Thursday, November 30, 2017

Research Paper Formatting and Submission

YOU DID IT!!! Congratulations, you are finally finished with your research paper! Now what?

You will email your entire paper, including works cited and outline to adavis@clevelandschools.org. I will print them out and give them to you between submission and next Tuesday. On Tuesday, submit your paper in the brown envelope I gave you when we first started. You will not staple anything together at all. In that brown envelope should be the following components:

Index Cards (Source and Note)
Outline
Works Cited Page
Cover Sheet (this needs to have your name, the title of the paper, the date)
6-8 page research paper complete with in-text citations (and it should follow the outline) and numbered pages 2-___ (they should be in the upper right hand corner of pages 2-___ and should say your last name and the page number)-- YOU DO NOT NUMBER PAGE ONE. NOR DO YOU PUT A HEADING ON ANY OTHERS.

Here is a link for a sample paper in proper formatting.
https://owl.english.purdue.edu/owl/resource/747/13/

When you finish, you are going to work on writing your abstract.

Tuesday, papers are due to be submitted to me at the beginning of the period and you must have your abstract in your hand in order to take part in research presentations. If you don't, it's a big fat zero. HAVE IT.

Monday, October 2, 2017

Week October 2

Monday, October 2
Word Tracing
Senior Memory Book
Reading

Tuesday, October 3
ACT

Wednesday, October 4
Act IV

Thursday, October 5
Mac Act V

Friday, October 6
Mac Act V
Mac Resume


Happy Bday to Jonathon, Raymond, and Autumn!

***Upcoming:
Independent Reading completed by 10/17
Journals 10/27

Saturday, September 23, 2017

Week of September 25

Thanks for your attentiveness in Macbeth!

Monday, 9/25
Act II video
Act III

Tuesday, 9/26
Act III

Wednesday, 9/27
Act IV

Thursday, 9/28
Act IV

Friday, 9/29
Act V
Journals due!!!!

Happy bday, Zech, Cole, Crosby!

*Upcoming:
Work on Senior Memory Books if not caught up!
FALL BREAK IS ALMOST HERE, Y'ALL!!!!

Sunday, September 17, 2017

Week of September 18

We get to read Macbeth now! You are going to love it. I JUST KNOW IT.

Monday, 9/18
Senior Memory Book 4
Intro to Renaissance
Mac Intro

Tuesday, 9/19
Mac Act I

Wednesday, 9/20
Mac Act I, II

Thursday, 9/21
Mac Act II, III

Friday, 9/22
Mac Act III, IV

Saturday, September 9, 2017

Week of 9/11

Unit 2, almost finished! You guys have done a great job with the Canterbury Tales. I am so proud of both classes. Happy birthday on Friday to Juan!

Monday, 9/11
Discuss WOB Tale
Final Activity

Tuesday, 9/12
Final Activity

Wednesday, 9/13
Final Activity

Thursdays, 9/14
Unit 2 Test

Friday, 9/15
Intro to Renaissance

***Coming up:
Journals due Friday, 9/29

Tuesday, September 5, 2017

Week of 9/4

Monday, 9/4
Labor Day!
No School

Tuesday, 9/5
Senior Memory Book 3
"A Pardoner's Tale"
Start "A Knight's Tale"

Wednesday, 9/6
"A Knight's Tale"

Thursday, 9/7
Finish "A Knight's Tale"
"WOB Tale"

Friday, 9/8
Vocab Quiz
Final Activity

Upcoming:
9/14 Unit 2 test
9/29 Journals due

Monday, August 28, 2017

Assignment for Tuesday

Sorry my plans had to change, guys. The technology issues made it impossible for me to show the movie. I want you to read the pages the sub has for you and take notes in OneNote. Then define the vocabulary words listed below. Do them in the Vocabulary tab in OneNote. When you finish, read your independent reading book silently till the bell.

Assignment: 
Get a computer and log into your Class notebook. 

Process: 
1. Log onto computer.
2. Log into your school email using "Microsoft login" in the search bar. 
3. Click on the waffle or grid in the upper left hand corner.
4. Click on either One Note or Class Notebook.
5. Click on shared notebooks, English IV 2nd or 4th period, then the tab on the left with your name and then the tab on the left with Class Notes.
6. Take your notes there.
7. If your neighbors are struggling to get there on the computer, help them. If you are struggling, ask for help. IF it simply WILL NOT work and you have tried other computers, do it on paper.)
8. Define the words below in the vocabulary tab.
Here are your words for the first vocab quiz. The quiz is Friday.
divulge
abet
dogmatic
insipid
extraneous
coerce
jaundiced
meticulous
temerity
gregarious

Do not be on your phones or talking!

Week of August 28

Great job on Unit 1! I appreciate all of your attention and work. Now moving on to Unit TWO! :)

Monday, 8/28
Intro to Middle Ages
Senior Memory Book

Tuesday, 8/29
"A Knight's Tale"

Wednesday, 8/30
"A Knight's Tale"

Thursday, 8/31
C-T Prologue

Friday, 9/1
C-T Prologue
Journals due

***Bring a reading book every day!

Thursday, August 17, 2017

Week of August 21

We have moved right along on Unit 1! I have enjoyed discussing Beowulf with you these couple of weeks.

Monday, 8/21
NO SCHOOL! Enjoy a day off and be really careful with your eyes if you watch.

Tuesday, 8/22
Exeter book

Wednesday, 8/23
Hero Final Activity

Thursday, 8/24
Unit 1 Test

Friday, 8/25
College Fair

***Remember to bring a book every day for our 15 min reading initiative!!!

Coming up:
Journals due Friday, 9/1

Thursday, May 11, 2017

The Things I've Carried

One year away from halfway through… Halfway through the “home years”, halfway through my teaching career, halfway…halfway…

In the past fourteen years, I have carried many, many things. I have carried things for my students and I have carried things because of them. Some things are so very heavy and painful to bear. I have carried the crushing blow of a college rejection, the anxiety of Spring Break trips, the heavy load of the death of a parent. I have suffered under the weight of test scores and I have nearly drowned in the flood of white with blue lines or black text that covers my desk. I have carried the knowledge of kids who work all night and go to school all day just so that they can help a parent pay the bills, of a girl who was skipping school to chase the paper trail that is beaurocacy from the Social Security Office to the bank to the Housing Authority so that she could stay in school and live in a safe place. I have carried disabilities and health plans. I have carried the stress of seniors as they feel pressured to make life decisions RIGHT NOW when those life decisions don’t even need to be made for several years. I have carried the financial burden of a student who didn’t have the money to pay her father’s burial expenses and the funeral home was going to hold the body until they found the money. I have carried the weight of an empty chair at graduation, cap and gown draped over it for a student who never came home. I have carried other students across the stage, metaphorically speaking, to receive a diploma that probably should have had my name on it as well.

But oh, the beautiful things I have carried… I have carried the bite in the air of a Friday night football game, the tears of a successful curtain call, the triumphant cap toss in May. I have carried projects that perfectly captured the theme of a literary work, bags of brown research paper envelopes that proved to some that what seemed to be impossible was very much within their reach. I have carried Holocaust Memorial Projects that took my breath away because I know that THEY GOT IT, they embodied the message and purpose of Holocaust education. I have carried checks to non-profit agencies that represented blood, sweat, and tears from Holocaust Lit kids who went so far above and beyond in their projects that it astounded even me. I have carried the words of thousands of letters of recommendations. I have carried 2100 (more or less) names and faces. I have carried five yearbooks and the staffs I will never forget. I have carried ____ proms. I have carried college graduations and military deployments and weddings and new babies and new jobs for the “kids” who will always be “mine”. I have carried millions of text and fb messages and the occasional handwritten letter that boost my spirit in a way very little else can. I have carried requests to proofread and analyze long after these people leave my classroom.  I have carried the thrill of exciting news, the joy of seeing someone find his or her dream calling, the excitement of watching an athletic ability flourish at the collegiate level.


I have carried the words, the stories… so, so many words and stories. I think when you teach English, you become, in some sense, the keeper of the stories.

Wednesday, May 3, 2017

Friday, April 28, 2017

Week of May 1

Monday, 5/1
Abstracts, finish paper

Tuesday, 5/2
Research presentations
Paper due
No 4th

Wednesday, 5/3
Research presentations for 4th

Thursday, 5/4
Sense and Sensibility
Journals due

Friday, 5/5
Senior walk and lunch

Thursday, April 27, 2017

Final Research Paper Format and Submission

YOU DID IT!!! Congratulations, you are finally finished with your research paper! Now what?

You will email your entire paper, including works cited and outline to adavis@clevelandschools.org. I will print them out and give them to you between submission and next Tuesday. On Tuesday, submit your paper in the brown envelope I gave you when we first started. You will not staple anything together at all. In that brown envelope should be the following components:

Index Cards (Source and Note)
Outline
Works Cited Page
Cover Sheet (this needs to have your name, the title of the paper, the date)
6-8 page research paper complete with in-text citations (and it should follow the outline) and numbered pages 2-___ (they should be in the upper right hand corner of pages 2-___ and should say your last name and the page number)-- YOU DO NOT NUMBER PAGE ONE. NOR DO YOU PUT A HEADING ON ANY OTHERS.

Here is a link for a sample paper in proper formatting.
https://owl.english.purdue.edu/owl/resource/747/13/

When you finish, you are going to work on writing your abstract.

Tuesday, papers are due to be submitted to me at the beginning of the period and you must have your abstract in your hand in order to take part in research presentations. If you don't, it's a big fat zero. HAVE IT.

Friday, April 21, 2017

Week of April 24

Keep going with that research!!! Some of you, especially in fourth, are making great progress. It is still very attainable for everyone, just kick it into gear!

Monday, 4/24
Research

Tuesday, 4/25
Research
(3 block day)
No 2nd period

Wednesday, 4/26
Research
3 block day
Type Paper

Thursday, 4/27
Research
Type paper

Friday, 4/28
Research

Outline

Bold should be printed in your own outline exactly as it appears here. Italics should be personalized to fit your own topic, but make sure something is present everywhere there is italicized information. Everything in regular print can be eliminated from your outline.

I. Introduction
       A. Hook-- TVA snail darter story, featuring Zygmunt Plater's class
       B. Claim/Thesis-- There should be restoration of habitats for          endangered animals in order to protect all members of the environment.

II. Definition/Historical Context
      A. Terms
      B. 

III. Proof-- Reasons why habitats should be restored
      A. One species helps another
            1. Elk in North Carolina
            2. Panther in Florida
      B. Encourages conservation of natural resources
            1. Tennessee River
            2. St. John's River
            3. East Coast Inlets

IV. Counterclaim
      A. Restoring habitats is expensive.
            1. Money spent on elk project
            2. Money spent on American chestnut project
      B. Restoration is not guaranteed.
            1. Wolf project
            2. Panther project

V. Concession-- Yes, but restoration is expensive and cannot be guaranteed.

VI. Rebuttal-- The loss of human quality of life is incalculable.
      A. Loss of productive farmland
      B. Loss of natural resources

VII. Conclusion
      A. Brief Summary
      B. Memorable Final Statement and/or Call to Action
          1. Contribute to National Wildlife Organization
          2. Quote from President of Sierra Club

Works Cited

Below is a link to a sample works cited page. A works cited page is a simple document that provides a list of the sources you used in your paper. The format of the works cited page consists of copying your source cards in their EXACT format onto a word processing document. There are a few
very important things to note about this document.
1. The works cited page should be in alphabetical order by the FIRST WORD OF THE ENTRY. In some cases, that will be the author last name. In others, it may be the title of the article. WHATEVER WORD COMES FIRST ON YOUR SOURCE CARD, THAT IS WHAT SHOULD COME FIRST ON THE WORKS CITED PAGE.
2. The first line of each entry is LEFT JUSTIFIED. The second (and third and fourth and so on, if there are more) OF EACH ENTRY should be indented (by pressing "tab").
3. Do not include the URL (I know it says to, and apparently they have added it back, but we aren't doing that this time).
4. Double space the entire document (no extra lines between sources).
5. Put the words "Works Cited" at the top, centered.

https://owl.english.purdue.edu/owl/resource/747/12/

Toulmin Model

Here are some links to the Toulmin model information.

http://writing2.richmond.edu/writing/wweb/toulminprint.html

http://commfaculty.fullerton.edu/rgass/toulmin2.htm

https://owl.english.purdue.edu/owl/resource/588/03/

http://writing.colostate.edu/guides/guide.cfm?guideid=58

The basic breakdown is this: Stephen Toulmin noticed that good, realistic arguments consist of six parts:

Data-- facts or evidence used to prove the argument
Claim-- statement being argued (thesis)
Warrants-- general, hypothetical logical arguments that bridge between claim and data
Qualifiers-- statements that limit the strength of the argument
Rebuttals-- Counter-arguments or statements indicating circumstances when the general argument doesn't hold true
Backing-- statements that serve to support the warrants


Outline Form for Toulmin Model
I. Introduction of the problem or topic
   A. Hook (gets reader's attention)
   B. Introduce problem or topic
   C.  Introduce our CLAIM or thesis, possibly with qualifiers
II. Offer data to support argument
III. Explore warrants to show how data is connected to claim
    A. Warrant #1 (Reason 1)
    B. Warrant #2 (Reason 2)
IV. Offer factual backing to show that logic used in the warrants is good in terms of realism as well as theory
    A. Backing for Warrant #1
    B. Backing for Warrant #2
V. Discuss counter-argument
VI. Rebuttal (Reason #3)
VII. Conclusion -- implications of the argument, summation of points, or final evocative thought to ensure the reader remembers the argument

Thursday, April 13, 2017

Week of April 17

Monday, 4/17
OFF!!!

Tuesday, 4/18
Research

Wednesday, 4/19
3 block day
1,2,4
Research
Notecards check
Meet in the library

Thursday, 4/20
Research
Works Cited

Friday, 4/21
Research
Outlines


Tuesday, April 11, 2017

Research Scene Assessment

Today's task is merely to acquaint yourself with possible topics. The main thing you need to remember is that your research paper serves to address a RESEARCHABLE QUESTION. Therefore, you need to first select an issue, then come up with a researchable question for that particular issue.

Example:
When I start to think about research topics, I ask myself what issues I am particularly interested in right now. I quickly dismiss the cliche topics such as capital punishment, abortion, etc.. I consider what I have read lately, what issues in the news have piqued my interest. I remember that the current refugee situation (specifically Syrian, but also all around the world) has always held interest for me. It is a very current hot topic, so there should be scads of information about it. 

I choose the very, very broad topic of "Refugees". Now, I need to both narrow that down AND come up with a researchable question. This question may get more narrow as my research goes on, but today I need to end class with something. 

Using the search website below, I am going to find viewpoints on refugees.

http://ic.galegroup.com/ic/ovic/AdvancedSearchPage?u=tel_s_tsla&p=OVIC

Then I will narrow the topic down and search through these sites.

http://ic.galegroup.com/ic/ovic/ViewpointsFullListPage/ViewpointsFullListWindow?failOverType=&query=KE+refugees&prodId=OVIC&windowstate=normal&contentModules=&display-query=KE+refugees&mode=view&displayGroupName=Viewpoints&limiter=AC+y&u=tel_s_tsla&currPage=1&displayGroups=&totalSearchResultCount=&source=fullList&p=OVIC&action=e&catId=&activityType=AdvancedSearch&scanId=CSH

After perusing these different links, I think that my researchable question is going to be, at least in the beginning, "Do National Governments have an obligation to Refugees?"

Spoiler alert, as I continue in research, I will narrow this down further to "Does the United States have an obligation to Syrian Refugees?" 

For today, you need to click on this link
http://ic.galegroup.com/ic/ovic/?p=OVIC&u=tel_s_tsla

Be sure to click "view all" beside each broad topic. You will see a list of between 20 and 75 topics. Find one that interests you, click on it, then look on the right side of the page at the "On the Page" list. You want to click and look at "viewpoints" links, "academic journals" links.

Look around (a LOT) and hone in on some topics and researchable questions. At the end of the period today, I need you to turn in the index card with your broad topic and researchable question. It HAS to be a topic with two clear sides to it.... two DEBATABLE sides. You don't have to pick a side right now. You will actually research BOTH sides before you choose the side you are going to argue. As you look and pick, make sure that there is enough information for you to get a 6-8 page research paper (with 10 sources) on it.

Monday, April 10, 2017

Week of April 10

Monday, 4/10
Intro to Research

Tuesday, 4/11
Research

Wednesday, 4/12
Research

Thursday, 4/13
Research

Friday, March 31, 2017

Week of April 3

Well, the time has come. The time you have been anxiously awaiting since the semester started. The time to create your RESEARCH PAPER!!!

Monday, 4/3
Satire
ALL SENIOR MEMORY BOOK CHAPTERS DUE

Tuesday, 4/4
Test

Wednesday, 4/5
Watch debate

Thursday, 4/6
Start research project

Friday, 4/7
Research
JOURNALS DUE

Satire



 


 

Friday, March 24, 2017

Week of March 27

Monday, 3/27
Carpe Diem Poetry

Tuesday, 3/28
Dead Poet's Society

Wednesday, 3/29
Dead Poet's Society

Thursday, 3/30
John Donne

Friday, 3/31
Swift

Friday, March 10, 2017

Week of March 20

Welcome back! I hope you had a great spring break! It's all downhill from here. :)

Monday, 3/20
Senior Memory Book 9/10
Write resumes

Tuesday, 3/21
Senior Outreach

Wednesday, 3/22
Senior Interviews, Practice
Interview Skills

Thursday, 3/23
Senior Interviews

Friday, 3/24
Sonnets

Thursday, March 9, 2017

Macbeth Essay

You have three options for the Macbeth essay. You can see that they are worth different amounts of points, and this is because one option is significantly more challenging than the others and will take more work and thought. Please read carefully and make certain to follow the criteria for the essays. Essays must be typed and should be completed in your Class Notebook under the Handouts tab. You need to title it Macbeth Essay.

Choose one of the three options below and write a thorough essay on the topic. You should include at least three textual references in your paper, and work them SUBTLY into it. In other words, don't just throw a quote out there. Work the quote in and then follow up. Explain it. Also, you need to reference it, which you can do by using parenthetical references (Act I, scene 4, line 284). Quotes DO NOT have to be full lines or sentences! If you are writing your essay and establishing Lady Macbeth as the epitome of evil, you might use the phrase "his fiend-like queen" (Act V, scene 7, line 32). *I made that reference up. I don't have it memorized.

***This is a great place to showcase your understanding of a motif by working it into your essay!

Option #1-- worth 95 points
One of the strongest human drives seems to be a desire for power. Write an essay in which you discuss how a character in Macbeth struggles to free himself or herself from the power of others or seeks to gain power over others. Be sure to demonstrate in your essay how the author uses this power struggle to enhance the meaning of the work.
***Important notes: First of all, you need to decide if you are going to show someone struggling to free him/herself from power or seeking to gain power. Secondly, you need to decide which character you are going to use. Due to the last part of the prompt, you need to establish what you believe to be the meaning of the work, THEN use the character's power struggle to enhance that meaning.

Option #2-- worth 90 points
Works of literature often depict acts of betrayal. Friends and even family may betray a protagonist; main characters may likewise be guilty of treachery or may even betray their own values. In a well- written essay, analyze the nature of betrayal in Macbeth and how it contributes to the meaning of the work as a whole.
***Important notes: This is a two-fold question. First of all, you need to understand what the meaning of the work as a whole IS. Secondly, you are going to use the nature of betrayal (with several examples) and how that contributes to the meaning.

Option #3-- worth 105 points
This one is a little bit of a choose your own adventure. Using the word you traced, compose an essay that illustrates movement, progression, change, or revelation. It might be that you show how Macbeth changes through the play by looking at the different ways he uses the word "blood". It might be that you explain how Lady Macbeth's is revealed by the light/dark motif and the word "night". This is as broad as your creative minds.
***Important notes: Make certain that you use textual references all the way through and that you are PROVING something in your essay.

Don't ask about length of these essays. I don't give requirements as far as paragraphs or page lengths. The answer to the "how long" question is simply "however long it needs to be to do the job thoroughly". 

Tuesday, February 28, 2017

Macbeth Resume Assignment-- Wednesday

Later this month, you are going to complete a resume, cover letter, and job application for yourself, then take part in a senior interview. In order to both prepare for that AND to get in some creative work with Macbeth, I want you to do a resume for Macbeth. You may use any template that you want to use (word online is a great place to start) for resumes, but you will fill in the information as if MACBETH was writing a resume to take power. Be as creative as you want to be but hold to the text. For example, in previous experience, you might mention his "unseaming" of his enemy in Act I. For references, the witches might be good options. Be creative with his name, his address, etc.. This can be a really fun assignment and the ones last semester turned out GREAT. When you finish, and you need to finish this class period, email it to me at adavis@clevelandschools.org . Make certain you are finished by the end of the class. I can't wait to read them!

Wednesday, February 22, 2017

Week of February 27

You will have a sub for half the week but we will be making the most of your time every day, I promise.

Monday, February 27
Act III

Tuesday, February 28
Act III

Wednesday, March 1
Macbeth Resume
SUB

Thursday, March 2
Senior Memory Book 6
SUB

Friday, March 3
Senior Memory Book 7/8
Word Tracing
Journals Due
SUB

Macbeth Memorization Extra Credit

Long post, but here they are. If you want to do extra credit memorization and then recite it for me, you are welcome to. :) 

Option 1
Act I, scene 7, lines 1-29
  If it were done when 'tis done, then 'twere well
    It were done quickly: if the assassination
    Could trammel up the consequence, and catch
    With his surcease success; that but this blow
    Might be the be-all and the end-all here,
    But here, upon this bank and shoal of time,
    We'ld jump the life to come. But in these cases
    We still have judgment here; that we but teach
    Bloody instructions, which, being taught, return
    To plague the inventor: this even-handed justice
    Commends the ingredients of our poison'd chalice
    To our own lips. He's here in double trust;
    First, as I am his kinsman and his subject,
    Strong both against the deed; then, as his host,
    Who should against his murderer shut the door,
    Not bear the knife myself. Besides, this Duncan
    Hath borne his faculties so meek, hath been
    So clear in his great office, that his virtues
    Will plead like angels, trumpet-tongued, against
    The deep damnation of his taking-off;
    And pity, like a naked new-born babe,
    Striding the blast, or heaven's cherubim, horsed
    Upon the sightless couriers of the air,
    Shall blow the horrid deed in every eye,
    That tears shall drown the wind. I have no spur
    To prick the sides of my intent, but only
    Vaulting ambition, which o'erleaps itself
    And falls on the other.


Option 2
Act II, scene 1, lines 33-61
Is this a dagger which I see before me,
The handle toward my hand? Come, let me clutch thee.
I have thee not, and yet I see thee still.
Art thou not, fatal vision, sensible
To feeling as to sight? Or art thou but(45)
A dagger of the mind, a false creation,
Proceeding from the heat-oppressed brain?
I see thee yet, in form as palpable
As this which now I draw.
Thou marshall'st me the way that I was going,(50)
And such an instrument I was to use.
Mine eyes are made the fools o’ the other senses,
Or else worth all the rest. I see thee still,
And on thy blade and dudgeon gouts of blood,
Which was not so before. There's no such thing:(55)
It is the bloody business which informs
Thus to mine eyes. Now o'er the one half-world
Nature seems dead, and wicked dreams abuse
The curtain'd sleep; witchcraft celebrates
Pale Hecate's offerings; and wither'd Murder,(60)
Alarum'd by his sentinel, the wolf,
Whose howl's his watch, thus with his stealthy pace,
With Tarquin's ravishing strides, towards his design
Moves like a ghost. Thou sure and firm-set earth,
Hear not my steps, which way they walk, for fear(65)
Thy very stones prate of my whereabout,
And take the present horror from the time,
Which now suits with it. Whiles I threat, he lives;
Words to the heat of deeds too cold breath gives.

Option 3
Act IV, scene 1
  First Witch.  Thrice the brinded cat hath mew’d. 
  Sec. Witch.  Thrice and once the hedge-pig whin’d.   4
  Third Witch.  Harper cries: ’Tis time, ’tis time. 
  First Witch.  Round about the cauldron go; 
In the poison’d entrails throw. 
Toad, that under cold stone   8
Days and nights hast thirty-one 
Swelter’d venom sleeping got, 
Boil thou first i’ the charmed pot. 
  All.  Double, double toil and trouble;  12
Fire burn and cauldron bubble. 
  Sec. Witch.  Fillet of a fenny snake, 
In the cauldron boil and bake; 
Eye of newt, and toe of frog,  16
Wool of bat, and tongue of dog, 
Adder’s fork, and blind-worm’s sting, 
Lizard’s leg, and howlet’s wing, 
For a charm of powerful trouble,  20
Like a hell-broth boil and bubble. 
  All.  Double, double toil and trouble; 
Fire burn and cauldron bubble. 
  Third Witch.  Scale of dragon, tooth of wolf,  24
Witches’ mummy, maw and gulf 
Of the ravin’d salt-sea shark, 
Root of hemlock digg’d i’ the dark, 
Liver of blaspheming Jew,  28
Gall of goat, and slips of yew 
Sliver’d in the moon’s eclipse, 
Nose of Turk, and Tartar’s lips, 
Finger of birth-strangled babe  32
Ditch-deliver’d by a drab, 
Make the gruel thick and slab: 
Add thereto a tiger’s chaudron, 
For the ingredients of our cauldron.

Option 4
Act V, scene 3, lines 22-28 and Act II, scene 1, lines 48-72
I have lived long enough: my way of life
Is fall'n into the sear, the yellow leaf;
And that which should accompany old age,
As honour, love, obedience, troops of friends,
I must not look to have; but, in their stead,
Curses, not loud but deep, mouth-honour, breath,
Which the poor heart would fain deny, and dare not. Seyton!
To be thus is nothing;
But to be safely thus.--Our fears in Banquo
Stick deep; and in his royalty of nature
Reigns that which would be fear'd: 'tis much he dares;
And, to that dauntless temper of his mind,
He hath a wisdom that doth guide his valour
To act in safety. There is none but he
Whose being I do fear: and, under him,
My Genius is rebuked; as, it is said,
Mark Antony's was by Caesar. He chid the sister
When first they put the name of king upon me,
And bade them speak to him: then prophet-like
They hail'd him father to a line of kings:
Upon my head they placed a fruitless crown,
And put a barren sceptre in my gripe,
Thence to be wrench'd with an unlineal hand,
No son of mine succeeding. If 't be so,
For Banquo's issue have I filed my mind;
For them the gracious Duncan have I murder'd;
Put rancours in the vessel of my peace
Only for them; and mine eternal jewel
Given to the common enemy of man,
To make them kings, the seed of Banquo kings!
Rather than so, come fate into the list
And champion me to the utterance! Who's there!

Option 5
Act I, scene 3, lines 130-142/Act V, scene 5, lines 19-28/Act 5, scene 8, lines 27-34
This supernatural soliciting
Cannot be ill, cannot be good: if ill,
Why hath it given me earnest of success,
Commencing in a truth? I am thane of Cawdor:
If good, why do I yield to that suggestion
Whose horrid image doth unfix my hair
And make my seated heart knock at my ribs,
Against the use of nature? Present fears
Are less than horrible imaginings:
My thought, whose murder yet is but fantastical,
Shakes so my single state of man that function
Is smother'd in surmise, and nothing is
But what is not.
To-morrow, and to-morrow, and to-morrow,
Creeps in this petty pace from day to day
To the last syllable of recorded time,
And all our yesterdays have lighted fools
The way to dusty death. Out, out, brief candle!
Life's but a walking shadow, a poor player
That struts and frets his hour upon the stage
And then is heard no more: it is a tale
Told by an idiot, full of sound and fury,
Signifying nothing.
I will not yield,
To kiss the ground before young Malcolm's feet,
And to be baited with the rabble's curse.
Though Birnam wood be come to Dunsinane,
And thou opposed, being of no woman born,
Yet I will try the last. Before my body
I throw my warlike shield. Lay on, Macduff,
And damn'd be him that first cries, 'Hold, enough!'

Friday, February 17, 2017

Week of February 20

MACBETH!!! Can't wait!!!

Monday, 2/20
No school

Tuesday, 2/21
Macbeth intro (notes)
Act I

Wednesday, 2/22
Finish I
Act II

Thursday, 2/23
Act II
Sub in fourth

Friday, 2/24
Act II

Monday, February 13, 2017

Week of February 13

Well, we have had to readjust but it's totally no big deal because HOW AWESOME WERE THOSE DAYS OFF????? :)

Monday, 2/13
Senior Memory Book 5
Arthurian Legends, Norms

Tuesday, 2/14
Final Activity

Wednesday, 2/15
Finish, Presentations

Thursday, 2/16
Unit 2 Test

Friday, 2/17
Intro to Renaissance

Arthurian Legends Assignment

In your textbook, read pages 190-196 (Le Morte d’ Arthur). When you finish, complete the assignment below.

You have read The Canterbury Tales, Sir Gawaine and the Green Knight, and the Arthurian Legend in your book. You should have a pretty good handle on the society represented by these works (a “Knight’s Tale” movie helped as well). I want you to come up with a list of “norms” that the Middle Ages society would have been defined by.... societal expectations, in other words. Use textual evidence to support them. This means that beside each norm, you need to reference something from one of these works.  The last step of this assignment is to create a list of norms for what you believe is an ideal society... not necessarily the one in which we live, thought it might be.  I am including the Norms that Cleveland High School has chosen for this school year below as an example. (You might also want to ask yourself if you are following those norms in your regular school day.....)

Work Hard
Be on time.
Come prepared to be a part of this community.
Be a good listener and share your voice.
Be Nice
Yourself
Your Peers
Your Leaders
Your School
Get Smart
Be flexible and willing to accept challenges.
Take charge of your learning.
Be an active and engaged listener.

Monday, February 6, 2017

Week of February 6

We finish Unit 2 this week! Test is Friday!

Monday, 2/6
Senior Memory book 3/4
WOB Tale

Tuesday, 2/7
Final Activity

Wednesday, 2/8
Final Activity

Thursday, 2/9
Final Activity finished, presentations

Friday, 2/10
Unit 2 Test


Sunday, January 29, 2017

Monday, 1/30

Sorry I'm out again. I went to the dr Fri and got a shot and an antibiotic but my fever keeps hanging around on and off. 

Two things for today, and if you finish early, just work on your journals which are due soon. 

1. Senior Memory book, chapter 2. Follow instructions below to get back into OneNote or ClassNotebook if you can't remember. You will just start a second page in the Senior Memory Book Notebook and call it Chapter 2. 
2. I want y'all to finish the Prologue (following the instructions below) if you didn't Friday and I'll explain anything needed when I get back tomorrow. 

Assignment: 
Continue reading the Prologue (silently to yourself). However,  I want you to take notes as you read. Get a computer and log into your Class notebook. 

(Process: 
1. Log onto computer.
2. Log into your school email using "Microsoft login" in the search bar. 
3. Click on the waffle or grid in the upper left hand corner.
4. Click on either One Note or Class Notebook.
5. Click on shared notebooks, English IV 2nd or 4th period, then the tab on the left with your name and then the tab on the left with Class Notes.
6. Take your notes there (info below about what I want included). 
7. If your neighbors are struggling to get there on the computer, help them. If you are struggling, ask for help. IF it simply WILL NOT work and you have tried other computers, do it on paper.)

Write the name of each character, the socio-economic status (and a text ref for that), feudal, city, or church category (and a text ref), and some details about the person (like we did aloud in class Thur). Do this for each character as you read. I'll check these for a grade.

Do not be on your phones or talking!

Thursday, January 26, 2017

Friday, Jan 27

Sorry I'm out, guys. I kind of feel like I'm dying of sinus junk tonight. I want y'all to go on with the Prologue and I'll explain anything needed when I get back. 

Assignment: 
Continue reading the Prologue (silently to yourself). However,  I want you to take notes as you read. Get a computer and log into your Class notebook. 

(Process: 
1. Log onto computer.
2. Log into your school email using "Microsoft login" in the search bar. 
3. Click on the waffle or grid in the upper left hand corner.
4. Click on either One Note or Class Notebook.
5. Click on shared notebooks, English IV 2nd or 4th period, then the tab on the left with your name and then the tab on the left with Class Notes.
6. Take your notes there (info below about what I want included). 
7. If your neighbors are struggling to get there on the computer, help them. If you are struggling, ask for help. IF it simply WILL NOT work and you have tried other computers, do it on paper.)

Write the name of each character, the socio-economic status (and a text ref for that), feudal, city, or church category (and a text ref), and some details about the person (like we did aloud in class Thur). Do this for each character as you read. I'll check these for a grade.

Do not be on your phones or talking!

Unit 2 Essential Questions

The essential questions for Unit 2 are listed below. Consider these questions in a personal, historical, literary, societal context and leave a comment on the blog in which you respond through one of the lenses listed above.

How do we as individuals reflect the society in which we live?
How are our values and beliefs formed and shaped by society?
OR
Do our values and beliefs shape our society?
What is the role of literature in preserving a society?

Can literature be an agent for social change?