Once you exceed five absences in a given quarter, you are required to complete a make-up assignment; this is a departmental requirement.Be aware that this assignment is designed to replace the considerable class time you have missed.
Obtain a copy of the class textbook McDougal Littell Literature: American Literature. Read “The Open Boat” by Stephen Crane on page 712.
Summarize the story in your own words.
Answer Literary Analysis question 4 (Conflict) on page 735.
The seas is the great antagonist in Crane's story. Are the men primarily saved by their own efforts? Think about the following dangers the men face in the open boat and what they do to combat the dangers: distance from shore, size of the waves, sharks, exposure to weather, exhaustion.
Answer Literary Analysis question 7 (Tone) on page 735.
The narrative voice of this story is quite detached, relating highly dramatic events with a mild and even humorous tone. Find examples of this detachment. How does this tone affect the story's message or overall impact? Explain.
Answer Literary Criticism question 9 (Author’s Style) on page 735.
One writer described Stephen Crane's stories as "intensely realistic." He attributed this realism to Crane's training as a reporter, saying "his English flow(s) simple and pure." Do you agree? Explain why or why not using evidence from the story.
Name: ____________________________________ “The Yellow Wallpaper”
1. Where does the story take place? 2. Who is narrating the story? 3. What does the narrator’s husband do? 4. About what do the narrator and her husband disagree? 5. When does John work? 6. Why has the narrator not been writing? 7. How does the narrator feel about her duty to John? 8. What does the narrator now see in the wallpaper? 9. How does she feel about what she sees? 10. What childhood “entertainment” does the narrator recall? 11. How does John say the narrator can get well? 12. Why doesn’t the narrator mention what she sees in the wallpaper? 13. How has the wallpaper changed? 14. What does the narrator say happens when the light changes? Why does she watch it? 15. What does she see behind the wallpaper? 16. Why does the narrator think the woman remains still? 17. Why does the narrator think the front pattern moves? 18. Whom does the narrator see behind the front pattern? 19. What is the woman behind the pattern trying to do? 20. How does John get in the room? 21. What is the narrator doing? 22. What is John’s reaction? 23. At the time it was published, most critics read “The Yellow Wallpaper” as a horror tale about madness or, after Gilman’s explanation appeared in 1913, as an expose of women’s medical treatment. Only a few saw what feminists in the 1970s would interpret as Gilman’s political assumptions. They viewed the story as a harsh criticism of marriage and the oppression of women. Explain which of these interpretations you favor using specific examples from the text to support your opinion.
Langston Hughes wrote poetry to honor his African-American heritage, but he didn’t limit himself to great heroes and historical events.For Hughes, it was the vibrant culture of everyday people—their music, their slang, and their experiences of life in the city—that shaped his sense of identity.
Identity can be defined as the qualities that a person regards as essential and unique to his or her personality.
What types of ethnic, cultural, gender groups, pop culture, music, art, literature, current events or everyday experiences help shape your identity?
Brainstorm a list of images and activities that characterize the way you live: the sounds and smells of your neighborhood, the places you go, the foods you eat, and so on.
Then create an account on www.prezi.com.Click “Sign Up Now” and follow the prompts to create a free account.You will use this website and your brainstormed ideas to create a presentation titled “What it means to be _________________________…,” a collage of all of the elements of your life that have contributed to your identity.Your presentation must include:
At least ten things you believe influence your identity
A one sentence explanation of each influence
At least five pictures
Other creative touches
All presentations are due by Tuesday, May 18th.Email or print the link or to your presentation by class time on Tuesday.
1. Recall: In Hurston's description, what kind of community was Eatonville?' 2. Recall: What was the big changed Hurston experienced at age 13? 3. Paraphrase: What is Hurston's view of slavery? 4. Make Inferences: Judging from the anecdotes Hurson includes in her essay, what experiences does she consider distinctly African-American? Support your answer with details.
During the years between the last war and this one, I was always puzzled by the reticence of ex-soldiers about their experiences in battle. If they had been reticent men it would have been different, but some of them were talks and some were even boaster. They would discuss their experiences right up to the time of battle and then suddenly they wouldn’t talk anymore. This was considered heroic in them. It was thought that they had seen or done was so horrible that they didn’t want to bring is back to haunt them or their listeners But many of these men had no such consideration in any other field.
Only recently have I found what seems to be a reasonable explanation, and the answer is simple. They did not and do not remember—and the worse the battle was, the less they remember.
In all kinds of combat the whole body is battered bye emotion. The ductless glands pour their fluids into the system to make it able to stand up to the great demand on it. Fear and ferocity are products of the same fluid. Fatigue toxins poison the system. Hunger followed by wolfed food distorts the metabolic pattern already distorted by the adrenaline and fatigue. The body and the mind so disturbed are really ill and fevered. But in addition to these ills, which come from the inside of a man and are given him so that he can temporarily withstand pressures beyond his ordinary ability, there is the further stress of explosion.
Under extended bombardment or bombing the nerve ends are literally beaten. The eardrums are tortured by the last and the eyes ache from the constant hammering.
This is how you feel after a few days of constant firing. Your skin feels thick and insensitive. There is a salty taste in your mouth. A hard, painful know is in your stomach where the good is undigested. Your eyes do not pick up much detail and the sharp outlines of objects are slightly blurred. Everything looks a little unreal. When you walk, your feet hardly seem to touch the ground and there is a floaty feeling all over you body. Even the time sense seems to be changed. Men who are really moving at a normal pace seem to take forever to pass a given point. And when you move it seems to you that you are very much slowed down, although actually you are probably moving more quickly than you normally do.
Under the blast your eyeballs are so beaten that the earth and the air seem to shudder. At first your ears hurt, but then they become dull and all you other senses become dull to. There are exceptions, of course. Some men cannot protect themselves this way and they break, and they are probably the ones we call shell-shock cases.
In the dullness all kinds of emphases change. Even the instinct for self-preservation is dulled so that a man may do things which are called heroic when actually his whole fabric of reaction is changed. The whole world becomes unreal. You laugh at things which are ordinarily funny and you become enraged at trifles. During this time a kind man is capable of great cruelties and a timid man of great bravery, and nearly all men have resistance to stresses beyond their ordinary ability.
Then sleep can come without warning and like a drug. Gradually your whole body seems to be packed in cotton. All the main nerve trunks are deadened, and out of the battered cortex curious dreamlike thoughts emerge. It is at this time that many men see visions. The eyes fasten on a cloud and the tired brain makes a face of it, or an angel or a demon. And out of the hammered brain strange memories are jolted loose, scenes and words and people forgotten, but stored in the back of the brain. These may not be important things, but they come back with startling clarity into the awareness that is turning away from reality. And these memories are almost visions.
And then it is over. You can’t hear, but there is a rushing sound in your ears. And you want sleep more than anything, but when you do sleep you are dream-ridden, your mind uneasy and crowded with figures. The anesthesia your body has given you to protect you is beginning to wear of, and, as with most anesthesia, it is a little painful.
And when you wake up and think back to the things that happened they are already becoming dreamlike. Then it is not unusual that you are frightened and ill. You try to remember what it was like, and you can’t quite manage it. The outlines in your memory are vague. The next day the memory slips farther, until very little is left at all. A woman is said to feel the same way when she tries to remember what childbirth was like. And fever leaves this same kind of vagueness on the mind. Perhaps all experience which is beyond bearing that way. The system provides the shield and them removes the memory, so that a woman can have another child and a man can go into combat again.
It slips away so fast. Unless you made notes on the spot you could not remember how you felt or the way things looked. Men in prolonged battle are not normal men. And what afterward they seem to be reticent—perhaps they don’t remember very well.
1. According to Steinbeck, how does the body's "anesthesia" protect the soldier against the stresses of combat?
2. What happens after this anesthesia wears off?
3. How is the soldier's experience like that of a woman in childbirth?
This week we will be working on poetry and doing some review for the SATs.
Our study of poetry will include reading, analyzing, and discussing poetry, as well as writing original poems.
The Poetry Project
We will also be reviewing for the SATs. Even if you are not scheduled to take the exam, this review will help you to improve your reading, grammar, and vocabulary skills. Therefore, you must participate in this review which will be beneficial to you as a learner.
SAT Review (All aspects of the exam with practice questions)
11th Grade Incomplete Assignment for Quarter Three
If you have been absent 6-7 times:
Use a copy of the textbook in the library.
Read the story “Winter Dreams” on pages 938-958.
Answer questions A-N that appear in the margins of the story as you read.Handwrite your answers on loose leaf paper.
If you have been absent 8-9 times:
Use a copy of the textbook in the library.
Read the story “Winter Dreams” on pages 938-958.
Answer questions A-N that appear in the margins of the story as you read.Handwrite your answers on loose leaf paper.
Answer questions 1-3 on page 959.Handwrite your answers on loose leaf paper.
If you have been absent 10-11 times:
Use a copy of the textbook in the library.
Read the story “Winter Dreams” on pages 938-958.
Answer questions A-N that appear in the margins of the story as you read.Handwrite your answers on loose leaf paper.
Answer questions 1-9 on page 959.Handwrite your answers on loose leaf paper.
If you have been absent 12 times or more:
Use a copy of the textbook in the library.
Read the story “Winter Dreams” on pages 938-958.
Answer questions A-N that appear in the margins of the story as you read.Handwrite your answers on loose leaf paper.
Answer questions 1-9 on page 959.Handwrite your answers on loose leaf paper.
Complete all exercises (“Vocabulary Practice,” “Vocabulary in Writing,” and “Vocabulary Strategy”) on page 960.Handwrite your answers on loose leaf paper.
Follow the link below. Read the directions carefully.
To earn extra credit, you must complete this assignment by Monday, April 12th. In addition to posting on the NY Times website, you must post a copy of your submission as a reply to this post. Good luck!
Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore – While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door. "'Tis some visitor," I muttered, "tapping at my chamber door – Only this and nothing more."
Ah, distinctly I remember it was in the bleak December; And each separate dying ember wrought its ghost upon the floor. Eagerly I wished the morrow; – vainly I had sought to borrow From my books surcease of sorrow – sorrow for the lost Lenore – For the rare and radiant maiden whom the angels name Lenore – Nameless here for evermore.
And the silken, sad, uncertain rustling of each purple curtain Thrilled me – filled me with fantastic terrors never felt before; So that now, to still the beating of my heart, I stood repeating "'Tis some visitor entreating entrance at my chamber door – Some late visitor entreating entrance at my chamber door; – This it is and nothing more."
Presently my soul grew stronger; hesitating then no longer, "Sir," said I, "or Madam, truly your forgiveness I implore; But the fact is I was napping, and so gently you came rapping, And so faintly you came tapping, tapping at my chamber door, That I scarce was sure I heard you" – here I opened wide the door; – Darkness there and nothing more.
Deep into that darkness peering, long I stood there wondering, fearing, Doubting, dreaming dreams no mortal ever dared to dream before; But the silence was unbroken, and the stillness gave no token, And the only word there spoken was the whispered word "Lenore!" This I whispered, and an echo murmured back the word "Lenore!" Merely this and nothing more.
Back into the chamber turning, all my soul within me burning, Soon again I heard a tapping somewhat louder than before. "Surely," said I, "surely that is something at my window lattice Let me see, then, what thereat is, and this mystery explore – Let my heart be still a moment and this mystery explore; – "'Tis the wind and nothing more!" Open here I flung the shutter, When, with many a flirt and flutter In there stepped a stately Raven of the Saintly days of yore. Not the least obeisance made he; not a minute stopped or stayed he; But, with mein of lord or lady, perched above my chamber door – Perched upon my bust of Pallas just above my chamber door – Perched, and sat, and nothing more.
Then this ebony bird beguiling my sad fancy into smiling, By the grave and stern decorum of the countenance it wore, "Though thy crest be shorn and shaven, thou," I said, "art sure no craven, Ghastly grim and ancient Raven wandering from the Nightly shore – Tell me what thy lordly name is on the Night's Plutonian shore!" Quoth the Raven, "Nevermore."
Much I marvelled this ungainly fowl to hear discourse so plainly, Though its answer little meaning – little relevancy bore; For we cannot help agreeing that no living human being Ever yet was blessed with seeing bird above his chamber door – Bird or beast upon the sculptured bust above his chamber door, With such name as "Nevermore." But the Raven, sitting lonely on the placid bust, spoke only That one word, as if his soul in that one word he did outpour. Nothing farther then he uttered – not a feather then he fluttered – Till I scarcely more than muttered "Other friends have flown before – On the morrow he will leave me, as my hopes have flown before." Then the bird said "Nevermore."
Startled at the stillness broken by reply so aptly spoken, "Doubtless," said I, "what it utters is its only stock and store Caught from some unhappy master whom unmerciful Disaster Followed fast and followed faster till his songs one burden bore – Till the dirges of his Hope that melancholy burden bore Of 'Never – nevermore.'"
But the Raven still beguiling all my sad soul into smiling Straight I wheeled a cushioned seat in front of bird, and bust and door; Then, upon the velvet sinking, I betook myself to linking Fancy unto fancy, thinking what this ominous bird of yore – What this grim, ungainly, ghastly, gaunt, and ominous bird of yore meant in croaking "Nevermore."
This I sat engaged in guessing, but no syllable expressing To the fowl whose fiery eyes now burned into my bosom's core; This and more I sat divining, with my head at ease reclining On the cushion's velvet lining that the lamp-light gloated o'er, But whose velvet violet lining with the lamp-light gloating o'er, She shall press, ah, nevermore!
Then, methought, the air grew denser, perfumed from an unseen censer Swung by Seraphim whose foot-falls tinkled on the tufted floor. "Wretch," I cried, "Thy God hath lent thee – by these angels he hath sent thee Respite – respite and nepenthe from thy memories of Lenore, Quaff, oh quaff this kind nepenthe and forget this lost Lenore!" Quoth the Raven "Nevermore."
"Prophet!" said I, "thing of evil! prophet still, if bird or devil! – Whether Tempest sent, or whether tempest tossed thee here ashore, Desolate yet all undaunted, on this desert land enchanted – On this home by Horror haunted – tell me truly, I implore – Is there – is there balm in Gilead? – tell me – tell me, I implore!" Quoth the Raven "Nevermore."
"Prophet!" said I, "thing of evil! – prophet still, if bird or devil! By that Heaven that bends above us – by that God we both adore – Tell this soul with sorrow laden if, within the distant Aidenn, It shall clasp a sainted maiden whom the angels name Lenore – Clasp a rare and radiant maiden whom the angels name Lenore." Quoth the Raven "Nevermore."
"Be that word our sign of parting, bird or fiend!" I shrieked, upstarting – "Get thee back into the tempest and the Night's Plutonian shore! Leave no black plume as a token of that lie thy soul hath spoken! Leave my loneliness unbroken! – quit the bust above my door! Take thy beak from out my heart,and Take thy form from off my door!" Quoth the Raven "Nevermore."
And the Raven, never flitting, still is sitting, still is sitting On the pallid bust of Pallas just above my chamber door; And his eyes have all the seeming of a demon's that is dreaming, And the lamp-light o'er him streaming throws his shadow on the floor; And my soul from out that shadow that lies floating on the floor Shall be lifted – nevermore!
Vincent Price
Christopher Walken
James Earl Jones
Friday, February 5, 2010
Sunday, January 31, 2010
Wednesday, January 20, 2010
Name: Mrs. Baione-Doda English 11 18 December 2009 Outline for an essay of comparison
1)Introduction a) “Hook” – a general statement regarding the topic given in the task (statement, question, anecdote, etc.) b)TAG for the two works you will be discussing in the essay. c) Thesis statement = topic (given in task) + argument (what the two works have in common regarding the topic)
2)Body Paragraph One a) Topic sentence that identifies which work you will be discussing in this paragraph and that addresses your thesis statement b)Brief summary of the work c) Specific textual evidence d)Analysis of a literary element e) Explanation of how the example relates to your thesis
3)Body Paragraph Two a) Topic sentence that identifies which work you will be discussing in this paragraph and that addresses your thesis statement b)Brief summary of the work c) Specific textual evidence d)Analysis of a literary element e) Explanation of how the example relates to your thesis
4)Body Paragraph Three a) This paragraph should be a brief analysis of one significant difference between the two works b)You still need to get relate to your thesis statement
5)Conclusion a) Thesis statement b)Summary of your two or three main points c) Closing statement
Read the directions. Read the situation in the box. Highlight the purpose, form, audience, and topic. Read your task. Highlight the purpose, form, audience, and topic Review the guidelines. Pay special attention to bullet two which will help you to write your thesis statement. Read the multiple choice questions Read the first passage using a highlighter. Do NOT highlight every word. Highlight key facts that relate to the topic of your essay. Write down the Title, Author, and Genre of the first document Title: _________________________________________________ Author: _________________________________________________ Genre: _________________________________________________
Write three important and relevant facts you learned from the first document __________________________________________________________________________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Review the second document (graph, chart, or map) Write down the Title, Author, and Genre of the graphic Title: _________________________________________________ Author: _________________________________________________ Genre: _________________________________________________ Write three important and relevant facts you learned from the second document (graph, chart, or map) __________________________________________________________________________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________ Answer the multiple choice questions Outline your essay (see reverse side for outline tips)
Tips for Outlining a Regents Task Two Essay You must use facts from BOTH documents!!! Use the multiple choice questions to help you find important facts for your essay.
Introduction Hook (make a general statement related to the topic) Address the topic Thesis (choose a position)
Body paragraph one Topic sentence (incorporate thesis) Fact from a document Don’t forget to give credit to the source! Relate fact to your thesis
Body paragraph two Topic sentence (incorporate thesis) Fact from a document Don’t forget to give credit to the source! Relate fact to your thesis
Body paragraph three (optional) Topic sentence (incorporate thesis) Fact from a document Don’t forget to give credit to the source! Relate fact to your thesis
