12/07/2012

Here is the review from today!
You will find the Middle Ages Review in an older post; I double-checked--it's been there since before conferences.

Middle Ages Review


Have a productive and restful weekend!

Mrs. Johnson

12/04/2012

Weekly Spelling Words:

amiable
abhor
avarice
debase
demure


No Homework on the English side, but work on DRAG
Study for Middle Ages Test

11/16/2012

Today in class,

Students walked around and wrote down questions underneath the Dante's Inferno pictures. We will finish this on Monday. If you are not going to be here Monday, then you don't have to make anything up, but you just won't benefit from the rich discussion.


Wife of Bath

Mrs. Johnson

Just in case you can't get this on my "Study Guides" tab, here is the Middle Ages Study Guide. This is a hard exam, so make sure to take the necessary time you need to study for a test that involves many works and many literary devices significant within those works.

Middle Ages Literature Test Study Guide:

I.                    Test Format

A.      Matching the Characters

B.      Multiple Choice

A.      Matching the Characters/Objects: For these sections of the test, you will need to be able match the character/or objects to their description; this requires knowing their role in each story, as well as their key traits.

B.      Multiple Choice: For these sections of the test, you will need to know the Power Point notes for each story we read as many of those notes will be test questions. You will also need to know each story very well in order to answer questions correctly. If applicable (meaning an author for a work was provided), you will need to know who wrote each piece we read.

Matching/Multiple Choice: You will need to know the following characters/objects from each of the following stories:

Song of Roland	Roland Oliver Saracens Durendal Olifant Oliver chansons de geste
“Perceval” (The Grail)by Chretien de Troyes	Perceval The Fisher King Holy Grail Bleeding Lance
“Chevrefoil” by Marie de France	lai extended metaphor the traits of courtly love
The Inferno/Divine Comedy by Dante Alighieri	Beatrice Dante and politics in Florence, Italy Why the work was referred to as comedy? The places Dante is taken to on his journey. What the entire journey is symbolic of . . . The concept of Purgatory The concept of Paradise How the work embodies Medieval Literature cantos Why 100 cantos symbol Virgil vernacular How many cantos is each section? What rhyme scheme pattern? Significance of rhyme scheme? Why Virgil can’t go to Paradise with Dante . . . The various names Dante calls Virgil . . . Why did Dante choose Virgil (hint: think about human reason) List the many reasons why The Divine Comedy is considered the finest work ever written in Italian. allegory themes present in the work
“The Wife of Bath’s Tale” by Geoffrey Chaucer	What all contributed to Chaucer writing one of the richest pieces of English literature? How does the history of Canterbury Cathedral hold significance in The Canterbury Tales?  Who uttered the phrase: “Who will rid me of this meddlesome priest?” How is Chaucer’s work characteristic of medieval literature? Why was writing in Middle English a bold move on Chaucer’s behalf? frame story dynamic verses static characters Reread and review the “Wife of Bath” story, so you know it well! Know the dates of the Middle Ages Literature Period.

AN EXTRA CREDIT QUESTION: This includes romantic adventures, fabliaux, saint’s biographies, animal fables, and even a sermon.

AN EXTRA CREDIT QUESTION:  Identify the piece of literature this quotation is from.  “’And have I won the mastery?’ said she. / ‘Since I’m to choose and rule as I think fit?’”

11/13/2012

For those of you who can't get the information by creating a Google account and clicking on the provided link, I have pasted the Song of Deeds Requirements right here for you. 

Aside from editing your Song of Deeds this week, there will be no take home work for me as I want you to have time to work on this assignment and of course the DRAG.

***Please take the time to find a good editor (even if you are one yourself, it's important to get another perspective) and have them comb over your paper for errors. Also, ask them to make sure that you have covered the following things (in addition to the checklist below):

• Do you have believable characters who the readers wants to see succeed or fail?
• Do you have holes in your plot? For example did you forget to thoroughly cover an area of your story line so that it's all resolved in the end? 
• Do you have a strong conflict? Stories that drag on with the hero and villain looking for each other or too much dialogue etc. don't capture the reader's attention. 
• Do you have an ending that isn't a cliche or a cop-out--in other words, it's obvious when a writer doesn't know how to end a story, so he/she abruptly just ends it with a random death that makes no sense or is cheesy or ends with the ever-favorite "It was all a dream" cliche. You know what I mean . .  

Song of Deeds Creative Writing Assignment

1.        Your Song of Deeds must include:

                                    a hero

                                    a sidekick/loyal friend

                                    a weapon with a name

                        good must triumph over evil

                        descriptions/details of battles and gore

                                     you must respect your household’s rules regarding violence and your violence must be                                             appropriate for school

                        repetition of key phrases

2.         You may include the following elements for extra credit

                        a love interest

                        a mentor

3.         Your setting may be any time or any place

4.         Your point of view may be first or third

5.         Characters:

                        hero may be male or female

                        sidekick may be male or female

                        if characters are animals—take into consideration your setting

                        you may combine elements into one character (for example: love interest is also the hero’s mentor)

6.         You may write in prose or poetry

7.         Your story length has a three page maximum--please talk to Ms. McLean about a page maximum for poetry

8.         Type or write your story in ink and make sure to double space

9.         Margins are one inch

10.       Font size is 10 or 12

11.       You may create a creative title page OR use MLA Heading—DO NOT DO BOTH

12.       MLA Heading is as follows (note it is double spaced)

                        Super Student

                        Mrs. Johnson

                        World Humanities

                        16 November 2012

13.       A Creative Title is a must

14.       For dialogue—remember that a new paragraph starts each time the speaker changes

            "It's hard to believe that this huge valley is actually a meteor crater," commented Mark.

            "Really, look how wide it is—at least half a mile!" exclaimed Phil.

            Mark laughed as he said, "Well, I’m glad I wasn’t around when the meteor fell.”

16.       Please remember to respect others' intellectual property. For example, you shouldn't be using Hunger Games, Twilight, or Harry Potter because you don't have their creators' permission.

17.       EACH CONVENTION ERROR WILL COST YOU ½ POINT

18.       You may earn extra credit for writing a grammatically clean song of deeds.

November 5

Spelling \Words

Conjunctions

Song of Deeds Requirements

10/23/2012

You will need to see me about today's group assignment to make it up, but it's important because it's on the author Catullus, who will be on the Roman Lit quiz Friday.

Three important Power Points for upcoming quizzes Friday; you may use your grammar notes for the grammar quiz on semicolons and colons.

Spell Words 2

Semicolons

Colons

See you tomorrow!

Johnson

10/23/2012

In Class Today:

• We read about Catullus in Tan Books
• Tomorrow we will complete the Catullus assignment in groups in the tan books. If you were absent, see me to make up the assignment.

Things no longer accepted:

• DBQ paragraph
• Saphho assignment

Window closing by Thursday on the following assignments/quizzes:

• Spell Quiz 1
• "Gods Return to Olympus" paragraph
• Cornell Notes on Roman Literature terms and summary

***If you haven't already, please find a classic novel to read and start reading it!
***Roman Literature Quiz Friday
***Roman Literature Study Guide on web blog

Johnson

10/19/2012

Today in class:

We finished Roman Cornell Lit Notes: Summary Due Tuesday: Roman Lit PP
Gods Return to Olympus paragraph due Monday: Click here for assignment
Burning of Rome assignment due Monday:
DBQ Paragraph no longer accepted after Tuesday.

10/17/2012

Today in class:

• During PSAT time, we took writing notes and students were assigned a practice DBQ prompt. This paragraph is due tomorrow and will be graded specifically on MLA (quotations/transitions).
• In actual Humanities class, we took notes on Roman Literary Devices; we did not finish these notes. You need to take Cornell Notes on these, eventually write a summary, and I'll give you the due date once we finish the Power Point. 
• I couldn't edit the Spelling Words Power Point, so definition is still misspelled:)

Roman Literature Power Point Notes (Do not take notes on anything but the Roman literature words
Roman Literature Quiz Study Guide
Spelling Words (study for quiz Friday)

10/11/2012

Today in class:

• We took the Grammar Assessment: Subjects and Verbs. You have until Wednesday to complete it before it becomes a zero.
• You will find a link to the "Letters from Greece: Gods Return to Olympus" article below. Please read the article and find five quotes that support the main argument of the article (which you need to determine obviously) and bring those quotes with you on a separate sheet of paper as well as the article to class on Tuesday.
• Don't forget to complete the Epic Hero Paragraph, also due Tuesday.

Have a great extended weekend,

Mrs. Johnson

10/11/2012

Don't forget to complete your Epic Hero Paragraph!
Gods Return to Olympus article Letters from Greece: The Gods Return from Olympus

10/08/2012

Today in class, we:

• Took the Odyssey Test

Homework: Work on Epic Hero Paragraph

Due: October 16th

***Mr. Masten wanted me to remind you that you need to remember to include transitions in your Pax Romana paragraph. Below are great words and phrases to help with transitions. Some are better suited for compare and contrast essays, but you can save those for later.

***Your rough draft Pax Romana paragraph is due tomorrow!

Transitions

Also

Again

As well as,

Besides

Coupled with,

Furthermore,

In addition

Not only . . . but also

Likewise

Moreover

Similarly

Accordingly

As a result,

For this purpose,

Hence

Otherwise

Subsequently,

;therefore,

Thus,

On one hand,

On the other hand,

Nevertheless,

In essence,

In other words,

Namely

In short,

In brief,

Using Transition Words in Your Paper

Transitional Devices
Transitional devices are like bridges between parts of your paper. They are cues that help the reader to interpret ideas a paper develops. Transitional devices are words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another. And finally, transitional devices link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.
There are several types of transitional devices, and each category leads readers to make certain connections or assumptions. Some lead readers forward and imply the building of an idea or thought, while others make readers compare ideas or draw conclusions from the preceding thoughts.
Here is a list of some common transitional words or phrases:

To Add:

and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.)

To Compare:

whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced against, vis a vis, but, although, conversely, meanwhile, after all, in contrast, although this may be true

To Prove:

because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is

To Show Exception:

yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes

To Show Time:

immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.), next, and then

To Repeat:

in brief, as said, as noted, as has been noted

To Emphasize:

definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation

To Show Sequence:

first, second, third, next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon

To Give an Example:

for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate

To Summarize or Conclude:

in brief, on the whole, as shown, as stated, hence, therefore, accordingly, thus, as a result, consequently, on the whole

10/05/2012

Odyssey Study Guide:

• Characters from your character sheet
• Literary Terms from the same sheet as above
• Be able to place all the events in chronological order--where Odysseus and his men go--The Odyssey is told in flashback mode and occurs in the middle of things or in medias res, so it's crucial to know what happens first etc. ***MANY QUESTIONS ON THIS-THUS MANY POINTS!!!
• The Homeric Conventions
• Customs and beliefs of the Greeks
• Qualities of an Epic Hero

Whoops here is the Review Power Point

Odyssey Review

10/05/2012

We reviewed today for the Odyssey test. Here is the Power Point review; it helps in studying the characters and remembering events--the key is on the last three slides, so you can check your work! Congratulations 100% practice test takers!!!

Mrs. Johnson

Good luck studying!

Get lots of rest Sunday night--eat a good breakfast Monday morning... review at lunch for the test!

Study Guide

The Odyssey Study Guide:

Test Format:

• Multiple Choice
• Short Answer

I. Be able to identify all the characters and terms from your character sheet

II. Be able to define and identify key Homeric conventions.

III. Know key events from the story

Multiple Choice Items Covering: Application of terms from green sheet.

For Example:

• Not only be able to define what personification is, but also be able to identify a line that illustrates personification in The Odyssey.
• Multiple themes found in the adventure
• Odysseus’ primary objective
• The role of flashback in the epic

Reading Passages:

·        Be able to read key passages and choose the best interpretation based on your knowledge of the story.

Short Answer: You will choose one of the following themes and write on it:

·        Qualities/characteristics of an epic hero

·        Obedience and laws of the gods

·        Values and beliefs of Greek Civilization

10/04/2012

Epic Hero Paragraph Final Draft Due: October 16th:
Odyssey Test Monday: Multiple Choice and a few short answer
Look for the Study Guide on the "Study Guides" link online tonight.
Study for the review and prizes tomorrow!

Highlights from today's discussion:

Cool Connections to History:

Students discussed that each city-state possessed their own temple to their designated god, and each city-state practiced one religion. 
Additionally, students discussed Greek customs and beliefs; these are the things important to the Greeks:

• proper burials
• after life
• respect for the dead
• burnt offerings
• hospitality
• devotion
• polytheism

****The best question asked today: How did Odysseus not hate the Gods? 

What students will appreciate about the Odyssey:

• The elevated language: epithets, epic similes, style
• The characters have many layers to them.
• It's a classic love story.
• It's a story about loyalty.
• The names are interesting.

What's challenging about the story?

• It's not the kinda thing you can read in front of the t.v.!
• It contains challenging language.
• The names are confusing.
• The vocabulary is difficult.

What are some morals that you will walk away with from the Odyssey?

• Don't stop persevering!
• Don't climb ladders while drunk!
• You always have room to improve.
• Stay loyal to what you believe in.
• Don't be arrogant.
• Accept your flaws.
• Don't kick a man while he's down.
• Remember where you came from.
• Don't move a man's bed!
• Don't give up.
• When you become committed to someone, don't lose respect for them.
• Don't stop believing; hold onto that feeling! (I added that one because everyone appreciates a little Journey in their life)

10/02/2012

Today in class, we:

• Completed the Peer Edit Session for the Epic Hero Rough Drafts.
• If you were absent, you can have a parent/sibling read your paper and do the Peer Edit for you to catch up or find a student.
• Here are the questions below:

Peer Edit Directions:

To receive full credit, do a thorough job on today’s peer edit.

·          Write your name on a separate piece of paper.

·          Below your name, write the writer’s name.

·          Answer the following questions thoroughly, thoughtfully, and noiselessly:

1.        Examine the writer’s thesis statement and explain if it is clear, direct, and includes all of the POA points.

2.        Go through each (this will take awhile) body paragraph and examine the following for clarity:

·          Topic sentence: Does it include the POA point and does it tie to the thesis statement?

·          Did the writer include a quote from the text that related to their POA point?

·          Did the writer thoroughly explain the quote in a fluid way? This means that they didn’t just pop a quote in their paper with no set up and no follow through. The formula for introducing a quote is: set up the quote through explanation, give the quote, and summarize the quote.

·          Is the writer’s analysis of the quote and of their POA point thorough enough? Did they go in depth enough with their argument?

3.        Transitions: How are the writer’s transitions from paragraph to paragraph: offer suggestions on how to make them smoother if necessary.

4.        Conclusion: Does the concluding sentence for section D restate the thesis and all the POA points. You should not have to go back and re-read what those points were.

5.        How do you like the writer’s title? Did they do an effective job of tying it to their argument-why or why not?

6.        Finally, offer the writer three points of constructive criticism or things to work on for their final draft and three compliments/things they did well.

***Staple your peer edit sheet to the back of their rough draft and turn it in to the WHUM ENGLISH BOX; if you did not finish the peer edit, then take the writer’s paper home and finish it and bring it back tomorrow.

See you tomorrow!

Mrs. Johnson

10/01/2012

Epic Hero Paragraph Rough Draft Due Date moved to tomorrow


Mrs. Johnson

09/28/2012

Epic Hero Outline

Thesis Statement: (Example) Odysseus demonstrates epic hero characteristics through his problem solving, strength, and leadership skills. 

A. Odysseus proves he's an epic hero in his quick thinking in the journey through the sirens.

   1. Knowing that he won't be able to resist the sirens' alluring song, but that he alone must listen to it, Odysseus orders his crew to "tie [him] up, plumb amidships, back to the mast, lashed to the mast" (Homer 706).

    2. Because of his awareness of his limitations, Odysseus and his crew safely make it through one of the most arduous journeys sailors face.

Transition: Not only does Odysseus possess problem skills solving through the episode with the sirens, but he also demonstrates this trait with the cyclops too.

B. When Odysseus realizes that he and his crew will perish in Polyphemus' cave if he kills him, he must think like a true epic hero and find another way to get out.

     1. In order to get Polyphemus to move the stone away from the mouth of the cave, Odysseus devises a plan to, first get him drunk, and then, gathering four of his crew for help, stab him in his only eye. Coyly, Odysseus appeals to the giant lout: "Cyclops, try some wine. . . You ask my honorable name Nohbdy. . ." (692). Once the cyclops is quite intoxicated, Odysseus "drove [his] big hand spike deep in the embers . . . and rammed it deep in his crater eye" (692). 

       2. This well thought out plan works perfectly for a variety of reasons: he impairs Polyphemus' judgment through intoxication, thus he and his crew are able to stab the cyclops' eye, and he tells Polyphemus his name is "Nohbdy," so that when the cyclops calls for help, he'll say "Nohbdy" hurt him, and the other cyclopes will go away. Finally, he knows that the cyclops will have to let his sheep out to feed, and so he ties the sheep together, and he and his men cling on underneath and eventually make it out safely.

Transition: Finally, Odysseus shows impressive problem solving skills in "Cattle of the Sun God" episode.

C. Only an epic hero would follow the order of the gods....

Running out to steam; I will try to add more later!

Mrs. Johnson

09/28/2012

Weekend Homework:

• Epic Hero Rough Draft Paragraphs
• Choose a Classic Novel

Have a great weekend!

Mrs. Johnson

09/27/2012

Things that were due this week:

• Epic Hero Chart (Monday)
• Part I Study Guide Answers (Wednesday)

Homework:

• Study for Grammar Quiz Tomorrow
• Epic Hero Rough Draft (Monday)

See you tomorrow!

*Bring books!

Mrs. Johnson

09/24/2012

Homework:

• Go to "AP Book Lists" top right-hand corner of blog and choose a classic novel to read.
• Epic Hero Chart due tomorrow
• Good luck on your History Exam!

Mrs. Johnson

09/21/2012/ "Weekend Homework"

Please complete your Epic Hero Chart through "The Sirens" over the weekend.


Happy Weekend!

Mrs. Johnson

09/19/2012

See if this Epic Hero Notes link works: Epic Hero Notes

Homework

Below is the link for the Power Point Lecture from class today. Please either finish taking Cornell notes or start taking them if you were absent. Only take notes on the slides that present new information to you. For example, some of the slides are repeats from the first presentation I gave.
***Bring ID badge for Monday!

Hero's Quest Notes


Mrs. Johnson

09/09/2012

No homework this weekend! Enjoy it while it lasts.

Mrs. Johnson

06/06/2012

As promised, To Kill A Mockingbird DRAG Entire Essay Example
To Kill A Mockingbird Study Guide

Johnson

06/06/2012

Animal Farm Open Book Quiz

Will be posting DRAG example soon

Updated Power Points and Assignments Links Below:

Orwell Article Assignment

TKAM Drag Example

Updated DRAG Power Point

Animal Farm Discussion Questions

Don't forget to read Animal Farm chapters 4-6 this weekend

05/29/2012

Big Ideas Study Guide

To Kill A Mockingbird Final Exam Written Portion (Power Point Explanation)

Analytical Essay Assignment

05/17/2012

Follow the reading calendar for now please

Thank you

05/04/2012

Read To Kill A Mockingbird chapters 1-3 and be ready to discuss/quiz/anything on it on Monday!

Johnson

04/25/2012

Today in class we discussed "In Flanders Fields" by John Macrae.
I handed out a Rondeau assignment for you to write your own memorable poem similar in form to Macrae's; you can pick one up from me tomorrow if you were absent today.

See you tomorrow!

Mrs. Johnson

04/23/2012

Today in class:

• We worked on the last day of the District Writing Day: Final Draft Day--but alas, don't worry, you can come in and make it up Tuesday through Thursday of this week after school or make a lunch arrangement with me.
• I also handed out a poem "In Flanders Fields" and assignment with it. You can pick it up from me tomorrow if you were absent.
• Bring your ID this week as we will soon check out To Kill A Mockingbird

See you tomorrow!

Mrs. Johnson

04/19/2012

Today we worked on day two of the state writing assessment. You will have two more days in class on this. If you have been absent or need more time, then you may come in after school up until Thursday of next week to finish it.
You will be given an in-class grade for this, even though it's a state assessment.

Mrs. Johnson

04/18/2012

Please hand in responses to the "Dulce" poem from the Wilfred Owen packet along with the packet tomorrow at the beginning of the English period. We will continue with the writing assessment, thanks.

Mrs. Johnson

04/18/2012

Please turn in Wilfred Owen packets and responses to the questions about the "Dulce" poem (hopefully on a separate sheet of paper) tomorrow at the beginning of English period.
We will begin the second day of the writing assessment.

adios,

Mrs. Johnson

Declaration of Peace Assignment

Many have expressed a need to see this assignment again. I decided to paste the assignment directly into my blog to eliminate confusion and frustration. Have a great rest of your weekend!

Mrs. Johnson

Declaration of Peace

Task one:

·       Choose a topic of hate that you see as prevelant and destructive today.

Assignment:

·       Write at least a one page and no more than two page speech stating your declaration to end that hate (your topic).

Requirements—At least 3 uses of the following rhetorical devices:

·       Logos, Pathos, Ethos, Patriotism, Anecdote, Facts

Review:

Ethos: ethical appeal, means convincing by the character of the author. We tend to believe people whom we respect. One of the central problems of argumentation is to project an impression to the reader that you are someone worth listening to, in other words making yourself as author into an authority on the subject of the paper, as well as someone who is likable and worthy of respect.

Pathos: (Emotional) means persuading by appealing to the reader's emotions. Language choice affects the audience's emotional response, and emotional appeal can effectively be used to enhance an argument.

Patriotism: appeal to one’s loyalty to their country.

Anecdote: A story that has an emotional, intense, suspenseful, comedic, etc. effect on the audience—can be very effective as a HOOK! 

Additional things to consider (notes at this point are optional):

·       Use of poetic devices can be effective: metaphors as in Martin Luther King Jr.’s

Examples:

“rise from the dark and desolate valley of segregation to the sunlit path of racial justice” [6]

“sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.” [19]

Repetition works nicely:

Examples:

• “Now is the time…” [paragraph 6]
• “We must…” [paragraph 8]
• “We can never (cannot) be satisfied…” [paragraph 13]

Repeat your theme repeatedly throughout your speech:

• freedom (20 times)
• we (30 times), our (17 times), you (8 times)
• nation (10 times), america (5 times), american (4 times)
• justice (8 times) and injustice (3 times)
• dream (11 times)

Use specific examples to “ground” your arguments:

• Mississippi, New York [paragraph 13]
• Mississippi, Alabama, South Carolina, Georgia, Louisiana [14]
• Georgia [18]
• Mississippi [19]
• Alabama [22]
• New Hampshire [32], New York [33], Pennsylvania [34], Colorado [35], California [36], Georgia [37], Tennessee [38], Mississippi [39]

Utilize Appropriate Quotations or Allusions whenever possible:

• “Five score years ago…” [paragraph 2] refers to Lincoln’s famous Gettysburg Address speech which began “Four score and seven years ago…” This allusion is particularly poignant given that King was speaking in front of the Lincoln Memorial.
• “Life, Liberty, and the Pursuit of Happiness” [and the rest of paragraph 4] is a reference to the United States Declaration of Independence.
• Numerous Biblical allusions provide the moral basis for King’s arguments:
• “It came as a joyous daybreak to end the long night of their captivity.” [paragraph 2] alludes to Psalms 30:5 “For his anger is but for a moment; his favor is for a lifetime. Weeping may linger for the night, but joy comes with the morning.”
• “Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.” [paragraph 8] evokes Jeremiah 2:13 “for my people have committed two evils: they have forsaken me, the fountain of living water, and dug out cisterns for themselves, cracked cisterns that can hold no water.”

For help, go online and listen (or read) to speeches:

·     Martin Luther King. Jr

·     Gahndi

·     JFK

·     Winston Churchill

·     Lou Gehrig, “Farewell to Baseball Address”

·     Alexander the Great

·     Socrates

·     Theodore Roosevelt

·     Franklin Delano Roosevelt

04/10/2012

• Great Expectations Essay Test due Friday: Essay Test Prompts
• Peace Declaration Written Speech due Monday: we will go over the specific components of this tomorrow: Peace Declaration

See you tomorrow!

04/02/2012

Motif Assessment Due Friday
Take Home Great Expectations Final Exam essay coming up!
Bring Lit Books tomorrow!

Mrs. J

03/23/2012

I added the reading schedule once again below. Make sure you finish Great Expectations over the break.
If you want to jump ahead on work that will be due soon after you return, you can finish the "Motif" assignment.

• The Motif Assignment will be due Friday, 6th April of the week you return from spring break. You will also have a "Take Home" Essay Exam that week, so if you want to save some time, you can do the Motif Assignment now, if you haven't already!

Great Expectations Reading Schedule

03/16:  Read chapters 40-44 and take notes on significant events
03/19: Read chapters 45 and 45/take notes
03/20: Read chapters 47 and 48/take notes
03/21: Read chapters 49 and 50/take notes
03/22: Read chapters 51 and 52/take notes
03/23 Finish novel over break/ take notes

M. Johnson

03/16/2012

03/16:  Read chapters 40-44 and take notes on significant events
03/19: Read chapters 45 and 45/take notes
03/20: Read chapters 47 and 48/take notes
03/21: Read chapters 49 and 50/take notes
03/22: Read chapters 51 and 52/take notes
03/23 Finish novel over break/ take notes

Mrs. Johnson

03/13/2012

Motif Explanation

HW: Please read chapters 34 and 35 for tomorrow. Finish writing your prompt (if you were absent, click on the link, and choose ONE OF THE PROMPTS Quote Prompts and bring it to class tomorrow for discussion.

***For Thursday:

• Please bring 3 motif examples from the novel. 
• You do not need to type these out,
• You do not need to write out an explanation or analysis.
• All I am asking is that you write down the example with the page number on notebook paper, so that you can share yours with a partner and then exchange ideas--it's a way of helping each other with the project.
• This will serve as a quiz grade, so make sure to take this assignment seriously.

This should give you everything you need! Keep up on the reading! If you're ever absent, it will always be two chapters a night (four over the weekend) from here on out. Also, we will have a reading check quiz soon.

Mrs. J

03/07/2012

Read up through chapter 31 of Great Expectations by Monday
Posters will be due Monday; you will have part of the English period to work on them tomorrow.
Quiz over 20-26 still tomorrow!

MJ

03/02/2012

We worked on People Posters today!
We will work on them tomorrow.
Bring materials that you may find useful as you work on them.

QUIZ: 20-26 THURSDAY!

MJ

03/05/2012

Under my post for 03/02 Friday's blog, I posted the Great Expectations atmosphere assessment, so you can go click on it there!

MJ

Read Chapter 27 tonight

03/02/2012

Review chapters 20-26 for a Great Expectations quiz Tuesday. During the week, I assigned reading up through chapter 26 (obviously:)), and then I also assigned a paragraph assignment that I will attach below:) Please have that assessment in by Tuesday before the window closes . . . :( and it's no longer accepted :(

Atmosphere Assessment

***Take care of yourselves this weekend***

Thank you,

MJ

02/21/2012

Today in class:

We continued with the group assessments: leading discussion on Great Expectations--we will do the same tomorrow.

Homework: Read Chapter 18

***Bring books
***For those absent for this last Friday's assessment, the chapters 13-15 Great Expectations quiz MUST BE MADE UP BY THIS THURSDAY-AFTER THURSDAY THE ASSESSMENT MAKE UP WINDOW CLOSES AND THE ASSESSMENT GRADE BECOMES A ZERO.

See you tomorrow,

Mrs. Johnson

02/17/2012

Homework:
Read chapters 16 and 17

See you Tuesday; enjoy a long weekend!

MJ

02/14/2012

Today in class:

***Point of View paragraphs were collected

• I assigned the same groups as the last group assessment to get together and work on one discussion question for Great Expectations.
• For this assessment, the groups will lead the class tomorrow (or possibly the next day) in their discussion question.
• Groups will be assessed in literature standards and ability to lead discussion (preparation).

Homework: Please read chapters 13 and 14

MJ

02/10/2012

Today in class:

We took an assessment over Great Expectations:  This will need to be made up by Wednesday for those absent and Tuesday for those who opted out today.

For those absent, this is the other assessment that we took today, and this one needs to be made up over the weekend: Point of View Take Home Assessment

Additional Homework: Read chapters 11 and 12

Enjoy extended weekend!

Mrs. Johnson

02/09/2012

Read chapter 10 and come prepared to discuss...

Mrs. Johnson

02/08/2012

Homework:
Look up the following words on page 783: parley, dexterity, timid, manacle and do the following:

•  Find their origins (French, German, Latin, etc.)
• Use the words properly in a sentence

Read Chapter Nine

If you were absent today, we started an assessment, which you can join the class for tomorrow.

Mrs. Johnson

Here is the Proficiency Scale Grade Breakdown (More to come on Proficiency Grading Later):
100-87.5%=A
87.4-68%=B
67.9-50%=C
49.49-37.5%=D
37.4-0=F

02/06/2012

Homework:

Read chapter 8

Assessments to catch up on:

• Great Expectations 1-3 Quiz (needs to be made up within 3 days of your return, which is by Wed for everyone)***If you are taking it at lunch because you can't stay after school, stop in the morning of the day you are taking the assessment to remind me. Also, I teach in Curry's classroom during 4th period, so give me time to get over to the Humanities room at lunch to give you the quiz.
• Vocabulary #1 Assessment (you don't study for this as it is an assessment to test your context clues abilities)
• Quote Assessment (this is described on the blog)

GREAT DISCUSSION!!!

Mrs. Johnson

02/03/2012

Weekend Homework:

Read through chapter 7 of Great Expectations
If you were absent today, you need to make up the vocabulary assessment within three days of your absence.
You need to take the chapter 1-3 quiz also within 3 days if you were absent.

Mrs. Johnson

02/02/2012

Today in class:

We took a quiz. It must be made upon three days of your return, but not for athletes or students who were absent for school-related for activities. Quizzes need to be made up the day of your return.

Homework:

Read chapter 4 of Great Expectations and do the following:

•Citing the novel, find quotes that answer the following questions:

•1. Describe Mrs. Joe and Pip's relationship

•2. Pip and Joe's relationship

•3. Pip and Pumblechook's relationship

•

 

Mrs. Johnson

Explain how these quotes describe the relationships.

01/31/2012

Today:

We started our new Great Expectations unit! Below you will find a link to the bio on Dickens and the novel as well as the homework assignment. You only need to take notes when the Power Point reaches the slide on Great Expectations. You will not be tested on Dicken's bio as it's not a lit standard, you will be expected to know the themes, characters, motifs, plot, and other important information covered in the story.


Charles Dickens

Thank you.

Mrs. Johnson

01/20/2012

I missed seeing most of you this crazy weather week! If you were absent yesterday and did not get a study guide, I am posting one below for you! As far as the final exam goes, it is what we call a "Big Ideas" final in the sense that if you know the central theme, author, key characters and their roles, and finally the literary terminology we've covered over ther course of the semester, you will be fine. That still sounds like a lot right? Let me give you some examples:
For author's and their works, you would simply have to find the author and match them to the title of their work, so who wrote “I Hate and I Love?”
When I say "Big Ideas," I mean that if you know the basic theme of each work, you should be able to answer the question. For example: Poem about moderation. (Which poem is this?) And you'll have a list to choose from... So the questions are not super detailed about each work we covered because, in English, we cover so many works of literature, but we want you to remember the "Big Ideas" that will be referenced again throughout high school and college. The exam is entirely multiple choice and 130 questions.
Hopefully that eases your mind some (if you were worried that is).

Suggestions for study:

• As always, flashcards of authors' names on one side, works and their central theme on the other
• Lit terms: Name of term and a picture that represents it on one side of card, definition on the other side
• Getting together with a fellow Humanities student and studying together for both subjects is always a great plan.

Here is the study guide: Semester I Study Guide

01/13/2012

Today in class:

• We finished Act III of Romeo and Juliet, , so please finish the act at home if you were absent.
• We watched the two death scenes of Mercutio, and I gave an assignment, which you can view under my "Power Points from Lecture" tab and click on R and J Act III assessment. Most likely, you don't have copies of the 1968 and 1996 films at home, but you are welcome to view them with me after school this week to make up the assignment if you can't access the films.

Thank you,

Mrs. Johnson

01/06/2012

Today in class:
Act II Assessment (quiz)
For specific notes on the quiz, go to my "Power Points from Lecture" tab and find the link for "Act II Assessment Notes"
Additionally I assigned a grammar and Act I review guide, so click here for the printable worksheet, which is due Monday: Act I Punctuation Guide

*Bring book Monday

Happy Weekend!

Mrs. Johnson

01/03/2012

Today in class:
We read to the top of page 352 today in Romeo and Juliet.
You will have an assessment Thursday over this act. I will talk to you about what the assessment will cover tomorrow.
Assessment I ,which was taken before the break, must be made up by Thursday after school.
Song of Deeds stories are no longer accepted.
***Bring Green Prentice Hall book tomorrow as we will finish act II.

See you soon!

Mrs. J