Queen Mab Poster in groups of 1-3
HA English 9
OReilly
30 participation points 10 essay points
Read I.iv.58-100, Mercutio’s speech describing Queen Mab. Pay particular attention to the language pertaining to Queen Mab and her wagon.
Based on your reading, create or find a rendering of Queen Mab and her wagon. Present your rendering on a large poster. (5 points)
Label at least ten parts of the image with labels such as "Drawn with a team of atomies" (I.iv.63).
Use Shakespeare’s exact language from Romeo and Juliet with the act, scene, and line number as shown in the preceding sentence. (10 points)
Include on your poster a clever title, your names, your roles, and period number. Roles are the following: artist, scribe, analyst, writer (5 points) See the back of this handout for a guide to how to create titles.
Write a paragraph, that describes why Mercutio gives his Mab speech speech. Why would he say this long, involved, and fanciful diatribe to Romeo? As always, have a clear topic sentence, at least two ideas (yellows), and plenty of examples, explanations, and excerpts (reds) for each key idea. (10 points)
Beautifully assemble the above elements onto a large, gorgeous poster with clear lettering (5 points)
Here is a sample paragraph. Colour code this paragraph. Turn this entire rubric in, taped to the back of your poster (5 Points):
Mercutio’s Mission: Curing Romeo of Romance
In act one of William Shakespeare’s Romeo and Juliet, Mercutio attempts to cheer up the lovesick Romeo by describing Queen Mab, a fairy responsible for bringing dreams to people. Romeo mentions he has a dream, prompting Mercutio to playfully denounce dreams using imagery of different characters dreaming of the objects of their own desires. In other words, dreams foretell nothing: they are merely the products of desires. Mercutio explains "she gallops night by night through lovers’ brains, and then they dream of love" (I.iv.75-79), but he goes on to say "lawyers will dream of "fee’s" because fees are a lawyer’s desire. Moreover, dreams, claim Mercutio, are more than reflections of desires; they are worthless images, self-indulgent fantasies in the dreamer’s mind. Mercutio bluntly declares that dreams are "the children of an idle brain, begot of nothing but vain fantasy" (I.iv.104-105). Mercutio is hoping to convince Romeo of the irrelevance of Romeo’s dreams of Roseline and true love and thereby cure Romeo of his woes and sorrows.
29 September 2009
15 September 2009
MLA Quickie Reference Guide For Quoti...
MLA Quickie Reference Guide For Quoting and Citing Sources
Revised 2009
If you use a piece of information or an idea that came from someone else— from a website, a book, a friend, a family member, an interview—you must name the source of your information. This is known as citing your sources. You must cite your sources in a very certain and specific way. Doing so is known as citing your sources using MLA formatting.
Quoting an author’s exact words in your paper:
Use as few of the author’s most important word and gracefully slip them into your own sentences. This is know as gracefully integrating the author’s words into your own writing:
Edith Hamilton, author of Mythology: Timeless Tales of Gods and Heroes, notes that Greek mythology marked the end of the “terrifying irrational” concept of gods, and in fact, the Greeks “transformed a world full of terror into a world full of beauty” (18).
Changing the words in your quotes:
If you have to change any of the words of the quote to maintain logic or to keep the text in the present tense, use brackets [ ] to note the change; do not use parentheses ( ) because they have a different function in sentences:
Siddhartha tells his father that he would “rather die than obey [his] father” (12). (original text is “obey my father”)
Siddhartha “[gives] his clothes to a poor Brahmin on the road” (13). (original text is “Siddhartha gave his clothes…”)
You must cite when you paraphrase
Paraphrasing is summarizing an author’s words in your paper, putting the author’s words into your own words:
Greek mythology was the first mythology to have human-like gods. The Greeks could personally relate to their gods, and their gods were accessible to everyone. Furthermore, the actions and concerns of the gods were often similar to the actions and concerns of the people who worshipped them (Hamilton 16-20).
Notice that you never write (page 5) or (p.5). Simply write (author’s name 5) or simply (5).
Introducing the source:
The first time you cite a source, make sure you introduce the entire source, the medium as well as the author, as shown below:
In his online article, “The Greek Way,” Charles Atkins asserts that….
The website, Roman Heroes acknowledges…
The article, “Greek and Roman Mythology” in the World Book Encyclopedia mentions.
Properly cite your sources:
The first time a source is cited. introduce the author’s name, the text name or website, and the article name if necessary. After the quotation or paraphrase, place the page number in parenthesis if the quote is from a book or magazine. If it is from a non-paginated website, you need not have any parenthesis after the quote.
According to Ingri A’Aulaire in his text, Book of Greek Myths, for the Greeks, creation begins with love and the need for companionship. After Gaea, the Earth, emerges from the formless darkness, she is “young and lonesome, for nothing lived on her yet.” As if in answer to her yearnings, Uranus, the sky, looms above her, and they are “joined in love” (2). The fruits of that love are the mighty Titans, the first generation of Greek gods.
In a later paragraph, if you use the same source, you need not introduce the book, website, or article, but include the author’s name in parenthesis, if the book or essay has an author. If there is no author, put the first word of the works cited entry in the parenthesis:
…Rhea, who has given birth to Zeus and is tired of her husband’s insatiable appetite for their children, asks her mother, “Mother Earth, to help her save the child from his father” (A’Aulaire 4).
Signal phrases
Students often use the same “signal” phrases and verbs to introduce quotes, such as “Edith Hamilton says…..” or “Edith Hamilton writes….” But you can and should use a wide variety of verbs and phrases:
In the words of Edith Hamilton,…
As Edith Hamilton has noted,…
Edith Hamilton, author of Mythology: Timeless Tales of Gods and Heroes, believes,…
Here are some other signal phrases
acknowledges
adds
admits
agrees
argues
asserts
believes
claims
comments
compares
confirms
contends
denies
describes
disputes
emphasizes
endorses
explains
grants
illustrates
implies
insists
notes
observes
offers
points out
reasons
refutes
rejects
reports
responds
suggests
thinks
Finally, commas and periods go AFTER the page number that is in parentheses. If you think about it, the page number logically goes in the sentence or with the part of the sentence where the quote is, not hanging out in limbo between sentences or with other unrelated parts of the sentence. Since the page citation refers to the quoted text, the page citation goes in the same sentence as the quoted text!
At the end of your paper, you must have a Works Cited and a Bibliography. What is the difference between the two?
1. All literally quoted or paraphrased sources that are used in your essay or research paper are listed on a WORKS CITED list. This list is provided at the end of your paper.
2. All sources that you research but do not literally quote or paraphrase in your essay or research paper are listed on a BIBLIOGRAPHY list. This list is also provided at the end of your paper.
3. The two different lists inform readers exactly how you use or became more knowledgeable from the information that you researched. Therefore, the two lists never reference the same sources.
4. For both the WORKS CITED and the BIBLIOGRAPHY, the following rules apply:
∑ List all sources in alphabetical order
∑ Do not use bullets, numbers, or other formatting; just list in alphabetical order
∑ All lines after the first line of an entry are indented. Use the bottom arrow tab and the shift key in your ruler at the top of the page in Word.
∑ Italicize all titles of movies, books, or plays
∑ Use quote marks for essays, poems, & other minor works
∑ If the two lists can fit on one page, by all means put them on one page.
∑ Everything in your Works Cited and Bibliography is double spaced. There are no extra spaces. Everything including the words Works Cited and Bibliography is in size 12 font, no bold or large font.
A HELPFUL NOTE: Use your computer to make your Works Cited and Bibliography at my favourite Works Cited site:
http://www.calvin.edu/library/knightcite/index.php
Here is a sample of what a WORKS CITED and BIBLIOGRAPHY might look like (Except it should be double spaced):
Works Cited
O,Brother, Where Art Thou? Dirs. Coen, Ethan and Joel Coen. Perf. George Clooney, John Turturro,
Tim Blake Nelson, John Goodman, Holly Hunter, and Chris Thomas King. Touchstone
Pictures, 2000.
Paulsen, Gary. The Island. NH: Dell Publishers, 1988.
“Selected Seventeenth-Century Events.” Romantic Chronology. Ed. Laura Mandell and Alan Liu.
October 2001. University of California, Santa Barbara. 22 November 2003.http://humanties.
ucsb/projects/pack/rom-chrono/chronola.htm.
Small, Jr., Robert C. “The Literary Value of the Young Adult Novel.” Journal of Youth Services in
Libraries, Spring 1992: 227-285.
Bibliography
Delahunty, Andrew, Sheila Dignen, and Penny Stock. The Oxford Dictionary of Allusions. New
York, NY: Oxford University Press, 2001.
Hamilton, Edith. Foreword. Mythology: Timeless Tales of Gods and Heroes. By Hamilton. New
York, NY: Warner Books, 1942.
Romance Languages and Literatures Home Page. 1 Jan 2003. Dept. of Romance Languages and
Literatures, University of Chicago Press. 8 July 2003. http://humanities.uchicago.edu/
romance/.
Revised 2009
If you use a piece of information or an idea that came from someone else— from a website, a book, a friend, a family member, an interview—you must name the source of your information. This is known as citing your sources. You must cite your sources in a very certain and specific way. Doing so is known as citing your sources using MLA formatting.
Quoting an author’s exact words in your paper:
Use as few of the author’s most important word and gracefully slip them into your own sentences. This is know as gracefully integrating the author’s words into your own writing:
Edith Hamilton, author of Mythology: Timeless Tales of Gods and Heroes, notes that Greek mythology marked the end of the “terrifying irrational” concept of gods, and in fact, the Greeks “transformed a world full of terror into a world full of beauty” (18).
Changing the words in your quotes:
If you have to change any of the words of the quote to maintain logic or to keep the text in the present tense, use brackets [ ] to note the change; do not use parentheses ( ) because they have a different function in sentences:
Siddhartha tells his father that he would “rather die than obey [his] father” (12). (original text is “obey my father”)
Siddhartha “[gives] his clothes to a poor Brahmin on the road” (13). (original text is “Siddhartha gave his clothes…”)
You must cite when you paraphrase
Paraphrasing is summarizing an author’s words in your paper, putting the author’s words into your own words:
Greek mythology was the first mythology to have human-like gods. The Greeks could personally relate to their gods, and their gods were accessible to everyone. Furthermore, the actions and concerns of the gods were often similar to the actions and concerns of the people who worshipped them (Hamilton 16-20).
Notice that you never write (page 5) or (p.5). Simply write (author’s name 5) or simply (5).
Introducing the source:
The first time you cite a source, make sure you introduce the entire source, the medium as well as the author, as shown below:
In his online article, “The Greek Way,” Charles Atkins asserts that….
The website, Roman Heroes acknowledges…
The article, “Greek and Roman Mythology” in the World Book Encyclopedia mentions.
Properly cite your sources:
The first time a source is cited. introduce the author’s name, the text name or website, and the article name if necessary. After the quotation or paraphrase, place the page number in parenthesis if the quote is from a book or magazine. If it is from a non-paginated website, you need not have any parenthesis after the quote.
According to Ingri A’Aulaire in his text, Book of Greek Myths, for the Greeks, creation begins with love and the need for companionship. After Gaea, the Earth, emerges from the formless darkness, she is “young and lonesome, for nothing lived on her yet.” As if in answer to her yearnings, Uranus, the sky, looms above her, and they are “joined in love” (2). The fruits of that love are the mighty Titans, the first generation of Greek gods.
In a later paragraph, if you use the same source, you need not introduce the book, website, or article, but include the author’s name in parenthesis, if the book or essay has an author. If there is no author, put the first word of the works cited entry in the parenthesis:
…Rhea, who has given birth to Zeus and is tired of her husband’s insatiable appetite for their children, asks her mother, “Mother Earth, to help her save the child from his father” (A’Aulaire 4).
Signal phrases
Students often use the same “signal” phrases and verbs to introduce quotes, such as “Edith Hamilton says…..” or “Edith Hamilton writes….” But you can and should use a wide variety of verbs and phrases:
In the words of Edith Hamilton,…
As Edith Hamilton has noted,…
Edith Hamilton, author of Mythology: Timeless Tales of Gods and Heroes, believes,…
Here are some other signal phrases
acknowledges
adds
admits
agrees
argues
asserts
believes
claims
comments
compares
confirms
contends
denies
describes
disputes
emphasizes
endorses
explains
grants
illustrates
implies
insists
notes
observes
offers
points out
reasons
refutes
rejects
reports
responds
suggests
thinks
Finally, commas and periods go AFTER the page number that is in parentheses. If you think about it, the page number logically goes in the sentence or with the part of the sentence where the quote is, not hanging out in limbo between sentences or with other unrelated parts of the sentence. Since the page citation refers to the quoted text, the page citation goes in the same sentence as the quoted text!
At the end of your paper, you must have a Works Cited and a Bibliography. What is the difference between the two?
1. All literally quoted or paraphrased sources that are used in your essay or research paper are listed on a WORKS CITED list. This list is provided at the end of your paper.
2. All sources that you research but do not literally quote or paraphrase in your essay or research paper are listed on a BIBLIOGRAPHY list. This list is also provided at the end of your paper.
3. The two different lists inform readers exactly how you use or became more knowledgeable from the information that you researched. Therefore, the two lists never reference the same sources.
4. For both the WORKS CITED and the BIBLIOGRAPHY, the following rules apply:
∑ List all sources in alphabetical order
∑ Do not use bullets, numbers, or other formatting; just list in alphabetical order
∑ All lines after the first line of an entry are indented. Use the bottom arrow tab and the shift key in your ruler at the top of the page in Word.
∑ Italicize all titles of movies, books, or plays
∑ Use quote marks for essays, poems, & other minor works
∑ If the two lists can fit on one page, by all means put them on one page.
∑ Everything in your Works Cited and Bibliography is double spaced. There are no extra spaces. Everything including the words Works Cited and Bibliography is in size 12 font, no bold or large font.
A HELPFUL NOTE: Use your computer to make your Works Cited and Bibliography at my favourite Works Cited site:
http://www.calvin.edu/library/knightcite/index.php
Here is a sample of what a WORKS CITED and BIBLIOGRAPHY might look like (Except it should be double spaced):
Works Cited
O,Brother, Where Art Thou? Dirs. Coen, Ethan and Joel Coen. Perf. George Clooney, John Turturro,
Tim Blake Nelson, John Goodman, Holly Hunter, and Chris Thomas King. Touchstone
Pictures, 2000.
Paulsen, Gary. The Island. NH: Dell Publishers, 1988.
“Selected Seventeenth-Century Events.” Romantic Chronology. Ed. Laura Mandell and Alan Liu.
October 2001. University of California, Santa Barbara. 22 November 2003.http://humanties.
ucsb/projects/pack/rom-chrono/chronola.htm.
Small, Jr., Robert C. “The Literary Value of the Young Adult Novel.” Journal of Youth Services in
Libraries, Spring 1992: 227-285.
Bibliography
Delahunty, Andrew, Sheila Dignen, and Penny Stock. The Oxford Dictionary of Allusions. New
York, NY: Oxford University Press, 2001.
Hamilton, Edith. Foreword. Mythology: Timeless Tales of Gods and Heroes. By Hamilton. New
York, NY: Warner Books, 1942.
Romance Languages and Literatures Home Page. 1 Jan 2003. Dept. of Romance Languages and
Literatures, University of Chicago Press. 8 July 2003. http://humanities.uchicago.edu/
romance/.
14 September 2009
teacher essay
HA English 9
OReilly
My Teachers: A First Person Essay
As a class, we have read Romeo and Juliet, by William Shakespeare in which we have seen how Juliet and Romeo both appear to lack adult figures to guide them through their lives. Perhaps due to this lack of wise “teachers,” Romeo and Juliet are doomed to an early death. While teachers do not necessarily have such vital roles in most students’ lives, teachers do provide an essential contribution to the mental, physical, and sometimes emotional and spiritual life of a young, maturing child. Now you will write your own first person narrative account of the most life-changing teachers in your life. This essay is a portfolio essay fulfilling your first person narrative essay requirement. The portfolio is a graduation requirement.
Your essay will have a minimum of five paragraphs discussing teachers you have had. Your opening paragraph will provide a brief introduction and a thesis statement. Your thesis (green) will provide a strong but general statement about your three teachers. You will have a plan (green) in which you briefly outline the three qualities of your teacher that you will discuss in your body paragraphs. Your three body paragraphs will each describe three distinct points about your teachers, and your closing will restate your key points and leave the reader with a sense of closure or with an insight to ponder.
GREENS: Types of thesis statements and plans:
A power statement:
° I am happy to say that I had three unique teachers each of whom has changed the course of my life forever by teaching me self-control, self- confidence, and patience.
° My teachers have taught me three important precepts that will forever influence how I think and feel. My third grade teacher, my Spanish teacher, and my minister have all changed my life forever.
A FAN BOYS thesis statement
° Some people say that dedicated, creative, and rigorous teachers are few, but I have been lucky enough to experience three rigourous and inspiring teachers who have changed my life. I learned artistry and self-control from Ms. Umbrage, Mr. Snape, and Ms. McGonaggle.
° Many people have been lucky enough to have had inspiring teachers in school, but my most influential teachers have been members of my own family: my mother, my uncle, and my sister.
° I have had wise and caring teachers in my life, so I have learned self-control, self- confidence, and patience.
The Three Body Paragraphs:
You will have at least one paragraph devoted to each teacher. Do not forget, each paragraph must relate back to and support your thesis. YELLOWS: Furthermore, each body paragraph must have a topic sentence that makes a unique point about each teacher. It is not enough to say, “The second great teacher I had was Mr. Moomoo.” Rather, say something akin to “Mr. Moomoo taught me to stop whining and get to work.”
REDS CREATIVITY ALERT!!!! Essays can be creative!!!! Newsflash!!! The creativity is in your reds. When you describe your teacher and your experiences with your teacher. Go back to being with that teacher in your mind. Replay the scene. How did you feel? What went through your mind? How did you change? Describe, show DON”T TELL, use visual imagery. Take me into the scenes with your teacher that SHOW me why this teacher changed your life.
The Closing Paragraph:
The closing paragraph briefly restates the thesis and the key ideas and leaves the reader with a sense of closure and, perhaps, some insight.
Caveats:
Sometimes teachers are not necessarily positive or loving influences. Since it is possible to learn difficult, but crucial, life lessons from negative experiences and people, these kinds of “anti-teachers” may be discussed in your essay.
Inanimate phenomena can teach and inform. In the past students have discussed how nature, the ocean, certain books, Buddhism, or Christianity have been their teachers.
Turn this rubric in with your paper for three (3) points
How to get an A on your 45-point paper:
5 points -_______ format: correct typed heading, font size and type, margins, your last name and page number typed on the right hand corner of every page.
10 points_______ Opening paragraph has a brief opening (blue) and a clear thesis statement, including a plan, (green) introducing the three teachers or three concepts taught by your teachers.
15 points _______ Body paragraphs each have a topic sentence (yellows) stating a distinct and unique attribute of your teacher and/or what he taught you. Each paragraph has plenty of evidence, examples, and/or explanations (reds) proving your topic sentences. Your reds SHOW. They don’t TELL.
5 points _______The closing restates thesis and topics and leaves the reader with closure. Do not introduce a new thought in your closing; instead, deepen or expand on previously mentioned ideas to leave the reader thinking.
5 points _______Common mechanical errors will lose you one point a piece up to five points. You will lose one point for every CFB, CIE, VPR, Avoid SW and LWC, such as: “He was a great teacher who taught me many things.” 1PV is OK in a first person narrative such as this assignment, but avoid 2PV like the plague.
OReilly
My Teachers: A First Person Essay
As a class, we have read Romeo and Juliet, by William Shakespeare in which we have seen how Juliet and Romeo both appear to lack adult figures to guide them through their lives. Perhaps due to this lack of wise “teachers,” Romeo and Juliet are doomed to an early death. While teachers do not necessarily have such vital roles in most students’ lives, teachers do provide an essential contribution to the mental, physical, and sometimes emotional and spiritual life of a young, maturing child. Now you will write your own first person narrative account of the most life-changing teachers in your life. This essay is a portfolio essay fulfilling your first person narrative essay requirement. The portfolio is a graduation requirement.
Your essay will have a minimum of five paragraphs discussing teachers you have had. Your opening paragraph will provide a brief introduction and a thesis statement. Your thesis (green) will provide a strong but general statement about your three teachers. You will have a plan (green) in which you briefly outline the three qualities of your teacher that you will discuss in your body paragraphs. Your three body paragraphs will each describe three distinct points about your teachers, and your closing will restate your key points and leave the reader with a sense of closure or with an insight to ponder.
GREENS: Types of thesis statements and plans:
A power statement:
° I am happy to say that I had three unique teachers each of whom has changed the course of my life forever by teaching me self-control, self- confidence, and patience.
° My teachers have taught me three important precepts that will forever influence how I think and feel. My third grade teacher, my Spanish teacher, and my minister have all changed my life forever.
A FAN BOYS thesis statement
° Some people say that dedicated, creative, and rigorous teachers are few, but I have been lucky enough to experience three rigourous and inspiring teachers who have changed my life. I learned artistry and self-control from Ms. Umbrage, Mr. Snape, and Ms. McGonaggle.
° Many people have been lucky enough to have had inspiring teachers in school, but my most influential teachers have been members of my own family: my mother, my uncle, and my sister.
° I have had wise and caring teachers in my life, so I have learned self-control, self- confidence, and patience.
The Three Body Paragraphs:
You will have at least one paragraph devoted to each teacher. Do not forget, each paragraph must relate back to and support your thesis. YELLOWS: Furthermore, each body paragraph must have a topic sentence that makes a unique point about each teacher. It is not enough to say, “The second great teacher I had was Mr. Moomoo.” Rather, say something akin to “Mr. Moomoo taught me to stop whining and get to work.”
REDS CREATIVITY ALERT!!!! Essays can be creative!!!! Newsflash!!! The creativity is in your reds. When you describe your teacher and your experiences with your teacher. Go back to being with that teacher in your mind. Replay the scene. How did you feel? What went through your mind? How did you change? Describe, show DON”T TELL, use visual imagery. Take me into the scenes with your teacher that SHOW me why this teacher changed your life.
The Closing Paragraph:
The closing paragraph briefly restates the thesis and the key ideas and leaves the reader with a sense of closure and, perhaps, some insight.
Caveats:
Sometimes teachers are not necessarily positive or loving influences. Since it is possible to learn difficult, but crucial, life lessons from negative experiences and people, these kinds of “anti-teachers” may be discussed in your essay.
Inanimate phenomena can teach and inform. In the past students have discussed how nature, the ocean, certain books, Buddhism, or Christianity have been their teachers.
Turn this rubric in with your paper for three (3) points
How to get an A on your 45-point paper:
5 points -_______ format: correct typed heading, font size and type, margins, your last name and page number typed on the right hand corner of every page.
10 points_______ Opening paragraph has a brief opening (blue) and a clear thesis statement, including a plan, (green) introducing the three teachers or three concepts taught by your teachers.
15 points _______ Body paragraphs each have a topic sentence (yellows) stating a distinct and unique attribute of your teacher and/or what he taught you. Each paragraph has plenty of evidence, examples, and/or explanations (reds) proving your topic sentences. Your reds SHOW. They don’t TELL.
5 points _______The closing restates thesis and topics and leaves the reader with closure. Do not introduce a new thought in your closing; instead, deepen or expand on previously mentioned ideas to leave the reader thinking.
5 points _______Common mechanical errors will lose you one point a piece up to five points. You will lose one point for every CFB, CIE, VPR, Avoid SW and LWC, such as: “He was a great teacher who taught me many things.” 1PV is OK in a first person narrative such as this assignment, but avoid 2PV like the plague.
11 September 2009
Tasty Teacher paragraph
Tasty Teacher paragraph
HA English 9
OReilly
_____You will write a tasty paragraph about teachers you have had.
_____You must have a topic sentence that introduces your teachers and a conclusion that restates your topic in a different way, leaving the reader with something to think about. Your topic sentence is a power statement, a conditional hypothesis, or a compound sentence
_____You must have at least three yellows (RDFs) with at least one red (Es) for every yellow.
_____Your reds must be specific. Do not use superlative words (SWs) or generic phrasings (WCLs) to describe your teacher.
_____ Avoid commas errors, such as CFB, CS, RO.
HA English 9
OReilly
_____You will write a tasty paragraph about teachers you have had.
_____You must have a topic sentence that introduces your teachers and a conclusion that restates your topic in a different way, leaving the reader with something to think about. Your topic sentence is a power statement, a conditional hypothesis, or a compound sentence
_____You must have at least three yellows (RDFs) with at least one red (Es) for every yellow.
_____Your reds must be specific. Do not use superlative words (SWs) or generic phrasings (WCLs) to describe your teacher.
_____ Avoid commas errors, such as CFB, CS, RO.
04 September 2009
sonnet rubric
Sonnet
HA English 9
OReilly
Name_________________ date________________ period____________
Write a sonnet. It must have:
_________ The proper rhyme scheme
_________ Iambic pentameter
_________ Three quatrains
_________A couplet
_________ Be properly typed and formatted
_________ Make sense
_________ Amuse me (extra credit)
HA English 9
OReilly
Name_________________ date________________ period____________
Write a sonnet. It must have:
_________ The proper rhyme scheme
_________ Iambic pentameter
_________ Three quatrains
_________A couplet
_________ Be properly typed and formatted
_________ Make sense
_________ Amuse me (extra credit)
01 September 2009
Romeo and Juliet Reading Questions
Romeo and Juliet Reading Questions
2007-2208
La Conquistadora OReilly
HA Intensive English 9
Act 1—The Prologue
1. Act 1 begins with a __________________ in the form of a _________________.
2. What is a sonnet? (See Glossary of Literary Terms on page 1216)
3. What do we learn from the prologue? Name five facts
Act 1.i
1. With which two characters does the play begin. What are their names and who are they?
2. Sampson and Gregory make many puns which connect love and sex with_________________ and ____________________.
3. The scene begins with humour, but it rapidly becomes violent when _____________ and ________________ from the house of ______________ enter the scene. . How does that violence juxtaposed with humour connects with the themes already established in the prologue and in Sampson’s and Gregory’s jesting?
4. Why might Shakespeare have depicted these humble characters engaged in a fight on behalf of their noble masters?
5. What is a foil? (See Glossary of Literary Terms on page 1216)
6. Benvolio’s foil is __________________.
7. Benvolio’s name means_____________________.
8. What do we learn about Capulet’s personality in this first scene of the play?
9. What do we learn about Capulet’s relationship with his wife?
10. After the fray Lady ___________ talks to _______________ about ____________________.
11. We learn that Romeo only comes out at __________________.
12. Benvolio, while questioning Romeo expresses an oxymoronic view of love. What is an oxymoron? (See Glossary of Literary Terms on page 1216
13. Write down Benvolio’s or Romeo’s line that depicts love as oxymoronic.
14. What do we learn about Romeo’s personality in his first scene with Benvolio?
15. Why are the opening lines of 1.ii ironic?
16. In Paris’s discussion with Capulet regarding Paris's marriage to Juliet, Capulet changes his mind, how so?
What does that tell us about Capulet?
17. How does Capulet know that marrying young mars young girls?
18. How does Romeo find out about Capulet’s party, and what does that tell us about Capulet’s judgment?
19. Describe the personality of the nurse? Who would be her foil in this first scene?
20. What does Romeo feel as he enters the Capulet’s party and how does this contribute to a theme in the play?
21. What poetic form does Romeo and Juliet’s first conversation take? Why?
22. Immediately after meeting, Romeo and Juliet learn that their families are enemies. How does this reinforce a theme in the play?
Act 11
1. Act 2 begins with another prologue sonnet. Write down three traits of a sonnet.
2.What does this line mean? "But passion lends them power. Time means, to meet/Temp’ring extremities with extreme sweet.
3. Mercutio teases Romeo by discussing Rosalind’s quivering thighs. What other character in the play resembles Mercutio in terms of salacious, sexual diction and outlook? Name the character and name an example of his/her bawdy language.
4. What is a soliloquy?
5. In Romeo’s soliloquy, Romeo describes Juliet as like the sun. How does this fit with other images and themes in the play?
6. When Romeo says that Juliet, like the sun, will "kill the envious moon," how does this symbolize Romeo’s changing state of mind?
7. In Juliet’s soliloquy, she ponders the meaning of a name. Write down the famous line where she does so.
8. What do we learn about the power and meaning of words and names in her soliloquy at the beginning of Act 2?
9.
10. When Juliet discovers Romeo has overheard her soliloquy confessing her love and desire for Romeo, she is afraid that he will think she is….
11. Answer all three of the following: Who interrupts Romeo and Juliet as they proclaim their love for each other on the balcony? When has this happened before? Why might Shakespeare be repeatedly having this type of interruption occur?
12. In the friar’s soliloquy at the beginning of 111.iii, what does he say about plants and people and how does what he says fit with themes in the play?
13. What does this line mean and who said it: "Women may fall when there’s no strength in men." How is this view different from conventional wisdom?
14. When the friar says: "Wisely and slow. They stumble that run fast," How does this echo other references to time in the play?
15. Why does the friar agree to help Romeo? Why, in your opinion, does the nurse agree to help Juliet?
16. In 11.iv, we see a different side to Romeo as he puns with Mercutio. What is this side to him that we see? Why is Romeo so changed?
17. Write down the literary allusion in Juliet’s soliloquy at the beginning of 11.v. Why is it there? What does it emphasize?
18. Why do you think the Nurse delays in giving Juliet the news from Romeo?
19. In 11.vi, write down the Friar’s lines that emphasize the danger of moving quickly in love. These lines are examples of _________________.
20. Describe how Juliet’s description of her love for Romeo reveals greater depth of character than Romeo’s diction.
Act III
1. Why are Mercutio’s descriptions of Benvolio ironic?
2. What is the play on words that Mercutio makes with the word "consort"?
4. _________________ wishes to withdraw from the public haunt of men, but __________________ will not budge.
5. Act III is the climax of the play. What is a climax? (See Glossary page 1216).
6. Romeo and Juliet’s chances for happiness rapidly decrease and the mood changes in the play after _______________________ is killed by _______________________.
7. Who says a "plague o’ both your houses" ( I.1, 114), and what does that line mean?
8. Act III.ii begins with a kind of speech known as a ___________________.
9, Define soliloquy (see Glossary page 1216).
10. Write down 10 examples of Juliet using images of darkness or night in her opening speech in Act III.ii.
11. Which character in the play has always been associated with night?
12. Define literary allusion (see Glossary page 1216).
13. What is the literary allusion in Juliet’s soliloquy? What does the allusion emphasize?
14. When Juliet finds out about Tybalt’s murder by Romeo, she expresses her feelings with what kind of literary device? Name the device, write down an example, and briefly state how the device expresses her feelings.
15. By the end of the play what three actions has Juliet decided to take, and what does her change of heart tell you about her character?
16. Contrast Romeo’s behaviour in III.iii with Juliet’s in the preceding scene.
17. What is the friar’s advice to Romeo?
18. What, in brief is the friar’s plan?
19. What do the opening lines of III.iv tell you about Capulet’s character?
20. Define dramatic irony (see Glossary page 1216).
21. How is III.iv an ironic scene?
22. In the opening of III.v in what kind of language do Romeo and Juliet speak? What does their language tell you about their relationship?.
23. Who interrupts Romeo and Juliet’s love scene?
24. "More light and light—more dark and dark our woes." What does this mean and how does this language reinforce themes in the play?
25. What do Lady Capulet and Lord Capulet demand of Juliet after her love scene with Romeo?
25. Why might Shakespeare have placed the love scene and the violent parent/child conflict next to each other?
26. What is Juliet’s attitude toward the nurse and the end of III and what does her attitude symbolize?
Act IV
1. What does Juliet mean when she says her face is not her own?
2. Juliet says that if the Friar can not help her solve her problem, she will ________________________.
3. Briefly, outline the Friar’s plan for Juliet.
4. At the beginning of IV.ii, Capulet is cheerful and preparing for the wedding. Juliet arrives and acts obedient and willing to marry Paris. What kind of irony is this and why?
5. IV.iii begins with a _______________________. In it, Juliet has a premonition when she says goodbye to the nurse. What is it?
6. What are Juliet’s fears about the friar that she expresses in her soliloquy?
7. Why does Juliet fear she may go mad when she awakens?
8. In IV.iv, we learn that Capulet was a playboy in his youth. What is the Shakespearean term for a playboy?
9. Why is this entire scene ironic? What kind of irony is present in this scene?
10. When Capulet discovers that is daughter is dead, he cries that she has ________________ Death. How does this reflect themes in the play?
11. After everyone laments Juliet’s death, the friar chides the family. Why?
12. Capulet decides that they will take all the party food and decorations and use them for a ________________.
Act V
1. V.i begins with a ___________________ by Romeo. In it, he recounts that he dreams that he has ___________________ and Juliet ___________________ him, bringing him back to ___________________.
27. Balthasar’s news to Romeo is True? Or False?
28. Have we seen other examples of messages going awry in this play? When?
29. After Balthasar leaves, Romeo speaks another soliloquy. What does he mean by" mischief thou art swift/To enter into men’s thoughts"? And where have we seen references to time before in the play?
30. What is the "mischief" that Romeo is considering?
31. The friar exclaims "Unhappy fortune!" when he finds that Romeo has missed the message that Juliet is alive. Where have we seen references to unlucky fortune before in the play?
32. Both ___________________ and ___________________ arrive at Juliet’s tomb. This is another example of ill ___________________.
33. After Paris’s death, Romeo states in a soliloquy that Paris and he are alike because both their names are written in "sour ___________________ ___________________." This is another reference to the ill ___________________ in the book.
34. Later in the same soliloquy, Romeo attempts to undo the ill fortune in his life by ___________________ and shaking off the "yoke of inauspicious stars."
10. The friar enters the tomb to be with ___________________ as she awakens. What does he do when he fears the watch is coming? ______________________________________How does he propose that Juliet solve her current problem?
35. How does the Prince establish how Romeo, Juliet, and Paris die?
12. At the end of the play, how many people have died? Who are they?
2007-2208
La Conquistadora OReilly
HA Intensive English 9
Act 1—The Prologue
1. Act 1 begins with a __________________ in the form of a _________________.
2. What is a sonnet? (See Glossary of Literary Terms on page 1216)
3. What do we learn from the prologue? Name five facts
Act 1.i
1. With which two characters does the play begin. What are their names and who are they?
2. Sampson and Gregory make many puns which connect love and sex with_________________ and ____________________.
3. The scene begins with humour, but it rapidly becomes violent when _____________ and ________________ from the house of ______________ enter the scene. . How does that violence juxtaposed with humour connects with the themes already established in the prologue and in Sampson’s and Gregory’s jesting?
4. Why might Shakespeare have depicted these humble characters engaged in a fight on behalf of their noble masters?
5. What is a foil? (See Glossary of Literary Terms on page 1216)
6. Benvolio’s foil is __________________.
7. Benvolio’s name means_____________________.
8. What do we learn about Capulet’s personality in this first scene of the play?
9. What do we learn about Capulet’s relationship with his wife?
10. After the fray Lady ___________ talks to _______________ about ____________________.
11. We learn that Romeo only comes out at __________________.
12. Benvolio, while questioning Romeo expresses an oxymoronic view of love. What is an oxymoron? (See Glossary of Literary Terms on page 1216
13. Write down Benvolio’s or Romeo’s line that depicts love as oxymoronic.
14. What do we learn about Romeo’s personality in his first scene with Benvolio?
15. Why are the opening lines of 1.ii ironic?
16. In Paris’s discussion with Capulet regarding Paris's marriage to Juliet, Capulet changes his mind, how so?
What does that tell us about Capulet?
17. How does Capulet know that marrying young mars young girls?
18. How does Romeo find out about Capulet’s party, and what does that tell us about Capulet’s judgment?
19. Describe the personality of the nurse? Who would be her foil in this first scene?
20. What does Romeo feel as he enters the Capulet’s party and how does this contribute to a theme in the play?
21. What poetic form does Romeo and Juliet’s first conversation take? Why?
22. Immediately after meeting, Romeo and Juliet learn that their families are enemies. How does this reinforce a theme in the play?
Act 11
1. Act 2 begins with another prologue sonnet. Write down three traits of a sonnet.
2.What does this line mean? "But passion lends them power. Time means, to meet/Temp’ring extremities with extreme sweet.
3. Mercutio teases Romeo by discussing Rosalind’s quivering thighs. What other character in the play resembles Mercutio in terms of salacious, sexual diction and outlook? Name the character and name an example of his/her bawdy language.
4. What is a soliloquy?
5. In Romeo’s soliloquy, Romeo describes Juliet as like the sun. How does this fit with other images and themes in the play?
6. When Romeo says that Juliet, like the sun, will "kill the envious moon," how does this symbolize Romeo’s changing state of mind?
7. In Juliet’s soliloquy, she ponders the meaning of a name. Write down the famous line where she does so.
8. What do we learn about the power and meaning of words and names in her soliloquy at the beginning of Act 2?
9.
10. When Juliet discovers Romeo has overheard her soliloquy confessing her love and desire for Romeo, she is afraid that he will think she is….
11. Answer all three of the following: Who interrupts Romeo and Juliet as they proclaim their love for each other on the balcony? When has this happened before? Why might Shakespeare be repeatedly having this type of interruption occur?
12. In the friar’s soliloquy at the beginning of 111.iii, what does he say about plants and people and how does what he says fit with themes in the play?
13. What does this line mean and who said it: "Women may fall when there’s no strength in men." How is this view different from conventional wisdom?
14. When the friar says: "Wisely and slow. They stumble that run fast," How does this echo other references to time in the play?
15. Why does the friar agree to help Romeo? Why, in your opinion, does the nurse agree to help Juliet?
16. In 11.iv, we see a different side to Romeo as he puns with Mercutio. What is this side to him that we see? Why is Romeo so changed?
17. Write down the literary allusion in Juliet’s soliloquy at the beginning of 11.v. Why is it there? What does it emphasize?
18. Why do you think the Nurse delays in giving Juliet the news from Romeo?
19. In 11.vi, write down the Friar’s lines that emphasize the danger of moving quickly in love. These lines are examples of _________________.
20. Describe how Juliet’s description of her love for Romeo reveals greater depth of character than Romeo’s diction.
Act III
1. Why are Mercutio’s descriptions of Benvolio ironic?
2. What is the play on words that Mercutio makes with the word "consort"?
4. _________________ wishes to withdraw from the public haunt of men, but __________________ will not budge.
5. Act III is the climax of the play. What is a climax? (See Glossary page 1216).
6. Romeo and Juliet’s chances for happiness rapidly decrease and the mood changes in the play after _______________________ is killed by _______________________.
7. Who says a "plague o’ both your houses" ( I.1, 114), and what does that line mean?
8. Act III.ii begins with a kind of speech known as a ___________________.
9, Define soliloquy (see Glossary page 1216).
10. Write down 10 examples of Juliet using images of darkness or night in her opening speech in Act III.ii.
11. Which character in the play has always been associated with night?
12. Define literary allusion (see Glossary page 1216).
13. What is the literary allusion in Juliet’s soliloquy? What does the allusion emphasize?
14. When Juliet finds out about Tybalt’s murder by Romeo, she expresses her feelings with what kind of literary device? Name the device, write down an example, and briefly state how the device expresses her feelings.
15. By the end of the play what three actions has Juliet decided to take, and what does her change of heart tell you about her character?
16. Contrast Romeo’s behaviour in III.iii with Juliet’s in the preceding scene.
17. What is the friar’s advice to Romeo?
18. What, in brief is the friar’s plan?
19. What do the opening lines of III.iv tell you about Capulet’s character?
20. Define dramatic irony (see Glossary page 1216).
21. How is III.iv an ironic scene?
22. In the opening of III.v in what kind of language do Romeo and Juliet speak? What does their language tell you about their relationship?.
23. Who interrupts Romeo and Juliet’s love scene?
24. "More light and light—more dark and dark our woes." What does this mean and how does this language reinforce themes in the play?
25. What do Lady Capulet and Lord Capulet demand of Juliet after her love scene with Romeo?
25. Why might Shakespeare have placed the love scene and the violent parent/child conflict next to each other?
26. What is Juliet’s attitude toward the nurse and the end of III and what does her attitude symbolize?
Act IV
1. What does Juliet mean when she says her face is not her own?
2. Juliet says that if the Friar can not help her solve her problem, she will ________________________.
3. Briefly, outline the Friar’s plan for Juliet.
4. At the beginning of IV.ii, Capulet is cheerful and preparing for the wedding. Juliet arrives and acts obedient and willing to marry Paris. What kind of irony is this and why?
5. IV.iii begins with a _______________________. In it, Juliet has a premonition when she says goodbye to the nurse. What is it?
6. What are Juliet’s fears about the friar that she expresses in her soliloquy?
7. Why does Juliet fear she may go mad when she awakens?
8. In IV.iv, we learn that Capulet was a playboy in his youth. What is the Shakespearean term for a playboy?
9. Why is this entire scene ironic? What kind of irony is present in this scene?
10. When Capulet discovers that is daughter is dead, he cries that she has ________________ Death. How does this reflect themes in the play?
11. After everyone laments Juliet’s death, the friar chides the family. Why?
12. Capulet decides that they will take all the party food and decorations and use them for a ________________.
Act V
1. V.i begins with a ___________________ by Romeo. In it, he recounts that he dreams that he has ___________________ and Juliet ___________________ him, bringing him back to ___________________.
27. Balthasar’s news to Romeo is True? Or False?
28. Have we seen other examples of messages going awry in this play? When?
29. After Balthasar leaves, Romeo speaks another soliloquy. What does he mean by" mischief thou art swift/To enter into men’s thoughts"? And where have we seen references to time before in the play?
30. What is the "mischief" that Romeo is considering?
31. The friar exclaims "Unhappy fortune!" when he finds that Romeo has missed the message that Juliet is alive. Where have we seen references to unlucky fortune before in the play?
32. Both ___________________ and ___________________ arrive at Juliet’s tomb. This is another example of ill ___________________.
33. After Paris’s death, Romeo states in a soliloquy that Paris and he are alike because both their names are written in "sour ___________________ ___________________." This is another reference to the ill ___________________ in the book.
34. Later in the same soliloquy, Romeo attempts to undo the ill fortune in his life by ___________________ and shaking off the "yoke of inauspicious stars."
10. The friar enters the tomb to be with ___________________ as she awakens. What does he do when he fears the watch is coming? ______________________________________How does he propose that Juliet solve her current problem?
35. How does the Prince establish how Romeo, Juliet, and Paris die?
12. At the end of the play, how many people have died? Who are they?
19 August 2009
HA9 English SAT word Vocabulary
SAT Vocabulary
HA English 9
OReilly
1. Abet
2. Abortive
3. Abscond
4. Abstemious
5. Acme
6. avuncular
7. bilious
8. blasphemous
9. bucolic
10. caustic
1. circuitous
2. coquette
3. ersatz
4. feckless
5. histrionics
6. imperious
7. impudent
8. incredulous
9. jettison
10.lecherous
1. lexicon
2. libertine
3. licentious
4. nihilism
5. paragon
6. pathogenic
7.pique
8. potentate
9. presage
10.prodigal
1. pseudonym
2.recidivism
3.reprehensible
4. simian
5. sinecure
6. strident
7. titular
8. toady
9. vernacular
10. visceral
1. zephyr
2. wax
3. vituperate
4. verbose
5. turgid
6. truculent
7. temporal
8. tantamount
9. surmount
10. stringent
1. seminal
2. sequester
3. squalid
4. stasis
5. remission
6. raze
7. reactionary
8. preternatural
9. progenitor
10. pugilism
1. rankle
2. pellucid
3. plaintive
4. precipitous
5. portentous
6. paean
7. pariah
8. morose
9. opine
10. lithe
1. mellifluous
2. masochist
3. internecine
4. lampoon
5. incandescent
6. indomitable
7. illusory
8. furtive
9. doctrinaire
10. effluvia
1. confluence
2. contiguous
3. deride
4. coagulate
5. certitude
6. cache
7. bovine
8. braggart
9. becalm
10. apostate
1. arcane
2. atavistic
3. apprise
4. arrears
5. antiquated
6. alimentary
7. acumen
8. compliant
9. cloying
10. circumvent
HA English 9
OReilly
1. Abet
2. Abortive
3. Abscond
4. Abstemious
5. Acme
6. avuncular
7. bilious
8. blasphemous
9. bucolic
10. caustic
1. circuitous
2. coquette
3. ersatz
4. feckless
5. histrionics
6. imperious
7. impudent
8. incredulous
9. jettison
10.lecherous
1. lexicon
2. libertine
3. licentious
4. nihilism
5. paragon
6. pathogenic
7.pique
8. potentate
9. presage
10.prodigal
1. pseudonym
2.recidivism
3.reprehensible
4. simian
5. sinecure
6. strident
7. titular
8. toady
9. vernacular
10. visceral
1. zephyr
2. wax
3. vituperate
4. verbose
5. turgid
6. truculent
7. temporal
8. tantamount
9. surmount
10. stringent
1. seminal
2. sequester
3. squalid
4. stasis
5. remission
6. raze
7. reactionary
8. preternatural
9. progenitor
10. pugilism
1. rankle
2. pellucid
3. plaintive
4. precipitous
5. portentous
6. paean
7. pariah
8. morose
9. opine
10. lithe
1. mellifluous
2. masochist
3. internecine
4. lampoon
5. incandescent
6. indomitable
7. illusory
8. furtive
9. doctrinaire
10. effluvia
1. confluence
2. contiguous
3. deride
4. coagulate
5. certitude
6. cache
7. bovine
8. braggart
9. becalm
10. apostate
1. arcane
2. atavistic
3. apprise
4. arrears
5. antiquated
6. alimentary
7. acumen
8. compliant
9. cloying
10. circumvent
14 August 2009
Opening Activities: SAT Vocabulary, Class Description, Limerick Assignment
SAT Vocabulary
HA English 9
OReilly
1. Abet
2. Abortive
3. Abscond
4. Abstemious
5. Acme
6. avuncular
7. bilious
8. blasphemous
9. bucolic
10. caustic
1. circuitous
2. coquette
3. ersatz
4. feckless
5. histrionics
6. imperious
7. impudent
8. incredulous
9. jettison
10.lecherous
1. lexicon
2. libertine
3. licentious
4. nihilism
5. paragon
6. pathogenic
7.pique
8. potentate
9. presage
10.prodigal
1. pseudonym
2.recidivism
3.reprehensible
4. simian
5. sinecure
6. strident
7. titular
8. toady
9. vernacular
10. visceral
1. zephyr
2. wax
3. vituperate
4. verbose
5. turgid
6. truculent
7. temporal
8. tantamount
9. surmount
10. stringent
1. seminal
2. sequester
3. squalid
4. stasis
5. remission
6. raze
7. reactionary
8. preternatural
9. progenitor
10. pugilism
1. rankle
2. pellucid
3. plaintive
4. precipitous
5. portentous
6. paean
7. pariah
8. morose
9. opine
10. lithe
1. mellifluous
2. masochist
3. internecine
4. lampoon
5. incandescent
6. indomitable
7. illusory
8. furtive
9. doctrinaire
10. effluvia
1. confluence
2. contiguous
3. deride
4. coagulate
5. certitude
6. cache
7. bovine
8. braggart
9. becalm
10. apostate
1. arcane
2. atavistic
3. apprise
4. arrears
5. antiquated
6. alimentary
7. acumen
8. compliant
9. cloying
10. circumventHA English 9
OReilly
Writing A Limerick
Make a poster of your limerick (approximately 18" x 24"). The limerick is about you, with the first line stating your name or your origin. One half of the poster has your limerick in large letters. The other half is a self-portrait done in any medium including collage or photography. Please make the self-portrait large—about the size of a face. Your name and period number should be on the front. This is due next class session.
What is a limerick?
A limerick is a short form of poetry known for its humor.
This sample limerick demonstrates the syllabic pattern.
There was a large lady from Perth
Who wanted to travel the earth
But her wish was in vain
For the door of the plane
Was not wide enough for her girth.
Syllable and Beat Scheme: Note that the first, second and fifth lines each have eight syllables, and rhyme with each other, while the middle lines have only six syllables and a separate rhyme. Not all limericks have that exact syllabic form, but the first, second, and fifth line have more syllables than the middle two. There is a certain beat:
bah, duppity, duppity, bah
bah, duppity, duppity, bah
bah, duppity, bah
bah, duppity, bah
bah, duppity, duppity, bah
The following example shows the rhyme scheme:
A Clumsy Young Fellow Named Tim
1. There once was a fellow named Tim (A)
2. whose dad never taught him to swim. (A)
3. He fell off a dock (B)
4. and sunk like a rock. (B)
5. And that was the end of him (A)
One way to write a limerick:
Now, to write your own limerick, begin by choosing a character and/or a place name. (Note here that if your place name is longer than one syllable you may expand your lines to nine instead of eight syllables.)
Think of some words that rhyme with your place name. Because the limerick is meant to be humorous, your rhymes may be silly - for example:
Sydney; kidney; didn' he.
Use two of these words to end the first two lines of your limerick, which introduce your character.
There was a young man from Sydney
Who only would eat steak and kidney.
Next, think of a problem for your character, and present it in your two short lines:
When the kidney ran out,
Though he started to shout,
Finally, finish with a resolution (ending) to your limerick, which should make your reader laugh.
He had to go hungry, didn' he?
Try this process to write limericks of your own. You will also find there are other ways of beginning your limerick:
A man with a very large nose . . .
While traveling one day in Peru . . .
I was startled one day by a hen . . .
Despite these differences, the basic limerick pattern remains the same.
Another Example
There once was a young girl named Jill.
Who was scared by the sight of a drill.
She brushed every day
So her dentist would say,
"Your teeth are so perfect; no bill."
Grading rubric:
30 participation points
5 points: The poem exactly fits criterion
4 points: The poems fits almost all the criterion
3 points: Some elements of the criterion are missing
2 points: Most elements of the criterion are missing
1 points: No elements of the criterion are present
Student Score Teacher Score
The syllable and beat scheme fit the traditional limerick form ________ ________
as shown
The rhyme scheme fits the traditional limerick form as shown ________ ________
The limerick is about you. Your name and period number appear
on the front of your poster. ________ ________
The self-portrait is about the size of a face and succeeds in ________ ________
illustrating your unique appearance and/or style.
The limerick is humorously and uniquely expressive of your ________ ________
personality, attributes, talents, eccentricities, defects
or other facts such as where you live or
what you like and/or dislike
The entire poster is large, gorgeous and aesthetically pleasing. The ________ ________
lettering is large, legible, and lovely.
Total ________ ________
HA English 9
OReilly
1. Abet
2. Abortive
3. Abscond
4. Abstemious
5. Acme
6. avuncular
7. bilious
8. blasphemous
9. bucolic
10. caustic
1. circuitous
2. coquette
3. ersatz
4. feckless
5. histrionics
6. imperious
7. impudent
8. incredulous
9. jettison
10.lecherous
1. lexicon
2. libertine
3. licentious
4. nihilism
5. paragon
6. pathogenic
7.pique
8. potentate
9. presage
10.prodigal
1. pseudonym
2.recidivism
3.reprehensible
4. simian
5. sinecure
6. strident
7. titular
8. toady
9. vernacular
10. visceral
1. zephyr
2. wax
3. vituperate
4. verbose
5. turgid
6. truculent
7. temporal
8. tantamount
9. surmount
10. stringent
1. seminal
2. sequester
3. squalid
4. stasis
5. remission
6. raze
7. reactionary
8. preternatural
9. progenitor
10. pugilism
1. rankle
2. pellucid
3. plaintive
4. precipitous
5. portentous
6. paean
7. pariah
8. morose
9. opine
10. lithe
1. mellifluous
2. masochist
3. internecine
4. lampoon
5. incandescent
6. indomitable
7. illusory
8. furtive
9. doctrinaire
10. effluvia
1. confluence
2. contiguous
3. deride
4. coagulate
5. certitude
6. cache
7. bovine
8. braggart
9. becalm
10. apostate
1. arcane
2. atavistic
3. apprise
4. arrears
5. antiquated
6. alimentary
7. acumen
8. compliant
9. cloying
10. circumventHA English 9
OReilly
Writing A Limerick
Make a poster of your limerick (approximately 18" x 24"). The limerick is about you, with the first line stating your name or your origin. One half of the poster has your limerick in large letters. The other half is a self-portrait done in any medium including collage or photography. Please make the self-portrait large—about the size of a face. Your name and period number should be on the front. This is due next class session.
What is a limerick?
A limerick is a short form of poetry known for its humor.
This sample limerick demonstrates the syllabic pattern.
There was a large lady from Perth
Who wanted to travel the earth
But her wish was in vain
For the door of the plane
Was not wide enough for her girth.
Syllable and Beat Scheme: Note that the first, second and fifth lines each have eight syllables, and rhyme with each other, while the middle lines have only six syllables and a separate rhyme. Not all limericks have that exact syllabic form, but the first, second, and fifth line have more syllables than the middle two. There is a certain beat:
bah, duppity, duppity, bah
bah, duppity, duppity, bah
bah, duppity, bah
bah, duppity, bah
bah, duppity, duppity, bah
The following example shows the rhyme scheme:
A Clumsy Young Fellow Named Tim
1. There once was a fellow named Tim (A)
2. whose dad never taught him to swim. (A)
3. He fell off a dock (B)
4. and sunk like a rock. (B)
5. And that was the end of him (A)
One way to write a limerick:
Now, to write your own limerick, begin by choosing a character and/or a place name. (Note here that if your place name is longer than one syllable you may expand your lines to nine instead of eight syllables.)
Think of some words that rhyme with your place name. Because the limerick is meant to be humorous, your rhymes may be silly - for example:
Sydney; kidney; didn' he.
Use two of these words to end the first two lines of your limerick, which introduce your character.
There was a young man from Sydney
Who only would eat steak and kidney.
Next, think of a problem for your character, and present it in your two short lines:
When the kidney ran out,
Though he started to shout,
Finally, finish with a resolution (ending) to your limerick, which should make your reader laugh.
He had to go hungry, didn' he?
Try this process to write limericks of your own. You will also find there are other ways of beginning your limerick:
A man with a very large nose . . .
While traveling one day in Peru . . .
I was startled one day by a hen . . .
Despite these differences, the basic limerick pattern remains the same.
Another Example
There once was a young girl named Jill.
Who was scared by the sight of a drill.
She brushed every day
So her dentist would say,
"Your teeth are so perfect; no bill."
Grading rubric:
30 participation points
5 points: The poem exactly fits criterion
4 points: The poems fits almost all the criterion
3 points: Some elements of the criterion are missing
2 points: Most elements of the criterion are missing
1 points: No elements of the criterion are present
Student Score Teacher Score
The syllable and beat scheme fit the traditional limerick form ________ ________
as shown
The rhyme scheme fits the traditional limerick form as shown ________ ________
The limerick is about you. Your name and period number appear
on the front of your poster. ________ ________
The self-portrait is about the size of a face and succeeds in ________ ________
illustrating your unique appearance and/or style.
The limerick is humorously and uniquely expressive of your ________ ________
personality, attributes, talents, eccentricities, defects
or other facts such as where you live or
what you like and/or dislike
The entire poster is large, gorgeous and aesthetically pleasing. The ________ ________
lettering is large, legible, and lovely.
Total ________ ________
La Conquistadora OReilly
Soquel High School
HA English 1
2009-2010
Welcome to Soquel High and the Humanities Academy. In this class, you will be challenged to read a variety of texts, short stories, plays, and poetry. As you read these pieces, you will be asked to explore themes. What are themes? Themes are eternal insights on life—the truths of human existence that are witnessed through first hand experience or through art. In literature, as opposed to popular fiction, the astute reader senses and realizes these eternal truths, and that is why literature is both more meaningful and more complex than the average bestseller. You will learn to discern these themes in the texts as well as the manner in which authors employ literary devices and motifs to develop themes. And we will regularly write analytical essays exploring these same themes, motifs, and literary devices. Beyond discerning theme in literary texts, the primary focus and your primary task in HA English 10 is to create clear structure and employ proper mechanics in your writing. In addition, you will produce a variety of creative and fanciful pieces, a research paper, and group projects. Prepare to work hard, explore your limits, and have fun.
Soquel High School
HA English 1
2009-2010
dianoreilly@sccs.santacruz.k12.ca.us
Welcome to Soquel High and the Humanities Academy. In this class, you will be challenged to read a variety of texts, short stories, plays, and poetry. As you read these pieces, you will be asked to explore themes. What are themes? Themes are eternal insights on life—the truths of human existence that are witnessed through first hand experience or through art. In literature, as opposed to popular fiction, the astute reader senses and realizes these eternal truths, and that is why literature is both more meaningful and more complex than the average bestseller. You will learn to discern these themes in the texts as well as the manner in which authors employ literary devices and motifs to develop themes. And we will regularly write analytical essays exploring these same themes, motifs, and literary devices. Beyond discerning theme in literary texts, the primary focus and your primary task in HA English 10 is to create clear structure and employ proper mechanics in your writing. In addition, you will produce a variety of creative and fanciful pieces, a research paper, and group projects. Prepare to work hard, explore your limits, and have fun.
Success in The Academy is determined more by hard work and diligence than by intelligence. This is a program for academically motivated students, not necessarily for geniuses. Being a genius helps, a lot, but correctly completing and turning in work is of primary importance to one's success in this program.
Primary Literature Texts:
To Kill a Mockingbird, Harper Lee
Romeo and Juliet, William Shakespeare
Excerpts from The Odyssey, Homer
The Power of One, Chinua Achebe
The Sound of Waves, Yukio Mishima
Ramayana, Valmiki
The Kite Runner, Khaled Hosseini
Selected poems of Rumi
Selected Latin American short stories and poetry from Glencoe Anthology of World Literature, McGraw Hill
Grading:
Students must maintain a C semester grade in both English and World Geography and Culture to remain in the Academy. Please be aware that semester grades are cumulative. Your six-week grade simply represents your semester grade at that point in the school year. In other words, in early October, and every six weeks, you will receive a report card in the mail with a progress report. The grade does not appear on any official transcript, nor does that grade affect your status in the Academy. The grade is significant only in that it reflects your progress at that point in time. The semester grade is sent out twice a year—in January and June. The semester grade appears on your permanent high school transcript, and it is the grade that determines student status in the Academy.
It is the student’s responsibility to track his or her own progress on Infinite Campus, the school Internet system, located on the Soquel high School website, that posts grades and absences. To login to Infinite Campus use your student ID as your user ID and your six digit birth date as your password.
Essays/written work: 40%
Homework/reading activities: 20%
Participation/preparedness: 15%
Tests and Quizzes: 25%
Be prepared to work when you enter class:
Look at the daily agenda, gather materials, write down assigned homework, and/or turn-in homework as necessary. Think of clever and amusing contributions to class discussions. Before leaving, straighten your desk and clean up any materials you may have dropped. Wait at your desk to be dismissed. Of late, I have been considering the value of classroom participation. Usually a few students do the majority of speaking and sharing in any given class. But when I reflect on my college and work career, I realize that being a part of the conversation has benefited me in many ways. Try to participate at least once everyday in class. If everyone can't participate, I will have to resort on calling on people or initiating a verbal participation grade. Speaking is part of Language Arts. Please blab, but do raise your hand first.
Your journals:
Your journals are notebooks or a separate section in your binder in which you keep your notes in an organized fashion with a table of contents and numbered pages so you can quickly find your topics. You must always bring your journal to class. Although you will never turn it in, you will be randomly tested on the material therein. Be sure to bring your journal to the next class session.
Tests and Quizzes:
You will always be prepared for your tests by way of pretests and plenty of drill. In addition, you will have plenty of time to study for your tests. They will often be vocabulary, grammar, or mechanics drill. Quizzes will be at random times with no warning; however, you will be allowed to use your texts or your journal. Some of your tests will be in-class essays or paragraphs that will count under the essay category of your grade.
Late Work:
Late work due to excused absences may be turned-in within the same number of days as the length of the absence. Late work for any other reason may be turned in one day late for a fifty percent penalty. Although I am always willing to hear creative reasons why late work should be accepted, it is extremely doubtful that I will hear a convincing one. You are responsible for finding out what work you have missed and turning it in. To find missed assignments 1) check the agenda journal, a black notebook on the whiteboard eraser bar under the daily agenda 2) find missing assignments in the bin provided on the back table 3) get any journal notes you missed from another student. You should not have to ask me what you have missed.
Portfolios:
Santa Cruz City Schools has a portfolio graduation requirement. In your freshman year, you will be expected to write a narrative or research paper, reading response, and an example of mastery of writing conventions. To that end, you must keep all your essays, including all drafts, archived in the classroom in the hanging files provided for you. From this archive, you will choose three samples to fulfill the portfolio graduation requirement.
Turning in assignments
One of the major differences between this class and your middle school experience is that there are very strict guidelines for every assignment. If you follow the guidelines, you will receive a high grade for your effort. You simply must follow the proscribed guidelines, which I will provide in the form of a check-off list or rubric. You must turn this rubric in with every assignment. You cannot receive a grade without the rubric. Work turned in without a rubric will be re-turned and will be considered late if re-submitted. Don’t lose your rubric. For posters and art projects, rubrics must be lightly taped to the project. Papers must be submitted in the following manner: the rubric must be on top, and then the final draft, preliminary drafts and editing rubrics must be stapled underneath the final draft. Usually a copy of the rubric can be found on my blog at http://ha9english2009.blogspot.com/. This class description can be found at my blog under the label "Class Description."
Classroom supplies:
Required supplies include: a dedicated section in your binder for handouts, a journal as described above, highlighters in pink, green, yellow, and blue, and small post-its to bookmark as you read.
Bathroom and Water Breaks:
One student at a time may leave the class to use the bathroom or get a drink. Discretely signal to me that you are leaving, bring me your planner to sign, and return promptly. If this privilege is abused, I will fall back on a less permissive policy
CD players, Ipods, MP3 players, and cell phones are strictly prohibited.
I never want to see any personal electronic equipment in my class. All such equipment will be confiscated and held in the administrative office as per school rules. No exceptions except the following: If a piece of electronic equipment is confiscated on a Friday, school rules require that the equipment be held over the weekend. In my extreme benevolence, if the parent contacts me by phone or email and requests that the equipment be returned to the student, I will allow the equipment to be picked up at the end of the day on Friday.
Food, drink, garbage:
Eating of healthy food is allowed in class, unless eating interferes with learning in any way, including noisy, rustling chip bags, or whispered requests for just one bite, etc. If I ever have to clean up anyone’s mess even once in any class, all food will be banned. Needless to say, it is in your own best interest to notice and inform your classmates of their messy manners before I see the result.
Do I really need to mention being polite and socially acceptable?
Rude behavior, name calling, obscene language, politically incorrect slurs, and put-downs are subject to disciplinary action.
Themes and Topics:
In high school, and especially in the Humanities Academy, profound, human themes are discussed and studied. For instance, in Romeo and Juliet, we discuss arranged marriages and teenage love; in The Odyssey, we consider Odysseus’s infidelity to his wife. Students are expected to approach these themes with maturity, dignity, and developing insight. Occasionally, classes may watch an R-rated movie if it is appropriate to the literature being studied. Students are expected to watch such movies with the proper attitude of academic interest.
Class responsibilities and Duties:
Running a class requires some logistical and routine responsibilities. Since we are all participating in the experience of learning and growing as an academic community, students are expected to take a role in the day to day running of the classroom. To that end, each six weeks, some students will be assigned a job in the classroom. These jobs include the following: being the agenda monitor, role taking, turning in and passing back papers, stamping homework. Taking such roles and effectively performing them earns the student 10 participation points per semester.
Other Ways of Earning Extra Credit:
Extra credit can be earned by finding vocabulary words in non-assigned reading, seeing certain plays and movies, and writing responses as assigned.
I understand the expectations and responsibilities in Humanities Academy 9 English:
Sign:
___________________________________________ __________________________________________
parent/guardian date student date
Print:
___________________________________________ __________________________________________
parent/guardian date student date
Primary Literature Texts:
To Kill a Mockingbird, Harper Lee
Romeo and Juliet, William Shakespeare
Excerpts from The Odyssey, Homer
The Power of One, Chinua Achebe
The Sound of Waves, Yukio Mishima
Ramayana, Valmiki
The Kite Runner, Khaled Hosseini
Selected poems of Rumi
Selected Latin American short stories and poetry from Glencoe Anthology of World Literature, McGraw Hill
Grading:
Students must maintain a C semester grade in both English and World Geography and Culture to remain in the Academy. Please be aware that semester grades are cumulative. Your six-week grade simply represents your semester grade at that point in the school year. In other words, in early October, and every six weeks, you will receive a report card in the mail with a progress report. The grade does not appear on any official transcript, nor does that grade affect your status in the Academy. The grade is significant only in that it reflects your progress at that point in time. The semester grade is sent out twice a year—in January and June. The semester grade appears on your permanent high school transcript, and it is the grade that determines student status in the Academy.
It is the student’s responsibility to track his or her own progress on Infinite Campus, the school Internet system, located on the Soquel high School website, that posts grades and absences. To login to Infinite Campus use your student ID as your user ID and your six digit birth date as your password.
Essays/written work: 40%
Homework/reading activities: 20%
Participation/preparedness: 15%
Tests and Quizzes: 25%
Be prepared to work when you enter class:
Look at the daily agenda, gather materials, write down assigned homework, and/or turn-in homework as necessary. Think of clever and amusing contributions to class discussions. Before leaving, straighten your desk and clean up any materials you may have dropped. Wait at your desk to be dismissed. Of late, I have been considering the value of classroom participation. Usually a few students do the majority of speaking and sharing in any given class. But when I reflect on my college and work career, I realize that being a part of the conversation has benefited me in many ways. Try to participate at least once everyday in class. If everyone can't participate, I will have to resort on calling on people or initiating a verbal participation grade. Speaking is part of Language Arts. Please blab, but do raise your hand first.
Your journals:
Your journals are notebooks or a separate section in your binder in which you keep your notes in an organized fashion with a table of contents and numbered pages so you can quickly find your topics. You must always bring your journal to class. Although you will never turn it in, you will be randomly tested on the material therein. Be sure to bring your journal to the next class session.
Tests and Quizzes:
You will always be prepared for your tests by way of pretests and plenty of drill. In addition, you will have plenty of time to study for your tests. They will often be vocabulary, grammar, or mechanics drill. Quizzes will be at random times with no warning; however, you will be allowed to use your texts or your journal. Some of your tests will be in-class essays or paragraphs that will count under the essay category of your grade.
Late Work:
Late work due to excused absences may be turned-in within the same number of days as the length of the absence. Late work for any other reason may be turned in one day late for a fifty percent penalty. Although I am always willing to hear creative reasons why late work should be accepted, it is extremely doubtful that I will hear a convincing one. You are responsible for finding out what work you have missed and turning it in. To find missed assignments 1) check the agenda journal, a black notebook on the whiteboard eraser bar under the daily agenda 2) find missing assignments in the bin provided on the back table 3) get any journal notes you missed from another student. You should not have to ask me what you have missed.
Portfolios:
Santa Cruz City Schools has a portfolio graduation requirement. In your freshman year, you will be expected to write a narrative or research paper, reading response, and an example of mastery of writing conventions. To that end, you must keep all your essays, including all drafts, archived in the classroom in the hanging files provided for you. From this archive, you will choose three samples to fulfill the portfolio graduation requirement.
Turning in assignments
One of the major differences between this class and your middle school experience is that there are very strict guidelines for every assignment. If you follow the guidelines, you will receive a high grade for your effort. You simply must follow the proscribed guidelines, which I will provide in the form of a check-off list or rubric. You must turn this rubric in with every assignment. You cannot receive a grade without the rubric. Work turned in without a rubric will be re-turned and will be considered late if re-submitted. Don’t lose your rubric. For posters and art projects, rubrics must be lightly taped to the project. Papers must be submitted in the following manner: the rubric must be on top, and then the final draft, preliminary drafts and editing rubrics must be stapled underneath the final draft. Usually a copy of the rubric can be found on my blog at http://ha9english2009.blogspot.com/. This class description can be found at my blog under the label "Class Description."
Classroom supplies:
Required supplies include: a dedicated section in your binder for handouts, a journal as described above, highlighters in pink, green, yellow, and blue, and small post-its to bookmark as you read.
Bathroom and Water Breaks:
One student at a time may leave the class to use the bathroom or get a drink. Discretely signal to me that you are leaving, bring me your planner to sign, and return promptly. If this privilege is abused, I will fall back on a less permissive policy
CD players, Ipods, MP3 players, and cell phones are strictly prohibited.
I never want to see any personal electronic equipment in my class. All such equipment will be confiscated and held in the administrative office as per school rules. No exceptions except the following: If a piece of electronic equipment is confiscated on a Friday, school rules require that the equipment be held over the weekend. In my extreme benevolence, if the parent contacts me by phone or email and requests that the equipment be returned to the student, I will allow the equipment to be picked up at the end of the day on Friday.
Food, drink, garbage:
Eating of healthy food is allowed in class, unless eating interferes with learning in any way, including noisy, rustling chip bags, or whispered requests for just one bite, etc. If I ever have to clean up anyone’s mess even once in any class, all food will be banned. Needless to say, it is in your own best interest to notice and inform your classmates of their messy manners before I see the result.
Do I really need to mention being polite and socially acceptable?
Rude behavior, name calling, obscene language, politically incorrect slurs, and put-downs are subject to disciplinary action.
Themes and Topics:
In high school, and especially in the Humanities Academy, profound, human themes are discussed and studied. For instance, in Romeo and Juliet, we discuss arranged marriages and teenage love; in The Odyssey, we consider Odysseus’s infidelity to his wife. Students are expected to approach these themes with maturity, dignity, and developing insight. Occasionally, classes may watch an R-rated movie if it is appropriate to the literature being studied. Students are expected to watch such movies with the proper attitude of academic interest.
Class responsibilities and Duties:
Running a class requires some logistical and routine responsibilities. Since we are all participating in the experience of learning and growing as an academic community, students are expected to take a role in the day to day running of the classroom. To that end, each six weeks, some students will be assigned a job in the classroom. These jobs include the following: being the agenda monitor, role taking, turning in and passing back papers, stamping homework. Taking such roles and effectively performing them earns the student 10 participation points per semester.
Other Ways of Earning Extra Credit:
Extra credit can be earned by finding vocabulary words in non-assigned reading, seeing certain plays and movies, and writing responses as assigned.
I understand the expectations and responsibilities in Humanities Academy 9 English:
Sign:
___________________________________________ __________________________________________
parent/guardian date student date
Print:
___________________________________________ __________________________________________
parent/guardian date student date
12 August 2009
Class Description HA9 English
La Conquistadora OReilly
Soquel High School
English 1
2009-2010
dianoreilly@sccs.santacruz.k12.ca.us
dionoreilly@gmail.com
Welcome to Soquel High and the Humanities Academy. Here is the first question I want you to answer: What is a literary theme? Here is the second question: What is an insight? Please come to the next class with a brief answer to those two questions.
Success in my English class is determined more by hard work and diligence than by intelligence. This is a class for academically motivated students, not necessarily for geniuses. Being a genius helps, a lot, but correctly completing and turning in work is of primary importance. Please do not begin this course if you are not interested in working hard and if you are not interested in developing insight. into life and literature.
Primary Literature Texts:
To Kill a Mockingbird, Harper Lee
Romeo and Juliet, William Shakespeare
Excerpts from The Odyssey, Homer
The Power of One, Bryce Courtnay
The Sound of Waves, Yukio Mishima
Ramayana, Valmiki
The Kite Runner, Khaled Hosseini
Selected poems of Rumi
Selected Latin American short stories and poetry from Glencoe Anthology of World Literature, McGraw Hill
Primary Literature Texts:
To Kill a Mockingbird, Harper Lee
Romeo and Juliet, William Shakespeare
Excerpts from The Odyssey, Homer
The Power of One, Bryce Courtnay
The Sound of Waves, Yukio Mishima
Ramayana, Valmiki
The Kite Runner, Khaled Hosseini
Selected poems of Rumi
Selected Latin American short stories and poetry from Glencoe Anthology of World Literature, McGraw Hill
Hopefully you will like all these books. If you do not like the texts or the assignments, whining is prohibited. You are here to experience the unknown. You are here to become a literature gourmet. You cannot be a gourmet if you insist on only eating Mc.Donalds and whining when presented with cuisine. The previous statement is a metaphor. Here is your third question to know by next class: What is a metaphor?
Grading:
Students must maintain a C semester grade in both English and World Geography and Culture to remain in the Academy. Your six-week progress report does not appear on your college transcript, nor does it determine your status in The Academy.
It is the student’s responsibility to track his or her own progress on Infinite Campus, the school Internet system located on the Soquel High School website, which posts grades and absences. To login to Infinite Campus use your student ID as your user ID and your six digit birth date as your password.
Essays/written work: 40%
Homework/reading activities: 20%
Participation/preparedness: 15%
Tests and Quizzes: 25%
Be prepared to work when you enter class:
Look at the daily agenda, write down assigned homework, and/or turn-in homework as necessary. Knowing due dates and turning in work on time is your responsibility. Raise your hand before speaking and listen when the teacher is explaining or lecturing. Before leaving, straighten your desk and clean up any materials you may have dropped. Wait at your desk to be dismissed.
Your journals:
Your journals are notebooks or a separate section in your binder in which you keep your lecture notes in an organized fashion. You must always bring your journal to class. Although you will never turn it in, you will be randomly tested on the material therein. Be sure to bring your journal to the next class session.
Tests and Quizzes:
Tests are planned and scheduled. Quizzes will be at administered with no warning; however, you will be allowed to use your texts or your journal. Some of your tests will be in-class essays or paragraphs that will count under the essay category of your grade.
Late Work:
Late work due to excused absences may be turned-in within the same number of days as the length of the absence. Late work for any other reason may be turned in one day late for a fifty percent penalty. You are responsible for finding out what work you have missed and turning it in. Missed work and assignments are posted and stored in the classroom for your convenience.
Portfolios:
Santa Cruz City Schools has a writing portfolio graduation requirement—currently four pieces; therefore, you must keep all your essays, including all drafts, archived in the classroom in the hanging files provided for you.
Turning in assignments
You must turn-in the rubric with every assignment. You cannot receive a grade without a rubric, name, and period number. For posters and art projects, rubrics must be lightly taped to the project. Papers must be submitted in the following manner: the rubric must be on top, and then the final draft, preliminary drafts and editing rubrics must be stapled underneath the final draft. Usually a copy of the rubric can be found on my blog at http://ha9english2009.blogspot.com/.
Classroom supplies:
Required supplies include: a dedicated section in your binder for handouts, a journal as described above, highlighters in pink, green, yellow, and blue, and small post-its to bookmark as you read.
Bathroom and Water Breaks:
You get three bathroom passes a semester. If you do not use them, you may turn them in by the deadline posted at the end of the semester to receive 5 points each participation extra credit.
Personal electronic devices are strictly prohibited in the classroom and will be confiscated.
Food, drink, garbage:
Eating of healthy food is allowed in class, unless eating interferes with learning in any way, including noisy, rustling chip bags, or whispered requests for just one bite, etc. If I ever have to clean up anyone’s mess even once in any class, all food will be banned.
Do I really need to mention being polite and socially acceptable?
Rude behavior, name calling, obscene language, politically incorrect slurs, and put-downs are subject to disciplinary action.
Themes and Topics:
In high school, and especially in the Humanities Academy, profound, human themes are discussed and studied. For instance, in Romeo and Juliet, we discuss arranged marriages and teenage love; in The Odyssey, we consider Odysseus’s infidelity to his wife. Students are expected to approach these themes with maturity, dignity, and developing insight. Occasionally, classes may watch an R-rated movie if it is appropriate to the literature being studied. Students are expected to watch such movies with the proper attitude of academic interest. Parents: if you do not wish to allow your child to watch an R-rated movie, such as Slumdog Millionaire or The Kite Runner, please make a not below n the student will be allowed an alternative assignment.
Earning Extra Credit:
Extra credit can be earned by finding SAT vocabulary words in non-assigned reading, seeing certain plays and movies, and writing responses as assigned.
I understand the expectations and responsibilities in Humanities Academy 9 English. I understand I will be tested on the material contained herein at the next class session(students only):
Sign:
___________________________________________ __________________________________________
parent/guardian date student date
Print:
___________________________________________ __________________________________________
parent/guardian date student date
Subscribe to:
Posts (Atom)
