Congratulations to all of you who earned an A this semester prior to taking the semester exam.  Your hard work, adaptability, intelligence and perseverance paid off.

For everyone else, keep pushing yourself to make it to that tier, or at least to the next tier.

I hope you made wise decisions on how you prepared for your semester exam and the resources you employed in taking it.

Have a nice break.

If you still have a book (Glass Castle, F451) checked out, you will need to bring it to me when we return from break or you will need to sign a hold slip for $10. 

Students:

My apologies, but over the weekend I became extremely ill and have not been out of bed in almost 24 hours.  As a result, I am playing catch up on finalizing pre-exam grades, especially recently turned in make up work.  I hope to get this caught up tonight.  If you are someone who is on the border between A and B, you should prepare to take the standard final exam, no matter which side of the line you fall on.  While this may change, it is an unfortunate circumstance that is out of my control so being prepared is your best bet. 

Mr. Baranowski

Just for the sake of clarity, Cultural Enrichment extra credit is not applied until after the final exam has been taken.  It will not affect your pre-final exam semester average.  It will be applied in the form of a two percentage point increase on your final exam.  So an 88% (44 out of 50) becomes a 90% (45 out of 50) if you have done Cultural Enrichment extra credit.  This, paired with the modified grading scale, can make for a very significant increase in your overall semester grade.

Semester Exam Guiding Resources for exam images

Kindred Spirits:

Crystal Bridges Museum's background on Kindred Spirits

NY Times article on Kindred Spirits

Questions will focus on, but not be limited to:
-The relationship between man and nature
-The scale of humans to the world around them
-Connections between the Hudson River School's values and the literary works


American Gothic (Gordon Parks photo)

Article on American Gothic's influence on American photography

Article on historical significance of AG

Questions will focus on, but not be limited to:
-The contrasting imagery of the foreground and background of the photo
-Symbolism of objects presented in the photo
-Historical implications of the photo in connection with themes from the literary works

Semester Exam Guiding Questions Part 3

The World is too Much With Us; Late and Soon

Although written around 1800, what modern universal problem does Wordsworth seem to see in how people interact with the world around them?

Based on the choices he says he would make if forced to, what does Wordsworth seem to think is the best way for people to live?

Although it still retains intense symbolism today, what elements of the sea does Wordsworth focus on and how does it fit into his vision of the world?

When Wordsworth references the "sordid boon" in the poem, what does this seeming contradictory statement refer to and what tone does he approach it with?

1990 Special

There will be a heavy emphasis on tone and voice for this poem, as well as a focus on the passage of time and how Bukowski illustrates it.

How does Bukowski use these elements to convey the message of his work, and what is that message?

How does Bukowski use the passage of time, or elements of time, to symbolize his life and the direction it has taken?

How does Bukowski juxtapose the presence of his cat and the presence of Death?

Who is "The Suicide Kid" and what is the significance of him having "gone gray?"

Notice:

Cultural enrichment extra credit may be turned in as long as I am still here before break.  The bad analogy/metaphor option must be turned in by Monday, December 11.  I will not accept any after that date.

Semester Exam Guiding Questions Part 2

Ode to My Socks

This poem plays a lot with the difference between literal and figurative perspective in its treatment of the concept of gift-giving and gift receiving.  Identify some different levels of this dynamic and how they function in the poem.

How does the author use things we tend to take for granted as metaphors in this poem?

How does the metaphorical use of these things tie into the first question?  How can we expand our perspective through metaphorical value?

While feet and socks are not things we tend to glamorize, there are mention of several things that are considered rare and sacred.  How does this contrast in voice and imagery function in the poem?

A Very Old Man With Enormous Wings

This story comes from the genre known as magic realism.  How does the contrast between how the angel is portrayed in the story and how our culture typically thinks of "angels" work in regard to this genre?

Why do the people of the village lose interest in the angel?  What cultural commentary might the author be making about what we value in life?

Although a small detail, there is some subtle, but biting, commentary about human values and modern society in the section in which Father Gonzaga's former profession is identified.  Expand on this.

Does this story fit the mold of an "angel story?"  How do alternative perspectives on widely used models of storytelling retain or lose their original values?

I will not be in class on Friday, Dec. 1.  Many of you have makeup work that you need to schedule or take care of.  Check Skyward for that.  Guiding questions for "Ode to my Socks" and "A Very Old Man With Enormous Wings" will be posted in the next few days.  Otherwise, take advantage of this time to read and prep for the semester exam.

Schedule change due to Friday assembly.  We will take Wordwright #2 on Wednesday/Thursday this week now, after we do the new vocab words.  That's tomorrow and the next day.

Semester Exam Guiding Questions Part 1

Same Song

What are the similarities and the differences between the son's experience and the daughter's?

What is the dynamic between the narrator and the kids?

What is the significance of the fairy tale allusions?

What does the author's focus on physical appearance seem to signify?


We Real Cool

What thematic similarities does We Real Cool share with Same Song?

What does the repetition of the word We at the beginning of each line potentially signify?

What is the voice/tone of the poem and how does it affect the message?

How does the final line impact your take on the overall theme of the poem?  Is it different than the rest of the poem, or does it "fit" the message rather than change it?

Final Exam Readings:

Same Song
We Real Cool
Ode to My Socks
A Very Old Man With Enormous Wings
The World is too Much With Us; Late and Soon
1990 Special
American Gothic (photograph)
Kindred Spirits (painting)


-5-7 questions each
-comparison questions may come into play
-focus on literary devices we have used this semester in discussion
-focus on author's/artists purpose
-focus on big picture connections

December 2017 Final Exam Schedule

December 18 Monday	Hour 1 Final - 7:40- 9:10 Hour 2 Final - 9:20-10:50 Hour 3 10:55-11:25 (30 minutes) Hour 4 11:30-12:00 (30 minutes) Hour 5 12:05-1:30 (50/55 minutes + 30 minute lunch) 1st lunch 12:00-12:30 2nd lunch 12:30- 1:00 3rd lunch 1:00-1:30 Class 12:30-1:25 (55 minutes) Class 12:05- 12:30; 1:00-1:25 (25/25 minutes) Class 12:05-1:00 Hour 6 1:35-2:05 (30 minutes) Hour 7 2:10-2:40 (30 minutes)
December 19 Tuesday	Hour 3 Final - 7:40- 9:10 Seminar – 9:15-10:05 (50 minutes) {no passing} Hour 4 Final – 10:10-11:40 Seminar – 11:45 – 1:05 (50 minutes + 30 minutes lunch) {no passing} 1st lunch 11:40-12:10 2nd lunch 12:10- 12:40 3rd lunch 12:40-1:10 Hour 5 Final - 1:10-2:40 Class 12:10-1:05 (55 minutes) Class 11:45- 12:10; 12:40-1:05 (25/25 minutes) Class 11:45-12:40 (55 minutes)
December 20 Wednesday	Hour 6 Final - 7:40- 9:10 Hour 7 Final - 9:20-10:50 Early Release (Optional lunch 10:50-11:30, Buses depart at 11:30)

Have a nice break.

Wed/Thurs: Vocab Essay 6

Tues: Glass Castle test.  F451 Test.

10H
We will still be working with the memoir supplemental works, but the focus on The Glass Castle test will be just the book itself.  The supplements will come into play on the Vocab 6 test.  Also, if you have previously copied a version of the test, question 15 has been changed. 

10
F451 Test must be done by end of class on Tuesday.  It is posted on G-Class.  Do whatever YOU need to do to figure out the best answers.

Check Skyward.  No your position in your environment, so you can figure out what you need to do to keep it, or improve it.  This is crunch time for EC and makeup work.  Also, pay attention to little details, like which version of a word with multiple spellings you should use.

10 Honors
Go to the Gordon Parks Foundation archives and pick out an image that speaks to you.  You will be writing about this image next week.  There are a lot of options, so take some time.  Don't just pick the first image you see; you will be making it a lot harder on yourself if there is no real connection.

Vocab 6: equivocate, fortuitous, impeccable, liaison, predisposed, propensity, reprehensible, sham, solace, solicitous

10: F451 Final Test is posted on G-Class.  It needs to be done by the end of the hour on Tuesday

10H: GC Memoir test is Mon/Tues

Extra Credit- new option

Come up with and design a hilariously awful metaphor, simile or analogy mini-poster.
-It must be original.  I'll be google searching them, so don't be lazy.  It would probably take longer to find one I can't find than to just come up with one on your own.  And frankly, what's the fun in that anyway?
-It must have visual elements, similar to the CE extra credit posters or the words of wisdom in the hall.  Just having multiple colors isn't enough though, the images need to represent the metaphor/simile/analogy.
- You are responsible for making sure that your entry does not already exist.  Even if you come up with it on your own, you still need to check for it online.  If it's already there, start over.
- You must change the shape of your paper.  No 8.5x11 rectangles.  Arts and crafts are serious business.

Examples of terrible metaphors, similes and analogies include these gems currently posted in class:
- He was as tall as a 6' 3" tree.
- Her eyes were like two brown circles with black dots in the middle of them.
- The sailboat slowly glided across the water like a bowling ball would not.
- The red brick wall was the color of a Crayola Brick Red crayon.
- The two had never met, just like two hummingbirds who had also never met.
- The date was going fine, but she knew in the back of her mind that if her life was a movie, this guy would be buried in the credits as something like "Second tall man."

10
F451 Final Test posted on GC.  You have until Tuesday of next week (Nov. 14) to study it and establish the best answers you can, in any way you can.  On Tuesday, you will fill in your answers on a bubble sheet, and either turn in or complete the short answer questions.  However, I am in the process of changing out the short answer questions to new ones.  I kept the wrong old set on the test originally.

10
F451 Book Two test Monday.  Questions will come from previously posted study questions here and on G-Class.

10 Honors

As we close out time with The Glass Castle, the following are a good base set of items.

Rex       Rose Mary      Lori       Brian      Maureen

What is the relationship that Jeannette has with each of these people individually, but also what do each of them represent to her as she gets older/wiser/more aware?

What is the overall family dynamic?  How does each member interact with the others?  When and where are there alliances formed or factions pitted against each other?

How does each character evolve over time and through the movement of the family based on their current environment?

Phoenix      Battle Mountain      Welch      New York        JW’s farm

Key lessons that Jeannette learns in each place.

How the family changes in each place.

What each place does to affect the evolution of the Walls kids' understanding of how the world around them functions in contrast to how their family functions.

Familiarity with specific scene subsets:

The various "leave in the middle of the night/Rex Walls style" scenes

Rex and Rose Mary's fights

The kids fending for themselves on multiple occasions

The evolution of location compared to family dynamic

Vocabulary Test/Essay #5 today and Thursday.  Writing prompt clues in previous posts.  Bring your books, you should have some time.  If you have questions about volunteer opportunities please feel free to ask and I'll put you in touch with someone or get you more information.

Had some technical difficulties with the supplemental reading upload for the vocab essay, but will adjust as needed.  Concept of "making a tough decision" will still apply, as posted last week.

Vocabulary Essay/Test #5 is this week Wed 11/1 and Thurs 11/2

10

We will take the F451 Section 2 test Monday. F451 Section #3 and final questions posted below.

10H
We watched one of a previous year's project "making of" video and will begin to talk about the details of the replication project.  GC guiding questions posted below.  You will be turning in your GC book on Monday next week, but we will not take the test immediately so there may still be some opportunity to read in class.  No guarantees though.

Below you will find continued guiding reading questions for both F451 and The Glass Castle

10
F451 continued guiding questions.  These cover Section #3 of F451.

How does what Mrs. Phelps say about her husband going off to war a perfect example of what is wrong with this society?

What do the different views on children between Mrs. Phelps and Mrs. Bowles imply about the priorities and values of many in this society.

Reread the “Dover Beach” poem. Why does this poem make Mrs. Phelps cry? Base your answer on textual evidence and logical inferences.

Describe the dream Beatty tells to Montag and use textual evidence to suggest why this upsets Montag so much.

Reread the passage on page 116 where Montag realizes that Beatty wanted to die. Using the text for evidence, rationalize why you believe this to be true.

How is Montag different now that he has killed Beatty?  Beside the obvious, what seems to have changed in how he views himself and the world? His final trip to Faber's house is a good starting spot.

What do the things going through Montag's mind as he tries to escape the hound tell us about him and his new purpose in life?

Why is the river so important?  What does he hope to find on the other side?

What is the significance of the group of travelers that Montag unites with?  What sacrifices have they made and for what reason?

Although it involves a great loss of life, what is the final hopeful thought that still exists even after great destruction takes place?

10 Honors

Glass Castle continued guiding questions:

1. Explain the realization that is taking shape between Lori and Jeannette as illustrated from pg. 67-70. Specifically, what unwritten rule are they starting to question and why does it matter to the family as a whole?

2. Why does Rex tell Jeannette that she is his favorite of the kids? Specifically, what reasons do Lori and Brian have for losing faith in their father?

3. As sad and run down as Battle Mountain is and as quickly as life seems to be spiraling downward, why is Jeannette sad to be leaving for Phoenix?

4. Explain Rex’s rant on pg. 104-105 and how it illustrates the overarching problem with how he approaches life.

5. Why does Rex begin drinking again right before they leave Phoenix for West Virginia?

6. Rex is obviously intelligent and has the ability to do a lot of things that would make him quite employable. Rose Mary can teach. They also have ownership of the big adobe house in Phoenix and all of the possessions inside of it. Despite all of these “positives” why can’t Rex and Rose Mary provide a stable, secure, “normal” life for their kids? As a whole, what does Jeannette seem to think is missing from life for her parents? Relate the quote from the end of pg. 61 to this philosophy.

Shout out to all the brave poets today.

10H
Remember, you have until Nov. 7 to finish The Glass Castle.

10
In context with where we are in Fahrenheit 451, be thinking about situations in which either you personally, or someone you know, has had to make a difficult choice about something that affects your/their life.  This is the concept direction that next week's vocab essay prompt will take.

Vocabulary List 5
charlatan, corroborate, disseminate, diverge, dormant, hoist, illicit, irrevocable, precipitate, prolific

Wordwright 1 analysis and discussion

Community service/volunteer work carryover from advisory.  "2 months out" reminders of what we have left and some strategies you can implement in that time.

English 10
Personal conferences.  We did not get through everyone, but will work the rest in over the next week or so.  We always meet at least once first semester, and once second semester, but if you ever want to talk in person with me beyond that, feel free to check in on a time and day.

English 10H
G-Class art replication pre-work

F451 Guiding Questions for Part 2 (approximately through pg. 100)

What happens when you put sand in a sieve?  How does Montag serve as an illustration of this concept?

Why does Montag think of the old man in the park? (Faber)

What problem does Montag have regarding which book to turn in to Beatty?

What book does Montag decide to turn in to Beatty? What does he swear to do before he turns it in?

According to Faber, how has religion changed?

How does Faber see himself? Montag?

Why is Montag unafraid of the risk of stealing more books?

Describe the plan Montag and Faber come up with.

What is the verse that Montag is reading on the subway about?

Glass Castle early guiding points to read with a purpose:

1. Define “checking out, Rex Walls style” and why it resonates so deeply with Jeanette in illustrating her father’s personality.

2. Identify and explain one anecdote from the first section of reading that illustrates Rose Mary’s pride at being able to remain strong in the face of adversity. Be specific.

3. Contrast the literal quality that either the Joshua tree or the Stars as Christmas Presents represented to Jeannette as a child compared to the metaphorical attributes they come to hold to her as an adult looking back. How did she see it THEN vs. how she sees it NOW?

4. Give a literal description (what it is) as well as a symbolic definition(what it represents) of either the Glass Castle or the Prospector and what they represent to JW and her family.

5. JW makes multiple strong references to fire. Using the images and descriptions of her life so far, what reasonable inferences can we make about her fascination with fire? (Use 1 specific reference)

Starting to accumulate a lost and found:
-2 shirts
-1 lunch box
-1 AP Euro study book
-Notebooks

10
F451 Test Part #1 today.

10H
Glass Castle Reading Guide:
-End of chapters: Look for insight on JW's life and her relationship with her parents

Read with a purpose.  Look for the following as you read.  Pay attention to both literal use and symbolic quality.
-"Checking out Rex Walls style."
-Rose Mary's pride at being self sufficient and independent
-Joshua Tree and Stars given as Christmas presents
-Glass Castle and the Prospector
-Fire

Vocab Test/Essay #4 for all classes Wed/Thurs.

For Friday:
English 10: F451 Mini Test through pg. 65.  Guiding questions on G-Class will provide the foundation for the test questions.

English 10H: Bring your Glass Castle book if you checked one out, or check one out if you did not. 

English 10 and 10H: Wordwright today, Vocabulary Test/Essay 4 tomorrow/Thursday.

English 10H
We are going to start The Glass Castle this week after all.  Upon finishing your Vocab Test/Essay, you will receive your copy of the book.   We have a pretty short turnaround on reading it, so you will get quite a bit of in-class time.  We will supplement with other memoir material as we go and after we complete it.  Check out this NY Times article from 2013 for some insight and background on the book and the Walls family.  The question posed on G-Class last week (What is the difference between knowledge and information?) will be an early and often discussed component of The Glass Castle, so make sure you are thinking about it and how it could become part of the conversation about the Walls family.

English 10

We will take our first F451 quiz next week on Friday.  It will cover through pg. 65.

All classes

Wordwright #1 on Tuesday.  We took practice Wordwright on Wed/Thurs this week.  Tuesday's will count.

Vocab Test/Essay 4 next week on Wed/Thurs.

Looking for Cultural Enrichment opportunities?  Johnson County Library has several events coming up!  KCK Library is in on the action too.  Family Nature Yoga anyone???

Use this link for PSAT resources including an answer key with explanations to help you understand and break down the practice PSAT material from yesterday.

PSAT practice and strategy discussion today and tomorrow.  Practice can be found on G-Class.  Do first section from each of the three test sections: Reading, Writing and Lang., Math (for math just do first 10 questions)

Friday last week was shortened to 30 minute classes for homecoming.  There is an article posted on G-Class that we will talk about soon, but take a look and give some feedback on it when you can.

Wed/Thurs 10/4-10/5
Test finishing time.  Wall of optimism (optional). 
Vocab List 4.  Due to next week's schedule, Vocab Test/Essay 4 will be pushed to the following week.

1. berate

2. estrange

3. euphoric

4. impetuous

5. infallible

6. maudlin

7. regress

8. relinquish

9. ubiquitous

10. zenith
Tuesday 10/3

Short Story/Poetry test- all hours.  Will have some time to finish on Wed/Thurs.

Final full review for tomorrow's tests.  Be ready to roll.  Open note, open book.

Add this poem to your review for next week's short story/poetry tests.  All classes.


Gic to Har

by Kenneth Rexroth


It is late at night, cold and damp

The air is filled with tobacco smoke.

My brain is worried and tired.

I pick up the encyclopedia,

The volume GIC to HAR,

It seems I have read everything in it,

So many other nights like this.

I sit staring empty-headed at the article Grosbeak,

Listening to the long rattle and pound

Of freight cars and switch engines in the distance.

Suddenly I remember

Coming home from swimming

In Ten Mile Creek,

Over the long moraine in the early summer evening,

My hair wet, smelling of waterweeds and mud.

I remember a sycamore in front of a ruined farmhouse,

And instantly and clearly the revelation

Of a song of incredible purity and joy,

My first rose-breasted grosbeak,

Facing the low sun, his body

Suffused with light.

I was motionless and cold in the hot evening

Until he flew away, and I went on knowing

In my twelfth year one of the great things

Of my life had happened.

Thirty factories empty their refuse in the creek.

On the parched lawns are starlings, alien and aggressive.

And I am on the other side of the continent

Ten years in an unfriendly city.

Wed 9/27 and Thurs 9/28
Vocab/Essay #3

Tuesday 9/26
Full short story review.
Vocab test tomorrow/Thurs.
Short Story/Poetry Unit tests Tuesday of next week: Part 2 for Eng 10, Full Test for English 10H

Monday 9/25
I was absent, but most time was spent getting caught up on the short story/poetry unit in all classes

Friday reflection on G-Class for all classes.

10
Short Story Test Part 1 return and review.  All students have the ability to revise/rewrite short answer questions if turned in by next week.

10H
"Opportunity" poem used as model for next week's Teaching Groups prep for the upcoming Short Story/Poetry Test (probably going to be beginning of week after next)

 Write down every observation you can about the picture.  Focus on individual elements as well as the picture as a whole.

Vocabulary List 3

ambiguous

dissident

embellish

fritter

ambivalent

inane

juxtapose

lethargic

sporadic

subsidize

Friday's poem:

Opportunity

by Edward Rowland Sill

THIS I beheld, or dreamed it in a dream:--

There spread a cloud of dust along a plain;

And underneath the cloud, or in it, raged

A furious battle, and men yelled, and swords

Shocked upon swords and shields. A prince's banner

Wavered, then staggered backward, hemmed by foes.

A craven hung along the battle's edge,

And thought, "Had I a sword of keener steel--

That blue blade that the king's son bears, -- but this

Blunt thing--!" he snapped and flung it from his hand,

And lowering crept away and left the field.

Then came the king's son, wounded, sore bestead,

And weaponless, and saw the broken sword,

Hilt-buried in the dry and trodden sand,

And ran and snatched it, and with battle shout

Lifted afresh he hewed his enemy down,

And saved a great cause that heroic day.

Tuesday, 9/19

After expanding/finishing High Tide in Tucson discussion, time to read Into Thin Air in textbook and answer questions 2,4,6.  I have also included question extensions on G-Class.

All classes:

G-Class three part response on goals.
Discuss responses in connection to "Where Have You Gone, Charming Billy?" text questions #9,10,11 and "High Tide in Tucson" text questions #9 and #11.
Next short read for each is "Into Thin Air" excerpt.

English 10
Short Story Test Part 2 date will be announced in next week.  SS Test Part 1 will be returned/reviewed prior

English 10H
Short Story Test date will be announced in next week.

All classes:
Response journal on G-Class.

Read High Tide in Tucson on pg. 498 in the textbook.  Eng 10--answer questions 9 and 11 on G-Class. 10H answer 9 and 11 in your notes.  Questions on pg. 503 in the textbook.  There was time to read and answer in class today.

If you are missing anything or have questions about anything, make sure you are checking in with me.  Have a good weekend.

Be on the lookout for cultural enrichment opportunities too.

Vocab Test/Essay #2 yesterday and today.  Sorry if you are a class with a delay getting grades in the book.  My Skyward account isn't working at the moment.  Going to try the magical turn it off/turn it on method.  Otherwise will update tomorrow.

Photo: Gordon Parks.  Check out more of his work by clicking on the page link on the right.  We'll be exploring some of Mr. Parks' writing and photography soon.

Tuesday 9/12
Need to have In the Shadow of Man and Where Have you Gone, Charming Billy read for the vocab essay source material
Continued work on the 5 step model from yesterday

Monday, 9/11

G-Class article on Speech/Pause Fillers.  Read and answer questions.
In class 5 step paragraph construction practice
Vocab Test/Essay 2 this week on Wed/Thurs

Upcoming cultural enrichment opportunities:

Remember, you need visual proof you were there, you need a write-up on your experience and why it matters to you, and you need a small poster to put on the wall.  See last year's examples for inspiration.

Read to a Dog  : Have a younger sibling/cousin/kid you babysit/etc?  Sign them up, take them, take pics, make your mini poster, and get your extra credit!

On Sunday @AFSP_KC will be holding a Candlelight Vigil to begin #SuicidePrevention week. It will take place at Berkely Riverfront Park @ 8pm.

Wed/Thurs:

Vocab List 2: collaborate, despondent, instigate, resilient, retrospect, rudimentary, scoff, squelch, venerate, zealot

English 10H
F451 final prep for Friday's test

Eng 10
No Red Ink Adjective Pre-Test
Short story lit term prep/discussion
Short story mini-test will be Friday, September 8th.



Tuesday 9/5
English 10
Literary elements for the first 3 short stories: The Pedestrian, By the Waters of Babylon, In the Shadow of Man.
Add Where Have You Gone, Charming Billy?  to the story list.
Discuss universal connections for all stories

English 10H
G-Classroom:  F451 Big Picture reflection ?'s
F451 Focal Points covered:
Characters: Montag, Mildred, Clarisse, Beatty, Faber, Granger, the intellectual travelers, the hound
Symbols: blood, books, the river, the cobra/stomach pump, fire, the tv/viewing walls, "fake" Montag on the news

Assembly and half length classes soooooooo....have a nice weekend.  Honors classes, check out the final set of F451 questions below.  English 10, you have 3 short stories you should have read by now: The Pedestrian, By the Waters of Babylon, and the excerpt from In the Shadow of Man.  All guiding questions have been posted as well.

F451 Pg. 65-90ish

Why does Montag think of the old man in the park? (Faber)

What problem does Montag have regarding which book to turn in to Beatty?

What book does Montag decide to turn in to Beatty? What does he swear to do before he turns it in?

According to Faber, how has religion changed?

How does Faber see himself? Montag?

Why is Montag unafraid of the risk of stealing more books?

Describe the plan Montag and Faber come up with.

What approaching disaster is Faber counting on to give the intellectuals a chance to be heard?

What is the verse that Montag is reading on the subway about?

Fahrenheit 451

Study questions pgs. 93-154 (pages are approximate)

(93-110)How does what Mrs. Phelps say about her husband going off to war a perfect example of what is wrong with this society?

(93-110)State the different viewpoints on children based on Mrs. Phelps and Mrs. Bowles’ conversation.

(93-110)Reread the “Dover Beach” poem. Why does this poem make Mrs. Phelps cry? Base your answer on textual evidence and logical inferences.

(93-110)Describe the dream Beatty tells to Montag and use textual evidence to suggest why this upsets Montag so much.

(113-136)Why is it appropriate that war is finally declared at this point in the novel? How does this correlate with the inner Montag and his relationship to society?

(113-136)Using textual evidence for support, state how Montag acts differently at Faber’s house this time than he did during his last visit there.

(137-154)What does Montag’s own desperate flight remind him of?

(137-154)Using textual evidence, mention several things Montag thinks about as he drifts down the river.

(137-154)Who are the members of the group Montag meets in the woods? How do they think of themselves?

(137-154)Using textual evidence for support, discuss how the fire in the woods is different from the fires Montag was used to.

Some good opportunities for extra credit are coming up.  I will continue to post them here when I have time, but Twitter is a really good way to stay on top of those since it is quicker to retweet instead of having to create a post here.

Extra Credit Opportunity- Library in the Park

As long as it has an interactive aspect where you GO AND DO SOMETHING, it counts for extra credit (after you take pics there---selfie included, make your poster, and bring it in.  Here's a good resource calendar from our friends at the JOCO library system.

JOCO Library Events

G-Class:  Progress Trap written response.  The Progress Trap concept, and elements of "By the Waters of Babylon" will be prevalent on your Vocab Essay 1 tomorrow/Thursday.

We will go over the format again, as well as discuss the essay prompt, so if you come up with any questions feel free to ask them in advance.

Last week we initiated discussion on our core "foundational literary terms" in class.  These are the terms that you will see in guiding questions, on tests, on essay prompts, and in feedback from me.  The ideal scenario is that you will begin to incorporate them into your work as well, either in direct discussion or illustrated through their usage.

-theme
-tone
-mood
-imagery
-big picture
-universal quality
-voice
-characterization
-setting
-conflict
-irony

Today:
10
No Red Ink: create account and take first diagnostic
Read By the Waters of Babylon by Stephen Vincent Benet
Familiarize yourself with the 5 Step Paragraph Model

10H
G-Class read and respond
5 step paragraph model
F451 questions in class (pg. 24-50)

Next Guiding Question Set: (pg 48-68)

What revelation about life does Montag have when he sees the woman intentionally set herself on fire?

Ironically, what is Mildred’s reaction to Montag’s wish to discuss the woman?

When Beatty comes to check up on Montag, he has both a literal/direct message about being a fireman and an implied/indirect message more specific to Montag. Identify each.

What is the “beetle” and what does Mildred enjoy doing in it when she feels bothered like Montag is feeling? What does this illustrate and reinforce about Mildred?

Why does Montag feel it is necessary to not only admit to reading and show Mildred his books, but also to read to her?

What effect does Clarisse continue to have on Montag, even after her death?

Why is it significant that Bradbury has Clarisse die so early in the book?

According to Clarisse’s uncle, why are there no more front porches, or gardens, or rocking chairs?

Vocabulary list #1 came out Wed/Thurs if you weren't here.  The test will be Wed/Thurs of next week.  If you were not here for the words, you are still responsible for them and for taking the test next week.  See me with questions.

facetious
detriment
dexterous
discretion
gregarious
optimum
ostentatious
sensory
vicarious
scrupulous

Eng 10- In class writing sample.

10H- Group story construction info share

Not a quiz, sorry for leaving that on earlier.  These questions were derived from what used to be a quiz, but just guiding questions for approximately pg. 24-50

Fahrenheit 451


Why does Montag feel sorry for the hound, even though it is mechanical and has no feelings? (“That’s sad...” said Montag.) What is Montag admitting about himself with this statement?


Describe the difference between Clarisse’s view of being “social” and her school’s view of being “social”. How does it serve as a contradiction to how we typically view these labels?

What reason does Clarisse have for being afraid of children her own age? Why is this significant in regard to Bradbury's concern about society overall?


Explain what the woman with the books did on her front porch when the firemen were trying to get her out of the house. By not giving them a choice, how did she retain both dignity and the ability to choose her own fate?

What is the question Montag asks Mildred that neither of them know the answer to and how is it symbolic of how his views on life are changing?

How does this quote help define Montag’s marriage?

“Well, wasn’t there a wall between him and Mildred, when you came down to it? Literally not just one wall but, so far, three!”

By the Waters of Babylon guiding questions:

1. What universal human needs/traits does John the Priest exhibit by traveling to the place of the gods and how does he handle the results?

2. What reason does John's father give for not telling their people the truth about what he learns?  What is another reason that he does not want the truth to be shared?

3. Look up the term "progress trap" online.  How do the progress traps of By the Waters and The Pedestrian affect the culture of each society.  Can they be avoided?

Eclipseday continuation.
"The Pedestrian" read and questions run through---we will finish up Wed/Thurs
We will start vocab this week, including format, so if you miss the block day this week, check in with me.

10H
F451 test will be week after Labor Day.  Exact day to be announced.

Google Classroom Codes

Hr. 2 - rgmxz2
Hr. 3 - me2hqz
Hr. 4 - 1a56fvt
Hr. 5 - 0L18mi4
Hr. 6 - K5gn48a
Hr. 7 - norbiu

Honors Prompt #2

Is seeing something unique (like the eclipse) inherently valuable just for the sake of seeing it, or does it have to have a tangible benefit to achieve value?

See earlier posts for F451 guiding points.  We will discuss in class today, but more as a preview due to number of absences.  We will also intro "The Pedestrian" by Ray Bradbury and start to use that as a guide for reading F451.  Questions and info was previously posted, but will be revisited tomorrow.

The Pedestrian (page 10 in textbook, or easy to find online) guiding questions:

1. What might be a possible reason for Bradbury using so much imagery related to darkness, coldness, and death?
2. Do you think Leonard Mead is lonely?  Explain.
3.  Do you think the whole world is like this and Leonard is the last pedestrian left, or is this the beginning of this phenomenon and he is the first one to be locked away for not conforming?  How does each scenario change the message of the story?
4.  Is Leonard Mead a rebel? What elements of that term does he fit or not fit?
5.  What does Bradbury see as the danger to us as a population if something like this happens?  What is the big picture problem?

Friday, August 18

X Factors personal survey.

Fahrenheit 451 guiding points:

-The irony of each character's self assessment of what their role/job/place is in society
-Mildred's unwillingness to address reality
-The prevalence of suicide attempts in the F451 world (why do the technicians exist?)
-What "story" elements does F451 already exhibit very clearly
-Character focus: Who do they represent in our world?

Computer check in all hours for people who don't have one yet.  If you have one and it doesn't work, hopefully be able to take care of it Friday.

Started "What Makes a Good Story" discussion.  We will continue to build on these, so keep them handy.  Some of the best traits:
-Heart
-Character connection
-Something that "sticks"
-Relevance
-Balance
-Emotional Connection
-Tension

Today was a "not so super" kind of day, but thanks for sticking with it!  Tomorrow we'll be meeting in the classroom to check the list for how/where to get your computer once we head to the library.

Welcome back to South (or welcome to South in the first place)

Today will be pretty straightforward in terms of prepping for the year, discussing expectations and in-class policies, figuring out where you sit, talking about stuff, etc.  We will also try to have a little fun, shake out the cobwebs somewhat, and hit the ground running rather than just introducing ourselves to people most of us already know.

Just about any resource you can or will need for class this year can already be found on this class blog, but you may just have to look.  I will post daily updates for class here, and sometimes additional information as well.  New information and resources will also be posted here.  Typically I will reference when and what is being posted in class, but you can check any time.

Ask questions if you have them.

6th and 7th hour English 10 classes:  There is something you might want to take a look at on Google Classroom.

Make up work needs to be completed and submitted to me by 2:40 on Monday, 5/15.  After that, none will be accepted as all attention will be given to final exams.

All extra credit is posted in Skyward.

Reminder:  If you have an A going into the final exam, you will not need to prepare for the final reads.  Your final will be a survey style assessment of your experience in class for the year.  I may ask you about Fast Food Nation too.

If you have a B or lower going into the final and want a refresher on how grades will be calculated, click on the Semester Grading Breakdown link in the pages menu.

This week: Final exam preparation for all classes

Final Exam: 50 questions.
Cold reads: 3 or 4 poems.  1 very short story. 1 "other" piece

Warm read: "And the Moon be Still as Bright" from Ray Bradbury's The Martian Chronicles. I have copies you can borrow or read in class.  It is also very easy to find online.

Fast Food Nation

I am finishing up grades this week.  If you are missing assignments that will obviously affect your grade in terms of knowing what you are going into the final with.

Vocab Essay 13 will not be a stand alone grade.  Rather, it will replace your previous low vocab essay grade.

The extra credit window is closed.  That will be the last thing added to the grade book before the exam.

Bring in your textbooks!!! We are done with them, so make life easier on yourself and get it taken care of early.  Bring any novels you still have checked out.

10H
Tuesday and the block days this week have been dedicated to finishing the Lord of the Flies test.

Tomorrow is the cutoff for extra credit turn in.

Next week we will spend time on FFN, as well as introduce the pre-reads for the final exam.

10
Finishing up missing work and completing your Heroes essay and Final Independent Project have been the goals for this week.

Tomorrow is the cutoff for extra credit turn in.

Next week: final push on missing work and finals prep.  Fast Food Nation will have a section on the exam, so even if you are not reading the entire book, it will benefit you to have some familiarity with it and its style.

LOF Test is tomorrow, May 2nd for all 10H students.

Ch. 10
Pg. 155: 2nd main paragraph- “Ralph climbed on to the platform carefully…”  Explain the significance of the imagery in this paragraph.  What about diction and syntax?
Pg. 156- 157: The acknowledgement of Simon’s death and its significance.
Pg. 159: The symbolism of the balanced rock in relation to both its intended purpose and its relevance to society
Pg. 160: How Jack uses Simon’s death to his advantage
Pg. 162: The duality of the fire as both a rescue signal and as a comforting element
Pg. 166-168: The raid and how it is perceived by each faction.  Also, the significance of the theft of the glasses
Ch.11
Pg. 169: Piggy’s blindness and what it symbolizes in regard to the boys’ connection to civilization
Pg. 171: Piggy’s rant about what is happening.  The acknowledgement of death and his last ditch effort at preserving civilized morality
Pg. 180-181: What it represents both immediately to the boys and in the arc of violence that has taken place over the course of the story.  (Disappearance of the littlun in fire, Harming a pig, Killing a pig for food, Harming a boy, Killing a pig and making a ceremony out of it, Killing Simon as a group with a mob mentality, An individual killing an individual in cold blood and for pleasure)
Ch. 12
The big hunt and Ralph’s transition from bystander, to hunter, to prey
The irony of the island fire.  Jack’s role as savior/hero in that he gets them rescued, and he uses Ralph’s method to do it while trying to kill Ralph.
The irony of who rescues them and what he says to them (last page).

LOF 7-10 Guiding Questions


1. When Ralph and Jack see the “beast” on top of the mountain, why does Ralph say it “squats by the fire?”


2. When Simon says “I think we ought to climb the mountain” in Ch. 8, what does this foreshadow (be specific)?


3. What does Piggy’s suggestion that they move the fire down to the beach show about the boys in regard to the presence of the beast?


4. If Jack and the beast have the most in common due to their total reliance on the boys’ fears and insecurities, which boy has the most in common with the LOF itself and why?


5. Write the original chant. Write it as it has changed in Ch. 9.


6. With Simon’s death, human life has been taken. However, one could argue that it was done in the heat of the moment and was an accident. What is the next logical step for the author in the deterioration of civilization?


7. When the hunters raid the camp, what do they take and why?


8. What does Piggy think they wanted to take and why?


9. What prophesy from the LOF(pig’s head on a stick) has come true?

10. What aspect of human nature would Golding and Stephen King say is definitely present by the end of Ch. 10?

10H

LOF Guiding Points for Ch. 5-6

Looking back to the beginning of the novel, what is the relationship dynamic between characters now?  How does this evolution fit Golding's theory about people vs. systems?
Jack/Ralph
Piggy/Jack
Simon/Everyone
Jack/Everyone
Ralph/Everyone

After 6 chapters and the evolution that Golding has illustrated through them, what appears to be the biggest threat/danger on the island?  What literary techniques does Golding use to illustrate this?

Why does Ralph have to agree to go hunting for the beast with Jack even though we all know there is probably no physical beast?  What unusual occurrence takes place between Jack and Ralph on this hunting trip?  What symbolic elements are illustrated?

How would you describe “The Beast” using terms and words that are not visual-based?

As the island society slowly deteriorates, the two potential leaders remain.  What positive character elements do Jack and Ralph still retain?  What powers has Golding created that are working against them at this point?

Look for symbolic "signs" that the memory of what it means to be "civilized" is fading for the boys.  What narrative techniques does Golding use to show this?

What is the symbolism behind Piggy’s glasses being stolen and broken?

What do Roger and Henry have in common?  What does the scene on the beach have to do, metaphorically, with Golding's views on mankind's flaws?

10H
LOF test is Tuesday, May 2nd.  A Good Man is Hard to Find (full text on G-Class or easy to find online) will be used as a companion piece.  Below you will find guiding points for AGM.  It will be part of the final written piece you do on the LOF test as well as the objective portion.

A Good Man is Hard to Find
Flannery O’Connor


Each of the following is a snapshot from the story, along with a direct or indirect juxtaposition with LOF.  Consider your answer to each as it stands, but also in the greater context of Golding’s quote that we studied from the LOF notes, as well as the existential arguments about whether good and evil are inherent or learned qualities and how we justify/argue for each case.


At the beginning of the story, how is the grandmother juxtaposed against the children?  How do they function as character foils to her?  What stereotype does O’Connor manipulate here to set the stage for her theme about the inherent qualities of man?

Explain the character similarities between Red Sammy and the grandmother.  How do their physical differences act as a filter between their beliefs and the audience?

Compare the philosophy of The Misfit and the philosophy of the grandmother regarding what is wrong with the world.  Who would you consider to be the more honest of the two characters and why?

Condense, and explain in your own words, The Misfit’s explanation of his father, prayer, his own realization about crime/wrongdoing, and Jesus.  How does the “philosophy” of The Misfit compare rhetorically to the philosophy of William Golding?

Who are the “bad guys” and who are the “good guys” in A Good Man?  What about Lord of the Flies?  How does each work manipulate the concept of good and evil within the context of its events?

The Misfit is a lifelong criminal who murders indiscriminately with no remorse for his actions or sympathy for his victims.  A misfit is “a person whose behavior or attitude sets them apart from others in an uncomfortably conspicuous way.”  What effect does The Misfit’s name have on the tone of his explanation for why he is the way he is?  How does his explanation apply to LOF?

Tuesday, April 25

10H
LOF
I have posted the first four chapters' reading guide points previously, but here is a stripped down list of "red flag" items that you should be keeping track of during the reading.

Level 1 Characters (those we have the most contact with)
Jack, Ralph, Piggy, Simon, Roger, The Littluns

Level 2 Characters (those whose influence is felt, but who are not as direct/prominent/tangible)
"Back home" people, The Beast, LOF, The boys as a group, Samneric

Concepts/Symbols
Hunting, shelter, rules, conch shell, fire, Piggy's specs (glasses), the boys' physical appearances at various stages

Connections
Evolution from civilized to savage, personal relationships between the level 1 characters, how power is determined/cultivated/exploited, the balance of morality/compliance/compassion

FFN

Epilogue

-Symbolically, what function and connection do all of the people whose stories are told in the first few sections of the epilogue have with other anecdotes and accounts from the numbered chapters of the book?

-What is Schlosser's call to action (Step 5) in the epilogue?  What does he implore us to do and what rhetorical appeal does he focus on in this conclusion?  In criticizing an already massive, culturally embedded industry, why does this focus make the most sense?

-The epilogue picture on pg. 254.

-Most of the chapters are broken up into sections with titles that are somewhat vague or have a nuanced metaphorical quality.  What does the blunt, direct, focused nature of the titles in the epilogue indicate about Schlosser's purpose/tone?

FFN
Ch. 10

-Based on our class discussion of the structure of an argument and how it can be made most effective, why does Schlosser's trip to Germany serve as the intro to Ch. 10 and why does he wait until close to the end of the book, whereas he spent the very early chapters discussing the industry's spread in the United States?

-Knowing what you know about the perception many people have of Las Vegas, how does Schlosser's juxtaposition of the global spread of fast food to the fast food convention in Las Vegas serve as a symbolic element to his analysis of how the industry works?

-How does Schlosser rely on ad homimen as a rhetorical strategy in the final three sections of Ch. 10 and who is he attacking?  Although ad hominem is typically considered a fallacy, how does Schlosser use it to the advantage of his argument, possibly even manipulating it in a way that exempts him from being accused of using it?

-Brought to a conclusion of the research based chapters in Ch. 10, what is Schlosser criticizing at least as much as the fast food industry in this book?  How could many of its criticisms be applied to other industries or facets of our lives?

10H

I have posted several times today, so scroll down for more. The following are LOF guiding points for Ch. 3-4 specifically, but will have a continuing effect as well.

Lord of the Flies

Ch. 3-4

What is the struggle between Ralph(shelter building) and Jack(hunting) symbolic of?  How do the differences between the actual work involved in these jobs reflect both their importance and their appeal?

What is the true importance of the shelters? Why do they "need" shelter on an island with no foreseeable environmental hazards?

Why is Jack so obsessed with killing a pig? What will it mean for him?

Where does Simon fit into the society? What is his role and what does he represent? (Find the part where he walks off into the jungle)

When Jack describes what it is like to be out in the jungle by himself, what is he basically admitting?

What are some of the signs of a breakdown in civilization(Up to and including Ch. 4) and what does it mean for the boys and their standing on the island?

What is the symbolism behind Piggy’s glasses being stolen and broken?

What do Roger and Henry have in common? What does Golding think about the presence of evil in human beings?

10H

See previous post/G-Class for LOF reading points

FFN

Ch. 9 "What's in the Meat?"

-What rhetorical value does Schlosser attach to his use of science in studying the makeup, and contamination, of supply lines in the fast food industry?  How does this somewhat dry data contribute to his argumentative approach?

-How does Schlosser incorporate the "corporate monster" back into his argument in Ch. 9?  What is the juxtapositional opposite that he pits it against, and how does that comparison function in his overall argument?

-Do you think Schlosser is overly reliant on the "gross-out" factor in the way he organizes his argument rhetorically?  Which of the major strategies does this reflect?

-Schlosser references a lot of visual images when referring to things that we can't necessarily see, such as cleanliness, microbial activity, contamination, etc.  Is this a valid strategy, and what rhetorical approach does it play to?

10H

These LOF points are also posted on G-Class. They are not limited to any specific chapters, but reading Ch. 1-3 should get you a good start on them.

Lord of the Flies: Guiding points

What are some of the differences we know right away between Ralph and Piggy? Don’t limit your answers to appearance and personality. How will these differences shape their roles on the island? How do these traits transfer to “civilized” life?

Who is Jack and who are the boys with him? What is very apparent about Jack right away? While it may be kept in check by the expectations and natural social balances of “normal” life, think about how a situation with no social/legal “infrastructure” would be affected by someone like Jack.

What characters can we already guess are going to have a conflict? What will the conflict involve?

What happens when the explorers find the wild pig in the woods? What is the significance of the outcome?

How do the personality traits of Jack, Ralph and Piggy affect their interactions with each other, with the other boys and with their environment? (Pg. 33 and 38)

On pg. 40, the first real “disregard” for rules/norms takes place with Piggy’s glasses. What does it lead to, and what does it set the stage for regarding the rest of the book?

After the fire, a boy has gone missing, but what happened to him is left fairly ambiguous by Golding. Why is this done, and what ramifications does it have for future decisions made on the island?

10

Independent final project work continued

10H

Started Lord of the Flies today with some group work that we'll continue tomorrow/Thurs.  You can catch up in class if you missed.  Crystal Bridges is Friday and I will post museum rules tomorrow.

10

Independent project on G-Class.  Ask me for details, but it's all about choice!

Attention students and parents:


The following outlines the formula that will be used to calculate second semester grades, along with the rationale for the changes. The goal for this change is to acknowledge those who have shown a high level of achievement and improvement, while providing motivation for as many other students as possible to push their abilities in the final stretch of the year.


Students who go into final exams with the following semester average will have grade calculated as explained below:


A (89.5%) or higher grade going into exams: Interview style reflection on the year, covering a combination of standards, skills, and reflection on student’s experience. This may come in the form of a survey style response paired with a few short answer items to expand on main points. Examples may include: best practice, engagement, student’s own view of progress, class structure, etc. Student must complete the reflection/survey for a complete grade and to retain a grade of A.


Rationale: Students have demonstrated a top level understanding, knowledge and skill set consistently throughout the semester and/or have shown significant enough improvement to not warrant a traditional skill-based test. A high stakes test is not necessary when students have already earned such a high assessment level.


85% or higher average + A on final = A on semester
80%-85% + exam grade must average 90% for A (so an 83% would need a 97% exam for A)

75% or higher + B or higher on final = B for semester
70%-75% + exam grade must average 80% for B (74% would need 86% exam for B)

65% or higher + C or higher on final = C for semester
60%-65% + exam grade must average 70% for C (62% would need 78% exam for C)

55% or higher + D or higher on final= D for semester
Below 55% + exam grade must average 60% (50% would need 70%, 40% would need 80%, etc.)

Final exam grades may still negatively affect overall semester grades if lower than the Q3/Q4 average. Exam grades lower than the semester average or not high enough to make the jump to the next higher grade level will be calculated at the standard semester grade weight.

Rationale: Gives students at all grade thresholds more incentive to push for high achievement on exams and during the semester. Currently, there is little incentive for students who fall in the middle of a letter grade (73-77, 83-87, etc.) or below a mid-high F to put a lot of effort into exams because the math says they can’t climb and are unlikely to fall.

Reminder to all Crystal Bridges attendees: You have until next Friday to turn in permission slips.  The $10 charge is no longer needed, as I was able to secure full funding from Crystal Bridges for our bus rental.  If you have turned in money, please see me for a refund/return of money.

Schedule for next week will happen as outlined in yesterday's post.  If you are in Hour 2 or Hour 3, your reading assessment will be handled by counseling and should not interrupt any academic classes.

After additional server issues today during 3rd hour, we will push the entire Vocab/Essay 13 to next week's block days.  Wordwright still on Monday, Tuesday we'll spend some time on FFN in specific regard to the essay prompts and just in general, but also hit some argumentation points for the home stretch.

FFN reading guide

Ch. 8
- The picture.  Every element of it.  We've talked about "reading images" and its importance, especially at the AP level.  How do you read this image on pg. 168 and how does Schlosser use it and the others in FFN?
- What does the opening sequence imply about what goes on in the slaughterhouse industry?  How is this visit symbolic of the business side of slaughterhouses?
-What symbolic parallels does Schlosser draw between the animals and the workers at slaughterhouses early in the chapter?
-If you apply the 5 step writing model to the organization of this chapter, why is Kenny Dobbins' story saved for the end?  What purposed does exploring this one serve, and how does narrowing it down to an individual's account still achieve a big picture moment?

Monday 4/3
FFN reading.  Wordwright #4 prep

Tuesday 4/4
Due to technical difficulties with computer servers, the Kansas Reading Assessment scheduled for today and tomorrow/Thurs has been pushed back.  The new plan is to complete it over the course of Wed/Thurs and Friday this week.  Section 1 will be completed on the block day and Section 2 will be completed on Friday.  If this goes according to plan, here is the effect it will have on Vocab/Essay 13: If everyone is finished with Section 1 of the assessment with a reasonable amount of time left in the block period, we will do the front side of Vocab/Essay 13 on Wed/Thurs after the assessment.  This will push the essay portion to Tuesday, with Wordwright still taking place on Monday.  If we are not able to do any of Vocab/Essay 13 this week, we will push the whole thing to next week, either split between Tuesday and the block days, or simply all of it on the block days.

FFN Chapter 7
-Cogs In the Great Machine is a pretty ominous title.  In these chapters that center around how the animal becomes part of our food supply, Schlosser uses words like produce, process, render, design, etc.  What result is derived from this type of diction?
-Politics and business are brought back to the forefront in Ch. 7, but in a different style than earlier (Ch. 2) in the book.  What has changed about the symbolic qualities that Schlosser gives them?
-Why does Schlosser spend so much time on labor practices?  What is his purpose in giving the working class symbolic value?
-The correlation vs. causation argument comes up again at the end of Ch. 7.  How does Schlosser use it this time, and is it valid?

FFN Chapter 6

-How does Hank function symbolically when juxtaposed against the beef companies in the first sections of Ch. 6?
-How does the emphasis on the market share that the beef and chicken producers control affect the argument about price and fairness?  What is the implication that Schlosser makes indirectly, and why does he stop short of direct accusation?
-How does Schlosser employ cause and effect in his argument, especially specific to the chicken industry but present throughout much of the book?
-Is Schlosser guilty of overuse of the "causation vs. correlation" fallacy of argument?
-How does the structure of the final section affect the overall tone of the chapter?  What is the purpose of bringing the chapter about companies/industries back full circle to an individual person's story?

Fast Food Nation reading guidelines, continued:

Ch. 5
-How and why is the line between "growing" something and "producing" something blurred, and what effect does it have on both the argument and the tone of the chapter?
-How does diction such as "food product design" compare to the imagery of farms, farmers and agriculture that is present throughout the book?
-Beyond a contrast against the supposedly natural formation of plants and animals, how does Schlosser's attention to scientific detail both aid his argument and his credibility?
-How does the mixture of science and focus on the amount/number of potatoes compare to each other and impact each other's imagery?

A reminder as we head into the home stretch for this year and look forward to next:

If you have any questions about AP preparation and how our class aligns with the next two years of English at the AP level, this link to the Vertical Team section of our department website (Raider Writing Center in the toolbar to the right) provides several resources that show both curriculum philosophies as well as results on AP exams.  If you would like clarification or still have questions about your own enrollment, feel free to come talk to me.

Fast Food Nation Reading Guidelines

Ch. 2
-Pay attention to the descriptive word choice that is used for objects, people, buildings and other tangible things
-Focus on architecture and climate descriptions
-Colors, temperatures---imagery of the senses juxtaposed against more natural images
-Interweaving of politics and the industry: What effect does the combination of these two have on the tone of the writing
-When kids and education become part of the example, what rhetorical strategy is being employed and why?

Ch. 3
-Why is so much time spent describing the infrastructure of Colorado Springs
-Why does Schlosser focus on the types of business and growth that CS goes through rather than just the numbers
-Look for more word choice that gives away Schlosser's apparent dislike for the newer populations, businesses, houses and neighborhoods
-How does Schlosser transition and connect the first half of the chapter that deals with housing, population and infrastructure with the second half and its look at crime and the actual workplace environment of the industry?

Ch. 4
-How does the concept of "business" work as an extended metaphor throughout the entire chapter?
-How does isolation play a significant role in this chapter?
-This chapter has a number of references to money.  What do the monetary allusions help reinforce and how does it relate to the first two questions about business and isolation?
-Compare/contrast the experiences of the individuals who are represented in this chapter.  What do they have in common, what separates them and how do their paths cross, either literally or figuratively?

Crystal Bridges Field Trip List
Guaranteed spots are currently filled, but still send me an email if you are interested.  Spots have reopened every year so being on the overflow list still gives you a good chance.



1 Anna Burns

2 Olivia Sutton

3 Abi Wandling

4 Jack Calderwood

5 Maddie Westcott

6 Cynthia Flores

7 Brenna Dulaney

8 Eliza Fitzgerald

9 Mara Baine

10 Alexandra Soto

11 Lukas Vohs

12 Alexandra werth

13 Lilly Wagner

14 Jordyn Martin

15 Tim Nunez

16 Gabriel Myers

17 Jill Propst

18 Meg Blinzler

19 Valentina Mercado

20 Audrey Hartwell

21 Emma Ross

22 Jane Swanberg

23 Lauren Moreland

24 Heidi Tapko

25 H. Kopp

26 Megan Smith

27 Miah Clark

28 Hannah Carter

29 Kice Mansi

30 Maxie Crimm

31 Trevan Baker

32 Manal Boullaouz

33 Katie Schultz

34 Jermika Jones

35. Olivia Chudik

36. Vincent Jischke

37. Carter Hale

Fast Food Nation intro/ch1 talk.  Vocab 12

TONIGHT AT 8:30: EMAIL TO GO ON CRYSTAL BRIDGES FIELD TRIP

10H: Crystal Bridges email sign ups open at 8:30 pm on Wednesday, March 22.  Email your name and "Crystal Bridges" to sobarand@smsd.org if you would like to attend.  The trip is Friday, April 21st and we have 34 spots available.

Fast Food Nation:
Overall goals/guidelines:
-What is the argument- What fact/possibility are we being asked to accept?
-How do these arguments/opinions expand beyond the fast food industry?
-What is the commentary about our society and its operation?
-Summative point or revelation about how the author believes the FF industry explains bigger problems that we face

Introduction:
-Juxtaposition of imagery
-Nature vs. Industry
-What tone is established?

Ch. 1
-Title's allusion
-What defines progress?
-Where does the idea of "car culture" fit into the FF industry equation?
-How did small, affordable restaurants become an "industry" in such a short time?

Monday, March 20

10H
Fast Food Nation initial handout and reading goals/guidelines

10
Heroes Essay rough draft work
Peer edit for those who have finished the draft

10
If you are not here Friday and have not given me the working draft of the heroes essay, I need some version of it (electronic/typed) before we get back for finished draft credit.

Vocabulary list 12: Will continue as usual the week after break with Essay/Test 12

austere, esoteric, facsimile, grotesque, mesmerize, metamorphosis, notorious, perfunctory, provocative, travesty

10H

Finish Caesar test.  Big Kid Show and Tell on Friday.  I know we mentioned starting today/tomorrow, but unless that's the only option, I would like to save it for Friday due to the number of people who need to finish/start the Caesar test.

10

Heroes Essay work in class. DUE FRIDAY: working draft.  Make up missing work.  You need to check Skyward for what is missing at this point.

Tuesday, March 7

10H
Caesar Test: You will have time to finish on Wed/Thurs if needed.

10
Heroes Essay work in class

10H
Caesar test prep for tomorrow:
1. Emotional intelligence
How is emotion overused?  Underused?
How does Shakespeare manipulate the characters and audience using it
2. Archetypes and stereotypes
What roles do the characters fill and how do they embody these roles in some cases, and stray from them in others?
3. Allusions
References in Rome to things that were more relevant to Shakespeare's England
Christianity references: Caesar's blood giving Rome life; Caesar becoming a Christ-like martyr for Antony and Romans
4. Shakespeare's series of unfortunate events model
What mistakes are made by the main four characters and why/how does this affect the direction of the play?

10
Essay writing:
We went through how to write the opposing argument and conclusion.
Here is a basic bare-bones version of the outline:
1. Intro- Define hero definition and your angle
2. Body 1- Hero's purpose
3. Body 2- How/when/where heroes are created
4. Body 3- Opposing argument acknowledging the opposition, but retaining your argument's higher value
5. Conclusion- Big picture relevance

We will be working on this for the rest of this week.  This is a working draft that we will revise after break, but this one will be graded for structure so make sure each paragraph uses the 5-Step model.

Next week is a standard schedule.  This means Caesar test is on Tuesday for all.  Wed/Thurs are odd/even block.  Friday is standard with a 1:10 dismissal.  Big kid show and tell will begin Wednesday and Thursday after new vocab list is discussed.  If we don't have time to finish (big hours especially) we will wrap up on Friday.

Makeup work for hours 6 & 7: lots of progress today, but let me know if you still need copies of work

Vocabulary Essay 11

Check Skyward: Lots of missing work

There are a couple of writing competitions running currently.  If you have questions or are interested, let me know and I can get you information about entering.

10H

Crystal Bridges field trip sign up will begin after Spring Break.  It will open outside of school hours and will be email based.  I will announce in advance exactly when.  We have 30 spots available.  Please do not take a spot unless you truly want to visit this amazing venue.

All classes: enrollment today in class.  If you missed today, counseling should track you down but you can check in with them.

10H
Document on G-Class over Act III speeches
Act III guiding ?'s on pg. 922: 2,4,5,6,8,9,11

10
Work on introduction structure and outlining the intro to your Heroes essay
Basic structure:
1. A hero is...
2. Although some say that a hero...
3. How/when/where do heroes come from or are created
4. Hero's purpose
5. Address how your content fulfills the central question and why it matters

10H
Watch Caesar Act 3 film.  Need to know the terms apophasis, ad hominem, and semantic bleaching in regard to the speeches.  Noted speeches that will appear on the Act 3 quiz on Tues: the servant pg. 903, Antony pg 905, Antony pg. 908, Brutus pg. 910-911, Antony's funeral oration pg. 912-end

10
Argumentative Hero Outline work in class.  We will start writing rough draft on Monday.

Monday: No school
Tuesday: Enrollment informational meetings all hours

Wed/Thurs:

All hours:
New vocab list 11: advocate, antipathy, emancipate, idiosyncrasy, imminent, impede, inclusive, jurisdiction, precarious, preposterous

10H
G-Classroom short answer responses and discussion in conjunction with both Caesar and our upcoming argumentative essay

Wordwright hand back and discussion

Caesar begin Act 3

Caesar test will be Tuesday, March 2

10
New vocab discussion
Quarter 4 Pre-diagnostic

Vocab Essay #10 for all classes.

Be on the lookout for resources over the next week.  Remember, Tuesday is enrollment information day.  If you have questions or concerns about what to take next year, Tuesday is the day to ask them.

Monday 2/13

G-Class read and respond

10H
Finish reading Act 2

10
Finish Myth/Legend Test
Take WordWright 3

Friday 2/10

10H
WordWright 3

10
Myth/Legend Test

Comment on the following list of advisory ideas to give some feedback and take some ownership of that time that you will have once a week for the next 2.5 years.

Vocab List 10: clandestine, astute, contingency, egocentric, exonerate, incongruous, indigenous, liability, reinstate, superfluous

10H
Wordwright on Friday, Feb. 10

10
Myths and Legends Test on Friday, Feb. 10

Tuesday, Feb. 7

10H
Started with this TED talk on the hero's journey.  It's only about four minutes, so watch it again/on your own if you missed the three parts that we/you need:  The steps of the hero's journey, the explanation of the exit and return from the normal world to the special world, and the quote about caves around the 4:00 mark.

Read Caesar Act 2 Scene 1 up to the point where the conspirators leave Brutus' house and Portia comes out to speak with him. Line sections of note: 10-34, 77-85, 112-128, 162-183

Wordwright - Friday

10
Myths and Legends Test will be Friday, Feb. 10.  Stories covered: Momotaro, Sigurd, Sword in the Stone, Launcelot, Sundiata, Quetzalcoatl.  Pages and corresponding questions that most TEST QUESTIONS will come directly from: 1045 #3,8,9,11, 1058 #3,6,9,11, 1066 # 5,6,7,8,9, 1076 #3,5,7,8, 1086 #9,10,11, 1090 #9,10,11.  The other three are listed in a post from last week.  Your essay pre-write is also posted on G-Class.  You don't have to finish it, but should start looking at the posted questions and thinking about/rough drafting them.

Wordwright- Monday

G-Class responses
Wordwright 3 will be this Friday, Feb 10

10H
Caesar Act I wrap up questions on pg. 866 #5,7,11,12

10
Heroes continued.  We will take a myths/legends/heroes test on Monday, Feb 13.  This heroes TED talk does a really good job explaining the cycle of a hero in literature and will be directly referenced on the test.

Wed/Thursday Feb 1st and 2nd

Vocab Essay #9.

Friday Feb. 3rd- No school for conferences

10H

Finish reading Act 1 (Scene 3) in class.  Discussion of Cassius and Brutus' relationship at end of Act 1 and the rhetorical strategies that Cassius is using to convince Brutus, and us, that killing Caesar is the right and best thing to do.

Act 1 Quiz

10

G-Class: Heroes foundational article and response
Start thinking about the following questions in regard to your vision of heroes.
1. Main ? that defines a hero
2. ? about heroes specific to in-class examples
3. ? about heroes beyond class (real, film, sports, etc.)
4. ? about purpose of heroes, both their own and our need for them
5. ? about when or how heroes are created

This is the rest of the reading/questions from the textbook for myths and legends:
Launcelot pg. 1076 ?'s 3,5,7,8
Sundiata pg. 1086 ?'s 9,10,11
Quetzalcoatl pg. 1090 ?'s 9,10,11

Here are the details for the Kansas Book Festival Essay Contest.  No extra credit because the winners aren't announced until July, but a chance to win $250 or $500 isn't so bad.






2017 Kansas Book Festival Writing Contest


Contest entries will be accepted through April 30.
Winners will be notified by July 31 and recognized at the 2016 Kansas Book Festival on September 10.

Theme: “Kansas Places”
Describe a place that is unique to Kansas and explain its importance to the state of Kansas. A place could be a city, town, county, lake, river area, region (i.e., Flint Hills, northeast Kansas) or a building.
Descriptions should include historical and/or present-day elements of the place.
Open to Kansas students in grades 3-12.
Winners will be divided by the four Congressional Districts.

Criteria for Essays:
3rd-5th grade essays should be no more than 750 words and original work.
6th-8th grade essays should be no more than 1,000 words and original work.
9th-12th grade essays should be no more than 1,500 words and original work.

A strong essay will:


· Identify a place that is unique to Kansas (city, town, county, lake, river area, region (i.e., Flint Hills, northeast Kansas) or a building or attraction.


· Give historically and/or currently accurate details about the place.


· Explain how the place is important to Kansas.


· Reflect the importance of giving close attention to the conventions of spelling, grammar, capitalization, and punctuation as a way to effectively present one’s ideas to others.



Prizes:
There will be one 1st place winner and one 2nd place winner in each of the grade level divisions per Congressional District.
3rd-5th Grade: First place receives $100, Second place receives $50
6th-8th Grade: First place receives $250, Second place receives $125
9th-12th Grade: First place receives $500, Second place receives $250
All winning essays will be compiled into a book and each winner will receive a copy.


Winners will be notified by July 31 via the e-mail address provided on the entry form and invited to attend the Kansas Book Festival on September 9 in Topeka to receive their prize and recognition. Should you be unable to attend, your prize will be mailed to you the week of September 11. Please make sure that you include contact information that will be valid at the end of the current school year.

Essays must be submitted in Word Document Format (if e-mailed) and submitted with a registration form. (You are allowed to create a cover page for your entry that includes all of the categories listed in the registration form below without actually using the official form.)



Entries may be submitted via e-mail to ksbookfestival@gmail.com or by mail to:
Topeka Community Foundation
Attn: Kansas Book Festival
5431 SW 29th St., Suite 300
Topeka, KS 66614