Cheers to the weekend! As I paraphrase Rihanna, please look below for your reminders for this weekend.
AP English III:
Your next big reading goal will be the 15th and 16th. You've got to move through chapters five and six. Chapter six ends the college section and will be where we'll have our first major assessment on Invisible Man and other pieces that we've read up to this point. Chapter five will probably be pretty difficult for most of you. This is where the Rev. Homer Barbee gives his sermon and the Invisible Man listens, letting his mind wander. Remember the idea of stream of consciousness. Look closely at this section, read carefully. Chapter six is a punch in the gut, and it's pretty short too.
Since you have a bit of extra time, I would like for you all to begin researching and coming up with some sources. You'll really begin researching in earnest next week after you've gotten your topics back, but doing a bit of leg work this weekend will be useful. Remember that you need a mixture of primary and secondary sources; print and non-print sources. We'll talk about what all of this means on Monday/Tuesday. I'm also hoping that on Monday/Tuesday we'll also have a chance to look at a few more passages from Invisible Man that I think are pretty noteworthy.
English I:
This weekend you're going to continue moving forward on your projects. We'll be doing a lot of Act II of Romeo and Juliet in class simply because it's probably one of my favorite acts. This weekend I want you to continue reading your plays, but I need you to turn in some evidence of your reading.
Honors and Standard students: You will construct a venn diagram comparing and contrasting the play that you're reading with Romeo and Juliet. Be sure that you identify the title of your play. I'm going to be looking for ten points of contrast (differences), and five points of comparison (similarities).
Honors students: You will then take that venn diagram and write me two paragraphs comparing and contrasting your play and Romeo and Juliet. As you write, you may want to focus on just one or two similarities and differences, explain them thoroughly, and show why these similarities and differences are important. Remember to follow good writing rules, use clear details from your plays, and fully explain your ideas.
This assignment is due to the box Monday (A-day) or Tuesday (B-day). Also, Standard students can do the writing assignment to earn some extra credit on a previous homework assignment.
To all:
On Monday/Tuesday you'll be getting a good amout of work returned to you. Just giving you a head's up.
Showing posts with label homework box. Show all posts
Showing posts with label homework box. Show all posts
Thursday, February 9, 2012
Tuesday, January 24, 2012
Homework for 1/24 and 1/25
And with that we get right back into the swing of things. Below are your announcements and reminders for tonight.
AP English III:
I really hope that all of you enjoyed our musical exploration this morning. I really want you all to keep coming back to a lot of these ideas as we work our way into Invisible Man - especially this idea of the natural/unnatural that we began to see. For tonight I would like for you to read Zora Neale Hurston's essay "How it Feels to be Colored Me" which can be found in 50 Essays or at the following link. Please make sure that whatever version you read that you annotate your text heavily. Look for the way that Hurston builds on the idea of jazz and blues music and the way that it connects to her identity. Also be sure that you are thinking about her style and her use of language, like the good AP students that you are.
Finally, if you haven't yet got yourself a copy of Invisible Man or started reading it yet, I would recommend that you do ASAP. This is the type of book where you can easily fall behind. Don't let that be you.
English I:
Today we've begun our study of William Shakespeare and one of his most famous plays Romeo and Juliet. After today's lesson I'm hoping that you all are a bit more proficient at understanding some of the literary devices used in the play as well as some of the language that Shakespeare is using.
For tonight I would like for you all to finish reading Act I, Scene 1 of Romeo and Juliet. This will take you to page 795 in the textbook. There are three parts to scene 1. Part one is what we studied in class. Part two concerns the Prince's speech to the exit of Lord and Lady Montague. Part three goes from Benvolio's line "Good morrow, cousin" to the end of the scene. What you need to do for tonight's homework is two things.
1. Look at the Prince’s speech really carefully. What is the Prince’s tone toward the Capulet and Montague families? Pull out three or four examples of diction (word choice) that support your idea. Honors students, explain how three of the words support your tone selection. Standard students, explain one word to explain your choice.
2. Look at the interaction between Benvolio, Lord and Lady Montague and Romeo. What is their family dynamic? Do they seem like a strong family or a weak one? Why?
3. Romeo finally comes on stage and makes his first impression to the audience. What is that impression that he makes? Look carefully at his speech from lines 168 to 192. What is the topic that he is discussing here? What is his tone toward this topic? How do you know? How does Romeo use oxy morons (opposites) in his speech?
4. Play a bit with Romeo and Benvolio’s final discussion. Notice the use of wordplay or pun on the word “hit” - there’s a hidden meaning these two are playing with. Try to figure it out, use the footnotes in Romeo’s speech from 205 to 213 to help you out. Let your brain be dirty. What is Romeo's meaning? How does Benvolio react to Romeo's speech? What does this show about the relationship between the two boys?
All of you will be getting work and papers returned on Thursday/Friday. We'll reflect on our first semester, and then keep moving together as a group forward to our next nine weeks. Only nineteen more weeks of school, including exams, not Spring Break.
AP English III:
I really hope that all of you enjoyed our musical exploration this morning. I really want you all to keep coming back to a lot of these ideas as we work our way into Invisible Man - especially this idea of the natural/unnatural that we began to see. For tonight I would like for you to read Zora Neale Hurston's essay "How it Feels to be Colored Me" which can be found in 50 Essays or at the following link. Please make sure that whatever version you read that you annotate your text heavily. Look for the way that Hurston builds on the idea of jazz and blues music and the way that it connects to her identity. Also be sure that you are thinking about her style and her use of language, like the good AP students that you are.
Finally, if you haven't yet got yourself a copy of Invisible Man or started reading it yet, I would recommend that you do ASAP. This is the type of book where you can easily fall behind. Don't let that be you.
English I:
Today we've begun our study of William Shakespeare and one of his most famous plays Romeo and Juliet. After today's lesson I'm hoping that you all are a bit more proficient at understanding some of the literary devices used in the play as well as some of the language that Shakespeare is using.
For tonight I would like for you all to finish reading Act I, Scene 1 of Romeo and Juliet. This will take you to page 795 in the textbook. There are three parts to scene 1. Part one is what we studied in class. Part two concerns the Prince's speech to the exit of Lord and Lady Montague. Part three goes from Benvolio's line "Good morrow, cousin" to the end of the scene. What you need to do for tonight's homework is two things.
- Read the rest of the scene and take your Who, When, Where, What notes on each part of scene one. Keep your notes in your notebooks. I will be checking notebooks throughout this unit, consider this your warning. We will discuss the Why/How in class.
- After you read, answer the following questions in complete sentences/paragraphs and submit your answers to the homework box no later than Thursday (A)/Friday (B) morning at 7:30 am.
1. Look at the Prince’s speech really carefully. What is the Prince’s tone toward the Capulet and Montague families? Pull out three or four examples of diction (word choice) that support your idea. Honors students, explain how three of the words support your tone selection. Standard students, explain one word to explain your choice.
2. Look at the interaction between Benvolio, Lord and Lady Montague and Romeo. What is their family dynamic? Do they seem like a strong family or a weak one? Why?
3. Romeo finally comes on stage and makes his first impression to the audience. What is that impression that he makes? Look carefully at his speech from lines 168 to 192. What is the topic that he is discussing here? What is his tone toward this topic? How do you know? How does Romeo use oxy morons (opposites) in his speech?
4. Play a bit with Romeo and Benvolio’s final discussion. Notice the use of wordplay or pun on the word “hit” - there’s a hidden meaning these two are playing with. Try to figure it out, use the footnotes in Romeo’s speech from 205 to 213 to help you out. Let your brain be dirty. What is Romeo's meaning? How does Benvolio react to Romeo's speech? What does this show about the relationship between the two boys?
All of you will be getting work and papers returned on Thursday/Friday. We'll reflect on our first semester, and then keep moving together as a group forward to our next nine weeks. Only nineteen more weeks of school, including exams, not Spring Break.
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