks to compete and consolidate until only a single business model survives. The surviving type of bank will be for-profit and will be a full-service banking portal which offers parents both options of public donation and/or private storage. The surviving banks will all sell some portion of their donations to research programs. Economists call this business model a "hybrid" bank." The site seems to be extremely comprehensive. It will help me to answer many of my questions.

Homework:
A typed and printed document is due tomorrow that lists at least four of the sources you intend to use and a brief synopsis of each. I will also check this weekend to make sure you have posted your Blog Entries 1 & 2. If it is not there by Sunday evening, you will not get credit.

"I Search" Blog # 2

First...
In class, we will work in groups to practice coming up with narrowed topics for the following:
School Safety
Poverty
Crime
Teen Driving
Smoking

Second...
Using MS Word, you will follow the directions below & then copy, paste & post your questions on the blog. Click on "comment" below.

Part II--What I Want to Find Out
At this point, you will begin to generate questions about our topics. These questions will help guide your reserach. The more passionate your questions are, the more interesting your search will be. Please generate at least 10 questions & one overall, specific question. Take a look at what I've produced for my topic if you need guidance.

*If I have spoken to you about narrowing your topic, try to focus your questions to look at an aspect of your topic, then you will not feel overwhelmed in your search and will be more likely to find answers.

"I Search": Blog #1

Directions: Click on "comment" below to leave a comment following the guidelines below.

I. My Topic: List your overall topic here.

II. What I Already Know: Please write one or two paragraphs, discussing what knowledge, experience, or background you already have about your topic, BEFORE having done any research on it.

I have included my post as a comment. I have also included a link to an excellent site with some good examples. It is a good idea to use MS WORD to complete this section, save your work, and then copy and paste it onto the blog.

Sample from Gallaudet University: http://depts.gallaudet.edu/englishworks/writing/formatsheet.html

Final Exam Schedule

Exam Schedule:

Wednesday, 6/11
Period 1
Honors Option: 7:45-9:45
All Students: 8:15-9:45

Thursday, 6/12
Period 3
Honors Option: 7:45-9:45
All Students: 8:15-9:45

Friday, 6/13
Period 5
Honors Option: 7:45-9:45
All Students: 8:15-9:45

Monday 6/16:
Period 7:
Honors Option: 7:45-9:45
All Students: 8:15-9:45
Period 8
Honors Option: 10:00-12:00
All Students: 10:30-12:00

I-Search Papers: Step One

Today we wil begin to go over the requirements for our I-Search Paper. Your most important goal today is to find a topic that you truly want to investigate that is interesting to a general audience, informative, and lends itself to research. I will take you through my process of finding several topics and then you will begin to generate your own topic ideas. Tomorrow in class, we will begin w/ a sharing of our topics in small groups. We will also post on our class blog the answers to the following questions: What is my topic? & Why am I interested in this topic? So, it is important to enter class with a topic tomorrow!

The Research Paper: A Historical Perspective

This NCTE article, by Moulton & Holmes, provides a brief history of how the research paper was adapted from a German model and how it has evolved since the 1870's. It also gives an overview of more current methods. It would probably be of interest to teachers as opposed to high school students.

Fahrenheit 451- Essay- Due Tuesday 2/12
The character Montag changes throughout the course of Ray Bradbury's novel, Fahrenheit 451. In a well-developed essay, analyze how Montag changes in the novel. Who was Montag at the beginning of the novel? How did his beliefs and actions change by the end? Be sure to discuss the ways in which other main and subordinate characters influenced his transformation.

As you write, remember your essay will be scored based on how well you:
*develop a multi-paragraph response to the assigned topic that clearly communicates your thesis to the audience.
*support your thesis with meaningful examples and references from the text, carefully citing any direct quotes.
*organize your essay in a clear and logical manner, including an introduction, body, and conclusion.
*use well-structured sentences and language that are appropriate for your audience.
*edit your work to conform to the conventions of standard American English.

Blogging 96-110 Fahrenheit 451

Using your homework notes from last week (3-2-1), participate in a conversation with your classmates regarding your 3-Important Details, 2- Questions, and 1-Connection. Use this time to further your understanding of this section. Refer to one another's posts and to direct quotes from the novel. You may want to discuss:
*Montag's reaction toward Ms. Phelps
*Faber's advice to Montag
*How Montag changes in this section/ his indecsion
*What significance the allusions have on page 107
*Your reaction to the ending of Part II.

Homework: Read 113-123
Complete questions 1-4

Fahrenheit Quote PPoint- 1/31/08

Today’s Assignment

*Choose an important quote from pages 1-95.
*Develop a collage of images that depicts the quote. Images can be literal, symbolic, or both.
*Write a thorough explanation of the significance of the quote. (4-6 sentences) If possible, discuss how the quote relates to a major theme, how it shows an internal/external conflict, how it shows a character change/ epiphany, etc...
Speaker & Spoken To…
*Use 2-4 slides
*Complete by the end of class & be ready to present on Friday.

Homework:
Read 96-110:
3-Intersting Details
2-Questions
1-Connection
Possible Quiz on Part II- tomorrow!

Ray Bradbury's Website

Interesting information about the author of Fahrenheit 451. Video clips of the author are available.

1st Amendment-Link

Review what the First Amendement states about Freedom of Speech.

Censorship in Schools

An interesting editorial from USA Today regarding school censorship of student publications.

Dialectical Notes

I had trouble pasting the sample onto the blog. Basically, you are citing quotes that you found interesting or important on the left side of your paper, and then you put your thoughts, questions and ideas on the right hand side. For Wednesday, you are to read to page 32 and complete 1 1/2-2 pages of dialectical notes.

Fahrenheit 451 Scavenger Hunt

PRESENTATIONS ARE FRIDAY!!!
Research the following and present in Powerpoint format. Include website URL's to cite information. Keep it interesting! Include pictures and backgrounds.
Beware of novel spoilers!
1. Discover the meaning of the title.
2. Find out historical examples of book burning.
3. Find out current examples of book censorship.
4. Find out author background. (Ray Bradbury)
5. What does the author say about many people's interpretation that the novel is about censorship?
6. Find some reputable data about televsion viewing and Internet usage (hours) vs. book reading in the U.S.
7. If time allows, find any other interesting facts about the author, novel, themes, and/ or related issues.

Mango Street Page 74-93

1. Compare yourself with something found in nature as Esperanza does with "Four Skinny Trees."
2. What emotions do you feel for Mamacita? Why do you feel the color pink is used throughout this vignette?
3. Reflect on Rafaela being "locked up" because her husband is afraid Rafaela will run away since she is too beautiful to look at.
4. Have you ever felt like Sally? Have you ever wished your "feet would one day keep walking" and take you away from your surroundings?