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Today we had a seminar on Chs. 1-6 in Their Eyes.
Imagery Project: Friday you will find out about an imagery project for the novel. Here is the handout for the assignment if you want to look at it in advance: Download assignment.
Groups for Bulletin Board Project
Period 4
Groups met and began to plan the group presentations on images in Their Eyes Were Watching God scheduled for next week. Next Tuesday and Wednesday students will have at least half of each period to prepare. Presentations will begin on Thursday and end on Friday.
We read and compared a news story and an editorial on the same subject: professional athletes as role models for young athletes. If you're caught up on your work, you have no homework over the long weekend!
Good news! The projects on Their Eyes Were Watching God will be due on Monday. A delayed deadline means increased expectations of excellence. Homework due tomorrow: the second half of your seminar prep sheet---chapters 8-13.
Finish the worksheet on editorial writing that we started in class today; they will be due at the beginning of class tomorrow.
Bring your lit book to class tomorrow (Friday). Having your book will count as a homework grade.
If you haven't been issued a book yet, meet Mr. Alexander in the bookroom (gym, first floor) before school in the morning.
Fiesta Friday will offer about half an hour to finalize your presentations, then we'll finish discussuing Their Eyes Were Watching God.
In class we read the news article "Caucasian Mummies Mystify Chinese," and took some notes about news stories and six specific vocabulary words from the article. Classwork included writing the answers to the questions at the end of the story (1-7 on page 136 and 1-7 on page 137). You need not copy the questions, but please answer in complete sentences.
Presentations Monday!
Today in class we
1. Identified the parts of speech in this week's DGP sentence: "each of the girls did her homework"
2. turned in the homework on "Caucasian Mummies Mystify Chinese"
3. finished a draft of the news story you began two weeks ago
4. answered the vocabulary questions on page 138 of your textbook.
If you are caught up on your work, you have no homework!
Super presentations! Congratulations on doing a terrific job.
All work on Death of a Salesman (even from those of you who joined the class late) must be in tomorrow. We'll finish up the presentations and begin discussing the play then. School pictures will take much of our class time on Wednesday. You'll have a seminar on the play on Thursday, so review it as necessary.
Seminar Questions – Death of a Salesman – Thursday, September 16
About the plot:
1. What is the significance of the “little rubber tube”? Why does Linda move it? What larger issue does it expose?
2. Why does Willy cheat on Linda? Why does Biff not reveal the affair to his mother?
3. Why did Happy abandon Willy at the restaurant? How does this decision affect Willy’s later actions?
4. What do we learn about Willy’s past through his “conversations” with Ben?
About the characters:
5. Why did Linda marry Willy? Did her marriage live up to her expectations?
6. Does Willy consider himself to be successful? Do you consider him to be successful? Does Linda? Does Charley?
7. With which character do you most identify?
8. Describe the fraternal relationship between Biff and Happy. Compare it to the fraternal relationship between Ben and Willy.
9. Between which characters do you observe honest conversations? Under what circumstances? Do the characters lie more to themselves or to each other?
10. Why did Miller include the Charley as a character? Bernard?
About the staging:
11. How does Miller use music to reinforce the dramatic elements of various scenes?
12. If you were given the task of lighting the stage for a production of Death of a Salesman, how would you deal with the flashback / hallucination scenes to distinguish them from Willy’s present reality?
About symbols- What is the larger significance of
13. The stockings?
14. The garden?
15. The farm (and the farm animals) where Biff worked?
About themes – Consider what the play communicates about
16. The American Dream
17. Do Americans seek the American Dream more for themselves or for their children?
18. Honesty
And finally
In the classic plays of Greece and Elizabethan England, tragic heroes were written as powerful political figures with tremendous importance to their communities. Miller creates a tragic hero who is common. How does that decision strengthen the play? What contrast between ancient Greek society, Elizabethan society, and American society post-WWII does this difference demonstrate?
Unit 1 Vocabulary
1. adjunct
2. bellwether
3. caterwaul
4. chimerical
5. effete
6. fait accompli
7. hidebound
8. hierarchy
9. liturgy
10. mirage
11. morass
12. noisome
13. oblivious
14. poltroon
15. proselyte
16. quasi
17. raillery
18. ribald
19. supine
20. vignette
We have completed our work with the summer reading. Tomorrow (Tuesday, Sept 21) we begin Unit One, so bring your textbook and an adventurous spirit. Details of the unit projects, grade sheets, and the schedule for this unit will be our focus.
Final drafts of both articles are due tomorrow: in ink, one side of the page only, skipping lines. Bring your English book. We will begin to prepare for your unit test.
Bring your textbooks to class on Wednesday! We will be reading a memoir and practicing for next week's unit test - Tuesday, Sept 28. The review sheet for the test was distributed in class today and will be posted on this site tomorrow.
Bring your textbooks to class on Wednesday. We'll continue reading pre-colonial literature and practice for next week's GHSGT-W.
You have received a copy of this review sheet in class, but in case you need an extra copy, here it is:
Part One: Multiple Choice – 35 questions / 70 points – You will be given nine (9) short passages from various works of nonfiction that we have not studied. You will be asked to apply what you have learned about nonfiction to these new selections. The questions you will be asked will test your understanding about some of these concepts and skills:
1. What distinguishes the various types of nonfiction we have studied?
A. memoir / personal narrative
B. editorial
C. news story
D. biography
E. autobiography
2. What is the purpose of the various types of nonfiction?
A. narration
B. exposition
C. persuasion
D. description
3. How do authors of nonfiction use these strategies and devices?
A. Sensory details
B. Description
C. Appeal to emotion
D. Appeal to logic
E. Appeal to ethics
F. humor
G. Supporting evidence
H. Rhetorical question
I. Understatement
J. Repetition
K. The 5 W’s and 1 H
L. Specific data
M. Quotations
N. Lead
O. Byline
P. Dateline
4. How do the writers of nonfiction achieve tone?
5. How can you determine the main idea of a passage?
6. How do writers of non-fiction use the strategies of claim-data-warrant to make their points?
Part Two: Short essay – Minimum two paragraphs – 30 points
Your essay must cover the topic thoroughly, include evidence of prewriting (chart, map, outline, etc.), and demonstrate the elements of claim-data-warrant.
To prepare for this test, your best strategy is to review the diagnostic test and the examples of nonfiction literature in your textbook. If you have questions, come see me before or after school.
NOTE: The vocabulary list for Unit One will NOT be included on this test.
Today we worked in groups reading "A Celebration of Grandfathers." If you were absent, come by and pick up the study guide.
Tomorrow, we will review for next Tuesday's test. Bring your books to class!
Most importantly, the baby came! Jack William Rumfelt was born Wednesday afternoon. Come by the classroom to see his adorable picture.
But school goes on, and here are your assignments:
TEST TUESDAY.
You have the review sheet and all the information you need to prepare to do well.
THIRD PERIOD: If your last name begins with a letter that falls from P-Z in the alphabet, check with Mrs. McCord about attending the freshman class meeting without losing testing time on Tuesday.
Email mccordl1@fultonschools.org if you have any questions about the test.
Test tomorrow!
Bring a pencil.
Today in class we read Annie Dillard's essay "The Chase" (follow this link: http://www.forsyth.k12.ga.us/132320728102943450/lib/132320728102943450/Dillard%20-%20The%20Chase%20TEXT.doc and worked in groups to answer these questions:
1. What is Dillard's purpose (beyond "entertaining")?
2. What effect does Dillard create by beginning her essay with a reference to playing football with the neighborhood kids?
3. What is Dillard's point of view? Think beyond "third person limited" or "first person." Who is telling the story?
4. List examples of words that Dillard uses that you find to be particularly powerful or effective.
5. How is this example of personal narrative distinct from the ones we have read by Equiano, Smith, and Bradford?
HOMEWORK: Rest tonight and eat breakfast in the morning so you can do well on your GHSGT-W!