river oaks [english]

Seniors Your exam will cover AP Multiple Choice (from College Board and the test I gave you in class), ACT English & Reading, Rhetorical Terms, and an Essay (Argument for IV, Analysis for AP). Juniors I handed out a study guide in class today. You are responsible for everything we've studied this semester, even if it is not on the list. Look over the sheet, and we will review the list Thursday and Friday. UPDATE: I left off the Exeter Book and Venerable Bede Sophomores I handed out a study guide in class today. You are responsible for everything we've studied this semester, even if it is not on the list. That includes your summer reading. Look over the sheet, and we will review the list Thursday and Friday.

Sophomores -- Read "An Occurrence at Owl Creek Bridge" (Bierce) Juniors -- Read "Academy For Women" (Defoe) Seniors -- Type essay, attach to original, and bring tomorrow.

Seniors You are writing the Super Size Me essay in class tomorrow.  Bring your sources. You will type the essay tomorrow night and add the works cited.  Bring it on Friday for peer review, and the final draft is due Monday, December 5th . This is worth 100 points. Juniors Read the two pieces by Alexander Pope and the excerpts from The Spectator . We will discuss tomorrow. Sophomores Read "Narrative of the Life of Frederick Douglass," and do the questions at the end of the reading: Comprehension Check and #2-6. And, yes, expect the vocabulary portion of today's quiz tomorrow.

Your essay is an analysis of Morgan Spurlock's film, Super Size Me .  The general prompt concerns the effectiveness of the film.  What is Spurlock's main point, and does he successfully prove it? What evidence is the most compelling? Is it accurate? What argument is the least effective? Does he anticipate opposing viewpoints, and does he effectively refute them? Your assignment for tonight is to print out two reputable sources on two of the claims made in the movie. The sources can prove or disprove the claims, and you are not limited to claims on the following lists: Fast Food Fact Sheet Here's Another (printable document file) Also, here's a link to THE WEEK's super topic Fast Food Nation as a possible place to start your research.  Remember to print out articles using the "format for printing" tool to reduce the amount of ads.

Seniors -- We will continue to discuss Super Size Me and write later this week Juniors -- Read the Introduction to Restoration -- expect a quiz Wednesday on book and notes   Sophomores -- test Wednesday on the following stories: A Rose For Emily The Life You Save May Be Your Own We'll continue to discuss Tuesday in class.  Remember to learn the vocabulary from each.

I will be out of town the next two days.... Sophomores Read "A Rose For Emily" and answer CC, #2-4 on p525 for Wednesday (end of class) Read "The Life You Save May Be Your Own" and answer CC, #2-4 on p539 for Thursday (end of class) QUIZ on both stories, including vocabulary, on Friday Juniors Watch Elizabeth: The Golden Age   Prepare for quiz on Friday Seniors Watch Super-Size Me   Answer #1-20 on worksheet for Friday

Have a great weekend... go Mustangs!  Reminders: Sophomores are reading "Dr. Heidegger's Experiment" for Monday Juniors have an exam on Tuesday, not Wednesday Seniors are going to NOLA

Below is one of Gustave Dore's engravings for Paradise Lost . Click on the image for more.

Just had to post this - a photo from Burg Ransom (yes, Mrs. Ransom's husband) - a beautiful bit of southern gothic.

Sophomores - Quiz tomorrow on "Fall of the House of Usher," including the vocabulary! Juniors - We are reading Milton tomorrow, and you have an EXAM next Wednesday, Nov. 16th . Seniors - You are writing an in-class synthesis essay tomorrow on the influence of television (and other media) on presidential elections. I've provided you with the sources, so read and annotate them, and come prepared!

Sophomores - finish reading "Fall of the House of Usher" - yes, the whole thing. You will have questions to answer in class tomorrow in lieu of questions tonight, so come to class prepared. Juniors - read the poems on pages 458-470 - the first two by Ben Jonson, and the others of the carpe diem school - and answer question #2 after each. Be specific! Seniors - Tomorrow I'll give you the materials for a synthesis essay to be written in class on Thursday.

Sophomores - Read "Fall of the House of Usher" - audio here   Juniors - Read the following by Sir Francis Bacon and John Donne: "Of Studies" p444 #1-4 "Of Marriage and Single Life" p447 #2-5 "Meditation 17" p456 #2-4 Seniors - No Homework - Go watch/read the news!

Sophomores Study the Whitman poems, including the one I gave you in class (O Captain, My Captain), for a quiz tomorrow . Honors summary assignment (due Monday) is on the following article by David Reynolds: "Lincoln and Whitman" Juniors Quiz on Friday on the sonnets discussed in class, including the history and the three forms discussed. Seniors Finish reading, and finish the homework for, "Letter From a Birmingham Jail."

Sophomores You have three things going on between now and Monday: Quiz on Walden on Friday One-page reflective assignment due on Monday Two poems, one ABABCDCDEFEF inspired by Emerson and/or Thoreau, and one free verse poem beginning with the words "I sit and look out" - due Monday Juniors Answer questions on the following pages: p285 #1-4 p287 #2-6 p291 #1-3 p293 #2-5 Reminder: your Macbeth projects and one-page rationales are due on Monday. Seniors Finish the AP exam and bring to class.  Your vocabulary quiz is on Monday: pompous - excessively elevated or ornate slipshod - careless discretion - showing good judgement colloquial - relating to conversation avail - to be of use or advantage opaque - hard to understand or explain pedantic - making a show of knowledge gabble - to talk fast or foolishly perspicuous - plain to the understanding circumlocutions - evasion in speech extemporaneous - composed, uttered or performed on the spur of the m

Sophomores We are currently reading selections from Walden , by Henry David Thoreau. You will have a quiz on Friday, including the vocabulary. Your assignment for this weekend, as noted in class, is to conduct an experience similar to Thoreau's - that is, to spend an hour as separate from "civilization" as possible, using the senses and writing down what you experience.  Try to avoid talking about the things you aren't doing, like texting or facebooking, and instead try to understand what Thoreau means by the phrase, "Heaven is below our feet as well as above our heads."  Type up your thoughts in a 250-word response and turn in Monday.

Your exam is tomorrow, Wednesday Oct 26 . The exam will consist of multiple choice and matching questions, as well as a short answer section and an essay. As promised, here are the Macbeth PowerPoint Jeopardy reviews we used in class: Macbeth Jeopardy #1 Macbeth Jeopardy #2

The AP Course Description from College Board is found HERE , at their site. Inside, you will find a copy of both the English Language and Composition and English Literature and Composition exams.  The exam we are working through for class begins on p14. College Board also gives you access to previous years' "free-response" questions - essay prompts , in other words. We will begin working our way through some of those examples as the year progresses. Your assignment for Tuesday is to read the first essay (on "style") and to answer the ten questions that follow.  Please make a note of any word or phrase that is especially difficult.  We will compile vocabulary lists from your notes.  Bring the handout to class tomorrow, and we will work through the second essay together. Finish the handout for Wednesday and hand it in for points.

Everyone Your haikus-for-credit are due Monday. See the Scholastic site for details on entering yours into the contest. This is not required, but I will give you homework credit if you follow the assignment. Seniors No Homework Juniors First, your proposal letters are due on Monday. Use full block style please.  Also, make sure you have read Macbeth in its entirety.  Review on Monday, and Exam on Wednesday.  Sophomores Honors, write a 250-word summary on your "civil disobedience" article. Follow MLA style and stick to summary only , please.

Your Macbeth projects are due one week from Monday, on October 31 (ooooh, spooky). There are several options, and you can work in groups or alone: Group Video - up to 10 minutes in length, up to four people per group, focus on one scene Visual Art - you could do a painting, a collage, a photo montage, etc. Critical Essay - write an essay on a theme or character development Website - create an index for allusions, historical context, criticism, resources, images, etc. Everyone, even those in groups, must submit a proposal letter to me on Monday, stating exactly what you plan to do (and with whom). Please use full block format, and sign. Again, this is due on Monday, October 24 .

Good luck on the ACT tomorrow, those of you who are taking it. To help you prepare, and for future reference, here are some materials for you to work with at home: ACT Prep - from the official site - including sample tests Test Prep Review - has "self-assessment modules" in several subjects ACT Sparknotes ACT Test Questions

Juniors Answer questions #2 and 3 after Act III - paragraph each - and read Act IV. Sophomores Find and print an article on a recent act of civil disobedience, and bring to class tomorrow. You will have a quiz on Friday on "Self-Reliance" and "Civil Disobedience," including the vocabulary.

I'd like for all of my students to participate in Scholastic's Haiku Contest, which is sponsored by Dell. The prizes include free laptops and smartphones.  The guidelines for the contest are simple: Write a haiku that answers the question, "What adventures does your future hold?" Submit the haiku to Scholastic's website Turn in a hard copy for a grade and possible publication in Musings The deadline for credit in my class is Monday, October 24 , and the deadline for the contest is November 18 . Students grade 7-12 are eligible for the contest.

Seniors You are writing an essay tomorrow on high schools in America, based on the following prompt (adapted from #3 on 164): To what extent do American high schools prepare students to achieve Dewey's vision of "a curriculum which acknowledges the social responsibilities of education," one that presents "situations where problems are relevant to the problems of living together"? You must answer the question in the form of a thesis and support your thesis with evidence from at least three of the articles in your book (can also use the article handed out in class ). Juniors Answer questions #2-7 on page 362, and read Act III Sophomores Read Thoreau's "Civil Disobedience"  Answer Comprehension Check and #2-4 on 378 Print out an article on a recent (or not-so-recent) act of civil disobedience - could be related to the current "Occupy Wall Street" movement, the "Tea Party" movement, the " Arab Spring " uprisi

Sophomores Read "The Devil and Tom Walker" (349-59) by Washington Irving.  Be ready for a reading quiz. Juniors Read Act One of Macbeth . Be ready for a reading quiz. Seniors Read the first three essays in "Focus on the American High School" Answer questions #1-5 on 153, #1-5 on 155, and #1-6 on 158

PSAT tests are tomorrow, so seniors have the day off.  Enjoy. Sophomores, study for your exam.  The exam will include the following: Speech to the Virginia Convention Declaration of Indepedence Persuasive Rhetoric Letter to the Reverend Samson Occum Letter to John Adams What is an American? Junior Honors, your vocabulary quiz is tomorrow.  We will begin discussing Macbeth on Thursday.

Honors Students Your honors essay will be written in class when we return on Tuesday. Juniors Complete section 5 of the PSAT practice exam and turn it in tomorrow for homework credit. Sophomores For extra points , write (and type) a report answering the question "What is an American?" The essay is due on Tuesday .   You will have an exam on Wednesday on the Revolutionary Period.

Seniors (and anyone else who's interested), here is the video of the debate we've been watching in class: We will continue to talk politics as the year progresses, and as the parties pick their candidates, we will watch more debates and continue to discuss the pros and cons of these issues.

Seniors You are writing an ACT-style argument essay in class tomorrow. Come prepared to integrate some of the analytical tools you've learned into a 500-word essay. Juniors PSAT prep: finish section 3 of the test. The following terms came up most often in your vocabulary lists, so study the definitions for a quiz on Tuesday : esoteric (adj) - of special, rare, or unusual interest caustic (adj) - marked by incisive sarcasm perfunctory (adj) - characterized by routine or superficiality halcyon (adj) - calm, peaceful affability (n) - being pleasant and at ease in talking to others onerous (adj) - involving, imposing, or constituting a burden munificent (adj) - very liberal in giving or bestowing remonstrate (v) - to plead and urge reasons in opposition subversive (adj) - a cause of overthrow or ddestruction feckless (adj) - weak, ineffective; worthless, irresponsible Sophomores Answer the following citing specific examples from the text: #1-4 on 284 #2-4 on 287

Seniors Vocabulary quiz tomorrow on rhetorical terms (pages 58-59). Juniors Pull 10 vocabulary words from pages 5 & 14 in your PSAT booklet and define.  Please use Webster's Dictionary only.  Also, work #9-24 and put answers on paper to turn in. Sophomores No homework tonight. However, you may want to watch this video:

Sophomores Read President George W. Bush's speech to the nation on deciding to go to war with Iraq in 2003; then, write and type a 250-word summary of his main points of support. Consider throughout the process any parallels you see between this speech and Patrick Henry's. Juniors Read this New York Times article on the 400 year anniversary of the King James Bible and its influence on the English language. Write and type a 250-word summary. Seniors Read and summarize the following debate on the U.S. economy in a 250-word typed report: "Is Outsourcing Good for the U.S. Economy?".

Sophomores First, here's the video of Patrick Henry's speech that I promised to post but didn't (sorry): Your homework for tonight is to study the vocabulary and to prepare for a QUIZ for Friday. Juniors Your homework for tonight is to make sure you've read the Introduction to the Renaissance Period (276-82) and the section on Renaissance Drama (314-20). Expect a quiz on Friday.

Seniors Watch (and read) Kennedy's Inaugural Address and answer questions on pages 55-56 on his use of rhetorical strategies: ALSO, start learning the vocabulary terms on pages 58-59. Note that examples from Kennedy's speech are included with the definitions.

Juniors, your PowerPoint is due tomorrow. Remember the following: At least ten slides, not including the title page and works cited page Presentations five minutes in length At least half text/information High contrast design Free of all errors in grammar

We are talking about persuasive rhetoric in both English II - in the context of the American Revolution - and in English IV - in the context of political issues, specifically.  In both, we discussed the various forms of persuasive rhetoric employed by politicians and leaders who are trying to convince fellow citizens of a particular point of view. In politics, rhetoric is perhaps most exaggerated, and looking at political ads and speeches can help us understand how these techniques work: The Living Room Candidate - a site that collects political ads throughout the history of television, beginning in 1952 and updated to include campaigns as recent as 2008 American Rhetoric - a collection of speeches throughout history, not just limited to politics

Everyone has essays due tomorrow. Type, format according to MLA, and attach to the top of your hand-written draft:  Sophomores - refer to the "peer reader" questions on p252 for revision Juniors - your essay should include a works cited page, numbered in sequence -- form found on the website discussed in class - Research and Documentation Online (#34-35) -- sample paper Seniors - refer to the nine-point rubric when typing your revision

As noted, I will not be there for the second half of tomorrow. You have your orders.... You will turn in your work at the end of the day! I will hand all drafts back on Monday, and we will talk about revision then.  Yes, I know I will now have a LOT of essays to grade, but trust me: it's easier this way. Do not forget to bring notes to work with tomorrow. You do not have to rely solely on the notes you've taken in class. Do not bring a pre-written draft. I want all writing completed in class. If you do not finish, then turn it in anyway. Juniors - because your final draft has been moved to Tuesday, your PowerPoint has been moved to Wednesday. Honors students will receive articles for summary tomorrow in class.

Sophomores Look at the assignment on pages 248-252 in your text, and make notes pertaining to the movie you've chosen to review. I'll return the work you did in class today to use, as well. Please do NOT bring a pre-written essay to class. Juniors Answer questions #2-5 on p237 and be ready for a quiz on "Death of Arthur." We will also start on your essay in class, so bring your sources. Seniors You will be writing in class tomorrow - gathering evidence from one of the two essays, formulating a thesis, and organizing your support. We will finish the essay in class Friday.

Please don't hold me responsible for the content of websites other than this one. Thanks. Seniors Here's a more recent article on the football team I mentioned in class - from a mostly Muslim high school in Dearborn, Michigan. Think about the difference between objective reporting like this and the more personal and purposeful essay in your book. Juniors Your essay requires TWO credible* sources. For resources on the Middle Ages, try these sites: NetSERF Medieval Resources - from Fordham The ORB The Labyrinth - from Georgetown Literary Resources - from Rutgers *See UC Berkeley's site for evaluating web pages Sophomores Please select a movie you'd like to review and be ready to take some notes about it tomorrow. The site I mentioned in class for movie reviews is MetaCritic . Your goal is to model these authors, not copy them. Plagiarized papers will receive a zero.

Sophomores Starting fresh tomorrow with the "critical review" assignment on p248. You'll pick a movie you've seen recently, and write a review based on some established criteria.  We will follow the outline in your book and use the example as our model. Juniors Read "Sir Gawain and The Green Knight" and bring printed lyrics from a ballad for extra points (must not be the same as someone else and must follow the criteria outlined in class). We'll also pick paper topics tomorrow in class. Seniors Read "The Real New York Giants" and "Fasting and Football" on pages 471-75 in your book.

Just a reminder to all Honors students - you should be reading your independent study book for this nine weeks: Sophomores - Scarlet Letter (Hawthorne) or Last of the Mohicans (Cooper) Juniors - Grendel (Gardner), The Divine Comedy (Dante), or Complete Canterbury Tales (Chaucer) Your exam will be on Thursday, October 6th .

Sophomores Answer #2-5 on 228 using complete sentences and citing from the text. We are finishing the play this week with a quiz on Act IV on Friday. Your exam is on Monday, Sept 19 (includes the vocabulary). Juniors You have a quiz on "Pardoner" and "Wife" tomorrow -- vocabulary test on Friday, Sept 16 for all three. Seniors Your typed rough draft is due Friday. Bring your books tomorrow.

Sophomores Read Act Three of The Crucible . Study the vocabulary (i.e. make flashcards); it will be included in the exam on Monday, Sept 19 . Don't forget about the flashcards (flipcards) on the publisher's site. Juniors Read "The Wife of Bath's Tale" and answer #2-5 on page 167. You'll have a quiz on both tales on Thursday, and your recitations are due Friday. For help speaking in Middle English (accent optional), try this video: Or maybe this one: Seniors Research solutions to the problem. Your typed rough draft of Solutions paper is due on Friday, Sept 16 . Bring your books tomorrow.

Sophomores Answer questions #2-6 on 206. Answer in complete sentences, and cite specifics from the text. "Examination of a Witch" Thompkins H. Matteson, 1853 Juniors Answer "Think Critically" questions following "The Pardoner's Tale." Answer in complete sentences, and cite specifics from the text. Seniors Find and print sources related to your "Solutions" paper. Review the AP English Language Course Description .

Sophomores Read Act Two of The Crucible and be ready for a reading comprehension quiz. You should also be making flashcards of all vocabulary. Juniors You have a quiz on "The General Prologue" on Monday, including the notes about the context and the author. Your homework is to complete vocabulary exercises A&B on 138, to read the essay on 139-40, and to answer #1-3 on 140. We will begin working on this in class Friday. Seniors The final draft of your "Problem" paper is due on Monday. Your works cited page should include at least three credible sources (each of which is cited in the paper). The next paper evaluates the "solutions" to the problem, so be prepared to talk about that in class on Monday.

Sophomores Answer questions #2-5 on 190. Use complete sentences and cite specifics from the text. Juniors Answer questions #3-5 on 137. Use complete sentence and cite specifics from the text. Also, I have posted the Chaucer notes under "assignments" on your Edline page. Seniors You are writing the " This I Believe " essay in class tomorrow. Think about your topic before you come to class, but please do not pre-write it. You will have the chance to revise.

Seniors Your topic MEMO is due tomorrow, Thursday 9/8. Below the memo heading, you should have three short paragraphs - one stating the purpose for the memo, including a statement about your specific topic, one briefly defining the problem, and one on your progress so far - what you've found, what you've written, what still needs to be done Your typed rough draft of the Problem paper is due on Friday Juniors Read "The General Prologue" to The Canterbury Tales (111-136) Sophomores Learn all terms in "The Conventions of Drama" (161-2) Read Act One of The Crucible (163-89)

I just saw this from Newsweek Magazine and thought it might be useful.

No Class on Monday! Seniors You have a couple of things due when you come to school on Tuesday: The final draft of your Career Paper , including the interview and a revised works cited page (numbered in sequence) Source(s) related to the problem topic you have chosen -- you are writing the first draft of that paper in class on Tuesday Look at the This I Believe website and some of the examples there, like this one from Wayne Coyne of The Flaming Lips -- you will write this essay in class next week Juniors No homework : ) Sophomores Study for your test on Tuesday! The test will include multiple choice, matching (vocabulary from "Sinners"), short answer and a short essay.

AP English Your summary for this week is from The New York Times concerning the job prospects for new college graduates. The article is not meant to dishearten you, only to give you a realistic sense of the job market and to encourage you to start planning your career now. Your summary is due Friday, Sept 2nd English III-Honors 250-word summary of the BBC article on the " Staffordshire Hoard ," found on farmland using a metal detector in 2009. Summary due on Friday, Sept 2nd . The official website of the Staffordshire Hoard English II-Honors 250-word Summary of "History Clashes with Commercialism" on pages 150-51 in your book. Summary is due on Friday, Se pt 2nd

English II Early American Exam on Tuesday, Sept 6th English III Read selections from the Exeter Book and Venerable Bede (84-104) #1-4 on 89 #1-4 on 93 #2-4 on 104 English IV Your final draft of the career paper, including a revised works cited and your interview, is due on Tuesday, Sept 6th Next is the "problem" paper - research possible problems in your field, related either to the profession itself or the specific tasks within a specific job. Bring at least one article related to problems within or related to your field. Interview letter is due Friday - that means you must have your interview completed in the next two days! The form for the letter is full block - two paragraphs - one about the person you interviewed, and one about the information you found most useful.

English IV - type your draft of the career paper, including a works cited page English III - test today, no homework - if anyone missed it, make sure you have an excused absence to make it up English II (work for Monday and Tuesday) Comp Check, #2, 3 and 5 on 142 Comp Check, #2-6 on 148 Read 152-57; Comp Check and #4-6 on 158

None! Actually, just a couple of reminders: Seniors - Don't forget to type up your interview questions! Juniors - Exam on Anglo-Saxon notes and Beowulf on Tuesday Sophomores -Quiz Tuesday on the three historical narratives

SOPHOMORES You have a vocabulary quiz tomorrow - Friday, August 26th. You should also finish reading "The Interesting Narrative of the Life of Olaudah Equiano" on pages 93-99. Expect a quiz on the reading and vocabulary next week. JUNIORS Read the rest of Beowulf - pages 45-60. We will begin homework in class, which will be due at the end of class (#2-5 on 63). Please write legibly, in complete sentences, with direct reference to the text. You do NOT have a vocabulary quiz tomorrow; instead, the vocabulary from Beowulf will be part of your exam next Tuesday, August 30th . SENIORS DUE FRIDAY: Your 250-word typed reflective essay on future plans Copies of career descriptions from College Board/ACT & the Occupational Outlook Handbook A printout from the degree description or plan from a university of your choice We will write a list of interview questions in class on Friday, and that list should be revised and typed for Monday. In addition, you should all be contacting

The textbooks for English II & III have online companion sites if you're interested: American Literature British Literature For each unit, there is a table of contents, a section on vocabulary, historical context, and links for research. The flashcard tool for all "Words to Know" from each unit might come in handy.

Vocabulary Be prepared for vocabulary quizzes on Fridays on the "Words to Know" lists from your reading selections. The word bank precedes the reading; the words are defined throughout, and an exercise at the end tests your knowledge of the words in context. Sophomores Answer questions 3 & 4 on page 88 in complete sentences, with direct references to the text. Juniors Read to page 44 (through part one of Beowulf ), and be prepared to take a quiz.

Sophomores : Read 66-88, including "La Relacion" and "Of Plymouth Plantation." For additional resources, try one of the following: Cabeza de Vaca Colonial House Juniors: Read the introductions to the Anglo-Saxon period and Beowulf (please ignore/avoid the film version as we begin the poem - some key differences)

Seniors: The first thing you'll do this year is a research project based on your career goals. We will discuss your college and non-college options, conduct research on careers and degree programs, and write a series of papers related to the career you've selected. While this in no way locks you into a career path, it does give you a lot more information to go on, and it will set you on your way towards applying for the college of your choice. Your first assignment: Write a 250-word report on your career goals Print out at least two career and/or degree descriptions from the sites discussed Take a "virtual tour" of the university or institution you'd like to attend and print out information from the college or degree plan Conduct an interview with a professional ASAP The sites we discussed: CollegeBoard ACT Career Planning Occupational Outlook Handbook The typed report and printed sources are due on Friday, August 26th . Consider the following in your respons

Each week, honors/AP students will write a 250-word summary of an assigned reading, related to class discussion. This summary should NOT include any long quotes from the article; rather, it should be a summary of the main points and organized into paragraphs based on the article's development. Students must be careful not to plagiarize the article, and can avoid this by attributing any unique wording or ideas to the article's author. The form used for citation is on the site referred to often in class, Research and Documentation Online - specifically the site's section on MLA In-Text Citations . The first set of articles follows: English II - "The Great Gatsby: What it Says to Modern America" English III - "Virginia School District Bans Sherlock Holmes Novel" English IV - "Gone With The Water" Please type this assignment, and format according to MLA. DUE Monday, August 22nd

This will be one of your most important resources for English II, III and IV/AP this year. I will post assignments and links here regularly, so bookmark this page. You can also "subscribe" to this page to be notified of updates. Your summer reading reports are due Thursday, August 18th . And your in-class essay will be written on Monday, August 22nd . Please bring your required summer reading book to class on Thursday . I'm looking forward to a great year...see you in class!

Your updated grades have been posted on Edline . Note that this does not include all of the homework for this week, and that I have not yet "dropped" your lowest quiz and homework. Also, if you choose to not turn in this last week's homework, know that it will show up on the report as "missing." There is a ** in place of the grade. Please let me know if you have questions.

NOTE: all of this week's homework is optional, meaning it won't be counted against you; however, doing the homework will raise your grade Monday "Araby" - Questions CC & #2-5 (p1029) Tuesday "Dulce et Decorum Est" - #2-7 (handout) "The Second Coming" - #1-3 (p989) "Sailing to Byzantium" - CC & #2-5 Wednesday "The Demon Lover" -CC & #2-7 (p1164) Thursday Review for Final Exam Friday Review for Final Exam Honors Essay

Juniors, please read James Joyce's "Araby" over the weekend. We will discuss and answer questions Monday.

Juniors, you have a QUIZ on Thursday on "Mark of the Beast" and the four poems we've just discussed. After the quiz, we'll talk about Modernism (beginning on 978).

Read the following poems, and complete the questions following the poems: "Dover Beach" - #1-4 (943) "Convergence of the Twain" - CC, #2-3 (961) "When I Was One and Twenty" - #1-4 (964) "To An Athlete Dying Young" - CC, #2-3 (967)

Your finals are on Monday (2nd period) and Tuesday (4th period) and will consist of two parts - a multiple choice section and an essay: Non-Honors - Review sections from the AP and ACT tests covered in class, and be prepared to write an argument essay on a prompt you have not seen before. English AP - Review sections from the AP tests covered in class, and be prepared to write an analysis essay on a prompt you have not seen.

Your assignment over the weekend is to read the handout - "Mark of the Beast" by Rudyard Kipling - and to answer questions #1-10.

On Monday , we talked about Victorian fiction -- please get those notes if you missed -- and your assignment for Tuesday is to read a story from Elizabeth Cleghorn Gaskell, "Christmas Storms and Sunshine" (872-882). Be prepared to take a short reading quiz on the story on Wednesday , when we will talk about the Colonial literature of the late 19th century.

Just a reminder that you need to bring material for your memory book tomorrow. Bring all supplies to class all week. The final product is due on FRIDAY, MAY 6 . The specifics regarding your memory book assignment are posted below. We will also review for finals , which begin on Monday of next week. I'll know soon if you are exempt; otherwise, prepare as if you are taking the exam.

Due Wednesday (end of class): " My Last Duchess " #1-3 on 856 "Porphyria's Lover" #2-4 on 859 Write a short response to #5, comparing the inferences about the love relationships in the two poems Below is a dramatic reading of "Porphyria's Lover": ] QUIZ Thursday, April 21st on Tennyson and Browning

Now that your introduction and concluding poem have been turned in (hopefully), I've been asked to post the requirements for the entire project. Although we will not work on this until the week after break - while we are reviewing for the final - there are some supplies to gather. First, the assignment requires that you include pictures and memorabilia from all four years of high school. You can print pictures professionally, or you can print them on your own - from Facebook, the RO website, the Internet, your computer. You should include at least the following: At least FOUR pages ( two sheets , front and back) for each year = SIXTEEN total (or eight sheets , front and back) Organize chronologically, ending with your senior year Include information related to school - academics, arts, athletics - as well as special events Include information related to your interests - religion, music, film, games, trends, etc. Include information related to the news - important events (i.e.

Alfred, Lord Tennyson - Queen Victoria's Poet Laureate For Friday Read "The Lady of Shalott" and "Ulysses" Answer #1-4 after each For Monday Read "In Memoriam" and "Crossing the Bar" Answer #1-4 after each Below is Loreena McKennitt's version of "The Lady of Shalott" set to music:

In a couple of weeks, you will have completed your senior year. You have a couple of essays to write, and some of you have a final to take, but we're getting close. The final assignment is always an easy one - a memory book of your high school years (9-12). We'll start with two reflective assignments: First, you all need to write an introduction to your book. Consider the following in your one-page reflective essay: What is your overall impression of your high school years? What do you want to remember most? What does "graduation" mean to you? What are you looking forward to next? In other words, if graduation is a doorway, consider what's on either side. DUE: Friday, April 15th (typed, any font, no header, with name on back) This weekend, write a poem about your senior class (or graduation). The form and tone of the poem is up to you: funny, serious or sad; rhyming couplets, ballad, or free verse. However you write it, though, please take it seriously. A cop

Seniors It's getting down to the wire, and you need to make sure you have completed all assignments . There's still time to make-up work missed due to excused absences, so come see me if you are not sure. Juniors Your assignment for tonight is to read the Introduction to the Victorian Period. We will also have a quiz on MLA research and documentation Thursday, April 14th.

The final draft is due tomorrow, April 12th. Please make sure you have done the following: Made all corrections to your Works Cited page Numbered your pages Included an original title Double-spaced, one-inch margins, size 12 TNR font Included the original, graded draft - with original hand-written draft Included all sources that appear on Works Cited, arranged in ABC order I will supply the folder. You supply everything else. The penalty is ten points per day, starting with the beginning of class.

Seniors Your revision is due on Friday. You must attach your source (if revising the energy paper) and your original, hand-written draft. NOTE that the AP Exam is on Wednesday, May 11th. Make arrangements for any make-ups that occur as a result. Juniors Your rough draft, including your sources AND a works cited page, is due tomorrow. Your final draft, however, is not due until Tuesday, April 12th. I will return your original draft with comments on Monday.

Once you've located some reliable and relevant sources, now what? The first thing you need to think of is your first paper. What points did you make in support of your thesis? Those points of support will all be expanded in this second version. As you are reading your sources (that is what you're doing, right?), look for information/ideas/points that support YOUR ideas. As you come to something in a source, highlight it, making a note about where it fits into your argument -- just like you did for paper #1. As for integrating those points, that's where signal phrases come into play. Try to vary the way you introduce and integrate your sources. Remember too that the signal phrase and/or the parenthetical citations cross-reference the works cited page. The best site I've found for MLA documentation is from the Hacker Handbook: Research and Documentation Online As for beginning, you start with the file you saved for paper #1. Pull it up on the computer, with yo

I will be at the ULM Library on Sunday afternoon between 2:00 and 4:00 to help you with research. The main online resource we'll use online databases , specifically JSTOR , Literature Resource Center, and Literary Resource Center. These databases are accessed through the library's homepage . However, you must either be in the library itself or have access through an ID to search the databases, as they are subscription-based ( video tutorial on remote access ). Follow these steps: Go to the ULM Library site Click on "databases by subject" (bottom left) Start with one of the databases mentioned above, but all of these are useful LOG IN using your student ID (skip this step if in the library) search using keywords (keep it simple and specific - try synonyms) once you are viewing a list of articles, view by PDF is possible read the first paragraph or so to see if it's relevant - if not, go back if relevant, print or save the file - since you are viewing the PDF or H

Your question for Friday is "How should the U.S. reduce our dependency on foreign oil?" Options include, but are not limited to the following: Status Quo - continue to produce, consume and import at the current rate Reduce consumption Increase drilling domestically Increase production of nuclear power Invest in renewable alternatives Your assignment is to answer the question - that's your thesis - and to find at least one fact-based article to support your claim. The source I've been using in class for statistics on consumption and supply comes from the U.S. Energy Information Association , but you are welcome to find your own. If you'd like to establish the U.S. public's opinion try either Pew Research or Rasmussen Reports (or someone else). The source is due Thursday , April 1st. The paper will be written in class on Friday , April 2nd.

One result of the natural disaster in Japan is a renewed debate over the future of nuclear energy in the U.S. and around the world. Many have argued that nuclear power can deliver the "most bang for the buck," so to speak (excuse the pun), while others argue that the dangers outweigh the benefits. For an explanation of how nuclear power works, as well as some perspective on what's happening with Japan's nuclear reactors at the moment, watch this video . And for the article that I mentioned on Chernobyl, read this . Today in class we watched the beginning of a debate between Mark Jacobson and Stewart Brand: It's important to note, perhaps, that both of these speakers - and the debate in general - assumes a need for an alternative to fossil fuels. As I said, most folks agree that we need to free ourselves from dependence on foreign oil; the question is how to do that. Alternate energies is one answer. Another, more immediate answer, is more drilling. We can de

Now that you have read the novel, the next step is to pick a topic to research. Remember that your research begins with the novel itself. Once you've picked a topic, go back through the book and look for information and details that pertain to your topic. I recommend using post-it notes to mark pages (with page numbers and notes); that way you can physically rearrange your notes to help create an organizational pattern for your paper. STEP ONE: Read the book if you haven't yet... STEP TWO: Pick a topic - from the list or on your own Type and sign a topic proposal letter for Monday, March 28th stating what you intend to write about and how - in other words, what evidence have you found, and how does it work to support a main idea? Please use block format . STEP THREE: Type an outline for Tuesday ( sample ) Type your outline and format according to MLA - with your thesis at the top. You can skip the intro and outline the body only. Please use the alphanumeric example as yo

As the end of the year approaches, many of you are planning to take the ACT one last time in April, and several are planning to take the English AP exam in May. On Friday, the AP students will be writing an in-class paper on the independent reading book for the third nine weeks. The rest of the week will be spent preparing for the ACT and AP. Here are some materials for you to work with at home: ACT Prep - from the official site - including sample tests Test Prep Review - has "self-assessment modules" in several subjects ACT Sparknotes ACT Test Questions AP English: Free-Response Questions (from College Board) AP English help from an AP teacher

Juniors, your Frankenstein exam is tomorrow (ASVAB is Wednesday). The exam will be mostly multiple choice and matching. Use the study guide I gave you plus your notes, and study! These are the first grades of the last nine weeks... On Thursday, we'll start discussing topics for your papers.

Juniors Finish reading Frankenstein ! Many of you will be out of class on Thursday for track, but the rest can use that time to read. You will also be given a set of questions to help you review. These questions are due on Monday (you can turn them in early). EXAM on Tuesday on the whole novel. The ASVAB is on Wednesday, and we will begin discussing topics for your papers on Thursday. Seniors I have made copies of a practice AP test for Honors and a practice ACT reading test for Non-Honors. Please complete and turn in on Friday. On Friday, everyone will write an in-class essay based on the handout "Media and the Effects of Disasters." That essay is due at the end of class.

Editing research paper (all are DUE dates): Thursday -- typed one-page update on college plans, combined bibliography Friday -- abstract , combined rough draft Monday -- FINAL draft due, paged in sequence, bound or in report cover Order of report: Title page -- include your title, name, course, date, abstract (single-spaced at bottom) Career section -- what, where, why and how Problem/Solution section -- causes, problem statistics, possible solutions and evaluation Conclusion -- what next? (current plans) Bibliography (for both sections) -- formatted according to MLA Page numbers - with last name - should be on every page except the title page. The report should employ design elements discussed in class, including headings for each major section. The report must be bound in some way -- i.e. with a report cover-- in order to receive full credit. In other words, presentation does count. The report is worth 200 total points , so take the revision process seriously.

Juniors Continue reading Frankenstein: Wednesday -- Part II: Ch 1-2 Thursday -- Part II: ch 3-8 (the creature's story) Friday -- Reading Quiz Monday -- Vocab quiz on first 25 Vocabulary Cont. -- conjecture, disconsolate, enigmatic, flagrant, pensive, venerable, vengeance, wantonly, hovel, sublime - "awful and majestic in nature" Reminder: Please use Webster's for your flashcard definitions.

Juniors The quiz tomorrow will only cover up through the first four chapters (plus the letters), and we'll add to the vocabulary list after the break. I plan to cover the rest of Part One tomorrow after the quiz. Seniors We will finish going over the sample AP multiple choice test tomorrow. You should have completed the test on your own by then.

Before and after spring break, we will be reading Frankenstein . In addition to reading, you'll have vocabulary assignments and discussion questions. You should also always expect to be quizzed on reading assignments. Before the end of the nine weeks period, you will also have an exam on the novel as a whole. Your schedule for this week follows: Monday - Intro through Letter Four Tuesday - Chapters 1-3 Wednesday - Chapters 4-7 Thursday - Quiz on Part One Vocabulary terms for this week: desolation, ardent, capitulated, countenance, impertinent, dauntless, harrowing, irrevocably, benevolent, commiserate, consolation, discern, conciliating, paroxysm, omen Your assignment is to define these terms using Webster's Dictionary . Create note cards, and expect a quiz on Thursday.

I have to stay home with a sick child on Thursday, so your assignments are below: Seniors : Continue to work on letters and revision - both due Friday - and work through the AP handout and turn in by the end of class. Juniors : Read the handout on Frankenstein (from your edition, which should be in by Friday). Expect a quiz on Friday.

Essay Revision Your handwritten second amendment essay should be typed and revised, including two sources - information from JUST FACTS ( Take Notes - Don't Print Out ) and from one source of your choosing. Make sure the source is credible. Letter to Self Write a letter to yourself in five years. This letter should be sealed in a self-addressed envelope. I'm not going to read it, so the content is really up to you. Of course, you could turn in an empty envelope, but what a disappointment when you open it five years from now. If you take it seriously, you might actually appreciate the time you took now to consider your future. I'll give you homework credit for doing this assignment. What would you like to remember about your life right now? Based on the last five years, a lot will have changed in the five years. It might be interesting to note what your interests are now compared to then. Where would you like to be? Is there anything you'd like to see changed? Wh

Juniors I am moving the quiz on Byron, Shelley, and Keats to Monday, Feb 14th The exam on the Romantic Poets will be next Wednesday, Feb 16th Your Frankenstein books are on order and should arrive at the end of next week; go to Books-A-Million and get yours from behind the counter; they are around five bucks Seniors The essay you wrote in class today will be revised next week I'll give you your revision assignment on Monday, but it will involve getting together some statistics from the JUST FACTS website I am working through your essays to get grades updated on Edline

Seniors, this week we have been discussing the controversy surrounding the second amendment . Your essay will be written in class on FRIDAY, Feb 11th. Although you will NOT be allowed to use any sources in this paper, a thoughtful discussion helps to inform the reason and development of your argument. THE SECOND AMENDMENT A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. In light of the recent Arizona shooting, some have argued that we need stricter laws regarding the sale and ownership of guns and ammunition, while others believe that the current laws are sufficient or too restrictive, some arguing for less regulation. What is your opinion? Consider our discussion of the language of the amendment itself, along with issues such as the assault weapons ban, open carry laws and background checks. Here's the article we looked at in class, from TIME magazine: "Why Obama's Silen

Juniors Monday: Read 771-80, Define literary terms, #1-3 on 775, #2-7 on 779 Tuesday: Read 781-91, #1-3 on 782, #1-3 on 785, #2-4 Wednesday: Read 798-807, #1-3 on 800, #1-3 on 802, #2-4 on 806 Thursday: Review Friday: Quiz on 2nd Generation Poets Your exam on the Romantic Poets (both generations) is currently scheduled for Monday, Feb 14th. Seniors Our topic for this week is the gun control/gun rights debate. You will write an argument essay (no sources) on Friday.

You have a QUIZ on Thursday, January 3rd. The quiz will cover Coleridge, "Kubla Khan," and "Rime of the Ancient Mariner." Homework for Wednesday night: CC and #1-7 on 766.

We are writing another synthesis essay at the end of the week (Thursday). Your homework leading up to the paper is to read the six essays in the Conversations section entitled "Focus on Climate Change" (pages 862-887): Essays 1 & 2: #1-6, #1-5 Essays 3 & 5: #1-4, #1-4 Essay 6: #1-7 Your prompt for this week's essay: In a 2010 poll conducted by the Pew Research Center, 59% of Americans believe that there is "solid evidence the earth is warming," down from 79% in 2006. Much of the political debate has centered on so-called "cap and trade" legislation that would set carbon emission limits. Based on the evidence presented in the essays discussed in class, and on your own knowledge of the issue, do you believe the government should impose limits on carbon emissions? Why or why not? Write an essay of at least 500 words explaining your position, citing evidence from at least THREE of the sources in your book.

Seniors Your revised draft of the "technology and education" essay is due on Friday. Remember to turn in the original, hand-written draft if you want credit. Staple the final draft on top. The grammar exercises and quiz this week have hopefully eliminated unwanted sentence errors from your papers. I will be deducting 10 points for every comma splice, fused sentence and fragment from here on (with the opportunity to recoup points, of course). Juniors Your assignment over the weekend is to prepare to write a comparison/contrast essay on the two "Chimney Sweeper" poems from William Blake. You are to use NO outside sources. The paper will be written IN CLASS on Monday, January 31st. We will discuss the poems on Friday.

If you read this, you might be bored. Or a nerd, which is a good thing. So, for your edification, here's Philip B. Corbett from the New York Times on the correct usage of who and whom, along with other pressing grammar matters: Times Topics: Posts Tagged With GRAMMAR

HOMEWORK Monday - Read the Introduction to Romanticism (696-708) Tuesday - GO MUSTANGS Wednesday - Read William Blake section (709-716); #2&3 on 711, #1-5 on 715 Thursday - Read William Wordsworth section & "Lines Composed a Few Miles Above Tintern Abbey" (722-731); #1-4 on 731, #1-3 on 733 Friday - QUIZ on Intro, Blake & Wordsworth

Your final draft for the cartoon analysis paper is due on Monday, January 24. The essay should be at least 500 words, typed and formatted according to MLA. The essay should include a works cited page. Please keep the following in mind: All sources used in your paper, including the cartoon, should be included on your works cited page - for non-honors, this means two entries (for honors, three) Your citations should be in ABC order The works cited page should be double-spaced, just like the rest of your paper The works cited page should be numbered in sequence (if your paper is two pages long, then the works cited page will be page three) Your cartoon has an author - this can be found where you got the image Your cartoon may or may not have a "title" but you can title it yourself by referring to the subject or text in quotes The best source I've found for MLA citation is Research and Documentation Online . The forms for all types of sources can be found there, as well a

Here's the video of the episode from Frontline that we watched in class, Digital Nation . You are welcome to watch the rest of it, of course, and to refer to it when you write your essay tomorrow. There are several more videos on the site, as well as articles related to the topics discussed and interviews with the professionals involved with the project. Remember that the focus of the essay is in the prompt -- how technology should be used in the classroom -- and you must refer to at least three of the sources provided in your packet. Click on the image below to view the entire episode through Frontline's site:

The rough draft of your cartoon analysis paper is due tomorrow, typed. To review: Honors: comparison/contrast analysis of TWO political cartoons on the same subject with a source to establish the context or subject of the satire Non-Honors: analysis of ONE political cartoon with a source to establish the context or subject of the satire Please bring your source with you to class, and we will discuss the format for citing your sources then. Please refer to Research and Documentation Online for formatting and citing your source within the paper. Also, don't forget to find out the name of the artist/author by going back to the original Cagle site .

I'll first begin by saying you are not required to read either of the following articles. Of course, if you don't, then you are only reinforcing the stereotype of the attention-challenged modern teenager (jk): The first, related to robotics, is from the current issue of WIRED The second, related to our current discussion, is from the Pew Research Center Enjoy, or completely ignore!

The next essay is straight from AP, and you'll also have more time to prepare than before because you already have the prompt! That said, I'm of course going to throw a wrench in the works. You will still be required to write the essay in class, in the allotted forty minutes. However, more of the grade will emphasize your use of the sources. One source that is extremely difficult to see on your printout is the cartoon, so I've posted it here:

As part of the ongoing process for your analysis paper on satire, tonight you will find ONE article that is related to the subject you wrote about last week, print it, and bring it to class. For example, if the cartoon was on the unexplained "aflockalypse" in Arkansas -- thousands of birds falling from the sky -- then you would look up a news article that reports that phenomena. Your source should be both relevant and reliable . For a source to be RELEVANT , try the following: Narrow your search by using keyword strings or phrases (in quotes) Google allows users to select tabs -- web, images, videos, news, etc. -- to select the media type Skim titles of publications and articles Narrow down further by adding more specific keywords related to your purpose (i.e. "news" versus "opinion") Finally, print out articles ONLY after you have skimmed them for content Once a source is printed, it can then be highlighted and quoted For a source to be RELIABLE , consid

Juniors Answer the questions for "A Modest Proposal" (comp check and #2-5) Test tomorrow on Jonathan Swift Seniors You are writing an in-class synthesis essay tomorrow on the topic of cloning, DNA testing, embryo screenings, and stem cell research. Your prompt will offer a bit of a choice, but you MUST use at least one (two for AP) of the essays in the book. I will provide an additional essay that you will be required to integrate. Remember to consider the source, bias and credibility of the source. Also, remember to connect the sources to each other, as well as your thesis.

Now that you've completed the initial draft on your political cartoon, your assignment for this weekend is to analyze another cartoon that satirizes the same subject/person/object. This analysis should be around 250 words, typed and formatted according to MLA. Bring both the cartoon and the analysis to class on Monday . I will return your in-class drafts on Monday, and then using both cartoons you'll write a 500-word comparison/contrast essay.

To help us better understand the satire of the past, we will first look at a common form of satire today -- the political cartoon. Your assignment is to print out ONE cartoon from the site below and bring it to class. You will be required to write a one-page analysis of the cartoon IN CLASS. We'll use the guide in your book (p585) as a guide. Daryl Cagle's Professional Cartoonists Index Understanding these cartoons -- getting the joke -- requires first that you understand the subject or topic of ridicule. You must then be able to look beyond the literal to see what is inferred by the juxtaposition of the images. The easiest way to print one of these cartoons is to copy & paste it into a Word document. Right-click on the image and select "copy image;" then, open Word and right-click and paste the image.

Juniors Read "An Academy For Women" by Daniel Defoe (577-81) Answer Comp Check, and #2, 3 and 6

This week we've been discussing the latest in robotics technology -- machines currently in use and in development. The overriding question concerns the effect, or potential effect, of the various technologies on society and human lives. Robots are currently used in homes, in factories and hospitals, and in law enforcement and the military. There are numerous projects, funded both publicly and privately, to develop more and more sophisticated robotics to fulfill a wide range of tasks. Do you believe the impact of robotics is mostly positive or negative? Consider the current applications in health-care, the military, manufacturing and entertainment, as well as proposals suggested by the literature and/or videos viewed in class. Consider the following links in addition to the short story and the discussion so far when developing your thesis: A Review of the Best Robots of 2010 (with videos) War of the Machines 2011: The Year of the Personal Robot? DNA Robot Could Deliver Cancer D