As we read Tim O’Brien’s The Things They Carried, you will be responsible for writing one journal response, a paragraph long, for each vignette that you read. You will be given prompts for each vignette to respond to. Spelling and grammar WILL count as a part of your grade. Every 4 journals will count as a quiz grade, and the complete collection of journal entries will be worth 2 test grades. You can also anticipate reading checks when you are assigned vignettes to read on your own.
You may hand-write your journal entries, or you may type them. Remember that each response should be at least one paragraph long. Just know that I will be collecting them every 4 entries, except for the final entry, which is worth a quiz grade on its own. J Happy reading!!! JOURNAL ENTRY PROMPTS · The Things They Carried Journal 1- List the soldiers mentioned and the things each of them carried. Why do these matter? · Love Journal 2- Do you think Martha will come back for Lieutenant Cross? Why or why not? Explain. · Spin Journal 3- How do you cope with stress? Does this help you? Why or why not? · On the Rainy River Journal 4- Do you think Tim made the right or wrong decision in going to war? Explain your reasoning. ***First 4 journals collected on Monday, April 13th, 2015 (D Day) *** · Enemies and Friends Journal 5- What did Jensen finally do to resolve the conflict between him and Strunk? Did this actually resolve the conflict? · How to Tell a True War Story Journal 6- Is it acceptable to invent scenes or dialogue when writing a memoir? Why or why not? · The Dentist Journal 7- How did Curt Lemon’s visit to the dentist affect him? Why? · Sweetheart of Song Tra Bong Journal 8- How does O’Brien use figurative language such as imagery, simile, and metaphor to enhance the story in this vignette? ***Second 4 journals collected on Tuesday, April 21st, 2015 (B Day)*** · Stockings Journal 9- What did Dobbins do with his pantyhose when his girlfriend dumped him? Why did he do this? · Church Journal 10- What do the monks help Dobbins do? Explain why this is important. · The Man I Killed Journal 11- Why do you think Tim makes up a life story about the man? · Ambush Journal 12- Why did Tim lie to his daughter about whether or not he killed anyone in the war? Do you think it is common for soldiers to lie about the amount of death they’ve seen or created? Explain your reasoning. ***Third 4 journals collected on Monday, April 27th, 2015 (B Day) *** · Style Journal 13- Do you think the girl’s dancing was a ritual? Why or why not? · Speaking of Courage Journal 14- What do you think has been Norman Bowker’s biggest loss as a result of the war? Explain why you feel this way. · Notes Journal 15- How do you feel, knowing Tim O’Brien’s confession about Bowker? What do you think is the most important thing Tim says about this? Why? · In the Field · Journal 16- Choose one of the soldiers in the field the night _____ dies and write a condolence letter from that character to his family. ***Fourth 4 journals collected on Tuesday, May 5th, 2015 (D Day) *** · Good Form Journal 17- Explain the difference between "story-truth" and "happening-truth." Which one do you think is truer? Why? · Field Trip Journal 18- What is the change brought about in Tim by his action in the river? How do you think this impacts him? · The Ghost Soldiers Journal 19- Identify at least three themes explored in The Things They Carried. Explain why this are important to the story as a whole. · Night Life Journal 20- Explain Rat Kiley’s injury. Do you think the platoon was right in not questioning his bravery? Why or why not? Explain. ***Fifth 4 journals collected on Monday, May 11th, 2015 (D Day) *** · The Lives of the Dead Journal 21- **Worth a quiz grade by itself!** Make a list of emotions you felt while reading the book. Why did you feel this way? Which characters and scenes did you relate to, and which were strange or difficult to comprehend? Was the ending of the book satisfying? Comforting? Disturbing? Why? ***Final journal collected on Monday, May 11th, 2015 (D Day) ***
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Othello FINAL PROJECT
(50 points) Since I couldn’t decide on just one, I am giving you NINE choices. I am only requiring you to choose ONE, therefore I expect all projects to show that an abundant amount of effort was put forth. You have approximately one class period and just over one week of personal time to complete this assignment. ü I will not accept electronic submissions. All final projects must be turned in by hand. Due Date: Friday, March 6th, 2015 1) Rewrite a scene from Othello into modern language. Explain the setting, the characters and the stage directions for your scene. (60 line minimum) 2) Choose any scene/ set of lines in the play. Let them be the inspiration for your own writing: a poem/ a diary entry, a monologue, a short story. In addition to your creative writing, you must write at least one full page (typed) explaining why the scene inspired you. 3) Graphic Novel- Create a graphic novel for Othello. Choose the most important scenes—in your view—and tell the story of Othello. The quality of your project will be determined by the following: the extent to which your graphic novel includes the entire story of the play, the quality/effort put into the artwork, and the inclusion of an introduction in which you explain what you tried to capture in your recreation of the play (e.g. “I wanted to emphasize Othello’s and Desdemona’s social positions . . ..”) Requirements: graphic representation of the play, introduction with explanation. Words should accompany the graphics. Must include at least 5 drawings with captions and an illustrated cover. You may choose black and white or color. 4) Artistic Interpretation- Choose a few lines from the play that are meaningful to you. Draw or paint a picture that conveys the meaning of those lines (also consider other art mediums, like collage). Type a one page written explanation of your artwork. Your artwork must be at least the size of a half sheet of poster board (although I would prefer it to take up an entire piece of poster board) and your written explanation must be included on a separate sheet of paper (typed). 5) Character Scrapbook- Create a scrapbook with a page for 5 different characters. The page should be a representation of the character and what they value. You may add pictures of what you think the character should look like. 6) The Mixed CD - Make a ten song mixed tape or CD for Othello and/or Desdemona if they were around today. In a typed letter to Othello and/or Desdemona, explain why you are including each of the ten songs on the mixed CD. Each song should have a one paragraph in-depth description as to why you think he/she/they would like it, using evidence from the themes, symbols, motifs, and situations that the play explored. Requirements: 10 songs (artist/song titles) on CD, at least one paragraph explanation for each, lyrics of all songs included in final project, creative cover for mixed CD. You must include one line from the play, linking your artistic choice with your explanation, in each of your paragraphs. 7) Ten Years Later - Write a piece of short fiction in which you return to Venice, Italy ten years after the play ends. Try, as best you can, to replicate the unique voices and personalities of the characters. You may set it in play format and use Shakespearean style language and diction or you may chose to write it in a more modern format. Include the relevant secondary characters. Requirements: Four page story minimum, typed. 8) Othello’s and/or Desdemona’s Scrapbook - Compile a scrapbook of memorabilia that Othello or Desdemona might have collected or come across during the play. Every artifact must be captioned with where he or she got it, its significance to her/him, and the Act/Scene and lines you found it on. Think of the images that keep recurring in the novel, the places they go, and anything she/he might collect (it could be something from a secondary character). This project will be assessed based on the amount of memorabilia collected and its presentation. As a benchmark, expect to get at least ten pieces of memorabilia for your scrapbook. You should include things from at least two other characters besides the protagonists. Requirements: Scrapbook (presented as you see fit), 1-2 paragraphs on each item in scrapbook with explanation of each. 9) Rewrite the Ending - If you did not care for the way Othello ended; here is your opportunity to change it. Rewrite a new ending to the play. Be sure to write in the style of the author (that’s Shakespearean language, people!). Do not explain how the ending should be changed. Write as if you were writing the story. On a separate page describe the original ending and the changes you made and then explain why you made these changes. Requirements: A 3-4 page typed paper that begins at a certain point near the end of the play. You must also include a short explanation of your changes (on a separate sheet). FINAL PROJECT RUBRIC CATEGORY 5 3 2 1 Content Covers topic in-depth with details and examples. Knowledge of the text is excellent. Includes essential knowledge about the topic. Knowledge of the text appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Originality Project shows a large amount of original thought. Ideas are creative and inventive. Project shows some original thought. Work shows new ideas and insights. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Uses other people's ideas, but does not give them credit. Following Directions Student chose a project, completing all necessary requirements. Student did not follow directions. Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the project. Makes good use of font, color, graphics, effects, etc. to enhance to project. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the project Unattractive. Effort Final project shows students put a lot of time and effort into the assignment. Final project shows some effort was put forth. Final project shows minimal effort. Little to no effort is apparent. Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar. In Othello, we see the kind of jealousy that is envy of what others have, and the kind that is fear of losing what we have.
What creates the difference between the kind of jealousy that is being jealous of what others have, and the kind that is the fear of losing what we have? Discuss this by comparing and contrasting both types of jealousy in 2 paragraphs. Be sure to use specific examples of characters and events in the play, as well as examples from your own life, entertainment, etc. Monday, 1/12 (C Day)
Tuesday, 1/13 (D Day)
Wednesday, 1/14 (A Day)
Thursday, 1/15 (B Day)
Friday, 1/16 (C Day)
Welcome to the first week of 2015!
Here's what you can expect. Monday, 1/5 (B Day)
Tuesday, 1/6 (C Day)
Wednesday, 1/7 (D Day)
Thursday, 1/8 (A Day)
Friday, 1/9 (B Day)
Remember, this PARAGRAPH is due tomorrow and is worth both a homework AND a quiz grade!
A Doll’s House Reflection Using the space provided, respond to the following questions in a well-written paragraph. During the last few weeks, we’ve examined the role of women in the Victorian time period, specifically in A Doll’s House. Using our discussions from class, as well as general examples from the text, reflect on whether or not Nora was typical of a woman of the Victorian time period, or if she defied expectations of the time period. This is due on Monday, January 5th at the start of class and is worth both a HOMEWORK and a QUIZ grade. Hello my lovelies!
Here's a look at the week ahead: Monday (No Periods 2 or 6): Period 4 will work on finishing up their Oedipus rough drafts, due on Tuesday. Tuesday: Oedipus rough drafts are due, worth a quiz grade!!! We will be peer editing in class. Wednesday (No Period 4): We will begin our Money, Power, & Corruption Unit. Thursday: Periods 2 & 6 will start discussing how ideas and objects corrupt both people and society. Period 4 will begin our Money, Power, & Corruption Unit. Friday (No Periods 2 or 6): Period 4 will start discussing how ideas and objects corrupt both people and society. Looking ahead: ***ALL FINAL OEDIPUS ESSAYS ARE DUE AT THE START OF CLASS ON MONDAY, DECEMBER 8TH.***
MLA Header: Name Ms. Barbour English 11 Honors World Literature December 1st, 2014 Click the link below to download various scholarly articles about Oedipus and archetypes. (This may be used as a reference, but is not required.)
Text: Oedipus
Author: Sophocles Characters: Oedipus Jocasta Claudius Laius Plot Synopsis: A terrible curse and plague is destroying Thebes, where Oedipus is King. Oedipus finds out the curse will go away if the murderer of the previous king, Laius, is found and prosecuted. In his journey, Oedipus is told by Tiresias, a blind prophet, that Oedipus himself killed Lauis. He’s upset and bothered so his wife, Queen Jocasta tells him not to believe prophets, that they’re not always right. She tells him how a prophet said that her and Laius’ son would grow up to kill Laius and sleep with his mother. This makes Oedipus feel worse since he was told as a kid by a drunk old man that he was adopted and that he’d one day kill his biological father and sleep with his biological mother. He also once killed a man at a crossroads, and the man he killed sounds a lot like Laius. All of this comes together, and Oedipus realizes that he killed his biological father, Laius, and married—and had children with—his mother, Jocasta. Jocasta hangs herself, and Oedipus gouges his eyes out and is exiled from Thebes. Here's a helpful link when you're writing your essay... http://www.shmoop.com/oedipus-the-king/ Respond to the following question in 2-4 paragraphs.
Prompt: What is the role of fate in Oedipus the King? Is it possible to change one's fate? How about destiny? Explain with textual examples. Think about your own life. Does fate play a role in your own life? Do you think it impacts your destiny? Explain with examples from your own experiences. |
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AuthorMs. Barbour is an 11th grade English and Poetry teacher at Franklin High School. Categories
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