Thursday's Commentary (absent students only)

Hi,
I know many are out due to sickness and have not been in class the last couple of days. The link to the story and the article we have read this past week are below. After reading the article and story, please see the commentary question in the previous blog post and email me your response when you have completed it. Feel free to email me any questions you may have.
p.s. Have a great holiday!

-- Ms. A

Sir Gawain and the Loathly Lady:
http://englishlanguagearts-progressiveacademy.wikispaces.com/file/view/sir%20gawain.pdf/247079577/sir%20gawain.pdf

Article / Love or hate yourself, advertising may be to blame:
http://www.psychologytoday.com/blog/love-inc/201304/love-or-hate-yourself-advertising-may-be-blame

Commentary Question for 12/19

For tomorrow's commentary you will have the entire class period to respond to the following prompt:

Write a commentary discussing the importance or lack of importance of inner beauty during the Middle Ages and in modern American society.

Please cite and use direct quotes from both "Sir Gawain and the Loathly Lady" and from "Advertisement May Be The Blame." You may also cite Shallow Hal and/or the short video clip "Real Beauty Sketches" by Dove.

Class Assignment for 12/16 -- Journal #31

Read "The Crowning of Arthur" by Sir Thomas Malory in your textbooks (Pages 905 to 911).
Answer 1-4 on page 911 in your journals.

King Arthur: His Life and Legends

Textbooks Next Week

Please bring your text books Monday through Friday of next week (December 16th through December 20th).

--Ms. A

For Tomorrow's In-Class Commentary 12/13

For tomorrow's commentary you can choose to answer one of the following questions:

1. What are the qualities of the Anglo-Saxon epic hero? How are those qualities represented in Beowulf?

2. How does the Anglo-Saxon hero compare with the Mesopotamian hero (Gilgamesh) or the Greek hero (Odysseus)? The modern hero?

Please be sure to bring copies of the Beowulf text in addition to any notes you may want to use.
You must also bring in one outside source for this commentary (a newspaper article, a book, etc.) and you must cite from this source! If using an article, please staple a copy of the article to your commentary. Be sure to also cite Beowulf as well.

Beowulf - Seamus Heaney: Part 2 of 2

Beowulf - Seamus Heaney: Part 1 of 2

Seamus Heaney's Translation of Beowulf

Please click on the following link: http://www.dentonisd.org/cms/lib/TX21000245/Centricity/Domain/882/Beowulf%20-%20Seamus%20Heaney.pdf

Response to "Crisis and Christianity" Due Thursday Dec. 4th

Please write a 1 1/2 page reflection/commentary responding to "Crisis and Christianity." This is a very informal response. You may write about what you've learned from the reading, or you may write about what interested you specifically. You do not have to cite the author, nor do you have to create a work cited page for this response.

This response is worth 6 points.

Hey Joe

http://www.youtube.com/watch?v=TcYOy6I6OR8

Poetry packet due Tuesday (11/26) at the end of class

Poetry Packet for Period 5

Your packet should include--

TPCASTTs for:
1. "Ode to a Large Tuna in the Market"
2. "Annabel Lee"
3. "O Captain! My Captain!"

Original poems (handwritten ok)
1. Ode
2. Lyric
3. Elegy

Please be sure to revise and spell check your poems! Be sure to also include literary elements into your writing like metaphor, simile, rhyme, imagery, alliteration, etc.
----------------------------------------------------------------------------------------------------------------------
Poetry Packet for Period 6

Your packet should include--

TPCASTTs for:
1. "Ode to a Large Tuna in the Market"
2. "Annabel Lee"
3. "O Captain! My Captain!"

Original poems (handwritten ok)
1. Ode
2. Lyric
3. Elegy
4. Ekphrastic

Please be sure to revise and spell check your poems! Be sure to also include literary elements like metaphor, simile, rhyme, imagery, alliteration, etc.

Types of poetry inspired by the Ancient Romans

Ode-- Similar to a lyric, but more formal. An ode is a structured poem praising or glorifying an event or individual, describing nature intellectually as well as emotionally.

Lyric-- Type of poetry that expresses personal or emotional feelings. Traditionally written in the present tense.

Elegy-- A mournful, melancholic poem. Typically mourns the dead. 

Exphrastic-- A written piece that is a graphic, often dramatic, description of a visual work of art. 

Photos for ekphrastic poem. Period 6

Frida Kahlo "Self-Portrait"

"Passion" by Afremov

"The Seeker" by Jeff Soto

"Persistence of Memory" by S. Dali

Tips on writing eksphrastic poetry:

1. Write about the scene or subject being depicted in the artwork.

2. Write in the voice of a person or object shown in the work of art.

3. Write about your experience looking at the art.

4. Write in the voice of the artist.

5. Write a dialogue among characters in a work of art. 

Announcement about research papers

Periods 5 and 6

Research papers are due at the beginning of class on Monday 11/18.

I will accept emailed copies of your research paper, but they must be emailed to be before the start of class! If your email comes to me after class on Monday, your research paper will be considered late.

--Ms. A
Email:
JAlttusd@gmail.com

For Class 11/15

Please bring your graphic organizer and your sources to class (articles, books, etc.). You will have tomorrow to work on your research paper in class. I will be conferencing individually with each student on their paper.

Paper is due Monday 11/18

Staple your graphic organizer and your rubric (if you still have it) to your paper.

3-4 Pages typed. MLA format.

For information on MLA format, please visit the Owl at Purdue:
https://owl.english.purdue.edu/owl/resource/747/01/

Creating a claim for your research paper--Due Nov. 13th

Here is a simple approach to creating a claim for your research paper--

Step 1:

Review your research question. 

Ex: What caused the fall of the Roman Empire?

Step 2:

Answer your research question.

Ex: There were many reasons for the fall of the Roman Empire—

-Decline of urban institutions 

-Decay of political power

-Decay of sexual morality

-Bad economic policy

Step 3:

Review your answer to your research question and pick a focus! This provides you with you claim.

Ex: The major reason for the fall of Rome was bad economic policy.

*Special note about compare/contrast and cause/effect essays. Be sure to refer to the 2 different ideas in your claim. 

For example:

While both Ancient Greek architecture and Ancient Roman architecture have many similarities, Roman architecture was able to become more elaborate in design due to their use of cement. 

The Real Spartacus

Expository Paper Model

History and Film: Spartacus

Hollywood in particular has made numerous attempts at retelling history, and even though their films may be entertaining, the historical facts are often modified to appeal to a larger audience. This is true for Stanley Kubrick’s film titled Spartacus--a film about the famous gladiator who led the most successful slave revolt against Rome. Ancient historians Appian and Plutarch are some of our most reliable sources that we have concerning Spartacus, and they would definitely be surprised to see Kubrick’s take on this famous gladiator which embellishes the emotional and political aspects of his life purely for dramatic effect. Kubrick’s main goal in his film was to please his audience, and to do so, he recreated Spartacus to fit within our modern ideals of what it means to be a hero in the 20th century. 

There is little information about the early life of the real Spartacus. Appian speculated that Spartacus was born as a free Thracian who served in the Roman army, while other accounts believe him to be a Thracian fighting against the Roman army (UNRV History). Alan Baker’s book The Gladiator: The Secret History of Rome’s Warrior suggests that Appian was most likely correct--Spartacus was probably involved in the Roman army, but deserted his post to become part of a wandering gang who robbed and terrorized villages (61). Spartacus was eventually captured by the Roman forces and sold to Lentulus Batiatus, the owner of a gladiator school in Capua, Italy where he began his training. 

In 73 B.C., Spartacus and his fellow gladiators suffered brutal treatment from their masters at the training school. Unable to deal with such horrible treatment, Spartacus and a group of slaves planned for an escape. Spartacus, along with about 70 to 80 gladiators, raided the cook’s shop and were able to over power their masters (The Real Spartacus). After their escape, Spartacus and his men made their way to Mount Vesuvius (which was believed to be extinct at the time) and made camp within the crater (Baker 62). The Roman Senate sent Claudius Glaber with an army of 3,000 men to capture the slaves, hoping to surround Spartacus and his army in the crater. Glaber and his men were easily outwitted by the clever and resourceful Spartacus:

“The top of the hill, however, was covered with wild vines and from these they cut off all the branches that they needed, and then twisted them into strong ladders which were long enough to reach the top...They all got down safely by means of these ladders...The Romans knew nothing of this, and so the gladiators were able to get round behind them and to throw them into confusion (Plutarch on Spartacus).”

After several victories against Roman forces, Spartacus began to attract new recruits by the thousands. The Senate finally began to take notice that the rebellion was not just a mere collection of fugitive slaves, but a cohesive unit that posed a serious threat to Rome (UNRV History). The Senators placed the wealthy and experienced military leader Marcus Licinius Crassus in charge in 72 B.C., and recognized the rebellion as “The Third Servile War.”  

In the film Rome: The Rise and Fall of an Empire, David S. Potter notes that Spartacus did not seem to have a definite plan for him or his men. Spartacus most likely wanted to head towards the Alps to attain freedom, but for some reason not entirely clear, they decided to stay in the empire and head to the southern tip of Italy. The decision to head south proved to be a fatal mistake and Spartacus and his men found themselves encircled by Crassus’ army. With very few options, Spartacus hoped to strike a deal with a group of Cilician pirates near the sea. He not only hoped to gain more men in the fight against Rome, but he also desired safe passage out of Italy. The Cilicians, after agreeing to Spartacus’ proposals, and receiving gifts from him, failed to keep their promises and sailed off (Plutarch on Spartacus). At this point, Spartacus knew he would not be able to avoid the Roman army and headed straight into Crassus’ trap. Appian captures the scene in the last battle between Spartacus and Crassus:

“The fight was long, and bitterly contested, since so many tens of thousands of men had no other hope. Spartacus himself was wounded by a spear-thrust in the thigh, but went down on one knee, held his shield in front of him, and fought off his attackers until he and a great number of his followers were encircled and fell...Spartacus’ body was never found (Appian on Spartacus).”

Most of what has been explained before and during The Third Servile War can be found in Stanley Kubrick’s 1960 film version of Spartacus. The brutality towards slaves, the life and deaths of the gladiators, and the power of the Roman army are all captured convincingly in the film. In addition, many of the specific events around Spartacus’ rise and fall are also captured i.e. Spartacus’ escape from the gladiatorial school and his run in with the Cilicians pirates. It is clear that Kubrick intended to do the story justice; however, there are significant distortions and additions made for the film. For example, the film depicts Spartacus (played by Kirk Douglas)being crucified outside the gates of Rome after the last battle with Crassus. While hanging from the cross, Spartacus gives a heart-wrenching fair-well to his lover Varinia (a fictional character played by Jean Simmons), and their new born son. Appian’s true account of Spartacus’ demise is not nearly as eventful as the one portrayed by Kubrick. Kubrick likens Spartacus to Jesus Christ, or perhaps a christian martyr, which is much more dramatic than the ending told to us by Appian. Spartacus’ crucifixion, and the extensive love story with Varinia, are added to perfect the story of Spartacus. Hollywood intends to attract the largest audience possible, and these additions to the story of Spartacus helps appeal to the masses. 

Perhaps the most inaccurate part of the film is the way Spartacus himself is depicted. In Roman People, Robert Kebric explains: “Unlike the naive, virginal innocent portrayed by Kirk Douglas in the film, the real Spartacus was experienced in life, reputed to be very intelligent and cultured (53).” Not only was Spartacus’ characteristics modified, but his intentions as leader were modified as well. In the film, Kubrick depicts Spartacus as an anti-slave hero who initiated a social revolution against slavery; however, it is more than likely that Spartacus and his men were not revolting against Rome’s slavery institution, but simply towards the ill treatment they received at the gladiatorial school in Capua. In addition, we know that the real Spartacus was a thief on a grand scale, and it is more than likely that he never intended to be anything else (Baker 64). The reality of Spartacus’ true nature would definitely not appeal to the mass audiences. As a film maker, it behooved Kubrick to portray his version of Spartacus as a true hero of great ethics that overcame (even if for a short while) the oppressing power of the Romans. 

Film-makers and historians have two entirely different goals in mind: Film-makers intend to entertain their audience, while historians aim to retell past events as accurately as possible. It is not the first time, nor will it be the last, that Hollywood has altered an historical account for the sake of entertainment value. Not only did Kubrick add events and characters for dramatic effect, but we also see the desire to mold Spartacus into a figure that the audience can easily relate and aspire to. Kubrick’s version of Spartacus is a hero fit for the 20th century that fights the injustices between the elite and the underclass. In the film, Spartacus is portrayed as a hero of great morals who brought thousands of people together to revolt against their oppressors, however the real Spartacus, who may have been an intelligent and cunning leader, was not nearly this ideal. Even though we cannot be entirely sure of how Spartacus was in real life, we can positively say that the representation of his character in the film is mostly inaccurate from the accounts on historical record. Even though we can enjoy new variations on the legend of Spartacus, we should always keep in mind that film industry have their own agendas in mind. These agendas can potentially misguide many viewers who may not realize that the film industry embellishes many historical figures like Spartacus. 

Expository Writing

Here are some key points from our lessons on expository writing:

--The author's purpose is to inform, describe, explain, and present information.

--Your expository writing exhibits your knowledge of a subject. That knowledge may be familiar to you already or it may require research.

--It will be fact based, not opinion based.

--Do not use 1st and 2nd person pronouns. Focus your attention on the topic, not yourself or the reader.

--In an expository essay you can compare and contrast, identify cause and effect, divide and classify, or you can explain a topic in great detail.

Upcoming Assignments

November 12th

Work cited page due. You should have 4 non-fiction sources and 1 fictional source.

Your fictional sources can be from Ancient Rome, or it can be from the modern day. Here are a few fictional pieces that may interest you from the Ancient Roman period:

The Aeneid by Virgil
Poems by Horace
Poems by Sappho

November 18th

Expository paper due.

Overview of Ancient Rome

Homework Due November 5th

Write a modern day fable using "beware the consequences of your actions" as your moral message. Your fable must include:
--An animal, or multiple animals, with human like characteristics
--A conflict (a disagreement or an argument) and an outcome (a solution)

Remember: Your fable should lead into an interpretation of a moral message. Your read should be able to infer, or use reason, to identify the fable's message.

Journals (20 points)

Journals are due on Thursday October 31st.

Here's a list of the prompts that I will be looking for. I didn't number the prompts since they may differ for period 5 and period 6. --Ms. A

What is literature?
Bloom's Taxonomy
"Identity" video response
Symbol that represents you
Euripides Quote
Response to brain video
College Readiness / What are you doing to prepare for college?
Is the Epic Of Gilgamesh still relevant today?
What did Gilgamesh learn from his journey?
Hero's Journey / Response to artwork
Is the modern day war hero downplayed in today's society?
1 1/2 response on a modern day tragic hero
"Yertle the Turtle" questions
Survey for Antigone / What guides you? List and explanation
Would you go against the law to bury a loved one?
Response to Gandhi quote: "An eye for an eye only ends up making the whole world blind"

Model Commentary

        The conflict between law and ethics is a timeless controversy that can be seen in modern life and in literature. In our time, in the ongoing “War on Terror,” the death of bin Laden can be seen similarly to the death of Antigone’s brother, Polyneices. Both Polyneices and bin Laden are  enemy combatants killed in the field, whose deaths create controversy not only with the law, but also as to how they will be buried. Unlike Antigone, who takes matters into her own hands and goes against the law, the US attempts to deal with bin Laden’s death in both an ethical and legal way, which I believe yields the best results that helps to appease most people worldwide. 

In Antigone, the law issued by Creon is very clear: “No one shall bury him, no one mourn for him / . . . and the penalty-- / Stoning to death in the public square” (20-25). Antigone, being true to her ethical beliefs went against the law and decided to honor her brother and give him a proper burial in defiance of Creon and his rule. The issues of law surrounding the death of bin Laden are slightly different than the ones experienced in Antigone and are much more complex. After the raid that resulted in killing bin Laden, many people were questioning whether or not the US followed international laws appropriately. Under law enforcement standards, a country can use lethal force only if it is strictly necessary to prevent the loss of other lives or to prevent the escape of someone you are seeking to arrest (Amies). Since the raid was in the context of a firefight, the SEALs had no way of knowing whether or not bin Laden was armed, or if he had explosive devices hidden on his person (Amies). I agree that the US acted in accordance with the law and did the right thing by killing him, a point that needs emphasizing since there are critics who believe that bin Laden should of been captured and tried in court. If the US would have arrested and tried bin Laden, a new set of issues would have been raised that might have the potential of enraging other terrorists from around the world. 

After bin Laden’s death, it was revealed that he received a burial at sea that included some traditional Islamic procedures. In a statement made by President Barack Obama, he explained, “the remains had been handled in accordance with Islamic custom, which requires speedy burial, and the Pentagon later said the body was placed into the waters . . . after adhering to traditional Islamic procedures -- including washing the corpse . . .” (Hendawi). I’m of two minds about the US’s actions. On the one hand, I agree that bin Laden should have a proper burial because it is the humane and ethical way to handle the situation, which also shows sensitivity to bin Laden’s cultural traditions. On the other hand, I’m not sure if bin Laden should even receive a proper burial since he committed such horrible crimes against humanity. However, if bin Laden didn’t receive some sort of burial, this could have the potential to enrage many people around the world. Perhaps the US learned a lesson from Antigone and realized that even if an enemy defies you, that person should still be respected in death. If Polyneices would have received a proper burial, Antigone would have been complacent and would not have had to act out against Creon.

Many of the characters in Antigone are unwavering in their beliefs and unwilling to compromise, usually to their own detriment. Both Antigone and Creon are headstrong and are unable to see each other’s points of view. Alternatively, I believe the course of action taken in the death and burial of Bin Laden resulted in the best outcome for the world. Even when faced with the difficult situation of killing an enemy combatant, the US did its best to appease both international and ethical laws. 

Red: Claim

Blue: Evidence / Quotes

Green: Commentary

Requirements for Antigone Commentary (30 Points)

Due Tuesday October 29th 

For this commentary you will be relating Antigone with the 2 bin Laden articles we discussed in class.

Question: How do legal and ethical issues affect the lives of an individual and a country?

--Typed 1 1/2 -- 2 pages. MLA Format.

--You must cite evidence from ALL 3 sources. The three sources you should be citing from include Antigone, “Osama Bin Laden Dead: Muslim Scholar . . .”, and “Bin Laden’s Killing prompts . . .”

--Please staple your 3 domain venn diagram and your “Character Philosophies” worksheets to your commentary

bin Laden Video: Burial at Sea

Hi all, Here's the video we watched in class on bin Laden. You may want to re-watch it. You can refer to this video in your commentaries. --Ms. A

http://dsc.discovery.com/tv-shows/other-shows/videos/killing-bin-laden-burial-at-sea.htm

Bring Non-Fiction articles to class

Visit the two links below. Please read and print out these two articles. Bring to class tomorrow--Friday October 25th

http://www.huffingtonpost.com/2011/05/02/osama-bin-laden-sea-burial-muslim-scholars_n_856315.html

http://www.dw.de/bin-ladens-killing-prompts-uncomfortable-legal-ethical-questions-for-us/a-15048146

Questions for Scene 1 of Antigone (pages 944-949)

Due 10/22 Period 5 

Due 10/24 Period 6

1. What crime has Polyneices committed in the opinion of the king?
2. What news does the sentry bring to Creon?
3. How does Creon believe the act of burying Polyneices was carried out?
4. What does Creon demand that the sentry do?

Video #1 An Introduction to Greek Tragedy

Video #2 Greek Theatre - Tragedy and Comedy

Video #3 Oedipus Rex - The Short Version! (Animated)

An overview over "The Iliad" by Homer

The Hero's Journey / Monomyth

What makes a hero? - Matthew Winkler

Creative Writing Assignment

English II Periods 5 and 6

Creative Writing Assignment    “Archetype in Action”

DUE:  TUESDAY, October 8^TH, 2013  15 pts.

Guidelines:  Write a 1 1/2- 2 paged typed (double-spaced) story that features an archetypal character who struggles against some force or injustice.  In considering your character, choose from the following ideas:

1.  The Archetype of the Priest/Savior (Example: Neo in The Matrix, Frodo from Lord of the Rings, many religious figures);  

--character who intercedes on behalf of the people—willing 

       to sacrifice or rebuild. He/she defies the darkness and 

       travels through a type of underworld—Hades, Mordor, Hell

2.  The Archetype of the Hero/Adventurer (Example:  Gilgamesh / Indiana Jones):

--character who seeks the unknown and hazards risk to discover truth and wisdom.  He/she undertakes a quest that seems insurmountable but proves valuable.

3.  The Archetype of the Survivor (Example Pi from The Life of Pi or Rose in Titanic):

--character who is “marooned” by some sort of force—natural/man-made disaster or psychological upheaval.  He/she is ultimately triumphant but is marked by the event—sometimes crippled or plagued.

4.  The Archetype of the Shape Shifter (Example Mrs. Doubtfire, Spiderman, Batman, Dr Jekyll and Mr. Hyde): 

--character who changes role or personality, often in significant ways.  He/she is hard to understand, and his/her alliances and loyalties are questionable. Character lives a double life.  

5. The Archetype of the Fool (Example Forest Gump):

--character who amuses others through jokes/jests but who possesses a superior understanding of human nature.  He/she is seemingly absurd but is actually wise.  Also known as a type of savant, the fool lives outside the mainstream society, which allows for his/her detachment and wry observations. 

As a storyteller, you need to also remember the craft of fine writing:   

1. Perspective (What point of view will you adopt?) 

2. Setting (Where will you place your story?)

3. Conflict (Will your character grapple with an internal or external struggle?) 

4. Dialogue (How will your character converse and interact?)

5. Pacing/Suspense (How will you build momentum and climax in your story?)

ONE FINAL SUGGESTION:  THINK INCIDENT RATHER THAN EPIC—A GLIMPSE RATHER THAN A FLOODLIGHT

YOU DON’T NEED TO END THIS STORY IN A TRADITIONAL MANNER—YOU CAN LEAVE IT SUSPENDED RATHER THAN RESOLVED.

Epic of Gilgamesh Commentary

Homework Due 10/4

Finish reading the Epic of Gilgamesh.

Write a 1 page commentary discussing what The Epic of Gilgamesh reveals about Ancient Mesopotamian values (the moral ideas and standards of behavior). What ideas were important to the Mesopotamians? What did they expect of their rulers? What values did they want their heroes to embody? Use examples from the story to support your answer. 

Homework 9/30 Periods 5 and 6

• Read Part IV of Epic of Gilgamesh: "Search for Everlasting Life"
• For homework please answer the following questions in your journal. Title your entry “Epic of Gilgamesh Part IV” and put today’s date. You should fill at least 1 journal page answering these questions:
• 1. How does Gilgamesh find Utnapishtim? Describe his journey. 
• 2. How does Gilgamesh view the cycle of life and death at this point in the story? Explain your answer by using quotes from the story.

The Epic of Gilgamesh An Animation

Timeline of the World

3000 BC -- Egyptian Alphabet
2500 BC -- Epic of Gigamesh (The epic poem created)
2300 BC -- Bronze Age
750   BC -- Homer (Epic poems The Odyssey and The Iliad created)
350   BC -- Alexander the Great
1       AD -- Birth of Christ
450   AD -- Fall of the Roman Empire
650   AD -- Rise of Islam
1050 AD -- Norman Conquest
1200 AD -- Magna Carta
1500 AD -- Columbus Reaches America
1600 AD -- Shakespeare
1660 AD -- Restoration
1750 AD -- Johnson's Dictionary
1780 AD -- Revolutionary War
1790 AD -- French War
1850 AD -- American Civil War
1885 AD -- Combustion Engine
1900 AD -- Queen Victoria Dies
1915 AD -- World War I
1925 AD -- Television
1940 AD -- World War II
1950 AD -- Queen Elizabeth II
1965 AD -- The Beatles and Vietnam War
1970 AD -- Man on the Moon
1990 AD -- Berlin Wall Falls / First Web Page
2000 AD -- September 11th Attacks

English II Period 5

Finish annotating The Greek Philosophers by Ernesto Fernandez. Answer this question on the bottom of your handout: What meaningful or significant connections were you able to make with the text through your annotations? 

Due Friday 9/25 (Write your name and period at the top of the article)

3 Styles of Writing Under Common Core

Narrative Writing:

 Key Points--
In narrative writing, a person tells a story or event.
Narrative writing has characters and dialogues in it.
Narrative writing has definite and logical beginnings, intervals and endings.
Narrative writing often has situations like disputes, conflicts, actions, motivational events, problems and their solutions.
Narrative types: Novels, short stories, poetry, biographies, and memoirs.

 Expository/Informational Writing:

 Key Points-- Expository writing usually explains something in a process
Expository writing is often equipped with facts and figures
Expository writing is usually in a logical order and sequence.
The main focus of the author is to tell you about a topic or subject, and leave out his/her personal opinions.
Expository types: Newspaper articles, textbooks, journal articles

 Persuasive Writing:

 Key Points--
Persuasive writing is equipped with reasons, arguments and justifications. In persuasive writing, the author takes a stand and asks you to believe his point of view. If often asks for a call or an action from the readers. Types: T.V. commercials, marketing pitches, opinion articles in the newspaper, complaint letters, etc.

For homework, please print out the Curriculum Map and the West High Anchor standards found below. Bring to class Tuesday if you are in period 5, and Wednesday if you are in period 6. You do not have to bring your textbooks. --Ms. A

Curriculum Map and West High Anchor Standards

Symbolism

Happy Friday! Thank you to those who shared their symbols in class yesterday. Today's class (9/13) Ms. Martinez will be stepping in to tell you about West High's Academic and College Readiness Standards. See you all later today! --Ms. A

Identity SHORT FILM (Award Winning Inspirational Short)

Here's the video shown in class today on "Identity."

Great job to both Periods 5 and 6. I enjoyed the class discussion we had about this video. See you tomorrow! --Ms. A

Bloom’s Taxonomy Writing Assignment (Periods 5 and 6)

Synthesis Level

Option 1:

Create a piece of creative writing on any topic of your choice.

Examples:

1. The asteroid was hurtling straight for . . .
2. And you thought dragons didn’t exist . . .
3. You’re digging in the garden and find a fist-sized nugget of gold . . .

Option 2:

Write a personal narrative on any topic of your choice. 

Examples:

1. Tell about a disastrous date
2. Tell about a moment of great success or failure
3. Tell about a memorable journey

*You may write about other topics if you wish

Evaluation Level

Option 3:

Write a music critique on a particular artist or album.

--Write which option you are choosing at the top of the paper. Must be at least 1 page in length. This assignment should reflect your very best writing. Please be sure to revise your work. This writing assignment is due on 9/12 at the beginning of class.

--By the way, make sure to bring your textbook to class tomorrow! (9/12)

Bloom's Taxonomy

Bloom's Taxonomy According to Homer Simpson

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English II Periods 5 and 6

Text and Image Postcard Assignment

Imagine that you are writing a postcard to someone you know. On one side of the postcard you will write your text; on the other side you will create images that reflect back to your writing. Try to make sure that all of text and image(s) relate to one another. 

Homework: If you did not finished your Text and Image Postcard assignment in class, please finish for homework. Be prepared to share your card and your card’s meaning with small groups tomorrow. Due 9/10/13