Need to contact Ms. Hill?
voice-mail:
594-2759
e-mail:
DHill@piedmont.k12.ca.us
2009 - 2010
Complete vocabulary lists for semester 1 and 2
Go to this page for a complete list of words and definitions.
Macbeth circle discussion questions
Click here to download a pdf of the questions.
Macbeth Motif Poster Create a poster with your partner(s) that includes:1. A thesis statement: A sentence that explains what Shakespeare is expressing with this motif. What is his message? How is this imagery used? (e.g. In Romeo and Juliet, Shakespeare uses images of heaviness and weightlessness to express Romeo’s changing mood from depression to elation.)
2. Four or five of the best passages from the play that illuminate or resonate with your assigned motif/theme. Keep these passages as concise as possible - generally no more than three lines. [Include identification of the context of each passage.]
3. Visual images that help to illuminate the text.
You might draw or find images that directly illustrate your passages or the images might be more symbolic. Try to use color deliberately as well, so that the colors used on your poster help to convey your ideas.4. A frame or poster shape that illuminates the text/motif/theme.Presentation:
• Show poster (with document camera).
• Read/explain thesis statement
• For each passage: 1) Identify context, 2) read passage, and 3) explain/interpret passage and connection to your thesis.
Vocabulary - list 11
117. censure (n) – severe disapproval (vb) – to criticize severely
: the law received international censure
: they voted to censure the governor for bringing dishonor and shame to the state
118. scruple (n) - (usu. scruples) a doubt or hesitation as to what is morally right in a certain situation
: I had no scruples about eavesdropping
: his moral scruples led him to admit his guilt
: she asked, without scruple, for a higher grade on the test
: they fought bitterly and without scruple to destroy my reputation…
119. abjure (v) – to renounce or retract, esp. formally (a belief, cause, or claim)
: his refusal to abjure the Catholic faith
: she abjured legal custody of her children
: peace talks are useless unless each side abjures violence
120. assay (v) – to analyze (n) – an analysis
: cell contents were assayed for enzyme activity.
: they assayed the situation before taking action
: She sat down and assayed me with her large brown eyes
: involved in the development of bacterial assays for gene mutations.
121. sundry (adj) - various; miscellaneous
: a purse containing keys, wallet, and sundry items
: sundry items of clothing
: my sister announced to all and sundry on Facebook that…
122. perturbation (n) - anxiety; mental uneasiness; a deviation
: she sensed her friend's perturbation
: Gravitational attraction between planets can cause perturbations in their orbits.
123. epicure (n) - a person with refined taste, especially in food and wine
: Serenely full, the epicure would say, 'Fate cannot harm me, I have dined today.'
: Most bay area epicures have eaten at Chez Panisse
124. arbitrate (v) – to settle or decide a dispute
: arbitrate the conflict between neighbors
: Management and labor agreed to arbitrate their remaining differences.
125. harbinger (n) – a person or thing that indicates or foreshadows what is to come
: a harbinger of doom
: a harbinger of winter: Discussion about final exams is a harbinger of the end of the school year.
end of list
Macbeth passage analyses
Click here to download a pdf of this assignment sheet.
Select five significant passages (4+ lines long) from Act 4 and 5 and write a paragraph about each in which you:Explain what exactly is being said and its significance
Identify and explain motifs and themes in the passage
Identify and interpret any figurative language (personification, metaphors, similes)
Identify and interpret any literary devices (irony, paradox, etc)
Connect the passage to related parts of the playBe sure to type your passage analyses in MLA format. Include an MLA heading, the single-spaced passage (formatted correctly), and then your analytical discussion. Aim for each analysis to be 200 to 300 words in length. Please bring a copy of each analysis to class on the due dates AND submit a copy to turnitin.com.
Example
Lady Macduff: “He loves us not; / He wants the natural touch. For the poor wren / (The most diminutive of birds) will fight, / Her young ones in her nest, against the owl / All is the fear, and nothing is the love. As little is the wisdom, where the flight / So runs against all reason” (4.2.10-16).
This quote indicates how confused and hurt Lady Macduff is when she realizes that her husband has fled the country. A foil for Lady Macbeth who condemns children, Lady Macduff cares very much for progeny. As a result, she becomes resentful when she learns her husband has abandoned (or flown from) the family nest. At the beginning of the quote, Lady Macduff describes Macduff as a father who lacks the natural instinct to parent (the “natural touch”). The animal motif is used as she says even a tiny wren will fight for her young in the nest against the predatory owl, implying Macduff lacks this natural instinct. Metaphorically, Macduff is a father bird and his children are the baby birds. The theme of appearance versus reality is illustrated here in that Macduff appears to be a traitor to his family, but he is loyal to Scotland. Lady Macduff does not know that her husband has plans to lead a rebellion against the real traitor: Macbeth. It is ironic that the people who appear to be traitors (Macduff, and later in this scene, Malcolm) are really good, that “foul is fair.” In the second half of the passage, Lady Macduff says her husband appears to be motivated more by fear than love and has little wisdom. She says his flight is unreasonable.
(221 words)
Act 4 and 5 Review Notes
Click here to download a pdf of these assignment sheets.
NB#34 - Comparing film versions of "The Banquet Scene" in Macbeth (Act 3.4)
To watch these clips again, click on the link below:
• Roman Polanski's 1971 film
• The Royal Shakespeare Company's 1979 stage production adapted for TV, starring Ian McKellan & Judi Dench
• Bogdanov's 1998 made-for-TV film
Film element
Polanksi (1971)
Royal Shakespeare Co (1979)
Bogdanov (1998)
Lighting & Colors
o
0
0
Sound (music & effects)
0
0
0
Portrayal of (choose 1) Banquo's ghost, Lady Macbeth, or Macbeth
0
0
0
Other (camera work, set, costumes, props, etc.
0
0
0
NB#33 - Notes on ALL motifs
Make a 3 column chart: motif, meaning(s), significant lines.
These are notes that were taken as motif groups reported to the class. If you were absent, copy the notes from a classmate.
Act 3 Review Notes
Click here to download a .pdf of this worksheet.
Vocabulary - list 10
105. indissoluble (adj) unable to be destroyed; lasting
: an indissoluble friendship
: marriage is not an indissoluble contract
106. dauntless (adj) incapable of being intimidated; fearless
: dauntless bravery
: the dauntless war photographers
107. avouch (vb) to affirm or assert
: She avouched that she herself was innocent.
: Has this report been avouched?
108. eminence (n) a position of superiority or fame; a raised piece of ground
: her eminence in filmmaking
: he achieved great eminence in the musical world
: rose to eminence as a surgeon
: the house is built on an eminence
109. augery (n) a sign of what will happen in the future; an omen
: they heard the sound as an augury of death
: a good augury
110. malevolent (adj) having or showing a wish to do evil to others
: the glint of dark, malevolent eyes
: some malevolent force of nature
111. equivocate (vb) - to use vague or ambiguous language, esp in order to avoid speaking directly or honestly
: “Where were you last night?” he asked. “I went out,” she equivocated.
: She is equivocating about whether she will run in the next election.
112. pernicious (adj) – causing great harm; destructive
: pernicious rumors
: a pernicious virus
: pernicious to society
113. apparition (n) - a ghostly figure
: Macbeth sees several apparitions in his second visit to the witches.
: trees looked like apparitions in the thick fog
114. sanctity (n) - the quality of being holy or sacred
: the site of the tomb was a place of sanctity for the ancient Egyptians
: the sanctity of human life
115. avarice (n) - extreme greed for wealth or material gain
: victims of their own avarice
: motivated by avarice
116. intemperate (adj) - having a lack of self-control; excessive
: intemperate outbursts of rage
: her intemperate habits
: an intemperate wind
end of list
NB #32 - motif analysis
Review all of the lines you’ve gathered related to your motif. Think about how and why Shakespeare is using this motif in the play.
• Do you notice any patterns? (i.e. is the motif used primarily by or about a certain character?
to describe characters’ actions? etc)
• What might the motif symbolize? (i.e. about human nature? power? government? identity? etc)
• What do you think Shakespeare’s message is about this topic?
In your notebook, write any observations, interpretations, or connections you’re making related to your motif.
Act 3.1&2 worksheet
Click here to download a .pdf file of this worksheet.
Act 2 review notes
Click here to download a .pdf file of this worksheet.
Documentary Reflection Due to turnitin.com before Sat, 5/1 11:59 pm.
Write a thorough reflection that addresses ALL of the following:
a. What was most challenging/frustrating about making your film?
b. List all specific tasks you, personally, did in making your film.
c. List, by name, what each of your partners did. Be specific.
d. Describe the strengths of your documentary. What aspects are you proudest of?
e. Given more time, what would you change, omit or add to improve your documentary?
f. How could the documentary unit have been better taught to prepare you for making your film?
Act 2.1&2 worksheet
Click here to download a PDF file of this worksheet.
Act 1 review notes
Click here to download PDF file of this worksheet.
Motif assignment
Click here to download a PDF of the assignment sheet.
Motifs the class is tracking: sleep/insomnia; disease/health/medicine; gender (esp manhood); clothing (& armor, crown); hands; reversals/opposites/paradox; eyes/sight/blindness; plants (growth); animals (including birds); water, milk
Lady Mac "unsex me here" speech
Click here to download PDF file of this worksheet.
Act 1.3 paraphrase
Click here to download a PDF file of this worksheet.
Vocabulary - list #9
95. hurly-burly (n) – noisy confusion; tumult
: the hurly-burly of modern city life
: in the hurly-burly, I lost my way
96. heath (n) – a tract of open waste land; open uncultivated land
: the farmland gave way to deserted heath
: low shrubs and grasses cover the heath
97. thane (n) – a Scottish feudal lord; in early Scotland, a person of rank, often a clan chief, who held land of the king
: At the beginning of the play, Macbeth is the Thane of Glamis.
98. flout (vb) – to mock or scoff at; to openly disregard
: flouting the law
: businesses who flout the rules
: his behavior flouted convention
99. corporal (adj.) – physical; of the body
: corporal punishment is illegal in schools
: "what seemed corporal melted as breath into the wind"
100. surmise (vb) – to imagine, guess; (n) – a guess from inconclusive evidence
: I surmised that the butler did it
: [as n] my surmise proved correct
101. compunctious (adj) – apologetic; remorseful
: her compunctious attitude toward her crimes
: he compunctiously admitted his unfaithfulness
: [as n.] Without compunction, he flouted the rules
102. pall (n) – a dark, heavy covering or atmosphere
: her bereavement cast a pall on the party
: the clouds formed a pall over the sky
103. trammel (n) – a hindrance to free action
: escape the trammels of the past
: we will forge our own future, free from the trammels of materialism.
: freed from the trammels of the body
:[as vb] trammeled by a lack of information
104. mettle (n) – temperament; spirit
: the team showed their true mettle in the second half
: troops who showed their mettle in combat: the first real test of his mettle
Vocabulary - list #8
85. ignominious (adj) - deserving or causing public disgrace or shame
: the coward made an ignominious retreat
: drowning in a puddle might be called an ignominious fate
: her ignominious association with the disgraced young man…
86. incontrovertible (adj) - not able to be disputed; unquestionable
: incontrovertible proof of the defendant's innocence
: incontrovertible evidence
: it is an incontrovertible fact that …
87. verisimilitude (noun) - the appearance of being true or real
comes from Latin verum = truth and similis = similar
: the detail gives the novel some verisimilitude
: the little touches gave atmosphere and verisimilitude to the painting
: some questioned the verisimilitude of the news story
88. vituperation (noun) - bitter and abusive language
: the rivals could not speak to each other without resorting to vituperation
: the torrent of vituperation shocked the crowd
89. supercilious (adj.) - having or showing arrogant contempt
: his mother eyed my clothes with a supercilious air
: curled his lip in a supercilious smile
: spoke in a supercilious manner
90. prestidigitation (noun) - sleight of hand; performance of (or skill in) performing magic with the hands
from French: preste ‘nimble’ + Latin: digitus ‘finger’ + -ation
prestidigitation
: misdirection is usually used in the art of prestidigitation
prestidigitator
: the wait people delivered plates with the quick gesture of a prestidigitator
91. extemporaneous (adj.) -spoken or done without preparation
: an extemporaneous speech
: an extemporaneous piano recital
: an accomplished extemporaneous speaker
92. conciliatory (adj.) - intended to placate or end a disagreement
: spoke in a conciliatory tone
: a conciliatory visit to my former rival
93. unconscionable (adj.) - not right or reasonable; unreasonably excessive
: the unconscionable conduct of his son
: shareholders have had to wait an unconscionable time for the facts to be established
: his unconscionable spending caused bankruptcy
94. circumlocution (noun) - indirect or roundabout expression; the use of many words where fewer would do, esp. in a deliberate attempt to be vague or evasive
: his admission came after years of circumlocution
: he used a number of poetic circumlocutions
end of list
NB#31 - (t-chart) critique of student documentaries
If you were absent on this day, make this up by writing a freewrite (about anything) of at least 3/4ths of a page.
If you were present, you should have a t-chart that identifies the positive and negative aspects of three student documentaries: Crossing Guards, Telegraph Ave, Facebook.
NB#30 - list of documentary topic ideas
Here I'd like you to compile a list of ideas for the subject of your documentary.
NB#29 - Notes on documentary modes
If your were absent when we discussed this, please copy the notes from a classmate. Below is the chart:
Expository
Observational
Interactive
Reflexive
elements
examples
NB#28 - 3 tracks notes about clip from Bowling for Columbine
Bowling For Columbine, directed by Michael Moore, 2002
http://www.freedocumentaries.org/
Part 3 of 12: 3:40 – 8:30 [chapter 8: 23:40 – 28:26]
NB#27 - 3 tracks notes about opening clip of Boys of Baraka
Boys of Baraka, directed by Heidi Ewing & Rachel Grady, 2005
http://www.pbs.org/pov/boysofbaraka/video_classroom1.php
Clip 1 of 5: “Baltimore and Africa” 0:00 – 3:41
Doc clip analysis #2 - Boys of Baraka OR Bowling for Columbine
Identifying the message of a film clipDirections: Choose one of the clips you analyzed in class (Boys of Baraka or Bowling For Columbine) to write about. Write a concise (one to two page) analytical essay that addresses the following prompt, supporting your claim with specifics from the film clip. (Please type this in MLA format, of course.)
1) Refer to your detailed 3-tracks notes that you took in class. I recommend that you watch the clip again and add to your notes.
2) Write a concise (one to two page) analytical essay that addresses the following prompt, supporting your claim with specifics from the film clip. Be sure to use the film terminology you’ve learned.Prompt In a topic sentence, identify the message the director(s) is(are) making in this clip. (i.e. What
do they want us to think, feel or know?) Then identify and explain the key visual, sound, and/or text elements (or their juxtaposition) that convey this message. Go beyond merely identifying the information that is presented. Discuss HOW the “content” is presented and the EFFECT that these film maker choices have on the viewer/message.Due to turnitin by 11:59 Mon, 3/1
This draft of your essay will be evaluated on completeness, clarity, depth of thought and effective use of film terminology. If you want my feedback before you turn this in, please email your draft to me and come to my room the next day at lunch or after school.You will find the clips online at the following websites:
Boys of Baraka, directed by Heidi Ewing & Rachel Grady, 2005
http://www.pbs.org/pov/boysofbaraka/video_classroom1.php
Clip 1 of 5: “Baltimore and Africa” 0:00 – 3:41The Boys of Baraka , 2005
Subject: -about a group of 12-year-old boys from Baltimore chosen to go to a boarding school in Kenya
Occasion: -larger occ: the poverty and lack of opportunity for inner-city youth of Baltimore
-immediate occ: Baraka School recruitment of new students
Audience: -mainly those who live outside of poverty-stricken communities with inadequate schools
Purpose: - (This is what I want YOU to figure out about the clip.)
Speaker: -the directors are Heidi Ewing and Rachel Grady, experienced documentarians
-they make films about the disenfranchised
Tone: -shocking, unbiased, inspirationalBowling For Columbine, directed by Michael Moore, 2002
http://www.freedocumentaries.org/
Part 3 of 12: 3:40 – 8:30 [chapter 8: 23:40 – 28:26]Bowling For Columbine, 2002
Subject: -explores gun violence and possible causes of the Columbine High School massacre in 1999
Occasion: -larger occ:: the high violent crime rate in the U.S., especially crimes with guns
-immediate occ: : the CHS incident and people’s reactions & opinions about why it happened
Audience: -Americans, maybe especially those involved in making gun control laws
Purpose: - (This is what I want YOU to figure out about the clip.)
Speaker: -Michael Moore, American film maker, won many awards for his films, controversial
Tone: -critical, informative, sometimes manipulative and arrogant
Vocabulary - list #7 - "loan words" (words derived from languages OTHER than Greek or Latin)
72. malaise (noun) - French -a general feeling of discomfort, illness, or uneasiness (whose exact cause may be difficult to identify)
: a society afflicted by a deep cultural malaise
: a general air of malaise
73. imbroglio (noun) - Italian [imb-role-ee-oh] -an extremely confused, complicated, or embarrassing situation
: the Watergate imbroglio
: a legal imbroglio
74. aficionado (noun) - Spanish -a person who is very knowledgeable and enthusiastic about an activity, subject, or pastime
: an aficionado of classical music
: a film aficionado
75. peccadillo (noun) - Spanish - a small, relatively unimportant offense or sin
: I'm sure we can overlook a few peccadilloes
: What I considered a peccadillo, my grandmother saw as a mortal sin.
76. avatar (noun) - Sanskrit - an embodiment (concept, philosophy, tradition) usually in human form
: she was an avatar of perfect wisdom and beauty
: he became the new avatar of hip, popular culture
In computing… a movable icon representing a person in cyberspace or virtual reality graphics.
In Hinduism… the appearance of a god in human or animal form
: the Buddha is considered an avatar of the god Vishnu
77. dilettante (noun) - Italian - an amateur admirer of the arts (or some other interest) ; a dabbler
: there is no room for the dilettante in this business
: “What is to me a means of livelihood is to him the merest hobby of a dilettante.” From The Memoirs of Sherlock Holmes by Sir A.C.Doyle
: [as an adj.] a dilettante approach to science
78. maelstrom (noun) – Dutch -a powerful whirlpool; a scene or state of violent upheaval
: a maelstrom in the sea
: the train station was a maelstrom of crowds
: the maelstrom of war
79. zenith and 80. nadir (nouns) – Arabic
zenith -the highest point
: the sun was well past the zenith
: the missile reached its zenith and fell
: the zenith of her career
nadir -the lowest point
: they had reached the nadir of their sufferings
: the nadir of her career
81. raconteur (noun) - French - one who tells stories and anecdotes with skill and wit
: Everyone wanted to ride in the car with John, an entertaining raconteur…
: Salespeople benefit from developing the skills of a raconteur…
82. zeitgeist (noun) - German - the spirit or general outlook of a specific time or period [German, literally: “time spirit”]
: the story captured the zeitgeist of the late 1960s
: the zeitgeist of the Great Depression…
83. angst (noun) - German -a feeling of deep anxiety or dread (typically an unfocused one about the human condition or the state of the world in general)
: adolescent angst
: his receding hairline causes him angst
84. nirvana (noun) - Sanskrit -a transcendent state in which there is neither suffering, desire, nor sense of self; (literally “to be extinguished”)
:the final goal of a Buddhist is to reach a state of Nirvana
:it wasn’t until the third day of my vacation that I attained nirvana
Storyboard assignment #1 - suspense scene
Working alone or with a partner, storyboard how you would film a 15 second suspenseful experience. Illustrate and label 6-10 shots comprising those 15 seconds. Note the lighting and sound effects, if you have time. Feel free to use any idea below or an idea of your own. Only one storyboard per pair required.Stealing a candy bar from a store
Watching your parents open your report card
Waiting to give a speech
The last seconds of a close football game
Checking your finals grade with a 89.4 grade
Catching a wave while surfing
Waiting for a roller coaster to begin or reach its apex
A kid hearing something scary at night
Babysitting experience
Last 30 seconds of 5th or 8th grade
Pulling a fire alarm
Checking audition results
Encountering a rattlesnake
Trying to save someone about to jump off a bridge
Sky diving
Jumping off a high diving board
Documentary clip analysis #1 assignment
Download a pdf of this assignment sheet here. It includes the SOAPStone and 3 tracks charts and recommendations for films to watch.Choosing a documentary…
Over the February break, choose and watch one documentary that you have not seen before. You are welcome, of course, to rent a film or check it out from a library. Some of you probably own some documentaries that you haven’t watched before. That’s an option, too. Another option is to go to websites that allow you (legally!) to watch documentaries. I’ve given you some sites and film recommendations below.Once you have chosen a documentary…
1. Watch the film.
2. Do a SOAPSTone analysis of the film as a whole on the back of this sheet.
3. Choose one short clip (2 to 5 minutes long) to analyze. (Choose a clip where the film maker has made some compelling choices about how she shot and/or edited the film.)
4. Write detailed “3 tracks” notes about the clip on the back of this sheet.
5. Type a one page analysis of one to three film maker choices in this clip. Consider the key visual, sound, and/or text elements (and/or their juxtaposition). Discuss HOW the “content” is presented and the EFFECT that these film maker choices have on the viewer/message.
Blog article from Cinematical.com
Read, annotate and SOAPSTone this blog entry about documenting disasters.
Download a pdf of the article here.
Documentary analysis handouts
"Glossary of Film Terms" can be downloaded here."3 Tracks clip chart" can be downloaded here.
NB#26 - differences between fiction & nonfiction film
a) Differences between Fiction and Nonfiction film
Fiction film
BOTH fiction & nonfiction
Nonfiction film
-audience knows it is seeing a simulation of reality
-suspension of disbelief-are “constructed”
-use real people AND characters or actors
-use all elements of cinema (plot, suspense, special effects, editing,etc)-audience expects it is seeing “reality”
-expansion of beliefb) Definitions of documentary
A documentary is the “creative treatment of actuality." - John Grierson (filmmaker)Four purposes of documentary film:
* to record, reveal, or preserve
* to persuade or promote
* to analyze or interrogate
* to express - Michael Renov (film theorist)
NB#25 - documentaries
a) define documentary (You may use sources, but be sure to cite them.) b) list documentaries you've seen c) write about the 1-3 best docs you've seen - what made them good?
Speech excerpts analysis
Download a pdf of the speech excerpts here.
Read and annotate the speeches, especially noting uses of the figures of speech (use your rhetorical devices guide!) and the persuasive appeals.
Vocabulary list 6 - figures of speech
61. figure of speech - an expression that uses language in an unusual or "figured" way to achieve a rhetorical effect Examples: simile, metaphor, hyperbole, alliteration
Vocabulary list #6 will be a list of figures of speech. For each term, write:
a. the term
b. long definition
c. “short-hand” definition
d. an example (rather than using word in a sentence)
62. anaphora – the repetition of the same word or phrase at the start of successive clauses; the first-word repeater [from the Greek, "carrying up or back"]
Examples of anaphora:
* "We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender."
(Winston Churchill, speech to the House of Commons, June 4, 1940)
* "Of all the gin joints in all the towns in all the world, she walks into mine." (Rick Blaine in Casablanca)63. antithesis - the juxtaposition of contrasting ideas in balanced phrases; the figure of contrasting ideas [from the Greek, "opposition"]
Examples of antithesis:
* "Love is an ideal thing, marriage a real thing." (Goethe)
* "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness…it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way."(Charles Dickens, A Tale of Two Cities)
* "Everybody doesn't like something, but nobody doesn't like Sara Lee." (advertising slogan)64. chiasmus - a verbal pattern in which the second half of an expression is balanced against the first with the parts reversed (a type of antithesis) ; the criss-cross figure [from the Greek, "to invert"]
Examples of chiasmus:
• "My job is not to represent Washington to you, but to represent you to Washington." (Barack Obama)
• "I am stuck on Band-Aid, and Band-Aid's stuck on me." (advertising jingle for Band-Aid bandages)
• "Never let a fool kiss you--or a kiss fool you." (anonymous)
• "Don't sweat the petty things--and don't pet the sweaty things." (anonymous)65. apostrophe - breaking off discourse to address some absent or nonexistent person or thing as if present and capable of understanding; the cut-away to an abstraction figure [from the Greek, "turning away"]
Examples of apostrophe:
• "Bright star, would I were steadfast as thou art" (John Keats)
• "Science! True daughter of Old Time thou art!" (Edgar Allan Poe, "To Science")
• "Welcome, O life! I go to encounter for the millionth time the reality of experience and to forge in the smithy of my soul the uncreated conscience of my race. . . . Old father, old artificer, stand me now and ever in good stead." (James Joyce, A Portrait of the Artist as a Young Man)
•"Blue Moon, you saw me standing alone
Without a dream in my heart
Without a love of my own. (Lorenz Hart, "Blue Moon")66. euphemism - substitution of an inoffensive term for one considered offensively explicit; the sugar-coated figure [from the Greek, "use of good words"]
Examples of euphemism:
• pre-owned for used
• undocumented worker for illegal alien
• wind for belch or fart
• passed away for died
• "Wardrobe malfunction"
(Justin Timberlake's description of his tearing of Janet Jackson's costume during a half-time performance at Super Bowl XXXVIII)67. litotes - an understatement in which an affirmative is expressed by negating its opposite; the negative understatement [from the Greek, "plainness, simplicity"]
Examples of litotes:
• This is no small problem.
• "We are not amused." (Attributed to Queen Victoria)
• "for life's not a paragraph / And death I think is no parenthesis" (e.e. cummings)68. metonymy- a figure of speech in which one word or phrase is substituted for another with which it is closely associated; the figure of swap [from Greek, "change of name"]
Examples of metonymy:
• "crown" for "royalty"
• “Washington” for “the United States government”
• “the sword” for “military power”
• "The pen is mightier than the sword." (Edward Bulwer-Lytton)69. oxymoron - a figure of speech in which incongruous or contradictory terms appear side by side; a compressed paradox; the contradictory figure [from the Greek, "sharp-dull"]
Examples of oxymoron:
• "O brawling love! O loving hate! . . .
O heavy lightness! serious vanity!
Misshapen chaos of well-seeming forms!” (William Shakespeare, “Romeo and Juliet” )
• "A yawn may be defined as a silent yell." (G.K. Chesterton)
• "act naturally," "original copy," "found missing," "alone together," "peace force," "definite possibility," "terribly pleased," "real phony," "ill health," "turn up missing," "jumbo shrimp," "alone together," "loose tights," "small crowd"
70. synecdoche - a figure of speech in which a part is used to represent the whole or the whole for a part; the scale-changing figure [from the Greek, " gathering together "]
Examples of synecdoche:
•"All hands on deck."
•"Take thy face hence." (William Shakespeare, Macbeth V.iii)
• "Brazil won the soccer match."
• “The U.S. won three gold medals.”71. understatement - a figure of speech in which a writer or a speaker deliberately makes a situation seem less important or serious than it is; the downplay figure Examples of understatement:
• "I have to have this operation . . .. It isn't very serious. I have this tiny little tumor on the brain." (Holden Caulfield in The Catcher In The Rye, by J. D. Salinger)
• "It's just a flesh wound." (Black Knight, after having both of his arms cut off, in Monty Python and the Holy Grail)
• "The grave's a fine and private place,
But none, I think, do there embrace." (Andrew Marvell, "To His Coy Mistress")
NB#24 - analysis of "Don't Worry, Be Students"
Read and annotate the article. (You can download a pdf of the article here.)
In your notebook, a) do a SOAPSTone analysis and b) write a 1/2 page personal response to the content of the article.
NB#23 - analysis of articles "Plugging in, Tuning Out " & "Jock Culture"
Download a pdf of the articles by clicking on the links above.
Annotate the articles, especially noting how and when the persuasive appeals are used. Then, in your notebook, do a SOASTone analysis of each article.
NB#22 - review logos/pathos/ethos
Class 2 did not do this assignment.
NB#21 - response to "Let Them Eat Dog" by Jonathan Safran Foer
1) read and annotate article [Download the article here.]
2) In your notebook
a) do a SOAPSTone analysis of the article
b) write a personal response to the content of the article
Rhetorical Devices Guide
Download a copy of this guide here.
This is the sheet that includes SOAPSTone analysis questions, persuasive appeals, and the 20 most common figures of speech. Use this guide as you analyze nonfiction texts.
NB#20 - persuasive appeals
In your notebook, write the following notes about the three persuasive appeals.
persuasive appeals – three ways to persuade [Aristotle (384 BC – 322 BC) Greek philosopher]
• logos - appealing to the audience’s sense of reason or logic
examples of the logos appeal:
-“Recommended by 4 out of 5 dentists.”
-a list of reasons
-statistics
• pathos - appealing to the audience’s emotions
examples of the pathos appeal:
-“Fly the Friendly Skies”
-starving children, baby animals, patriotism, humor
• ethos - appealing to the audience’s sense of the trustworthiness & credibility of the speaker/writer
examples of the ethos appeal:
-“You’re in good hands with Allstate”
-celebrity endorsed products
-the persuasive potential of the speaker's character and personal credibility
Writing assessment instructions
Click here to download a pdf of this instruction sheet.
NB#19 - Write about your break. What were the high points and low points?
All Quiet essay samples
Go here to read two sample essays about All Quiet on the Western Front.
All Quiet Test Review sheet
Click here to download a pdf of this assignment sheet.
All Quiet Final Discussion Questions
Click here to download a pdf of this assignment sheet.
NB#18 - Ch 8-10 notes
This is the outline of our in-class discussions about these chapters. The expectation is that your notebook includes this outline of events AND your own notes.Chapter 8 – training camp next to Russian prison
• Paul makes observations of nature (187-9)
• P guards & observes Russian prisoners (189-195)
• P’s father and sister visitChapter 9 – return to front / trapped in no man’s land
• Paul returns to front and finds comrades still alive
• 1. the Kaiser’s visit and a discussion about what war is for (201-7)
• 2. P trapped in no man’s land between trenches (Þ bombardment) (209-216)
• French soldier falls into shell hole (Þ Duval’s death) (216-221)
• 3. P’s thoughts & actions in shell hole w/dead French soldier (222-227)
• P returns to German trench and comrades (227-229)Chapter 10 – supply dump / Catholic hospital
• 4. (231-239) guarding supply dump, work to “create an idyll”
• (239-244) P & Kropp wounded, brought to “chopping block”
• 5. (244-250) train ride to hospital, red-cross nurses
• 6. (250-264) Josef Hamacher, Peter, the “Dying Room,” doctors
• 7. (264-269) Lewandowski, Paul’s convalescent leave
Vocabulary list 5
49. improvident (adj) – not having or showing foresight
: improvident and undisciplined behavior
: he lived improvidently for the moment
50. imperious (adj) – authoritative; lordly
: his imperious demands
: her imperious demeanor
51. copious (adj) – abundant in supply or quantity
: she took copious notes
: copious rainfall
: the dog drank copiously from the stream
52. elusive (adj) – difficult to find, catch, or achieve
: success will become ever more elusive
: an elusive quality
: an elusive thought
53. approbation (n) – approval or praise
: the opera met with high approbation
: at age 45, he was still seeking his parents' approbation
54. tumult (n) – confusion or disorder; a loud, confused noise
: a tumult of shouting and screaming broke out
: the whole neighborhood was in a state of fear and tumult
: his personal tumult ended when he began writing songs
55. adherent (n) – a supporter or follower (of a cause etc.)
: he was a strong adherent of capitalism
: adherents of the Catholic faith
56. emanate (vb) - to come or send forth, as from a source
: light emanated from the lamp
: a stove emanates a steady heat
: she saw the insults as emanations of his own tortured personality
: the risk of radon gas emanation
57. debar (vb) – to exclude or prohibit (someone)
: women were once debarred from voting
: the unions were debarred from striking
58. resolute (adj) – firm or determined; unwavering
: was resolute in insisting upon her right to be heard
: faced with a resolute opposition
: a resolute and unshakeable faith
59. superfluous (adj) - unnecessary, esp. through being more than enough
: the purchaser should avoid asking for superfluous information
: delete superfluous words from your sentences
60. pacify (vb) – to bring peace to
: had to pacify the angry spectators
: the mother made soft cooing noises in an attempt to pacify her child
: U.N. troops are working for the pacification of the war-torn country
Chapter 7 discussion questions
Click here to download a pdf of this assignment sheet.
All Quiet on the Western Front - analytical essay
Click here to download a pdf of this assignment sheet.For this assignment, you will write a detailed outline for two separate short essays: one analyzing a significant theme in the novel, the other analyzing a significant scene. Once you’ve completed both outlines, you will choose one and then write and revise the paper.
Process / Due Dates
Theme analysis
1. Choose a theme to analyze.
I recommend that you choose the theme you’ve been taking notes on. You may choose a different theme if you’d like. See a list of suggestions on the back of this sheet.
2. Look through your theme notes (NB#11) taking note of:
-the clearest examples or passages that relate to the theme
-the context of the examples/passages (what’s happening? where is Paul? etc.)
-how examples (or the language in the passages) related to this theme change or evolve as the book goes on
-connections to other themes & ideas in the novel as a whole
For passages that you may include as evidence, take note of:
-meaningful images
-connotations of word choices
-sentence structure (patterns, contrasts, etc.)
-other literary devices Remarque uses in the passage (metaphors, ironies, contrasts, etc.)
3. Develop a topic sentence that makes an analytical claim about the theme.
Look at all that you have noticed about this theme and determine what is significant about it. Then develop an analytical claim that answers a question such as:
-What is Remarque saying about war (or soldiers, or trench warfare, or the corruption of power, or premature aging, etc., etc.)?
-What is Remarque suggesting about how war changes people? about human nature? about the natural world?
4. Write an outline for a short analytical essay that supports your topic sentence.
Use the paragraph outline sheet provided OR you may type up your outline if you’d prefer. Your outline should have AT LEAST 3 pieces of evidence. Your analysis does not, at this point, need to be written in complete sentences. You may write this in note form.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Scene analysis
1. Choose a scene to analyze. See suggested scenes on back of this sheet.
2. Read the scene several times, taking note of:
-key events in the scene
-meaningful passages
-the literary devices Remarque uses in the scene (imagery, metaphors, ironies, contrasts, etc.)
-Remarque’s language (sentence structure, verb choices, diction, etc.)
-connections to themes & ideas in the novel as a whole
3. Develop a topic sentence that makes an analytical claim about the scene.
Depending on the scene, you might be answering a broad question like:
What does this scene illustrate about how war changes men?
What is Remarque saying about war in this scene?
What is the author suggesting about human nature in this scene?
OR, you might be answering a more specific question like:
How does Remarque’s word choices and sentence structure convey the chaos of this battle scene?
What do Paul’s actions suggest about his state of mind in this scene and what does it say about the effect of war on soldiers?
4. Write an outline for a short analytical essay that supports your topic sentence.
Same instructions as for the theme analysis.
1. Theme analysis OUTLINE due 1º Fri, 11/10 • 2º Mon, 11/30
2. Scene analysis OUTLINE due 1º Fri, 12/4 • 2º Mon, 12/7
3. Choose one of your outlines and write the essay. ROUGH DRAFT due by Thurs, 12/10 to turnitin.com
• Your rough draft should include all of the components of an analytical paper.
• Your rough draft must be in MLA format.
• If you want feedback from me before the rough draft due date, give me (or email me) a typed copy of your paper and I will meet with you the next day during lunch or after school. OR…submit the paper early to turnitin.com and email me a note that you’d like a “cyber conference.”
4. PEER REVIEW due by/before [t.b.a.]on turnitin.com.
• You will get (and give) online peer feedback from (and to) 2 or 3 classmates. (Details to come.)
• If you want feedback from me as you’re revising, give me (or email me) a typed copy of your paper and I
will meet with you the next day during lunch or after school (or during tutorial or class time in some cases). OR…submit the paper early to turnitin.com and email me a note that you’d like a “cyber conference.”
5. Revise and write a FINAL DRAFT, which is due by [t.b.a.] to turnitin.com.
• You do not need to turn in a paper copy of this essay to me, unless you’re meeting with me for a conference.
Editorial cartoon
•Choose an event &/or theme in chap. 6 (or an earlier chapter) that lends itself to satire.
•Create a cartoon that speaks to the absurdity, insanity & sadness of war.
•You may work alone OR with a partner.
•Some ideas:
-the coffins (100)
-“friendly fire”(100)
-role of Chance (101)
-“war” on rats (102-3, 108)
-new recruits (106,109-10,130)
-treatment of “the enemy”(112-4)
-loss of youth/innocence
-willingness to kill for food (118)
-becoming an automaton to survive
-dark humor
NB#17 - AQWF ch 6 notes
Below is an outline of notes taken in class. If you were absent for these notes, copy them from a friend.
A. plot events
1. new coffins
2. war on rats
3. waiting
-new recruits lose it
4. the French attack
5. automatons
6. steal provisions from French trenches
7. P’s memories of youth
-no longer attainable
8. between attacks
-search for wounded
-collect bodies
-collect ammun. bits
-animals: butterflies, birds
9. new recruits
-more trouble than worth
-uniforms don’t fit
10. P’s encounter w/Him.
11. ironic “victory”
12. losses
-of men (32 of 150 left)
-the past (memories)
-of individuality
-of hope/meaning
NB#16 - "Fight for your Life" debriefing
Fill up at least 3/4ths of a notebook page with responses to any or all of the following questions:
• What is your overall response to the activity?
• What characteristics did you and/or your group value? Which were seen as worthless or negative?
• How did you feel about the “every person for him/herself” attitude of your group members?
• How do you think your choices would have been different if:
-You had to re-populate the earth with only your group?
- There was a slight chance that resourceful people could survive being dismissed?
- You had to kill the people with your bare hands?
- Roles had been changed (i.e. Was your decision based on the student who played the role or the role itself?)
• What connections (if any) do you see between All Quiet and this activity?
NB#15 - AQWF 5 notes
Below is an outline of notes taken in class. If you were absent for these notes, copy them from a friend.
I. chapter 5
A. events-ch 5
1. killing lice
2. Muller’s question…
-responses? Kat, Haie, Detering, Paul, Kropp
3. Himmelstoss appears
-Tjaden’s outburst
-H’s response
-Kropp’s outburst
-consequences
4. goose feast
B. quotations
1. Albert expresses it: “The war has ruined us for everything.”
He is right. We are not youth any longer. We don’t want to take the world by storm. We are fleeing. We fly from ourselves. From our life. We were eighteen and had begun to love life and the world; and we had to shoot it to pieces. The first bomb, the first explosion, burst in our hearts. We are cut off from activity, from striving, from progress. We believe in such things no longer, we believe in the war. (87-8)2. We sit opposite one another, Kat and I, two soldiers in shabby coats, cooking a goose in the middle of the night. We don’t talk much, but I believe we have a more complete communion with one another than even lovers have...What does he know of me or I of him? Formerly we should not have had a single thought in common - now we sit with a goose between us and feel in unison, are so intimate that we do not even speak. (94)
AQ ch 4 & 5 annotation
Click here to download pdf of the assignment sheet.
NB#14 - AQWF ch 3 & 4 notes
Below is an outline of notes taken in class. If you were absent for these notes, copy them from a friend.
I. chapter 3
A. characters - ch. 3
What more have we learned about...
1. Kat
2. Tjaden
B. events-ch. 3
1.Kat’s “6th sense”
2.Kat’s solution to war
“Give ‘em all the same grub and all the same pay / And the war would be over and done in a day” (41).
3.Kropp’s solution
4.Kat’s explanation of the corruption of authority
5.revenge on Himmelstoss
II. chapter 4
A. events-ch 4
1. Paul’s company gets caught in bombardment while returning from “wiring fatigue”
2.“fair-haired recruit”
3. screaming horses
4. graveyard
5. gas
6.“fair-haired” boy injured
7. returning in trucks
NB#13 - Notes on "Wired for War" radio interview
Hear the interview here at the NPR website.
Your notes should be (a T-chart) about the pros (benefits, uses, successes) and cons (concerns, dangers, mistakes, ethical issues) of robotic war technology as P.W. Singer describes it in this interview.
NB#12 - AQWF ch 1 & 2 notes
Below is an outline of notes taken in class. If you were absent for these notes, copy them from a friend.
I. characters
A. main character & school friends
1. Paul Baümer
2. Albert Kropp
3. Müller
4. Leer
5. Kemmerich
B. other soldiers in Paul’s company
1. Stanislaus Katczinsky
2. Tjaden
3. Haie Westhus
4. Detering
C. other important characters
1. Kantorek
2. HimmelstossII. significant events
A. outdoor latrine
B. Joseph Behm’s death
C. memories of Kantorek
D. training – 10 weeks
E. Kemmerich’s death
F. the bootsIII. quotations
A. “Yes, that's the way they think, these hundred thousand Kantoreks! Iron Youth! Youth! We are none of us more than twenty years old. But young? That is long ago. We are old folk” (18).
B. “Kantorek would say that we stood on the threshold of life. And so it would seem. We had as yet taken no root. The war swept us away. For the others, the older men, it is but an interruption. They are able to think beyond it. . . We know only that in some strange and melancholy way we have become a waste land” (20).
C. “Thoughts of girls, of flowery meadows, of white clouds suddenly come into my head. My feet begin to move forward in my boots, I go quicker, I run. Soldiers pass by me, I hear their voices without understanding. The earth is streaming with forces which pour into me through the soles of my feet. The night crackles electrically, the front thunders like a concert of drums. My limbs move supplely, I feel my joints strong, I breathe the air deeply. The night lives, I live. I feel a hunger, greater than comes from the belly alone” (33)
NB#11 - theme examples in AQWF
Throughout our reading of All Quiet…, collect examples of your assigned theme.
For each example: 1. Identify scene (write quote OR paraphrase scene) 2. Write the page #1. loss of innocence / premature aging
2. alienation from civilian life
3. desensitization to violence
4. dependence on animal instinct
5. use of dark humor
6. change in priorities (i.e. simple things become luxuries)
7. camaraderie
8. romanticization of war
9. dehumanization of the enemy
10. corruption of power
11. the role of chance
12. irony
Vocabulary List #4 - Words from AQ ch 1-9
35. voracious - (adj.) p.1-2 - wanting or devouring great quantities of something
: she had a voracious appetite
: his voracious reading of literature
noun : The voracity of her appetite stunned us.
36. renunciation (n.) p.22 - the formal rejection of something (esp. a belief or course of action)
: entry into the priesthood requires the renunciation of marriage
: a renunciation of violence
37. discomfiture - (n) p.24 - anxious embarrassment; lack of ease
: his red face revealed his shame and discomfiture…
: my rival’s discomfiture made me more confident
: to avoid the discomfiture of a bounced check…
38. esprit de corps (n) p.26 - a common spirit of comradeship; Fr, lit. “spirit of the body”
: a sense of esprit de corps and solidarity…
: infuse the young troops with esprit de corps..
: the esprit de corps of the team
39. indefatigable (adj) p.49 - seemingly incapable of being fatigued; tireless
: an indefatigable defender of human rights
: the indefatigable basketball player scored 48 points
40. embower (vb) p.52 - to enclose in
: the house stood remote, embowered in trees.
41. insatiable (adj) p.77 - impossible to satisfy
: an insatiable hunger for success
: an insatiable appetite for expensive jewelry
42. laconic (adj) p.78 - using very few words
: his laconic reply suggested a lack of interest in the topic
: their laconic press agent didn’t reveal anything about the scandal
43. automaton (n) p. 115 - someone who acts or responds in a mechanical way; a robot
: he went about her preparations like an automaton
: she arose with the abrupt stiffness of an automaton
: he plodded on, a mere automaton
44. debauch (vb) p. 115 - to corrupt morally
: he debauched several women
: public morals have been debauched
(n) debauchery
45. quixotic (adj) p. 139 - exceedingly idealistic; unrealistic and impractical
: a vast and perhaps quixotic project
: many dismissed his missionary work as imprudent and quixotic
46. laudable (adj) p. 170 - worthy of high praise
: laudable though the aim might be, the results have been criticized
: thanked for their laudable contributions of time and talent
47. opalescent (adj) p. 188 - a milky iridescence like that of an opal
: the opalescent oil slick
: opalescent sequins
48. furtive (adj) p. 190 - attempting to avoid notice or attention, typically because of guilt
: they spent a furtive day together
: he stole a furtive glance at her
: they met in seedy dives to craft their furtive plans
End of list
NB#10-war quotations
Write about one or more of the following quotations about war. What does the quote mean? Do you agree or disagree? Why? What does it make you think of?
I have never advocated war except as a means of peace.
--Ulysses S. Grant
All of us who served in one war or another know very well that all wars are the glory and the agony of the young.
--Gerald R. Ford
In order for a war to be just, three things are necessary. First, the authority of the sovereign.... Secondly, a just cause.... Thirdly ... a rightful intention.
--Saint Thomas Aquinas
The Civil War is not ended: I question whether any serious civil war ever does end.
--T. S. Eliot
I don't know whether war is an interlude during peace, or peace is an interlude during war.
--Georges Clemenceau
The next World War will be fought with stones.
--Albert Einstein
You can no more win a war than you can win an earthquake.
--Jeanette Rankin, first female member of Congress
Sentence expansion exercise - Susan/Jerry story
On a piece of paper that you will turn in, expand ONE of the following “stories” with dependent modifiers (try to use ALL 10), bringing the vaguely described scene to life. You may add your own sentences, as well.Susan walked into the room. There was a man standing in front of her. She thought he looked somewhat familiar. He raised his hand. She turned. The door behind them swung shut.
Jerry got into his car. Something didn’t seem right. He looked around. He put his key in the ignition. There was a woman standing in front of the car. She raised her hand.
** Underline and label each dependent modifier you use.
Dependent modifiers YOU SHOULD KNOW
Click here to download a pdf of this handout. Keep a copy of it in the writing section of your binder.
NB#9 - Story notes about "The Falling Girl" OR "The Lottery"
Story #1 (as assigned in class: "Falling Girl" or "Lottery")
Skim and annotate (lightly) this story in preparation for listening to a discussion on it.Story #2 (as assigned in class)
a) Carefully read & annotate (thoroughly) this story in preparation for participating in a discussion on it.
b) In your notebook (NB#9), make three analytical observations about this story and cite evidence from the story that supports your observations. [An analytical observation may be a conclusion, interpretation, insight, connection, judgment . . . about characters, writing style, imagery, theme, ironies, plot events, patterns, ambiguities, structure, point of view, symbols, etc.]
c) Also in your notebook (NB#9), write three (or more) discussion questions - one of each type of question (level 1 - 3).
NB#8 - 3 types of questions
Factual Question – level 1
• Answers found on the page; not debatable.
• Questions answer who, what, when, where.
• Takes the reader into the text.
Examples of LEVEL 1 questions:
• What did each of the three little pigs build their houses out of?
• Who does Romeo kill?
• Where did George tell Lennie to go if he got in trouble again?
• When is the story set?Interpretive Question – level 2
• Answers found between the lines of the text, based on details and examples. Answers are debatable.
• Questions answer why, how, so what, what does it suggest?
• Takes reader through the text, making them evaluate and interpret evidence.
Examples of LEVEL 2 questions:
• What is the effect of the repeated refrain “I’ll huff and I’ll puff”?
• Why does George continue to care for Lennie after all the trouble he causes?
• Why does Hamlet treat Ophelia as he does?
• How does Ralph’s relationship with the others change by the end of the story?Beyond-the-Text Question – level 3
• Connects the text to other texts, ideas, or situations.
• Questions answer, How are these similar, different, or related?
• Takes reader beyond the text.
Examples of LEVEL 3 questions:
•The third pig displayed patience and advanced planning. Are these qualities we value in society today?
• How are the conflicts in Frankenstein similar to certain modern problems we face today?
• What does Lord of the Flies tell us about human nature? Do you agree with its message?
Vocabulary list #3
23. stupefy (vb) – to astonish or make insensible
: the problem stupefies even the experts
: he drank to stupefy himself
24. usurp (vb)– to seize by force and without right
: to usurp a neighbor’s land
: to usurp control
: gloom usurped joy at the party after the bad news
25. expunge (verb) – to erase or strike out
: please expunge this remark from the record
: he had tried to expunge his failure from his mind
26. inure – (verb) to accustom (someone) to something, esp. something unpleasant [usually be inured to]
: he became inured to the cold
: the children in the war-torn country have been inured to violence
27. cajole (verb) – to urge, coax
: he hoped to cajole her into selling the house
: she pleaded and cajoled as she tried to win his support
28. vilify (verb) – to lower in importance, defame
: he hoped to cajole her into selling the house
: she pleaded and cajoled as she tried to win his support
29. proscribe (vb)– to condemn or prohibit
: the council voted to proscribe the sale of soda in school
: gambling was strictly proscribed by the authorities
30. prescribe (vb) – to order or recommend the use of
: Dr. Greene prescribed antibiotics
: the school board prescribed regular tests
: exercise is often prescribed as a remedy for depression
31. repudiate (vb) – to refuse to accept or be associated with
: she repudiated communism
: the celebrity repudiated the allegations against him
32. palliate (vb) – to reduce the severity of
: tried unsuccessfully to palliate the widespread discontent
: the treatment works by palliating symptoms
33. expiate (vb) – to make amends for; to atone for (guilt or sin)
: their sins must be expiated by sacrifice
: nothing could expiate her many crimes
34. undulate (vb) – to move in waves or have a wavy shape
: his body undulated to the thumping rhythm of the music
: hypnotized by the undulating waves
end of list 3
NB#7 - third person points of view
3rd person - limited
• limited to the thoughts & feelings of one character
• most common 3rd person pov
• consider why author chose this character3rd person - omniscient
• narrator reveals the thoughts & feelings of multiple or all characters
• more common for novels than short stories3rd person - objective
• narrator does not reveal the thoughts or feelings of any character
• these stories become like fables or legends
• the actions and words of characters drive the story
NB#6 - first person points of view
interior monologue
• the thoughts of a character as they are occurring
• no audience (or audience is self?)
dramatic monologue
• a speech or narrative by a single character
• could be one side of a conversation with other character implied
• narrator may or may not have an intended audience
• includes “2nd person” pov
subjective (unreliable narrator)
• narrator is naive or biased
• often narrator is trying to get reader on his/her side
reflective
• narrator recounting a past event
• narrator is usually reliable
observer
• narrator not directly involved in events of story he/she is telling
• narrative may seem like reporting
Holden paragraph
Click here to download the assignment sheet. For information about topic sentences, go here.
For your final Catcher assignment, you will write an analytical paragraph in which you express a key insight about Holden, in your topic sentence, supporting it with 3-5 solid pieces of evidence in the body of the paragraph. End with a clincher/conclusion sentence that words your thesis in a different, more expansive way.Whereas the goal of the quote analyses was to help you figure out what you think, the goal of this assignment is to practice crafting your writing, using strong vocabulary and cumulative sentences. In other words, the quality of writing should be much better in this assignment. It will be graded more rigorously than the quote analyses were.
Important note! If you want to conference with me about your paper, email me a copy of your essay and I will conference with you the next school day either at lunch or after school. I will conference with people on a “first come, first served” basis. Obviously, the sooner you come see me, the more likely I’ll be available to give you detailed feedback.
Grade based on:
--originality & clarity of thesis
--quality of evidence; depth of analysis
--transitions between examples & overall flow
--strong vocabulary and use of cumulative sentences
--evidence of implementing peer feedback/marked improvement between drafts
--exact adherence to MLA format
Practice combining sentences into cumulative sentences
Click here to download this assignment sheet.
Photo Description - an extended sequence of cumulative sentences
Click here to download a pdf version of this assignment sheet.The assignment is to find ANY photograph (it can be an image from a magazine or the internet OR an actual photograph) and describe it in detail using ALL of the dependent modifiers we've reviewed. Be sure to label each of the modifiers.
NB#5-Discussion questions about "A Perfect Day for Bananafish" by J.D. Salinger
In your notebook, write five discussion questions about this story.
Adjective phrase worksheet
Click here to download a pdf version of this assignment sheet.
Vocabulary list #2
13. implicit (adj) – expressed indirectly; implied
: an implicit agreement not to raise the touchy subject
: comments seen as implicit criticism of his policies
: anger was implicit in her argument
14. explicit (adj) - fully and clearly expressed; leaving nothing implied.
: the speaker's intentions were not made explicit.
: let me be explicit.
: an explicit commitment to democracy
: the film contains some sexually explicit scenes
15. cursory (adj) – brief to the point of being superficial
adv = cursorily noun = cursoriness
: a cursory glance at the morning headlines
: cursory comments
16. incisive (adj) - penetrating, clear, and sharp (as in expression)
adv = incisively noun = incisiveness
: an incisive mind
: incisive comments
17. salient (adj) – significant; most important (points or facts) [adv = -ly]
: the salient points of his speech…
: the most salient feature of the film…
18. multifarious (adj) – having great variety; diverse
[adv = -ly; noun = -ness]
: multifarious religious movements and political divisions sprang up around this time
: the multifarious noise of a big city
19. assiduous (adj) – hard-working; diligent
: an assiduous worker who strove for perfection.
: assiduous research
20. diaphanous (adj) – light, airy, transparent
: a hat with a diaphanous veil
: diaphanous dreams of glory
21. ubiquitous (adj) – existing everywhere; widespread
: cowboy hats are ubiquitous among country music singers
: his ubiquitous influence was felt by all the family
22. unctuous (adj) – insincerely earnest; oily
: she sees through his unctuous manners
: an unctuous smile or tone
: potatoes floated in an unctuous sauce
Catcher circle discussions
Click here to download circle discussion #1 questions. And here for circle discussion #2
Catcher spin-off assignments (ch 8-17)
Click here to download a pdf version of the assignment sheet.
NB#4-sentence parts definitions
1. independent clause (OR base clause ) - a group of related words containing a subject and verb; can stand alone
My dog needs a bath.
2. dependent modifier (clause OR phrase) - a group of words that modifies the base clause; cannot stand alone as a sentence
My dog, who rolled in a pile of garbage, needs a bath.
My dog, stinky, wet and muddy, needs a bath.
My dog rolled in the pile of garbage, her tail wagging gleefully.
3. cumulative sentence (CS) - a sentence with an independent clause plus at least one dependent modifier attached by a comma
4. present participial phrase (PPP) [a.k.a. “verb phrase”] - a phrase that begins with an “ing” verb and acts as an adjective
Working around the clock, the firefighters finally put out the last of the California brush fires.
5. relative clause (RC) - a clause beginning with the relative pronouns who or which
Albert Einstein, who formulated the theory of relativity, suffered from dyslexia.
(Note: There is a third relative pronoun, that, but relative clauses beginning with that are not separated off by commas.) The dog that lives next door yaps frantically at any dog that passes by his window.
6. appositive (APP) - a noun or noun-phrase that gives more information about the noun that precedes it (Works like the relative clause, without who or which at the start.)
George Bush, former President of the United States, vowed to capture Osama Bin Laden, the mastermind behind the World Trade Center terrorist attacks.
7. absolute phrase (ABS) - contains both a subject and a verb (in the form of a present [-ing] participle) of its own; it provides background info about the base clause
The two superstars signed autographs into the night, their faces beaming happily.
8. adjective phrase (AP) - a phrase which modifies a noun or pronoun
Noisy as a herd of stampeding rhinos, the students ran out of the classroom.
9. prepositional phrase (PP) – a phrase that begins with a preposition and ends with the object of the preposition; usually indicates when or where. (prepositions: in, under, behind, over, through, with, etc).
NB#3-Holden's voice
-Think about the words and expressions Holden uses all the time.
-Think about other stylistic aspects of Holden’s voice. (Consider his sentence structure, tone, etc.)
Imagine Holden walking through the PHS campus. Write from Holden’s point of view describing his thoughts. What would he notice, feel, think..? Use his “voice” (words, sentence structure, tone, style, etc.)
Vocabulary List #1
1. elucidate (vb) – to clarify, explain (something)
: help to elucidate the process
: elucidate the mystery
2. reclusive (adj) – solitary; hermit-like
: a reclusive life in rural Ireland
noun: the monk lived as a recluse in the woods
3. ambiguous (adj)– having two or more meanings; unclear
: the ambiguous remark confused me
: Mona Lisa’s ambiguous expression
4. probity (n) – virtue; integrity
: a man of great probity and worth
: a reputation of probity
5. propitious (adj) – favorable; giving or indicating a good chance of success
: not a propitious day
: a propitious sign
6. puerile (adj) – childishly silly; immature
: a puerile response
: puerile behavior
7. rancor (n) – deep, bitter resentment
: could not hide her rancor
: full of rancor and hatred
8. invective (n) – an angry verbal attack
:the argument deteriorated into insults and invective
:shocked by the stream of invective(s)…
9. extol (v) – to praise enthusiastically
: extol the virtues of…
: the article extolled her for…
10. eschew (v) – to deliberately avoid (using)
: his former friends eschewed his presence
: attempt to eschew all mention of…
11. vex (v) – to annoy or confuse
: his lying really vexes me
: don’t vex him with complicated instructions
12. vet (v) – to examine thoroughly (e.g. a candidate’s past record) vetted, vetting
: guests have to be vetted and vouched for
: vet the report before making it public
Holden Psychological Study
Click here to download a pdf version of this assignment sheet.
During your reading . . .
You will pose as one of the psychology experts listed below and keep track of a particular aspect of Holden Caulfield’s character. As you read the novel, you will record a minimum of 20 quotations (total for the entire novel) related to your topic(s). Below each quotation you will write a 4 to 6 sentence analysis of the quotation, elucidating what the words/behavior/event says about Holden. These explanations should be thoughtful and articulate. Use complete sentences!I recommend using Post-Its to tag quotations as you read, so you can go back and reflect on them later, choosing only the best ones to write down. Be sure to write down page numbers of quotes. You will meet occasionally with the other students who are posing as the same doctor as you.
Dr. Freud · Who/what does Holden criticize, pity, idolize and/or idealize ?
Dr. Ross · What are Holden’s feelings about aging and death?
Dr. Ruth · What is Holden’s attitude towards women/girls and sex?
Dr. Spock · What is Holden’s attitude towards children (and childhood and childish things)?
Dr. Jung · Track references to catching (“catcher in the rye”), falling, and disappearing.
Dr. Rogers · Track evidence of Holden’s inability to communicate and connect with others.
Source for facts about psychiatrists/psychologists: http://en.wikipedia.org/wiki/List_of_psychologists
NB#2-Thoughts about Holden
a) What did you learn/realize about Holden during your discussion that you didn’t think/believe before?
b) What do you think is wrong with Holden? (Or is nothing wrong with him?)
NB#1-Freewrite about the following two topics. Write at least 3/4ths of a page.
a) What is being a teenager about?
b) Why would a smart guy choose to fail?
Literary terms review sheet
1. genre - a type of literary work [For example, short stories and poetry.]
2. plot - the sequence of events in a story
exposition - background information; sets the scene
climax - the turning point in the story; the highest point of action
resolution - the outcome of the climax; when the conflict is resolved
3. characterization - the methods a writer uses to present characters (direct or indirect)
• protagonist - the main character
• antagonist - the character or force in conflict with the protagonist4. setting - the time and place of action
5. point of view - the perspective from which a story is told
first person - story told by a person in the story
third person - story told by a narrator not involved in the action of the story
1. omniscient - able to see into the minds of all characters
2. limited - narration confined to a single character’s perceptions6. tone - the author’s attitude toward his or her subject matter and toward the reader
7. mood - the overall atmosphere or prevailing feeling of a work
8. diction - a writer’s or speaker’s word choice (formal, informal)
9. imagery - the representation in language of sense experience; word pictures
10. symbol - an object, person, place or event that stands for something abstract
11. allusion - a reference to a well-known person, place, event, or work of art
12. conflict - a struggle against opposing forces [It may be external, where the character struggles against an outside force, or internal, where the struggle takes place within the character’s mind.]
13. theme - the main idea or message of a literary work (can be directly stated or implied)
14. metaphor - a figure of speech in which one thing is spoken of as though it were something else
(eg: “death is a long sleep”)
15. simile - a figure of speech in which two unlike things are compared using “like” or “as”
(eg: “shoulders falling down like teardrops”)
16. foreshadowing - a hint given to the reader of what is to come
17. suspense - a growing tension or excitement felt by the reader
18. irony - a contrast between what appears to be and what really is
situational irony - an occurrence that is contrary to what is expected
verbal irony - the intended meaning of a statement is different from what the statement says
dramatic irony - when events or facts not known to a character are known to the audience
19. monologue - a long passage presenting the words or thoughts of one character
20. dialogue - conversation between characters
21. satire -a literary work in which vices, stupidities, etc. are held up to ridicule in a humorous way
22. parody - a work that imitates the characteristic style of some other work or artist in a humorous way
Personal Reading List
Help me come up with book recommendations to give my students! I’m always looking for new titles to recommend (and to read myself) but I certainly can’t read everything. And, I tend to like books that 45 year old English teachers like, which don’t always appeal to what my students like.
I’m also very interested in what kind of books you choose to read when you have some freedom to choose.1) List the books you read last school year for outside reading AND other books that you read on your own both during the school year AND the summer. (Don’t include the books you read with your entire English class.)
2) Rate each book 1 to 5 according to the following scale:5 = “Wow! This is one of the best books I’ve ever read!”
4 = “A really good book. I recommend it.”
3 = “It was okay, but I’m reluctant to recommend it.”
2 = “I don’t recommend it, but some people might enjoy it.”
1 = “Wow! This was an awful book. Don’t read it.”
Letter to Ms. Hill
Content
Write me a letter in which you tell me about ALL of the following:
a) general information about you
For example: your hobbies, interests, family info, where you’ve lived, what you did this summer, etc.
b) your reading habits & preferences
For example: genres you prefer, favorite/least favorite authors, an estimate of your skill level, magazines or other materials you read for pleasure, titles of books you’ve read recently, etc.
c) your writing strengths & weaknesses
For example: types of writing you enjoy/hate, strengths/weaknesses, etc.
d) End your letter with two “top 5” lists that tell me something about you.
For example: Top 5… things (not people) that you couldn’t live without; things you want to accomplish before you die; things you hate to hear a teacher say; things that most people don’t know about you; places you’ve been; pet peeves; people you admire; words &/or expressions that annoy you; bands; TV shows; recent movies; books; etc. You’re welcome to make up your own topic(s).
Format
Your letter should be:
-written as neatly as possible; one to two pages
-in personal letter format (Dear Ms. Hill.....Sincerely......)
-written in casual, conversation-like language (This is not an essay!)
Grading
This is a credit/no-credit assignment worth 10 points.
