DO THIS

Everyone needs to complete this by their exam day.  I will give you homework points for completing it.

Thanks.

Me

Survey

Final Exam Essay: Due Friday

Read Oprah Winfrey's "What I Know for Sure" column from O Magazine. Here Embarrassingly, I used to like Oprah.  I used to read this magazine with fervor each month.  Even now, as my affection for Oprah has waned  I find value in them.  Life, to me, is about figuring out "the things we know fore sure."

Your final exam essay is this:  What do you know for sure?  You should explain this "thing"(just one) in a well-written, 4-6 paragraph essay--with all the voice/personality you can muster.  You may "steal" a quote from something you have seen or read as a starting point; perhaps this was your 'aha' moment(another Oprahism).  Mine, for example, came from the following lines from The Secret Life of Bees:

“In a weird way I must have loved my little collection of hurts and wounds. They provided me with some real nice sympathy, with the feeling I was exceptional...What a special case I was.”

Reading that for the first time, I realized that I held on to my past, and the wounds caused there, and wore them like a badge of honor.  This, in the end, was the very thing keeping me from evolving, and it was the moment I figured that out that changed me forever.

Good luck.  They're due on Friday, either to me directly or digitally.  Typed, please.

Outline help

Name_________________________

English I Honors

Mrs. Rock

Literary Analysis Outline

Follow this handy-dandy outline format to complete an outline for your literary analysis paper—this step is key in writing a well-organized, eloquent, paper.

I.                     Introduction

A.       Opening ‘hook’

B.      Background Information

C.      Statements/summaries about sonnet

D.      Thesis statement

II.                   Body 1

A.       Transition Sentence

B.      Backup of Thesis

C.      “Proof” with quotes, research

Etc., etc., etc.,

      V.            (or whatever)  Conclusion

                       A.  Summary of main points

                      B.  Restatement of thesis

Nothing due tomorrow

We're watching the movie. Study guide and outline due Tuesday. I'll explain better tomorrow.

<3, Rock

Sample Outline: Former Student

Another sample: Yours due on Monday <3

Introduction: None of the sonnets from William Shakespeare’s immortal canon are more emotionally conflicted and contradictory than the elegant lines of Sonnet 35. Upon first glance at the famous words, “No more be grieved at that which thou hast done…” the reader is immediately thrown into a hurricane of emotional turmoil over love, betrayal, responsibility, corruption of the mind, and morality. With the disharmonic thoughts of the poet fueling the headwinds of the storm, the poet seeks to delve into the question of whether to forgive his lover for his sensual fault and the morality of defending his victimizer. The impression of true compassion is finally confirmed in this sonnet, by his attempts to justify the sins even though he is the victim. Through brilliant sophistry and comparisons with nature, the poet finds himself mentally corrupted and guilty of his lover’s trespass. This sonnet serves to show the reader the guilt and responsibility the poet himself feels for the sins of his lover.

I.                    Introduction

A.      No sonnets are as emotionally conflicted. Imagery: “Hurricane of emotional turmoil over love, betrayal…” Attempt at imagery will try to make sonnet seem more dramatic and interest reader.

B.      Sonnet 35 is the most emotionally conflicted and contradictory sonnet. (Hyperbole/Strong Statement). Opening line of the Sonnet provided. Say themes of the poem. “Love, betrayal, responsibility, corruption of the mind, and morality”

C.      The poet feels mentally corrupted for aiding his victimizer. True compassion is confirmed in the sonnet.

D.      “This sonnet serves to show the reader the guilt and responsibility the poet himself feels for the sins of his lover.”

II.                  The poet’s thought process puts a small amount of blame on the lover and much more blame on himself.

A.      The guilt the poet feels over his lover’s sin is evident in his thought process and the way he presents his lover.

B.      The poet, through the metaphors and rhetoric of the first six lines of the sonnet, makes his lover seem not-at-fault of his crime. He downplays it, instead of expressing anger, as a normal person would, as if his lover is not the one responsible. He even examines the irony of his situation and scolds himself for being mentally corrupt in his logic.

C.      The poet soothes his friend’s guilt by assuming some of the blame. (Fiero - “the poet attempts to assuage his friend’s guilt through clever sophistry, reasoning that he himself must bear some of the responsibility for his friend’s offense.”)

III.                Shakespeare’s word choice and structure in the poem paints an unrealistic view of the lover in the time of his fault.

A.      The word choice Shakespeare uses to describe the lover’s sin makes it seem as if the lover’s sin is of less magnitude and doesn’t deserve much blame for it.

B.      By the poet making the lover’s sin seem like less of a lapse of judgment on his friend’s part, he is able to more effectively assume the blame on himself.

C.      Shakespeare never describes the crime for this reason. He refers to the fault instead as a “trespass”, “that which thou hast done”, and a “fault”. There is participial fixation especially on phrases that describe the fault of the poet for the crime. (Vendler – “In 35, we see the overmastering emotion in the participial fixation on personal fault: [Chart showing participial fixation]”) The fixation is used to put extra emphasis on these statements.

IV.                Conclusion

A.      The word choice, structure, logic, and irony Shakespeare presents in Sonnet 35 show that the poet feels that he is responsible for his lover’s crime.

B.      Sonnet 35 shows that the poet feels responsible for his lover’s trespass.

Sample Outline: Mine

Emily Rock

English I Honors

29 May 2014

I.                     Introduction: There are no lines from William Shakespeare’s canon more immortal than those opening Sonnet 18.  “Shall I compare thee to a summer’s day…” begins as an ode to a near-perfect love and serves to end the burdens of the earlier sonnets in the cycle.  It is from the conventions of this early sonnet that all future sonnets are compared; and although the ideals of beauty are later speared in Sonnet 130(My mistress’ eyes are nothing like the sun…”), it is Shakespeare’s first examination of outer beauty, a concept that he toys with during the entire cycle.  Sonnet 18 stands not only as a testament to the epitome of Renaissance beauty, but as a cautionary tale for wayward youths.

II.                  Sonnet 18 is really about surface love, not real love.

A.       Vendler calls it “innocuous, dulcet, light.”

B.      Love is too deep for elaboration?

C.      Real love cannot be expressed in 14 lines, but immortalization can be achieved.

III.                The theme of Nature lends itself to the ideas of reproduction

A.       Vendler discusses the idea of ‘necessity’ in the sonnet.

B.      Reminders of death, particularly with image of ‘sun.’

C.      Beauty will die first, and then the Young Man is worthless.

IV.                Sonnet 18 is , after all, a sonnet of conventions.

A.       Shakespeare takes convention and trumps them

B.      The beloved is too beautiful even for convention—beyond flattery.

C.      This pedestal foreshadows that eventual death of the relationship

D.      In the end, it is impossible to love someone so revered/perfect.(Vendler—“denigrate the perfect metaphor.”)

So that’s that.  Basically, I outlined my paper, complete with details from my research in a format that will make it quite easy to complete my rough draft.  This is due on MONDAY.  <3

'Cause I'm always sick

Here's a bunch of great information I failed to give you because I was sick this week.  Read it, paying close attention Thesis statements.

You should create a thesis statement that is arguable, interesting, and is about your sonnet. We will start our in-class research on Tuesday.

Sonnet! Get your sonnet here!

The following link is the site I told you about.  It will give you an index, including one of ONLY first lines, and will summarize each sonnet:

The Sonnets

The link below does a great job of giving background to the Sonnets and the "characters" within; the Dark Lady, Fair Youth, and Rival Poet. If you feel like your research is a failure, this is a good starting place.

The "Story" of the Sonnets

Remember, the picking battle begins Friday.  Have some numbers in mind when you walk into class: )

Cumulative Vocabulary Test: Monday!

1. Circumvent- to avoid; to bypass.
2. Blight- to destroy; to devastate.
3. Welter- disordered mass; jumble.
4. Craven- timid; cowardly. 
5. Affidavit- deposition; sworn statement.
6. Penance- penalty; punishment.
7. Adjudge- to decree; to ordain.
8. Prodigy- child genius; extremely talented child.
9. Validate- to verify; to substantiate
10. Corroborate- to bear witness; to confirm. 

1. Habituate- to accustom; to get used to.
2. Grandiose- impressive; magnificent.
3. Alimentary- nutritious; wholesome.
4. Accomplice- partner in a crime; contributor.
5. Jocose- playful; teasing.
6. Notoriety- infamy; shame.
7. Hospitable- welcoming; generous.
8. Proximity- closeness; nearness.
9. Obsequious- servile; docile.
10. Provision- specification; condition.

1. Synopsis- outline; abstract.
2. Veneer- pretension; false front.
3. Putative- assumed; supposed.
4. Tempestuous- turbulent; stormy.
5. Attenuate- to make or become fine; thin.
6. Incendiary- flammable; combustible.
7. Dubious- questionable; doubtful.
8. Importune- to insist; to request repeatedly.
9. Synthesis- combination; union.
10. Paramount- greatest; dominant.

1. Befuddle- to confuse; to stupefy.
2. Fabricate- to make up; to falsify.
3. Domicile- dwelling place; home.
4. Exigency- emergency; urgency.
5. Raze- to demolish; to tear down.
6. Syllabus- outline; course of study.
7. Envoy- messenger; representative.
8. Imposition- burden; onus.
9. Eclipse- concealment; covering.
10. Innate- inborn; nature.

1. Exacerbate- to annoy; to irritate.
2. Litigate- to contest in court; to contend.
3. Circumspect- cautious; wary.
4. Flagrant- blatant; noticeable.
5. Abrogate- to repeal; to abolish.
6. Commendable- praiseworthy; admirable.
7. Referendum- popular vote; vote of all people.
8. Manifest- to show; to display.
9. Sublimate- to transfer; to redirect.
10. Vehement- vigorous; earnest. 

Tomorrow's Quiz

Name____________________

English I Honors

Mrs. Rock           

Vocabulary Unit 10 Sample Sentences

1.       The affidavit given in court was completely false and forged.  (Dina Patel)

2.       After everyone freaked out about Oakcrest being on fire Mr. Money adjudged that situation had been cleared.  (Jessica Ketschek)

3.       It was corroborated that I wouldn’t be able to play softball when I broke my mom’s new sunglasses.  (Kayla Bates)

4.       If I didn’t want my project getting points off for lateness, I would have to circumvent Mrs. Rock for the day.  (Sam Adamo)

5.       I once heard of a 4-year old prodigy who could do Honors Geometry.  (Haley Crispell)

6.       My penance for being late was giving a speech about mayonnaise.  (Parth Patel)

7.       The bunny was craven and bug-eyed when he came face-to-face with the rottweiller.  (Lindsey Parks)

8.       9/11 blighted all of America to the point where airplanes stopped running.  (Ryan Terry)

9.       To validate that he was a permanent resident in the US, he had to show his Green Card.  (Donna Tran)

10.   I started off my Odyssey project with a welter of blank papers and child safety scissors.  (Austin Smith)

**Study for the quiz Friday!

Sample Sentences Unit 9

Lucie Pham: The woman responsible for this week's sentences: )

1. It was difficult to habituate myself to the fast­paced schedule of high school.

2. Gatsby’s grandiose life was a result of his undying love for Daisy and his sheer determination

to be good enough for her.

3. I ditched every alimentary thought I had during my vacation and ate desserts and fried foods

to my heart’s content.

4. The criminal revealed in the interrogation room that he had received inside help from an

accomplice.

5. Sometimes he talks to me with a jocose tone, and other times he won’t even crack a smile.

6. She strutted around the school with her notoriety, and basked in all the attention that she

received for all the wrong reasons.

7. The Weasleys were extremely hospitable, and over time, Harry began to feel like The Burrow

was his home too.

8. Their proximity made her nervous, so she inched slowly away.

9. My brother is the “perfect child” because of his obsequious demeanor, while I’m the “devil

child” because I have my own thoughts and opinions about life.

10. The mother let her son play video games, with the provision that he finish his homework

first.

Blank Log

Here it is...use it if you would like...

Ody

Snow dates

Due to inclement weather, the following dates are new:
Odyssey project: due Tuesday, March 18
Essay: due Tuesday, March 18th by 11:59pm to emailmrsrock@gmail.com

Yes, Virginia, there will be school...

And a quiz!

Barring some unforeseen disaster, we will have school tomorrow. Juniors and Seniors will HSPA. You will leave at 11:30. I will not.

Study. The essay will be due on Monday of next week.

See you tomorrow, snow bunnies!

Sample Sentences

Name____________________

English I Honors

Mrs. Rock           

Vocabulary Unit 6 Sample Sentences

1.       The conductor quickly sublimated the train to the left track to prevent a freak accident. (Khadijah Coleman)

2.       The school abrogated the “no pajama” rule and everyone showed up the next day in their pajamas.  (Jessica Ketschek)

3.       My brother is so exacerbating sometimes I can’t even stand it.  He makes me want to rip my hair out.  (Ashley Lemise)

4.       The lie “the dog ate my homework” is flagrant; that’s why I say that the fish ate mine.  (Bryan Marengo)

5.       Headmaster Dumbledore awarded the House Cup to Gryffindor after recalling the students’ commendable actions.  (Melissa Vargas)

6.       Everyone explained to all my classes that we should convince someone to go to the referendum meeting on February 26^th.  (Teagen Hay)

7.       The unusual silence and stillness that filled her house made her quite circumspect.  (Dana Schultheis)

8.       The litigator was very biased in the case because he was the defendant’s uncle.  (Altea Parlapiano)

9.       I manifested signs of OCD when my parents saw that I was always washing my hands and acting up.  (Sam Adamo)

10.   The vehement work she put in ended up awarding her a varsity letter.  (Bre Stringer)

**Study for the quiz Monday!

Watch This!

For homework this weekend, please watch the following clip from 1942's Holiday Inn.  On a separate piece of paper(that can be handed in) please tell me, in one paragraph or more, what is wrong with this clip.  Use visual details and your own emotional reaction as evidence.

"Abraham"

Midterm Review Time

First, the schedule:

Period 4/5: Day 2(1/31) 10:00am-12:00pm

Period 11: Day 4(2/4) 7:55am-9:55am

Period 12: Day 4(2/4) 10:00am-12:00pm

Here's what you will need to know. Get organized and review!


Review the following concepts/terms/stories:

· Voice/Tone/Literary Devices
· Thesis Statements
· Dos and Don’ts of Writing
· Hallmarks of good persuasive writing
· Reading logs/thinking like a writer
· Tragic Hero-Definition
· Oedipus Rex as Tragedy/Oedipus as Tragic Hero?
· Themes/Major Events/Characters of  Oedipus
· Close reading/annotation

Tonight, you type and read.

Tonight's homework:

-Read this story and mark ANY and ALL literary devices you see.  "Like the Sun"

-Type your essay.  Do not put your name on the top.

Tomorrow, we will do an activity to test your "voice" and we may start our story activity...it all depends on our progress with your essays.

By the way, if you feel uncomfortable sharing your essay with your class, let me know during an off period or privately before class.  We can figure out another way to evaluate you.

Have fun!

Tonight's Common Homework

Hey.  Here it is.  The common app essay prompts.  Choose one tonight, and prewrite.  Make a list of five ideas that you want to include in your completed essay.  No, you cannot change your topic once you walk in tomorrow.  We'll be writing during the first fifteen minutes of class.




•Option #1: Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.
•Option #2: Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?
•Option #3: Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
•Option #4: Describe a place or environment where you are perfectly content. What do you do or experience there, and why is it meaningful to you?
•Option #5: Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.

My example:

Prompt #1

1.  My dad is a no-show.

2.  Mom left when I was 11.

3.  Lived with my brother from 11-19.

4.  Experienced extreme poverty that affected school life.

5.  Eventually, chose to overcome my circumstances.