Assignments 10th grade
Unit 7: Macbeth and Documentary
Macbeth motif assignments
Download motif notes assignment sheet here. 
| Class 3 | Motifs | Class 6 |
| Erik S, Catherine P, Kesy | sleep/insomnia | Jeffrey, Madeleine, Nora |
| Robert, Kiera, Drummond | disease/health/medicine | Wes, Katie H, Colleen |
| Kathlyn, Ben S, Matt G | gender (esp manhood) | Zach, Weston, Sabrina, Henry |
| Betsy, Jefferson, Matt T | clothing (& armor, crown) | Spencer G, Spencer K, Nick |
| Braeden, Hugh, Ben B | hands | Megan, Sophia, Emily |
| Claire, Eric H | reversals/opposites/paradox | Natalie, Forest, Miranda |
| Marina, Max, Jules | eyes/sight/blindness | Antoinette, Kate B, Sean |
| Zoe, Kat, Jake | plants (growth) | Sasha, Daniel, Kenji |
Unit 6: Nonfiction (Rhetoric, Persuasion, and Documentary Film)
Doc clip essays: download the assignment sheet here
doc clip essay #1-clip from Boys of Baraka OR Bowling For Columbine
You can find the Boys of Baraka clip here (watch beginning to 3:50)
You can find the Bowling for Columbine clip here (watch 3:43 to 8:26)
doc clip essay #2-choose another documentary to watch, choose short clip to analyze (SOAPSTone, 3 tracks notes, essay) See the assignment sheet for details, suggestions, and blank SOAPSTone and 3 tracks notes.
Go here to see Paste Magazine's list of the 25 best documentaries of the decade.
Storyboard assignment #1 - a profile
Download 2 blank storyboard sheets
Create a storyboard of the first six to nine shots of a profile documentary. Your subject may be an actual person or a person you make up. The goal of this assignment is for you to practice thinking through how you would shoot a film.
Be sure to include elements for all three tracks: visual, audio, and text and do your best to include MANY different types of shots (use your shot guide for ideas). In addition, identify camera angles, camera movements, special lighting, sound elements, etc. that you would use in your film.
NB#57 - List at least 10 ideas for documentary topics
Documentary Project assignment sheet
NB#56 - Doc. notes
a) Differences between Fiction and Nonfiction film
| Fiction Film | Both | Nonfiction Film |
-audience knows it is seeing a simulation of reality |
-are “constructed” |
-audience expects it is seeing “reality” |
b) 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)
c) Parts of nonfiction film: “3 tracks”
1) VISUAL track
2) AUDIO track
3) TEXT track
Rhetorical analysis of speech excerpts
NB#53 - Identifying figures of speech: In your notebook, write which figure of speech is used on each of the following quotations.
- #1 "Gentlemen, you can't fight in here! This is the War Room."
(Peter Sellers as President Merkin Muffley in Dr. Strangelove, 1964) - #2 "How is it possible to have a civil war?" (George Carlin)
- #3 "Plop, plop, fizz, fizz, oh what a relief it is." (slogan of Alka Seltzer)
- #4 She's not the friendliest person I know.
- #5 We must learn to live together as brothers or perish together as fools.
- #6 "Strips of tinfoil winking like people" (Sylvia Plath, "The Bee Meeting")
- #7 They are going to the powder room.
- #8 "I was helpless. I did not know what in the world to do. I was quaking from head to foot, and could have hung my hat on my eyes, they stuck out so far." (Mark Twain, "Old Times on the Mississippi")
- #9 "You're easy on the eyes
Hard on the heart." (Terri Clark) - #10 "Between the lower east side tenements the sky is a snotty handkerchief." (Marge Piercy, "The Butt of Winter")
- #11 "Well, that's cast rather a gloom over the evening, hasn't it?" (Dinner guest, after a visit from the Grim Reaper, in Monty Python's The Meaning of Life)
- #12 "He looked about as inconspicuous as a tarantula on a slice of angel food." (Raymond Chandler)
- #13 "Freedom is slavery." (George Orwell, 1984)
- #14 Not that I loved Caesar less, but that I loved Rome more. (William Shakespeare, Julius Caesar)
- #15 "Look deep into our ryes." (slogan of Wigler's Bakery)
Perspectives analysis assignment / website: www.kqed.org/radio/programs/perspectives/
Article: "Let Them Eat Dog" by Jonathan Safran Foer
(Includes
NB#50 assignment)
Articles: "Poopsicles, Anyone?" and a Letter to the Editor (Not yet available as a pdf. Get a copy of this from me in class.)
SOAPSTone Rhetorical Analysis Strategy
NB#48 - 3 persuasive appeals - Aristotle [(384 BC – 322 BC) Greek philosopher]
1. logos - appealing to the audience’s sense of reason or logic
Examples:
-“Recommended by 4 out of 5 dentists.”
-a list of reasons or facts
-statistics
-“Several clubs have reported difficulty completing their business during lunch period. This proves that lunch periods should be longer.”
2. pathos - appealing to the audience’s emotions
Examples:
-“Fly the Friendly Skies”
-starving children, baby animals, patriotism, humor
- “The left-wing Democrats will represent the party of total hedonism, total exhibitionism, total bizarreness, total weirdness, and the total right to cripple innocent people in the name of letting hooligans loose.” ~Newt Gingrich
3. ethos - appealing to the audience’s sense of the trustworthiness & credibility of the speaker/writerExamples:
-“You’re in good hands with Allstate”
-celebrity endorsed products
-the persuasive potential of the speaker's character and personal credibility
-"I hear the voices, and I read the front page, and I know the speculation. But I'm the decider, and I decide what is best." (George W. Bush, April 2006)
NB#48 part 2 (see Ms. Hill for a copy of the activity: "Identifying Persuasive Appeals")
Unit 5: All Quiet on the Western Front by Erich Maria Remarque
All Quiet essay assignment sheet • outline
All Quiet circle discussion questions
Summary of Ch. 9&10
Chapter 9 – return to front / trapped in no man’s land
• Paul returns to front and finds comrades still alive
• 1. (201-7) the Kaiser’s visit & discussion about “what war is for”
• 2. (209-16) P trapped in “no man’s land” (Þ bombardment)
• (216-21) French soldier falls into shell hole (Þ Duval’s death)
• 3. (222-27) P’s thoughts & actions in shell hole w/dead Duval
• (227-29) P returns to German trench & comrades
Chapter 10 – supply dump / Catholic hospital
• 4. (231-39) guarding supply dump
• (239-44) P & Kropp wounded, brought to “chopping block”
• 5. (244-50) train ride to hospital, red-cross nurses
• 6. (250-64) Josef Hamacher, Peter, the “Dying Room,” doctors
• 7. (264-69) Lewandowski, Paul’s convalescent leave
NB#42 - AQ notes ch 5&6: Below is an outline of what we discussed. If you were absent for this discussion, please copy notes from a classmate.
A. events-ch 5
1. killing lice
2. Muller’s question…“What would you do if it were peacetime?”
-responses: Kat, Haie, Detering, Paul, Kropp
-pg. 87-8 "Albert has expresses it...we believe in a war."
3. Himmelstoss appears
-Tjaden’s outburst
-H’s response
-Kropp’s outburst
-consequences
4. goose feast (pg. 94) "We sit opposite one another....we do not even speak."
B. events-ch 6
1. new coffins
2. war on rats
3. waiting for attack - new recruits lose it
4. the French attack
5. men become beasts (pg. 113) and automatons (pg. 115)
"We have become wild beasts...Death is hunting us down."
6. steal provisions from French trenches
7. P’s memories of youth - no longer attainable (pg. 123) "We are forlorn like children...we are lost."
8. between attacks
9. new recruits
10. P’s encounter w/Himmelstoss
11. losses
-of men (32 of 150 left)
-the past (memories)
-of individuality
-of hope/meaning
AQ chapter 4 diction analysis passages
NB#36 - quickwrite - 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
Handouts you should have in your binder
1) current unit:
-course description (3rd period yellow; 6th period green)
-1st semester overview
2) writing:
-writing assessment instructions sheet
-embedding quotations guide
-transitional devices guide
-dependent modifier review sheet
-MLA guide
-6-point writing rubric
-zoom-in/zoom-out (½ sheet)
-3 types of questions guide (½ sheet)
3) IRB:
-1st and 2nd quarter logs
-“Books I’d Like to Read” list
-Non-fiction book suggestions from Ms. S.
4) returned work:
Unit 4: Writing and Final prep
1st semester overview chart: skills covered 1st semester
Cumulative sentence (CS) practice #3
Dependent modifier review sheet (definitions and examples of 10 modifiers)
Embedding quotations - revision exercise: class 3 / class 6
Unit 3: Things Fall Apart
TFA Final Circle Discussion questions
TFA Writing Assignment Sheet • Outline
NB#27 - TFA Character Chart
Keep track of characters throughout out reading. Make a two column chart and identify key characteristics and events.
*Okonkwo
*Unoka
*Ikemefuna
*Nwoye
1st wife (unnamed)
*Ekwefi (2nd wife)
Ojiugo (3rd wife)
*Ezinma
Ani (and Ezeani)
Ogbuefi Ezeudu
*Obierika
Maduka
Cheilo
Agbala
Chukwu
Akueke
Evil Forest
*characters with an asterisk require more space in your chart (4-5 lines?) than the others
Unit 2: Short Story/Points of View
Short Story Essay Assignment Sheet and Rubric and Revision Checklist
Due dates:
OUTLINE due end of class today OR Fri, 11/4
ROUGH DRAFT due by Tues, 11/8 11:59pm to turnitin.com
PEER REVIEW due by Weds, 11/9 on turnitin.com
FINAL DRAFT due by Mon, 11/14 11:59pm to turnitin.com
Circle Discussion Question Sheet (For "The Falling Girl" and "The Lottery")
NB#20 - Third Person Points of View
3rd person - limited
• limited to the thoughts & feelings of one character
• common 3rd person pov for short stories
• consider why author chose this character
3rd person - omniscient
• narrator reveals the thoughts & feelings of multiple or all characters
• more common for novels than short stories
3rd person - objective
• narrator does not reveal the thoughts or feelings of any character
• the actions and words of characters drive the story
• common pov for fables, legends, fairy tales
Example of 3rd person objective pov: Every Monday, the funeral chapel had a new window display of color photographs showing the recently deceased from different angles, including close-ups. The inscription on every wreath was clearly visible. Hannibal pointed to a large photograph of an older man in a white-satin-lined coffin. His grey hair was neatly combed back, showing a receding hairline. His eyes were shut. He wore a dark-blue suit and a clean white shirt with a black tie. His hands were folded over the lower part of his chest. They appeared very pale in contrast to his face; almost a greyish white. He wore a plain gold wedding band. -From “New Window Display” by Nicholosa Mohr
"And of Clay Are We Created" circle discussion questions: #1 and #2
Points of view review notes chart
NB#15 - First Person Points of View
Interior Monologue
• the thoughts of a character as they are occurring
• no audience (or audience is self?)
Example of interior monologue: Please God, let him telephone me now. Dear God, let him call me now. I won't ask anything else of You, truly I won't. It isn't very much to ask. It would be so little to You, God, such a little, little thing. Only let him telephone now. Please God. Please.
If I didn't think about it, maybe the telephone might ring. Sometimes it does that. If I could think of something else. Maybe if I counted five hundred by fives, it might ring by that time. I'll count slowly. I won't cheat. And if it rings when I get to three hundred, I won't stop; I won't answer it until I get to five hundred. Five, ten, fifteen, twenty, twenty-five, thirty, thirty-five, forty, forty-five, fifty.... Oh please ring. Please.” -From “A Telephone Call” by Dorothy Parker
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
Example of 1st person dramatic monologue: I remember the car, yes. I can still see it. It swerved off the road, it crashed through the guard rail, down the cliff and into the water.... I remember seeing the guard rail collapse. I don't think I could hear anything except screaming. It was my own screaming. And hers.... I remember that guard rail. Yes, it had been painted white recently. The weeds near it were splattered with white paint, there must have sprayed the paint on, and I
This was just before my own accident. Yes. Seconds before. I was staring at that other car, at the broken rail and the edge of the cliff – I was screaming, and – I lost control of the car” -From “… & Answers” by Joyce Carol Oates
Subjective (aka "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
NB#11 - Cumulative Sentence Parts
1. independent clause (OR base clause [BC]) - a group of related words containing a subject and verb; can stand alone
2. dependent modifier (clause OR phrase) - a group of words that modifies the base clause; cannot stand alone as a sentence
3. cumulative sentence (CS) - a sentence with an independent clause plus at least one dependent modifier attached by a comma
[example: We rode on in silence, the traces creaking, the hoofs of the horses clumping steadily in the soft sand, the grasshoppers shrilling from the fields and the cicadas from the trees overhead. -E.W. Teale]
4. present participial phrase (PPP) - a phrase that begins with an “ing” verb and acts as an adjective
[example: Working around the clock, the firefighters finally put out the last of the California brush fires.]
5. relative clause (RC) - a clause beginning with who or which
[example: Albert Einstein, who formulated the theory of relativity, suffered from dyslexia.]
6. appositive (App) - a noun or noun-phrase that “renames” the noun that precedes it
[example: George Bush, former President of the United States, vowed to capture Osama Bin Laden, the mastermind behind the World Trade Center terrorist attacks; however, Barrack Obama, our current President, got
him.]
7. absolute phrase (Abs) - contains both a subject and a verb (in the form of a participle [-ing] or [-ed]) of its own; adds info about the base clause
[example: The two superstars signed autographs into the night, their faces beaming happily.]
8. adjective phrase (AP) - a phrase which modifies a noun or pronoun
[example: 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).
Unit 1: Catcher in the Rye
Circle discussion assignment: discussion #1 worksheet / discussion #2 worksheet
Zooming in/Zooming out practice worksheet
Graphic Organizer: Catcher ch. 21-23 - Images of Significant Moments
Graphic Organizer: Catcher ch. 17-20 - Is Holden on a Downward Spiral?
Academic Participation Rubric reflection assignment
Graphic Organizer: Catcher ch. 6 & 7
Letter assignment (turn in to turnitin.com)