All three journals are due on Monday

1. Complete companion text


2. Write book review


3. Study critical lens outline

1. Read up to page 310 (296)


2. Work on essay - introduction with a thesis due WEDNESDAY 3/24/10


3. Complete Packet - Due FRIDAY

Since it is human nature to outcast individualism (while ironically touting it) these guys, though they have problems, suffer not from insanity but from the crippling fear of the rejection of their uniqueness. The book asks whether fear and insanity are the same thing, or whether it is right to hide from the rejection we fear by simply dropping out of society. What are your thoughts about this and conformity?

1. What important experience does the Chief have when he wakes up at night? What is significant about the Canada geese? What happens to the dog, and how is this significant? (page165)


2. What symbolic meaning does the Chief attribute to the nurse with the birthmark on her chest? How does this comment on the conflict between society and nature? (page 166)


3. What is Scanlon’s comment, “Damned if you do and damned if you don’t.” (Kesey 179) and how does it relate to McMurphy?


4. Who is responsible for the evil we see perpetrated in these stories, and in life?  Us or society. The Chief: “McMurphy doesn’t know it, but he’s onto what I realized a long time back, that it’s not just the Big Nurse by herself, but it’s the whole Combine, the nation-wide Combine that’s the really big force, and the nurse is just a high-ranking official for them.” (Kesey 192) 


5. Describe the visit the Chief remembers from his youth. Discuss each of the three visitors in terms of their job, their opinion of Indians, and how they treat Chief Bromden (as a child). How does the Chief, as a boy, try to get the better of them? What results from this? Why is this important to the novel? (pages 210 – 215)

1. Read pages 76 - 85


2. Analysis #4


3. Study Vocabulary


4. Packet

1. Read pages 49-76 (47-73)


2. Complete Analysis #3


3. Work on packet


4. Study vocabulary

1. Complete Analysis #2


2. Write a summary of everything that has happened in the book so far


3. Work on packet


4. Study vocabulary

1. Read pages 28-42 (26-40) - quiz tomorrow


2. Work on Packet


3. Study Vocabulary


4. Finish Introduction to Nurse Ratched and Analysis #1 in your "During Reading" Packet

You can e-mail me questions you have about the reading and I will try to get back to you as soon as I can.

1. Read up to page 28 (26) There will be a quiz tomorrow


2. Work on packet - control notes #1 and #2 and sane or insane sheet


3. Study vocabulary every night

Complete vocabulary and anticipation guide in your "Before Reading" packet.

Typed

12 Times New Roman Font

Double Spaced

In your "Before Reading Packet"

Prepare for Accountable Talk tomorrow

Please print with 4 slides per handout.

One Flew Over the Cuckoo’s Nest

Mental Illness and Treatment Research

Part I – Mental Illness Research

You and your group member will work together to create a presentation for the mental illness assigned to you. During your research be sure to find the answers to the following questions:

• What is the disease?


• What are the symptoms of the disease?


• Who is affected by the disease?


• What are the different types of treatment for the disease?

Your presentation must consist of both a written piece (essay/research paper) as well as a visual PowerPoint presentation). Remember to include pictures and/or charts.

Part II – Mental Illness Treatment Research

You and your group member will work together to create a presentation for the treatment assigned to you. During your research be sure to find the answers to the following questions:

• What is the treatment?


• How is the treatment performed?


• What disease(s) is the treatment used to treat?


• What are the negative and positive effects of the treatment?

Your presentation must consist of both a written piece (essay/research paper) as well as a visual PowerPoint presentation). Remember to include pictures and/or charts.

Girl, Interrupted

Book Review

Based on the reading of Girl, Interrupted by Susanna Kaysen, you will write a book review. In the past, you may have written a book report that was a simple summary of a book.  That is NOT what this book review assignment is about. The idea of a professional book review is to briefly summarize the ideas of the book, but mainly to give your opinion about the book’s merits – it is a critical analysis of the book.  Just like in the literature critique assignment, ‘critical’ does not imply that you are going to be mean or harsh in your review.  It means that you are going to evaluate objectively whether the author(s) have fulfilled their objectives in the book, and whether they have used persuasive and unbiased evidence to support their claims.  Did you find the book engaging?  Persuasive?  Did you agree with it?  Did you enjoy it?  Would you recommend it to others?  What is the intended audience of the book?  Does it succeed in reaching this audience?

Writing Tips:

1. Before you begin writing, make a few notes about the points you want to get across.


2. While you're writing, try thinking of your reader as a friend to whom you're telling a story.


3. Try to mention the name of the author and the book title in the first paragraph — there's nothing more frustrating than reading a review of a great book but not knowing who wrote it and what the title is!


4. If possible, use one paragraph for each point you want to make about the book. It's a good way to emphasize the importance of the point. You might want to list the main points in your notes before you begin.


5. Try to get the main theme of the book across in the beginning of your review. Your reader should know right away what he or she is getting into should they choose to read the book!


6. Think about whether the book is part of a genre. Does the book fit into a type like mystery, adventure, or romance? What aspects of the genre does it use?


7. What do you like or dislike about the book's writing style? Is it funny? Does it give you a sense of the place it's set? What is the author's/narrator's "voice" like?


8. Use a few short quotes from the book to illustrate your points. It’s  a good way to give your reader a sense of the author's writing style. Be sure to cite!


9. Make sure your review explains how you feel about the book and why, not just what the book is about. A good review should express the reviewer's opinion and persuade the reader to share it, to read the book, or to avoid reading it.


10. Do research about the author and incorporate what you learn into the review. Biographical information can help you formulate your opinion about the book, and gives your review a "depth." Remember, a book doesn't come directly from a printing press, it's a product of an author's mind, and therefore it may be helpful to know something about the author and how she or he came to write the book.

What to Include:

• Describe the setting of the book. How does it compare or contrast to the world you know? A book's setting is one of its most vital components — particularly for a book like To Kill a Mockingbird, which is set in the past. Does the author make you feel like you're a part of the setting? Can you picture the book's setting if you close your eyes? As you write, try to pass on to your reader the sense of the setting and place that the author has provided.


• Describe the book's main characters. Does the writer make you believe in them as people? Why or why not? Think about whether you like the characters and about how liking them or disliking them makes you feel about the book. As you write about the characters, use examples of things they've said or done to give a sense of their personalities.


• Give your reader a taste of the plot, but don't give the surprises away. Readers want to know enough about what happens in a book to know whether they'll find it interesting. But they never want to know the ending! Summarize the plot in a way that will answer some questions about the book, but leave other questions in the reader's mind. You may want to make a list of questions about the book before you begin.

Complete Girl, Interrupted

Book MUST be finished by 2/22/10

You must complete your article and all of the supplimental items for your newspaper by class on Friday. You will get class time on Friday ONLY to put the newspaper together. It must be handed in at the end on class in Friday 2/12/10.

All work must be printed out and completed by class on Friday. Computers WILL NOT be available for use.

The Crucible

Newspaper Project

You are the staff of the local Salem newspaper in 1692. You have been very busy lately, because the town faces a historic crisis. Hundreds of people have been accused and arrested of witchcraft. The town is anxious to read the next edition of your newspaper, because you have a reputation for describing these situations with precise and well chosen language.

Your newspaper is a traditional publication. This paper has been in your family for many generations, so you are obligated to abide by a few publication guidelines.

Your great grandfather wanted every paper to have a common focus, and the obvious focus for this edition is the atrocity caused by the Salem Witch Trials. This means that nearly every picture, article, illustration, info graphic, editorial, recipe, comic, and picture caption must address this topic. You are welcome to add additional content that does not address the topic, but these items will be enjoyed, not graded.

Your Uncle Phinneas decided long ago that the most important part of the paper was the quality of the articles. Keeping with this tradition, you must write at least 5 articles. Examples include “How to Tell a Witch”, court proceedings, timelines, character perspectives, or any other type of article that examines a topic of the time.

Here are more detailed ideas for your newspaper:

·                    Historical article - Describe an actual event from the 1690s - something that can be related to the play. You may choose anything that occurred during the decade, even though the date on the paper is 1692. The information must be cited parenthetically and on an attached works cited page. The article must be written as if it is an actual newspaper story of the event.

·                    Event article - Tell the story of an event in the play as if it is an actual newspaper article describing the event. The account must be accurate according to the play, but you may include additional invented information to flesh out the story (as long as it does not contradict the play).

·                    Interview article - Create an interview with a character in the play.  This must be presented as an article, not just a Q/A “dialogue.”  The character's responses to questions must reveal insights into that character’s relationship to a particular theme of the play and must be accurate according to the events in the play and Miller's characterization.

·                    Letter to the editor – Write a letter to the editor that reacts/addresses an event in the play. 

·                    Graphics - Photos/pictures/cartoons from 1692. It must include a caption which explains the graphic.

Note: it might be helpful to decide whether this paper will be distributed during the exposition, conflict, rising action, climax, or resolution of The Crucible.

Newspaper Requirements (you are welcome to have more than the minimum):
-- 5 articles or one per student in the group
-- 3 pictures, one of which must be a technical drawing (blueprints, maps, etc.)
-- 2 informational graphics (ex. weather forecast, death count, graph/chart, top ten list)
-- 3 supplemental items (recipe, comics, movie review, etc.)

-- You have the option to write like the Puritans or like contemporary Americans

Individual and group closing arguments are due Friday 2/5/10

The Crucible

Closing Arguments

"In an ordinary crime, how does one defend the accused?  One calls up witnesses to prove his innocence. But witchcraft is ipso facto, on its face and by its nature, an invisible crime, is it not?  Therefore, who may possibly be witness to it?  The witch and the victim.  None other.  Now we cannot hope the witch will accuse herself; granted?  Therefore, we must rely upon her victims – and they do testify, the children certainly do testify.  As for the witches, none will deny that we are most eager for all their confessions.  Therefore what is left for a lawyer to bring out?  I think I have made my point.  Have I not?"

-         Danforth, Act III

The logic behind the Salem witch trials presented in The Crucible is slippery at best, yet it does follow a twisted set of rules: the accusers are reliable, every action can be used as evidence, and the condemned can only save themselves by confessing and giving names of other witches.  As Danforth points out, it would be difficult for any lawyer to combat these charges.  Yet what if there were lawyers present during the trials?  What could have been argued?  What could have been changed? 

Assignment:

You are a lawyer in the 1692 Salem witch trials.  The final day of the trials has come and you are to give your closing statement.  The logic and solidity of your statement could either save or condemn your client. 

Part 1 - You will be assigned to either the prosecution or the defense. Write a closing statement either damning or liberating Rebecca Nurse, Martha Corey, John Proctor, and all of the other characters accused of witchcraft.  The text of The Crucible serves as your testimonies and evidence. Your closing statement must follow the guidelines below:

·        Your statement must be at least 2 pages typed and written in 1^st person. 

·        Write as if you are actually addressing a courtroom.

·        Any textual evidence must come as specific quotes from the play and must be complete with page numbers.

·        You may use any other sources available to you, as long as they agree with the time period of The Crucible.  Remember, the play is set in 1692, more than 80 years before the United States became a country. (A List of resources can be found on the back). 

·        Follow and expand upon the logic set forth in the text. You may not make inferences and assumptions that are not included in the play.  If you are a prosecutor, look to Danforth, Parris, and Hale in the first half of the play for your logic.  If you are a defense attorney, look to Proctor, Giles, and Hale in the second half.

Part 2 - Once your individual papers have been written, you will come together as either a prosecution or defense team to present your closing statements.  Combine the most solid, sensible, or even surprising twists of logic into one closing statement.  Try to anticipate the arguments the apposing side will use, and tailor your statement to be the strongest it can possibly be.  Choose the most charismatic and convincing members of your group to serve as speakers.  While planning your statement, be sure to: 

·        Speak as if addressing a jury.

·        Include powerful quotes from the text.

·        Use proper emotion and inflection while speaking.

·        Listen to all of your teammates for argument suggestions.

The winning team will be the one that presents the strongest argument that also adheres to the logic set forth in the text of The Crucible.  Good luck, and we'll see you in court!

Resources

·        http://www.law.umkc.edu/faculty/projects/ftrials/salem/salem.htm

The website below has primary documents about the Salem Trials including a sample of the testimony and

highlight “evidence” that was used to condemn the accused.

·        http://projects.edtech.sandi.net/staffdev/tpss99/processguides/persuasive.html

This website will help you prepare your argument

• http://www.nationalgeographic.com/features/97/salem - Witchcraft hysteria
  This is a thought provoking look at the stark reality of the trials, the dangers of confession, and of maintaining your innocence. At the end of each section, click on the red, underlined words to go to the next page.

• http://etext.virginia.edu/salem/witchcraft - Original documents
  Click on the Salem Witchcraft Papers link, then on the Complete Court Documents link for verbatim transcripts. Historical reflections are at the Witchcraft Books link.

• http://www.pbs.org/wnet/secrets/case_salem/index.html - Ergot as cause of “bewitchment”
  This website will be particularly interesting to the “medical expert” defending the witches.
  Follow the links at the bottom of the page to view the entire site.

• http://www.salemwitchtrials.com/faqs.html - Facts about trials
  This website answers common questions about the trials.

STUDY THE CRITICAL LENS OUTLINE FOR THE TEST ON 1/26

1. Fiinish Act IV

2. Complete Packet - Due MONDAY 1/25

3. Study for midterm 1/26

1. Fishing Act III

2. Work on Packet

3. Study for Midterm

1. Finish reading Act II

2. Complete Notes and Questions in your packet

3. Study the outline for the midterm on 1/26/10

1.  Finish reading all of Act I - there will be a quiz tomorrow

2. Work on packet - questions for Act I must be completed

3. Study for midterm - 1/26/10

Read pgs 7-17 in The Crucible

Work on packet (character analysis notes and character chart)

Study outline for midterm

Name_______________________________                                         DO NOT THROW OUT!!!!

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

COMPREHENSIVE EXAMINATION

IN

ENGLISH

Part B

Your Task:

Critical Lens:

Write a critical essay in which you discuss two works of literature you have read from the particular perspective

of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of

the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using

specific references to appropriate literary elements from the two works.

Read Historical Accuracy and answer questions (attached)

Read pages 3-7 (up to Reverend Parris is praying now, and, though we cannot hear his words...)

Complete Setting Questions (attached)

Prepare to accuse the witches in your class tomorrow.

Complete all the vocabulary and read through the packet so you know what is expected of you.

Be sure to print it out - 4 slides per page

Complete PowerPoint Presentation.

Must be emailed to me or printed out. If printed out, must have at least 4 slides per handout.

The Crucible

Companion Text Presentation

For this group project, you are responsible for presenting your book to the rest of the class. While putting together your presentation, it is important to remember that your audience has not read the book you are presenting.

There are two goals I would like each group to accomplish with the book presentation. First, it is important to communicate the significance of the book that you are presenting. Listed below are the topics that need to be presented in the presentation. Additionally, it is also important to learn how to put together a dynamic and cohesive group presentation.

You will present your book using PowerPoint. Note: There should not be too much information on each slide. Try to use bullet points and add further detail during the oral report. In addition, be sure to include visuals (pictures) to depict setting and characters. You are the teacher during your presentation time. Your job is to teach an introduction to your book. 

Criteria for Presentation:

Short synopsis of the book: the group should provide a brief summary of what the book is about. This will help all students in the class understand the major issues and topics in the book. Make sure you cover all of the major parts of the plot. You might have to go back through the book, chapter by chapter, and make a few notes of major events.

Setting: When and where is this taking place. Describe the time period. Be sure to include life during that time.

Main Characters: state who the main characters of the book are, and why they are important. Include what events the characters are involved in. Do they have conflicts with anyone? If so, who? What are their relationships with other characters. Describe their character traits using direct and indirect characterization.

Major Issues: what topics are covered in the book and how are they presented. This section needs to provide analysis and commentary from the group determining the significance of the book. Some questions to consider: is the book controversial? Why or why not? What social issues are dealt with and how? Does the book challenge people’s perspectives? How?

You will be grade on:

1. group dynamics


2. oral presentation skills


3. clear understanding of book


4. PowerPoint information/layout

Finish reading your companion text. The book is due on Wednesday. You will be required to do a presentation based on your book, so please have it finished.

Please hand in first and second drafts of critical lens essays and character analysis essay.

Late work WILL NOT be accepted!

Read, read, read, read and read some more!!! You will be asked to write an essay based on the book you chose.

If you decide to rewrite your critical lens essay and/or character analysis, they are both due on Wednesday 12/23/09. I can not accept the work later. Please hand in ALL drafts!

Attached below is To Kill a Mockingbird online if you need it for quotes. Save it to your computer to view it in a larger size.

OR

Here is the book online in case you need to revise quotes. Just click on Read Free Ebooks NOW

http://talebooks.com/index.php?option=com_content&task=view&id=610&Itemid=29

9^th Grade English

Queens School of Inquiry

Name______________________________

Date_______________________________

Conformity Unit

“Harrison Bergeron”

Creative Writing

Step 1:

Think about yourself and come up with a list of your best qualities. Are you a great artist? Athlete? Are you particularly intelligent? Do you dress well? Have excellent taste in music? Are you a good reader and writer?  Are you a computer expert?  Are you a good dancer?  Do you play an instrument or sing?  Do you cook well?  Consider those qualities that make you an individual and that would set you apart in Harrison’s world. List four of those qualities below:

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

Step 2:

Come up with ways in which Harrison’s government might “handicap” those attributes listed above. Do not repeat the ways used in the story, rather, come up with some on your own. Be creative (but maintain good taste). For example, if you are an exceptional singer, perhaps the government would install a voice altering microphone in your larynx so you always sound like you’ve been inhaling helium.

List the “handicapping” methods below:

1. ________________________________________________________________________________________

    ________________________________________________________________________________________

2. ________________________________________________________________________________________

    ________________________________________________________________________________________

3. ________________________________________________________________________________________

    ________________________________________________________________________________________

4. ________________________________________________________________________________________

    ________________________________________________________________________________________

Step 3:

Now it’s time to write! Imagine you live in Vonnegut’s America in 2081. The 211^th, 212^th, and 213^th Amendments have been passed, and you have been handicapped by the Handicapper General. How do you feel about it? What is your life like? Walk us through your day in a 2-3-page (double spaced) narrative. Maybe it’s a regular day for you. Maybe it’s the day you see Harrison on TV, rebelling against the government. Or maybe it’s the day you decide that you’ve had enough.

Your story should contain the following three elements:

1. What your usual life is like—that is, set up the situation, tell us about your handicaps and why you have them, describe the world around you.


2. You (the character that is you) must undergo a change, even if it’s only for a moment. You may decide what this means, but it must be clear in the story.


3. Your story must make sense and have a rising action. That is, your story must build to a climax or moment of conflict. In real life it’s okay for things to happen “all of a sudden,” but in fiction we need to see it coming.

Step 4:

Checklist:

You will be graded on the following:

_________Story is double-spaced, 12-point Times New Roman font and 2-3 pages.

_________Story has a creative title, centered on the first page, only one space between the title and the first line.

_________Story is relatively free of spelling and punctuation errors.

_________Story is told in the first person.

_________The main character (you) undergoes a change in the story.

_________The story has a rising action and a clear climax.

_________The story has a clear theme dealing with conformity.

_________The writing piece shows that you put time and effort into the work.

Complete directed notes for "Harrison Bergeron" (attached below)

Write a C - next to the paragraph or sentence where people are the same and showing conformity and write a N next to the paragrpah or sentence where people are different and showing their individuality.

Write questions you have about the short story.

In class today we read "Identity" (attached bleow)  which is an extended metaphor poem.

extended metaphor - a metaphor developed at great length, occurring frequently in or throughout a work.

Complete HW #4

Conformity Unit

Extended Metaphor Poem

Homework #4

In class today you learned about extended metaphors while reading the poem “Identity” by Julio Noboa Polanco. Now it is your turn to be the poet. You are to write a poem about your own identity. Be sure that your poem illustrates an extended metaphor.

Think about what your personality and/or identity can be compared to and continue the use of that metaphor throughout the poem.

“Identity”
by Julio Noboa Polanco

Let them be as flowers,
always watered, fed, guarded, admired,
but harnessed to a pot of dirt.

I'd rather be a tall, ugly weed,
clinging on cliffs, like an eagle
wind-wavering above high, jagged rocks.

To have broken through the surface of stone,
to live, to feel exposed to the madness
of the vast, eternal sky.
To be swayed by the breezes of an ancient sea,
carrying my soul, my seed,
beyond the mountains of time or into the abyss of the bizarre.

I'd rather be unseen, and if
then shunned by everyone,
than to be a pleasant-smelling flower,
growing in clusters in the fertile valley,
where they're praised, handled, and plucked
by greedy, human hands.

I'd rather smell of musty, green stench
than of sweet, fragrant lilac.
If I could stand alone, strong and free,
I'd rather be a tall, ugly weed.

In class today we read "Identity" (attached bleow)  which is an extended metaphor poem.

extended metaphor - a metaphor developed at great length, occurring frequently in or throughout a work.

Complete HW #4

Conformity Unit

Extended Metaphor Poem

Homework #4

In class today you learned about extended metaphors while reading the poem “Identity” by Julio Noboa Polanco. Now it is your turn to be the poet. You are to write a poem about your own identity. Be sure that your poem illustrates an extended metaphor.

Think about what your personality and/or identity can be compared to and continue the use of that metaphor throughout the poem.

“Identity”
by Julio Noboa Polanco

Let them be as flowers,
always watered, fed, guarded, admired,
but harnessed to a pot of dirt.

I'd rather be a tall, ugly weed,
clinging on cliffs, like an eagle
wind-wavering above high, jagged rocks.

To have broken through the surface of stone,
to live, to feel exposed to the madness
of the vast, eternal sky.
To be swayed by the breezes of an ancient sea,
carrying my soul, my seed,
beyond the mountains of time or into the abyss of the bizarre.

I'd rather be unseen, and if
then shunned by everyone,
than to be a pleasant-smelling flower,
growing in clusters in the fertile valley,
where they're praised, handled, and plucked
by greedy, human hands.

I'd rather smell of musty, green stench
than of sweet, fragrant lilac.
If I could stand alone, strong and free,
I'd rather be a tall, ugly weed.

HOMEWORK #3 (attached below)

1. Complete Medium Stakes writing – be sure to proof read for punctuation, spelling and clarity.


2. Read “The Journey” by Mary Oliver


3. Write a brief comparison between “The Road Not Taken” by Robert Frost and “They Journey” by Mary Oliver.
   
   
   
   1. How do these poems relate to the idea of conformity?
   
   
   2. What do you think the speaker is trying to tell the reader? What lesson are they trying to teach? – Answer these for both poems
   
   
   3. In a few sentences, write the main idea of each poem.

Complete the medium stakes writing (attached below) on "The Road Not Taken" (attached below).

Conformity Unit

“The Road Not Taken”

Medium Stakes Writing

List three difficult decisions you have made. Select one of these choices and write on why this choice was so difficult. Think about the option that was not chosen and then write about the chain of consequences that might have followed if the other alternative would have been chosen. Draft a description of the person (you) who might have evolved had the other path been chosen. Be sure to include what forces helped you to make your final decision.

You will be graded on the following

• grammar and punctuation


• clarity/understanding


• follows guidelines


• use of information from the poem

Read the poem "The Journey" (attached below) and write a comparision between "The Raod Not Taken" (attached below)

“The Journey”
by Mary Oliver

One day you finally knew
what you had to do, and began,
though the voices around you
kept shouting
their bad advice --
though the whole house
began to tremble
and you felt the old tug
at your ankles.
"Mend my life!"
each voice cried.
But you didn't stop.
You knew what you had to do,
though the wind pried
with its stiff fingers
at the very foundations,
though their melancholy
was terrible.
It was already late
enough, and a wild night,
and the road full of fallen
branches and stones.
But little by little,
as you left their voices behind,
the stars began to burn
through the sheets of clouds,
and there was a new voice
which you slowly
recognized as your own,
that kept you company
as you strode deeper and deeper
into the world,
determined to do
the only thing you could do --
determined to save
the only life you could save.

Complete ALL the explanations for todays and yesterdays viewings. I WILL NOT ACCEPT THIS LATER THAN TOMORROW 12/4/09.

Wear jeans and a black shirt...or else!!! Will you wear what I say or pay the consequences? Your choice.

9^th Grade English

Queens School of Inquiry

Name______________________________

Date_______________________________

Conformity Unit

Quotations

Homework #1

1. Define conformity in your own words.


2. Find a quote that relates to the idea of conformity.
   
   
   
   1. Write the quote neatly and big or type it in a large font. These will be hung around the room. Remember to write who said the quote and have your name visible.

                                                             i.      Example:

Be who you are and say what you feel, because

those who mind don't matter and those who

matter don't mind.  ~Dr. Seuss

(Yours should be in a bigger font)

Complete TWO critical lens essays (attached below). These should be done on the paper given, NOT ON A SEPERATE PIECE OF PAPER.

9^th Grade English

Queens School of Inquiry

Name______________________________

Date_______________________________

To Kill A Mockingbird

Critical Lens #2

On-Demand Writing

Task: Write an essay where you explain what one of the following quotes means to you. Agree or disagree with the statement, and support your opinion using specific information from the novel To Kill a Mockingbird.

Critical Lens Choices:

Guidelines:

• Explain what the statement means to you. This is an “in other words” statement.


• State whether you agree or disagree with this statement.


• Give specific examples from the novel. This would include character experience, specific events from the novel and/or literary devices that illustrate this quote.


• Organize your ideas to produce a unified, coherent essay.


• Follow the conventions of standard, written English.


• You should use standard essay format with an introduction, at least two body paragraphs and a conclusion.


• Please write your essay neatly.

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I WILL NOT ACCEPT LATE WORK. GET IT IN ON TIME!!!!

Using you knowledge of To Kill a Mockingbird, and your characteration notes (attached below) write a character analysis essay (attached below). Due Tuesday November 24, 2009

Complete your project over the weekend. PROJECTS WILL NOT BE ACCEPTED LATE!

Read the poem "Misery" by Langston Hughes (attached below) and write a response making connections to To Kill a Mockingbird and your own life.

Finish the poetry analysis from class.

Work on To Kill a Mockingbird project - DUE MONDAY November 23, 2009

Look over the conflict notes (attached below) and list all the conflicts found in To Kill a Mockingbird. You must explain the conflict, write who the conflict was between, and what type of conflict it is (external conflict - character vs. character, character vs. society, character vs. nature or internal conflict - character vs. self).

Complete the theme writing assignment (attached below). This should be at least 4 paragraphs (1 paragraph per theme). Each paragraph should be well written and include at least two quotes to support the theme of the novel.

Students should be working in the independent project (attached below) which is due on Monday November 23rd.

I will not accept late work!!!

Read chapters 27, 28, 29, 30 and 31

Start to work on your independent project. Due date TBD

Please see attached for project guidelines.

Read chapters 23, 24, 25 and 26

There will be a quiz on all 4 chapters tomorrow.

STUDY

Read chapters 19-22 (28 pages)

Read chapter 18 and study for your vocabulary test tomorrow.

Read chapter 17

Study for vocabulary test Friday

Finish Outsider Activity (attached)

Read chapters 15 and 16

Study for your vocabulary test, this Friday. Vocabulary chapters 1-9

Read chapters 11, 12, 13 AND 14 for homework

Study vocabulary for chapters 1-9. There will be a test next week.

Read chapter 10

Study Vocabulary chapters 1-9 test to be announced next week

Finish the Boo Radley Activity from class. The handout is attached below.

Read chapters 8 and 9

Complete Vocabulary for chapters 8 and 9

Complete Quote Analysis

To Kill a Mockingbird

Quote Analysis

“You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it” (Lee 30).

1. What does this quote mean to you?


2. In what situation(s) do you think one might give this advice?

Write a poem about racial injustices (prejudice, segregation, discrimination, stereotypes)

• Poem must be typed


• Must be at least 5 lines long - I would however like it to be longer


• Title must be in quotation marks


• Name must be under the title


• No date should appear on the poem

E-mail the poem to me if you need it printed out.

Read and complete vocabulary for chapters 5 and 6.

1st, 2nd and final drafts of research paper due on Monday. I CAN NOT grade your 3rd draft if you do not hand in the 1st and 2nd drafts.

Complete vocabulary for chapters 1,2,3,4 and 5.

Read chapters 4 and 5.

Please complete your research paper and have all three drafts ready to hand in by Monday.

Complete vocabulary for chapters 1-3. Find the vocabulary sheet below.

Attached you will find the Literary Elements and Devices Extra Credit Assignment

Due Monday is the 3rd and final draft of your research paper. You must hand in all previous drafts along with your final one. Remember, this is a VERY LARGE portion of your grade.

Please find the setting activity attached below.

In order to help you to access this difficult text, I have also attached a list of idioms and allusions for each chapter. Please be sure to utilize this.

ALL 9th Grade students MUST have an independent reading book with them at all times - every single day!

By Tuesday 10/13 you need - In a folder in this order the following items:

1. 2nd Draft - please be sure that this is printed out or e-mailed to me by 7am Tuesday morning!

2. 1st Draft

3. Notes - 2nd Draft

4. Notes - 1st Draft

5. Peer Evaluation

6. Adult Evaluation

You are to complete the first draft by Wednesday. Please do not print it out on Wednesday, but have it on your memory stick. We will be working in class editing it using a program on the computer.

By Thursday your paper needs to be printed out by the time you get to class.

Make sure your Works Cited follows the format found in your research packet.

Please make sure it is printed out and/or e-mailed to me.

Make sure all your notes are summarized and paraphrased. Any direct quotes you wish to keep, make sure you have quotation marks around them.

Make sure you make all the corrections necessary by reading the comments that I made on your paper.

I will be collecting the first and second drafts of your notes.

Please have your introduction complete and ready to hand in tomorrow.

Remember to make sure it:

• Engaging - quotations, interesting facts, descriptive words
• Has your thesis statement
• Not too long
• Is a preview for your essay
• Does not contain too much information

Make sure you:

• have all your sources


• have completed notes


• slugs and paragrpah numbers filled in


• have sorted by paragraph number so they are in order


• fixed the cells so no information is cut off in any of your cells

When you print you highlight ONLY the cells you want to print and then hit "selection" in the print window.

Please have all notes complete by the time you come to class on Tuesday. You must have at least 30-40 notes. You can go over 40 but can't go under 30. Make sure that you have all of your source information, including page numbers on your Excel spreadsheet.

Please save all of your work on a memory stick and be prepare to show me your completed work. In you have Excel 2007, please save it as a 2003 file so you can open it at school. You should have about 35 notes taken by Friday.

You must begin working on notes for your research paper. I am attaching all the lessons in the packet. Please refer to lesson #5 to see how to set up your Excel sheet. You do not need to print out your work but make sure it is on a memory stick so I can check it tomorrow.

Please, please try to go to the library today or come with printed resources from the internet. Remember the lesson on reliable resources.

You must also have your thesis finalized. Be sure you are able to write an entire paper supporting and proving your thesis.

You must come to class on Monday with a topic for your research paper. Remember, this must be related to the Civil Rights. If you wish to do something on sports or music or fashion, make sure you can relate that topic to the time of the Civil Rights Movement. For example - music, jazz age or sports, Jackie Robinson.

You should also go to the library to make sure there is enough information availabe on your topic.

Attached is the letter for your parents and the assignment guideline and requirements.

Please be sure to come prepared to class with ideas and materials on an area of interest based around the Civil Rights time period. This can be done in paragraph form, list form or print outs from the internet.