1. What is your interpretation of the poem? What can you offer in terms of interpretation that can help deepen the understanding of the poem? What continues to confuse you? What do you notice about the use of poetic devices?
2. Comment on a classmate's interpretaion and/or question(s).
Tuesday, June 07, 2011
Emily Dickinson- Poem 288 (Group 2)
1. What is your interpretation of the poem? What can you offer in terms of interpretation that can help deepen the understanding of the poem? What continues to confuse you? What do you notice about the use of poetic devices?
2. Comment on a classmate's interpretaion and/or question(s).
2. Comment on a classmate's interpretaion and/or question(s).
Thursday, May 19, 2011
Whitman- "Pioneers! Oh Pioneers!"
http://www.youtube.com/watch?v=HG8tqEUTlvs
http://www.princeton.edu/~batke/logr/log_094.html
You DO NOT NEED TO POST TONIGHT, but be prepared to analyze Whitman's poem in class tomorrow. What poetic devices do you notice in the poem? What was Whitman's tone and purpose? Also, be prepared to dicuss whether or not you believe the Levi's advertising camapaign to be a success or not.
http://www.princeton.edu/~batke/logr/log_094.html
You DO NOT NEED TO POST TONIGHT, but be prepared to analyze Whitman's poem in class tomorrow. What poetic devices do you notice in the poem? What was Whitman's tone and purpose? Also, be prepared to dicuss whether or not you believe the Levi's advertising camapaign to be a success or not.
Sunday, May 15, 2011
Sula Blog Post #4-Final Post
There has been some technical issues with the blog this past week, so I will change the final date for all thoughts to be posted to Wednesday 5/18.
Final Post:
1. What are you personally taking from the novel? Where/ how do you find yourself in it?
2. Comment on at least one classmate's post.
3. What topic/ part of the novel would you like to further discuss in class?
Final Post:
1. What are you personally taking from the novel? Where/ how do you find yourself in it?
2. Comment on at least one classmate's post.
3. What topic/ part of the novel would you like to further discuss in class?
Wednesday, May 11, 2011
Blog Post #3-Up to page 111-Due Wednesday, 5/14
As mentioned in class, please use this blog post to:
1. Comment on Morrison's use of symbolism and what may be revealed about race/ racism, sexuality, female friendships, and/or any other developing theme.
2. Pose one question about something you would like to discuss as a class. Were there parts that were confusing, well written, shocking, etc...?
3. Comment on a classmate's post.
1. Comment on Morrison's use of symbolism and what may be revealed about race/ racism, sexuality, female friendships, and/or any other developing theme.
2. Pose one question about something you would like to discuss as a class. Were there parts that were confusing, well written, shocking, etc...?
3. Comment on a classmate's post.
Saturday, May 07, 2011
Sula: Blog Post #2 (Page 30-78) Due Monday 5/9
In an interview Toni Morison remarked, "I don't want to give my readers something to swallow. I want to give them something to feel and think about."
Describe a moment in the text you had difficulty swallowing yet engaged you in thinking.
1. Quote that part of the text, and tell how it made you think differently.
2. Comment on another person's quote.
3. Raise a question in the text you would like an answer to.
Describe a moment in the text you had difficulty swallowing yet engaged you in thinking.
1. Quote that part of the text, and tell how it made you think differently.
2. Comment on another person's quote.
3. Raise a question in the text you would like an answer to.
Friday, May 06, 2011
Honors Notebook Check 5/9
Please have the following assignments ready to submit/show on Monday:
*Study Guide for Chpt 2,5 and 6
*Chart Chpt 3 (Gatsby speculation)
*Color Imagery Chart
*Chpt 5 (4 Character Quotes)
*Study Guide for Chpt 2,5 and 6
*Chart Chpt 3 (Gatsby speculation)
*Color Imagery Chart
*Chpt 5 (4 Character Quotes)
Wednesday, May 04, 2011
Sula by Toni Morrison-Blog Post One
Please post after reading 1919 and 1920. Consider commenting on:
*Passages that you had a strong reaction to
*Morrison's writing style
*Morrison's attitude toward war/ WWI
Use quotes from the novel where possible. Comment on a classmate's post.
*Passages that you had a strong reaction to
*Morrison's writing style
*Morrison's attitude toward war/ WWI
Use quotes from the novel where possible. Comment on a classmate's post.
Tuesday, April 05, 2011
Homework Per 5 & 6 4/5/11
Read Chapter One & Complete The Great Gatsby Setting Map
Areas Required on Map:
a. East Egg (pgs. 4 - 5)
b. Buchanan's house (pgs. 6 - 7)
c. West Egg (pgs. 4 - 5)
d. Gatsby's house (pg. 5)
e. Nick's house (pg. 5)
f. Long Island Sound (pg. 5)
g. Valley of Ashes (pg. 23)
h. T.J. Eckleberg billboard (pg. 23)
i. Railroad tracks and motor road (pg. 23)
j. Wilson's garage/house (pgs. 24 -25)
k. New York (pg. 4, 23)
Areas Required on Map:
a. East Egg (pgs. 4 - 5)
b. Buchanan's house (pgs. 6 - 7)
c. West Egg (pgs. 4 - 5)
d. Gatsby's house (pg. 5)
e. Nick's house (pg. 5)
f. Long Island Sound (pg. 5)
g. Valley of Ashes (pg. 23)
h. T.J. Eckleberg billboard (pg. 23)
i. Railroad tracks and motor road (pg. 23)
j. Wilson's garage/house (pgs. 24 -25)
k. New York (pg. 4, 23)
Sunday, March 06, 2011
Problem w/ Access to New Yorker stories...NO HOMEWORK!!!
I'll bring in some copies of the magazine on Monday, and we will take it from there. Sorry!
Friday, March 04, 2011
Taking a look at a modern short story from "The New Yorker"
"A&P" by John Updike and Shirley Jackson's "The Lottery" were both originally published in The New Yorker. The latter drew more mail than any other story in The New Yorker's history. Please read a current short story, possibly in the "20 under 40" category, and write a one paragraph analysis. Also, keep track of the metaphors and similes found in the story. Print a copy of the story if possible.
http://www.newyorker.com/
Due Monday!
http://www.newyorker.com/
Due Monday!
Wednesday, March 02, 2011
A&P - John Updike
http://www.tiger-town.com/whatnot/updike/
Can you convey the themes and other literary devices through a 5 minute dramatization of this story? (Groups of 5) How does this story function as social commentary? What does the story reveal about the time period? What elements are timeless?
Can you convey the themes and other literary devices through a 5 minute dramatization of this story? (Groups of 5) How does this story function as social commentary? What does the story reveal about the time period? What elements are timeless?
Sunday, February 20, 2011
"The Lottery" Shirley Jackson
1. Read “The Lottery” with the purpose being that you will write your own story inspired by this story: http://www.americanliterature.com/Jackson/SS/TheLottery.html
2. Read "Monstrous Acts:" http://www.shmoop.com/lottery-shirley-jackson/botw/resources?d=http://www.salon.com/jan97/jackson970106.html
3. Pick a "monstrous act" that you've witnessed (either big or small) in your life and write a short story or personal narrative based on that experience. (2-3 pages) Your narrative must contain a setting, defined themes, literary devices of your choosing, and a few developed characters. If you can’t think of a “monstrous act,” write a modernized version of this story based on personal experience. Be prepared to share your stories in small groups tomorrow.
2. Read "Monstrous Acts:" http://www.shmoop.com/lottery-shirley-jackson/botw/resources?d=http://www.salon.com/jan97/jackson970106.html
3. Pick a "monstrous act" that you've witnessed (either big or small) in your life and write a short story or personal narrative based on that experience. (2-3 pages) Your narrative must contain a setting, defined themes, literary devices of your choosing, and a few developed characters. If you can’t think of a “monstrous act,” write a modernized version of this story based on personal experience. Be prepared to share your stories in small groups tomorrow.
Monday, February 14, 2011
"The Yellow Wallpaper" Charlotte Perkins Gilman
THIS BLOG IS SIMPLY TO PROVIDE LINKS AND ASSIGNMENTS. YOU DO NOT NEED TO COMMENT!
Questions to ponder...
•What does Charlotte Perkins Gilman's story "The Yellow Wallpaper" suggest about middle-class women's place and role(s) in this society?
•How does literature from this time period reflect the rapidly changing roles of American women in the nineteenth and early twentieth century?
*Readers in Gilman's time would have been familiar with Poe's stories. Are there any similarities between "The Yellow Wall-Paper" and "The Tell Tale Heart"?
In Class Assignment:
Please read and take notes (USE THE BACK OF THE ACTIVE READING CHART) on the following articles to get a sense of the time period as it relates to women and literature:
Domesticity in Turn of the Century Literature:
http://xroads.virginia.edu/~MA02/rodriguez/GildedAge/Gilded%20Age%20Literature.html
A Brief History of the Women's Movement:
http://www.legacy98.org/move-hist.html
Overview of the time period in relation to "The Yellow Wallpaper":
http://edsitement.neh.gov/lesson-plan/charlotte-perkins-gilmans-yellow-wall-papermdashthe-new-woman#sect-introduction
Homework:
Complete the Active Reading Chart while reading "The Yellow Wallpaper":
http://edsitement.neh.gov/sites/default/files/worksheets/Charlotte%20Perkins%20Gilman%27s%20The%20Yellow%20Wallpaper%20-%20The%20New%20Woman-%20Active%20Reading%20Chart.pdf
Links to the story online:
http://www.horrormasters.com/Text/a0059.pdf
http://www.library.csi.cuny.edu/dept/history/lavender/yellowwallpaper.pdf
Questions to ponder...
•What does Charlotte Perkins Gilman's story "The Yellow Wallpaper" suggest about middle-class women's place and role(s) in this society?
•How does literature from this time period reflect the rapidly changing roles of American women in the nineteenth and early twentieth century?
*Readers in Gilman's time would have been familiar with Poe's stories. Are there any similarities between "The Yellow Wall-Paper" and "The Tell Tale Heart"?
In Class Assignment:
Please read and take notes (USE THE BACK OF THE ACTIVE READING CHART) on the following articles to get a sense of the time period as it relates to women and literature:
Domesticity in Turn of the Century Literature:
http://xroads.virginia.edu/~MA02/rodriguez/GildedAge/Gilded%20Age%20Literature.html
A Brief History of the Women's Movement:
http://www.legacy98.org/move-hist.html
Overview of the time period in relation to "The Yellow Wallpaper":
http://edsitement.neh.gov/lesson-plan/charlotte-perkins-gilmans-yellow-wall-papermdashthe-new-woman#sect-introduction
Homework:
Complete the Active Reading Chart while reading "The Yellow Wallpaper":
http://edsitement.neh.gov/sites/default/files/worksheets/Charlotte%20Perkins%20Gilman%27s%20The%20Yellow%20Wallpaper%20-%20The%20New%20Woman-%20Active%20Reading%20Chart.pdf
Links to the story online:
http://www.horrormasters.com/Text/a0059.pdf
http://www.library.csi.cuny.edu/dept/history/lavender/yellowwallpaper.pdf
The Story of an Hour- Kate Chopin (1894)
Can blogging about the story help you deepen your understanding?
1. Please read the story twice. Click on Woodlief's links during your second reading. 2. Make a comment on the blog: raise a question, add a unique thought, make a connection, mention literary devices you noticed, etc...3. Comment on one of your classmate's posts.
Bio: http://www.vcu.edu/engweb/webtexts/hour/katebio.html
1. Please read the story twice. Click on Woodlief's links during your second reading. 2. Make a comment on the blog: raise a question, add a unique thought, make a connection, mention literary devices you noticed, etc...3. Comment on one of your classmate's posts.
Bio: http://www.vcu.edu/engweb/webtexts/hour/katebio.html
Wednesday, February 09, 2011
Tuesday, February 08, 2011
"The Tell Tale Murder" by E.J. Wagner
Directions: Please post:
3 Interesting Facts
2 Connections
1 Question for Discussion
Then...
Comment on at least one classmate's discussion question.
3 Interesting Facts
2 Connections
1 Question for Discussion
Then...
Comment on at least one classmate's discussion question.
Monday, November 08, 2010
DIRECTIONS FOR BLOG POST I
Essential Question: Can you sustain a discussion online that deepens your understanding of the text?
Please use the blog to get the conversation started about the first section of your book. If you have read ahead, be sure not to include SPOILERS!
Please post:
*A brief SUMMARY of the section. (2-4 sentences)
*2 VOCABULARY WORDS- Write the sentence from the book and define the word.
*1 or more CONNECTIONS (explained)
*2 or more QUOTES/ PASSAGES from the section that you found, important, well-written, thought-provoking etc... Type the quote, include the page number, and explain your thinking.
*2 or more DISCUSSION QUESTIONS
*1 CLARIFICATION QUESTION
*Optional: Links to sites/ photos online that can shed light on this section of the novel. For example, the Joe Theismann clip from YouTube for The Blindside would be interesting and informative.
Then...
Read through your group members responses, and respond to at least two different discussion questions from two different students. Feel free to comment on group member's quotes, clarification questions, etc...
You may want to write your assignment in OpenOffice and then copy/paste into the comment section so that you can spell check.
WHEN BLOGGING...
*Be both honest & original (try not to repeat the idea of previous posters)
*Follow the particular directions of the assignment (all parts)
*Be clear/ concise ( do not ramble)
*Be grammatically correct (no lower case i's!!!)
*Be on time
MOST IMPORTANTLY:
A good blog post should not be a waste of your time or your reader's. Try to deepen your understanding of the topic/ story through engaging in meaningful conversation. Your responses should indicate critical and close reading, thoughtful engagement and analysis. It should be clear that the material was throughly read and understood.
Please use the blog to get the conversation started about the first section of your book. If you have read ahead, be sure not to include SPOILERS!
Please post:
*A brief SUMMARY of the section. (2-4 sentences)
*2 VOCABULARY WORDS- Write the sentence from the book and define the word.
*1 or more CONNECTIONS (explained)
*2 or more QUOTES/ PASSAGES from the section that you found, important, well-written, thought-provoking etc... Type the quote, include the page number, and explain your thinking.
*2 or more DISCUSSION QUESTIONS
*1 CLARIFICATION QUESTION
*Optional: Links to sites/ photos online that can shed light on this section of the novel. For example, the Joe Theismann clip from YouTube for The Blindside would be interesting and informative.
Then...
Read through your group members responses, and respond to at least two different discussion questions from two different students. Feel free to comment on group member's quotes, clarification questions, etc...
You may want to write your assignment in OpenOffice and then copy/paste into the comment section so that you can spell check.
WHEN BLOGGING...
*Be both honest & original (try not to repeat the idea of previous posters)
*Follow the particular directions of the assignment (all parts)
*Be clear/ concise ( do not ramble)
*Be grammatically correct (no lower case i's!!!)
*Be on time
MOST IMPORTANTLY:
A good blog post should not be a waste of your time or your reader's. Try to deepen your understanding of the topic/ story through engaging in meaningful conversation. Your responses should indicate critical and close reading, thoughtful engagement and analysis. It should be clear that the material was throughly read and understood.
Thursday, November 04, 2010
Wednesday, November 03, 2010
Tuesday, November 02, 2010
Directions for Lit Circles-Blog Style
Essential Question: Can you sustain a discussion online that deepens your understanding of the text?
Please use the blog to get the conversation started about the first section of your book. If you have read ahead, be sure not to include SPOILERS!
Please post:
*A brief SUMMARY of the section. (2-4 sentences)
*2 VOCABULARY WORDS- Write the sentence from the book and define the word.
*1 or more CONNECTIONS (explained)
*2 or more QUOTES/ PASSAGES from the section that you found, important, well-written, thought-provoking etc... Type the quote, include the page number, and explain your thinking.
*2 or more DISCUSSION QUESTIONS
*1 CLARIFICATION QUESTION
*Optional: Links to sites/ photos online that can shed light on this section of the novel. For example, the Joe Theismann clip from YouTube for The Blindside would be interesting and informative.
Then...
Read through your group members responses, and respond to at least two different discussion questions from two different students. Feel free to comment on group member's quotes, clarification questions, etc...
You may want to write your assignment in OpenOffice and then copy/paste into the comment section so that you can spell check.
WHEN BLOGGING...
*Be both honest & original (try not to repeat the idea of previous posters)
*Follow the particular directions of the assignment (all parts)
*Be clear/ concise ( do not ramble)
*Be grammatically correct (no lower case i's!!!)
*Be on time
MOST IMPORTANTLY:
A good blog post should not be a waste of your time or your reader's. Try to deepen your understanding of the topic/ story through engaging in meaningful conversation. Your responses should indicate critical and close reading, thoughtful engagement and analysis. It should be clear that the material was throughly read and understood.
Please use the blog to get the conversation started about the first section of your book. If you have read ahead, be sure not to include SPOILERS!
Please post:
*A brief SUMMARY of the section. (2-4 sentences)
*2 VOCABULARY WORDS- Write the sentence from the book and define the word.
*1 or more CONNECTIONS (explained)
*2 or more QUOTES/ PASSAGES from the section that you found, important, well-written, thought-provoking etc... Type the quote, include the page number, and explain your thinking.
*2 or more DISCUSSION QUESTIONS
*1 CLARIFICATION QUESTION
*Optional: Links to sites/ photos online that can shed light on this section of the novel. For example, the Joe Theismann clip from YouTube for The Blindside would be interesting and informative.
Then...
Read through your group members responses, and respond to at least two different discussion questions from two different students. Feel free to comment on group member's quotes, clarification questions, etc...
You may want to write your assignment in OpenOffice and then copy/paste into the comment section so that you can spell check.
WHEN BLOGGING...
*Be both honest & original (try not to repeat the idea of previous posters)
*Follow the particular directions of the assignment (all parts)
*Be clear/ concise ( do not ramble)
*Be grammatically correct (no lower case i's!!!)
*Be on time
MOST IMPORTANTLY:
A good blog post should not be a waste of your time or your reader's. Try to deepen your understanding of the topic/ story through engaging in meaningful conversation. Your responses should indicate critical and close reading, thoughtful engagement and analysis. It should be clear that the material was throughly read and understood.
Thursday, October 28, 2010
Thoughts on Dennis Mannion's Presentation on Vietnam
Dennis wanted me to thank you all for being such a great audience. Please take a moment to share a comment, thought, or question about what Dennis discussed. I will share your comments with him. Thanks!
Monday, October 18, 2010
Sunday, October 17, 2010
SAT Essay Advice
What are the best examples from history, literature, current events or personal experience that you can use in your essay?
Overview & Helpful Hints:
http://www.videojug.com/interview/the-college-sat-essay
Recent SAT Prompts: (Use to practice)
http://professionals.collegeboard.com/testing/sat-reasoning/prep/essay-prompts
Should you use "I"?
http://www.sat2400.com/sat/essays/can-i-use-i-on-my-sat-essay?/
Overview & Helpful Hints:
http://www.videojug.com/interview/the-college-sat-essay
Recent SAT Prompts: (Use to practice)
http://professionals.collegeboard.com/testing/sat-reasoning/prep/essay-prompts
Should you use "I"?
http://www.sat2400.com/sat/essays/can-i-use-i-on-my-sat-essay?/
Wednesday, October 06, 2010
"The Ghost of Tom Joad" Assignment- POST YOUR COMMENT HERE
Assignment directions can be found on the wiki: mbakerenglish.pbworks.com. This assignment is not due until Tuesday, 10/12.
"Field Trip" Post Here
For this assignment, you only need to post ONCE. Try to make your point original and concise. Review the grading rubric for blogging.
Tuesday, October 05, 2010
BLOGGING RUBRIC DRAFT
Based on our conversations today, a good post would:
*Be both honest & original (try not to repeat the idea of previous posters)
*Follow the particular directions of the assignment (all parts)
*Be clear/ concise (not ramble)
*Be grammatically correct (no lower case i's!!!)
*Be on time
MOST IMPORTANTLY:
A good blog post should not be a waste of your time or your reader's. Try to deepen your understanding of the topic/ story through engaging in meaningful conversation. Your responses should indicate critical and close reading, thoughtful engagement and analysis. It should be clear that the material was throughly read and understood.
Based on the assignment, each post would be approx.10-20 points.
Are we forgetting anything?
*Be both honest & original (try not to repeat the idea of previous posters)
*Follow the particular directions of the assignment (all parts)
*Be clear/ concise (not ramble)
*Be grammatically correct (no lower case i's!!!)
*Be on time
MOST IMPORTANTLY:
A good blog post should not be a waste of your time or your reader's. Try to deepen your understanding of the topic/ story through engaging in meaningful conversation. Your responses should indicate critical and close reading, thoughtful engagement and analysis. It should be clear that the material was throughly read and understood.
Based on the assignment, each post would be approx.10-20 points.
Are we forgetting anything?
"IN THE FIELD"-TTTC
1. Post a comment, reaction, connection to the story.
2. Post a question about the story.
3. Commment on your partner's post.
2. Post a question about the story.
3. Commment on your partner's post.
Monday, October 04, 2010
"Children of the Harvest," etc...PLEASE POST YOUR RESPONSES HERE-Sorry!
If you have already posted under the "Poverty Statistics" section, you DO NOT need to repost.
Sunday, October 03, 2010
Argument: "WAR IS NEVER JUSTIFIED"
Post at least two arguments "against war." Please check previous posts so as not to repeat ideas. Use examples from history, literature, art, music etc... If you find the information online, be sure to copy and paste the URL. This information will be used in a class debate, and will help you complete your first practice SAT essay.
ARGUMENTS FOR THE JUSTIFICATION OF WAR
Please post at least two arguments that you would use to debate the justification of war. You can use examples from history, literature, etc... If you find data/ opinions online, be sure to copy and paste a link to where you got the information. Please checks previous posts so as not to repeat the same information/ ideas. This information will be used in a class debate and will be helpful with our first practice SAT essay topic: IS WAR EVER JUSTIFIED?
"Selling in Minnesota"
1. Post a comment about this section.
2. Post a discusson or clarification question about the story.
3. Respond to at least one classmate's question.
Reminder: NO LAST NAMES!
2. Post a discusson or clarification question about the story.
3. Respond to at least one classmate's question.
Reminder: NO LAST NAMES!
Thursday, September 30, 2010
"Scrubbing in Maine"-Getting the conversation started...
How can you use blogging to deepen your understanding of the story?
1. Post a comment about this section
2. Pose a question
3. Comment on one of your classmate's questions
1. Post a comment about this section
2. Pose a question
3. Comment on one of your classmate's questions
"Notes"
Can you deepen your understanding of the story through blogging?
1. Comment
2. Question
3. Comment on a classmate's post
NO LAST NAMES!!!
1. Comment
2. Question
3. Comment on a classmate's post
NO LAST NAMES!!!
Wednesday, September 29, 2010
"Serving in Florida" Post
Please post:
*Quote or stat from this section and explain why you found it interesting or important.
*A connection to your life, the world or GOW
*A discussion question for the class
In a second post:
*Comment/ answer one of your classmates questions
See mbakerenglish.pbwiki.com for a sample response
*Quote or stat from this section and explain why you found it interesting or important.
*A connection to your life, the world or GOW
*A discussion question for the class
In a second post:
*Comment/ answer one of your classmates questions
See mbakerenglish.pbwiki.com for a sample response
"Speaking of Courage" from TTTC Per.1,2 &7
1. Today you will post 1 thought (interesting, original, etc...) about the story "Speaking of Courage." Use references/ quotes to/from the story for support.
2. Then, you will post a question to your classmates about the story.
3. Lastly, you will read through your classmate's posts and comment on one or more of your classmates posts.
2. Then, you will post a question to your classmates about the story.
3. Lastly, you will read through your classmate's posts and comment on one or more of your classmates posts.
Thursday, September 23, 2010
The Recession Generation
3-2-1
1. Please read Rana Foroohar's article, "The Recession Generation" from the 1/18/10 edition of Newsweek.
2. Post a comment that includes:
*3 important points
*2 things you found interesting
*1 question that you still have
3. Read through your classmates posts and post a second comment where you react to points made or questions raised.
Sunday, September 19, 2010
Honors 11 2010 GOW Post 1
Guiding Question: What can be learned from the photographs of the Dust Bowl Era?
Task:
Choose a photo from the Dust Bowl Era. Include a link to the photo. Write about what you think the image conveys. You may use the following questions to help guide your response:
*Why would the artist have taken the photo?
*Who do you see in the photograph?
*Where do you think they are?
*What can you tell about the 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?
Please post "anonymously," but end your post with your first name, last initial and class period.
Task:
Choose a photo from the Dust Bowl Era. Include a link to the photo. Write about what you think the image conveys. You may use the following questions to help guide your response:
*Why would the artist have taken the photo?
*Who do you see in the photograph?
*Where do you think they are?
*What can you tell about the 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?
Please post "anonymously," but end your post with your first name, last initial and class period.
Tuesday, January 19, 2010
Monday, January 11, 2010
Spark Notes Practice Sets SAT GRAMMAR
Complete the six sections. Record your score for each section. Check incorrect responses. Submit any questions to me at the end of class. When finished, complete the Post test.
Sunday, January 10, 2010
Thursday, November 19, 2009
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?
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?
Sunday, November 15, 2009
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
*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
Friday, November 13, 2009
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
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
Friday, November 06, 2009
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?
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?
Monday, November 02, 2009
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)
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)
Tuesday, October 27, 2009
Monday, October 26, 2009
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.
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
*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
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
Sunday, October 25, 2009
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
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
Tuesday, October 06, 2009
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. "
"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
"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
Thursday, October 01, 2009
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?
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?
Saturday, September 19, 2009
Wednesday, September 09, 2009
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!!!
Tuesday, September 08, 2009
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
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
Wednesday, September 02, 2009
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
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
Monday, August 31, 2009
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?
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
*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?
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.
Wednesday, August 26, 2009
Monday, June 01, 2009
Thursday, May 07, 2009
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.
Sunday, May 03, 2009
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.
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!
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!
Monday, March 30, 2009
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
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
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