Choose a biography (or autobiography) of someone who has made a positive difference in the world (they have a cause to champion or have made a difference).
This should be a good, informative biography that is not a "coffee table" book with more pictures than information. It should cover the life of the person, have good details, and be between 100 & 200 pages.
Bring your book with you to class next time (11/2 for A day and 11/3 for B day).
You need to show your book to get the points.
This was originally assigned 2 weeks ago! It's now due!!
Friday, October 30, 2009
Friday, Halloween Celebration
1. We discussed the AP Exam.
HOMEWORK next time: Choose a book off the AP Exam list
2. Then we discussed TP-CASTT as a technique.
3. Then students did a TP-CASTT of their favorite poem (brought to class today) with a partner,
4. Turn in the TP-CASTTs of both poems.
If you don't have 2 poems, do this poem as your second poem:
HOMEWORK next time: Choose a book off the AP Exam list
2. Then we discussed TP-CASTT as a technique.
3. Then students did a TP-CASTT of their favorite poem (brought to class today) with a partner,
4. Turn in the TP-CASTTs of both poems.
If you don't have 2 poems, do this poem as your second poem:
A Prayer For Old Age by William Butler Yeats
God guard me from those thoughts men think
In the mind alone;
He that sings a lasting song
Thinks in a marrow-bone;
From all that makes a wise old man
That can be praised of all;
O what am I that I should not seem
For the song's sake a fool?
I pray -- for word is out
And prayer comes round again --
That I may seem, though I die old,
A foolish, passionate man.
In the mind alone;
He that sings a lasting song
Thinks in a marrow-bone;
From all that makes a wise old man
That can be praised of all;
O what am I that I should not seem
For the song's sake a fool?
I pray -- for word is out
And prayer comes round again --
That I may seem, though I die old,
A foolish, passionate man.
Thursday, October 29, 2009
Thursday, Sophomore English
Today we started with a quiz on "Human" by The Killers. It had 10 questions:
1. Are we human, or are we dancer?
2. What does the word "inference" mean?
3. Give an example from the text that you would only know from the process of inference:
4.What does the word "context" mean? What is the context of "Human"?
5. What does the word "subtext" mean?
6. Why was the video filmed in Utah?
7. What did the white tiger symbolize?
8. What did the cougar symbolize?
9. What is the tone of "Human"?
10. What is the theme of "Human"?
Then we discussed "Lovers in Japan" and reviewed context, subtext, inference, tone and theme.
We compared it to
Homework: Get your biography (autobiography)
DUE TODAY: A song you found that has a different tone than the theme. Write a paragraph that described it.
1. Are we human, or are we dancer?
2. What does the word "inference" mean?
3. Give an example from the text that you would only know from the process of inference:
4.What does the word "context" mean? What is the context of "Human"?
5. What does the word "subtext" mean?
6. Why was the video filmed in Utah?
7. What did the white tiger symbolize?
8. What did the cougar symbolize?
9. What is the tone of "Human"?
10. What is the theme of "Human"?
Then we discussed "Lovers in Japan" and reviewed context, subtext, inference, tone and theme.
We compared it to
Homework: Get your biography (autobiography)
DUE TODAY: A song you found that has a different tone than the theme. Write a paragraph that described it.
Wednesday, October 28, 2009
English 10 Deconstructing Coldplay
Today we took a quiz on "Human" by The Killers. It had 10 questions.
Then, we deconstructed Coldplay's video "Lovers in Japan" and looked at the context, subtext, tone, theme, and allusions. We compared it to "Pride" by U2.
Next time, we'll look at the alternate version of U2's "Pride" and introduce "The Power of One" project.
Then, we deconstructed Coldplay's video "Lovers in Japan" and looked at the context, subtext, tone, theme, and allusions. We compared it to "Pride" by U2.
Next time, we'll look at the alternate version of U2's "Pride" and introduce "The Power of One" project.
The TP-CASTT Method, H English 10
Today we got grades back. If you have an "unreceived" you have an "I" on your report card. "I" doesn't factor into your GPA until you make it up.
Then we discussed Dylan Thomas' poem "Do Not Go Gentle Into That Good Night" and used the TP-CASTT method to analyze the poem.
Here are the steps:
T= Title:The meaning of the title without reference to the poem.
T= Title – Examine the title again, this time on an interpretive level.
Example:
Plot: In “Janet Walking” Janet awakens one morning and runs to greet her pet chicken only to discover that a bee had stung and killed the bird. The discovery desolates Janet to such a degree that her father cannot comfort her.
Subjects: 1. A child’s first experience of death
Themes:
1. Children become aware of the inevitability of death and are transformed by the knowledge.
2. The death of innocence is inevitable
Then we discussed Dylan Thomas' poem "Do Not Go Gentle Into That Good Night" and used the TP-CASTT method to analyze the poem.
Here are the steps:
T= Title:The meaning of the title without reference to the poem.
P= Paraphrase: Put the poem, line by line, in your own words. DO NOT READ INTO THE POEM. Only read on surface level. Translate the poem into your own words. And I mean translate! Word for word! Find synonyms for every possible word. Summarizing is NOT paraphrasing!
C= connotation: looking for deeper meaning. (Look at the DENOTATION of the words, then look for other readings/alternate meanings). For poetry, connotation indicates that students should examine any and all poetic devices, focusing on how such devices contribute to the meaning, the effect, or both of a poem. Students may consider imagery (especially simile, metaphor, personification), symbolism, diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme).
C= connotation: looking for deeper meaning. (Look at the DENOTATION of the words, then look for other readings/alternate meanings). For poetry, connotation indicates that students should examine any and all poetic devices, focusing on how such devices contribute to the meaning, the effect, or both of a poem. Students may consider imagery (especially simile, metaphor, personification), symbolism, diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme).
- Diction and symbolism
- Imagery
- Metaphors and similes
- Rhyme scheme
- End rhymes and internal rhymes
- Alliteration
- Assonance
- Consonance
- Mood
- Allusions
- Punctuation
- Personification
A= Attitude – Or tone. Examine both the speaker’s and the poet’s attitudes. Do not confuse the speaker (persona or character) with the poet (author). Look for: speaker’s attitude toward self, other characters, subject; attitudes of characters other than the speaker; attitudes of poet toward characters, subject, and reader. Explore the multiple attitudes that may be present in the poem. Rarely does a poet begin and end the poetic experience in the same place. Discovery of a poet’s understanding of an experience is critical to the understanding of a poem. Trace the feelings of the speaker from the beginning to the end, paying particular attention to the conclusion.
S= Shifts – Note shifts (changes) in speaker and attitude. Shifts can be signaled by: transition words (but, yet, however, although); punctuation (dashes, periods, colons, ellipsis); stanza divisions; changes in line/stanza length; irony (sometimes irony disguises a shift); a change in diction; a change in sound (rhyme, rhythm, sound devices).
Look for the following to find shifts:
1. Key words (but, yet, however, although) |
2. Punctuation (dashes, periods, colons, ellipsis) |
3. Stanza division |
4. Changes in line or stanza length or both |
5. Irony (sometimes irony hides shifts) |
6. Effect of structure on meaning |
7. Changes in sound (rhyme) may indicate changes in meaning |
8. Changes in diction (slang to formal language) |
T= Theme – First list what the poem is about (subjects), then determine what the poet is saying about each of those subjects. Remember, theme must be expressed as a complete sentence with a universal message.
First summarize the plot (in writing or orally); next, list the subject or subjects of the poem (moving from literal subjects to abstract concepts such as war, death, discovery); then, to determine what the poet is saying about each subject and write a complete sentence.
2. loss of a pet
3. innocence
1. Children become aware of the inevitability of death and are transformed by the knowledge.
2. The death of innocence is inevitable
Tuesday, October 27, 2009
Sophomore English 10, Tuesday 10/26
Today we were on an assembly schedule for the pep rally. In class, we discussed "Human" by The Killers. We learned about subtext, context, and inference when doing literary analysis.
Subtext is what is under the text, the deeper meaning, the inferred or implied meaning in literature.
Subtext refers to an underlying theme or an implied relationship between characters in a book, movie, play or film. The subtext of a work is not explicitely stated, but often interpreted by fans. Subtext can be a way for the creator of a work to relay ideals, principles, controversial relationships or political statements without alienating viewers or readers who may balk at the ideas or even reject the work. subtext: The meaning beneath the surface or obvious meaning. There are often many subtexts in a work. These subtexts often emerge after closer study of a work.
Context is the part of a written (or spoken) statement which leads up to, follows, and specifies the meaning of that statement. The context of a group of words is nearly always very intimately connected as to throw light upon not only the meaning of individual words, but also the sense and purpose of an entire work. Understanding the context in which a work of literature was produced often leads to a deeper understanding of the work itself; for instance, understanding the social and economic position of women in the early Nineteenth Century can provide a greater insight into the characterizations of women in Jane Austen’s novels.
Infer (inference) - to draw a reasonable conclusion from the informaion presented. To make calculated guesses or draw logical conclusions.
We watched the video and discussed context (Goblin Valley). We looked at the images for inferred meanings and messages (symbolism of the eagle, cougar, white tiger led us to believe the message was about how "being human made you free to be yourself.") The video is available here and on YouTube.
Compare "Nothing Else Matters" by Metallica to "Human." The message is the same.
Subtext is what is under the text, the deeper meaning, the inferred or implied meaning in literature.
Subtext refers to an underlying theme or an implied relationship between characters in a book, movie, play or film. The subtext of a work is not explicitely stated, but often interpreted by fans. Subtext can be a way for the creator of a work to relay ideals, principles, controversial relationships or political statements without alienating viewers or readers who may balk at the ideas or even reject the work. subtext: The meaning beneath the surface or obvious meaning. There are often many subtexts in a work. These subtexts often emerge after closer study of a work.
Context is the part of a written (or spoken) statement which leads up to, follows, and specifies the meaning of that statement. The context of a group of words is nearly always very intimately connected as to throw light upon not only the meaning of individual words, but also the sense and purpose of an entire work. Understanding the context in which a work of literature was produced often leads to a deeper understanding of the work itself; for instance, understanding the social and economic position of women in the early Nineteenth Century can provide a greater insight into the characterizations of women in Jane Austen’s novels.
Infer (inference) - to draw a reasonable conclusion from the informaion presented. To make calculated guesses or draw logical conclusions.
We watched the video and discussed context (Goblin Valley). We looked at the images for inferred meanings and messages (symbolism of the eagle, cougar, white tiger led us to believe the message was about how "being human made you free to be yourself.") The video is available here and on YouTube.
Compare "Nothing Else Matters" by Metallica to "Human." The message is the same.
Monday, October 26, 2009
Honors English -- New Term!
Today in class we talked about common errors in The Chosen final exam. Here's a list:
1. No titles for each question (as in a thought exercise)
2. No page numbers for the quotes (per MLA style) ex: (56).
3. Italics or underline missing in the title of the book.
4. Writing about "you" or "we" or "I"
5. Writing about literature in the past tense (Danny felt, Reuven saw) vs in the present tense (Danny feels loney; David Malter has a heart attack).
6. Writing more than 8 sentences (when it wasn't needed)
7. Question not clear (Thesis statement not precise)
8. Missing commentary or concluding sentence
We talked about getting a new book from the Outside Home Reading Assignments. The new book should be chosen by November 3rd. The Term 2 project will be oral performances.
Midterm is right before Thanksgiving break.
Book reports due after winter break (January 5th).
Homework: Choose outside reading book. Be prepared to defend your choice.
1. No titles for each question (as in a thought exercise)
2. No page numbers for the quotes (per MLA style) ex: (56).
3. Italics or underline missing in the title of the book.
4. Writing about "you" or "we" or "I"
5. Writing about literature in the past tense (Danny felt, Reuven saw) vs in the present tense (Danny feels loney; David Malter has a heart attack).
6. Writing more than 8 sentences (when it wasn't needed)
7. Question not clear (Thesis statement not precise)
8. Missing commentary or concluding sentence
We talked about getting a new book from the Outside Home Reading Assignments. The new book should be chosen by November 3rd. The Term 2 project will be oral performances.
Midterm is right before Thanksgiving break.
Book reports due after winter break (January 5th).
Homework: Choose outside reading book. Be prepared to defend your choice.
Thursday, October 22, 2009
Thursday, Honors English (Last day of term!)
Reminder: The Chosen: Deconstructing the movie, tonight after school.
Students:
1. Turned in their take-home essay test.
2. Turned in their late pass.
3. Got a grade print-out
4. Received all graded work
5. Discussed common errors in Thought Exercises
✏ lack of creative title
✏ no questions
✏ title of work not included
✏ author not included
✏ didn't use 2 concrete details (quotes)
✏ didn't include page numbers
✏ didn't follow the Schaefer Model.
✏ wrote too much (and much that didn't matter)
✏ wrote about "you" and "we" instead of the book (it's a literary analysis. It doesn't matter what "you" or "we" feel.)
✏ No conclusion or good thesis (starts with a quote).
6. We went over the rubric and how we would use it next quarter.
7. Students created a book summary for The Chosen and for their home reading book.
Students:
1. Turned in their take-home essay test.
2. Turned in their late pass.
3. Got a grade print-out
4. Received all graded work
5. Discussed common errors in Thought Exercises
✏ lack of creative title
✏ no questions
✏ title of work not included
✏ author not included
✏ didn't use 2 concrete details (quotes)
✏ didn't include page numbers
✏ didn't follow the Schaefer Model.
✏ wrote too much (and much that didn't matter)
✏ wrote about "you" and "we" instead of the book (it's a literary analysis. It doesn't matter what "you" or "we" feel.)
✏ No conclusion or good thesis (starts with a quote).
6. We went over the rubric and how we would use it next quarter.
7. Students created a book summary for The Chosen and for their home reading book.
Wednesday, English 10
Mrs. Phippen was sick. Students read this article: Time.com about how doodling is a brain exercise. They were asked to write about a time when that worked for them, or a time when it WOULD have worked for them.
Then, they had two different kinds of brain activities. One was a group of words that connected to each other, but in only one way. Another was a word search. Both activities require word knowledge (what the word means) and global/spacial relationships.
If the students finished the assignment in class, they turned it in. If they did not, it was homework.
We listened to the song "Nothing Else Matters."
Then, they had two different kinds of brain activities. One was a group of words that connected to each other, but in only one way. Another was a word search. Both activities require word knowledge (what the word means) and global/spacial relationships.
If the students finished the assignment in class, they turned it in. If they did not, it was homework.
We listened to the song "Nothing Else Matters."
Tuesday, October 20, 2009
H. English Take-Home Final PDF
You can download a copy of the final here: Test PDFYou can work on it at home in your jammies, if you so desire. Please do your best work.
Directions:
• You are to choose 2 questions from the following list, and write a good essay on each of the questions.
• You need to use at least 2 QUOTES from The Chosen in each essay.
• You need to follow the outline of the Shaefer model: Topic sentence, concrete detail, commentary, commentary, concrete detail, commentary, commentary, and a conclusion that ties the essay up.
• Please keep it to 8 GOOD SENTENCES and not more, not less. You should type it, make thoughtful responses, and realize that this section of the test is worth 60 points.
• Do not re-write the question. Write the question into your topic sentence (thesis statement). Use it in your introduction sentence.
H English Extra Credit: The Chosen
On THURSDAY, 10/21, I'll be showing The Chosen after school. We will be stopping and talking about the choices the producer and director made when filming the movie. We'll be looking at themes and messages, and also items to be critiqued:
costuming
casting
acting
directing
among others.
Join me IN MY CLASSROOM after school. Bring your own treats!
costuming
casting
acting
directing
among others.
Join me IN MY CLASSROOM after school. Bring your own treats!
Make-up Quiz on The Chosen (PSAT)
Answer all 23 questions. We spent an entire class period on these questions.
1. Talking about Danny being raised in silence, Mr. Malter says, "What a price to pay for a soul!" What is the author implying here about the reason for silence and the problems relating to using it as a technique?
2. Reb Saunders says of Danny, "All his life he will be a tzaddik. He will be a tzaddick for the world." What does this imply about why Reb Saunders raised his son the way he did, how he feels about his son, and what he anticipates Danny's future will be?
3. When asked at the end of the book if he will raise his own son in silence, Danny says, "Yes, if I cannot find another way." What does Danny imply here about his feeling about silence?
4. When Reuven tells his father about the public test of Danny, Mr. Malter replies, "A man can do whatever he wishes to test his son's knowledge. But there are other ways than the way of Reb Saunders." How does Mr. Malter feel about the public testing? Would he ever test Reuven this way? Why or why not?
5. Reuven tells the reader that "Reb Saunders was far happier when he lost to Danny than when he won." What does that imply about the test, Reb Saunders and Danny's relationship, and why Reb Saunders does what he does?
6. When Reuven goes to the library, he cannon find any articles by Rav Gershenson. Then he says, "It was then that I understood why my father was not teaching at this school." Why isn't Mr. Malter a professor at this school?
7. List 4 themes in The Chosen in complete sentences. Give me the main ideas.
8. Why is Danny able to learn so quickly? How does he read? How does he remember all the information?
9. What was Reb Saunders trying to teach/give his son when he raised him in silence?
10. Reb Saunders first learned the power of his son's mind at what age? Why did his son scare him?
11. Reb Saunders knew about the dangers of a brilliant mind not because of Solomon Maimon, but because of...
12. True or False: Reb Saunders was always chosen to be the next tzaddick.
13. Reb Saunders said that people must find their answers to life's problems... where?
14. The study of Torah is traditionally done in this language: (Reuven's study is NOT traditional).
15. What is the method David Malter used to study the Torah?
16. Nonsensical arguments over minute points of Talmud are called...
17. Why does Reuven live with the Saunders family?
18. Why did Danny have to learn German?
19. Both Danny and Reuven have the same professor in college. Who is he and what does he teach?
20. A Jewish parochial school is called a...
21. What is a goyim?
23. What does apikorsim mean?
1. Talking about Danny being raised in silence, Mr. Malter says, "What a price to pay for a soul!" What is the author implying here about the reason for silence and the problems relating to using it as a technique?
2. Reb Saunders says of Danny, "All his life he will be a tzaddik. He will be a tzaddick for the world." What does this imply about why Reb Saunders raised his son the way he did, how he feels about his son, and what he anticipates Danny's future will be?
3. When asked at the end of the book if he will raise his own son in silence, Danny says, "Yes, if I cannot find another way." What does Danny imply here about his feeling about silence?
4. When Reuven tells his father about the public test of Danny, Mr. Malter replies, "A man can do whatever he wishes to test his son's knowledge. But there are other ways than the way of Reb Saunders." How does Mr. Malter feel about the public testing? Would he ever test Reuven this way? Why or why not?
5. Reuven tells the reader that "Reb Saunders was far happier when he lost to Danny than when he won." What does that imply about the test, Reb Saunders and Danny's relationship, and why Reb Saunders does what he does?
6. When Reuven goes to the library, he cannon find any articles by Rav Gershenson. Then he says, "It was then that I understood why my father was not teaching at this school." Why isn't Mr. Malter a professor at this school?
7. List 4 themes in The Chosen in complete sentences. Give me the main ideas.
8. Why is Danny able to learn so quickly? How does he read? How does he remember all the information?
9. What was Reb Saunders trying to teach/give his son when he raised him in silence?
10. Reb Saunders first learned the power of his son's mind at what age? Why did his son scare him?
11. Reb Saunders knew about the dangers of a brilliant mind not because of Solomon Maimon, but because of...
12. True or False: Reb Saunders was always chosen to be the next tzaddick.
13. Reb Saunders said that people must find their answers to life's problems... where?
14. The study of Torah is traditionally done in this language: (Reuven's study is NOT traditional).
15. What is the method David Malter used to study the Torah?
16. Nonsensical arguments over minute points of Talmud are called...
17. Why does Reuven live with the Saunders family?
18. Why did Danny have to learn German?
19. Both Danny and Reuven have the same professor in college. Who is he and what does he teach?
20. A Jewish parochial school is called a...
21. What is a goyim?
23. What does apikorsim mean?
Wednesday, October 14, 2009
Honors English 10--Review of The Chosen
Today in class we finished up late projects, discussed projects done improperly, and then reviewed the major themes and ideas in The Chosen. The test will have multiple choice questions (True/False, matching, etc.) and it will have a take-home essay section.
There is a test next time. A test review will be 1:15-1:45 on Monday after school.
For extra credit, after school on Thursday, I will show The Chosen in my classroom (bring your own popcorn). We'll discuss the differences in the movie vs the book.This movie version.
Thanks for your hard work!
There is a test next time. A test review will be 1:15-1:45 on Monday after school.
For extra credit, after school on Thursday, I will show The Chosen in my classroom (bring your own popcorn). We'll discuss the differences in the movie vs the book.This movie version.
Thanks for your hard work!
Tuesday, October 13, 2009
English 10
Book Presentations graded on:
1. Told the title of the book (5 points)
2. Told the author of the book (5 points)
3. Explained why they chose the book (5 points)
4. In a full sentence, they explained the theme of the book (20 points)
5. Explicated (played and explained) the theme song (15 points)
6. Show your 3 symbolic items and explain them (20 points)
7. Are you recommending your book? Why or why not? (5 points)
8. Is it OBVIOUS the student READ the whole book? (15 points)
9. Do they have good quotes? (10 points)
1. Told the title of the book (5 points)2. Told the author of the book (5 points)
3. Explained why they chose the book (5 points)
4. In a full sentence, they explained the theme of the book (20 points)
5. Explicated (played and explained) the theme song (15 points)
6. Show your 3 symbolic items and explain them (20 points)
7. Are you recommending your book? Why or why not? (5 points)
8. Is it OBVIOUS the student READ the whole book? (15 points)
9. Do they have good quotes? (10 points)
Monday, October 12, 2009
The Chosen Reading Schedule
Reading Schedule of The Chosen
Day One-- (9/25) Read chapter one in class. Homework Chapter 1 & 2.
Day Two-- (9/29) DUE: Chapters 1 & 2, big reading quiz. Homework: Read chapters 3 & 4. Finish Book 1.
Day Three (10/1)-- DUE Book 1. Homework: Read chapters 5, 6 & 7.
Day Four (10/6) -- DUE: Chapters 5, 6 & 7. Have brief review with group of choice. Divide into 6 groups. Poster quiz. Homework: Read chapters 8-12 (to page 203).
Day Five (10/8) -- DUE to page 203. Homework: OUTSIDE READING BOOK. Read chapters 13-14.
Day Six (10/12)-- DUE: Chapters 13-14. OUTSIDE READING BOOK REPORT. Homework: Finish the book.
Day Seven (10/14) Finish book reports in class. Homework: Twitter assignment to review.
After school review for the test Monday, 10/19.
Day Eight (10/20) Scantron test in class. Take-home essay portion of the test.
Day Nine (10/22) Return essay test. Finish any late book reports.
Honors English Creative Project Book Reports
Today, students brought in creative projects chosen from AP reading lists. Some projects were amazing and really represented their books, the work put into reading the book, and the process of the book. Each project was worth 100 points.
Some projects weren't completed, or they weren't finished, or they just didn't seem worth 5 thought exercises or 4 major quizzes. Those projects will be stamped "revise and resubmit" and will be expected returned after Fall Break.
The Chosen IS DUE next class period.
Some projects weren't completed, or they weren't finished, or they just didn't seem worth 5 thought exercises or 4 major quizzes. Those projects will be stamped "revise and resubmit" and will be expected returned after Fall Break.
The Chosen IS DUE next class period.
Friday, October 9, 2009
HONORS ENGLISH BOOK REPORTS DUE MONDAY
Outside Reading Books (NOT The Chosen) need a creative project found here: http://jillian.phippen.googlepages.com/seethispageforcreativeprojects
See you Monday!
Extra Credit Book Report Presentations
1. Told the title of the book (5 points)
2. Told the author of the book (5 points)
3. Explained why they chose the book (5 points)
4. In a full sentence, they explained the theme of the book (20 points)
5. Explicated (played and explained) the theme song (15 points)
6. Show your 3 symbolic items and explain them (20 points)
7. Are you recommending your book? Why or why not? (5 points)
8. Is it OBVIOUS the student READ the whole book? (15 points)9. Do they have good quotes? (10 points)
Total = 100 points
Other directions here: http://phippenenglish.blogspot.com/2009/10/better-directions-for-book-reports.html
Thursday, October 8, 2009
Better Directions for the Book Reports
Bring your THEME SONGUse QUOTES whenever possible
3 OBJECTS that are symbolic
1. Your theme song should relate to the message of the book. Use quotes to show the relationship of your theme to plot and characters and symbols. Show how your book taught the lesson.
2. The 3 objects should represent your book. It could represent characters, setting, or theme. Use a quote for each object that explains how the object symbolizes the setting, character, symbol, event, conflict, plot.
3. Strive for a minimum of 5 quotes.
You will be graded on having 3 items, how well they symbolize the or express the theme of your book, how accurate you are with the theme of the book, and how well you support your theme song/book theme.
Thursday: Binary Oppositon & The Chosen
I handed out "Handout 10" and "Handout 12" both dealing with binary opposition and themes in The Chosen.
One was about "Changing Views" and one was about "Intellectual Freedom." We also had a class discussion after the quiz where we discussed chapter summaries & important elements in the reading.
Today's quiz was about critically reading the text. We do get caught up in plot, characters, etc. that we miss theme and symbolism. You should also have a sense/feel for binary opposition (again). We often call this in literature: Parallelism.
See here on the website: http://phippen.english.googlepages.com/binaryoppositioninthechosen
One was about "Changing Views" and one was about "Intellectual Freedom." We also had a class discussion after the quiz where we discussed chapter summaries & important elements in the reading.
Today's quiz was about critically reading the text. We do get caught up in plot, characters, etc. that we miss theme and symbolism. You should also have a sense/feel for binary opposition (again). We often call this in literature: Parallelism.
See here on the website: http://phippen.english.googlepages.com/binaryoppositioninthechosen
Wednesday, October 7, 2009
Wednesday, English 10
Today we reviewed nemesis, protagonist, antagonist, static and dynamic characters. You wrote about the characters in your book (3 paragraphs, 200 words).
We reviewed the directions for your book report: http://phippen.english.googlepages.com/symbolismbookreports
Your theme song MUST HAVE WORDS and must share the message and tone of your book.
We reviewed the calendar, ARC, and extra credit (available here: http://jillian.phippen.googlepages.com/extracreditopportunities ).
We reviewed the directions for your book report: http://phippen.english.googlepages.com/symbolismbookreports
Your theme song MUST HAVE WORDS and must share the message and tone of your book.
We reviewed the calendar, ARC, and extra credit (available here: http://jillian.phippen.googlepages.com/extracreditopportunities ).
Tuesday, October 6, 2009
Tuesday, English 10 (Co-taught)
To start class, we discussed the calendar and coming events. We talked about ARC and Fall Break.
Book Reports are on Monday, October 12th. Students need to bring a
THEME SONG and
THREE OBJECTS that are representative of the book (3 symbols)
We talked about chronological order and color symbolism in their books, and then they wrote a journal write where they wrote about everything they knew about 3 of their important characters.
Book Reports are on Monday, October 12th. Students need to bring a
THEME SONG and
THREE OBJECTS that are representative of the book (3 symbols)
We talked about chronological order and color symbolism in their books, and then they wrote a journal write where they wrote about everything they knew about 3 of their important characters.
Tuesday, Honors English 10
Today in class, there was a group quiz.
1 Reuven's house vs Danny's House: why are they so alike? What are their differences?
2 Jewish History--why did this get included?
3 Solomon Maimon: Why is he included? Why does he matter? What do you know about him?
4 Rebbe Saunders: What do you know? Look at pages 116, 117, 124.
5 What are the BIG ISSUES in the book? What are the items of worry, stress, problem, conflict?
6 What is the book saying about "Being perfect" and "Chosen"so far?
Book Reports due 10/12: http://jillian.phippen.googlepages.com/honorsoutsidereadingrequirements
Creative Projects: http://jillian.phippen.googlepages.com/seethispageforcreativeprojects
The Chosen reading assignments here: http://phippen.english.googlepages.com/hasidismandthechosen
Friday, October 2, 2009
Friday, English 10
Today in class we had a quiz. It was on theme. Students needed to define theme, identify the theme in their book, and then write about a common cliche or aphorism (motto) that was similar to their book. Then they needed to identify: 1. Why they thought the author wrote the book (what was the lesson or message their author wanted to share?) 2. They needed to identify 3 specific times the book seemed to point out that message.
We talked about SYMBOLISM today in class. We discussed that symbolism is when an object (noun: person, place, thing) symbolizes another thing (person, place, concept). Money is a symbol (it's all the same size, shape and color---but some is worth more than others). We looked at the cover of Twilight and discussed the apple. Other "controllable" items in a book can be symbolic: weather, setting, character names, color.
We used the song "Something in Red" and discussed color symbolism.
We talked about SYMBOLISM today in class. We discussed that symbolism is when an object (noun: person, place, thing) symbolizes another thing (person, place, concept). Money is a symbol (it's all the same size, shape and color---but some is worth more than others). We looked at the cover of Twilight and discussed the apple. Other "controllable" items in a book can be symbolic: weather, setting, character names, color.
We used the song "Something in Red" and discussed color symbolism.
Thursday, October 1, 2009
Honors English, Thursday
DUE: Handed in your Thought Exercise on Book One of The Chosen. Then, we discussed theme. Theme is a subject + an opinion expressed. It's a complete idea.
Quiz on Book One: Choose a central theme from book one of The Chosen. Write a good paragraph (8 sentences, Topic Sentence, Concrete Detail, Commentary, Commentary, Concrete Detail, Commentary, Commentary, Concluding Sentence) that explains/explicates/analyzes that theme. Try to choose a different theme or concept than one you may have used in your thought exercise.
Homework for next time: Read chapters 5, 6, and 7 (to page 148). Think about Rebbe Saunders (Danny's dad) and contrast him and the Hasidic life to what you see in Reuven's life. They are parallel, but are they the same? How would they be different?
Pick out 5 interesting ideas or concepts. Bring the quotes, and write good questions about them to share in group discussion. You don't need to write a thought exercise for this class period, but you will use these questions to write an essay later, so make sure you have good quotes you can use later so you don't have to re-read this section.
Frequently Asked Questions about Hasidism http://annettelaselle.com/2008/09/20/hasidic-ultra-conservative-jewish-customs.aspx
Lubovitcher Hasidim, however, do not wear payos, except for the young boys until the beard grows in. And some non-Hasidic Orthodox wear them also, including many Sephardic and Yemenite Jews. In fact, the website of Ohr Sameach (a non-Hasidic Orthodox org) even has instructions for how to curl your payos properly. So you really can't tell if someone is a Hasid based on whether or not he has payos.
Judaism 101 (Judaism FAQ's) here: http://www.jewfaq.org/index.htm
Keeping Kosher ideas here: http://www.jewfaq.org/kashrut.htm
Donin also points out that the laws of kashrut elevate the simple act of eating into a religious ritual. The Jewish dinner table is often compared to the Temple altar in rabbinic literature. A Jew who observes the laws of kashrut cannot eat a meal without being reminded of the fact that he is a Jew.
This separation includes not only the foods themselves, but the utensils, pots and pans with which they are cooked, the plates and flatware from which they are eaten, the dishwashers or dishpans in which they are cleaned, and the towels on which they are dried. A kosher household will have at least two sets of pots, pans and dishes: one for meat and one for dairy. See Utensils below for more details.
One must wait a significant amount of time between eating meat and dairy. Opinions differ, and vary from three to six hours. This is because fatty residues and meat particles tend to cling to the mouth. From dairy to meat, however, one need only rinse one's mouth and eat a neutral solid like bread, unless the dairy product in question is also of a type that tends to stick in the mouth.
Notes on Yiddish: http://www.jewfaq.org/yiddish.htm
Quiz on Book One: Choose a central theme from book one of The Chosen. Write a good paragraph (8 sentences, Topic Sentence, Concrete Detail, Commentary, Commentary, Concrete Detail, Commentary, Commentary, Concluding Sentence) that explains/explicates/analyzes that theme. Try to choose a different theme or concept than one you may have used in your thought exercise.
Homework for next time: Read chapters 5, 6, and 7 (to page 148). Think about Rebbe Saunders (Danny's dad) and contrast him and the Hasidic life to what you see in Reuven's life. They are parallel, but are they the same? How would they be different?
Pick out 5 interesting ideas or concepts. Bring the quotes, and write good questions about them to share in group discussion. You don't need to write a thought exercise for this class period, but you will use these questions to write an essay later, so make sure you have good quotes you can use later so you don't have to re-read this section.
Frequently Asked Questions about Hasidism http://annettelaselle.com/2008/09/20/hasidic-ultra-conservative-jewish-customs.aspx
Lubovitcher Hasidim, however, do not wear payos, except for the young boys until the beard grows in. And some non-Hasidic Orthodox wear them also, including many Sephardic and Yemenite Jews. In fact, the website of Ohr Sameach (a non-Hasidic Orthodox org) even has instructions for how to curl your payos properly. So you really can't tell if someone is a Hasid based on whether or not he has payos.
Judaism 101 (Judaism FAQ's) here: http://www.jewfaq.org/index.htm
Keeping Kosher ideas here: http://www.jewfaq.org/kashrut.htm
Donin also points out that the laws of kashrut elevate the simple act of eating into a religious ritual. The Jewish dinner table is often compared to the Temple altar in rabbinic literature. A Jew who observes the laws of kashrut cannot eat a meal without being reminded of the fact that he is a Jew.
General Rules
Although the details of kashrut are extensive, the laws all derive from a few fairly simple, straightforward rules:- Certain animals may not be eaten at all. This restriction includes the flesh, organs, eggs and milk of the forbidden animals.
- Of the animals that may be eaten, the birds and mammals must be killed in accordance with Jewish law.
- All blood must be drained from the meat or broiled out of it before it is eaten.
- Certain parts of permitted animals may not be eaten.
- Fruits and vegetables are permitted, but must be inspected for bugs
- Meat (the flesh of birds and mammals) cannot be eaten with dairy. Fish, eggs, fruits, vegetables and grains can be eaten with either meat or dairy. (According to some views, fish may not be eaten with meat).
- Utensils that have come into contact with meat may not be used with dairy, and vice versa. Utensils that have come into contact with non-kosher food may not be used with kosher food. This applies only where the contact occurred while the food was hot.
- Grape products made by non-Jews may not be eaten.
- There are a few other rules that are not universal.
Separation of Meat and Dairy
On three separate occasions, the Torah tells us not to "boil a kid in its mother's milk." (Ex. 23:19; Ex. 34:26; Deut. 14:21). The Oral Torah explains that this passage prohibits eating meat and dairy together. The rabbis extended this prohibition to include not eating milk and poultry together. In addition, the Talmud prohibits cooking meat and fish together or serving them on the same plates, because it is considered to be unhealthy. It is, however, permissible to eat fish and dairy together, and it is quite common (lox and cream cheese, for example). It is also permissible to eat dairy and eggs together.This separation includes not only the foods themselves, but the utensils, pots and pans with which they are cooked, the plates and flatware from which they are eaten, the dishwashers or dishpans in which they are cleaned, and the towels on which they are dried. A kosher household will have at least two sets of pots, pans and dishes: one for meat and one for dairy. See Utensils below for more details.
One must wait a significant amount of time between eating meat and dairy. Opinions differ, and vary from three to six hours. This is because fatty residues and meat particles tend to cling to the mouth. From dairy to meat, however, one need only rinse one's mouth and eat a neutral solid like bread, unless the dairy product in question is also of a type that tends to stick in the mouth.
Notes on Yiddish: http://www.jewfaq.org/yiddish.htm
English 10, Wednesday
We started class with a quiz on static/dynamic (round/flat) characters. The quiz was worth 20 points and was on a separate sheet of paper.
We then discussed THEME and TONE. Theme is a combination of a subject plus the author's opinion or bias. Theme is a complete sentence or idea. It expresses a whole idea, not just a subject or a single noun.
THEME: Subject + Opinion (bias) of the author.
TONE: Emotion/Tone/Voice/Word Choice.
More notes about theme: http://www.learner.org/interactives/literature/read/theme1.html.
Finding the Theme
Here are some ways to uncover the theme in a story: Check out the title. Sometimes it tells you a lot about the theme.
Notice repeating patterns and symbols. Sometimes these lead you to the theme.
What allusions are made throughout the story?
What are the details and particulars in the story? What greater meaning may they have?
Remember that theme, plot, and structure are inseparable, all helping to inform and reflect back on each other. Also, be aware that a theme we determine from a story never completely explains the story. It is simply one of the elements that make up the whole.
We then discussed THEME and TONE. Theme is a combination of a subject plus the author's opinion or bias. Theme is a complete sentence or idea. It expresses a whole idea, not just a subject or a single noun.
THEME: Subject + Opinion (bias) of the author.
TONE: Emotion/Tone/Voice/Word Choice.
More notes about theme: http://www.learner.org/interactives/literature/read/theme1.html.
Finding the Theme
Here are some ways to uncover the theme in a story: Check out the title. Sometimes it tells you a lot about the theme.
Notice repeating patterns and symbols. Sometimes these lead you to the theme.
What allusions are made throughout the story?
What are the details and particulars in the story? What greater meaning may they have?
Remember that theme, plot, and structure are inseparable, all helping to inform and reflect back on each other. Also, be aware that a theme we determine from a story never completely explains the story. It is simply one of the elements that make up the whole.
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