Monday, Tuesday, Wednesday – finish watching It’s a Wonderful Life. If you miss any of the film, please find a copy and watch it over the holidays. We will complete an in-depth film study and an analysis using different philosophical theories in January. You will also be tested on the film’s plot and characters.
Tuesday – Article due for your exam essay. Make sure your name is on it. You may bring in other articles or primary sources Wed. and Thurs. Rewrites are due Tuesday (with original essay) by 4:00.
Wednesday – Honors essays on Leaving Mother Lake due by 4:00.
Thursday – Vocabulary pretest. Sign up if you are reading The Road over the holidays. If not, you will have an essay due on It's a Wonderful Life in January.
Tuesday, December 7, 2010
Friday, December 3, 2010
Mid-Term Vocabulary
There are 193 words. The pretest and the exam will have 20 words and 25 definitions to be matched, just like the other vocab tests. I will try not to have two words with close meanings. Good luck!
abominable – detestable, loathsome
accord - to be in agreement or harmony
acquaint – to make aware
Acrostic: a poem in which letters form a name or message when read in sequence
albeit - although
Allegory: a symbolic representation
allusion – reference to a work of literature, film, art, or history
Alms – money, food, or donations to the poor
aperture - an opening, as a hole, gap, crack
Apocalypse: a writing prophesying a cataclysm in which evil forces are destroyed
Apt – given, prone, likely
askance - with suspension, mistrust
Assimilate – to confirm with customs and attitude of a group
astute – clever, cunning, ingenious
avail – to be of value or profit
Awe – an overwhelming feeling of reverence, admiration
Battle Ode: a poem dedicated to battle
bawdy – indecent, lewd
bequeathed - to hand down; pass on
bibliophile - lover of books
Biography: an account of series of events making up a person’s life
Blaspheme – to speak irreverently of God
boisterous – rough and noisy
Brood - a breed, species, group, or kind
candid – frank, outspoken
Caparisoned - dressed richly
capricious - erratic
Catechism - a series of questions to elicit a point of view
censure - strong or vehement expression of disapproval
Chaff - the husks of grains and grasses that are separated during threshing
chagrin – a feeling of vexation, marked by disappointment
Chaste - virginal
Chide - to scold or reproach
Churlish – rude, mean
Civet - cat
clamorous – vigorous in demands
Code: a set of rules or principles or laws
compunction – remorse, uneasiness about the rightness of an action
Consent – to permit or comply
contrive – to devise, invent, plot
conundrum - anything that puzzles
countenance – the look or expression of the face
Courtier – a person who seeks favor by flattery
covetous - wrongly desirous of wealth
Cuckold - a man whose wife has committed adultery
curs – a mean cowardly person (also a mongrel dog0
curt – rudely brief
Debility – a weakened or enfeebled state
Deify - to make a god of
Deportation - the lawful expulsion of an undesired alien or other person from a state.
Diligent - constant in effort to accomplish something
Discourse – a formal discussion of a topic
Doxology - a form of words containing an ascription of praise to God
Effigy – a representation or image
Elegy: a poem or song composed especially as a lament for a deceased person
Embossed – to decorate with raised ornament
Emmanuel – “God with us”
emulation - imitation
ennui – boredom, utter weariness and discontent
ephemeral – lasting a short time, fleeting
Epic: a long narrative poem about a hero
Epigram: a short witty poem expressing a single thought or observation
Epigraph - quote at the beginning of a chapter or a book
Epiphany: a literary work presenting a moment of revelation; a divine manifestation
Epitaph - inscription on a tomb
equanimity – calmness, emotional stability
erudition – learning, scholarship
Expedient - fit or suitable for the purpose
faction – a group of people inside a political party
Flog – to beat with a whip
florid – excessively ornate, showy, flowery
flout – to treat with disdain or contempt
Foil – minor character who parallels a major character – used for contrast
Folk Tale: legend forming part of the oral tradition of the common people
Folly – lack of understanding or sense
Galled - impudence
Gentile – people who are not Jewish
Glutton – a person who eats and drinks excessively
Gnash – to grind or strike teeth together
Hallow - to make holy; sanctify; consecrate.
Harass – to trouble by repeated attacks
heathen – an irreligious, uncultured or uncivilized person
Homage - respect or reverence paid
humdrum – lacking variety
Hymn: a song or ode in praise or honor of God, a deity, a nation, etc.
Hypocrite – a person who pretends to have virtues or moral beliefs
Infirmity – a physical weakness or ailment
insinuate – to suggest or hint slyly
introspect - to examine one’s own mind, feelings
Invectively - censoriously abusive
irksome – annoying, tiresome
irrevocable – unable to be repealed
Joke: something said or done to provoke laughter
knavery – untrustworthy or dishonest dealing
Lackey - a toady, servile follower
Lamentation – expressing grief
languid - lacking in spirit or interest
Law: a collection of rules imposed by authority
Legend: a non historical handed down by tradition from earlier times
Letter: a written message addressed a person or organization
Liable – legally responsible
Libertine – a person who is morally or sexually unrestrained
Liturgy: a form of public worship or ritual
Locust – grasshopper, cicada
Love Lyric: the lyric of a personal love song
lugubrious – mournful, gloomy
Malign – to defame; speak evil of
mar – to damage or spoil
Maul – to handle or use roughly
Meek – humbly patient
Melancholy - a gloomy state of mind, esp. when habitual
Mettle – courage and fortitude
mirth – amusement or laughter
morphology – the form or structure of anything
Motley – exhibiting great diversity
Mutton - the flesh of sheep
Myth: a traditional or legendary story
Narrative: a narrated account; a story
nebulous – hazy, vague, cloudlike
nomenclature – the names or terms comprising a system
nominal - minimal
odious – hateful, detestable
Oracle: an utterance, given by a priest at a shrine in response of a God to an inquiry
orator – public speaker
Ostentation - pretentious or conspicuous show, as of wealth or importance
Parable: a simple story illustrating a moral or religious lesson
Parlous - dangerous
peevish – cross, querulous, fretful
Penury – extreme poverty
perspicacity – keenness of mental perception
Pharisees – a powerful Jewish sect that adhered to laws and traditions
Piety – reverence for God
Pinnacle – a lofty peak, the culminating point
Plunder – to rob
Poetry: metrical writing
pogrom – an organized massacre, esp. of Jews
pompous – ostentatiously lofty or high-flown
portly – heavy, fat, stout
Primogeniture – the eldest son inherits the estate
Proclaim – to announce or declare
Prodigal - wasteful
propagation – transmission or dissemination of information
Proverb: a pithy popular saying
Pun: a play on words
Quintessence - the pure essence of a substance
Quotidian - daily
Ravenous – extreme hunger
Reap – to gather or take
Rebuke – to express sharp disapproval
Recompense – to repay or reward for service
Reconcile – to bring into agreement
resolute – firmly resolved
revelry – noisy merrymaking
Revile – to address abusively
rhetoric - the undue use of exaggeration or display
Righteous - acting in an upright, moral way; virtuous.
Rote - from memory, without thought of the meaning
rudiments - undeveloped or imperfect form of something
rueful - causing sorrow or pity
rumination- to meditate or muse
rustic – simple, country, unsophisticated
Sadducees – priests and aristocrats who did not believe in the coming of a messiah
sanctity – saintliness or holiness
Saucy - rude, fresh, brazen
sententious – expressing much in a few words
Sermon: an address of a religious nature
Short Story: a work of fiction that is usually written in prose
shrewd – cunning, clever
simpering – smiling in a silly, self-conscious manner
Sinewy – tough, firm, resilient
slander - to utter slander against; defame
Smolder – to burn without flame
Song: a short musical composition with words
Sow – to scatter see over the earth
Splendor – brilliant in appearance, glory
tenacious – persistent, stubborn
Thresh - to separate the grain by some mechanical means, as by beating with a flail
traverse – to extend over, through, or across
Trespass – an offense, sin or wrong
Uncouth – awkward, clumsy or unmannerly
Unquenchable – unable to satisfy or allay
usurp – to seize by force without legal right
Venerable – commanding respect due to age or dignity
verity – truth, reality
vex – to irritate, annoy
victual – food supplies
Vindicate – to clear from an accusation
whetstone – a stone for sharpening
Winnow - to free grain from chaff and dirt, esp. by throwing it into the air
wooed - to seek favor, affection, or love
wrangling – arguing, haggling
wrath - anger
Yoke – a device for joining draft animals
abominable – detestable, loathsome
accord - to be in agreement or harmony
acquaint – to make aware
Acrostic: a poem in which letters form a name or message when read in sequence
albeit - although
Allegory: a symbolic representation
allusion – reference to a work of literature, film, art, or history
Alms – money, food, or donations to the poor
aperture - an opening, as a hole, gap, crack
Apocalypse: a writing prophesying a cataclysm in which evil forces are destroyed
Apt – given, prone, likely
askance - with suspension, mistrust
Assimilate – to confirm with customs and attitude of a group
astute – clever, cunning, ingenious
avail – to be of value or profit
Awe – an overwhelming feeling of reverence, admiration
Battle Ode: a poem dedicated to battle
bawdy – indecent, lewd
bequeathed - to hand down; pass on
bibliophile - lover of books
Biography: an account of series of events making up a person’s life
Blaspheme – to speak irreverently of God
boisterous – rough and noisy
Brood - a breed, species, group, or kind
candid – frank, outspoken
Caparisoned - dressed richly
capricious - erratic
Catechism - a series of questions to elicit a point of view
censure - strong or vehement expression of disapproval
Chaff - the husks of grains and grasses that are separated during threshing
chagrin – a feeling of vexation, marked by disappointment
Chaste - virginal
Chide - to scold or reproach
Churlish – rude, mean
Civet - cat
clamorous – vigorous in demands
Code: a set of rules or principles or laws
compunction – remorse, uneasiness about the rightness of an action
Consent – to permit or comply
contrive – to devise, invent, plot
conundrum - anything that puzzles
countenance – the look or expression of the face
Courtier – a person who seeks favor by flattery
covetous - wrongly desirous of wealth
Cuckold - a man whose wife has committed adultery
curs – a mean cowardly person (also a mongrel dog0
curt – rudely brief
Debility – a weakened or enfeebled state
Deify - to make a god of
Deportation - the lawful expulsion of an undesired alien or other person from a state.
Diligent - constant in effort to accomplish something
Discourse – a formal discussion of a topic
Doxology - a form of words containing an ascription of praise to God
Effigy – a representation or image
Elegy: a poem or song composed especially as a lament for a deceased person
Embossed – to decorate with raised ornament
Emmanuel – “God with us”
emulation - imitation
ennui – boredom, utter weariness and discontent
ephemeral – lasting a short time, fleeting
Epic: a long narrative poem about a hero
Epigram: a short witty poem expressing a single thought or observation
Epigraph - quote at the beginning of a chapter or a book
Epiphany: a literary work presenting a moment of revelation; a divine manifestation
Epitaph - inscription on a tomb
equanimity – calmness, emotional stability
erudition – learning, scholarship
Expedient - fit or suitable for the purpose
faction – a group of people inside a political party
Flog – to beat with a whip
florid – excessively ornate, showy, flowery
flout – to treat with disdain or contempt
Foil – minor character who parallels a major character – used for contrast
Folk Tale: legend forming part of the oral tradition of the common people
Folly – lack of understanding or sense
Galled - impudence
Gentile – people who are not Jewish
Glutton – a person who eats and drinks excessively
Gnash – to grind or strike teeth together
Hallow - to make holy; sanctify; consecrate.
Harass – to trouble by repeated attacks
heathen – an irreligious, uncultured or uncivilized person
Homage - respect or reverence paid
humdrum – lacking variety
Hymn: a song or ode in praise or honor of God, a deity, a nation, etc.
Hypocrite – a person who pretends to have virtues or moral beliefs
Infirmity – a physical weakness or ailment
insinuate – to suggest or hint slyly
introspect - to examine one’s own mind, feelings
Invectively - censoriously abusive
irksome – annoying, tiresome
irrevocable – unable to be repealed
Joke: something said or done to provoke laughter
knavery – untrustworthy or dishonest dealing
Lackey - a toady, servile follower
Lamentation – expressing grief
languid - lacking in spirit or interest
Law: a collection of rules imposed by authority
Legend: a non historical handed down by tradition from earlier times
Letter: a written message addressed a person or organization
Liable – legally responsible
Libertine – a person who is morally or sexually unrestrained
Liturgy: a form of public worship or ritual
Locust – grasshopper, cicada
Love Lyric: the lyric of a personal love song
lugubrious – mournful, gloomy
Malign – to defame; speak evil of
mar – to damage or spoil
Maul – to handle or use roughly
Meek – humbly patient
Melancholy - a gloomy state of mind, esp. when habitual
Mettle – courage and fortitude
mirth – amusement or laughter
morphology – the form or structure of anything
Motley – exhibiting great diversity
Mutton - the flesh of sheep
Myth: a traditional or legendary story
Narrative: a narrated account; a story
nebulous – hazy, vague, cloudlike
nomenclature – the names or terms comprising a system
nominal - minimal
odious – hateful, detestable
Oracle: an utterance, given by a priest at a shrine in response of a God to an inquiry
orator – public speaker
Ostentation - pretentious or conspicuous show, as of wealth or importance
Parable: a simple story illustrating a moral or religious lesson
Parlous - dangerous
peevish – cross, querulous, fretful
Penury – extreme poverty
perspicacity – keenness of mental perception
Pharisees – a powerful Jewish sect that adhered to laws and traditions
Piety – reverence for God
Pinnacle – a lofty peak, the culminating point
Plunder – to rob
Poetry: metrical writing
pogrom – an organized massacre, esp. of Jews
pompous – ostentatiously lofty or high-flown
portly – heavy, fat, stout
Primogeniture – the eldest son inherits the estate
Proclaim – to announce or declare
Prodigal - wasteful
propagation – transmission or dissemination of information
Proverb: a pithy popular saying
Pun: a play on words
Quintessence - the pure essence of a substance
Quotidian - daily
Ravenous – extreme hunger
Reap – to gather or take
Rebuke – to express sharp disapproval
Recompense – to repay or reward for service
Reconcile – to bring into agreement
resolute – firmly resolved
revelry – noisy merrymaking
Revile – to address abusively
rhetoric - the undue use of exaggeration or display
Righteous - acting in an upright, moral way; virtuous.
Rote - from memory, without thought of the meaning
rudiments - undeveloped or imperfect form of something
rueful - causing sorrow or pity
rumination- to meditate or muse
rustic – simple, country, unsophisticated
Sadducees – priests and aristocrats who did not believe in the coming of a messiah
sanctity – saintliness or holiness
Saucy - rude, fresh, brazen
sententious – expressing much in a few words
Sermon: an address of a religious nature
Short Story: a work of fiction that is usually written in prose
shrewd – cunning, clever
simpering – smiling in a silly, self-conscious manner
Sinewy – tough, firm, resilient
slander - to utter slander against; defame
Smolder – to burn without flame
Song: a short musical composition with words
Sow – to scatter see over the earth
Splendor – brilliant in appearance, glory
tenacious – persistent, stubborn
Thresh - to separate the grain by some mechanical means, as by beating with a flail
traverse – to extend over, through, or across
Trespass – an offense, sin or wrong
Uncouth – awkward, clumsy or unmannerly
Unquenchable – unable to satisfy or allay
usurp – to seize by force without legal right
Venerable – commanding respect due to age or dignity
verity – truth, reality
vex – to irritate, annoy
victual – food supplies
Vindicate – to clear from an accusation
whetstone – a stone for sharpening
Winnow - to free grain from chaff and dirt, esp. by throwing it into the air
wooed - to seek favor, affection, or love
wrangling – arguing, haggling
wrath - anger
Yoke – a device for joining draft animals
MLA Rules
Know these rules for the exam and you will be able to correct a sample Works Cited page.
1) Works Cited is always a separate page.
2) The works cited page is still in the text of your research paper. It will include the page number heading continued from the last page of your text.
3) The title of the page is Works Cited. Center this title at the top of the page.
4) Double space between the title and your first entry.
5) List all entries in alphabetical order by last name of the author; sources with no author should be alphabetized by the first important word in the entry.
6) Entries should not be numbered.
7) Underline or italicize titles of independently published works: books, periodicals, albums, and films. Use quotation marks around titles of short works such as a poem, article, or short story.
8) Double-space between lines of an entry and between entries.
9) Begin the first line of each entry at the left margin; indent all other lines five spaces.
10) All works cited must match internal citations in your paper. Do not list a work on your Works Cited page that you do not cite in your paper.
11) The url address is separated by < and >.
12) Dates are written with the number first, the abbreviated month next and then the year. No commas are used. Ex: 2 Dec. 2008.
13) The font style and type size on a Works Cited page are the same as what is used in your paper. Ex: Times New Roman.
14) All entries end in a period.
1) Works Cited is always a separate page.
2) The works cited page is still in the text of your research paper. It will include the page number heading continued from the last page of your text.
3) The title of the page is Works Cited. Center this title at the top of the page.
4) Double space between the title and your first entry.
5) List all entries in alphabetical order by last name of the author; sources with no author should be alphabetized by the first important word in the entry.
6) Entries should not be numbered.
7) Underline or italicize titles of independently published works: books, periodicals, albums, and films. Use quotation marks around titles of short works such as a poem, article, or short story.
8) Double-space between lines of an entry and between entries.
9) Begin the first line of each entry at the left margin; indent all other lines five spaces.
10) All works cited must match internal citations in your paper. Do not list a work on your Works Cited page that you do not cite in your paper.
11) The url address is separated by < and >.
12) Dates are written with the number first, the abbreviated month next and then the year. No commas are used. Ex: 2 Dec. 2008.
13) The font style and type size on a Works Cited page are the same as what is used in your paper. Ex: Times New Roman.
14) All entries end in a period.
Wednesday, December 1, 2010
Exam Essay Questions
1) Using the definitions we studied in class, do you consider As You Like It to be a Shakespearean masterpiece or simply a Shakespearean classic? Support your answer with examples from the play and quotes from literary analysis.
2) Explain how it was possible for J.K. Rowling to have been influenced by the Apocryphal childhood of Jesus in creating the character of Harry Potter. Use examples from the New Testament Apocrypha and quotes from literary analysis in your answer.
3) On November 28, 2010, the Palestinian Ministry of Information published an article denying Israel's Jewish connection to the Western Wall. It claims the wall is an integral part of the mosque and suggests that Israel falsely "claims ownership of" the wall. In your opinion, who does the wall belong to, and how can this argument be settled peacefully? Use Dr. Dunlap’s lecture, the National Geographic article or other historical source, and current expert opinions in your answer.
4) Explain the difference between the terms “Apocalypse” and “Armageddon” (in the Biblical sense). Choose one film or novel that you feel has been influenced by these concepts and explain this influence using examples from the work and quotes from literary analysis.
5) Explain why the Borges story “Death and the Compass” is or is not a successful piece of traditional detective fiction. Use quotes from the short story and quotes from literary analysis in your answer.
6) You may present a topic of your choice based on what we have studied so far this year on Monday only (or emailed to me over the weekend). After Monday, you are limited to the topics above.
For homework on Tuesday, turn in one, two, or three articles (or excerpts) that you plan to use in your mid-term essay. Make sure the articles are stapled and your name is on each one. I will return these articles to you on the day of the exam. You may not bring any other information to the exam day. I suggest that you formulate your outline ahead of time so that you have plenty of time to write a complete essay with introduction, thesis, body paragraphs, and conclusion. You will be required to use internal citations in your essay, but you will not have to create a Works Cited page.
2) Explain how it was possible for J.K. Rowling to have been influenced by the Apocryphal childhood of Jesus in creating the character of Harry Potter. Use examples from the New Testament Apocrypha and quotes from literary analysis in your answer.
3) On November 28, 2010, the Palestinian Ministry of Information published an article denying Israel's Jewish connection to the Western Wall. It claims the wall is an integral part of the mosque and suggests that Israel falsely "claims ownership of" the wall. In your opinion, who does the wall belong to, and how can this argument be settled peacefully? Use Dr. Dunlap’s lecture, the National Geographic article or other historical source, and current expert opinions in your answer.
4) Explain the difference between the terms “Apocalypse” and “Armageddon” (in the Biblical sense). Choose one film or novel that you feel has been influenced by these concepts and explain this influence using examples from the work and quotes from literary analysis.
5) Explain why the Borges story “Death and the Compass” is or is not a successful piece of traditional detective fiction. Use quotes from the short story and quotes from literary analysis in your answer.
6) You may present a topic of your choice based on what we have studied so far this year on Monday only (or emailed to me over the weekend). After Monday, you are limited to the topics above.
For homework on Tuesday, turn in one, two, or three articles (or excerpts) that you plan to use in your mid-term essay. Make sure the articles are stapled and your name is on each one. I will return these articles to you on the day of the exam. You may not bring any other information to the exam day. I suggest that you formulate your outline ahead of time so that you have plenty of time to write a complete essay with introduction, thesis, body paragraphs, and conclusion. You will be required to use internal citations in your essay, but you will not have to create a Works Cited page.
Monday, November 29, 2010
Assignments - 11/29
Monday - Introduction to Borges. Time in class to read Death and The Compass. Look for numbers, colors, and shapes as clues.
Tuesday – Finish short story. Look up book titles and their meanings. Complete vocabulary list for short story. Discuss film essay and rewrite options – due next Tuesday.
Wednesday – Read literary criticism of Borges. Character chart. Review exam essay questions.
Thursday – Group discussion/review of exam essay questions.
Friday – Surprise day. Big Quiz canceled. Good luck on history term papers.
Essay rewrites (12/7) and Honors Essays (12/8) due next week. Vocab pre-test on 12/9.
Tuesday – Finish short story. Look up book titles and their meanings. Complete vocabulary list for short story. Discuss film essay and rewrite options – due next Tuesday.
Wednesday – Read literary criticism of Borges. Character chart. Review exam essay questions.
Thursday – Group discussion/review of exam essay questions.
Friday – Surprise day. Big Quiz canceled. Good luck on history term papers.
Essay rewrites (12/7) and Honors Essays (12/8) due next week. Vocab pre-test on 12/9.
Thursday, November 11, 2010
Assignments - 11/15-11/19
Monday – Discussion of literary genres. Introduction to Sir Arthur Conan Doyle. Read New Yorker excerpt in class.
Tuesday – Begin reading “The Red-headed League” in class. Finish short story for homework.
On-line text: http://etext.virginia.edu/etcbin/toccer-new2?id=DoyHead.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=1&division=div1
It might be a good idea to print the rest of the story and bring it to class.
Wednesday – One question quiz on short story. Discuss the six “unwritten rules” of a good detective story and apply to Conan Doyle’s short story. Be prepared to apply these to Borges as well. Lecture on the stylistic characteristics of the character Sherlock Holmes.
Thursday – Vocabulary quiz from Book of Matthew. Group work – Answer the question on “The Red-headed League” and then present to the class through a spokes person.
Friday – Parable short stories due by 3:30. There is no length for the story - but you must include all the elements from the hand-out. No emails please. Watch House – modern day interpretation of Sherlock Holmes character. Happy Thanksgiving - enjoy your vacation! If you are considering reading The Road - this might be a good time to start. The assignment will be due in January.
Honor's Essay on Leaving Mother Lake due December 6.
Tuesday – Begin reading “The Red-headed League” in class. Finish short story for homework.
On-line text: http://etext.virginia.edu/etcbin/toccer-new2?id=DoyHead.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=1&division=div1
It might be a good idea to print the rest of the story and bring it to class.
Wednesday – One question quiz on short story. Discuss the six “unwritten rules” of a good detective story and apply to Conan Doyle’s short story. Be prepared to apply these to Borges as well. Lecture on the stylistic characteristics of the character Sherlock Holmes.
Thursday – Vocabulary quiz from Book of Matthew. Group work – Answer the question on “The Red-headed League” and then present to the class through a spokes person.
Friday – Parable short stories due by 3:30. There is no length for the story - but you must include all the elements from the hand-out. No emails please. Watch House – modern day interpretation of Sherlock Holmes character. Happy Thanksgiving - enjoy your vacation! If you are considering reading The Road - this might be a good time to start. The assignment will be due in January.
Honor's Essay on Leaving Mother Lake due December 6.
Wednesday, November 10, 2010
Book of Matthew Vocabulary
Deportation - the lawful expulsion of an undesired alien or other person from a state.
Righteous - acting in an upright, moral way; virtuous.
Homage - respect or reverence paid
Diligent - constant in effort to accomplish something
Rote - from memory, without thought of the meaning
Hallow - to make holy; sanctify; consecrate.
Ostentation - pretentious or conspicuous show, as of wealth or importance
Lamentation – expressing grief
Locust – grasshopper, cicada
Brood - a breed, species, group, or kind
Winnow - to free grain from chaff and dirt, esp. by throwing it into the air
Thresh - to separate the grain by some mechanical means, as by beating with a flail
Chaff - the husks of grains and grasses that are separated during threshing
Unquenchable – unable to satisfy or allay
Consent – to permit or comply
Pinnacle – a lofty peak, the culminating point
Splendor – brilliant in appearance, glory
Proclaim – to announce or declare
Meek – humbly patient
Revile – to address abusively
Liable – legally responsible
Reconcile – to bring into agreement
Piety – reverence for God
Alms – money, food, or donations to the poor
Hypocrite – a person who pretends to have virtues or moral beliefs
Trespass – an offense, sin or wrong
Sow – to scatter see over the earth
Reap – to gather or take
Assimilate – to confirm with customs and attitude of a group
Maul – to handle or use roughly
Ravenous – extreme hunger
Gnash – to grind or strike teeth together
Infirmity – a physical weakness or ailment
Rebuke – to express sharp disapproval
Blaspheme – to speak irreverently of God
Awe – an overwhelming feeling of reverence, admiration
Harass – to trouble by repeated attacks
Flog – to beat with a whip
Malign – to defame; speak evil of
Glutton – a person who eats and drinks excessively
Vindicate – to clear from an accusation
Yoke – a device for joining draft animals
Smolder – to burn without flame
Plunder – to rob
Righteous - acting in an upright, moral way; virtuous.
Homage - respect or reverence paid
Diligent - constant in effort to accomplish something
Rote - from memory, without thought of the meaning
Hallow - to make holy; sanctify; consecrate.
Ostentation - pretentious or conspicuous show, as of wealth or importance
Lamentation – expressing grief
Locust – grasshopper, cicada
Brood - a breed, species, group, or kind
Winnow - to free grain from chaff and dirt, esp. by throwing it into the air
Thresh - to separate the grain by some mechanical means, as by beating with a flail
Chaff - the husks of grains and grasses that are separated during threshing
Unquenchable – unable to satisfy or allay
Consent – to permit or comply
Pinnacle – a lofty peak, the culminating point
Splendor – brilliant in appearance, glory
Proclaim – to announce or declare
Meek – humbly patient
Revile – to address abusively
Liable – legally responsible
Reconcile – to bring into agreement
Piety – reverence for God
Alms – money, food, or donations to the poor
Hypocrite – a person who pretends to have virtues or moral beliefs
Trespass – an offense, sin or wrong
Sow – to scatter see over the earth
Reap – to gather or take
Assimilate – to confirm with customs and attitude of a group
Maul – to handle or use roughly
Ravenous – extreme hunger
Gnash – to grind or strike teeth together
Infirmity – a physical weakness or ailment
Rebuke – to express sharp disapproval
Blaspheme – to speak irreverently of God
Awe – an overwhelming feeling of reverence, admiration
Harass – to trouble by repeated attacks
Flog – to beat with a whip
Malign – to defame; speak evil of
Glutton – a person who eats and drinks excessively
Vindicate – to clear from an accusation
Yoke – a device for joining draft animals
Smolder – to burn without flame
Plunder – to rob
Monday, November 8, 2010
Assignments 11/8-12
Monday – Map out the Christian calendar.
Remember – movie essay due Thursday by 4:00. Here are the essay instructions:
Essay:
You need an introduction – put the topic in a context. This can be historical, geographical, or religious. Introduce the name of the film (underlined), the director, and the year it was released. You may list the cast members if you feel that information is relevant. You need a thesis – take a stand on the controversy. Was it valid? Understandable? Totally ridiculous? Be sure your thesis explains why and gives the salient points of your argument.
Summarize the film and summarize the controversy. Your summary comes from you – don’t quote anyone else. You watched the film. You decide what length these summaries should be – but they should not be the majority of your essay. Cite your facts (but do not quote).
Support your thesis about the controversy in however many body paragraphs you choose, using specific detailed scenes and quotes from the movie. (Quotes are available on imdb.com.) Spend some time describing the scenes that you are discussing. Assume the reader has not seen the film, or at least has not seen it recently. Use character names. While you may include other opinions here, the main point is what do you think? Do not simply summarize other people’s opinions – that’s not the point of the essay.
Conclusion – do not simply repeat what you have already said. Go beyond your main points. You could conclude with an update (and why you think this happened). Has your film been totally forgotten? Or remade? Is it still popular? Why do you think it is still watched? Do you think this same film would be successful if it were made today?
You need a Works Cited that includes the film. You may use “I” in your conclusion. The essay is due Thursday by 4:00, with turnitin.com submission some time on Friday.
Tuesday – Chapter 24 “Little Apocalypse” – Study Antichrist/Book of Revelation.
Wednesday – Review Matthew Vocabulary. Honors Meeting last 5 minutes of class.
Thursday – Paper due. Review short story elements (hand-out) and assign parables for creative writing assignment. Decide on due date.
Friday – Work on parable short stories – due next week. Introduction to Sir Arthur Conan Doyle and his character, Sherlock Holmes.
Remember – movie essay due Thursday by 4:00. Here are the essay instructions:
Essay:
You need an introduction – put the topic in a context. This can be historical, geographical, or religious. Introduce the name of the film (underlined), the director, and the year it was released. You may list the cast members if you feel that information is relevant. You need a thesis – take a stand on the controversy. Was it valid? Understandable? Totally ridiculous? Be sure your thesis explains why and gives the salient points of your argument.
Summarize the film and summarize the controversy. Your summary comes from you – don’t quote anyone else. You watched the film. You decide what length these summaries should be – but they should not be the majority of your essay. Cite your facts (but do not quote).
Support your thesis about the controversy in however many body paragraphs you choose, using specific detailed scenes and quotes from the movie. (Quotes are available on imdb.com.) Spend some time describing the scenes that you are discussing. Assume the reader has not seen the film, or at least has not seen it recently. Use character names. While you may include other opinions here, the main point is what do you think? Do not simply summarize other people’s opinions – that’s not the point of the essay.
Conclusion – do not simply repeat what you have already said. Go beyond your main points. You could conclude with an update (and why you think this happened). Has your film been totally forgotten? Or remade? Is it still popular? Why do you think it is still watched? Do you think this same film would be successful if it were made today?
You need a Works Cited that includes the film. You may use “I” in your conclusion. The essay is due Thursday by 4:00, with turnitin.com submission some time on Friday.
Tuesday – Chapter 24 “Little Apocalypse” – Study Antichrist/Book of Revelation.
Wednesday – Review Matthew Vocabulary. Honors Meeting last 5 minutes of class.
Thursday – Paper due. Review short story elements (hand-out) and assign parables for creative writing assignment. Decide on due date.
Friday – Work on parable short stories – due next week. Introduction to Sir Arthur Conan Doyle and his character, Sherlock Holmes.
Friday, October 29, 2010
Assignments 11/1-11-5
Monday – Read highlights of Matt. Chapters 10 – 14 in class. Explain the significance of the Jonah story, John the Baptist, and the loaves and fishes miracle.
Tuesday – Library research day to research film controversies (key words – controversy, protest, boycott). List specific scenes to use as examples in your essays.
Wednesday – Take a practice “Sermon on the Mount” quiz. Review the literary genre definitions and list examples we have seen so far in Matthew. Matthew factual review for test.
Thursday – Matthew Test – Essay on Jesus vs. Moses, multiple choice on the Sermon on the Mount, short answer questions on Matt. 1-14, matching genre vocabulary.
Friday – Finish Discovery Channel documentary.
HW for Monday - outline chapter 17. Be sure to read the annotations and include historical facts in your outline.
Upcoming Dates to remember: Nov. 11 Movie essay due (all), Nov. 18 Honor’s Essay on Mother Lake, Dec. 2 Creative writing assignment (all)
Honor's Essay question: In a 2003 interview with Alice Walker (author of The Color Purple) in People Magazine, Walker listed Leaving Mother Lake as one of her all-time favorite books. Walker said that Namu’s childhood experiences in a remote Chinese village reminded her of what it was like growing up in the South. Write an essay in which you agree and disagree with this statement. In what way(s) is Namu’s culture similar to yours? In what way(s) it is entirely different? In your conclusion, explain how societies can develop such radically different, yet seemingly successful, traditions. The only source you need for this essay is the book, Leaving Mother Lake.
Tuesday – Library research day to research film controversies (key words – controversy, protest, boycott). List specific scenes to use as examples in your essays.
Wednesday – Take a practice “Sermon on the Mount” quiz. Review the literary genre definitions and list examples we have seen so far in Matthew. Matthew factual review for test.
Thursday – Matthew Test – Essay on Jesus vs. Moses, multiple choice on the Sermon on the Mount, short answer questions on Matt. 1-14, matching genre vocabulary.
Friday – Finish Discovery Channel documentary.
HW for Monday - outline chapter 17. Be sure to read the annotations and include historical facts in your outline.
Upcoming Dates to remember: Nov. 11 Movie essay due (all), Nov. 18 Honor’s Essay on Mother Lake, Dec. 2 Creative writing assignment (all)
Honor's Essay question: In a 2003 interview with Alice Walker (author of The Color Purple) in People Magazine, Walker listed Leaving Mother Lake as one of her all-time favorite books. Walker said that Namu’s childhood experiences in a remote Chinese village reminded her of what it was like growing up in the South. Write an essay in which you agree and disagree with this statement. In what way(s) is Namu’s culture similar to yours? In what way(s) it is entirely different? In your conclusion, explain how societies can develop such radically different, yet seemingly successful, traditions. The only source you need for this essay is the book, Leaving Mother Lake.
Wednesday, October 27, 2010
Matthew vocabulary - Chapters 1-6 and lecture
Deportation - the lawful expulsion of an undesired alien or other person from a state.
Righteous - acting in an upright, moral way; virtuous.
Emmanuel – “God with us”
Homage - respect or reverence paid
Diligent - constant in effort to accomplish something
Rote - from memory, without thought of the meaning
Hallow - to make holy; sanctify; consecrate.
Ostentation - pretentious or conspicuous show, as of wealth or importance
Doxology - a form of words containing an ascription of praise to God
Lamentation – expressing grief
Locust – grasshopper, cicada
Brood - a breed, species, group, or kind
Winnow - to free grain from chaff and dirt, esp. by throwing it into the air
Thresh - to separate the grain by some mechanical means, as by beating with a flail
Chaff - the husks of grains and grasses that are separated during threshing
Unquenchable – unable to satisfy or allay
Consent – to permit or comply
Pinnacle – a lofty peak, the culminating point
Splendor – brilliant in appearance, glory
Proclaim – to announce or declare
Meek – humbly patient
Revile – to address abusively
Pharisees – a powerful Jewish sect that adhered to laws and traditions
Sadducees – priests and aristocrats who did not believe in the coming of a messiah
Liable – legally responsible
Reconcile – to bring into agreement
Gentile – people who are not Jewish
Piety – reverence for God
Alms – money, food, or donations to the poor
Hypocrite – a person who pretends to have virtues or moral beliefs
Trespass – an offense, sin or wrong
Sow – to scatter see over the earth
Reap – to gather or take
Discourse – a formal discussion of a topic
Assimilate – to confirm with customs and attitude of a group
Righteous - acting in an upright, moral way; virtuous.
Emmanuel – “God with us”
Homage - respect or reverence paid
Diligent - constant in effort to accomplish something
Rote - from memory, without thought of the meaning
Hallow - to make holy; sanctify; consecrate.
Ostentation - pretentious or conspicuous show, as of wealth or importance
Doxology - a form of words containing an ascription of praise to God
Lamentation – expressing grief
Locust – grasshopper, cicada
Brood - a breed, species, group, or kind
Winnow - to free grain from chaff and dirt, esp. by throwing it into the air
Thresh - to separate the grain by some mechanical means, as by beating with a flail
Chaff - the husks of grains and grasses that are separated during threshing
Unquenchable – unable to satisfy or allay
Consent – to permit or comply
Pinnacle – a lofty peak, the culminating point
Splendor – brilliant in appearance, glory
Proclaim – to announce or declare
Meek – humbly patient
Revile – to address abusively
Pharisees – a powerful Jewish sect that adhered to laws and traditions
Sadducees – priests and aristocrats who did not believe in the coming of a messiah
Liable – legally responsible
Reconcile – to bring into agreement
Gentile – people who are not Jewish
Piety – reverence for God
Alms – money, food, or donations to the poor
Hypocrite – a person who pretends to have virtues or moral beliefs
Trespass – an offense, sin or wrong
Sow – to scatter see over the earth
Reap – to gather or take
Discourse – a formal discussion of a topic
Assimilate – to confirm with customs and attitude of a group
Thursday, October 21, 2010
Assignments - Oct. 25-29
Monday: Read Time magazine article in class. If you miss class – here is the link. This version is a little longer than what we read in class.
http://www.time.com/time/magazine/article/0,9171,1601845,00.html
Journal entry – What is your balanced opinion - should the Bible be taught in high school? Use the article and a specific example from what we have studied so far to defend your answer, with internal citations. (I will read your journal entries along with the next outline due.)
Assign questions for Thursday presentations. These came from the “What do you want to know?” exercise. Put together a short presentation for the class for Thursday answering your question to the best of your ability. You may bring props, illustrations, hand-outs. A short power point is also acceptable. Turn in a Works Cited page along with your presentation.
Tuesday – Finish the “Sermon on the Mount” and study the Golden Rule. Mat. Chapter 7.
Wednesday – Chapter 8 – Jesus’ miracles.
Thursday – Class presentations.
Friday: Group work on film choices. Practice how to find specific examples to discuss in an essay. Monday’s homework - outline chapter 9. Turn in notebook during class. I will grade outline and the Time Magazine journal entry. Use internal citations.
http://www.time.com/time/magazine/article/0,9171,1601845,00.html
Journal entry – What is your balanced opinion - should the Bible be taught in high school? Use the article and a specific example from what we have studied so far to defend your answer, with internal citations. (I will read your journal entries along with the next outline due.)
Assign questions for Thursday presentations. These came from the “What do you want to know?” exercise. Put together a short presentation for the class for Thursday answering your question to the best of your ability. You may bring props, illustrations, hand-outs. A short power point is also acceptable. Turn in a Works Cited page along with your presentation.
Tuesday – Finish the “Sermon on the Mount” and study the Golden Rule. Mat. Chapter 7.
Wednesday – Chapter 8 – Jesus’ miracles.
Thursday – Class presentations.
Friday: Group work on film choices. Practice how to find specific examples to discuss in an essay. Monday’s homework - outline chapter 9. Turn in notebook during class. I will grade outline and the Time Magazine journal entry. Use internal citations.
Tuesday, October 19, 2010
Block C vocabulary
Myth – a traditional story accepted as history
Biography – an account of a series of events making up a person’s life
Apocalypse – a writing prophesying a cataclysm in which evil forces are destroyed
Letter - a written message addressed to a person
Elegy – a mournful melancholy poem
Epic -
Poetry – metrical writing
Law – a rule of conduct inherent in human nature and essential to or binding upon human society
Sermon – a religious speech
Legend –
Pun – a play on words
Code – a set of rules or principles or laws
Folktale – a tale circulated by word of mouth among the common folk
Love Lyric – a metrical verse concerning love
Narrative – a story or account of events
Short Story – a prose narrative shorter than a novel
Battle Ode – war song
Epigram –
Epiphany – sudden realization
Liturgy – Public worship
Parable – Short simple story illustrating a moral attitude or religious principle
Hymn – Song of Praise or Worship
Song – Lyrical Poem
Proverb – Condensed experiences and lessons into stories
Lament – To mourn, be sorrowful
Acrostic – Literary function in which the first letter/syllable/word of each verse/line/paragraph create a message
Oracle – Prediction / Predictor (Prophet)
Joke – Something said that is meant to promote laughter
Allegory – Story in which the characters and events are symbols expressing truths or generalizations about human life
Biography – an account of a series of events making up a person’s life
Apocalypse – a writing prophesying a cataclysm in which evil forces are destroyed
Letter - a written message addressed to a person
Elegy – a mournful melancholy poem
Epic -
Poetry – metrical writing
Law – a rule of conduct inherent in human nature and essential to or binding upon human society
Sermon – a religious speech
Legend –
Pun – a play on words
Code – a set of rules or principles or laws
Folktale – a tale circulated by word of mouth among the common folk
Love Lyric – a metrical verse concerning love
Narrative – a story or account of events
Short Story – a prose narrative shorter than a novel
Battle Ode – war song
Epigram –
Epiphany – sudden realization
Liturgy – Public worship
Parable – Short simple story illustrating a moral attitude or religious principle
Hymn – Song of Praise or Worship
Song – Lyrical Poem
Proverb – Condensed experiences and lessons into stories
Lament – To mourn, be sorrowful
Acrostic – Literary function in which the first letter/syllable/word of each verse/line/paragraph create a message
Oracle – Prediction / Predictor (Prophet)
Joke – Something said that is meant to promote laughter
Allegory – Story in which the characters and events are symbols expressing truths or generalizations about human life
Block E vocabulary
Legend- Non historical story handed down by tradition.
Epic- A long poetic composition centered upon a hero
Narrative-a literary work containing a story
Short Story-a piece of prose fiction
Folk Tale- a story passed down traditionally
Apocalypse- revelation or prophecy
Love Lyric- lyric of a love song
Battle Ode- a battle song
Elegy- a mournful poem; a lament for the dead
Parable- a short story designed to teach a moral lesson
Epigram- a short witty poem
Epiphany- a sudden understanding
Letter- written communication addressed to a person
Law-a system or collection of rules
Sermon- any serious speech especially on a moral issue
Proverb- a brief popular epigram
Code- a systematically arranged collection of laws rules or regulations
Pun- a play on words for humorous effect
Lament- to regret strongly
Acrostic- a form of an acronym
Biography- A written account of another person’s life
Song – composition intended to be sung
Oracle- a prophecy
Joke- an act done for amusement or fun
Allegory- short moral story often done with fictional animals
Hymn- an anthem
Poetry- literary work in metrical form
Myth- a legendary story
Liturgy- public worship
Epic- A long poetic composition centered upon a hero
Narrative-a literary work containing a story
Short Story-a piece of prose fiction
Folk Tale- a story passed down traditionally
Apocalypse- revelation or prophecy
Love Lyric- lyric of a love song
Battle Ode- a battle song
Elegy- a mournful poem; a lament for the dead
Parable- a short story designed to teach a moral lesson
Epigram- a short witty poem
Epiphany- a sudden understanding
Letter- written communication addressed to a person
Law-a system or collection of rules
Sermon- any serious speech especially on a moral issue
Proverb- a brief popular epigram
Code- a systematically arranged collection of laws rules or regulations
Pun- a play on words for humorous effect
Lament- to regret strongly
Acrostic- a form of an acronym
Biography- A written account of another person’s life
Song – composition intended to be sung
Oracle- a prophecy
Joke- an act done for amusement or fun
Allegory- short moral story often done with fictional animals
Hymn- an anthem
Poetry- literary work in metrical form
Myth- a legendary story
Liturgy- public worship
Monday, October 18, 2010
Block F definitions
1. Myth- a traditional story passed down to people
2. Legend- story coming from the past
3. Epic- a long poem focusing usually on the exploits of a hero
4. Narrative- a story or account of events
5. Parable- a teaching story
6. Hymn- song of praise
7. Short story- a short work of fiction; small tale
8. Joke-something said or done to evoke laughter
9. Acrostic- a series of words of which the first letter spell out something
10. Oracle- a prophet fortune teller
11. Letter- a formal written note
12. Law- code of conduct
13. Proverb- a moral saying
14. Song- a piece of music
15. Code- a set of laws
16. Sermon- a serious speech
17. Epigram-a concise poem dealing with a single thought or event
18. Epiphany- a revealing scene or moment
19. Pun- play on words
20. Liturgy- writes for public worship
21. Lament- wailing
22. Apocalypse- a prophetic revelation concerning good overcoming evil
23. Poetry- literary work in metrical form; verse
24. Allegory- a work of art that is meant to represent deeper things
25. Elegy- a funeral song
26. Biography- a written history of a person’s life
27. Folk tale- any belief or story passed on traditionally
28. Love lyric- the lyric of a love song
29. Battle ode- song of battle
2. Legend- story coming from the past
3. Epic- a long poem focusing usually on the exploits of a hero
4. Narrative- a story or account of events
5. Parable- a teaching story
6. Hymn- song of praise
7. Short story- a short work of fiction; small tale
8. Joke-something said or done to evoke laughter
9. Acrostic- a series of words of which the first letter spell out something
10. Oracle- a prophet fortune teller
11. Letter- a formal written note
12. Law- code of conduct
13. Proverb- a moral saying
14. Song- a piece of music
15. Code- a set of laws
16. Sermon- a serious speech
17. Epigram-a concise poem dealing with a single thought or event
18. Epiphany- a revealing scene or moment
19. Pun- play on words
20. Liturgy- writes for public worship
21. Lament- wailing
22. Apocalypse- a prophetic revelation concerning good overcoming evil
23. Poetry- literary work in metrical form; verse
24. Allegory- a work of art that is meant to represent deeper things
25. Elegy- a funeral song
26. Biography- a written history of a person’s life
27. Folk tale- any belief or story passed on traditionally
28. Love lyric- the lyric of a love song
29. Battle ode- song of battle
Definitions - Block A
Block A Definitions
1. Myth: a traditional or legendary story
2. Legend: a non historical or unverifiable story handed down by tradition from earlier times
3. Epic: a long narrative poem about a hero
4. Narrative: a narrated account; a story
5. Short Story: a work of fiction that is usually written in prose
6. Folk Tale: a tale or legend originating and traditional among a people or folk, especially one forming part of the oral tradition of the common people
7. Apocalypse: a writing prophesying a cataclysm in which evil forces are destroyed
8. Poetry: metrical writing
9. Love Lyric: the lyric of a personal love song
10. Battle Ode: a poem dedicated to battle
11. Epigram: a short witty poem expressing a single thought or observation
12. Epiphany: a literary work or section of a work presenting usually symbolically such a moment of revelation or insight; a divine manifestation
13. Elegy: a poem or song composed especially as a lament for a deceased person
14. Biography: an account of series of events making up a person’s life
15. Letter: a written message addressed a person or organization
16. Law: a collection of rules imposed by authority
17. Sermon: an address of a religious nature
18. Code: a set of rules or principles or laws
19. Pun: a play on words
20. Liturgy: a form of public worship or ritual
21. Parable: a simple story illustrating a moral or religious lesson
22. Hymn: a song or ode in praise or honor of God, a deity, a nation, etc.
23. Song: a short musical composition with words
24. Proverb: a pithy popular saying
25. Lament: a cry of sorrow or grief
26. Acrostic: a poem or series of lines in which certain letters, usually the first in each line, form a name, motto, or message when read in sequence
27. Oracle: an utterance, often ambiguous or obscure given by a priest or priestess at a shrine as the response of a God to an inquiry
28. Joke: something said or done to provoke laughter, especially a brief narrative with a humorous climax
29. Allegory: a symbolic representation
1. Myth: a traditional or legendary story
2. Legend: a non historical or unverifiable story handed down by tradition from earlier times
3. Epic: a long narrative poem about a hero
4. Narrative: a narrated account; a story
5. Short Story: a work of fiction that is usually written in prose
6. Folk Tale: a tale or legend originating and traditional among a people or folk, especially one forming part of the oral tradition of the common people
7. Apocalypse: a writing prophesying a cataclysm in which evil forces are destroyed
8. Poetry: metrical writing
9. Love Lyric: the lyric of a personal love song
10. Battle Ode: a poem dedicated to battle
11. Epigram: a short witty poem expressing a single thought or observation
12. Epiphany: a literary work or section of a work presenting usually symbolically such a moment of revelation or insight; a divine manifestation
13. Elegy: a poem or song composed especially as a lament for a deceased person
14. Biography: an account of series of events making up a person’s life
15. Letter: a written message addressed a person or organization
16. Law: a collection of rules imposed by authority
17. Sermon: an address of a religious nature
18. Code: a set of rules or principles or laws
19. Pun: a play on words
20. Liturgy: a form of public worship or ritual
21. Parable: a simple story illustrating a moral or religious lesson
22. Hymn: a song or ode in praise or honor of God, a deity, a nation, etc.
23. Song: a short musical composition with words
24. Proverb: a pithy popular saying
25. Lament: a cry of sorrow or grief
26. Acrostic: a poem or series of lines in which certain letters, usually the first in each line, form a name, motto, or message when read in sequence
27. Oracle: an utterance, often ambiguous or obscure given by a priest or priestess at a shrine as the response of a God to an inquiry
28. Joke: something said or done to provoke laughter, especially a brief narrative with a humorous climax
29. Allegory: a symbolic representation
Wednesday, October 13, 2010
Assignments Oct. 18-22
Monday – Check your classmates’ film selections (posted on the map) and try to organize your groups for watching the film. Hopefully you can also share copies of the movies. The goal is to have watched your film choice by next Wednesday – Oct. 27. We will have an activity in class that day using film groups. Look for elements of Matthew in your film while you watch.
In class we will review an outline format. For Friday, you should outline chapters 5 and 6 from Matthew. Include all relevant facts. These outlines are handwritten in your English notebook. You should also include a personal reflection on the two chapters.
Tuesday – Dr. Dunlap will be the guest lecturer on Thursday. His topic is the modern Middle East and the conflicts that date back to the Biblical time period we are studying. He will also explain some of the religions we encountered on the Pew Research Poll. For Wednesday, submit one typed question concerning this topic that you would like to have answered (this counts as a homework assignment – make it a good question). Turn in this assignment during class.
Wednesday – The Lord’s Prayer. Using the notes from the Bible, rewrite the Lord’s Prayer in modern language. Also the antitheses.
Thursday – Dr. Dunlap’s lecture.
Friday – Outlines due for Matthew 5 and 6. Turn in after class – not after school. Film clip of the Sermon on the Mount.
In class we will review an outline format. For Friday, you should outline chapters 5 and 6 from Matthew. Include all relevant facts. These outlines are handwritten in your English notebook. You should also include a personal reflection on the two chapters.
Tuesday – Dr. Dunlap will be the guest lecturer on Thursday. His topic is the modern Middle East and the conflicts that date back to the Biblical time period we are studying. He will also explain some of the religions we encountered on the Pew Research Poll. For Wednesday, submit one typed question concerning this topic that you would like to have answered (this counts as a homework assignment – make it a good question). Turn in this assignment during class.
Wednesday – The Lord’s Prayer. Using the notes from the Bible, rewrite the Lord’s Prayer in modern language. Also the antitheses.
Thursday – Dr. Dunlap’s lecture.
Friday – Outlines due for Matthew 5 and 6. Turn in after class – not after school. Film clip of the Sermon on the Mount.
Friday, October 8, 2010
Assignments for Oct. 11-13
Monday – Present literary definitions to the class. Take religion poll. HW – finish reading Mat. 5 – first part of the Sermon on the Mount.
Tuesday – Historical context – Fall of Jerusalem lecture. Notes on Josephus.
Wednesday – Extra credit projects due today.
Over the break, choose your Jesus film that you will write your paper about. Read the summaries on Amazon to help you decide. Over the weekend (by Sunday night), submit via email to me (sdunlap@esacadiana.com) your choice, with an explanation of why you chose this film. Remember that for your paper you will summarize the film, summarize the controversy, and then analyze the controversial issues. You must choose a side in the debate, but you must also balance your opinion by respecting both sides. Here are the possibilities:
Godspell
Jesus Christ Superstar
Passion of the Christ
The Last Temptation of Christ
The Life of Brian
Tuesday – Historical context – Fall of Jerusalem lecture. Notes on Josephus.
Wednesday – Extra credit projects due today.
Over the break, choose your Jesus film that you will write your paper about. Read the summaries on Amazon to help you decide. Over the weekend (by Sunday night), submit via email to me (sdunlap@esacadiana.com) your choice, with an explanation of why you chose this film. Remember that for your paper you will summarize the film, summarize the controversy, and then analyze the controversial issues. You must choose a side in the debate, but you must also balance your opinion by respecting both sides. Here are the possibilities:
Godspell
Jesus Christ Superstar
Passion of the Christ
The Last Temptation of Christ
The Life of Brian
Wednesday, October 6, 2010
Turnitin.com Codes
Block A - 3547631
Block C - 3547636
Block E - 3547638
Block F - 3547642
Post before midnight for extra points.
Block C - 3547636
Block E - 3547638
Block F - 3547642
Post before midnight for extra points.
Monday, October 4, 2010
Extra Credit Projects
Extra Credit Projects for First Quarter
Due October 13 by noon – in the box.
1) Rewrite the end of the play AYLI and change it from a comedy to a tragedy.
2) Pick a prisoner from SBB and write to them about how you think they performed in the play and in the film. Tell them about your class studying the documentary. This project requires finding the address and mailing the letter after you have turned it in for credit.
3) Think of a place other than Japan, England, or France to set AYLI, and then describe how the setting would be incorporated into the play and why that place is a good choice. Illustrate the set.
4) Tour a local jail and write about your experience – how does it differ from what you saw in SBB?
5) Make a poster flow chart of the characters in As You Like It or The Tempest. Include one or two characteristics for each, and clearly show the relationships between the characters.
6) Write and perform a song that would be about one of the characters in AYLI or The Tempest.
7) Design a Facebook profile for one of the characters in AYLI or The Tempest.
Due October 13 by noon – in the box.
1) Rewrite the end of the play AYLI and change it from a comedy to a tragedy.
2) Pick a prisoner from SBB and write to them about how you think they performed in the play and in the film. Tell them about your class studying the documentary. This project requires finding the address and mailing the letter after you have turned it in for credit.
3) Think of a place other than Japan, England, or France to set AYLI, and then describe how the setting would be incorporated into the play and why that place is a good choice. Illustrate the set.
4) Tour a local jail and write about your experience – how does it differ from what you saw in SBB?
5) Make a poster flow chart of the characters in As You Like It or The Tempest. Include one or two characteristics for each, and clearly show the relationships between the characters.
6) Write and perform a song that would be about one of the characters in AYLI or The Tempest.
7) Design a Facebook profile for one of the characters in AYLI or The Tempest.
Thursday, September 30, 2010
Week of Oct. 4th
Monday – Finish Prince of Egypt.
Tuesday – Moses review. Finish the Matthew lecture. Birth of Jesus. Where does our information come from? Read the four Gospels and how they begin. Illustrate and compare. Read Matthew 2 for homework.
Wednesday - Read National Geographic’s article on Herod. JE: Compare and contrast Matthew’s gospel to the archeological findings. Take a side in your journal entry.
First short essay due Monday – Choose a theory of who wrote the Book of Matthew. There are many to choose from on Wikipedia. Summarize it, quote an expert, and express your opinion – why does this theory appeal to you? One page typed with Works Cited. Read Matthew 3 for Thursday.
Thursday - Lecture on John the Baptist. Watch The Greatest Story Ever Told. Read Matthew 4 and study for Friday’s quiz.
Friday – Quiz on Matthew 1-4 and Herod, including Biblical vocabulary.
For those who are working on their reading comprehension skills, try this website.
http://school.familyeducation.com/college-prep/sat/39914.html?page=1of
Tuesday – Moses review. Finish the Matthew lecture. Birth of Jesus. Where does our information come from? Read the four Gospels and how they begin. Illustrate and compare. Read Matthew 2 for homework.
Wednesday - Read National Geographic’s article on Herod. JE: Compare and contrast Matthew’s gospel to the archeological findings. Take a side in your journal entry.
First short essay due Monday – Choose a theory of who wrote the Book of Matthew. There are many to choose from on Wikipedia. Summarize it, quote an expert, and express your opinion – why does this theory appeal to you? One page typed with Works Cited. Read Matthew 3 for Thursday.
Thursday - Lecture on John the Baptist. Watch The Greatest Story Ever Told. Read Matthew 4 and study for Friday’s quiz.
Friday – Quiz on Matthew 1-4 and Herod, including Biblical vocabulary.
For those who are working on their reading comprehension skills, try this website.
http://school.familyeducation.com/college-prep/sat/39914.html?page=1of
Monday, September 27, 2010
Vocabulary for Test
Just a reminder that blocks A, C and F will take the test on Thursday. Block E will take the test on Wednesday. Here are the vocabulary words.
capricious - erratic
bawdy – indecent, lewd
sanctity – saintliness or holiness
verity – truth, reality
traverse – to extend over, through, or across
covetous - wrongly desirous of wealth
irksome – annoying, tiresome
peevish – cross, querulous, fretful
abominable – detestable, loathsome
censure - strong or vehement expression of disapproval
emulation - imitation
rumination- to meditate or muse
wooed - to seek favor, affection, or love
slander - to utter slander against; defame
orator – public speaker
clamorous – vigorous in demands
boisterous – rough and noisy
contrive – to devise, invent, plot
heathen – an irreligious, uncultured or uncivilized person
rhetoric - the undue use of exaggeration or display
faction – a group of people inside a political party
wrath - anger
rudiments - undeveloped or imperfect form of something
sententious – expressing much in a few words
accord - to be in agreement or harmony
shrewd – cunning, clever
rustic – simple, country, unsophisticated
revelry – noisy merrymaking
wrangling – arguing, haggling
victual – food supplies
insinuate – to suggest or hint slyly
simpering – smiling in a silly, self-conscious manner
capricious - erratic
bawdy – indecent, lewd
sanctity – saintliness or holiness
verity – truth, reality
traverse – to extend over, through, or across
covetous - wrongly desirous of wealth
irksome – annoying, tiresome
peevish – cross, querulous, fretful
abominable – detestable, loathsome
censure - strong or vehement expression of disapproval
emulation - imitation
rumination- to meditate or muse
wooed - to seek favor, affection, or love
slander - to utter slander against; defame
orator – public speaker
clamorous – vigorous in demands
boisterous – rough and noisy
contrive – to devise, invent, plot
heathen – an irreligious, uncultured or uncivilized person
rhetoric - the undue use of exaggeration or display
faction – a group of people inside a political party
wrath - anger
rudiments - undeveloped or imperfect form of something
sententious – expressing much in a few words
accord - to be in agreement or harmony
shrewd – cunning, clever
rustic – simple, country, unsophisticated
revelry – noisy merrymaking
wrangling – arguing, haggling
victual – food supplies
insinuate – to suggest or hint slyly
simpering – smiling in a silly, self-conscious manner
Friday, September 24, 2010
Week of September 27
Monday – Finish the vocabulary for AYLI. Discuss the quotes from The Tempest.
Tuesday – Review for test – essay (see last week’s description), vocabulary from Acts 3-5, and explain two of the famous quotes (who said it, to whom, the context of the story and the significance of the quote). Jeopardy game in class.
1) "Can one desire too much of a good thing?" (Quote Act IV, Sc. I).
2) "I like this place and willingly could waste my time in it" (Quote Act II, Scene IV).
3) "How bitter a thing it is to look into happiness through another man's eyes!" (Quote Act V, Sc. II).
4) "Blow, blow, thou winter wind! Thou art not so unkind as man's ingratitude.” (Quote Act II, Scene VII).
5) "True is it that we have seen better days."(Quote Act II, Scene VII).
6) "For ever and a day." (Quote Act IV, Sc. I).
7) "The fool doth think he is wise, but the wise man knows himself to be a fool."(Quote Act V, Scene I).
Wednesday – test on As You Like It and Shakespeare Behind Bars.
Thursday – introduction to the Book of Matthew – bring Bible to class. JE: Does studying the Bible as a work of literature and history in any way impact your religious views? Big poster paper – work in groups. What do you know about the life of Jesus already? What do you want to know?
Friday – Start Prince of Egypt. Essay due Wednesday, October 6.
Tuesday – Review for test – essay (see last week’s description), vocabulary from Acts 3-5, and explain two of the famous quotes (who said it, to whom, the context of the story and the significance of the quote). Jeopardy game in class.
1) "Can one desire too much of a good thing?" (Quote Act IV, Sc. I).
2) "I like this place and willingly could waste my time in it" (Quote Act II, Scene IV).
3) "How bitter a thing it is to look into happiness through another man's eyes!" (Quote Act V, Sc. II).
4) "Blow, blow, thou winter wind! Thou art not so unkind as man's ingratitude.” (Quote Act II, Scene VII).
5) "True is it that we have seen better days."(Quote Act II, Scene VII).
6) "For ever and a day." (Quote Act IV, Sc. I).
7) "The fool doth think he is wise, but the wise man knows himself to be a fool."(Quote Act V, Scene I).
Wednesday – test on As You Like It and Shakespeare Behind Bars.
Thursday – introduction to the Book of Matthew – bring Bible to class. JE: Does studying the Bible as a work of literature and history in any way impact your religious views? Big poster paper – work in groups. What do you know about the life of Jesus already? What do you want to know?
Friday – Start Prince of Egypt. Essay due Wednesday, October 6.
Friday, September 17, 2010
Assignments - Week of Sept. 20
Monday, Sept. 20
Watch the documentary. Start doing the research for your essay. Here are the topics.
Regular English final essay –
As You Like It essay: Critique and defend the director’s decision to set the play in Japan. Use at least one professional film critic’s opinion (try www.rottentomatoes.com). You should also do some research about the history of the play and Shakespeare’s original setting of the “forest of Arden” as background for your discussion. You need at least one quote from the play to support your answer. This needs to be at least a five paragraph essay with internal citations and a Works Cited page.
Regular English test essay –
Shakespeare Behind Bars essay: How did the players benefit and/or change through their production of The Tempest? Use specific examples of characters and their roles. Include a brief synopsis of the play and the documentary in your essay.
Honors English final essay –
Shakespeare Behind Bars essay: Identify and analyze the reasons why The Tempest (out of all Shakespeare’s works) was the best choice for the prisoners to perform. Include at least one film critic’s opinion in your essay, as well as a summary of the play and the documentary. You may also use As You Like It for comparison. This needs to be at least a five paragraph essay with internal citations and a Works Cited page.
Honors English test essay –
As You Like It – Defend and critique the director’s decision to set the play in feudal Japan. Use two characters as specific examples of the strengths and weaknesses of the decision.
Tuesday – no English class.
Wednesday – We will review a synopsis of the plot of The Tempest. How does is compare to As You Like It? Homework for Thursday – find and print a film critique that you will use in your essay (Honors - Shakespeare Behind Bars, Regular - As You Like It). Highlight one or two quotes that you might use. Print the Works Cited citation for this article – make sure you have an author, a publication and a publication date. Turn in at the beginning of class.
Thursday/Friday – Finish watching the documentary in class. I will return your college essays. Homework for Monday – hand in a typed outline and a finished Works Cited page for your essay.
Watch the documentary. Start doing the research for your essay. Here are the topics.
Regular English final essay –
As You Like It essay: Critique and defend the director’s decision to set the play in Japan. Use at least one professional film critic’s opinion (try www.rottentomatoes.com). You should also do some research about the history of the play and Shakespeare’s original setting of the “forest of Arden” as background for your discussion. You need at least one quote from the play to support your answer. This needs to be at least a five paragraph essay with internal citations and a Works Cited page.
Regular English test essay –
Shakespeare Behind Bars essay: How did the players benefit and/or change through their production of The Tempest? Use specific examples of characters and their roles. Include a brief synopsis of the play and the documentary in your essay.
Honors English final essay –
Shakespeare Behind Bars essay: Identify and analyze the reasons why The Tempest (out of all Shakespeare’s works) was the best choice for the prisoners to perform. Include at least one film critic’s opinion in your essay, as well as a summary of the play and the documentary. You may also use As You Like It for comparison. This needs to be at least a five paragraph essay with internal citations and a Works Cited page.
Honors English test essay –
As You Like It – Defend and critique the director’s decision to set the play in feudal Japan. Use two characters as specific examples of the strengths and weaknesses of the decision.
Tuesday – no English class.
Wednesday – We will review a synopsis of the plot of The Tempest. How does is compare to As You Like It? Homework for Thursday – find and print a film critique that you will use in your essay (Honors - Shakespeare Behind Bars, Regular - As You Like It). Highlight one or two quotes that you might use. Print the Works Cited citation for this article – make sure you have an author, a publication and a publication date. Turn in at the beginning of class.
Thursday/Friday – Finish watching the documentary in class. I will return your college essays. Homework for Monday – hand in a typed outline and a finished Works Cited page for your essay.
Sunday, September 12, 2010
Week of September 14
Monday
Turn in college essays by 4:00. Review punctuation quizzes. Present google game winners and discuss types of websites – who can you trust? Explain poetry assignment for Tuesday. Take the first five lines of Jaques’s monologue and rewrite them using your own metaphor. Poems must be typed and presented in class tomorrow.
Read Act 5 and the Epilogue for quiz on Friday, along with the first 15 vocabulary words of Act 3.
Tuesday
Present poems. Vote for your favorite. Finish AYLI film. Discuss AYLI essay assignment for regular English (look at imdb and Rotten Tomatoes) and Honor’s English. When should these be due?
As You Like It essay – critique and defend Branaugh’s decision to change the play’s setting to Japan.
The Tempest essay – identify and analyze the reasons why this play (out of all Shakespeare’s works) is the best one to be performed by a group of prisoners?
Wednesday
Read New York Times article and then write a short essay where you are the headmaster of Horace Mann. What would you have done? If there are any actions of his that you agree with, defend them in your response. Include a claim, warrant, a qualifier, and a rebuttal, and label them in your essay.
Thursday
Review the vocabulary words. Create a character flow chart – including key words for each character.
Friday
Quiz and begin Shakespeare in Jail.
Turn in college essays by 4:00. Review punctuation quizzes. Present google game winners and discuss types of websites – who can you trust? Explain poetry assignment for Tuesday. Take the first five lines of Jaques’s monologue and rewrite them using your own metaphor. Poems must be typed and presented in class tomorrow.
Read Act 5 and the Epilogue for quiz on Friday, along with the first 15 vocabulary words of Act 3.
Tuesday
Present poems. Vote for your favorite. Finish AYLI film. Discuss AYLI essay assignment for regular English (look at imdb and Rotten Tomatoes) and Honor’s English. When should these be due?
As You Like It essay – critique and defend Branaugh’s decision to change the play’s setting to Japan.
The Tempest essay – identify and analyze the reasons why this play (out of all Shakespeare’s works) is the best one to be performed by a group of prisoners?
Wednesday
Read New York Times article and then write a short essay where you are the headmaster of Horace Mann. What would you have done? If there are any actions of his that you agree with, defend them in your response. Include a claim, warrant, a qualifier, and a rebuttal, and label them in your essay.
Thursday
Review the vocabulary words. Create a character flow chart – including key words for each character.
Friday
Quiz and begin Shakespeare in Jail.
Friday, September 10, 2010
Instructions for the Google Game
The purpose of the game is to see who can answer the questions with the least number of hits in each search.
For example: the question is:
“What sport was Mamie Peanut Johnson playing when she got her nickname?”
You type into the search bar:
“Mamie Peanut Johnson” sport nickname site:gov
You discover that the answer is Negro League baseball. The number of hits Google returned in your search was 2.
On your answer sheet, you include the following:
What sport was Mamie Peanut Johnson playing when she got her nickname?
Optimal search terms: “Mamie Peanut Johnson” sport nickname site:gov (two hits)
Answer: Negro League baseball
Begin the game by reading the Advanced Search Tips found on Google. Click first on “Advanced Search” and notice all the ways you can customize a search. Then click on “Advanced Search Tips” and reach about the phrase search, fill in the blank search, and search within a specific website. HINT: searching within a certain type of website, such as .gov or .edu, will return far fewer hits.
When Dr. Dunlap says go, you have 20 minutes to answer as many of the questions as you can (questions are found on dunlapapenglish.blogspot.com). Turn in one answer sheet for each team. Copy and paste your search criteria with each question, along with the number of hits. Prizes will be awarded on Monday.
Good luck!
For example: the question is:
“What sport was Mamie Peanut Johnson playing when she got her nickname?”
You type into the search bar:
“Mamie Peanut Johnson” sport nickname site:gov
You discover that the answer is Negro League baseball. The number of hits Google returned in your search was 2.
On your answer sheet, you include the following:
What sport was Mamie Peanut Johnson playing when she got her nickname?
Optimal search terms: “Mamie Peanut Johnson” sport nickname site:gov (two hits)
Answer: Negro League baseball
Begin the game by reading the Advanced Search Tips found on Google. Click first on “Advanced Search” and notice all the ways you can customize a search. Then click on “Advanced Search Tips” and reach about the phrase search, fill in the blank search, and search within a specific website. HINT: searching within a certain type of website, such as .gov or .edu, will return far fewer hits.
When Dr. Dunlap says go, you have 20 minutes to answer as many of the questions as you can (questions are found on dunlapapenglish.blogspot.com). Turn in one answer sheet for each team. Copy and paste your search criteria with each question, along with the number of hits. Prizes will be awarded on Monday.
Good luck!
Thursday, September 9, 2010
Questions...
What Spartanburg, SC actress has appeared in How to Lose a Guy in 10 Days, Hulk, The Village, and Dead Man Walking?
What is the specific location of the mosaic tribute (nicknamed “El Chulon”) to a Salvadoran revolution?
In the Nintendo game, Donkey Kong, what was Mario’s first job?
What team did Greg Lemond ride for in his first Tour de France victory?
What is the overall record of wins and losses between the Atlanta Falcons and the New Orleans Saints?
Explain the connection between Edgar Allen Poe and Virginia Clem.
What painting by Andy Warhol has fetched the most money?
What do Gerald Ford and John J. McCloy have in common?
How is the “White Out” inventor related to the band The Monkees?
Who was F. Scott Fitzgerald named after?
What is the specific location of the mosaic tribute (nicknamed “El Chulon”) to a Salvadoran revolution?
In the Nintendo game, Donkey Kong, what was Mario’s first job?
What team did Greg Lemond ride for in his first Tour de France victory?
What is the overall record of wins and losses between the Atlanta Falcons and the New Orleans Saints?
Explain the connection between Edgar Allen Poe and Virginia Clem.
What painting by Andy Warhol has fetched the most money?
What do Gerald Ford and John J. McCloy have in common?
How is the “White Out” inventor related to the band The Monkees?
Who was F. Scott Fitzgerald named after?
Wednesday, September 8, 2010
More comma assistance
Here's another site with some commas rules... they are the same ones we already studied, but I thought this might help you review. Good Luck!
http://grammar.ccc.commnet.edu/grammar/commas.htm
http://grammar.ccc.commnet.edu/grammar/commas.htm
Week of September 7
Tuesday
Comma lesson. Discussion of personal essay assignment. Proposal for essay due Thursday – email by 4:00 or hard copy in box. Use either a common app question, or submit a question of your choice from another school. Include the question in your proposal. Proposal may be one paragraph.
Wednesday
Sample college essay critique. Chapel Hill questions and University of Chicago Youtube assignment. Links that might inspire you:
Newsweek challenged university presidents to write a college essay. Here are the results-
http://online.wsj.com/article/SB124155688466088871.html
I like this college admissions officer’s advice – she is extremely practical-
http://thechoice.blogs.nytimes.com/2009/06/23/tip-sheet-essay/?hp
This is my favorite article – if you miss class, at least read/watch this one-
http://www.nytimes.com/2010/02/23/education/23tufts.html?_r=1
Thursday
Punctuation quiz using what we learned about commas, semicolons and colons. Finish watching As You Like It.
Friday
Google Game – learning research techniques. Go straight to the library. Assignment for Monday – Personal Essay – 500 words – typed and in my box by 4:00. I need to write on your paper – be sure and give me 1.5 or double spacing.
Comma lesson. Discussion of personal essay assignment. Proposal for essay due Thursday – email by 4:00 or hard copy in box. Use either a common app question, or submit a question of your choice from another school. Include the question in your proposal. Proposal may be one paragraph.
Wednesday
Sample college essay critique. Chapel Hill questions and University of Chicago Youtube assignment. Links that might inspire you:
Newsweek challenged university presidents to write a college essay. Here are the results-
http://online.wsj.com/article/SB124155688466088871.html
I like this college admissions officer’s advice – she is extremely practical-
http://thechoice.blogs.nytimes.com/2009/06/23/tip-sheet-essay/?hp
This is my favorite article – if you miss class, at least read/watch this one-
http://www.nytimes.com/2010/02/23/education/23tufts.html?_r=1
Thursday
Punctuation quiz using what we learned about commas, semicolons and colons. Finish watching As You Like It.
Friday
Google Game – learning research techniques. Go straight to the library. Assignment for Monday – Personal Essay – 500 words – typed and in my box by 4:00. I need to write on your paper – be sure and give me 1.5 or double spacing.
Monday, August 30, 2010
Act II Vocabulary and Shakespeare MLA
1) Melancholy - a gloomy state of mind, esp. when habitual
2) Invectively - censoriously abusive
3) Sinewy – tough, firm, resilient
4) Debility – a weakened or enfeebled state
5) Recompense – to repay or reward for service
6) Folly – lack of understanding or sense
7) Churlish – rude, mean
8) Uncouth – awkward, clumsy or unmannerly
9) Motley – exhibiting great diversity
10) Courtier – a person who seeks favor by flattery
11) Galled - impudence
12) Libertine – a person who is morally or sexually unrestrained
13) Embossed – to decorate with raised ornament
14) Mettle – courage and fortitude
15) Venerable – commanding respect due to age or dignity
16) Effigy – a representation or image
Here is a great explanation for how to cite Shakespeare. Use this as a source for your As You Like It paper for first term.
http://www.wsu.edu/~delahoyd/shakespeare/mla.html
2) Invectively - censoriously abusive
3) Sinewy – tough, firm, resilient
4) Debility – a weakened or enfeebled state
5) Recompense – to repay or reward for service
6) Folly – lack of understanding or sense
7) Churlish – rude, mean
8) Uncouth – awkward, clumsy or unmannerly
9) Motley – exhibiting great diversity
10) Courtier – a person who seeks favor by flattery
11) Galled - impudence
12) Libertine – a person who is morally or sexually unrestrained
13) Embossed – to decorate with raised ornament
14) Mettle – courage and fortitude
15) Venerable – commanding respect due to age or dignity
16) Effigy – a representation or image
Here is a great explanation for how to cite Shakespeare. Use this as a source for your As You Like It paper for first term.
http://www.wsu.edu/~delahoyd/shakespeare/mla.html
Friday, August 27, 2010
Week of August 30
Monday – Write a practice ACT essay in 30 minutes. Read Act III for this week.
Tuesday – Vocabulary day! Look up the definitions for your words, and then illustrate and present to the class. Brief discussion of country vs. city in Shakespeare.
Wednesday – Watch As You Like It.
JE – Describe what do you like and dislike about the play so far.
Thursday – ACT practice – commas, semicolons, and colons. Watch As You Like It.
Friday – Test on Acts 1,2, and 3 of As You Like It – including the short essay on country vs. city, a few questions about the characters, and vocabulary matching from Acts 1 and 2. Optional rewrites due today – either hard copy or emailed to me by 4:00 pm.
Tuesday – Vocabulary day! Look up the definitions for your words, and then illustrate and present to the class. Brief discussion of country vs. city in Shakespeare.
Wednesday – Watch As You Like It.
JE – Describe what do you like and dislike about the play so far.
Thursday – ACT practice – commas, semicolons, and colons. Watch As You Like It.
Friday – Test on Acts 1,2, and 3 of As You Like It – including the short essay on country vs. city, a few questions about the characters, and vocabulary matching from Acts 1 and 2. Optional rewrites due today – either hard copy or emailed to me by 4:00 pm.
Monday, August 23, 2010
"Stages of Man" Assignment - due Aug. 30
Seven Stages of Man – Assignment
As this is the most well-known portion of the play, I want you to spend some time with it. Using the stage that I have assigned you in class, write a paragraph about this stage of life. Be sure and look up any of the words you do not know. You may summarize Shakespeare, and then explain the stage. You may use real life examples of people you know in this stage. Give me details.
For extra credit, you may illustrate the stage. I would like to post some of these in the classroom.
The second part of the assignment is two-fold. Listen to this classic Harry Chapin song entitled “Cat’s in the Cradle.” Here’s the link to a live performance - http://www.youtube.com/watch?v=zH46SmVv8SU. He is pre-MTV. You may think it is cheesy – but know that it can make your parents cry. Explain how Chapin divides a man’s life into stages and what they mean.
Then divide your life into stages. You may use any criteria you’d like, but you must be consistent. Divide your life into accomplishments or places you have lived. I could divide my life into all the different jobs I have had. Be creative here! Entertain me (but try not to gross me out).
That’s it! Assignment is due on Monday by 4:00 – hard copy only, in my box. Name and block and date in upper left, TNR, 14 point font if you can, please. Make sure your name is on the illustration if you choose to do it. Cite any sources you use, including Wikipedia and Youtube. Include a Works Cited page.
As this is the most well-known portion of the play, I want you to spend some time with it. Using the stage that I have assigned you in class, write a paragraph about this stage of life. Be sure and look up any of the words you do not know. You may summarize Shakespeare, and then explain the stage. You may use real life examples of people you know in this stage. Give me details.
For extra credit, you may illustrate the stage. I would like to post some of these in the classroom.
The second part of the assignment is two-fold. Listen to this classic Harry Chapin song entitled “Cat’s in the Cradle.” Here’s the link to a live performance - http://www.youtube.com/watch?v=zH46SmVv8SU. He is pre-MTV. You may think it is cheesy – but know that it can make your parents cry. Explain how Chapin divides a man’s life into stages and what they mean.
Then divide your life into stages. You may use any criteria you’d like, but you must be consistent. Divide your life into accomplishments or places you have lived. I could divide my life into all the different jobs I have had. Be creative here! Entertain me (but try not to gross me out).
That’s it! Assignment is due on Monday by 4:00 – hard copy only, in my box. Name and block and date in upper left, TNR, 14 point font if you can, please. Make sure your name is on the illustration if you choose to do it. Cite any sources you use, including Wikipedia and Youtube. Include a Works Cited page.
Friday, August 20, 2010
Classwork for Aug. 23
Monday –
New Yorker – read for 15 minutes, then respond to the article using a quote and proper internal citation. IQCE. Practice quotes and paragraph structure today.
HW – read Act 2 for Friday.
Tuesday -
Analyze the ACT essay – read a sample. 30 min. practice essay.
Wednesday –
Watch As You Like It
JE – describe your ideal college. What is best for you?
Thursday –
Watch AYLI. Short lecture on the settings and their importance.
JE – Describe what do you like and dislike about the play so far.
Friday -
Quiz – explain the differences between the court and the forest – use examples from Acts 1 and 2. Practice ACT reading comprehension.
New Yorker – read for 15 minutes, then respond to the article using a quote and proper internal citation. IQCE. Practice quotes and paragraph structure today.
HW – read Act 2 for Friday.
Tuesday -
Analyze the ACT essay – read a sample. 30 min. practice essay.
Wednesday –
Watch As You Like It
JE – describe your ideal college. What is best for you?
Thursday –
Watch AYLI. Short lecture on the settings and their importance.
JE – Describe what do you like and dislike about the play so far.
Friday -
Quiz – explain the differences between the court and the forest – use examples from Acts 1 and 2. Practice ACT reading comprehension.
Honors Books to Purchase, please...
Semester OneThe Tempest – William Shakespeare
Leaving Mother Lake - Yang Erche Namu and Christine Mathieu
Picture of Dorian Gray – Oscar Wilde
Semester TwoFilm Study – Choose any war movie to watch and compare to Apocalypse Now
The Elegance of the Hedgehog - Muriel Barbery
Unaccustomed Earth – Jhumpa Lahiri
Leaving Mother Lake - Yang Erche Namu and Christine Mathieu
Picture of Dorian Gray – Oscar Wilde
Semester TwoFilm Study – Choose any war movie to watch and compare to Apocalypse Now
The Elegance of the Hedgehog - Muriel Barbery
Unaccustomed Earth – Jhumpa Lahiri
Wednesday, August 18, 2010
Vocabulary for Quiz
Act I
1. bequeathed - to hand down; pass on
2. countenance – the look or expression of the face
3. mar – to damage or spoil
4. albeit - although
5. acquaint – to make aware
6. resolute – firmly resolved
7. mirth – amusement or laughter
8. flout – to treat with disdain or contempt
9. whetstone – a stone for sharpening
10. knavery – untrustworthy or dishonest dealing
11. usurp – to seize by force without legal right
12. curs – a mean cowardly person (also a mongrel dog0
13. irrevocable – unable to be repealed
14. Prodigal - wasteful
15. Penury – extreme poverty
16. Primogeniture – the eldest son inherits the estate
17. Foil – minor character who parallels a major character – used for contrast
18. Allusion – reference to a work of literature, film, art, or history
1. bequeathed - to hand down; pass on
2. countenance – the look or expression of the face
3. mar – to damage or spoil
4. albeit - although
5. acquaint – to make aware
6. resolute – firmly resolved
7. mirth – amusement or laughter
8. flout – to treat with disdain or contempt
9. whetstone – a stone for sharpening
10. knavery – untrustworthy or dishonest dealing
11. usurp – to seize by force without legal right
12. curs – a mean cowardly person (also a mongrel dog0
13. irrevocable – unable to be repealed
14. Prodigal - wasteful
15. Penury – extreme poverty
16. Primogeniture – the eldest son inherits the estate
17. Foil – minor character who parallels a major character – used for contrast
18. Allusion – reference to a work of literature, film, art, or history
Monday, August 16, 2010
Classwork/Homework - Week of Aug. 16th
Monday –
Journal entry – how do you feel about studying Shakespeare?
Shakespeare’s plays were not written to be read – they were written to be performed. So we’ll start with watching a film version – 30 minutes at a time until we are done. I’ll give you reading assignments to go along with the film and we’ll stop and review together.
As I was reading this play, I was looking at three different sources.
1) The play itself
2) The extensive notes (read them at the end of each page). If you have a different version of the play, borrow one from someone who ordered the “school” version.
3) Sparknotes – No Fear (might see some differences)
Watch Act 1 this week.
HW – Read Act 1 for Thurs. Bring Bible to class on Tuesday. Be ready for quiz on Friday.
Tuesday – Read the parable of the Prodigal Son. What Biblical allusions can you find to this parable in Act 1. Why did Shakespeare use this parable? How does the theme of sibling rivalry relate to today’s audience?
Shakespeare worksheet – complete in class. How much has Shakespeare influenced our modern day language?
HW – read and be ready for a quiz on Fri.
WednesdayACT reading passage practice – make copies. Vocabulary from Act 1.
Watch As You Like It
HW – read and be ready for a quiz on Fri.
ThursdayJE – turn in – how would you change the summer reading program? Give me suggestions and specific book titles.
Watch As You Like It
Finish Act 1 – list characters, relationships and characteristics. Vocab from Act 1.
Friday Quiz on AYLI and vocab.
Watch As You Like It
No homework – enjoy the Senior Retreat!
Journal entry – how do you feel about studying Shakespeare?
Shakespeare’s plays were not written to be read – they were written to be performed. So we’ll start with watching a film version – 30 minutes at a time until we are done. I’ll give you reading assignments to go along with the film and we’ll stop and review together.
As I was reading this play, I was looking at three different sources.
1) The play itself
2) The extensive notes (read them at the end of each page). If you have a different version of the play, borrow one from someone who ordered the “school” version.
3) Sparknotes – No Fear (might see some differences)
Watch Act 1 this week.
HW – Read Act 1 for Thurs. Bring Bible to class on Tuesday. Be ready for quiz on Friday.
Tuesday – Read the parable of the Prodigal Son. What Biblical allusions can you find to this parable in Act 1. Why did Shakespeare use this parable? How does the theme of sibling rivalry relate to today’s audience?
Shakespeare worksheet – complete in class. How much has Shakespeare influenced our modern day language?
HW – read and be ready for a quiz on Fri.
WednesdayACT reading passage practice – make copies. Vocabulary from Act 1.
Watch As You Like It
HW – read and be ready for a quiz on Fri.
ThursdayJE – turn in – how would you change the summer reading program? Give me suggestions and specific book titles.
Watch As You Like It
Finish Act 1 – list characters, relationships and characteristics. Vocab from Act 1.
Friday Quiz on AYLI and vocab.
Watch As You Like It
No homework – enjoy the Senior Retreat!
Thursday, August 12, 2010
Homework - Week 1
Thursday's HW - Read the August 1 article by Trip Gabriel, "Plagiarism Lines Blur for Students in Digital Age" - be ready to discuss.
Friday HW - Essay due by 4:00 - emailed to me at sdunlap@esacadiana.com. Bring "As You Like It" to class.
Friday HW - Essay due by 4:00 - emailed to me at sdunlap@esacadiana.com. Bring "As You Like It" to class.
Wednesday, August 11, 2010
QVC Essay
First Short Essay – QVC
Read “The Genius of QVC” by Megan McArdle, The Atlantic Magazine, June 2010 issue. Then watch QVC (or HSN) as they sell one item, start to finish. This should take about 10-15 minutes. Take notes as you watch.
The paper is really three paragraphs – about a page and a half. The first paragraph summarizes the magazine article and identifies the main thesis. You may use a direct quote if it is good – but don’t quote facts. Paraphrase and cite facts only.
Your second paragraph analyzes the rhetoric used to sell the item. Who is the market? How does the spokesperson convince you that you must buy this item?
Your third paragraph is your conclusion, based on a related issue that interests you. For example, you could express your opinion on home shopping or our materialistic society,
Your paper ends with a separate Works Cited page. You must cite the magazine article, the TV show, and any other sources you use outside of your own opinion.
As with all papers, your essay must be Times New Roman, 14 pt. font and 1.5 spacing, with standard margins. Your name, the class name, my name, and the date go in the upper left-hand corner. Page numbers are upper right. Your title can be anything but the obvious. It is centered – no underline or giant font.
This counts as half an essay (50 points).
Summary – 15 points
Analysis of Rhetoric – 15 points
Opinion – 15 points
Using MLA (Works Cited page and internal citations) – 15 points
Email your essay to me at sdunlap@esacadiana.com by Mon. at 4:00.
Read “The Genius of QVC” by Megan McArdle, The Atlantic Magazine, June 2010 issue. Then watch QVC (or HSN) as they sell one item, start to finish. This should take about 10-15 minutes. Take notes as you watch.
The paper is really three paragraphs – about a page and a half. The first paragraph summarizes the magazine article and identifies the main thesis. You may use a direct quote if it is good – but don’t quote facts. Paraphrase and cite facts only.
Your second paragraph analyzes the rhetoric used to sell the item. Who is the market? How does the spokesperson convince you that you must buy this item?
Your third paragraph is your conclusion, based on a related issue that interests you. For example, you could express your opinion on home shopping or our materialistic society,
Your paper ends with a separate Works Cited page. You must cite the magazine article, the TV show, and any other sources you use outside of your own opinion.
As with all papers, your essay must be Times New Roman, 14 pt. font and 1.5 spacing, with standard margins. Your name, the class name, my name, and the date go in the upper left-hand corner. Page numbers are upper right. Your title can be anything but the obvious. It is centered – no underline or giant font.
This counts as half an essay (50 points).
Summary – 15 points
Analysis of Rhetoric – 15 points
Opinion – 15 points
Using MLA (Works Cited page and internal citations) – 15 points
Email your essay to me at sdunlap@esacadiana.com by Mon. at 4:00.
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