WELCOME BACK!!!!

Realistically, you probably won't be on this website much while distanced learning. The syllabus is on the Honors 10 English Syllabus page & we'll be conducting class on Google Classroom this year, but happy to know you're curiously looking around the site.

I'm really looking forward to getting to know you all.

Hi Warriors,

Looks like we have English on Mondays and Wednesdays for the next while, and classes will be conducted on Google Classroom. Here are the links to your classes, and I look forward to connecting with you virtually tomorrow!!!

Stay safe, know I'm sending good vibes your way, and that we'll all get through this. Adore you!!!

Class codes:

• P. 1:

• 4y4m4jy

• P.4:

• hopvwus

Hello My Lovely Students!

I know that more information will be forthcoming from the school district, but I wanted to send a little love your way right now since it’ll be awhile before I get to see all of your beautiful smiles again, and I wanted to let you know what’s expected of you.

We will be resuming class again before we return to school, but not on Monday so the due dates will all be postponed until further notice. That said, what a great learning opportunity you have! You know that I am a firm believer in wild curiosity and that the best learning comes in looser forms when driven from the inside of the individual. If I have taught you anything this year, I hope that it has been that school is only a tool to aid your own quest for knowledge and wisdom, and grades should never be the reason why you choose to become powerful.

I also hope that our coursework so far has taught you that life is hard. Oftentimes it is harder than we imagine it’s going to be, but that we can be strong too. We can be as strong as life is hard. And we can always choose to be kind. Right now, real kindness for your fellow man is to hunker down and avoid physical gatherings. I know it’s really challenging to not throw/go to gatherings for some of you, but our community desperately needs you to protect its members. The way to be a hero here is to follow the guidelines of staying home or go walking out in nature, not touching anything a vulnerable person might touch, and keeping your distance from people other than your family inner circle. I know you. You’re the type of people who want to infect others with joy and hope and not a virus.

That said, you are all brilliant & know how to have fun in other ways. Figure them out. Be creative in your use of Facetime & all those fancy newfangled technologies. Spread the word on what you can do while keeping people safe. When I talked to many of my classes about how I had a strange feeling that the kids I taught this year would need to rise up and do something special to help the world, maybe this is it. Maybe you guys will get creative and use social media to convince the rest of the Mav community and beyond to stop the spread. We've been training you for years to have the kind of voice and creativity that can accomplish great things. And now, your work could literally save lives. Wow. What a legacy to have. Already my students have prevented a lot of sexual assaults, made swastikas uncool again, and now here is the biggest opportunity to build a character you can be proud of. You can stay inside and use your voice and your talents to convince your peers to do the same. No pressure, ha ha. It’s too bad I know how awesome you all are & how much power you have.

And...when you aren’t rising up to be the heroes I know you are and leading your peers to have isolation fun, enjoy reading! Warwicks (cool indie bookseller who has been good to LCCHS) delivers.

I’ll send out a list of other fun freestyle learning ideas later, but for now, craft a legacy you can be proud of. It’s in our trying times that our real character is forged. I have so much faith in you.

Best,

Ms. M.

PS You are WARRIORS!!!!!

PPS I warned you at the start of the year that you got the weird teacher, and here I am delivering like a boss.

Note: Some of you are coming to me to find out if you can miss class for health issues, concerns for loved ones who live with you, etc. OF COURSE I support you prioritizing the safety of yourself and your loved ones while you spend the time locked in READING PROFUSELY with curiosity and engagement. I'll be posting the homework tomorrow, but for now, just rest, be safe, and READ. :)

Tools for Composing Your Story…

1. IMAGERY!!!! The most primal understanding comes from imagery, and it only counts if it’s so specific it’s not cliché, but which images? They should be true images, but which ones do you pick? Try to select the most emotionally true things you’d be seeing/fixating on. You tend to notice what your inner state is at the time so what reflects who you were at the beginning of the story? What reflects you at the end? The types of imagery MUST BE DIFFERENT and should reflect the shift in your inner state.

2. TONE. What is the tone at the start of your piece? The end? What is the pivotal moment it shifts? Is there one? Is this a consistent gradual shift as you grow using reflections and questions? Also, select the way you want this story to sit in the larger composition of your life story. If it’s a boring story, maybe you’ll make it funny. If it’s a sad story, maybe use beauty or gallows humor.

3. SETTING. You notice your setting differently depending on where you are emotionally. See number 1.

4. QUESTIONS/INTERIORITY. Your shift/growth needs to be balanced between your thoughts on what happened and the thing that happened. Use questions throughout, and have them deepen as you reflect on what this scene has meant in the overall development of the protagonist.

5. OPENING LINEWhat do you want to hook us with? A philosophical statement? Something you’ve always wondered about? An image. A statement that seems paradoxical or intriguing? Set the tone you want the reader to experience with the opening line. Don’t forget to set the literal stage in the first few lines, though. You need to tell us where/when/etc. very clearly in the first paragraph.

6. FINAL IMAGE. As mentioned before, you don’t want to hit us over the head with your self-discovery. Use the powerful primal language of imagery and select the most appropriate thing you see at the end of your emotional journey. Feel free to add a question here to suggest that you are not done growing yet.

7. CHARACTERIZATION. For each character, which quirks are totally unique to the character? Be very specific. Humanize with nicknames, quirks, key things you must know about a person to know them, but keep it very very brief.

8. DIALOGUE. Each person speaks differently. Those sly diction choices can say everything, as can what is omitted.

9. VERB CHOICE. Save “to be”/passive verbs for the times you feel most powerless or want the most distance from the reader. Use active verbs to engage us.

10. COLLOQUIAL LANGUAGE. You must use candid and colloquial diction for this piece so that we hear your most authentic and true voice.

11. STREAM-OF-CONSCIOUS STYLE. You must include the tangents your mind winds through in order to give us the most authentic experience of being you as you walk back through this experience of your life. Include both what you were thinking then, and what you are thinking now walking back through the experience as well as whatever things remind you of, etc.

12. SYNTAX/FLOW. Where do you place the short sentences/paragraphs? Long overwhelming sentences/paragraphs can evoke madness, while short sentences/paragraphs can evoke bursts of clarity/insight. Having the same length of sentence/paragraph creates a mundane monotony and should be avoided unless that monotone is desired. If you want to get really advanced , read aloud and play with the sounds of the words, too. Soft consonants and vowels sound beautiful while harsh consonants give an edge and harshness to the piece.

Scoring Guide: Crime and Punishment Essay

Quality of Thesis Statement/ Overall Design of Argument:

Is your central argument arguable? How unique is your central argument? Is argument thought-provoking? Does argument demonstrate several drafts of refining? Have you fully proven all parts of your argument? Is order in which evidence presented well-planned? Does flow of argument/evidence make sense? Is essay clearly argument-based?

Score____________/65

Not Evident.....................Very Evident/Mastery

0 1 2 3 4

Introduction

___ out of 12

0 1 2 3 4

1. Does the first section of the introduction include a discussion of the BIG IDEA of the issue that pulls readers into the essay? There are many ways to do this successfully is the approach effective?

0 1 2 3 4

2. Is the introduction relevant, specific, and clearly tied to thesis? Does the introduction provide sufficient background about the topic so that readers can understand the claim? (This may take several sentences) Does it move from general to specific? Research conducted? Provide the author’s name and title of the book? Remember—an introduction for this essay must be more than one paragraph, and should NOT have an imaginary scenario or a hook that begins with something like “since the beginning of time”

0 1 2 3 4

3. Is the thesis arguable and “complex,” avoiding a standard 3-pronged thesis? Is thesis clear and easy to follow?

Body Paragraphs

(Supporting Your Thesis)…

___ out of 60

0 1 2 3 4 x2

1. Topic sentence guides the reader? Utilizes transitions effectively?

0 1 2 3 4 x2

2. Context provided when evidence (quotation) is introduced? Does context flow naturally into quotation?

0 1 2 3 4 x 3

3. Is the evidence used in support of the thesis appropriate and relevant to the topic?

0 1 2 3 4 x 3

4. Does examination prove all points made through use of evidence and is analysis of evidence thought provoking, detailed, nuanced, and specific? Does it clearly articulate how the evidence proves the subpoint?

0 1 2 3 4 X 3

5. Is the reason quotation is included literary and narrowly defined? (pinpointed)

0 1 2 3 4 x2

6. Clincher sentence clearly explains relevance/relationship of subpoint to the thesis?

Conclusion

____ out of 16

0 1 2 3 4

1. Moves from specific to general?

0 1 2 3 4 x2

2. Does the conclusion discuss the overall impact or big idea behind the thesis and main supporting points? Is the conclusion effective in tying all the pieces of the essay (all mini-essays & introduction) together clearly?

0 1 2 3 4

3. Makes a creative connection to thesis? Does it extend the idea beyond?

0 1 2 3 4

Style and Grammar

____ out of 12

1. Essay contains few (if any) grammatical flaws, but it still reveals writer’s ability

to discuss a subject with understanding, and to write with clarity.

0 1 2 3 4

2. Writing has flair and power. Sentence length is varied for effect. Language is specific. There are almost no vague pronouns (this, it, things…).

0 1 2 3 4

3. Few “to be” verbs are used. Few grammatical errors are made.

General Format - MLA

____/ 5

Yes: 5 No: 0

1. Is the paper formatted correctly according to MLA style? One missing component means the answer here is no. Look at headings, headers, title, spacing, font size, etc.

Turn in

____/ 8

Yes: 4 No: 0

Essay must be turned into turnitin.com on the due date by the start of class.

Yes: 4 No: 0

Does the writer include the following when turning in his/her essay (in this order, top to bottom):

§ A final hard copy of the essay, on white paper, in proper MLA style, on TOP.

§ All previous drafts/outlines/brainstorms of the essay. You must show evidence of revision! For my benefit, please number each draft, and hand them in that way. You may lose points if you show minimal evidence of revision.

If you like, you may put all materials together in a portfolio. Whatever you choose, please make sure your papers are bound neatly. Thank you!

Total Score on Execution of writing _______/113

Total Score on Argument/Design _______/65

Overall Score ______/178

First night's reading assignment: ch. 1,2 & follow the instructions for annotations (either in the book if you purchased it or on a separate sheet of paper)

CRIME & PUNISHMENT

For each night's reading do the following:

1. Summarize briefly what happened at the end of the page (write this on the bottom of the page if annotating)

2. Select at least one motif you're following or stylistic element that is relevant in each page (you must comment beyond summary for EVERY page regardless of whether or not one of your motifs is present). Underline and make an observation about it in the margin (if annotating)

*****2 annotations (written comments per page minimum on EVERY page: 1 summary & 1 deeper analysis) Completion score will be graded on 2 per page & quality score will be graded on depth of insight in analysis.

Some potential areas for continued focus:

• Syntax (sentence arrangement, length, etc.)

• Symbolism (select one or two specific symbols you will follow. Some of the most common:

  • colors

  • water

  • height/depth

  • Christian symbols

  • the weather

  • humanizing/dehumanizing

  • careers

  • deaths

  • health/sickness

  • silence

  • time

• Foils

• Setting

• Character Analysis (one specific character. If Raskolnikov- could use sociopath criteria)

• Ties to the biographical history of author

• Nihilism/ Nietzsche

• Marxism (money)

• Recurring motifs

• Perspective

• Treatment of women

• Diction (word choice)

• Paradox

• Freudian Dream Analysis

• Family connections/heritage

• Physical appearances

• Alcohol/substance abuse

• Anything else you can dream up that I approve

Second Homework Assignment:

(Assigned on Wed. for p.1 & Thurs. for p.4)

Noredink.com diagnostic. Go to noredink.com & put in class code:

• p. 1: ready mug 91

p. 4: rich street 59

First Homework Assignment:

• (Assigned on the first day of school)

1. Get the Syllabus signed by a parent/guardian & sign yourself

2. Gratitude & Specificity Assignment

“Be thankful for what you have; you’ll end up having more. If you concentrate on what you don’t have, you will never, ever have enough.” –Oprah Winfrey

“When I started counting my blessings, my whole life turned around.” –Willie Nelson

To begin the learning year, we will start on a foundation of gratitude. Your educational journey thus far has been a team effort, and it’s a good time to reflect on all of those who have helped build the foundation of your learning. You will identify 15 people who have assisted in that journey (yes. You have had at least 15 help you, and if you can’t identify them, that is an issue, and you will be graded accordingly) and will be writing one or two specific sentences for each.

You will be graded on specificity (one of the greatest tools a writer has).

Any of the sentences that could apply to anyone will not count for credit (“for always being there for me” will not count, but “for always driving me to school with your ridiculous Nickleback blaring” will count. Also, this is not a time for passive-aggressive whining. You don’t want that to be your first impression. Trust me.

****You MUST Type and use MLA formatting****

YES (You will get credit)

Dad: Thank you for filling out endless TPS reports so I could attend a good school district

Grandma: Thank you for immigrating from the Phillippines and learning a new language so I had a shot at a better education. And also the lumpia.

Janitorial Staff: Thank you for cleaning up after us; especially that time in 3^rd grade when I put too much baking soda in the experiment. Sorry.

Mrs. Jenkins: Thank you for listening to me the day I didn’t make the softball team; I did much better on my history test the next period than if I’d gone in angry.

Mr. Jones: Thank you for assigning a life-size dog-building contest so I could see how much fun art could be.

NO (You will not get credit)

Mrs. Peabody: Thanks for being such a great teacher and always making class good

Grandpa: Thank you for always being such a good role model

Coach Bradley: Thanks for always believing in me.

Mr. Boo: Thanks for giving me a bad grade in Chemistry so I learned to hate the sciences.

WELCOME BACK to SCHOOL!!!!!!

*********************************

END OF SCHOOL YEAR

***********************************

Dehumanization Speech Assignment

Topic: Define one specific dehumanization trap of modern-day society, and explain how to avoid it.

Length: 2 Minutes in length- you will be docked points if it is more than 20 seconds above or below targeted length

Presentation: The speech will be well-rehearsed, and will draw from simple powerful notes from your slides. You will need to create a PowerPoint (or other similar program like Canva to create the slides). You will want to practice hand-gestures, pauses, etc. until the speech is polished. Consider all the lessons from class.

To Turn in: Email me the slides ahead of time. Works Cited page with a minimum of 3 sources must be turned in before you begin the speech.

Grading: You will be graded on the following areas: 1. Elegance of text on slides (concise/able to articulate the key points) 2. Unique/ Specific argument. 3. Use of evidence to support argument 4. Overall creativity/ Entertainment value of written speech. 5. Comfortability of speaker 6. Eye-contact 7. Voice variation 8. Appropriate expressions 9. Body language/ poise 10. Reaction of class

****You must include at least 2 documented statistics in your speech.****

****You must include an appeal to emotion (ethos) in your speech*****

****You must dress up for your speech (either in dress clothes or a costume that enhances your message)

**** Be as specific as possible in your speech. Any vague statement will weaken your credibility****

Possible areas to consider (You will need to create your own unique and specific thesis)

-Eating Disorders -Lack of Excercize -Unrealistic Expectations

-Media/ Technology -Religion/ Lack of Religion -Substance Abuse

-Affluenza -Sleeping habits -Clothing styles

TURN IN TO TURNITIN.COM &&& BRING A PRINT-OUT TO CLASS!!

Using the power of language to strategize! Answer the following questions and turn them in to turnitin.com. Due 3/14(15)

1) Write down what you're naturally good at then what you're passionate about. Then consider what career aspirations you have-- does they match? If you don't have a career aspiration, pick a field that encompasses your talents and passions that has a path to help you afford the lifestyle you want (or figure out what you can do to sustain you while you work on your passion) and write it here. You must pick something --one thing-- you wouldn't hate. (Engineering, medicine, ecology, physics, business, international relations, social work, humanitarian work). If you need some help, feel free to peruse http://www.bls.gov/ooh/ to see projected salaries and needs. You may also want to discuss this one with your parents -- what do they think you'd do well with?

2) What is your life mission statement? Use this mission statement builder https://msb.franklincovey.com/ and email yourself the results. Copy and paste it into your assignment to answer this question.

3) Find three summer programs, internships, volunteer opportunities, or other things you can do to learn about the chosen field as a high school student. Try to find one that is local. For each of of the three, include A. contact info (website url), B. due dates for applications, C. requirements to apply, and D. any other pertinent info. You may copy and paste. Sample Internships: Scripps (application due Monday): https://www.scripps.edu/science-and-medicine/translational-institute/education-and-training/student-research-internship/index.html The zoo: https://zoo.sandiegozoo.org/kids-programs/zoo-internquest

4) Find the 3 Universities that have the best programs for what you want to study. For each, find A. Average SAT score needed for acceptance, B. Average GPA needed for acceptance, and C. The name of a professor doing interesting work in that field along with a brief description on what his work is about (you may copy and paste)

5) Find at least one person in San Diego who is doing something intriguing in your field. Is that person giving any lectures? Do they have mentorship opportunities? You may want to keep a Google search on the person so you may be alerted to any workshops/lectures/mentorships/classes they may offer.

6) Watch at least one TEDxTeen http://www.tedxteen.com/speakers-performers speech that pertains to your area of interest. State name of person, overview of what they have done and a couple of points that resonated with you.

7) Now strategize. For each month until you apply to college, set some goals. During the school year, the goals outside of school may be more modest so you may focus on grades if the schools you wish to attend require high GPAs so the goals may be more centered on earning grades (remember that earning good grades requires a lot of time, and often requires you staying after class to talk to your teachers to figure out what you don't understand). During the year, you may also want to consider clubs/ sports (leadership?), internships, jobs, etc.. Later, In the summer, however, you have a couple of windows to do some really cool work. Most likely it's too late now to get into a great program for this summer, but the most competitive programs (there are even some that are free -- include "grant" or "free" when searching for programs) will require a decent resume to get in. This summer, you'll have time to create that resume. What does the program seem to want? What can you do now? Is there a local organization you can fully devote yourself to now? Could you attempt to start a very small business (much harder than it seems)? Learn to code computers? Write a book (I know of several teens who have done that over a summer)? You may also want to include college visits/ writing "thank you" notes, attending classes/lectures and writing notes to speakers.

Be careful that you aren't too ambitious. Most things will take longer than you realize. Break one major goal down to all of its small parts and you'll see how tricky it may be, especially when you'll need to include things like reading and memorizing vocab for SATs and the like.

Remember: Most likely you'll be inspired as you begin finding your way so leave space for opportunities as they present themselves, and be open to change to adapt to the opportunities that come your way as you begin hunting for them. Professionals often love to mentor teens who are actively seeking mentorship. You just may get lucky along your road. You may also see something that needs fixing/ a way to do something better/ etc. look for those opportunities to gain leadership experience and make a difference in this world in some small way.

(Use this as a guide for #6... you have essentially 21 months to get yourself competitive)

1. March 2018:

2. April 2018:

3. May 2018:

4. June 2018:

5. July 2018

6. August 2018:

7. September 2018:

8. October 2018:

9. November 2018:

10. December 2018:

11. January 2019:

12. February 2019:

13. March 2019:

14. April 2019:

15. May 2019:

16. June 2019:

17. July 2019:

18. August 2019:

19. September 2019:

20. October 2019:

21. November 2019:

Most applications will be due end of November.

**2 points of extra-credit if you print out the 19 month calendar, give it to a parent/guardian, and have parent/guardian sign a note to me that they have a copy of your plan so that they can help hold you accountable/adjust as needed.

Essay Write-up

Style Choice Write-up:

• 5-7 bullet points typed up.

• Each must be incredibly specific in detailing how you used a technique & for what effect.

• The effect MAY NOT be "to make you feel like you were there" or "to engage the audience" or "to show exactly how I was feeling or what I was experiencing"

• Sample successful analysis: "I used the child-like popsicle image to end the story in order to symbolize the innocent sweetness of my time with my mom, and how quickly it would soon be over." Sample UNSUCCESSFUL sentence on the same topic: "I used the popsicle image at the end so you could really get inside my body and experience things the way I did."

• You may address more than one symbol in your bullet points. Some things you may want to consider: Setting (narrowly define setting. Does it foreshadow? Mirror emotions? Contrast? Symbolize a theme?), Verb-use (when do you use passive verbs? To be verbs? What are you emphasizing by creating distance in that exact moment?), Imagery (is the image characterizing someone a certain way? Juxtaposing against a personality in order to highlight a trait? Symbolizing an idea?), Quirks (why did you choose to humanize this person in this way? What kind of characterization is established by doing so?)

• Be as specific as you can be. These should not be 1-2 sentences long, and should be as specific as you are capable of being.

Catcher in the Rye Essay

Write about a time when you grew up a little bit.

• 2-3 pages typed & double-spaced.

• Use a stream-of-consciousness style (don't forget to go on tangents about what you're thinking/memories/anything else that pops in your mind).

• Use colloquial language. Should be conversational in nature.

• Use imagery. MUST use all 5 sensory details & none may be a cliche.

• Avoid cliches.

• Use past tense.

• Play with the techniques we discussed in class in the revision process (setting, dialogue, interiority, the objective correlative, subtext, humanization through quirks, understatement, hyperbole, etc.)

• If the story is a hard story, make it beautiful through your imagery and language. If the story is a small "boring" story, make it interesting through your observations and attention to detail.

• Be honest in your writing. Do not select a topic on which you cannot be honest.

Obviously, I am a mandated reporter so stories on any topic that involves you committing a felony, abuse, you wanting to or attempting to harm yourself or others, or you being intoxicated as you write will require me to report.

********************************************************************************

7 Minute Lessons for Catcher in the Rye Due Wed. Feb. 20 (p.1)/Thurs. Feb. 21 (p.6)

Each table team will teach the class a section of the novel in a creative way. The goal is for the class to see a big idea from the novel in a new light.

Each presentation should include all of the following:

· An artistic representation of the chapters inspired by your theme (it may be a painting, a symbolic baked good, a poem, a song performance, an interpretive dance, a rap, etc.)

· A re-telling of the work that highlights the difference between what Holden is thinking and what he is saying (it may be a video scene, a puppet show, a comic strip, etc.)

· A creative interactive activity for the class that highlights the theme.

· YOU MUST BE ABLE TO SHARE ALL OF THIS IN 7 MINUTES

What you will turn in to me: A complete theme from the chapters you’re focusing on (MUST BE A FULL SENTENCE). Be sure it is a complete idea and not just a topic. You will need to include four quotations from the section that support the theme and a brief rationale for how each quotation supports the theme.

1. Chapters 1,2

2. Chapters 3,4

3. Chapters 5,6

4. Chapters 7,8

5. Chapters 9,10

6. Chapters 11,12

7. Chapters 13,14,

8. Chapters 15, 16

9. Chapters 17, 18, 19

10. Chapters 20, 21, 22

11. Chapters 23, 24, 25

12. Ms. M teaches chapter 26

Crime and Punishment anonymous survey on crime: https://www.surveymonkey.com/r/27FM9YC

CRIME AND PUNISHMENT READING SCHEDULE

For each night's reading do the following:

1. Summarize briefly what happened at the end of the page (write this on the bottom of the page if annotating)

2. Select at least one motif you're following or stylistic element that is relevant in each page (you must comment beyond summary for EVERY page regardless of whether or not one of your motifs is present). Underline and make an observation about it in the margin (if annotating)

(Dates are for dates ASSIGNED & reading will be due the following period. The first date is for p.1 & the second is for p.6) You will be getting checks daily/at random. You must have your book present and be prepared every day or will be at risk of losing numerous points.

October 22/23.................................................. Read Part 1 Ch.1,2

October 24/25................................................ Part 1 3,4

October 26/29................................................ Finish Part 1, Ch. 5, 6, 7

October 30/31................................................ Part 2 Ch.1,2

November 1/2................................................ Part 2 Ch 1,2

November 5/6................................................ Part 2: 3,4,5

November 7/8................................................ Finish Part 2

November 9/13................................................ Part 3 Ch 1,2,3

November 14/15.................................................. Part 3 Ch. 4,5

November 16/26................................................. Finish Part 3 & Part 4 Ch 1,2

November 27/28................................................. Part 4 Ch. 3,4

November 29/30............................................. Part 4 Ch. 5,6 & Part 5 Ch.1

December 3/4............................................. Part 5 Ch.2,3

December 5/6............................................. Part 5 Ch. 4,5

December 7/10............................................. Part 6 Ch.1,2,3

December 11/12................................................. Part 6 Ch.4,5,6

December 13/14...........................Finish the book &&& Read the Epilogue!

Some potential areas for continued focus:

• Syntax (sentence arrangement, length, etc.)

• Symbolism (select one or two specific symbols you will follow. Some of the most common:

  • colors

  • water

  • height/depth

  • Christian symbols

  • the weather

  • humanizing/dehumanizing

  • careers

  • deaths

  • health/sickness

  • silence

  • time

• Foils

• Setting

• Character Analysis (one specific character. If Raskolnikov- could use sociopath criteria)

• Ties to the biographical history of author

• Nihilism/ Nietzsche

• Marxism (money)

• Recurring motifs

• Perspective

• Treatment of women

• Diction (word choice)

• Paradox

• Freudian Dream Analysis

• Family connections/heritage

• Physical appearances

• Alcohol/substance abuse

• Anything else you can dream up that I approve

The Stranger Reflection Questions (turn in to turnitin.com)

1: In modern society, a person is sentenced to death because they pose a significant risk to society. Do you believe that Meursault is a risk to society? Does he deserve the death penalty? Is he more or less dangerous than a criminal who commits a crime with a clear motive?

2: In his jail cell, Meursault finds an old newspaper article about a Czechoslovakian man who is murdered by his mother and sister. How does this article expand the themes in The Stranger? How does it support Camus’ philosophy of the absurd?

3: A foil is a character who gives contrast to another character. How is Raymond a foil for Meursault? What similarities do they share? What are the important differences between the two characters that show the contrast?

4: Meursault does not feel any great sadness over his mother’s death, yet everyone in the novel seems to try to justify his actions. Should Merusault feel guilty for his mother’s death? Does his lack of sadness about her death make him a bad son? In the last chapter, Meursault decides that it would be an insult to Maman to cry about her death. Why does he come to this conclusion?

5: As a narrative, The Stranger develops Albert Camus’ philosophy of the absurd. What, exactly, does this philosophy mean, and how, specifically, does Mersault reflect this philosophy?

6: During the trial, the prosecuting attorney tells the jury that “…a stranger may offer a cup of coffee, but beside the body of the one who brought him into the world, a son should have refused it.” What is the significance of this line in the book? Why, do you think, is the novel entitled The Stranger? What are some reasons why Camus might have used this title?

7: The magistrate waves a crucifix in front of Meursault’s face, and later the chaplain tries to convince Meursault to repent and turn towards God. Why are these characters so concerned about Meursault’s religious views? Why does his atheism upset them so much? How does Meursault view religion in general?

8: Meursault claims that an execution is the only thing that should really interest a man. Why does he say this? After he finally accepts his fate, he claims to look forward to an angry mob, chanting cries of hatred at him. Why does he look forward to the crowd at the execution hating him?

The Stranger Photo Essay:

• Sometimes a work of literature evokes a mood that is surreal and difficult to emulate in words. The Stranger is such a book. Capture the essence of the book in quotations and imagery.

• In class you (or you and a partner) should have written down one quotation per chapter (11 quotations). Use that paper to guide you on your hunt to capture the essence of The Stranger as you take one photograph per chapter (11 photographs) & one to sum up the overall mood of the book (12 total)

• Pay attention to the shift between Part 1 & Part 2 and attempt to capture the mood of the shift stylistically in your photos as well.

• Bring to class on your phone or printed out to show me or email me ONE email (lauren.monahan@sduhsd.net) with the 12 photos in a Google Slides, Powerpoint, as attachments, or some other way to showcase all 12 photos. You do not need to type up the quotations. Feel free to turn in the handwritten sheet from class.

• And remember to study for the objective test next class-- Know character names, plot, etc.

• Bring your copy of Crime and Punishment

First day's homework:

• Read through the syllabus with a parent and both of you sign sheet stating that you've read/understood it.

• Write a "thank you note" to someone who has been crucial to your academic success thus far.

• Write a list of ten people who have helped you along your academic journey until now. For each person write two very SPECIFIC things for which you are thankful. (i.e. don't write that they're sweet and supportive--write that they sang Katy Perry with you when you got a good test grade or bought you scented erasers before school started as a kid)

PS I'm so excited to help you strengthen your powers this year!!!!!

*********************************************************************END OF 2017/2018*********************

Music Video Assignment:

Due Tues. June 5

Your production group will create a music video that provides a specific and nuanced implied argument based on literary analysis of Much Ado About Nothing. You will need to select a song that highlights your argument, and then you will artistically tell the story of the PLAY (NOT THE SONG) through your visuals, and be prepared to explain how your video makes that argument in front of the class.

Step One:

Examine what you believe to be the central theme of the play, and select a song that highlights the theme. Do NOT simply select a song that has a similar plot line. The song will set the tone of your interpretation of the play; so make sure that the tone established is one you want.

Step Two:

Determine what you wish to emphasize in the play- which parts are crucial to your interpretation? Spend more time on the parts that are significant to your specific argument. Do not simply devote a large amount of time to a scene that “looks cool.” You will also need to develop three visual motifs- have three recurring objects that have great symbolic value throughout the video. Don’t forget to consider costume selection, lighting, setting, and camera angles. All creative choices should reflect your interpretation of the play, and you should be prepared to explain how the choices prove your point. Create a thesis statement and an outline for the video with an explanation for each important stylistic choice. Make sure you explain how each choice enhances the theme. The outline will probably be a minimum of 3-4 typed pages. Before you turn it in, have each group member initial the sections they have contributed so grades may be altered accordingly.

Step Three:

Create the video. The video should visually re-tell the story of Much Ado. All creative choices (especially the acting) should enhance your interpretation of the play. Feel free to be sarcastic, overly dramatic, intense, funny, serious, or playful as long as it matches your interpretation of the play.

What I will be looking for when I grade:

-Depth and consistency of your interpretation of the play

-Evidence that all creative choices were selected to enhance the interpretation

-Creativity

-Overall appeal of video

Key Artistic Choices to Be Made:

-Song Selection –Remember that the song lyrics should be linked to a key theme, and the melody of the song should enhance your interpretation.

-Setting—indoors? Outdoors? Confining? Dominant colors? Symbolic objects surrounding them? Consider what is being said if it is set at a 7/11, Chuck E Cheese, a dark room, a young girl’s bedroom, or a tree-house.

-Costumes—Have the costumes set the tone for each characters. Which ones should be dressed alike? Consider the colors you choose, the styles of clothing, etc.

-Motifs --- you will need to select objects that are symbolic in nature, and will need to be able to explain their significance. i.e. an apple to represent the “fall” of Adam and Eve mirroring Hero and Claudio’s “fall”, or a box to represent Pandora’s Box, and all the troubles of the world, etc.

-Lighting/Camera Angles/ Special Effects-Consider when a close-up (the audience is drawn inside the drama) is most appropriate, and when a wide-angle shot (audience receives a more broad perspective) would work better. Should the lighting be dark and dreary? Blindingly light? Use these to enhance the tone you are attempting to establish.

What you will turn in to me when we show the videos in class:

*Your video thesis statement and outline * Outline should include an explanation as to how your stylistic choices enhanced the thesis/interpretation * a list of what each member of the group contributed to the final product.

Dehumanization Speech Assignment

Topic: Define one specific dehumanization trap of modern-day society, and explain how to avoid it.

Length: 2 Minutes in length- you will be docked points if it is more than 20 seconds above or below targeted length

Presentation: The speech will be well-rehearsed, and will draw from simple powerful notes from your slides. You will need to create a PowerPoint (or other similar program like Canva to create the slides). You will want to practice hand-gestures, pauses, etc. until the speech is polished. Consider all the lessons from class.

To Turn in: Email me the slides ahead of time. Works Cited page with a minimum of 2 sources must be turned in before you begin the speech.

Grading: You will be graded on the following areas: 1. Elegance of text on slides (concise/able to articulate the key points) 2. Unique/ Specific argument. 3. Use of evidence to support argument 4. Overall creativity/ Entertainment value of written speech. 5. Comfortability of speaker 6. Eye-contact 7. Voice variation 8. Appropriate expressions 9. Body language/ poise 10. Reaction of class

****You must include at least 2 documented statistics in your speech.****

****You must include an appeal to emotion (ethos) in your speech*****

****You must dress up for your speech (either in dress clothes or a costume that enhances your message)

**** Be as specific as possible in your speech. Any vague statement will weaken your credibility****

Possible areas to consider (You will need to create your own unique and specific thesis)

-Eating Disorders -Lack of Excercize -Unrealistic Expectations

-Media/ Technology -Religion/ Lack of Religion -Substance Abuse

-Affluenza -Sleeping habits -Clothing styles

Checklist of Essay Must-Dos

o MLA format

o Minimum 2 FULL pages

o Must have tangents—be in a stream of consciousness style

o One moment as frame (though can have flashbacks)

o Questions

o ALL 5 senses in a way I’ve never seen before

o Colloquial language

o Paragraphs

ON a SEPARATE sheet of paper, write 3 sentences describing your process….

Mad Lib Cheat Sheet:

(Define narrowly as possible the specific stylistic technique & what you did with it) in order to highlight/juxtapose/emphasize/etc. (Specific thematic question or idea.)

0 points if you do any of the following:

--say for either of them any variation of “to make you feel like you were there” or “to make readers experience the….I was feeling”

--List a technique like diction, syntax, etc. without describing how it was used specifically here.

Techniques to consider:

*Verb use (define it narrowly) & explain the effect you were going for (passive to active to highlight my growth in taking charge of my own life)

*Stream –of-consciousness: why is that the best format for THIS story?

*Colloquial language

*Imagery (MUST define what type you used & “specific” is NOT a type. “Food-related” is. “Nature-related” is.

* Setting

*Characterization/quirks (or lack thereof): who did you choose to “bring to life?” Why them”

CATCHER IN THE RYE PROJECT/READING SCHEDULE:

Catcher in the Rye Group Project

5 Groups

Schedule for p.7:

1-5 Feb. 15 Shria

6-10 Feb. 20 Veronica’s group

11-15 Feb. 23 Anna’s group

16-20 Feb.26 Tyler’s group

21-26 March 1 Ellie’s group

Quiz: Kahoot for reading comprehension. 7-10

Food: Must be tied to CITR thematically or literally. Should be explained and possibly tied to an activity. MUST let Ms. M. know ahead of time if gluten, or nut.

Song: Play a song that relates to a theme from your section & class journals during it. Explain your song choice.

**Video: Select one scene from your section to re-enact. MUST show difference between what Holden is thinking & what he’s saying.

**Thematic Activity: Something interactive that encourages peers to explore a theme from the book that is still relevant today.

Cover art: Create a new title and cover with synopsis

Address 2 themes & 3 quotations in a meaningful way. Themes are more than one word.

Lead a discussion in an interesting/meaningful way. May be combined with above if innovative.

Extra credit ONLY over Thanksgiving break. Read this then write 1/2 page response for turnitin.com. Must be completed & submitted by end of break. https://analisisliterarioeningles.files.wordpress.com/2013/02/carnal-knowledge.pdf

You may also apply to one scholarship on unigo.com. It must involve writing an essay or creating something to enter, though, to get the extra credit.

***************

For each night's reading do the following:

1. Summarize briefly what happened at the end of the page (write this on the bottom of the page if annotating)

2. Select at least one motif you're following or stylistic element that is relevant in each page. Underline and make an observation about it in the margin (if annotating)

CRIME AND PUNISHMENT READING SCHEDULE

FOR PERIOD 1

(Dates are for dates ASSIGNED & reading will be due the following period) You will be getting checks daily/at random. You must have your book present and be prepared every day or will be at risk of losing numerous points.

October 23.................................................. Read Part 1 Ch.1,2

October 25................................................ Part 1 3,4

October 27................................................ Finish Part 1, Ch. 5, 6, 7

October 31................................................ Part 2 Ch.1,2

November 2................................................ Part 2 Ch 3,4,5

November 6................................................ Finish Part 2

November 8................................................ Part 3 Ch 1,2,3

November 13................................................ Part 3 Ch 4,5

November 15.................................................. Part 3 Ch. 6, Part 4 Ch 1,2

November 17................................................. Part 4 Ch 3,4

November 28................................................. Part 4 Ch. 5,6, Part 5 Ch 1

November 30............................................. Part 5 Ch. 2,3

December 4............................................. Part 5 Ch.4,5

December 6............................................. Part 6 Ch. 1,2,3

December 8............................................. Part 6 Ch. 4,5,6

December 12................................................. Part 6 Ch.7 & the Epilogue

FOR PERIOD 7

Due to the unusual schedule, you'll be getting weekly checks on your reading and will need to budget your time accordingly. Bring your book daily, but know that you must be caught up each Friday.

These are the dates the weekly reading is DUE:

October 27: Finish all of Part I

November 3: Finish all of Part 2

November 13 Finish all of Part 3

December 1: Finish all of Part 4

December 8: Finish all of Part 5

December 15: Novel & Epilogue Completed

Some potential areas for continued focus:

• Syntax (sentence arrangement, length, etc.)

• Symbolism (select one or two specific symbols you will follow. Some of the most common:

  • colors

  • water

  • height/depth

  • Christian symbols

  • the weather

  • humanizing/dehumanizing

  • careers

• Foils

• Setting

• Character Analysis (one specific character. If Raskolnikov- could use sociopath criteria)

• Ties to the biographical history of author

• Nihilism/ Nietzsche

• Marxism (money)

• Recurring motifs

• Perspective

• Treatment of women

• Diction (word choice)

• Paradox

• Freudian Dream Analysis

• Anything else you can dream up that I approve J

WELCOME BACK!!!

Homework for the first week of school. Dates listed are when HW is assigned.

P. 1:

Tues 8/29: Get syllabus signed by parent/guardian & bring to class

Wed 8/30: Make a bulleted list of 30 people who have helped you on your educational journey. I want to be introduced to who you are by seeing what you are grateful for. Write very specifically what you are thankful for. Must be typed. Due next class.

Friday 9/1: Go to noredink.com and make an account for the class "same mustard 42" then complete the diagnostic assignment I've given. Will probably take about an hour so budget your time accordingly.

P7:

Tues 8/29: Get syllabus signed by parent/guardian & bring to class

Fri 9/1: Make a bulleted list of 30 people who have helped you on your educational journey. I want to be introduced to who you are by seeing what you are grateful for. Write very specifically what you are thankful for. Must be typed. Due next class.

Tuesday 9/5: Go to noredink.com and make an account for the class "fancy pencil 90" then complete the diagnostic assignment I've given. Will probably take about an hour so budget your time accordingly.

_____________________________________________________________Year End.

Using the power of language to strategize! Answer the following questions and turn them in to turnitin.com. Due 6/7

1) Write down what you're naturally good at then what you're passionate about. Then consider what career aspirations you have-- does they match? If you don't have a career aspiration, pick a field that encompasses your talents and passions that has a path to help you afford the lifestyle you want (or figure out what you can do to sustain you while you work on your passion) and write it here. You must pick something --one thing-- you wouldn't hate. (Engineering, medicine, ecology, physics, business, international relations, social work, humanitarian work). If you need some help, feel free to peruse http://www.bls.gov/ooh/ to see projected salaries and needs. You may also want to discuss this one with your parents -- what do they think you'd do well with?

2) What is your life mission statement? Use this mission statement builder https://msb.franklincovey.com/ and email yourself the results. Copy and paste it into your assignment to answer this question.

3) Find three summer programs, internships, volunteer opportunities, or other things you can do to learn about the chosen field as a high school student. Try to find one that is local. For each of of the three, include A. contact info (website url), B. due dates for applications, C. requirements to apply, and D. any other pertinent info. You may copy and paste.

4) Find the 3 Universities that have the best programs for what you want to study. For each, find A. Average SAT score needed for acceptance, B. Average GPA needed for acceptance, and C. The name of a professor doing interesting work in that field along with a brief description on what his work is about (you may copy and paste)

5) Find at least one person in San Diego who is doing something intriguing in your field. Is that person giving any lectures? Do they have mentorship opportunities? You may want to keep a Google search on the person so you may be alerted to any workshops/lectures/mentorships/classes they may offer.

6) Watch at least one TEDxTeen http://www.tedxteen.com/speakers-performers speech that pertains to your area of interest. State name of person, overview of what they have done and a couple of points that resonated with you.

7) Now strategize. For each month until you apply to college, set some goals. During the school year, the goals outside of school may be more modest so you may focus on grades if the schools you wish to attend require high GPAs so the goals may be more centered on earning grades (remember that earning good grades requires a lot of time, and often requires you staying after class to talk to your teachers to figure out what you don't understand). During the year, you may also want to consider clubs/ sports (leadership?), internships, jobs, etc.. Later, In the summer, however, you have a couple of windows to do some really cool work. Most likely it's too late now to get into a great program for this summer, but the most competitive programs (there are even some that are free -- include "grant" or "free" when searching for programs) will require a decent resume to get in. This summer, you'll have time to create that resume. What does the program seem to want? What can you do now? Is there a local organization you can fully devote yourself to now? Could you attempt to start a very small business (much harder than it seems)? Learn to code computers? Write a book (I know of several teens who have done that over a summer)? You may also want to include college visits/ writing "thank you" notes, attending classes/lectures and writing notes to speakers.

Be careful that you aren't too ambitious. Most things will take longer than you realize. Break one major goal down to all of its small parts and you'll see how tricky it may be, especially when you'll need to include things like reading and memorizing vocab for SATs and the like.

Remember: Most likely you'll be inspired as you begin finding your way so leave space for opportunities as they present themselves, and be open to change to adapt to the opportunities that come your way as you begin hunting for them. Professionals often love to mentor teens who are actively seeking mentorship. You just may get lucky along your road. You may also see something that needs fixing/ a way to do something better/ etc. look for those opportunities to gain leadership experience and make a difference in this world in some small way.

(Use this as a guide for #6... you have essentially 16 months to get yourself competitive)

1. June 2017:

2. July 2017:

3. August 2017:

4. September 2017:

5. October 2017:

6. November 2017:

7. December 2017:

8. January 2018:

9. February 2018:

10. March 2018:

11. April 2018:

12. May 2018:

13. June 2018:

14. July 2018:

15. August 2018:

16. September 2018:

17. October 2018:

18. November 2018:

Most applications will be due end of November.

**2 points of extra-credit if you print out the 19 month calendar, give it to a parent/guardian, and have parent/guardian sign a note to me that they have a copy of your plan so that they can help hold you accountable/adjust as needed.

Kafka's Metamorphosis Text: https://www.gutenberg.org/files/5200/5200-h/5200-h.htm

Speech Assignment

Topic: Define one specific dehumanization trap of modern-day society, and explain how to avoid it.

Length: 2 Minutes in length- you will be docked points if it is more than 20 seconds above or below targeted length

Presentation: The speech will be well-rehearsed, and will draw from simple powerful notes from your slides. You will need to create a PowerPoint (or other similar program like Canva to create the slides). You will want to practice hand-gestures, pauses, etc. until the speech is polished. Consider all the lessons from class.

To Turn in: Email me the slides ahead of time. Works Cited page with a minimum of 2 sources must be turned in before you begin the speech.

Grading: You will be graded on the following areas: 1. Elegance of text on slides (concise/able to articulate the key points) 2. Unique/ Specific argument. 3. Use of evidence to support argument 4. Overall creativity/ Entertainment value of written speech. 5. Comfortability of speaker 6. Eye-contact 7. Voice variation 8. Appropriate expressions 9. Body language/ poise 10. Reaction of class

****You must include at least 2 documented statistics in your speech.****

****You must include an appeal to emotion (ethos) in your speech*****

****You must dress up for your speech (either in dress clothes or a costume that enhances your message)

**** Be as specific as possible in your speech. Any vague statement will weaken your credibility****

Possible areas to consider (You will need to create your own unique and specific thesis)

-Eating Disorders -Lack of Excercize -Unrealistic Expectations

-Media/ Technology -Religion/ Lack of Religion -Substance Abuse

-Affluenza -Sleeping habits -Clothing styles

Bring in your polished draft, food if you've signed up for it, and please complete this survey first. :)

Registration Survey:

https://www.surveymonkey.com/r/QY7WW53

Scoring Guide: Crime and Punishment Essay

Quality of Thesis Statement/ Overall Design of Argument:

Is your central argument arguable? How unique is your central argument? Is argument thought-provoking? Does argument demonstrate several drafts of refining? Have you fully proven all parts of your argument? Is order in which evidence presented well-planned? Does flow of argument/evidence make sense? Is essay clearly argument-based?

Score____________/65

Total Score on Execution of writing _______/85

Total Score on Argument/Design _______/65

Overall Score ______/150

THANKSGIVING BREAK HOMEWORK:

1. Remember that the C&P objective exam is the first day we return. I decided to not include the lecture material so test will be only on the book itself.

2. Write out 20 quotations from the book on notecards you will bring to class. From looking at them you will construct a thesis statement you will be able to prove with that evidence. Write out the thesis statement and a general outline for how you'll group evidence. Bring notecards (digital or hard copy) to class.

A guide to help you do #2:

1) Essay Topic(s): _______________________________________

This is the lens through which you will analyze the book. Some options are Nihilism, feminism, psychology, syntax, water symbolism, Christian symbolism, economics, sociopathy, dreams, dehumanization, foils, family, weather symbolism, etc. You may combine two for a unique spin, but avoid selecting more than two. You may use one or two you have followed throughout the reading (easiest method), or you may select something else that excites you. You may pose a specific question to be answered here like “is Bart the Ubermensch?”.

2) Now, go through and compile all of the evidence you have that pertains to this/these topic(s). You’ll need to show it to me, but you are welcome to list, diagram, or make flashcards (my personal favorite), or any other method that allows you to compile the information. Include not only the quotation and page number, but also (very important) what was happening in the book when it occurred (the context).

Look at your evidence. Think about it. What patterns emerge? Look at the writing style used in the quotations (good idea to annotate your quotations). Does the writing style differ from other sections of the book? How? Why would Dostoevsky choose to deviate here? I recommend spending a few days mulling over these questions.

3) After thinking over your evidence, what unique claim can you make about Crime and Punishment? Remember, that it needs to be arguable (it must have evidence to back up all parts of the argument AND be something that a reasonable person who has read the book may disagree with).

Unique claim:

4) Now strategize. You have to prove this claim, and you have the evidence to do so. What is the best way to lay out that argument? You’ll probably have 2-4 key claims that must be proven. Those will be your mini-essays. Strategize which one should come first, which next, etc. Then select which pieces of evidence you may use to prove those points, and place evidence accordingly, group evidence for each mini-essay logically so that it makes sense, and best enhances your argument. Complete an outline for the evidence in a format that works best for you. Be prepared to show it to me.

Monday 9/29

Read and annotate the first two chapters of Crime and Punishment. Be prepared to discuss in class.

Thursday 9/27

Prepare for Crime and Punishment reading by

1. Watching the following three videos: https://www.youtube.com/watch?v=K1f08vi0qZg , https://www.youtube.com/watch?v=mBSF3wa2pQk , https://www.youtube.com/watch?v=QAO-faWsyBI

2. Making a character guide bookmark (might be large) by researching the characters online by reading sites like http://www.seattlechristian.org/cms/lib/WA02001551/Centricity/Domain/127/AP%20English%2012th%20Summer%20Assignment.pdf From there, create a bookmark where you "cast" the key roles (Raskolnikov, Dunya, Sonya, Razhumikin, Marmeladov, Katerina Ivanovna, Alyonya Ivanovna, Litzaveta Ivanovna, Porfiry, Luzhin, Zossimov, Zamytov, etc.) Include nicknames, and key information. Include pictures of actors/actresses you would cast (feel free to use real actors or pictures of friends).

Monday 9/15

TYPE the first draft of your essay and bring it to class without your name on it. The essay should contain the thesis statement in the first and last paragraphs (for now), and will need to follow variations of the following formula for the body paragraphs (all body sentences must be one of the following types and follow this order though the number of sentences, pieces of evidence used, etc. may vary):

1. Topic sentence (Your first subpoint. In this case it will most likely be that the veil symbolizes ___). 2. Transition to first piece of evidence (you will need to include context: both what's happening in the story and who is saying it. Transition should flow naturally into start of quotation). 3. Evidence (most likely a quotation) with page number in parenthesis alone. 4. Pinpoint what is significant about the quotation (this is the hardest part. NOT "this proves" or "this quotation proves". Instead it should be highly specific and might use phrases like "the fact that...suggests...," "the connotation of the word...implies...," "the emphasis on...proves..."by not acknowledging...shows..." 5. Analysis explaining how the pinpointed piece proves your subpoint. 6. Transition to either next piece of evidence or next subpoint depending on how many of each you have.

You'll repeat this until you have addressed all evidence to prove your subpoint. It may be more than one piece of evidence or it may just be one. It may be more than one paragraph or it may just be one. Then you will move on to your next subpoint and begin again.

As for structure, you will need to prove everything in your thesis statement. I recommend proving what the veil symbolizes first, and then you will also need to prove what the theme is, and will need to prove that what the veil symbolizes (enhances, mirrors, creates irony, etc.) the theme. You may do this in any order or combination you choose, but all of these points must be proven since you've claimed all of them in your thesis statement (central argument).

Thursday 9/12

Create a thesis statement using the prompt/template: In "From Behind the Veil", Dhu'l Nun Ayyoub uses the veil in order to symbolize ____________ in order to ___(articulate relationship between symbol and theme)__ _________(theme)____________.

After that, compile a list of evidence that supports the above thesis statement. Evidence should include stylistic choices you found while annotating. Consider how the symbol was first introduced, types of diction surrounding it, passive/active verb choice, syntax, etc.

Turn in to turnitin.com AND bring to class.

Tuesday 9/9

Follow the same directions as last night, but this time look at "Behind the Veil" and Iraq. You may wish to consider looking at the President's address as a source. Some have asked how much you need to write for your write-up. If you are very specific in your responses, I think 1/2 page full write-up per source would suffice. You are welcome to use a list-format for #2 if you desire, and #1 may be only a few words. Please bring to class and turn it in on turnitin.com.

Friday 9/5

Finish reading/annotating story "The Butcher" if you have not already done so, and then go on a quest (intellectual treasure hunt) to discover what you can about Iran to try to get a more complete understanding of the country's history/real men and women living there/the relationship your country has with theirs. Select three additional sources for expanding your knowledge and do a write-up on each where you address 1. The bias of the piece. Consider the source very carefully. If you don't know the bias of the source, Google around to see if its reputation is to be more liberal, conservative, etc. 2. Key information you gained in adding to your puzzle of knowledge (your notes from the piece). Remember to record all the good stuff so when we share what we've found you have cool stuff to contribute. 3. How it relates to the other pieces you consumed.

Print out a copy of the written assignment (and maybe even any article that's cool) AND turn your work in to turnitin.com. You will need to get an account to turnitin.com using the information from the sidebar "Websites & Codes" for class.

Options for Sources (all three may not come from same type, and be sure to cite the source). Feel free to explore the topics that best interest you (war/global intrigue, the arts, the sciences, history, women's rights etc.), or to hunt down more information on anything that confused you/intrigued you in the story:

-News article. I like stuff from The Economist, The New Yorker, The Atlantic Monthly, The Washington Post, The New York Times, and others.

-News story. CNN, FoxNews, ABC, The Daily Show, etc.

-History-oriented site. History.com, Crash Course History, etc.

-Speech from a leader or other significant figure from the country

-Poem by someone from the country

-Podcast about country

-Personal account from someone who has been there/ is connected in some relevant way.

-Political document

-Other cool resource I haven't thought of

Happy Hunting! Can't wait to collect the intel you bring me next time.

AP English Lit Terms Exam on Friday 9/5; I'll also be awarding points for having hit 100 (or 99%) completion. Be sure you have studied the correct list. It is NOT the La Costa Canyon Tone words list. It is the 93 word "La Costa Canyon AP English Literary Terms" list.

Homework: Go to vocabulary.com, set up an account, and then find/learn the list for "La Costa Canyon AP English Lit Terms" There should be 93 terms to learn if you have found the correct list. You need to hit 33% mastery the first night, 66% the next, and be at 100% mastery by next Thursday.

Welcome back to school!

Much Ado About Nothing

You will be reading online. Google to find text or, if available, use: http://www.william-shakespeare.info/script-text-much-ado-about-nothing.htm

Homework:

Our class will be performing the play in class each day. In anticipation for the following day’s performance, you will need to have read the act in advance & should come prepared for your part. There will be a written assignment due for each day that MUST BE TURNED IN TO TURNITIN.COM. The first half of the written assignment will be a summary of the act, and should discuss at least one stylistic element Shakespeare has used AND an analysis of why he may have chosen to use it. This analysis should be linked to a theme from the play and should tie to specific deeper understandings. Don’t write that his use of imagery “really makes you feel like you are there.”

In the second half of your written assignment, answer the following questions:

Actors:

***Don’t forget: You will need to create your own costume and bring it daily.

(if your character(s) is/are in the act:)

-What is this character thinking throughout the act? What is the motivation?

-Which sections are particularly noteworthy? How should they best be acted?

-Include any other notes for yourself on how you want to act this scene.

(if your character is not in the act)

-Select another character who intrigues you, and answer the previous questions.

Set Designers:

-What should the setting look like? Why?

-What props are needed?

-What tone should be set? What colors/ special effects should be used? Why? **Remember that the “why’s”should be linked to a theme.

Audience Controllers:

-When should people laugh? Why?

-When should people boo? Why?

-When should people sigh? Why?

-Which other emotions are strong in this act? When do they occur?

Directors:

-Which actors are needed for each scene?

-What tone would you like to set? Why?

-Which scene(s) is/are the most pivotal? How do they need to be acted?

Schedule (date indicates the day the act will be performed in class-NOT the date the section is assigned):

May 12/13 : Act I

May 14/15: Act II

May 16/19: Act III

May 20/21: Act IV

May 22/23: Act V

May 24/25 : Much Ado Exam

-Objective: plot, background information, quotation identification & interpretation

-Essay: timed in-class essay

May 28/29: Music Video Showing

Music Video Assignment:

Your production group will create a music video that provides a specific and nuanced implied argument based on literary analysis of Much Ado About Nothing. You will need to select a song that highlights your argument, and then you will artistically tell the story of the PLAY (NOT THE SONG) through your visuals, and be prepared to explain how your video makes that argument in front of the class.

Step One:

Examine what you believe to be the central theme of the play, and select a song that highlights the theme. Do NOT simply select a song that has a similar plot line. The song will set the tone of your interpretation of the play; so make sure that the tone established is one you want.

Step Two:

Determine what you wish to emphasize in the play- which parts are crucial to your interpretation? Spend more time on the parts that are significant to your specific argument. Do not simply devote a large amount of time to a scene that “looks cool.” You will also need to develop three visual motifs- have three recurring objects that have great symbolic value throughout the video. Don’t forget to consider costume selection, lighting, setting, and camera angles. All creative choices should reflect your interpretation of the play, and you should be prepared to explain how the choices prove your point. Create a thesis statement and an outline for the video with an explanation for each important stylistic choice. Make sure you explain how each choice enhances the theme. The outline will probably be a minimum of 3-4 typed pages. Before you turn it in, have each group member initial the sections they have contributed so grades may be altered accordingly.

Step Three:

Create the video. The video should visually re-tell the story of Much Ado. All creative choices (especially the acting) should enhance your interpretation of the play. Feel free to be sarcastic, overly dramatic, intense, funny, serious, or playful as long as it matches your interpretation of the play.

What I will be looking for when I grade:

-Depth and consistency of your interpretation of the play

-Evidence that all creative choices were selected to enhance the interpretation

-Creativity

-Overall appeal of video

Key Artistic Choices to Be Made:

-Song Selection –Remember that the song lyrics should be linked to a key theme, and the melody of the song should enhance your interpretation.

-Setting—indoors? Outdoors? Confining? Dominant colors? Symbolic objects surrounding them? Consider what is being said if it is set at a 7/11, Chuck E Cheese, a dark room, a young girl’s bedroom, or a tree-house.

-Costumes—Have the costumes set the tone for each characters. Which ones should be dressed alike? Consider the colors you choose, the styles of clothing, etc.

- Motifs --- you will need to select objects that are symbolic in nature, and will need to be able to explain their significance. i.e. an apple to represent the “fall” of Adam and Eve mirroring Hero and Claudio’s “fall”, or a box to represent Pandora’s Box, and all the troubles of the world, etc.

- Lighting/Camera Angles/ Special Effects-Consider when a close-up (the audience is drawn inside the drama) is most appropriate, and when a wide-angle shot (audience receives a more broad perspective) would work better. Should the lighting be dark and dreary? Blindingly light? Use these to enhance the tone you are attempting to establish.

What you will turn in to me on May 29 when we show the videos in class:

*Your video thesis statement and outline * Outline should include an explanation as to how your stylistic choices enhanced the thesis/interpretation * a list of what each member of the group contributed to the final product.

Homework for the night of 4/28(9):

1. Listen to/take notes on the final poem (Larkin's "Toads") in our National Poetry Month vlog-abration! https://www.youtube.com/watch?v=_Zp5uAtq3_w Turn in ALL notes to me in class.

2. Go to NoRedInk.com and do the "Apostrophe Fun!" assignment. You'll need to create an account for that, and will need the correct code for your class period. Be sure you choose the correct period!!!!! (P.3: ed64d36d, P.4: 837xaeh4, P.6:mwfvdmxd)

Your Future. The homework assignment. DUE 4/28(9)

Much to the chagrin of some of the existentialists we've been studying, tonight's (and the next class night's) homework will focus on the future. Your future. Please search for yourself and Google away to find answers to the following questions. Type them up and turn in to turnitin.com

1) What career aspirations do you have? If you don't have any, pick a field that you might like to enter and write it here. You must pick something --one thing-- you wouldn't hate. (Engineering, medicine, ecology, physics, business, international relations, social work, humanitarian work). If you need some help, feel free to peruse http://www.bls.gov/ooh/ to see projected salaries and needs. You may also want to discuss this one with your parents -- what do they think you'd do well with?

2) Find three summer programs, internships, volunteer opportunities, or other things you can do to learn about the chosen field as a high school student. Try to find one that is local. For each of of the three, include A. contact info (website url), B. due dates for applications, C. requirements to apply, and D. any other pertinent info. You may copy and paste.

3) Find the 3 Universities that have the best programs for what you want to study. For each, find A. Average SAT score needed for acceptance, B. Average GPA needed for acceptance, and C. The name of a professor doing interesting work in that field along with a brief description on what his work is about (you may copy and paste)

4) Find at least one person in San Diego who is doing something intriguing in your field. Is that person giving any lectures? Do they have mentorship opportunities? You may want to keep a Google search on the person so you may be alerted to any workshops/lectures/mentorships/classes they may offer.

5) Watch at least one TEDxTeen http://www.tedxteen.com/speakers-performers speech that pertains to your area of interest. State name of person, overview of what they have done and a couple of points that resonated with you.

6) Now strategize. For each month until you apply to college, set some goals. During the school year, the goals outside of school may be more modest so you may focus on grades if the schools you wish to attend require high GPAs so the goals may be more centered on earning grades. During the year, you may also want to consider clubs/ sports (leadership?), internships, jobs, etc.. Later, In the summer, however, you have a couple of windows to do some really cool work. Most likely it's too late now to get into a great program for this summer, but the most competitive programs (there are even some that are free -- include "grant" or "free" when searching for programs) will require a decent resume to get in. This summer, you'll have time to create that resume. What does the program seem to want? What can you do now? Is there a local organziation you can fully devote yourself to now? Could you attempt to start a very small business (much harder than it seems)? Learn to code computers? Write a book (I know of several teens who have done that over a summer)? You may also want to include college visits/ writing "thank you" notes, attending classes/lectures and writing notes to speakers.

Be careful that you aren't too ambitious. Most things will take longer than you realize. Break one major goal down to all of its small parts and you'll see how tricky it may be, especially when you'll need to include things like reading and memorizing vocab for SATs and the like.

Remember: Most likely you'll be inpired as you begin finding your way so leave space for opportunities as they present themselves, and be open to change to adapt to the opportunities that come your way as you begin hunting for them. Professionals often love to mentor teens who are actively seeking mentorship. You just may get lucky along your road. You may also see something that needs fixing/ a way to do something better/ etc. look for those opportunities to gain leadership experience and make a difference in this world in some small way.

(Use this as a guide for #6... you have essentially 19 months to get yourself competitive)

1. April 2014:

2. May 2014:

3. June 2014:

4. July 2014:

5. August 2014:

6. September 2014:

7. October 2014:

8. November 2014:

9. December 2014:

10. January 2015:

11. February 2015:

12. March 2015:

13. April 2015:

14. May 2015:

15. June 2015:

16. July 2015:

17. August 2015:

18. September 2015:

19. October 2015:

20. November 2015:

Most applications will be due end of November.

FIFTH poetry lecture "The Lamb & The Tyger" watch this/take notes AND finish your AP Long form. You'll turn your parts in to turnitin.com and print them out to bring to class. In class you will assemble everyone's individual/group work to turn in at once.

FOURTH poetry lecture "Those Winter Sundays" https://www.youtube.com/watch?v=l6WkI9TTKpQ and I seriously recommend writing a quick "thank you" to someone who has (metaphorically or literally) woken up early to keep you warm.

THIRD poetry lecture "The Writer" (assigned on 4/14,15) https://www.youtube.com/watch?v=wAjQrvqrYNo

SECOND poetry lecture (p.2,4 be sure to scroll down to see first). https://www.youtube.com/watch?v=TBcKiZoFO0o To be watched over spring break. Take notes. Don't forget you must also have finished your choice book when you return. :)

4/1&2 HW assignment. It's National Poetry Month!!!! Since we didn't have time to celebrate the kick-off in class, you get to hear a lecture on a poem at home (or wherever) tonight. I'm going to be chatting about Robert Frost's "The Road Not Taken." Please take notes and bring them to class. Don't worry. It's under ten minutes as will all the other poetry lectures you'll be watching this month :). https://www.youtube.com/watch?v=-aoWrmhj0do

And don't forget to keep reading your choice book. You need to have finished it by the end of break.

Speech Assignment

Topic: Define one specific dehumanization trap of modern-day society, and explain how to avoid it.

Length: 2 Minutes in length-- you will be docked points if it is more than 20 seconds above or below targeted length.

Presentation: The speech should not be read from a script. You may either memorize it, or you may refer to notecards. You will want to practice hand-gestures, pauses, etc. until the speech is polished.

To Turn in: Works Cited page with a minimum of 5 sources must be turned in before you begin the speech. You may turn in a written copy of speech if you are worried about a low grade; a beautifully crafted speech may earn back some points of a very weak presentation. You may also wish to turn in notecards used during speech.

Grading: You will be graded on the following areas: 1. Following guidelines 2. Unique/ Specific argument. 3. Use of evidence to support argument 4. Overall creativity/ Entertainment value of written speech. 5. Comfortability of speaker 6. Eye-contact 7. Voice variation 8. Appropriate expressions 9. Body language/ poise 10. Reaction of class

****You must include at least 2 documented statistics in your speech.****

****You must include an appeal to emotion (ethos) in your speech*****

****You must dress up for your speech (either in dress clothes or a costume that enhances your message)

**** Be as specific as possible in your speech. Any vague statement will weaken your credibility****

Possible areas to consider (You will need to create your own unique and specific thesis)

-Eating Disorders -Lack of Excercize -Unrealistic Expectations -A specific phrase -A specific type of dress

-Media/ Technology -Religion/ Lack of Religion -Substance Abuse -Type of music -Social trend in society

-Affluenza -Sleeping habits -Clothing styles -Pornography -Abortion -Military

Catcher in the Rye Essay Assignment

*Essay and write- up must be turned in to turnitin.com on February 18/19.

*Essay, write-up, and all drafts in descending order should be brought to class.

ESSAY (2-3 pages)

Checklist of things essay MUST have in order to be in the running for an "A" on the essay half of your grade:

1. At least 10 unique (I have NEVER read them before) images that include ALL of the 5 senses.

2. Tangents (you need to use a stream-of-consciousness style)

3. Colloquial language

4. Dialogue (should be as authentic as possible)

5. Strong verbs and no/few adverbs unless tone requires weaker ones (explain in write-up, but must be something like "wanted to highlight passive nature of character, etc. instead of "couldn't think of something else")

WRITE-UP (1-3 pages)

Write-up should be written in list form, and explain the method behind your madness in the following areas. The write-up will account for half of your grade, and the more specific and detailed you are, the higher your grade. Using phrases like "because that's what was really there", or "to make the reader feel like he's there" are "D" level answers. You should have made specific choices in your selection of objects/techniques (define them) to enhance a specific (needs to be defined) tone/deepen a theme (must define it), etc.

1. Imagery. How does your inclusion of these particular images enhance your overall theme/tone of the work?

2. Setting. See description above and apply to setting.

3. Characterization. Which characters given quirks? Why them? Why those quirks?

3. Tone. Define the tone you tried to achieve. Did it shift? When? Where? Why?

4. Syntax (sentence & paragraph structure)/ Sound (vowels? consonants?).

5. Tension. Thematic tension? Tension in tone? Tension in characterization?

6. The "shadow statement (s)" Which line(s) hold(s) the greatest truth in the whole work? (Just need to put the line(s) here.)

***WARNING: If you use these phrases and your grade will sink to at best a "C": "I wanted the reader to really feel like he was there" (obvious. that's a first draft answer. I need to see evidence of workmanship on the essay), "Mirrored my feelings at the time" (What were your feelings?), etc.

Catcher in the Rye Overview

Annotations due/Exam: February 12/13 Essay due: February 18/19

Annotate the novel, take daily quizzes on the readings, take a final objective exam with both plot/character questions and close reading questions, create/deliver a group presentation, and write a final personal reflection essay with analysis of techniques used.

Tips for annotating: You need AT LEAST one annotation per page. From there, I will select seven pages at random to assess the quality of the annotations. To be in the "A" range, comments should be insightful and include (NOT JUST IDENTIFY) how stylistic elements (focus on the application of lit terms from list you memorized) such as symbolism contribute to the work. Feel free to have many of your annotations be symbolic analysis as this novel is riddled with symbolism.