If you have missed reading part of Ibsen's play, you may read the missed sections online. Click here to access a website will the full text of the play.
The 25-question multiple choice exam on A Doll's House will be Friday, May15. Students doing May Term need to take this exam as the last assignment for their fourth quarter grade.
Showing posts with label assignments. Show all posts
Showing posts with label assignments. Show all posts
Monday, May 4, 2009
Friday, March 13, 2009
Essay and Test on March 27
The final exam for your choice book unit is Friday, March 27. That is also the date that your essay is due. If you are leaving early for spring break, you need to complete both assessments before you leave. Below is a description of the essay assignment.
For the choice book analytical essay you need to compare your choice novel to two other works studied in World Literature. Your comparison should analyze a common topic by detailing text to text connections – remember that you can discuss the differences in how the texts approach the topic as well as the similarities. The A to Z Taxonomy of Common Issues is a great place to start for essay ideas. You may use any films, poems, short stories or novels read in World Literature this year for the two texts that you will compare to your choice novel. Since you may not have ready access to the short stories or previous novels read in World Lit, supporting details for main points for those texts simply need to be paraphrases of events and ideas. However, you should support main ideas about your choice novel with direct quotations from the text.
Comparison Texts
World Literature I major texts:
Brave New World by Aldous Huxley
Things Fall Apart by Chinua Achebe
Siddhartha by Hermann Hesse
Choice novel (Life of Pi by Yann Martel, Snow by Orhan Pamuk, The Last Summer of Reason by Tajar Djaout, Frankenstein by Mary Shelley
Films: Il Postino, The Cup, Surviving Picasso
World Literature II texts (so far)
The Handmaid’s Tale by Margaret Atwood
Films: Pride and Prejudice, Lagaan
Various short stories (keep track of them in your notebook)
The essay should be two pages long, 12-point font, double spaced.
The essay is due on Friday, March 27 or the day before you leave for spring break!
For the choice book analytical essay you need to compare your choice novel to two other works studied in World Literature. Your comparison should analyze a common topic by detailing text to text connections – remember that you can discuss the differences in how the texts approach the topic as well as the similarities. The A to Z Taxonomy of Common Issues is a great place to start for essay ideas. You may use any films, poems, short stories or novels read in World Literature this year for the two texts that you will compare to your choice novel. Since you may not have ready access to the short stories or previous novels read in World Lit, supporting details for main points for those texts simply need to be paraphrases of events and ideas. However, you should support main ideas about your choice novel with direct quotations from the text.
Comparison Texts
World Literature I major texts:
Brave New World by Aldous Huxley
Things Fall Apart by Chinua Achebe
Siddhartha by Hermann Hesse
Choice novel (Life of Pi by Yann Martel, Snow by Orhan Pamuk, The Last Summer of Reason by Tajar Djaout, Frankenstein by Mary Shelley
Films: Il Postino, The Cup, Surviving Picasso
World Literature II texts (so far)
The Handmaid’s Tale by Margaret Atwood
Films: Pride and Prejudice, Lagaan
Various short stories (keep track of them in your notebook)
The essay should be two pages long, 12-point font, double spaced.
The essay is due on Friday, March 27 or the day before you leave for spring break!
Thursday, January 29, 2009
Margaret Atwood Background
Margaret Atwood was born in Ottawa, Ontario, in 1939.
Atwood was raised a strict agnostic, and she believes atheism is a religion.
Her formal degrees are from the University of Toronto and Radcliffe College. She has also received 16 honorary degrees.
She is Canada's most eminent novelist and poet.
Her novels include strong women characters, and the books explore contemporary issues and sexual politics.
Her novels: The Edible Woman (1969); Surfacing (1973); Lady Oracle (1977); Life Before Man (1980); Bodily Harm (1982); The Handmaid's Tale (1986); Cat's Eye (1989); The Robber Bride (1993); Alias Grace (1996); The Blind Assassin (2000); and Oryx and Crake (2003).
The Handmaid's Tale film was released in 1990, and the book was recently staged as an opera.
For more information on Margaret Atwood, read her full biography at Contemporarywriters.com.
View this ten-minute clip of a Bill Moyers interview with Margaret Atwood to hear first-hand some of the political and religious beliefs that influenced The Handmaid's Tale.
After viewing the clip, respond in your journal to one of the following Atwood quotations from the video clip. Your personal response should be at least one full-paragraph. You may also wish to make connections between the quotation and films, books, and current events.
"When societies come under stress, these kinds of things happen. People start looking around for human sacrifices--for someone they can blame."
"In order to preserve our freedoms, we have to give them up for now."
"The theocracy that I put in The Handmaid's Tale never calls itself Christian. In fact, it never says anything about Christianity . . . . The slogans are all from the Old Testament."
"I believe in the America of Thoreau. Thoreau, the conscientious objector. Thoreau, the man who stood upon his principles."
Atwood was raised a strict agnostic, and she believes atheism is a religion.
Her formal degrees are from the University of Toronto and Radcliffe College. She has also received 16 honorary degrees.
She is Canada's most eminent novelist and poet.
Her novels include strong women characters, and the books explore contemporary issues and sexual politics.
Her novels: The Edible Woman (1969); Surfacing (1973); Lady Oracle (1977); Life Before Man (1980); Bodily Harm (1982); The Handmaid's Tale (1986); Cat's Eye (1989); The Robber Bride (1993); Alias Grace (1996); The Blind Assassin (2000); and Oryx and Crake (2003).
The Handmaid's Tale film was released in 1990, and the book was recently staged as an opera.
For more information on Margaret Atwood, read her full biography at Contemporarywriters.com.
View this ten-minute clip of a Bill Moyers interview with Margaret Atwood to hear first-hand some of the political and religious beliefs that influenced The Handmaid's Tale.
After viewing the clip, respond in your journal to one of the following Atwood quotations from the video clip. Your personal response should be at least one full-paragraph. You may also wish to make connections between the quotation and films, books, and current events.
"When societies come under stress, these kinds of things happen. People start looking around for human sacrifices--for someone they can blame."
"In order to preserve our freedoms, we have to give them up for now."
"The theocracy that I put in The Handmaid's Tale never calls itself Christian. In fact, it never says anything about Christianity . . . . The slogans are all from the Old Testament."
"I believe in the America of Thoreau. Thoreau, the conscientious objector. Thoreau, the man who stood upon his principles."
The Handmaid's Tale Reading Schedule
The date indicates the day the reading is due. Be prepared for quizzes, discussions or activities based on those pages.
Feb. 2: pp. 1-33
Feb. 4: pp. 34-66
Feb. 9: pp. 67-106
Feb. 12: pp. 107-188
Feb. 18: pp. 189-233
Feb. 20: pp. 234-311
Feb. 2: pp. 1-33
Feb. 4: pp. 34-66
Feb. 9: pp. 67-106
Feb. 12: pp. 107-188
Feb. 18: pp. 189-233
Feb. 20: pp. 234-311
Monday, January 26, 2009
Supplies Needed
World Literature students use a single subject, composition notebook to showcase their thinking and writing in World Literature. Notebooks need to be in class every day as participation points will be given on a regular basis vs. turning in the notebook at the end of the unit like in World Lit I.
The classroom magic markers are all running dry. To make all of our Thinking Map posters, A to Z lists, and other activities, room 271 desperately needs markers. Consider donating a pack of markers for extra credit.
The classroom magic markers are all running dry. To make all of our Thinking Map posters, A to Z lists, and other activities, room 271 desperately needs markers. Consider donating a pack of markers for extra credit.
Tuesday, January 13, 2009
Siddhartha Vocab and Tests
The vocabulary test for Siddhartha will be on finals day along with a scantron exam on plot and characters and a blue book essay.
To study for vocab, see if you can answer the "I have . . . Who has" questions below. Also, you can create you the 4-square for your assigned word for extra credit by adding it as a comment to this post.
Who has a heap of combustibles for burning a corpse?
Who has the quality of being calm and even-tempered?
Who has the practice of self-denial and austerity?
Who has being elevated in status or of being of high rank?
Who has something that is essential to the nature of a thing?
Who has a wandering person who lives in the forest?
Who has to bring into existence or to give birth?
Who has pale or dull complexion?
Who has deep, extensive learning?
Who has utter discontent or boredom?
Who has burdensome or great difficulty?
Who has commanding respect and dignity?
Who has twisted or woven together?
Who has the act of asking for forgiveness or atonement?
Who has a prostitute or hooker?
Who has religious washing or ritual cleansing?
Who has reincarnation or cycle of life—death—rebirth?
Who has urging or making a strong emotional appeal?
Who has perfection, in other words the perfect syllable for meditation?
To study for vocab, see if you can answer the "I have . . . Who has" questions below. Also, you can create you the 4-square for your assigned word for extra credit by adding it as a comment to this post.
Who has a heap of combustibles for burning a corpse?
Who has the quality of being calm and even-tempered?
Who has the practice of self-denial and austerity?
Who has being elevated in status or of being of high rank?
Who has something that is essential to the nature of a thing?
Who has a wandering person who lives in the forest?
Who has to bring into existence or to give birth?
Who has pale or dull complexion?
Who has deep, extensive learning?
Who has utter discontent or boredom?
Who has burdensome or great difficulty?
Who has commanding respect and dignity?
Who has twisted or woven together?
Who has the act of asking for forgiveness or atonement?
Who has a prostitute or hooker?
Who has religious washing or ritual cleansing?
Who has reincarnation or cycle of life—death—rebirth?
Who has urging or making a strong emotional appeal?
Who has perfection, in other words the perfect syllable for meditation?
Tuesday, January 6, 2009
Hinduism and Buddhism in Siddhartha
Define the following Hindu terms and write at least one sentence about how they relate to Siddhartha.
Dharma
Brahmin
Samsara
The Vedas & The Upanishads
Om
Atman (Brahman/Self)
Define the following Buddhist terms and write at least one sentence about how they relate to Siddhartha.
Meditation
Four Noble Truths
Eightfold Noble Path
Nirvana
Historical Buddha (Sakyamuni)
Karma
Dharma
Brahmin
Samsara
The Vedas & The Upanishads
Om
Atman (Brahman/Self)
Define the following Buddhist terms and write at least one sentence about how they relate to Siddhartha.
Meditation
Four Noble Truths
Eightfold Noble Path
Nirvana
Historical Buddha (Sakyamuni)
Karma
Monday, January 5, 2009
Siddhartha Reading Schedule
Come to class having read the pages indicated the night before as homework.
Jan. 6: pp. 3-24
Jan. 7: pp. 25-36
Jan. 8: pp. 37-42
Jan. 9: pp. 45-61
Jan. 12: pp. 63-85
Jan. 13: pp. 87-100
Jan. 14: pp. 101-115
Jan. 15: pp. 117-127
Jan. 16: pp. 129-137
Jan. 20: pp. 139-152
A multiple choice exam on plot, character and vocabulary as well as a blue book essay will be completed on finals day. Finals are January 21-23.
Jan. 6: pp. 3-24
Jan. 7: pp. 25-36
Jan. 8: pp. 37-42
Jan. 9: pp. 45-61
Jan. 12: pp. 63-85
Jan. 13: pp. 87-100
Jan. 14: pp. 101-115
Jan. 15: pp. 117-127
Jan. 16: pp. 129-137
Jan. 20: pp. 139-152
A multiple choice exam on plot, character and vocabulary as well as a blue book essay will be completed on finals day. Finals are January 21-23.
Saturday, November 29, 2008
Religion Final
The final exam for the religion unit will be Wednesday, December 3. Each student will get to choose between a multiple choice exam or a blue book exam. Students should play to their strengths and select the exam that best fits their preferred testing style.
The multiple choice exam has 45 questions covering the beliefs, practices and history of the five major religions of the world and the short literature selections that we read in class. The blue book alternative involves writing a paragraph response to three separate questions. Paragraph topics range from comparing and contrasting religions to analysing some of the literature studeied in this unit. Each paragraph is worth 15 points--for 45 points total.
The multiple choice exam has 45 questions covering the beliefs, practices and history of the five major religions of the world and the short literature selections that we read in class. The blue book alternative involves writing a paragraph response to three separate questions. Paragraph topics range from comparing and contrasting religions to analysing some of the literature studeied in this unit. Each paragraph is worth 15 points--for 45 points total.
Wednesday, October 29, 2008
Choice Book Unit
The choice book unit begins next week. You will select one of the following books:
Last Summer of Reason by Tahar Dajout
Life of Pi by Yann Martel
Frankenstein by Mary Shelley
Snow by Orhan Pamuk
You will be responsible for developing and teaching a lesson on your choice book to your book group. The lesson will cover an entire day, and you must maximize student learning and engagement.
On Monday, November 3 you will have a chance to read parts of each book to make a selection, but you may wish to do some research on the books before then.
Last Summer of Reason by Tahar Dajout
Life of Pi by Yann Martel
Frankenstein by Mary Shelley
Snow by Orhan Pamuk
You will be responsible for developing and teaching a lesson on your choice book to your book group. The lesson will cover an entire day, and you must maximize student learning and engagement.
On Monday, November 3 you will have a chance to read parts of each book to make a selection, but you may wish to do some research on the books before then.
Tuesday, October 7, 2008
Things Fall Apart Vocabulary
World Lit students, click on comments for this post and write the information for your assigned vocabulary word. Complete information for 4-Square vocabulary includes 1) a dictionary definition, 2) a symbol or image that represents your word, 3) two synonyms that you think that your classmates will understand, and 4) the word used in an original sentence that shows complete understanding of the word. The sentence should be about Things Fall Apart in terms of character, symbol, plot, setting or theme. NOTE: Although you are not able to post an image with your comment, simply describe the image.
Once all of the entries are made, students may wish to copy and paste the complete definition information into a Word document and print that to glue in their notebooks. Students may even want to print a second copy of the vocabulary words to make flash cards to study for the test.
Here are the vocabulary words:
egwugwu, p. 4, a masquerader who impersonates an ancestral spirit
kola nut, p. 6, (same as cola) a nut from an African tree that contains caffeine
proverb, p. 7, a short saying that expresses some obvious truth
Oracle, p. 12, any person or place believed to be in communication with a Deity (God)
agbala, p. 13, a woman; or a man who has taken no title
malevolent, p. 13, wishing evil or harm to others, “nature, malevolent, red in tooth and claw.”
incipient, p. 13, just beginning to exist, “incipient laziness” of Nwoye
chi, p. 18, personal god
abomination, p. 18, something hateful and disgusting
tapper, p. 20, someone who taps trees to get the sap or oil
share-cropping, p. 22, a farmer who gives part of his profits to the landowner
cassava, p. 23, tuber (root starch) often used for tapioca
Ibo (Igbo), p. 27, an African people of Southeast Nigeria
bride-price, p. 40, the money paid by the groom’s family to the bride’s family
harbingers, p. 56, a person or thing that comes before to indicate what follows
effeminate, p. 58, having characteristics usually attributed to females; unmanly
plantains, p. 63, banana
ogbanje, p. 77, a child who repeatedly dies and returns to its mother to be reborn
Once all of the entries are made, students may wish to copy and paste the complete definition information into a Word document and print that to glue in their notebooks. Students may even want to print a second copy of the vocabulary words to make flash cards to study for the test.
Here are the vocabulary words:
egwugwu, p. 4, a masquerader who impersonates an ancestral spirit
kola nut, p. 6, (same as cola) a nut from an African tree that contains caffeine
proverb, p. 7, a short saying that expresses some obvious truth
Oracle, p. 12, any person or place believed to be in communication with a Deity (God)
agbala, p. 13, a woman; or a man who has taken no title
malevolent, p. 13, wishing evil or harm to others, “nature, malevolent, red in tooth and claw.”
incipient, p. 13, just beginning to exist, “incipient laziness” of Nwoye
chi, p. 18, personal god
abomination, p. 18, something hateful and disgusting
tapper, p. 20, someone who taps trees to get the sap or oil
share-cropping, p. 22, a farmer who gives part of his profits to the landowner
cassava, p. 23, tuber (root starch) often used for tapioca
Ibo (Igbo), p. 27, an African people of Southeast Nigeria
bride-price, p. 40, the money paid by the groom’s family to the bride’s family
harbingers, p. 56, a person or thing that comes before to indicate what follows
effeminate, p. 58, having characteristics usually attributed to females; unmanly
plantains, p. 63, banana
ogbanje, p. 77, a child who repeatedly dies and returns to its mother to be reborn
Wednesday, September 24, 2008
Brave New World Essay Assignment
John the Savage tells Mustapha Mond, “But I don’t want comfort. I want God, I want poetry, I want real danger, I want freedom, I want goodness. I want sin” (Huxley 240). Brave New World includes many moments like these that point to Huxley’s commentary on culture and the essential elements of being human.
Choose two components of culture that Huxley discusses in Brave New World. Analyze what causes humans to need that cultural component and what the effects are on a society when that cultural component is either present or missing. Analyze the cultural component in the context of Huxley’s satirical novel. Your thesis statement should tie together the two cultural components by making a general statement about the lesson about life (a theme) that Huxley is teaching through his satire.
Essay Checklist
___ I have completed two multi-flow maps in my notebook that analyze the causes and effects of the two cultural components discussed in my essay.
____ My essay is two pages, double-spaced, 12-point font, with one inch margins.
____ I have included a creative title for my essay.
____ My introduction paragraph has an attention-grabbing device like an anecdote or relevant quotation.
____The book’s title and author is incorporated into a general statement in the introduction or my thesis statement
____ The thesis statement includes specific cultural components and the connection to humanity.
____ The body paragraphs have clear topic sentences.
____ Analytical statements are supported with direct quotations from the novel.
____ MLA format is used to cite all direct quotations, e.g. (Huxley 24).
_____ Body paragraphs include analysis of the point Huxley is making about being human in light of the cultural component being discussed.
_____ The conclusion leaves the reader with a lasting impression by commenting on the relevance of the topics for the reader’s life. In other words, why do we care about these topics as humans?
Friday, September 12, 2008
Brave New World Film Fesitval
Since the bridge map text to text and text to word analogies impressed me so much, I have decided that we need a Brave New World Film Festival. The festival will be held next Thursday and Friday, September 18 and 19.
Working with a partner, the two of you will decide which film sequence (of no more than 5 minutes) captures a specific analogy that you made between Brave New World and the other text or world event.
If you choose a film connection, you need to introduce the film clip by giving some background on the film and the context of the clip. You will also discuss the specific analogy at a thematic, character or plot level. Then the class will watch the clip, and a brief Q & A can follow if the class has questions.
If your partnership chooses to make a text to personal life or text to world analogy, try to find a film clip on youtube or elsewhere that illustrates your specific analogy. If you can't find a video or audio clip, then you will need to display a website that discusses the relevant information.
Your partnership may select a music video or audio file that makes an analogy between Brave New World and that text.
Partnerships that select music or historical events will also include an explanation of the analogy and be prepared for a class Q & A.
Working with a partner, the two of you will decide which film sequence (of no more than 5 minutes) captures a specific analogy that you made between Brave New World and the other text or world event.
If you choose a film connection, you need to introduce the film clip by giving some background on the film and the context of the clip. You will also discuss the specific analogy at a thematic, character or plot level. Then the class will watch the clip, and a brief Q & A can follow if the class has questions.
If your partnership chooses to make a text to personal life or text to world analogy, try to find a film clip on youtube or elsewhere that illustrates your specific analogy. If you can't find a video or audio clip, then you will need to display a website that discusses the relevant information.
Your partnership may select a music video or audio file that makes an analogy between Brave New World and that text.
Partnerships that select music or historical events will also include an explanation of the analogy and be prepared for a class Q & A.
Sunday, September 7, 2008
Brave New World Reading Schedule
The date indicates the due date for the reading selection. Be prepared for class discussion and/or a pop quiz on the assigned pages.
Sept. 8: pp. 3-29
Sept. 9: pp. 30-56
Sept. 10: pp. 57-71
Sept. 11: pp. 72-86
Sept. 12: pp. 87-106
Sept. 15: pp. 107-139
Sept. 16: pp. 140-152
Sept. 17: pp. 153-185
Sept. 18: pp. 186-207
Sept. 19: pp. 208-229
Sept. 22: pp. 230-259
Sept. 8: pp. 3-29
Sept. 9: pp. 30-56
Sept. 10: pp. 57-71
Sept. 11: pp. 72-86
Sept. 12: pp. 87-106
Sept. 15: pp. 107-139
Sept. 16: pp. 140-152
Sept. 17: pp. 153-185
Sept. 18: pp. 186-207
Sept. 19: pp. 208-229
Sept. 22: pp. 230-259
Wednesday, September 3, 2008
Bubble Map Assignment
After completing your bubble map, draft one paragraph that details one of your adjectives. Remember to concentrate on one adjective to give focus to the paragraph.
The typed paragraph is due on Thursday, Sept. 4, 2008 along with your completed bubble map. Your bubble map should include specific details that support the adjectives in the frame of reference. Since classmates will be reading your paragraph, be sure to keep this public audience in mind when writing.
Here is the paragraph inspired by the green adjective on my bubble map.
Roehl Seeing Green
Having grown up on a farm in Medina, I have an affinity for rich, black soil laced with a little cow manure. Such a garden that yields the juiciest tomato or the tenderest ear of corn is a thing of beauty. However, my small yard in St. Louis Park doesn't afford me the space for a large vegetable garden, so I supplement my longing for my farming ancestry by belonging to a Community Supported Agriculture (CSA) program. My CSA farmer Richard delivers one box of fresh, organic vegetables each week for my family to enjoy. I make an awesome chocolate zucchini cake and a beans and greens dish sure to please the most sophisticated Italian palette. Richard also provides my family with organic fruit that he gets from his farming friends on the West Coast and in Mexico. For nine months out of the year my produce needs are met by this buying-locally, earth-friendly CSA method which allows my family to know we are being as green as possible where groceries are concerned. I have taken this green philosophy to other areas of my life. Two years ago I began mowing my lawn with a reel mower; that's the type of push mower that's powered only by humans. Although the reel mower might not leave the most manicured lawn, I enjoy the quiet, peaceful mowing experience that saves gas and carbon emissions. Speaking of emissions, I have also reduced my clothes dryer emissions by hanging most of my family's laundry on the line. While my family was in Spain for three weeks in 2007, I noticed that most, if not all, Spanish families hang their clothes on the line from their apartment windows. I figured that if they can do it without a backyard, then I was being wasteful of the planet's resources my using a machine to dry my clothes, a machine that also pumps emissions into the atmosphere. Although being green takes a lot of work, I am glad that I have taken a few simple steps to reduce my carbon footprint.
The typed paragraph is due on Thursday, Sept. 4, 2008 along with your completed bubble map. Your bubble map should include specific details that support the adjectives in the frame of reference. Since classmates will be reading your paragraph, be sure to keep this public audience in mind when writing.
Here is the paragraph inspired by the green adjective on my bubble map.
Roehl Seeing Green
Having grown up on a farm in Medina, I have an affinity for rich, black soil laced with a little cow manure. Such a garden that yields the juiciest tomato or the tenderest ear of corn is a thing of beauty. However, my small yard in St. Louis Park doesn't afford me the space for a large vegetable garden, so I supplement my longing for my farming ancestry by belonging to a Community Supported Agriculture (CSA) program. My CSA farmer Richard delivers one box of fresh, organic vegetables each week for my family to enjoy. I make an awesome chocolate zucchini cake and a beans and greens dish sure to please the most sophisticated Italian palette. Richard also provides my family with organic fruit that he gets from his farming friends on the West Coast and in Mexico. For nine months out of the year my produce needs are met by this buying-locally, earth-friendly CSA method which allows my family to know we are being as green as possible where groceries are concerned. I have taken this green philosophy to other areas of my life. Two years ago I began mowing my lawn with a reel mower; that's the type of push mower that's powered only by humans. Although the reel mower might not leave the most manicured lawn, I enjoy the quiet, peaceful mowing experience that saves gas and carbon emissions. Speaking of emissions, I have also reduced my clothes dryer emissions by hanging most of my family's laundry on the line. While my family was in Spain for three weeks in 2007, I noticed that most, if not all, Spanish families hang their clothes on the line from their apartment windows. I figured that if they can do it without a backyard, then I was being wasteful of the planet's resources my using a machine to dry my clothes, a machine that also pumps emissions into the atmosphere. Although being green takes a lot of work, I am glad that I have taken a few simple steps to reduce my carbon footprint.
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