JUST A REMINDER...

You must finish HUCK FINN over break! Be prepared for an assessment when you return to school.

Have a great break,
Mrs. T :)

CLARIFICATION: You have to read UP TO Ch. 27 by Wednesday!!

Homework for 12/14 through 1/4: Click on the image to englarge...

Homework for December 14th through January 4th...Double click on it to enlarge the image.

Homework for Week

As I said on Monday, please read ch. 5-9 by Friday and be prepared for a quiz.

Conferences about Papers

	Tuesday (A)	Wednesday (B)	Thursday (A)
BEFORE	Vanessa Dyckman Ryan Mathie	Jenn Luizzi	Karen Hill Orrie Wolfer
4th	Kyle Keenan James Kemper	Ally Smalley Rob Christenson Erin Froehlich	Lauren Martino Nick Kagiwada
6th	Frank Maggio Newell Craft Gavin Markman	Alex Tammaro Lizzy Taveras Kyle Budney	Dakota Vincent Joe Economou Kevin Morreale
7th	Jared Brittman Billy Heimerle	Jon Haviland Rob Fitting Teresa Abbate	Casey Kleister Chris Botto
8th	Joe Chiofalo Bobby Valentine Chris Biancaniello Jordan Stevens	Jenn Smith Taylor Figgiani	Stacy Esposito Ryan Messina
AFTER	Alyssa Perez Jackie Vavoules	Chris Ingram Michelle Scirica Matt Stein	Tom Kotak Ali Giacalone Jamie Bodie

Huck Finn: Free Audio Recording

http://loudlit.org/works/hfinn.htm

Note Sheet Format

 

CHARACTER	TAKE NOTES ON CHARACTERIZATION AND CHARACTER DEVELOPMENT. Consider character traits & motivation.

 

 

 

PLOT – TAKE NOTES ON PLOT EVENTS IN THE ORDER IN WHICH THEY OCCUR.

 

 

EMERGING CONFLICT(S) AND/OR CONFLICTS (S) – PROVIDE EVIDENCE FROM THE TEXT.

 

Vocabulary Word:	Definition:
Vocabulary Word:	Definition:
Vocabulary Word:	Definition:
Vocabulary Word:	Definition:
STYLISTIC DEVICES – IDENTIFY THE LITERARY TECHNIQUE AND EXPLAIN .

 

EMERGING THEME(S) AND/OR DEVELOPING THEME(S) – PROVIDE EVIDENCE FROM THE TEXT.

 

 

QUESTIONS AND/OR PREDICTIONS

 

 

SIGNIFICANT QUOTE OR PASSAGE	COMMENTARY – EXLAIN WHY QUOTE IS SIGNIFICANT   CONSIDER CHARACTER DEVELOPMENT, CONFLICT, LITERARY TECHNIQUES (STYLE), THEME…
"Put the line from the text in quotes" (#).	Your comment should be your reaction, question, connection, inference, prediction, or literary analysis. It should not repeat or just restate what the author said.

 

Extra Credit

Sample Paper

James Smith

Mrs. Thompson

English 11R

3 November 2009

Justifiable Homicide?

John Kramer, the infamous Jigsaw murderer of the Saw series, both physically and psychologically tortures his victims because he believes that in the eyes of death, the people will realize the error of their ways. From afar, he watches his selected prey squander through life, bitter and dejected. He then creates twisted tests, both ironic and symbolic of their wrongdoings in life, in an attempt to awaken them to their faults and allow them the chance to right their wrongs. If we are able to look past the bloodshed and obvious issue of murder, it seems that John's idea is very noble, even righteous. He is technically saving these people from lives of sin and squalor. This controversy of justifiable homicide also frames Arthur Miller's drama The Crucible. Reverend Hale, the minister sent to rid Salem of its evil spirits, claims that "the devil is precise" and seeks to cure all who he has affected. Throughout the play, Miller explores this idea, using Hale's character to arrive at the conclusion that there are no circumstances that would justify homicide.

Reverend Hale, Salem's own Jigsaw murderer, arrives in town with the hope of purifying the village. His good intentions, however, end up causing more harm than good because
unlike John Kramer, Hale doesn't target and torture one person; his goals of decontamination target the entire town. This grandiose ambition causes trouble far deeper than that; Hale fosters the community's fear. He claims a little while after being in Salem that no one is safe, saying: "there is a misty plot afoot so subtle we should be criminal to cling to old respects and ancient

Week of 11/2-11/6

	Monday	Tuesday	Wednesday	Thursday	Friday	Weekend
In Class	FOCUS: Model of the essay	OFF	FOCUS: Introduction to Revolutionary Thoughts Thomas Paine writing assignment	FOCUS: Our Idea of America vs. Thomas Paine's Hopes 1. Read excerpt and discuss.	FOCUS: Compare Thomas Jefferson's "Declaration of Independence" to Paine's revolutionary documents. How does this document mold who we are as a nation?
HW	Bring in essay with ALL ROUGH DRAFTS by Wednesday	Bring in essay with ALL ROUGH DRAFTS by Wednesday		Read "Declaration of Independence"	Finish to Chapter 25 by Monday

Notes on the Essay

Please print these notes and use them to guide your essay writing during this week. Come into class tomorrow with a functioning introduction and body paragraph. You will have the period to begin your next body paragraph.

Below this post, you will find the essay topic choices.

THE INTRODUCTION:

The Hook

We spoke about leads/hooks, but here, in layman's terms, is the purpose for them:

1. You have an audience for anything you write, and you need to appeal to the person/people to get them interested or to make them value what you've written. The hook can is just that: what you are saying to get the reader involved in your piece.
   
   1. Logic (Logos)
      
      1. Appeal to their reason/logic by referring to facts, inference, details, and other evidence
         
         1. Suggestion: Perhaps, you can begin with a statistic or an unfamiliar fact. You can also create a metaphor. This appeals to their logic because you connected two things and inferred a commonality between them.
            

            
            

   2. Emotion (Pathos)
      
      1. Appeal to their emotions by calling upon feelings of empathy, sympathy, anger, fear
         
         1. Suggestion: Perhaps, you can begin with a personal anecdote or a related news story to tap into your readers hearts.
            
   3. Ethics (Ethos)
      
      1. Appeal to the readers' ethics by establishing yourself as competent, fair, and trustworthy author
         
         1. Suggestion: Perhaps, you can begin by making a stanch statement about your topic
            
            1. e.g., Everybody who must be at the school and begin the day at the same time—staff, faculty, and students—needs and deserves space to park.
               
               1. This shows that the writer is dedicated to fairness and equality.
                  
      2. This is reserved mostly for speeches and letters, not literary analysis.
         

         
         

   4. Most literary essays are arguments that rely on both logical and emotional appeals.
      
2. You must make sure to flesh out the hook to avoid problems in logic (e.g., false analogy, circular reasoning, overgeneralization, false cause, single cause) because one wrong move and it can ruin your essay.
   
3. You will refer back to this hook to tie all your points together. So, please make sure that your anecdote or metaphor has enough substance to relate to your thesis in several ways.
   

Thesis—so frequently misunderstood:

1. You have a something to say when you write an essay, and you need to figure out what that is. Frequently, teachers will give you, as I often do, a list of proposed topics. I tend not to limit you to this list, especially if you come to a literary/scholarly conclusion yourself. The thesis is simply this: a statement about what you are trying to enlighten the reader about.
   
2. An effective thesis should be all of the following:
   
   1. Restricted
      
      1. A good essay deals with a bite-size issue, not with issues that would require a lifetime to discuss intelligently or thoroughly.
         
         1. e.g.,
            

Poor	Better
The world is a terrible mess.	The United Nations should be given more peace-keeping powers.
Abigail has many problems.	Abigail is a product of a lack of supervision.
Bob Ewell is an evil man.	Bob Ewell is repressed by a society that doesn't respect him.

1. Unified
   
   1. The tight structure of your paper depends on its working to support a concise idea.
      
      1. e.g.,
         

Poor	Better
Detective stories are not a high form of literature, but people have always been fascinated by them, and many fine writers have experimented with them.	Detective stories appeal to the basic human desire for thrills.

1. Specific
   
   1. A satisfactorily restricted and unified thesis may be useless if the idea it commits you to is vague.
      
      1. e.g.,
         

Poor	Better
James Joyce's Ulysses is very good.	James Joyce's Ulysses helped create a new way for writers to deal with the unconscious.

The Body Paragraphs:

The Proof

The substance of each of your body paragraphs will be the explanations, summaries, paraphrases, specific details, and direct quotations you need to support and develop the more general statement you have made in your topic sentence.

1. These paragraphs can vary in number. You may need three or four to prove your thesis true, perhaps even six.
   
2. Each of these paragraphs must include:
   
   1. Topic Sentence that Supports the Thesis Statement
      
      1. How will the details of this paragraph contribute to your overall thesis?
         
   2. Quote/Specific Details:
      
      1. Introduce the quote
         
         1. Provide context for the reader
            
            1. In one particular scene,…
               
         2. Use a "signal phrase" to introduce the quote
            
            1. He proclaims, "…"
               
            2. She asserts, "…"
               
      2. Direct Quote
         
         1. Use a direct quote when an author writes in particularly powerful language and when such textual evidence enhances your paper's argument.
            
         2. Be precise. Do not use a quote from an outside source (secondary source) if it is not well written or if you can state the point more clearly in your own words. In that case, you might summarize or paraphrase the author's ideas. If you summarize or paraphrase, you must still cite the source to credit the author.
            
         3. Prose quotations longer than four lines should be set off in block quotes, indented 10 spaces from the left margin and double spaced, without quotation marks.
            
      3. Your Analysis/Interpretation of the Quote
         
         1. Explain and discuss how the quote is significant. Relate the quote to your purpose in your paper.
            
         2. Demonstrate that this quote serves to make a particular point in your argument.
            
         3. Connect this to your HOOK.
            
      4. Be sure to transition/connect this paragraph with the following paragraph. You can make this the last sentence of the first paragraph or the first sentence of the next paragraph.
         

The Conclusion:

"Hello" is not "goodbye."

Your conclusion will clearly state what you've proven.

1. The purpose of a conclusion is to show how you've proven your thesis.
   
2. The conclusion should not introduce a new topic that has not been touched on in your essay.
   
3. Your conclusion should include the following:
   
   1. Connect all your points, relating them back to the thesis.
      
   2. Clincher: try to end your paper with a connection back to that hook, which will in turn reinforce your argument. These paragraphs can vary in number. You may need three or four to prove your thesis true, perhaps even six.
      

Homework for the Weekend

Name:______________________________                         Thompson—The Crucible

DIRECTIONS: Over the weekend, I would like you to craft your introduction. The two items I must see are a hook and a thesis. A thesis does not need to be the last sentence of an introduction, but it must be present. Here is a list of some possible essay topics for The Crucible:

1. Discuss the symbolic executions of Rebecca Nurse and John Proctor.
   
2. How do the narrative sections add to the play? In other words, what is their purpose? How would your judgment of what is happening on stage be different without these narrative sections?
   
3. One idea Arthur Miller tries to convey through The Crucible is how private conscience cannot be divorced from public action. Explain how one (1) character in the play tries to separate private conscience from public action and the consequences that ensue. Also, cite one (1) example from more modern times where this has occurred and discuss the result.
   
4. Discuss the role that grudges and personal rivalries play in the witch trial hysteria.
   
5. How is the caste system of Salem upended? In other words, how do the witch trials empower the powerless?
   
6. Discuss the role of Reverend Hale in the drama and the change he undergoes.
   
7. Discuss how the themes of The Crucible make it both universal and enduring. Is there any character in the play that, too, is universal (anyone that we can pick up and place in modern society)? Please note, this means that that he/she would have to have the personality to function in a modern society.
   
8. Several literary scholars see Mary Warren as a cipher. They claim that she is a nonentity because the reader only sees her as a pawn of Abigail, and then of Proctor, and then again of Abigail. Who is the "real" Mary Warren? What is her function in the play?
   
9. In Act IV, Reverend Hale states, "Life is God's most precious gift; no principle, however glorious, may justify the taking of it." Using specific references to the text (e.g., characters, events, or viewpoints), agree or disagree with Hale's perspective and defend your position.
   
10. The Crucible is famous as a political allegory for the Red Scare, but what exactly is Miller trying to say? Who do you think is being most criticized in the contemporary analogy?
    
11. Topic of Choice: MUST BE APPROVED BY ME
    

Here is a sample OUTLINE (If you don't like mine, create your own):

1. INTRODUCTION
   

   Hook (How will you get the reader interested in reading this essay? Story from your own life? Hypothetical situation? Intriguing question? Other interesting start? This should seem to you almost like a piece of creative writing)
   

   ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

John's Dramatic Confession Analysis

I was wandering around youtube.com tonight and found this awesome analysis. Please comment about what this man is saying about John Proctor's confession.

http://www.youtube.com/watch?v=8Eel02K-WPo

Notes: Parris, Hale, and Rebecca Nurse

Notes about Thomas Putnam

Here are the notes we took in class today:





Please use the following format here:

II. John Proctor:

a. His Characteristics
i. points you want to make about each characteristic
1. quote to support


b. His Feelings
i. points you want to make about each emotion
1. quote to support


c. His Flaw(s)
i. points you want to make about each flaw
1. quote to support


d. Does he seek the purification and forgiveness he seeks?
i. points you want to make about his actions
1. quote to support

Beauty

Saw this and thought I'd share...

REVISED: Homework for the Week

We were supposed to build upon the eight sentence patterns, but after reading the rewritten paragraphs about Abigail's character, I felt it necessary to work on two more points: topic and structure. Thus, our grammar lessons had to be postponed until I could get you to write exactly how I expect you to. Also, tomorrow (Friday, October 16th), third period has an assembly. To keep both classes on the same page, you will have had to have read to page 138 (John Proctor's line: "God in Heaven, what is John Proctor?") by Monday. Your test on both the book and the vocabulary will be given on Tuesday of next week.

Sorry for any inconveniece/confusion this may have caused. Stay tuned and we will pick up on the eight sentence structures soon...

Homework for the Week

During class, we will be focused on discussing the eight sentence patterns. We will delve into the world of conjunctions, and I need to be very involved in watching you work with your writing. Thus, you will only be reading this week for homework. On Friday, you must have read to page 138 (John Proctor's line: "God in Heaven, what is John Proctor?"). Your test on both the book and the vocabulary will be given on Monday of next week.

Homework and Sentence Structure Worksheet

HOMEWORK: After you finish reading Act II of The Crucible, write a paragraph discussing John Proctor's relationship with his wife: Elizabeth. I have no specific idea for you to prove. I simply want you to think about what you have to say about the topic. However, this isn't just any paragraph. I want you to focus on trying to experiment with each of the eight sentence types. You can find the notes directly below in two forms: Microsoft Word document (you can copy and paste this into Word) and JPEG (you can print this directly, but the page order that's displayed is backwards)

GUIDELINES:

Make sure to separate the sentences in list form, leaving extra spaces between each.

Identify the sentence pattern, using the “Eight Sentence Patterns” notes (see attached).

Bring this to class on Tuesday and it may just count for your quiz… ;-)

PowerPoint from Today

Sentence Patterns

View more presentations from LSalvatore.

The Beginning of the End: GRAMMAR AND COMPOSITION

 

 

 

 

Though many of you may think grammar is challenging, I'm here to tell you that it really isn't. There's a formula to it just like the ones you've studied in math class. I love to teach it because it's not the typical subjective English task where all the answers are shades of gray. So, I'll try to break down the sentence patterns in this packet. Let's start off with this basic fact:

 

 

 

Proper, formal English has EIGHT (8) sentence patterns. That's it!! Just 8! You can make these sentences longer by adding commas, conjunctions, and semi-colons. That is grammar in a nutshell!

 

 

Here is a list of the terms I use to identify the various parts of each sentence pattern:

 

NP	noun phrase	A noun and its modifiers (hence "noun phrase"): can function as a subject, direct object, indirect object, subject complement, or object complement
S	subject
SC	subject complement	a noun, pronoun, or adjective that renames or describes the subject of a sentence
DO	direct object
IO	indirect object
OC	object complement	a noun, pronoun, or adjective that renames or describes the object of a sentence
V	verb of being OR linking verb	Examples: is are was were	has been have been had been
V(int)	intransitive verb
V(tr)	transitive verb
ADV	adverb   OR   adverbial of time or place	part of a sentence that performs the same function as a normal adverb by describe the
ADJ	adjective

 

 

 
 

 

THE EIGHT SENTENCE PATTERNS

 

1.  S + V + ADV

   The verb (TO BE) is followed by an adverb indicating where or when.

My friends are here.     

 

NP V ADV

subject                 

                                         
 

 The adverbial indicating where or when may be a prepositional phrase.

My friends are at the library.     

  
 

NP V ADV     

       
 

2.  S + V + ADJ

The verb (TO BE or LINKING) is followed by an adjective that functions as the subjective complement.

        His clear tenor voice was quite lovely.     

  
 

NP V ADJ

         subject to be      subject

         verb complement

 

The cake on the table looks delicious.   

 

NP          V ADJ

subject          linking subject

         verb complement

The adjectival functioning as the subjective complement may be a prepositional phrase.

The supervisor was in a good mood today.     

  
 

NP V ADJ

subject          subject

     complement

 

3.  S + V + SC

 

The verb (TO BE or LINKING) is followed by a noun that functions as the subjective complement.

        Mr. James has been a teacher for forty years.     

  
 

         NP V NP

subject to be      subject

verb complement

 

At a very early age, Joan became a Buddhist.  

 

         NP V NP

         subject linking subject

         verb complement

 

4.  S + V(int)

 

  The action verb takes no direct object.

            In a few weeks, my cousin will arrive.

   NP      V

         subject      verb

intransitive     

Even if the action verb is followed by a prepositional phrase, the verb is still intransitive as long as it does not take a direct object.

In a few weeks, my cousin will arrive with my uncle.   

 

         NP V

subject      verb

intransitive

 

5.  S + V(tr) + DO

 

   The action verb is followed by a direct object.

           The archer shot an arrow into the target.

NP V NP

         subject verb direct object

transitive

 

 

6.  S + V(tr) + IO + DO

 

The action verb is followed by an indirect object and then a direct object.

             Smithers gave the employees a raise.

NP V      NP     NP

         subject verb indirect object direct object

transitive

 

7.  S + V(tr) + DO + ADJ

The action verb is followed by a direct object.  The direct object is followed by an adjective functioning as an objective complement.

        The jury found the defendant guilty.

NP V      NP     ADJ

         subject verb direct object objective

transitive         complement

 

8. S +V(tr) + DO + (OC)

The action verb is followed by a direct object.  The direct object is followed by a noun functioning as an objective complement.

        Most people consider Jacobsen a loyal friend

NP V NP2          NP2

         subject verb direct object      objective

transitive              complement

 

Note:  The second NP, the direct object, receives a different numerical designation (NP2) because it is not

the same as the subject (NP1).  The third NP, the objective complement, receives the same

numerical designation as the direct object (NP2) because it is the same as the direct object (Jacobsen

= friend).

 

 

Random

I know you probably won't like this song, but I was listening to it on the way home and thought of you guys during the second verse. So, I thought I'd share the lyrics and the link of one of my favorite cover artists: Kina Grannis...do with them what you will. I know I'm corny.

See you tomorrow.

LYRICS:
This is how it works
You're young until you're not
You love until you don't
You try until you can't

You laugh until you cry
You cry until you laugh
And everyone must breathe
Until their dying breath

No, this is how it works
You peer inside yourself
You take the things you like
And try to love the things you took

And then you take that love you made
And stick it into some
Someone else's heart
Pumping someone else's blood

Crucible Vocabulary Chart

The Crucible Vocabulary

Noun		Adjective	Adverb	Verb
Person Quality		Describes a Noun	Describes a Verb	Action
disseminator	dissemination			disseminate
		disdainful	disdainfully	disdain
	trepidation, trepidity	trepidatious
chastiser	chastisement	chastisable		chastise
blasphemer	blasphemousness	blasphemous	blasphemously	blaspheme
	stringency	stringent	stringently
	contempt	contemptuous, contemptible	contemptuously, contemptibly
	remorsefulness	remorseful	remorsefully	remorse
	turbulence	turbulent	turbulently
	contriteness	contrite	contritely
	virulence, virulency	virulent	virulently
propitiator	propitiation	propitiative	propitiatingly	propitiate
	resignation	resigned		resign
	deviousness	devious	deviously
slanderer	slander	slanderous	slanderously	slander
vilifier	vilification			vilify
ruer	rue			rue
		surreptitious
	heinousness	heinous	heinously
	vindictiveness	vindictive	vindictively
	malice	malicious	maliciously
maligner	malignance	malignant	malignantly, malignly	malign
	iniquity	iniquitous	iniquitously