The Week of June 6 & Exam Review

Exam Review: Please refresh your memory on the works and terms listed below. There are three sections to your exam. You will have a formal writing prompt (including your research), a literary and poetic term section, and a creative writing prompt.

Works studied the second sememster:
Romeo and Juliet, The House on Mango Street, All Quiet on the Western Front, Real Time, Last Letters Home, A Midnight Clear, Osama, Whale Rider, and Hedda Gabler.

Terms discussed the second semester:
Situational Irony
Soliloquy
Aside
Concealment
Alliteration
Assonance
Consonance
Apostrophe
Simile
Vignette
Personification
Imagery
Metaphor
Synesthesia
Oxymoron
Malapropism


Complete the following tutorials before Monday, June 6:
http://library.acadiau.ca/tutorials/webevaluation/
http://library.acadiau.ca/tutorials/plagiarism/

Research for exam essay will be completed during the week of June 6.
On Friday, June 10 you will need to have your research folder completed (Works Cited Page, Outline, Thesis Statement, and Researched Information)

Other useful websites on plagiarism:
https://www.indiana.edu/~istd/
http://library.camden.rutgers.edu/EducationalModule/Plagiarism/citeisright.html

Real Time

Real Time

This is an excellent book by Pnina Moed Kass. The reading due dates listed below.

Due Wednesday, May 18: Pages 1-middle of 22 and completed chart
Due Monday, May 23: Middle of 22-top of page 56 and questions on assigned chapter
Wednesday, May 25: Computer Lab 316
Due Thursday, May 26: Middle of page 56- page 102
Friday, May 27: Reading Quiz on first section of the novel
Due Tuesday, June 1: Pages 105 - pages 136


We will be going to the lab on Wednesday to do research for Real Time. Meet me in Room 316 (upstairs lab)

Part I: Real Time Websites

http://en.wikipedia.org/wiki/List_of_Palestinian_suicide_attacks

http://www.ifamericansknew.org/history/

http://www.nytimes.com/2011/05/23/world/middleeast/23aipac.html?_r=1&ref=israel

http://griid.org/2010/12/20/democrats-push-through-yet-another-anti-palestinian-resolution/

http://www.bobdylan.com/songs/neighborhood-bully

http://securitysolutions.com/news/security_exposing_hostile_intent/

Part II: Real Time Websites

http://www.jewishvirtuallibrary.org/jsource/Society_&_Culture/kibbutz.html

http://www1.yadvashem.org/yv/en/holocaust/resource_center/index.asp

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005476

http://www.grouprecipes.com/91808/palestine-makluba.html

http://dictionary.reference.com/browse/keffiyeh

The Weeks of May 16 and May 23

Real Time

This is an excellent book by Pnina Moed Kass. The reading due dates listed below.

Due Wednesday, May 18: Pages 1-middle of 22 and completed chart
Due Monday, May 23: Middle of 22-top of page 56 and questions on assigned chapter
Wednesday, May 25: Computer Lab 316
Due Thursday, May 26: Middle of page 56- page 102
Friday, May 27: Reading Quiz on first section of the novel
Due Tuesday, June 1: Pages 105 - pages 136

All Quiet on the Western Front and Thesis Paper Due Dates

All Quiet on the Western Front Reading Assignments:
Chapters 1 & 2 are due Thursday, April 28
Chapters 3 & 4 are due Monday, May 2
Chapter 5: We will discuss in class
Chapter 6 is due on Friday, May 6
Chapter 7 (start on page 151 "I am called to the orderly room..." to the end of the chapter) is due on Monday, May 9
Chapter 8 is due on Tuesday, May 10
Chapter 9 (pages 207-229) is due Wednesday, May 11
Chapter 10 (page 239-269) is due Friday, May 13
Chapters 11 & 12 are due Monday, May 16

Thesis Paper Due Dates:
Rough Draft is due Thursday, May 5
Final Draft is due on Thursday, May 12

April 25 - May 9

We will begin reading All Quiet on the Western Front during the week of April 25. You will also begin writing your thesis paper as a conclusion to the previous unit. Please listen carefully in class for reading and writing due dates.

Shakespeare's Romeo and Juliet

We will be reading, listening to, and viewing Romeo and Juliet during the next couple of weeks. The background test on Shakespeare and Act I & Act II of Romeo and Juliet will be on Tuesday, March 29. Study for the quiz! The following will be helpful in preparing for it - study the webquest on Shakespeare and the Elizabethan Times, How William Became Shakespeare CD lecture handout, the PowerPoint presentation handout, and any other handouts you were given over the last couple of weeks. The following terms should be studied: concealment, soliloquy, aside, couplet, sonnet, blank verse, prose, malapropism, oxymoron, noble-patron, actor-sharer, and repertory system. You will also be responsible for writing a log entry for Romeo and Juliet. The handout will be given in class. It is also listed below. The writing prompt will be due on Friday, April 8. WRITING PROMPT: EXAMINE THE RELATIONSHIP AMONG ROMEO, BENVOLIO, AND MERCUTIO. WHAT TRAITS AND PHILOSOPHIES OF LIFE DOES EACH REPRESENT? PROVIDE EXAMPLES TO DEFEND YOUR RESPONSE. WHAT MIGHT SHAKESPEARE HAVE BEEN SAYING ABOUT THESE DIFFERENT APPROACHES OF LIFE THROUGH THESE CHARACTERS? CONCLUDE BY DISCUSSING WHO YOU FIND YOU ARE MOST LIKE: ROMEO, BENVOLIO, OR MERCUTIO? EXPLAIN WHY.

February 22-March 11

UPDATE 3/8: Please work on your own "House on _____" vignette, your own "My Name," your copy change of the "Hairs Vignette," and the copy change of "A House of My Own." We will discuss the final vignette on Thursday, March 9. All students must have rough drafts with them on Monday, March 14. These do not have to be typed, but they should be complete and ready for peer evaluations. The final, typed project is due on Thursday, March 17.

We will begin The House on Mango Street on February 24. You will each be assigned a vignette to read, analyze, and evaluate. Eventually, you will present the vignette to the class. Practice reading it and be the expert on it. You will be given a handout in class which gives you the specifics for this assignment. All students must be prepared to present vignettes on Thursday, March 3.

You will be creating your own vignettes over the next couple of weeks. The due dates for the rough drafts will be announced in class. The assignment is listed below:


The House on Mango Street Project (55 Points)

Sandra Cisneros uses vignettes to describe, share, and reveal various aspects of the life of Esperanza. In doing so, she also incorporates various poetic devices and figurative language throughout these pieces to paint a vivid picture for her audience. Using The House on Mango Street as a model, write your own vignettes by doing “copy changes.” To “copy change” means to write your own vignettes following the structure and style of one that already exists. It is similar to taking a song, keeping the same music, but rewriting the lyrics. Therefore, keep the sentence structure of Cisneros, while changing the words to make it your own. The procedure and vignette topics are listed below.

 Each vignette will have a title.
 Each vignette will have at least two examples of figurative language (similes, metaphors, imagery, personification, etc.).
 Each example of figurative language must stand out in the typed vignette – you may bold them, underline them, put in italics, etc. (be consistent throughout)
 You may substitute an example of figurative language by including internal rhyme, end rhymes, and near rhymes sporadically throughout the different vignettes – “Lazy Poetry.”
 Each vignette will be typed and visually appealing – use appropriate font style, size, and color.
 Each vignette will be visually appealing – borders, watermarks, clip art, and/or own artistic abilities may be used.
 All vignettes will be placed in order and compiled into a short booklet with a visually appealing cover – The title page will include The House on [insert your street name], your name, class, and date.

House Vignette
“The House on Mango Street”
Pages 3-5

Create your own “The House on Mango Street” vignette. It will be called “The House on [insert your street name here].”

Using the questions below, make a list of details to include in your vignette. Focus on the importance of the details – the feelings they evoke, the stories associated with them, and their history. Once you are satisfied with your list, you’ll be ready to write your vignette.

What does it look like? What colors stand out? How big or small are surrounding buildings, plants, fields, and/or yards? How wide are the streets? What is the house like inside?
How does your house make you feel? What sounds are found in your house? Who or what makes these sounds? Any other important details?

Family Vignette
“Hairs”
Page 6

What metaphor could you use to describe your family? Could it be the style of jeans they wear? What about their eyes? Pay attention to Cisneros’s style. Who does she devote an entire paragraph to? Why? Who would you devote an entire paragraph to? Write this vignette in Cisneros’s style.

Name Vignette
“My Name”
Page 10

Section 1 sets the mood with sensory details. What does your name mean in English? What emotion, action, and number does your name represent? What color describes your name? What sound? How does it look? What type of song or music is your name?

Section 2 is the story behind the name. Who were you named after? Describe this person? If you were not named after someone, tell the story behind your chosen name? Notice how this is the first time the name is mentioned.

Section 3 shares a school story. Do teachers say your name wrong? What school activities does your name mean? What does your name mean to your friends? This section is to show me the type of person you are now. You could include nicknames in this section, too.

Section 4 enables you to rename yourself. Follow the format of the last paragraph. What would you rather be called? Why?

Neighborhood Vignette
“Those Who Don’t”
Page 28

Why are people that are not from your neighborhood/hometown afraid of it? How do you react going in a town you are not familiar with, especially in a city area? Why do you feel safe in your neighborhood/hometown? Try to create a short but effective neighborhood vignette mimicking Cisneros’s style.

It would be acceptable to mimic the style of a different neighbor/neighborhood vignette in place of “Those Who Don’t.” We will discuss these other options during our class discussion on Esperanza’s neighborhood.

Dream House Vignette
“A House of My Own”
Page 108

Attempt to follow Cisneros’s style in this vignette. She has a very short but very effective vignette. You may simply want to take the template below to create this vignette or go on your own. However, if you go on your own, it is not to be long and wordy. The specific requirements will be given when we read “A House of My Own” together.

Not a ______. Not a _______. Not a _________. A House all of my own. With my ______, my _______, my _______. My ________ and my ________. Nobody to _______. Nobody’s __________.
Only a house (simile) _________ as ________, a ______ for me to go, (simile) ______ as _________.