ZZZ

=GRAMMAR=


 * ===Concepts We Covered Semester 1:===

Identifying Words as Parts of Speech

Subject Predicate Direct and Indirect Object Independent and Dependent Clauses

Parallel Structure Active/Passive Voice Comma Splices Dashes Semicolons Colons ||

Assignment #1: Grammar People
Create either "Parts of Speech People" (8) or "Subject, Predicate, Direct Object, and Indirect Object, Independent, and Subordinate Clause People." You can do this on video or through Comic Life or with some other program I haven't mentioned. The only requirement: Each person much have at least twenty words of dialogue that help the audience understand the concept behind the character.

This project should be shared with me via email, and posted in what we'll call your iWeb notebook (which will eventually be published on the 'Net).

Inspiration for your "Parts of Speech People," as well as "Subject, Predicate, Direct Object, and Indirect Object, Independent, and Subordinate Clause People." Mr. T

Assignment #3: Grammar Test
Create a test over the following (with answer key) and send it to me by email:

Subject Predicate Direct and Indirect Object Independent and Dependent Clauses Parallel Structure Active/Passive Voice Comma Splices Dashes Semicolons Colons

Assignment #4: Super Hero
Please create a story that's 300 words or more with a superhero in it. You must use and label (no surprise here) each of the following:

Subject Predicate Direct and Indirect Object Independent and Dependent Clause Parallel Structure Active Voice Passive Voice Dash(es) Semicolon Colons

Assignment #5: Updated iWeb Notebook
Your iWeb notebook should have DEFINITIONS and EXAMPLES of all of the following:

Subject Predicate Direct and Indirect Object Independent and Dependent Clauses Parallel Structure Active/Passive Voice Comma Splices Dashes Semicolons Colons

If you know the concept well, please indicate that by your definition and example.

If you do not know the concept well, please supply at least one NON-EXAMPLE before or after your example, and explain why it is not a good example.

If you did not score a MEETS on the parts of speech ID quiz, you need a page where you identify three different example words for each part of speech. You should identify these words IN SENTENCES.

Please compress a copy of your iWeb notebook and send it to me as an attachment!

Updated iWeb Notebook Rubric:
EXCEEDS Thorough, thoughtful, creative.

MEETS Thorough and thoughtful, with a few minor inaccuracies or omissions.

PARTIALLY MEETS Notes are somewhat incomplete, or not particularly thoughtful.


 * ==What's On for Semester 2:==



Deadline: May 19

Future assignment:



Deadline: May 31


 * Final Exam:** [[file:GrammarReviewExtravaganza_FinalExam.pdf]]

A good example of the final exam: ||

Just for Fun (not an official assignment): Mad Libs== ==

= = =DEBATE=

Event Choices:
LINCOLN DOUGLASS This is the simplest mode of debate - it's certainly a good way of being introduced to debate, if you've never done it.

//Warning: The real debate starts about 8:30 into this video. The volume is low, but if you use earphone or plug in speakers, you should clearly hear what's said.// media type="custom" key="9978723"
 * Resolved: that the pursuit of scientific knowledge ought to be restrained by concern for the social good.**

PUBLIC FORUM This seems like a pretty dynamic and somewhat complex mode of debate. It's in teams.

media type="custom" key="9978727"

media type="custom" key="9978731"
 * Resolved: that when a choice is required for public high schools in the United States, government funding should prioritize vocational education over college preparatory education.**

CONGRESSIONAL DEBATE Student Congress is basically a derivative from our own Legislature government. Students form a legislative body (House of Representatives and Senate), which in turn debate and pass laws as if they were real legislature. The students are to be called either Representatives or Senators while attending a meet. The event should always be treated as if they were actually sitting in the United States Congress. By participating in this a student can learn all about how a bill becomes a law. They also learn about government, the constitution, and what it is like to be in a government position. Students are the most important element of Student Congress. They write the bills that are considered in session and determine the course of the proceedings through a variety of motions and the decisions of their presiding officer. A minimum number of students and schools (4) are needed in order for the Congress to be sanctioned by the NFL. Each school can send up to two in the Senate(those should be your top debaters from your school) and as many as you would like to the House. One judge or Parliamentarian per 5 students is required.
 * What is Student Congress? ** (This explanation is taken from Maine Forensic Association materials.)

//The first seven minutes is explanation of congressional debate and how it works; examples of congressional debate follow.// media type="custom" key="9978739"

SPEECH

2010 September/October Topic Resolved: States ought not possess nuclear weapons.
 * Lincoln Douglass Debate:**

2010 October Topic Resolved: NATO presence improves the lives of Afghan citizens.
 * Public Forum Debate:**

**Speech:**
Prose and Novice Prose Reading Poetry Reading and Novice Poetry Reading (PO and NPO) Humorous Interpretation (HI) Dramatic Interpretation (DI) Duo Interpretation (Duo) Ensemble (ENS) Storytelling (ST) Oratorical Declamation (ODec) Original Works (OW) Original Oratory (OO) Extemporaneous (XT)

media type="custom" key="9978743"
 * Example of an extemporaneous speech:**

//**Domestic:**// __September, October, and November:__ Politics in America: Elections Islam in America The American Educational System //**Foreign:**// __September, October, and November:__ Islam as an influence in the world today China & India and Brazil and Russia Middle East
 * Extemporaneous topics:**

Please explore the debate format of your choice at this site: Maine Forensic Association Event Resources

Another site to be explored eventually: National Forensic League

Meetings and Meets:
Tuesday Team Meetings:

Oct. 5, 12, 19, 26

//Possible// first meet at Maranacook? Observation meet?: Oct. 23

"Definite" first meet at Bangor: Oct. 30

//Debate we're probably not going to do:// **Policy Debate** (not much done anymore in Maine): Resolved: The United States federal government should substantially reduce its military and/or police presence in one or more of the following: South Korea, Japan, Afghanistan, Kuwait, Iraq, Turkey

=BRITISH LIT=

//I am the Messenger// by Markus Zusack


//STANDARD: Read and evaluate texts, within a grade appropriate span of text complexity, by applying knowledge and strategies of comprehension and vocabulary.//

College Essay
Write one! Give me the prompt for it, too, if you could.

//STANDARD: Use a writing process to develop an appropriate genre//

//STANDARD: Write pieces related to educational development, career issues, and civic participation//

Mini Speech
Give a mini speech of no longer than a minute. Identify your use of appeals to logic, emotion, and character.

//STANDARD: Use a writing process to develop an appropriate genre//

//STANDARD: Apply rhetorical skills and demonstrate the use of structures and conventions (MUGS)//

"This I Believe" essay
Write an essay that's like a "This I Believe" essay. You can find examples of "This I Believe" essays here. This essay will be assessed using the Expressive Writing Rubric. Be sure to use language that appeals to the senses!

//STANDARD: Use a writing process to develop an appropriate genre//

//STANDARD: Apply rhetorical skills and demonstrate the use of structures and conventions (MUGS)//

//STANDARD: Use a writing process to develop an appropriate genre//

//A Portrait of the Artist as a Young Man// by James Joyce


//STANDARD: Read and evaluate texts, within a grade appropriate span of text complexity, by applying knowledge and strategies of comprehension and vocabulary.//

//STANDARD: Use a writing process to develop an appropriate genre//

"A Modest Proposal" by Jonathan Swift
"A Modest Proposal" by Jonathan Swift

1) A zipped Pages worksheet in which you must identify rhetorical devices in "A Modest Proposal":

//STANDARD: Read and evaluate texts, within a grade appropriate span of text complexity, by applying knowledge and strategies of comprehension and vocabulary.//

2) Create your own "Modest Proposal," which should be at least 500 words long, and which will be scored using the expressive writing rubric.

//STANDARD: Use a writing process to develop an appropriate genre//

//STANDARD: Apply rhetorical skills and demonstrate the use of structures and conventions (MUGS)//

"The Importance of Being Earnest" by Oscar Wilde
"The Importance of Being Earnest" writing prompt:

//STANDARD: Use a writing process to develop an appropriate genre.//

//STANDARD: Read and evaluate texts, within a grade appropriate span of text complexity, by applying knowledge and strategies of comprehension and vocabulary.//

Romantic Poetry
"The World is Too Much with Us" by William Wordsworth "Kubla Khan" by Samuel Coleridge "Bright Star" by John Keats



San Jose University - Romanticism

//STANDARD: Read and evaluate texts, within a grade appropriate span of text complexity, by applying knowledge and strategies of comprehension and vocabulary.//

The Byronic Hero
University of Houston - Byronic Hero Fullerton College Course on the Byronic Hero Dr. Wheeler's Definition of a Byronic Hero (Carson-Newman College) (//See bottom of page//.) Georgetown College - Eng 213
 * Definitions:**

Write a minimum of 250 words on a moment or a day in the life of a modern Byronic hero. Your dramatization should feature no fewer than three qualities of a Byronic hero. Three evident Byronic hero qualities will earn an "exceeds"; two, a "meets"; and one a "partially meets."
 * Assignment:**

//STANDARD: Use a writing process to develop an appropriate genre//

// Frankenstein //
A 1910 silent film on the //Frankenstein// story produced by Thomas Edison: media type="custom" key="5992935"



Some //Frankenstein// retellings:

"Real" Frankenstein media type="file" key="Real Frankenstein.mp3" width="240" height="20"

WSNBL media type="file" key="WSNBL.mp3" width="240" height="20"

Franken media type="file" key="Franken.mp3" width="240" height="20"

//STANDARD: Use a writing process to develop an appropriate genre.//

//STANDARD: Read and evaluate texts, within a grade appropriate span of text complexity, by applying knowledge and strategies of comprehension and vocabulary.//

// Hamlet //
media type="youtube" key="EdTnlnJjSqE" height="385" width="640"

media type="youtube" key="IwbB6B0cQs4" height="385" width="480"

Your final assignment:

media type="custom" key="6286963"

[|B B's Xtranormal]

A W's Xtranormal

//STANDARD: Use a writing process to develop an appropriate genre//

//STANDARD: Read and evaluate texts, within a grade appropriate span of text complexity, by applying knowledge and strategies of comprehension and vocabulary.//

Final
Write a story involving five fictional characters we've studied this year in British Literature.

media type="custom" key="5445543" media type="custom" key="5443957" media type="custom" key="5444047"

Brit Lit Literary Timeline: Part I


Timeline #1 Timeline #2

= = =AP Language=

//Please use the sign in link, then choose the discussion link.// Google Sign In Honors/AP Discussion Group

Todd/Sonkin Collecting Expedition
 * The Reality Behind //The Grapes of Wrath//:**

media type="file" key="Interview.mp3" width="240" height="20" (Becker interview: mention of Grapes of Wrath; description of camps) media type="file" key="InterviewAboutOkAndWhyHeCameToCA.mp3" width="240" height="20" (Higginbotham interview I: Getting forced off land) media type="file" key="GovernmentCampSong.mp3" width="240" height="20" (Government Camp Song) media type="file" key="InterviewOnFSAcampGovernance, AttitudeTowardsOkies.mp3" width="240" height="20" (Interview with Jose Flores) media type="file" key="JoseFloresonAmCitizenship&AmFamilies.mp3" width="240" height="20" (Interview with Jose Flores - American Citizenship and American Families) media type="file" key="Oklahoma.mp3" width="240" height="20" (Oklahoma) media type="file" key="FightForUnionRecognition.mp3" width="240" height="20" (Fight for Union Recognition) media type="file" key="SunnyCalbyJackBryant.mp3" width="240" height="20" (Sunny Cal)

Edward Murrow and McCarthyism NPR: Walter Cronkite's Take on Murrow/McCarthy Exchange 50 Years Later Murrow's Report on Senator Joseph McCarthy (text) The End of Murrow's Report on Senator Joseph McCarthy (audio) McCarthy Reply to Edward Murrow (text) McCarthy's Reply to Edward Murrow (CBS video)
 * //The Crucible// and McCarthyism**:

//Check out this video on McCarthyism:// media type="youtube" key="PG6rHpDG-0c" height="385" width="480"

//A somewhat less engaging but historically accurate video on McCarthyism:// media type="youtube" key="07buRRJ6s4k" height="385" width="640"



How well does it do that now?




//**Their Eyes Were Watching God**//:

Zora Neale Hurston's Hometown Legacy Video

Alachua County's "Big Read" of //Their Eyes Were Watching God//: (This video contains some information about the movement in the 1970's to bring more attention to Hurston's life and writing.) media type="youtube" key="Z81SViX2VIg" height="385" width="480"

Zora Neale Hurston Festival 2009: (There's not much substance to this video, but it does reflect Hurston's popularity today.) media type="youtube" key="VhdDgRkOxc4" height="385" width="480"

//**The Great Gatsby**//:

McCord Museum - 1920's Game

Library of Congress: The American Dream

Brookings Institution: "Five Myths about our Land of Opportunity"



Other Gatsby activities/resources: Gatsby Treasure Hunt by Valerie Arbizu Wordles for Each Chapter of The Great Gatsby Daisy Lullaby

EDUCATION
media type="youtube" key="zDZFcDGpL4U?fs=1" height="385" width="640"

media type="youtube" key="NugRZGDbPFU?fs=1" height="385" width="640"

Questions we discussed that could be helpful with paper on **how education at MBHS should be improved**:


 * Should school start later?
 * How can teachers engage students more?
 * Should we have nap time?
 * How should MBHS ask students to use technology?
 * Is it an educator's job to make sure a student succeeds?
 * [My rewording of the previous question.] How can we provide students with more independence to help them succeed?
 * Should students be required to take a broad range of subjects?
 * Should classes be shorter?
 * How much homework should students get?

Achieve Your Dreams - Don't be an Ethan Frome






media type="youtube" key="ji5_MqicxSo?fs=1" height="385" width="480"


 * Syntax links:**

"I Heard a Fly Buzz"

The Crossing (Go to page 126. Start with "By the time he reached . . ."; read until the end of the chapter.)

Notes over six resources - Tuesday, March 8 Rough draft with "Works Cited" and in-text citations - Tuesday, March 22 Final draft - Wednesday, March 30
 * Deadlines:**

How appropriate is //Huckleberry Finn// for public school?
Some critics have accused Mark Twain of finding degrading stereotypes that were popular in his day humorous and possibly even realistic. Explore the following links, think about how Jim's character is treated in //Huckleberry Finn//, and decide for yourself how appropriate //Huckleberry Finn// is for public school. Blackface Minstrelsey American Minstrel Show Collection Minstrel Show - Wikipedia Entry Jim Crow Museum of Racist Memorabilia The Black and White Minstrel Show on Video Time Shift: The Black and White Show Revisited

Western Michigan University Resources on Huckleberry Finn controversy

media type="youtube" key="DzAtEqFU3Lc" height="385" width="480"

Grammar Review
Parallel Structure Quiz



Interactive Grammar Quizzes

AP Language Exam Prep
//Here is a link to all past AP writing prompts. Please avoid the 2007 and 2007B prompts if you are going to take the full-length practice AP exam.// Past AP Writing Prompts



1) Prewrite: list, idea web. Do whatever works best for you. 2) Use language with which you're comfortable. Solid thinking that's clearly (and maybe even energetically) expressed is your goal.
 * General advice:**

1) Read the question __carefully__. The prompt may ask you to do something different than just take a side. 2) __Your opinion is central__. Resources provide context and input, and are somewhat peripheral. 2) Use more than one source to make a point, when possible. 3) Be critical of resources. Be mindful of where information is actually coming from, and don't be afraid to comment on the bias or validity of what a source is saying. 4) Compare/contrast sources if that's helpful when assessing or criticizing a source.
 * Synthesis Essay advice:**

1) In your intro, identify the author's argument. 2) Always examine rhetorical strategies to explain __how__ they help achieve a purpose. There is no other reason to mention rhetorical strategies.
 * Analytic Essay advice:**

//A Midsummer Night's Dream//
BBC animated version, part I/ BBC animated version, part II media type="youtube" key="eCZndWMALOo" height="307" width="384"media type="youtube" key="aqGEQ-832rI" height="307" width="384"

BBC animated version, part III media type="youtube" key="SOYAfq_7Xjg" height="385" width="480"

//A Midsummer Night's Dream// Scene Recreation Assignment: media type="custom" key="6182921"



Start College Essay
Common Application Online


 * Poetry, Short Stories, A Novel, and a Play**

Emily's Garden A Rare Photo of Emily "Some Keep the Sabbath Going to Church" "'Hope' Is the Thing with Feathers" "The Soul Selects Her Own Society"
 * Emily Dickinson**

Barbaric Yawp - Dead Poets Society "A Supermarket in California" Howl Ginsberg Video and Audio The Connection Between Ginsberg and Whitman Song of Myself "When I Heard the Learned Astronomer" __"Crossing Brooklyn Ferry" __ __"Out of the Cradle Endlessly Rocking" __ __"When Lilacs Last in the Dooryard Bloomed" __
 * Walt Whitman**




 * Ernest Hemingway**

Picturing Hemingway



Hemingway quotes




 * Final Exam:**



(Common Application)

=Jr Honors Eng=


 * =What's On Right Now:=

Emily's Garden A Rare Photo of Emily
 * Emily Dickinson**

Barbaric Yawp - Dead Poets Society "A Supermarket in California" Howl Ginsberg Video and Audio The Connection Between Ginsberg and Whitman Song of Myself "Crossing Brooklyn Ferry" "Out of the Cradle Endlessly Rocking" "When Lilacs Last in the Dooryard Bloomed"
 * Walt Whitman**


 * Ernest Hemingway**



Picturing Hemingway






 * Final Exam:**




 * Plan from Now to School Year's End:**
 * Tiny analysis of Huck Finn excerpt
 * Rough draft college essay
 * Response Poems to Walt and Emily
 * A Hemingwayesque Short Story
 * F451 with a creative response?
 * Lit vocab?
 * Final: A Business Proposal You Can't Refuse ||

Quick Menu
Q1 Q2 Q3 Q4

//Please use the sign in link, then choose the discussion link.// Google Sign In Honors/AP Discussion Group

General Rubrics and Checklists:
[|Academic Initiative Scoring Guide .pdf]







Vocabulary:




__ Philosophy of Life __




__ Winning an Argument __


media type="youtube" key="l63SRpGXBHE" width="425" height="350"


 * Debate:**

International Debate Education Association








 * Radio editorial:**

Opinion on National Public Radio

Youth Radio on National Public Radio (This contains both news stories and editorials.)

Youth Radio (This site is pretty dynamic, but isn't well organized.)

// Please see the **Expressive Writing Rubric** and **Expressive Writing Checklist** for this assignment. //

National Public Radio - "This I Believe"


 * Common Assessment: Analyzing Rhetoric**





The common assessment:

Things you'll need to do the common assessment:

National Public Radio - "This I Believe"





__ Dreams and Aspirations : // The Great Gatsby //__
McCord Museum - 1920's Game







Other //Gatsby// activities/resources:

Gatsby Treasure Hunt by Valerie Arbizu Wordles for Each Chapter of The Great Gatsby Daisy Lullaby

Achieve Your Dreams - Don't be an Ethan Frome






Literary and Poetic Devices




Notes over six resources - Thursday, March 10 Rough draft with "Works Cited" and in-text citations - Tuesday, March 22 Final draft - Wednesday, March 30
 * Deadlines:**

EVERYTHING BELOW IS UNDER CONSTRUCTION

__ Defining Success: the Enlightenment and Transcendentalism __
UShistory.org: The Impact of Enlightenment in Europe Funk and Wagnall's Encyclopedia: The Enlightenment Funk and Wagnall's Encyclopedia: Thomas Jefferson Reason and Power in Benjamin Franklin's Political Thought Learning to Give Biography of Benjamin Franklin
 * Readings on the Enlightenment (or Age of Reason), Jefferson, and Franklin:**




 * Benjamin Franklin's Virtues (p. 69):**

Dialogue Between Franklin and the Gout
 * Possible reading:**

**Web Quest Resources for Transcendentalism:** Puritanism in New England "I Hear America Singing" - PBS American Transcendentalism Web: Definitions of Transcendentalism American Transcendentalism Web: Emerson American Transcendentalism: Thoreau American Transcendentalism Web: Social and Political Changes in the Time of Emerson and Thoreau UShistory.org: Transcendentalism Stanford Encyclopedia of Philosophy definition of Transcendentalism Encyclopedia Brittanica: Transcendentalism Funk and Wagnall's New World Encyclopedia: Transcendentalism



**Readings on Transcendentalism:** _Essays_ by Ralph Waldo Emerson (an e-book) _Walden_ and "On the Duty of Civil Disobedience" by Henry David Thoreau (an e-book)

// Please see the **Persuasive Writing Rubric** and **Persuasive Writing Checklist** for this assignment. //

__ Exploring Poetry: Walt and Emily __
Assignments/activities to be posted.

__ Exploring Love: //A Midsummer Night's Dream// __
Assignments/activities to be posted.

__ Researching our Changing World __
[|Library Link]

[|Changing World Research Paper CP.pdf]

__// The Crucible //__
//Apparently, this site only works on Safari, not Firefox.//

//Check out this video on McCarthyism:// media type="youtube" key="PG6rHpDG-0c" height="385" width="480"

//A somewhat less engaging but historically accurate video on McCarthyism:// media type="youtube" key="07buRRJ6s4k" height="385" width="640"

Assignments/activities to be posted.

Daryl Cagle's Political Cartoons

media type="youtube" key="GiBxDk3dWYA" height="385" width="640"

Satire assignment: Write a satire of at least 300 words. It will be graded using the rubric below:

Examples of student satires:

__ Selling Yourself as a Student: the College Essay __
Common Application Online

(Common Application)

__ Bringing Your Past to Life: // The Things They Carried //__
//The Things They Carried// assignment: Write an autobiographical piece about your childhood at least 300 words long. You should be willing to share this piece with other students. // Please see the **Expressive Writing Rubric** and **Expressive Writing Checklist** for this assignment. //

= = =Jr Eng CP (only 4B) - CPI=

**Emily Dickinson ** __Emily's Garden __ __A Rare Photo of Emily __ __"Some Keep the Sabbath Going to Church" __ <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">"'Hope' Is the Thing with Feathers" __ <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">"The Soul Selects Her Own Society" __ <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Walt Whitman ** <span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">Barbaric Yawp - Dead Poets Society __ <span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">"A Supermarket in California" __ <span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">Howl __ <span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">Ginsberg Video and Audio __ <span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">The Connection Between Ginsberg and Whitman __ <span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">Song of Myself __
 * =<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 32px; text-align: start; text-decoration: none; vertical-align: baseline;">What's On Right Now: =




 * Final Exam:**



//Some examples of reflections on writing://





||

General Rubrics and Checklists:
Academic Initiative Scoring Guide Academic Initiative Scoring Guide .pdf








 * Q3:**

__ Learning from Other People's Dreams __




4B American Dream writing prompt: What can you learn from other people's dreams?
**Paragraph #1:** What my dream(s) are. Thesis: There are some valuable lesson to be learned from //The Great Gatsby/// the experience of other Americans. **Paragraph #2:** One lesson to be learned. Explain the lesson from Gatsby or an American, then explain how it applies to your own life. **Paragraph #3:** Another lesson to be learned. Explain the lesson from Gatsby or an American, then explain how it applies to your own life. **Paragraph #4:** Conclusion.



__ Growing Up __
Personality Traits and Values Checklists //from California State University at Northridge//

//from Azusa Pacific University//

The Psychology of Color

The Mandala Project



New York Times: "What Is It About 20-Somethings?" VOCAB

// Please see the **Expressive Writing Rubric** and **Expressive Writing Checklist** for this assignment. //

"Growing Up" Vocabulary
("Precocious Puberty") ("Boys Mature") ("Teen Angst")

__ Winning an Argument __
media type="youtube" key="l63SRpGXBHE" width="425" height="350"


 * Common Assessment: Analyzing Rhetoric**







// Things you'll need to do the common assessment: //

National Public Radio - "This I Believe"



Everything Under This Line is Under Construction
Quick Menu: Q1 Q2 Q3 Q4

General Resources/Rubrics:
[|Academic Initiative Scoring Guide .pdf]

Example of an MLA-formatted paper:

// The Crucible //
A video about McCarthyism: media type="youtube" key="07buRRJ6s4k" height="385" width="640"



Satire
Daryl Cagle's Political Cartoons

The Things I Carry




Final Reflection and Presentation


<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">[|Multiple Intelligences Quiz] __

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">[|Anticipation Guide] __

The American Dream: Definitions
//The American Dream according to AP Language 2G://

It changes for each individual. Big house, big car, lots of money. 2.5 kids & a white picket fence. Being free. Summer house or camp. Not being obese. Being famous. Liking one's job; working one's dream job. Not being impoverished. Doing the least amount of work for the most amount of gain. Six figure income. Finding "the one."

//The American Dream according to AP Language 4B and other sources://

Goin somewhere wit nuttin' in your pocket. Nuttin now... but goin' somewhere. "...liberty and justice for all" BASEBALL (see related article below) The American Dream originated from James Adams in 1931: Every citizen should have "a better, richer, and happier life." The widespread aspiration of Americans to live better than their parents did. Economic independence and the opportunity for social advancement through financial gain. "...success, fame, and wealth through thrift and hard work"

//The American Dream according to a variety of sources://

From Library of Congress. American Memory. "What is the American Dream?". Accessed August 21, 2008 on http://en.wikipedia.org/wiki/American_Dream:

“ The American Dream is that dream of a land in which **life should be better and richer and fuller for every man, with opportunity for each according to ability or achievement**. It is a difficult dream for the European upper classes to interpret adequately, and too many of us ourselves have grown weary and mistrustful of it. It is **not a dream of motor cars and high wages** merely, but **a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable**, and **be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position**.[8] ”

This same author also wrote:

“ The American Dream, that has lured tens of millions of all nations to our shores in the past century has not been a dream of material plenty, though that has doubtlessly counted heavily. It has been a dream of being able to grow to fullest development as a man and woman, unhampered by the barriers which had slowly been erected in the older civilizations, unrepressed by social orders which had developed for the benefit of classes rather than for the simple human being of any and every class.

This mentions that while, life should be better for each person, the dream is a big part of social class.... or in this case, it would be better of there was a lack of. The thing is though (i'm not sure if i'm allowed to put this in) when have we ever had that sort of sutuation? When have we NEVER had social stature? does this mean there can't be a dream? (because do you think that we have a chance of getting rid of social standings?) Or, think about this.... are people really allowed to move up in the chain?




 * "Whereas the American Dream was once equated with certain principles of freedom, it is now equated with things. The American Dream has undergone a metamorphosis from principles to materialism. ... When people are concerned more with the attainment of things than with the maintenance of principles, it is a sign of moral decay. And it is through such decay that loss of freedom occurs."**
 * --John E. Nestler, http://www.todaysamericandream.com/ (i know...)**


 * (Response to the idea of material gains being a large part of The American Dream)**
 * "...this was not the dream envisioned by the Founding Fathers. Remember that, for the most part, America's founders gave up their material wealth and substance for something they considered of far greater worth. Unfortunately, this hedonistic generation knows little of the kind of sacrificial spirit personified in the lives of America's patriarchs."**
 * --Chuck Baldwin (from the same source)**



[] This is an interview of Jason Macheska who attempted to catch a break in the music business at a very young age and starved for the attention that he thought the American Dream would provide. However, this was not sufficient and he now lives with his girlfriend and is very successful with his dental career. He hopes to have children and spend time with his family more often; this is his current view on what the American Dream means to him. Nothing matters more to him today than having a successful home life whereas at a young age he wanted to run away and see how far he could get with his music career.



http://www.americansc.org.uk/Online/American_Dream.htm The traditional American dream was “rags to riches” meaning that any person could succeed in life and become wealthy if they worked hard. However, since the rise of the industry, people have come to think of the Dream as something that happens because of luck, not because of hard work. “Who Wants To Be A Millionaire” and lotteries are perfect examples of today’s quest for the American Dream. Lawsuits are another example of today’s American Dream. Warshauer says that these relate to the American Dream because maybe someone can be “lucky enough to be injured by someone whose product or conduct can be proved faulty.” Lawsuits may seem unrelated to the Dream, but Warshauer points out that just like lotteries, lawsuits can end in a “trip to the bank with a fat check.” A key part of the original American Dream that these current paths to wealth are missing is hard work. Instead, Americans are relying on luck. Sometimes, lawsuits that end in millions of dollars can be ridiculous- a woman recieved millions after suing McDonalds because she spilled her hot coffee on herself and got a burn. Warshauer concludes by saying that maybe the sense of entitlement of reaching the Dream has actually turned into a lack of responsibility. He says that many Americans are taking the easy road and by doing this, undercutting “the core values that established the Dream in the first place.”

Random Information Relating to the Current Status of the American Dream:
"Real median earnings of both men and women who worked full-time, year-round declined in 2008, fol- lowing increases in 2007. Men’s earnings declined by 1.0 percent to $46,367 and women’s declined by 1.9 percent to $35,745." - the US Census Bureau

http://www.google.com/publicdata?ds=usunemployment&met=unemployment_rate&tdim=true&q=Unemployment+Rate The American unemployment rate has peaked in the last year at about 9.7%

http://www.google.com/publicdata?ds=uspopulation&met=population&tdim=true&q=Population+trends The American Population has reached over 304 million

This is showing how the income has been changing over time in different regions
 * Regions**
 * Between 2007 and 2008, real median household income declined in the South by 4.9 percent (to $45,590), declined in the Midwest by 4.0 percent (to $50,112) and declined in the West by 2.0 percent (to $55,085). Income in the Northeast was statistically unchanged ($54,346). The apparent differences in the declines in median household income between the South and Midwest, and the Midwest and West were not statistically significant. The apparent difference between the median household incomes for the West and Northeast was not statistically significant.

http://moneycentral.msn.com/content/SavingandDebt/P70581.asp


 * About 43% of American families spend more than they earn each year.


 * Average households carry some $8,000 in credit card debt.


 * Personal bankruptcies have doubled in the past decade.

http://www.census.gov/Press-Release/www/releases/archives/education/001863.html
 * 85% of people over 25 have now graduated from High School, a new all-time high according to the Census Bureau
 * 46% of people in Washington D.C. have a college degree, which is higher than any other state
 * Hispanics with a high school degree has risen from 53% to 57%
 * In 2002, average earnings by highest level of education were: for those with advanced degrees, $72,824; for bachelor’s degree-holders, $51,194; for high school graduates, $27,280; and for non-graduates, $18,826.

A study from Columbia University has shown that sending black and Latino students across school district boundary lines into predominately white suburban schools has helped to close the achievement gaps between black and white and Latino and white students. http://www.tc.columbia.edu/news/article.htm?id=7233

This is a link to a page that gives the statistics for impoverished people. Some of the statistics that jumped out at me was the one inwhich the U.S. was ranked in poverty of the 25 most developed nations[for Poverty|http://www.americanprogress.org/issues/2007/04/poverty_numbers.html]

http://chrisgardnermedia.com/about/bio Christopher Gardner was the inspiration for the film “The pursuit of Happyness”. During his childhood he encountered poverty, domestic violence, alcohol abuse, sexual abuse, and family illiteracy. <span style="font-family: Helvetica,helvetica,sans-serif; font-size: 12px; line-height: normal;"> Christopher Gardner, without a college degree, would later become a stock broker for Bear Stearns & Co, and eventually started his own brokerage firm.

http://www.vanityfair.com/culture/features/2009/04/american-dream200904

http://www.changetowin.org/connect/2008/08/dnc_2008_the_state_of_the_amer.html Many Americans today feel that the American Dream is becoming less and less obtainable. They are ready for changes both in the economy and in leadership and understand they have to power to make that change. A poll showed many working Americans have responded positively to Barack Obama and his promises of change...

http://keokierra.files.wordpress.com/2008/10/check-out-of-american-dream1.jpg

Ahem Ahem, I would like to tell you that there is a play titled //American Dream// it is written by Edward Albee. That is all. Except I suppose maybe I should say something about how our american dream is so important that we need to make a play about it. right????? ok, that's it. the end.

http://www.sparknotes.com/drama/americandream/context.html (god bless sparknotes)

-The American dream of owning a home and having a business or a job that can offer financial stability and independence is part of our heritage -drive to improve the quality of life -http://ezinearticles.com/?The-Pursuit-of-Happiness-and-the-American-Dream-Its-All-About-Improving-the-Quality-of-Life&id=2987853

-The American dream refers to the belief in a better life -


 * __Is the American Dream Killing You?__**


 * __Some can define the American Dream by the Declaration of Independence and the Constitution of the United States. What do they represent? “Liberty and justice for all.”__**
 * __The concept that the ultimate power goes to ‘the people’ of a nation is the main concept of American Government and lifestyle.__**
 * __But do these documents mention the amount of power that “the market” has on its citizens? In a book called Is the American Dream Killing You?, by Paul Stiles, the idea that the ‘American Dream’s’ concept of ‘power to the people’ is no longer... true. The huge “nebulous power” of ‘the market’ controls our lives. Here is a wuote from the introduction of Stiles’ book:__**


 * __“The free market has been the undeniable source of tremendous material prosperity. It has driven historic advances in technology, conferred unprecedented material advantages upon the public, and made America the world’s economic superpower. These are no small achievements. So I suppose it is natural that we would come to the conclusion that the free market is an unlimited good, and always will be, even as it wraps its fingers around our throat.”__**

-http://www.google.com/imgres?imgurl=http://keokierra.files.wordpress.com/2008/10/check-out-of-american-dream1.jpg&imgrefurl=http://keokierra.wordpress.com/2008/10/24/reaching-the-american-dream/&h=425&w=580&sz=122&tbnid=d9Dwb2lp8YYeUM:&tbnh=98&tbnw=134&prev=/images%3Fq%3Damerican%2Bdream&usg=__b1XxAN058T7jegTfX3fsvNNJuEc=&ei=aicMS_vxENCplAf6htidBA&sa=X&oi=image_result&resnum=4&ct=image&ved=0CB0Q9QEwAw//

//"…held certain truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are life, Liberty and the Pursuit of Happiness." <<<The American Dream//

//Many seem to consider the American Dream as dying. Yet it is rather changing. What used to be a dream to walk on streets of gold then became living the content family life in a picture perfect suburban home and continues to progress. The constant behind the dream is the drive to be content and successful working people.//

//"In the deepening gloom of the Depression, the American Dream represented a reaffirmation of traditional American hopes"' (Anthony Brandt).//

=Rhetoric=

//**Rhetorical devices and text structures help an author persuade.**// //Here's a handout that lists several devices and text structures: //

Can you identify any of the rhetorical devices or text structures the Penguin uses in the following video? media type="youtube" key="l63SRpGXBHE" height="344" width="425"

Can you identify any of the rhetorical devices or text structures used by Gov. Ed Rendel or the National Rifle Association's Wayne LaPierre in the following video? media type="youtube" key="acokf3c-D3k" height="344" width="425"

Can you identify any of the rhetorical devices or text structures Sarah Palin uses to convince you that she should be the next Vice President of the United States?//

media type="custom" key="5284729"

= =

=Reading Room=



=Journalism=

* AP Style

 * News of the Day:**


 * Colbert Report**

Maine Governor Gets Testy with NAACP


 * Find the Nut Graphs:**

A Learning Model

Study Finds Limited Learning in College

American Assassins

Last Year the Warmest on Record (Again)


 * Rubrics:**












 * File Translator:**

[|Zamzar]


 * AP Style Guide**:



rss url="http://www.youthradio.org/rss/all-stories/feed" link="true" number="6" author="true" enclosure="true"

Radio News and Commentary:
News * The Short-Lived Fame of Pint-Sized Rap Stars

* Trafficked Teen Girls Describe Life in 'The Game'

* Arresting Youth in Sex Trafficking Raises Debate

Commentary * Changing Roles in Marriage

* The Scary Side of Online Dating

* Talking to Teens about Sex

Youth Radio

Youth Radio at NPR

hsj.org (High School Journalism .org)

The High School Broadcast Journalism Project

CBS: Everybody Has a Story Everybody Has a Story: Adoption Everybody Has a Story: Soul Food

=EYP 2011=

Jr English EYP assignments:
Quack

Plot Outline for Homer's Odyssey

__ Growing Up Essay __


//The following rubric and checklist should be used for the Growing Up essay.//



__ Learning from Other People's Dreams __
//Please complete the worksheet below, then write the essay by using the prompt and suggested structure in blue.//



American Dream writing prompt: What can you learn from other people's pursuit of ambitions and dreams?
**Paragraph #1:** What my dream(s) are, and a quick summary of things that will make achieving them difficult. //Thesis//: I stand a better chance of achieving my dreams by paying attention to the experience of other Americans.

**Paragraph #2:** One lesson to be learned. Explain the lesson from an American, then explain how it applies to your own life.

**Paragraph #3:** Another lesson to be learned. Explain the lesson from an American, then explain how it applies to your own life.

**Paragraph #4:** Conclusion.

__ Parody/Satire __
=== Please write a satire or a parody of at least 100 words. In a paragraph (at least three sentences), please explain if your piece is a parody or a satire or both, and then explain how the parody or satire works. ===

__ Changing World Research Paper __




Podcast Editorial
//Examples:// Opinion on National Public Radio Youth Radio on National Public Radio (This contains both news stories and editorials.) Youth Radio (This site is pretty dynamic, but isn't well organized.)





__ 3B & 2G: Gatsby and the American Dream __




__ Researching our Changing World __
media type="youtube" key="pMcfrLYDm2U" height="390" width="480"

media type="youtube" key="6ILQrUrEWe8" height="390" width="640"

// Missing either of the first two deadlines means you will not get help from me via email, but may get help from me before or after school. //
 * "Changing World" Research Deadlines and Grade Weights:**

Exploratory Research (Research x3): Tuesday. Feb. 15 Rough Draft, not including MLA, but with Cornell Notes for all resources (Research x3): Tuesday, March 8 Final Draft (Research x 10; MUGS x 5): Tuesday, March 22 Presentation (Listening/Speaking x3): Monday, March 28
 * 2G:**

Exploratory Research (Research x3): Wednesday. Feb. 16 Rough Draft, not including MLA, but with Cornell Notes for all resources (Research x3): Monday, March 7 Final Draft (Research x 10; MUGS x 5): Wednesday, March 23 Presentation (Listening/Speaking x3): Tuesday, March 29
 * 3B:**











__ Defining Success: the Enlightenment and Transcendentalism __
Core Ideals of the Enlightenment UShistory.org: The Impact of Enlightenment in Europe Funk and Wagnall's Encyclopedia: The Enlightenment Funk and Wagnall's Encyclopedia: Thomas Jefferson Reason and Power in Benjamin Franklin's Political Thought Learning to Give Biography of Benjamin Franklin
 * Readings on the Enlightenment (or Age of Reason), Jefferson, and Franklin:**




 * Benjamin Franklin's Virtues (p. 69):**

Dialogue Between Franklin and the Gout The Declaration of Independence
 * Possible readings:**

**Web Quest Resources for Transcendentalism:** Puritanism in New England "I Hear America Singing" - PBS American Transcendentalism Web: Definitions of Transcendentalism American Transcendentalism Web: Emerson American Transcendentalism: Thoreau American Transcendentalism Web: Social and Political Changes in the Time of Emerson and Thoreau UShistory.org: Transcendentalism Stanford Encyclopedia of Philosophy definition of Transcendentalism Encyclopedia Brittanica: Transcendentalism Funk and Wagnall's New World Encyclopedia: Transcendentalism



**Readings on Transcendentalism:** _Essays_ by Ralph Waldo Emerson (an e-book) _Walden_ and "On the Duty of Civil Disobedience" by Henry David Thoreau (an e-book)

// Please see the **Persuasive Writing Rubric** and **Persuasive Writing Checklist** for this assignment. //

Anti-Transcendentalism: Nathaniel Hawthorne/"Young Goodman Brown" - to be posted.

__ Defining Success, Part II: // The Great Gatsby //__
Brookings Institution: "Five Myths about our Land of Opportunity"

McCord Museum - 1920's Game Gatsby Treasure Hunt by Valerie Arbizu

Wordles for Each Chapter of The Great Gatsby Daisy Lullaby

// Please see the **Expressive Writing Rubric** and **Expressive Writing Checklist** for this assignment. //
 * Feature article prompt:** Interview an adult about their efforts to achieve their dreams and aspirations.

// Please see the **Formal Writing Rubric** and **Formal Writing Checklist** for this assignment. //
 * Analytic essay prompt:** What is the most important lesson modern-day readers should take from //The Great Gatsby//?

__// The Crucible //__
//Apparently, this site only works on Safari, not Firefox.//

//Check out this video on McCarthyism:// media type="youtube" key="PG6rHpDG-0c" height="385" width="480"

//A somewhat less engaging but historically accurate video on McCarthyism:// media type="youtube" key="07buRRJ6s4k" height="385" width="640"



Crucible Assignments to be Created

Daryl Cagle's Political Cartoons

media type="youtube" key="GiBxDk3dWYA" height="385" width="640"

Satire assignment: Write a satire of at least 300 words. It will be graded using the rubric below:

Examples of student satires:

__ Selling Yourself as a Student: the College Essay __
Common Application Online

(Common Application)

__ Bringing Your Past to Life: // The Things They Carried //__
//The Things They Carried// assignment: Write an autobiographical piece about your childhood at least 300 words long. You should be willing to share this piece with other students. // Please see the **Expressive Writing Rubric** and **Expressive Writing Checklist** for this assignment. //

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Emily Dickinson ** <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">Emily's Garden __

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">A Rare Photo of Emily __

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">"Some Keep the Sabbath Going to Church"

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">"'Hope' Is the Thing with Feathers"

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">"The Soul Selects Her Own Society"

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Walt Whitman ** <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">Barbaric Yawp - Dead Poets Society __

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">"A Supermarket in California" __

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">Howl __

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">Ginsberg Video and Audio __

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">The Connection Between Ginsberg and Whitman __

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">Song of Myself __

<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">


 * Final Exam:**



//Some examples of reflections on writing://