Nov 26

Continue with writing assignment introduced yesterday (Nov 25)

--writing assignment listed below:

Comparing Thoreau and Gandhi

We’ve read excerpts from Thoreau’s“Civil Disobedience” and Gandhi’s “On Civil Disobedience.” You will now do a writing project comparing the two texts. There is one writing assignment, but you will have a choice between two rubrics. Read the assignment below and then choose which rubric will be best for you. Remember, this assignment will be counted as a Summative Assessment.

We have also studied many different concepts related to our readings. You will have a choice of which concepts to write about. They are listed on the back with room for taking notes.

Henry David Thoreau’s ideas influenced many 20^th-Century reformers, including Gandhi. What connections do you see between views Thoreau presents in his text and the beliefs that Gandhi presents in his? Cite evidence from both texts to support your answer.

For the A (possible 100 points)

--Topic Sentence introducing your ideas with literature titles punctuated correctly and author names (10 pts)

--discussion of ideas that properly answers the question (20 pts)

--One paraphrased idea from eachtext as your text support; remember you must still provide analysis of the idea as if it were a direct quote (30 pts)

--Use of 3 of our 5 terms properly anywhere in your discussion (30 pts)

--a title (10 pts)

For the B (highest grade 85 points)

--Topic Sentence introducing your ideas with literature titles punctuated correctly and author names (10 pts)

--discussion of ideas that properly answers the question (30 pts)

--One paraphrased idea from either text as your text support; remember you must still provide analysis of the idea as if it were a direct quote (20 pts)

--One direct quote from the other text as additional text support, complete with analysis (10 pts)

--Use of 2 of our 5 terms properly anywhere in your discussion (10 pts)

--a title (5 pts)

Romanticism and its different elements

Transcendentalism and its different elements

Civil Disobedience

Satyagraha, or Non-Violent Resistance

Non-Conformity

Nov 25

--Review the terms:   "Civil Disobedience," "Transcendentalism," "Romanticism," "Satyagraha, or Non-Violent resistance," and "Non-Conformity"

--Read from Thoreau "Civil Disobedience" selected passages:  P. 393 line 70 to line 90 / p. 393 line 91 to 113 / p. 396 (last complete paragraph)  

--Paraphrase each selection in 2 to 3 sentences

--begin the following writing assignment

 

Comparing Thoreau and Gandhi 

We’ve read excerpts from Thoreau’s “Civil Disobedience” and Gandhi’s “On Civil Disobedience.” You will now do a writing project comparing the two texts.  There is one writing assignment, but you will have a choice between two rubrics.  Read the assignment below and then choose which rubric will be best for you.  Remember, this assignment will be counted as a Summative Assessment. 

We have also studied many different concepts related to our readings.  You will have a choice of which concepts to write about.  They are listed on the back with room for taking notes. 

Henry David Thoreau’s ideas influenced many 20^th-Century reformers, including Gandhi.  What connections do you see between views Thoreau presents in his text and the beliefs that Gandhi presents in his?  Cite evidence from both texts to support your answer.

 

For the A (possible 100 points) 

--Topic Sentence introducing your ideas with literature titles punctuated correctly and author names  (10 pts)

                --discussion of ideas that properly answers the question  (20 pts)

                --One paraphrased idea from each text as your text support; remember you must still provide analysis of the idea as if it were a direct quote  (30 pts)

                --Use of 3 of our 5 terms properly anywhere in your discussion  (30 pts)

                --a title  (10 pts) 

 

For the B (highest grade 85 points) 

          --Topic Sentence introducing your ideas with literature titles punctuated correctly and author names  (10 pts)

          --discussion of ideas that properly answers the question  (30 pts)

          --One paraphrased idea from either text as your text support; remember you must still provide analysis of the idea as if it were a direct quote  (20 pts)

          --One direct quote from the other text as additional text support, complete with analysis (10 pts)

          --Use of 2 of our 5 terms properly anywhere in your discussion (10 pts)

          --a title  (5 pts)

 

Romanticism and its different elements

 

Transcendentalism and its different elements

 

Civil Disobedience

 

Satyagraha, or Non-Violent Resistance

 

Non-Conformity

Nov 22

Common Assessment 11.2

--see Mr. Schappert to make arrangements to take the exam

Nov 21

DOL

--the development of the u s social security system occurred in 1935 under the administration of president franklin d roosevelt senator morris roberts tells us

Class Activities

--answer the following practice selected response questions for common assessment on friday Nov 22

“The consequence [of war] is not the progress of a nation but its decline…” 

The prefix de means “opposite.” In the passage above, the word decline most likely means: 

a.           To rise up                     c.  to rest

b.          To fail in strength d.  to motivate

 

 

“Socrates was misunderstood, and Jesus and Galileo, and every pure and wise spirit that ever took flesh.  To be great is to be misunderstood.” 

The prefix mis means “incorrect.” In the passage above, the word misunderstood most likely means: 

a.           To be loved     c. wrongly judged  

b.          listened to        d.  solitary

 

--Paraphrasing:  restatement of a text or passage in different words (our own words)
--Examples: 

• From Emerson:  “There is a time in every man’s education when he arrives at the conviction that envy is ignorance; that imitation is suicide; tha the must take himself for better for worse as his portion….”
• Paraphrased Emerson:  Each person eventually discovers that they must accept who they are and that they must attempt to be the  best they can with what they have
• From Crucible:  Proctor:  “She thinks to dance with me on my wife’s grave! And well she might, for I thought of her softly.  God help me, I lusted, and there is a promise in such sweat.  But it is a whore’s vengeance, and you must see it; I set myself entirely in your hands.  I know you must see it now.”
• Paraphrased from Crucible:  Proctor begs the court to recognize that Abigail is seeking revenge on his family for being put out by Elizabeth who discovered that he had had an affair with her (Abigail).

--Paraphrase these quotes from Gandhi:

• “There are two ways of countering injustice.  One way is to smash the head of the man who perpetrates injustice and to get your own head smashed in the process.”
• “This other method is Satyagraha.  One who resorts to it does not have to break another’s head; he may merely have his own head broken.  He has to be prepared to die himself, suffering all the pain.

Nov 20

DOL

--he dont know weather he can attend tonites meeting but well be informed by him later today

 

• Students read Gandhi on p. 400  /  do questions #1 and #2 on p. 401
• review for Common Assessment 11.2 
  Prefix:  placed before a word; used to modify the word’s meaning
              Examples:  “mis,” “pre,” “un,” “re,” “pro”
   
  Paraphrase:   restatement of information in one’s own words
              Quote from text:  “Her father was a man who cherished no sentimental reverence for woman, but a firm belief in the equality of the sexes.”
              Paraphrase of quote:  Miranda’s father believed in the equality of men and women
   
  Transcendentalists:  American authors believed that individuals are capable of discovering truth through intuition; that ‘transcendent forms’ of truth existed beyond reason and experience.
              Examples:  Ralph Waldo Emerson’s “Self-Reliance” and Henry David Thoreau’s “Civil Disobedience”
   
  Theme / Plot / Character / Setting
   
  Satire:  literary technique in which foolish ideas or customs are ridiculed for the purpose of improving society
              Example:  in “The Devil and Tom Walker,” Washington Irving satirizes ‘religious hypocrisy,’ and ‘marriage.’
   
  Flashback:  a scene that interrupts the action of a narrative to describe events that took place at an earlier time
   
  Flash-forward:  a scene set in the future that interrupts the plot
   
  Participial Phrase:  (see review sheet from class)
   
  Imperative Sentence:  a sentence that expresses a request, or a command
              Example:  Go to the store and buy a container of milk, a loaf of bread, and a stick of butter.
   
  Transition Word:  helps to create a strong connection between ideas in a piece of writing
              Examples:  at last, still, however, nevertheless, after
   
  Punctuating Dialogue: 
              Examples:  Julie said, “I would like to go to the beach on Sunday.”
                                 “I would like to go to the beach on Sunday,” Julie said.
                                 “I would like,” Julie said, “to go to the beach on Sunday.”

 

Also, go through the first 10 items on the following "Participial Phrases" handout

 

The participial phrase is always used as an adjective phrase to modify a noun or pronoun. It includes the participle together with its modifiers, objects, or predicate words.

The present participle form always ends in -ing, but the endings for past perfect and passive perfect participles may vary.

Walking rapidly, we reached the town in fifteen minutes.

Annoyed by the noise, the teacher spoke sharply to the class.

Tom, having won the chess game, looked up happily.

Having won every game but one, Ohio State now led the Big Ten.

Directions:  Underline the participial phrase in each of the following sentences. Watch for past and present participles.

Example: Mr. Flynn, annoyed by Joe's question, answered him impatiently.

1. Having been on the road for four days, the Todds were exhausted.

2. That hymn, sung by many generations of churchgoers, is my favorite.

3. Climbing slowly, we approached the top of the hill.

4. Surprised by my question, Mrs. Osmond blushed.

5. Phil, worn out by his long trip, slept for twelve hours.

6. Watching me closely, the dog came toward me.

7. Staring out the window at the rain, Bob became more and more impatient.

8. Having been hurt in the first game, Al sat on the bench for the rest of the season.

9. The plates, brought from Denmark by my grandmother, are on display in the dining room.

10. The cookies, baked this morning, were all gone by five o'clock.

11. Having come out in the cool night air, Mr. Troy looked up at the sky.

12. The children, waiting for the play to begin, grew bored.

13. Working hard all day, the boys finished the job by dinner time.

14. Driven from their homelands, many people each year seek refuge in the United States.

15. Jumping up and down, the cheerleaders urged the team on.

Nov 19

Re-read Emerson "Self-Reliance" beginning on p. 370
read Emerson "Nature" on p.  373

* see Mr. Schappert for the day's handout when you return to school

* Until returning to school, work on the following activity, which is part of the handout.

1.      Craft a Thesis Statement about Emerson.  Be sure to include a Theme that you believe is present in his work, the concept of Transcendentalism, and the reason you feel the two are related. 

Also, be sure your sentence is complete.

(Note:  consider first creating your thesis statement in your notebook, as it may need to be worked and re-worked.  Then, provide the final draft written clearly below.

Nov 18

DOL

--consuela and erica have got to meet ms johnston at 300 pm so that she can learn their new cheerleaders routines

Class Activities:

• Read "The Art of the Essay" p. 366 / 367. Take notes on Organization and Supporting Details section
• Read “Meet the Author” p. 368
• Read “Self-Reliance / write 2 quotes that relate to Transcendentalism Ideas
• After reading:  Activity ‘A’ on p. 371 / Activity ‘B’ on p. 372 / also, the ‘Analyze Visuals’ activity on p. 371

Nov 15

DOL

--after several attempts in class darnell was able to liquefy the granules bringing it to a boil and separated the components

Class Activities:

 

--Quickwrite:  think of a person you know or have read about who has led a life you truly admire.  How has this person made a difference in the world?  Describe his or her impact on family, community, or country in a short writing.

 

--Read “Psalm of Life” on p. 344 and “Tide” on p. 346 

--answer questions below: 

 

"Psalm"

 

--Choose a line from the poem and discuss how it might be connected to the painting on p. 345 in terms of Theme. 

--What, according to the speaker, is our “destined end,” or purpose?

 --Analyze the metaphor in lines 17-18.  What is Longfellow saying about the world and life by comparing them to a battlefield and a bivouac? (use the footnote on the bottom of p. 344 for vocabulary help)

 

“The Tide Rises, The Tide Falls”

--In terms of the literal level, what is the difference between the day and the traveler in lines 13-14?

 

--Longfellow repeats the line “the tide rises, the tide falls” throughout the poem.  What idea is he trying to emphasize about the difference between nature and human life through this repetition?

 

--What, according to the speaker, should people do to give their lives purpose?  Do you agree or disagree?  Explain.

 

 

Nov 14

DOL

--when dad gave me the car keys he said get some gas checking the oil to see weather any is needed and drive careful

students idenfity Satire in selected passages for a Formative Assessment.  See Mr. Schappert for the handout. 

Note:  study satire and identify 2 examples of satire in the story "The Devil and Tom Walker" in preparation for the handout.

Nov 13

Due to the half-day, there will be no new material introduced today. 

Class Activities
--Students who have not finished reading "The Devil and Tom Walker" will do so. 
--after reading activities:  'K' on p. 329 / 'M' on p. 330

Nov 12

DOL

--my Sister she is attending the university of virginia at charlottesville wants to major in Psychology or Sociology

Class Activities:

--Review Satire and Imagery
--create 5 original sentences that incorporate the skill of Imagery
--Finish reading Devil and Tom Walker. 
--Respond to activities ‘K’ on p. 229 and ‘M’ on p. 330 (hand these in to the teacher)
--Short Writing:  discuss how the story might relate to one of the 3 Romantic Ideals on p. 304-- the glory of individual / beauty in nature / possibilities of imagination

Nov 11

DOL

--after luis had shoveled the snow from the sidewalk he went to the skating rink to meet two friends one of who was the team captain of the hockey team

Class Activities

--define Satire.  look up term in 'literary terms handbook' in back of the textbook. 
--determine the satire from lines 31-37 in previous reading of "Devil and Tom Walker" on p. 322.
--continue reading story.  begin at line 126 on p. 325.  read until page 328 line 207.
--find one example of Satire in today's reading.  write the quote and explain how it is Satiric.

Nov 8

DOL

--in preparation for climbing mt washington mr holton bought new boots a backpack and camping gear

Class Activities:

--look up terms Imagery / Mood / Characterization
--define and create an example from previous pieces of literature we have read so far; one for each.

--begin reading "Devil and Tom Walker" on p. 320.
--create a prediction of what the story is about after reading p. 320
--read until line 126 on p. 325
--answer questions 'B' and 'D' in the margin on p. 322. 

Nov 7

DOL

--skimming my new english textbook understanding literature robert frosts poem mending wall was seen by me

class activities:

--read pages 305 to 309 in text book
--complete the following handout (in notebook):

3 Characteristics of American Romanticism

 

1.       Explored the glories of the individual spirit

2.       Explored the beauties of nature

3.       Explored the possibilities of the imagination

 

 

Directions:  read each of the 3 short passages written by various American Romantics.  Identify which of the 3 American Romanticism characteristics the passage relates to and provide a brief explanation based on the Theme.  Be sure to write in complete sentences.  

 

from Self-Reliance

by Ralph Waldo Emerson

 

                There is a time in every man’s education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better for worse as his portion; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till…

                Trust thyself: every heart vibrates to that iron string.  Accept the place the divine providence has found for you, the society of your contemporaries, the connection of events.  Great men have always done so, and confided themselves childlike to the genius of their age, betraying their perception that God was seated at their heart, working through their hands, controlling in all their being….

 

 

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from Walden

by henry David Thoreau

 

                When I first took up my abode in the woods, that is, began to spend my nights as well as days there, which, by accident, was on Independence day, or the fourth of July, 1845, my house was not finished for winter, but was merely a defense against the rain, without plastering or chimney, the walls being of rough weather-stained boards, with wide chinks, which made it cool at night.  The upright white hewn studs and freshly planed door and window casings gave it a clean and airy look, especially in the morning, when its timbers were saturated with dew, so that I fancied that by noon some sweet gum would exude from them….

 

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from “Stanzas on Freedom”

by James Russell Lowell

 

Men! Whose boast it is that ye

Come of fathers brave and free,

If there breathe on earth a slave,

Are ye truly free and brave?

If ye do not feel the chain,

When it works a brother’s pain,

Are ye not base slaves indeed,

Slaves unworthy to be freed?

 

 

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