Mrs. French's English Class
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Complete the Vocabulary lesson for the day.
Please Note: If you do NOT finish the vocabulary assignment in class, you must complete it for HW. Type your user name carefully!
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*There is a colon : between username & millerpl !!!
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The goal of the course is self-awareness. Through the study of literature, writing, and the structure and function of language, you will gain greater consciousness of yourself, your relationship with yourself, your relationship with others, and your relationship with that which is greater than yourself. The course will enhance your continued development as an independent, powerful and courageous writer, reader, speaker, thinker and listener.
We will ask questions about topics and issues that matter to us. We will prove that opinions, when supported rationally and logically, deserve consideration.
We will discover the power of empathy in literature and in life. Above all, we will develop a classroom culture where everyone is treated fairly and with respect.
Quarter 1
This fall semester begins with:
- Pre-assessment Testing
- Annotation & Citing Text Based Evidence
- Close Reading fiction & non-fiction texts
- Literary Terms review
- Short Stories
- Fahrenheit 451 by Ray Bradbury
- Of Mice and Men by John Steinbeck
Poetry
Sometimes it is not east to understand what a poet is trying to covey in a poem. Think of a poem like a painting in a museum. At first you think it is nothing more than a mess of paint splatters on a canvas.
Then you realize the more time you spend looking at it from different angles, stepping back, focusing on one area at a time; images begin to appear. Maybe you see the sun peeking out from behind a misty cloud. And the green and gray blob at the bottom is really a patch of ivy creeping up a stone wall. Then you notice a faint silhouette of a woman sitting on bench. Suddenly, the artist's peaceful, solitary moment in time is crystal clear.
If we look at poems this way, we will be able to see something from the poet's point of view. A poem is like a puzzle with a few missing pieces you just need to fill in the blanks! Follow theses steps and I promise you will master poetry reading before you know it!
1. Look at the title and jot down what it could mean.
2. Scan the poem and underline words, phrases, and lines that you DO understand.
3. Look at what you have underlined and ask, "What does that tell me about the poem?"
4. Read the poem again--this time for meaning. (and again if you have to)
5. Circle any words you do not know the meaning of! Very important!
6. Do you notice any figurative language? Ex. Is he really in the woods looking a fork in the road? Oh, he's not? Ohhhh then it must be a metaphor! Go on the step 7.
7. Highlight any similes, metaphors, alliteration, internal rhyme, repetition, etc. you may find.
8. Just for fun (and because you are experts at it) identify the rhyme scheme.
9. Now write a brief statement explaining the meaning and purpose of the poem. In other words, what is the poet saying and to whom/why might he be saying it?
10. Last step! Do you still think the title means what you thought in step 1?
Your entire poetry unit is right here
Mini Lesson: Introduction to Sonnets
What is a Sonnet?
A Shakespearean Sonnet is a 14 line poem written in a form called iambic pantameter. This is the rhythm of each line. Some say it mimics the beat of a heart! This makes sense because they are always about love or a love for something. The Shakespearean Sonnet has a rhyme scheme of ababcdcdefefgg. It is actually three quatrain (four line) poems and a couplet written as one poem. See my very clever color coded example below.
SONNET 18
Shall I compare thee to a summer's day? A
Thou art more lovely and more temperate: B
Rough winds do shake the darling buds of May, A
And summer's lease hath all too short a date: B
Sometime too hot the eye of heaven shines, C
And often is his gold complexion dimm'd; D
And every fair from fair sometime declines, C
By chance or nature's changing course untrimm'd; D
But thy eternal summer shall not fade E
Nor lose possession of that fair thou owest; F
Nor shall Death brag thou wander'st in his shade, E
When in eternal lines to time thou growest: F
So long as men can breathe or eyes can see, G
So long lives this and this gives life to thee. G
For a special treat...Listen to Annabel Lee Read by Crux Shadows
Independent Reading Book Project
I cannot tell you how happy it makes me to see EVERYONE truly enjoying reading Emako Blue and Freedom Writers Diary. I am hoping for a "happy x 2 " with the technology based book projects coming next week!
If you are using one of the sites that requires you to register(free) ---you need to register ahead of time! You will not be able to register an account at school. Write down your log in and password! Don't forget! Give me feedback if you like one more than any other.
Comic Book sites
http://www.makebeliefscomix.com/Comix/
FaKebook
http://www.classtools.net/fb/home/page
Scrapbook Online
Podcast/Audiobook
Children's Book
Independent Reading Project Ideas (I will be adding more--if you have an idea, tell me!)
Create a Sountrack Choose 10 songs that express the plot, themes, and feelings of the novel, Emako Blue. Burn the songs to a CD and provide a brief explanation of how each song relates to the novel.
Write Your Own Scene
Write a scene that could have happened in the book you read, but didn't. Be sure to write in the same style as the author. On a separate page, include a brief explanation of what has occurred up until this point in the novel and give a general description of the characters. In a second paragraph, explain why you made the changes you did and how they would have affected the outcome.
Rewrite the Ending
What if Emako didnt die? Here is your opportunity to change it. Rewrite the story as you would like to see it play out.
Comic Book
Create a comic book based on one of the novels you have read. It should have an illustrated cover with the title and author, and be comic book size. Inside, retell the story using dialogue and descriptions of the setting and characters. Put your writing in bubbles. Create colorful illustrations that help tell the story.
Diary
Choose one main character from the novel you read and create a diary from his/her point of view that reveals all the major events in his/her life as well as this character's feelings about these events including his/her hopes, dreams, problems, concerns and frustrations. Fill the diary with entries spread out over the entire period of time from the beginning of the novel to the end. Begin with "Dear Diary," and write from the first person point of view (ex: Dear Diary, today I went to see my best friend and we. . .). For each entry, if possible, write a date. Remember many dates of holidays can be checked on a calendar. If no dates are given, but seasons or other clues are given, then guess an approximate date. Place your entries into a cover that you create, organizing them in the proper order. On the first page, include an information sheet identifying the full name of the character, his/her age (guess if you don't know), birthdate (if known), where he/she lives, and any other important information.
Magazine
Create a magazine which depicts the major events, controversial issues, and significant themes developed in one of the novels you have read. Your project should appear to resemble a professional magazine. All articles in your magazine must be typed and arranged into columns. I can help you create the format. You will need a colorful front cover with the name of your magazine, date of edition, a picture which relates to your most important article, and short descriptions of the kinds of articles featured in your magazine. Remember, EVERYTHING in your magazine needs to be related to the novel you read. You can have a "Dear Abby" section with letters from characters asking for advice about their problems or feelings and then responses of advice, articles related to significant events in the novel, advertisements, and anything else you might find in a magazine.
Newspaper
Create a front page to a newspaper that is devoted entirely to the book you read. The front page should look as much like a real newspaper as possible with writing in columns, headlines, a newspaper title, etc. You can include a variety of different kinds of features including horoscopes for each character, "Dear Abby" letters, comic strips, news articles, advertisements, personal ads, an obituary section, or anything else you might find in a newspaper. Everything you include; however, must be based on events and characters in the book you read. Articles must be typed.
Scrapbook
Create a scrapbook for one of the main characters that reflects the many events that occur to him or her in the novel you read. You can include photographs, letters, post cards, telegrams, a family tree, newspaper article clippings, memorable items, or anything else you can think of that you might find in a scrapbook. If you include objects or photographs, be sure to write captions below describing what they are or what's going on and their significance to the character. Create a nice cover for your scrapbook. On the inside, paste an information sheet identifying the full name of the character, his/her age (guess if you don't know), birthdate (if known), where he/she lives, and any other important information.
Picture Book
Turn the novel into a Picture Book and retell the story in your own words. This will require condensing the story, sequencing the most important plot points, and illustrating (hand drawn or from an image website) your book.
Gladiator Film Study
As a conclusion to our Greek Theater Unit, we will see Gladiator in its entirety. This film provides a true sense of the era and culture during ancient times. Yes, we read Greek drama--but who do you think gave the Romans all their great ideas!
Before seeing the film Gladiator, it is important to gain some knowledge of the time period and the political issues at hand. Your task for Monday 5/4 and Tuesday 5/5 is to research the following film study topics. Your research will be printed and turned in by the end of the class on Tuesday.
NOTE: If you do not complete the pre-viewing assignment, you will not sit in on the film.
Copy and paste the following questions to a word document. Compile your responses on that document and print on Tuesday.
The general plot of the film Gladiator surrounds the idea of the great general, Maximus, whom Emperor Marcus Aurelius wants to trust with the Roman Empire after his death.
1. What other plot details are important to understanding and appreciating this film? Search for summary and analysis sites for the film.
2. What was the background of Rome fighting with the Barbarians and the people of Germania?
3. Find a map of the Roman Empire that includes Germania.
4. List the characters of the film and their importance to the plot.
5. This film is based on real people, places, and certain events. How did the real Senators of Rome feel about Commodus?
6. Why do the Romans refer to each of their leaders as Cesar?
7. Who is Lucius Verus? He is mentioned in the film, but never developed as a character. Why do you think his name was important enough to mention? You may not be able to answer this until after the film.
8. What was Marcus Aurelius really like? What was his full name?
These two PowerPoints are fantastic and you will be given a password tomorrow after you have turned in your research!
Gladiator - Very cool background information.
Gladiator Film Notes - Interesting facts, mistakes...etc.
How well do you know your Literary Terms?
Rules:
- You must visit each site at least once.
- You must complete sites 1 and 2 before you move on to 3 & 4!
- YOU MAY NOT GET ON RIGHT AWAY---KEEP TRYING!
- LAST 10 MINUTES OF CLASS IS DEDICATED TO FREERICE.COM
- Win QUIA Cash! See how high you can go! Click here
- Play the Matching Game :o) Click here
- Play one of the many games and learn your Terms! Click here
- Feed the World One Bowl of Rice at a Time! For real....not kidding...you can actually feed kids in 3rd world countries! FEED 'EM!
January Schedule
MPHS mid-term/final exam testing day will begin on January ___and end on Friday January __.
We are off Monday for Martin Luther King day. This leaves us with only 11 classes until the end of the 2nd quarter. Welcome to the 20 week mark!
This a glimpse at what is coming up in the next month:
- Jan 2,3,&4 we will be in the computer lab researching Book Banning. We will be looking into why books get banned, where they are banned from, who bans them, which titles are banned and why? You will be selecting a title (to read independently) from the banned book lists you find in the next few days. You will be using amazon.com to read synopsis and reviews on the books in order to narrow your search to the book you commit to. Yes, commit as in the book you select is the book you cannot change once you write the title on the selection sheet.
ABSENT on WEDNESDAY? READ THIS!
In a nutshell--you are researching BANNED BOOKS. Click here to find the information you need to answer the following questions. - January 2nd: Answer the following questions in a word document. Do not copy & paste! What are the reasons certain books banned? Where they are banned from? Who seeks to ban them? Who has the final decision? Which titles are banned and why (choose 2from the list)? What is your opinion on book banning? Explain in a minimum of 2 paragraphs. Give your reasons and explanation.
- January 3rd: (33 points for each day you are in here! use it or lose it!) After you have answered the questions above, now it is time to search AND I MEAN SEARCH for a book. Using the lists you found, go to amazon.com to read synopsis and reviews on the books. This will help you to find a title you can connect with.
- January 4th: Continue with your search, make a list of 5 potential topics and a synopsis of each. Please note: The independent reading assignment will not be a "book report". It will be an indepth analysis of the title and you will be asked to defend the book in terms of its banning status. Sparks Notes, Cliffs Notes, etc. will be helpful, but will not help you to complete the assignment without reading the book.
January 7th-11th Regents Introduction Unit
January 14th-17th the long awaited Freedom Writers!
This is the END OF 2nd Quarter!!!!
Review Games
Welcome to the Last Days of
Freshman English!
Select one of the review games below and have some fun with this! Be sure to scroll down for some last minute advice on the EXAM DAY! Tuesday 6/17 @ 8:00 AM!
Please note the following:
You must be on time. Students are expected to be seated at least 10 minutes before the exam start time. Any student who is not seated at the start of the exam can expect a literal wakeup phone call from yours truly. Anyone arriving one half hour after the start of the exam will not be permitted to sit for the exam.
Let’s review our choices:
A. A good night sleep, wake to your favorite song on your ipod, a good breakfast, grab your black or blue pens and 2-3 #2 pencils, arrive ahead of time to check in, meet up with your friends in the café, and have a nice, orderly, Zen start to your Final Exam.
B. Stay up way too late on some device, wondering why anyone still finds Facebook interesting, sleep through your alarm, skip breakfast and all other normal morning hygiene routines, get stuck at the traffic light, race like mad to get to your testing location only to realize the cell phone ticket line is NOT MOVING! Wait, there’s more…now you are sweating, starving, and panic has wiped out all of your literary knowledge.
C. Stay up way too late on some device, wondering why anyone still finds Facebook interesting, sleep through your alarm…stay sleeping…sleep…zzzzzz…and suddenly you wake to THE JARRING SOUND OF MY VOICE ON THE OTHER END OF THE PHONE!
**** Your Answer:____
Here, let me help you with this one…it’s A!!!!!
Best Advice:
Avoid the massive line at the entrance...DON'T bring a cell phone!
Ladies, leave your MK bag at home! Less is more!
Bring a water bottle.
Dress comfortably.
BRING Pencils and a PEN!!
PLEASE, eat something before you arrive.
**There are limited food choices in the cafe during finals**
Quiet room + growling stomach = embarrassed and distracted test taker