Hamlet Act IV and V Journal- Due December 23rd

1. What common event takes place in the lives of Hamelt, Fortinbras, and Laertes? How are the reactions of three similar? How does each cope differently in the the event?

2. How do Hamlet's views of death develop from the "To Be or Not To Be" soliloquy in Act III to his answers about the whereabouts of Polonius's body in Act IV to the graveyard in Act V sc i to his finals words in the last scene? What questions about the nature of life and death did the play make you think about?

3. Is Hamlet right to admire Fortinbras's actions in Act IV sc iv? Why or why?

4. What role do literal poisons have throughout the play? In a more abstract and metaphorical way, what and who else is 'poisoned' throughout the play?

5. Does Hamlet redeem himself at the end of the play? Does he deserve a soldier's funeral that Fortinbras gives him?

6. A lot of characters die in the play. Which characters bring their deaths upon themselves and which ones are mere victims of fate? Explain your answers.

7. Overall, did you like this play? Why or why not?

Hamlet Act III Blog- Due December 16

Answer the following questions:

1. Hamlet gives advice about acting to the Players before "The Mousetrap" in Act III sc i. Do you agree with the acting advice he gives? Who is your favorite actress/actor? Why?

2. Do you think Hamlet crosses the line in how he acts toward Ophelia, R & G, and Queen i.e. rudely? Even though he's the hero of the story, do you like him as a character overall? Do his flaws make him a more compelling character? Why or why?

3. Claudius evidently feels guilt during Act III sc iii; however, he finds difficult to ask for forgiveness. Why is this so? Is there any any way Claudius can be redeemed?

4. Hamlet's fatal flaw in the inability to act, and his tendency to overanalyze situations. Think of other films/books you've viewed. What's one of the characters flaws? Do you think Hamlet can overcome his flaw by the end of the play?

5. Was the Ghost actually in the room with the Queen or was he just imagining it? Why or why not?

Hamlet Act II Blog- Due December 10th

1. Based on what he does during Act II, how would you characterize Polonius?


2. During his conversations with Rosencrantz and Guildenstern in Act II Sc ii, Hamlet describes his perceptions of reality? In your own words, describe Hamlet's worldview? Are you an optimist, pessimist, or a realist? Why?

3. Is Polonius justified in how he plans to use Ophelia to find more about Hamlet?


4. At this point in the play, do you think Hamlet is really crazy or his he pretending to be insane? How does Hamlet act differently when he's around people and when he's giving soliloquies by himself i.e. end of Act II?


5. Why do you think Hamlet's so attracted to the theater/acting? Why do you think he uses the play as a way to test his theory? Is Hamlet right be angry at himself for not acting on the ghost's words? Why?


6. Are Rosencrantz and Guildenstern wrong for spying on Hamlet? Why or why not? How do you think Hamlet feels after they admit they were sent for by the Queen and King?

Hamlet Act I Journal- Due December 4th

1. Pick a passage from Act I of Hamlet. Write it down. Practice citing it (Ham.Act.Scene.Line Numbers). Why did you pick this passage? What do you think it's trying to say?


2. The ghost is Hamlet plays a crucial role in setting events in motion? Are you a Horatio(skeptic of ghosts) or a Marcellus(believer in ghosts)? Why or why not?


3. We get to know characters via a variety of channels: what they do, what they say, what they think, how they're described, and what others say/think about them. Do a character analysis of one of the following characters: Hamlet, Claudius, Horatio, Gertrude Find a specific passage for each of the following.

What They Say/Think:

Passage:

What They Do:

Passage:

How They're Described:

Passage:

What Other Characters Say/Think About Them:

Passsage:


Based on all of the textual evidence, what is your overall opinion about this character?


4. Put yourself in Hamlet's position, what would would do with the news from the ghost? Do you trust the ghost's word or do you need better evidence? Would you tell anyone else what the ghost said to you or would you keep it a secret?

Hamlet Prediscussion ?'s- Due November 25

1. Is revenge sometimes the right approach in dealing with someone that has wronged you? Why or why not?


2. Is it better to think before you act or act before you think? Why?


3. Is there one singular reality, or do each of create our own realities through our perceptions and attitudes?


4. What are the qualities of a good friendship? Is it ever okay to spy on a friend if you are concerned about them?


5. Should parents let their children make their own mistakes and let them learn from it, or should they keep a close eye on them?


6. Should children always be supportive of parents if they decide to remarry after their spouse’s death or divorce?


7. Is there ever a time when grieving process goes too far?

Links to Essays about the Matrix

Read one of the following essays on the links:

http://onwardoverland.com/matrix/philosophy.html

http://www.friesian.com/matrix.htm

http://www.arrod.co.uk/essays/matrix.php

http://query.nytimes.com/gst/fullpage.html?res=9F00E3D71731F937A15756C0A9659C8B63

http://consc.net/papers/matrix.html

Be prepared to summarize orally the ideas of one of these essays in class.

Matrix Blog # 2

1. The character of Cypher makes a decision that returning to the Matrix and living in its alternative reality instead of being fully conscious of the reality. This goes against the decision made by the released prisoner from the Cave. Why do you think Cypher decided to go back to the Matrix instead of living fully aware? Is his reasoning valid? Is ignorance bliss? Why?

2. Neo is prophecized to be the one by Morpheus. Does Neo seem to accept this high profile role? What other character from literature you've read seems to be placed in this hero/savior role by others?

3. Humans are described by humans as a disease, imperfect, for a perfected technological program, yet the machine is viewed as the enemy/evil even though its reason and logic is supposed unflawed. What would the world be like if everyone was perfect and logical? What are other examples in movies and books where technology becomes the enemy/evil?

Matrix Blog- # 1

Answer the following questions for Wednesday

1. Explain how Neo's experience in and out of the Matrix parallels the Allegory of the Cave. Be specific using examples from each text.


2. Morpheus poses the question, "what is real? how do you define real?" We're going to read literature that poses that very question. What tools and indicator do we use to define and describe the world around us? Is reality a definite concept measurable and quantifiable, or is it a fluid concept defined by perceptions? Why?


3. The Matrix is part of the science-fiction genre, and while we may not be controlled by technology in the literal sense as The Matrix describes, does our current society in 2008 parallel the the world of The Matrix in certain ways? Has technology actually the lessened the quality of life in some ways? Why or why not?

"The Cave"

Go to the following website:

http://webspace.ship.edu/cgboer/platoscave.html

Read the "The Cave"

If you want to watch a cartoon version, go here

Answer the following questions after reading it.

1. Summarize what the allegory is about in your own paragraph


2. What do you think Socrates is trying to say about the nature of reality/truth?


3. How does this allegory relate to the learning process and education in general?


4. Think about our modern day technological society; how does this allegory written thousands of years ago connect to our culture?

Sentence Composing # 7- Delayed Adverbs Practice 2

Single Delayed Adverb: They smiled, delicately, like weary children remembering a party.
--John Steinbeck, Cannery Row

Multiple Delayed Adverb: He worked himself to death, finally and precisely, at 3:00 a.m. Sunday morning
--Ellen Goodman, Close to Home

Practice 2: Unscrambling to Imitate

In the model and the scrambled list, identify the delayed adverb. Next, unscramble and write out the sentence parts to imitate the model. Finally, write your own imitation of the model and identify and delayed adverb.

Model: As I watched him, he seemed to adjust himself a little, visibly
--F. Scott Fitzgerald, The Great Gatsby
a. a bit

b. she tried to excuse herself

c. when she told him

d. lamely

Own Sentence:

Practice 3: Combining to Imitate

In the model identify the delayed adverbs. Next, combine the list of sentences to imitate the model. Finally, write your own imitation of the model and identify any delayed adverbs.

Model: The cars traveled Reynolds Streets, slowly and evenly.
--Annie Dillard, An American Childhood

a. a girl crossed a street

b. The street was Washington Avenue.

c. She crossed the street confidently.

d. And she cross the street purposefully.

Practice 4: Imitating

Identify the delayed adverbs in the models and sample imitations. Then write an imitation of each model sentence, one sentence part at a time.

1. Still winder, Smith sat up, slowly,
--Robert Ludlum, The Moscow Vector

Sample: Almost finished, Peter speed up triumphantly.

Own Sentence:

2. We explored the streams, quietly, where the turtles slid off the sunny logs and dug their way into the soft lake bottom.
--E.B. White "Once More to the Lake"

Sample: We walked the streets, dreamily, where the sun set in the crystal sky and melted its way over the inky black skyscrapers.


Own Sentence:

3. He was clambering, heavily, among the creepers and broken trunks, when a bird, a vision of red and yellow, flashed upwards with a witch-like cry.
--William Golding, Lord of the Flies

Sample: She was running, desperately, between the road the railroad track, after a car, her hope for escape and rescue, passed by with an oblivious driver.

Own Sentence:

Sentence Composing # 6- Opening Adverb- Practice 2,3, and 4

An adverb at the beginning of a sentence. A comma follows an opening adverb. All adverbs give information an action.

Adverbs that tell how an action happened(quickly, slowly, rapidly) always end in ly. Other adverbs tell when an action happened (now, then, yesterday), or where an action happened (Overhead, nearby, underneath)

How: Unfairly, we poked fun at him, often in his presence.
--Sue Miller, While I was Gonei

When: Then, Harry felt as though an invisible pillow had quite suddenly been pressed over his mouth and nose.
--J.K. Rowling, Harry Potter and the Goblet of Fire

Where: Outside, I found a taxi for her.
--Maya Angelou, The Heart of a Woman

Sentences can contain single or multiple opening adverbs.

Single opening adverb: Incredibly, the man was still chasing after us.
--Annie Dillard, An American Childhood


Multiple opening adverbs: Then, slowly, he fell to his knees and pitched forward onto the road, blood pooling red on the black asphalt.
Robert Ludlum, The Moscow Vector

Practice 2: Unscrambling to Imitate- In the model and the scramblist, identify the opening adverb. Next, unscramble a write out the sentence parts to imitate the model. Finally, write your own imitation of the model and identify the opening adverb.

Model: Suddenly, Alfred, who had heard the fight from the across the street, attacked from the rear with his favorite weapon, an indoor ball bat.
John Steinbeck, Cannery Row


a. sat up in the bed with her nightly snack

b. who had read the novel for over two hours

c. Jasmine

d. afterward

e. a mini Oreo cookie

Own Sentence:

Practice 3: Combining to Imitate

In the model, identify the opening adverb. Next, combine the list of sentences to imitate the model. Finally, write your own imitation of the model and identify any opening adverbs.

Model: Outside, the doctor's car was surrounded by the boy while Finny was being lifted inside by Phil Latham.
John Knowles, A Separate Peace

a. This happened inside.

b. The younger children were involved with games.

c. While they were involved, Laura was being tutored near them.

d. The tutoring was by their teacher.

Own Imitation Sentence:

Practice 4: Imitating
Identify the opening adverbs in the model and then write your own example.

1. Here, relatives swarmed like termites.
--Wallace Stegner, Crossing to Safety

Own Imitation:

2. Slowly, methodically, miserably, she ate the jellied bread.
Toni Morrison, Beloved

Own Imitation:

3. Very slowly and very carefully, Harry got to his feet and set off again as fast as he could without making too much noise, hurrying through the darkness back toward Hogwarts.
--J.K. Rowling, Harry Potter and the Goblet of Fire

Own Imitation:

Argumentative Paragraph

Due October 20th- Monday

To further develop our argumentative/analytical writing skills, I want you write an argumentative paragraph over the Knight's Tale, Miller's Tale, or Wife of Bath's tale. Think about some of the concepts we talked about roles of women, the Seven Deadly Sins and their consequences, comparing/contrasting two of the tales, or how the speaker(Knight, Miller, or Wife of Bath), the idea of the quest in Wife of Bath's tale, or another argument. This is similar to the people paragraph.

Evaluation Criteria:
-Topic Sentences, Supporting Detail Sentences, and Wrap Up Sentence
-Using at least three vocabulary words from Vocabulary lists one and two
-Use at least one quotation from the text and cite line numbers.
-incorporate two delayed adjectives or adjective phrases

Setnence Composing # 5- Delayed Adjectives- Practice 4 and 5

Practice 4: Imitating

Directions: Identify the delayed adjectives in the models and sample imitations. Then write an imitation of each model sentence, one sentence part at a time.

1. Dumpster diving is outdoor work, often surprisingly pleasant.
--Lars Eighner, "On Dumpster Diving"

Sample: Doing homework is necessary discipline, sometimes incredibly helpful.
2. The baby's eyes were the shape of watermelon seeds, very black and cut very precisely into her small, solemn face.
--Anne Tyler, Digging to America

Sample: The unspoken pain was the weight of river rocks ,very heavy and embedded most certainly into her aching body.

3. I shivered as he tossed the feathered corpse of the dead chicken, limp as a cloth, into the back of the truck.
--Barbara Kingsolver, Animal Dreams

Sample: I stared as he threw the battered ball from the garbage can, smelly as a foot, into the field of the pitcher.

Practice 5: Expanding

The delayed adjectives are omitted at the caret mark (^) in the following sentences. For each caret, adda delayed adjective or adjective phrase, bleding your content and style wit the rest of the sentence.
1. The man topple to one side, crumpled against the railing, ^.
--Robert Ludlum, The Prometheus Deception

2. The spiders like of their sides, ^ and ^, their legs drying in knots.
--Annie Dillard, "Death of a Moth"

3. He was twenty-sex, dark haired ^, ^, ^, and ^.
--John Steinbeck, Cannery Row

Sentence Composing # 5-Delayed Adjective Practice 1,2, and 3

A adjective place after the word described is a delayed adjective. A delayed adjective may be a single word or the first word in an adjective phrase.  An adjective phrase begins with an adjective and then continues the description.  

Commas punctuate a delayed adjective--one comma if it occurs at the end of the sentence, two if earlier in the sentence.

Sentences can contain single or multiple delayed adjectives.

Single delayed adjective: People under the helicopter ducked down, afraid, as if they were being visited by a plague or a god.

--Barbara Kingsolver, Animal Dreams

Multiple delayed adjectives: Each snowflake was different, Sister Zoe said, like a person, irreplaceable and beautiful.

--Julia Alvarez, "Snow"

Delayed adjective phrase: A dog came bounding among us with a loud volley of barks, and leapt round us, wild with glee at finding so many human beings together.

Practice 1: Matching

Match the delayed adjectives with the sentences.  Write out each sentences, inserting and underlining the delayed adjectives

1. Milk, ^, attracted every small flying thing from gnats to grasshoppers.

Toni Morrison, Beloved

 2. It seemed dreadful to see the great beat lying there in agony, ^.

George Orwell, "Shooting an Elephant"

3. The water in this pool has a dark clarity, like smoked glass, ^.

Edward Abbey, "Aravaipa Canyon"

4. Picture poor old Alfy coming home from football practice every evening, bruised and aching agonizingly tired, ^.

Paul Roberts, Understanding English

5. I am an enthusiastic laudress, ^, but a terrible house keeper.

Nancy Mairs, Plaintext

a. scarcely able to shovel the mashed potatoes into his mouth

b. capable of sorting a hamper full of clothes into five subtly differentiated piles

c. sticky and sour on her dress

d. transparent but obscure

e. powerless to move move and yet powerless to die

Practice 2: Unscrambling to Imitate

In the model and the scrambled list, identify the delayed adjectives.  Next, unscramble and write out the sentence parts of imitate the model.  Finally write your own imitation of the model and identify the delayed adjectives.

Model: They ate like men, ravenous and intent

Toni Morrison, Beloved

a. They sang like angels.

b. The angel were pure.

c. And the angel were sweet

Own Sentence:

Practice 3: Combining to Imitate- In the model, identify the delayed adjective, Next, combine the list of sentences to imitate the model.  Finally, write your own imitation of the model and identify any delayed adjectives.

Model: He forgot that his Lesser Warders were watching, afraid to interfere.

--Stephen King, The Eyes of the Dragon

a. She knew something

b. What we knew is how her sister were feeling.

c. Her sisters were happy to help.

Own Sentence:

ACT Prep/Grammar Girl Lessons

Directions

1. Listen to your assigned grammar girl podcast.
Josh- Episode 37- Lie vs. Lay-
B.J.- Episode 96- May vs. Might
Drew- Episode 41- What's the difference between a colon and a semicolon?
Seth- Episode 49- Run-on sentences
Kristin- Episdoe 51- Good vs. well
Pedro- Episode 58- Starting a sentence with 'however'
Terry- Epidsode 60- How to punctuation questions
Graham- Episode 92- Apostrophes
Rodrigo- Episode 93- Hyphens
Patrick- Episode 98- Who vs. Whom
Kenna- Episoda 103- Subject-Verb Agreement
Kelsie- Episode 121- Affect vs Effect
Brett- Episode 125- Comparatives vs. Superlatives
Brock- Episode 126- Thru vs. Through vs. Threw
Ethan- Episode 131- Collective Nouns- Singular or Plural?
Liz- Episode 100- How to Write Numbers

2. Write a summary/explanation of the concept/skill she talked about using your own examples to explain it.



3. Teach a mini-lesson to the class to help explain that concept. You'll be teaching the concept on Friday.


P.S. All of these potential will be part of the English component of the ACT.

Sentence Composing # 4- Opening Adjective- Practice # 3, # 4, and # 5;

Practice 3: Combining to Imitate

In the model, identify the opening adjectives. Next, combine the list of sentences to imitate the model. Finally, write your own imitation of the model and identify any opening adjectives.

Model: Dark, velvety, the beauty of his mustache was enhanced by his strong clean-shaven chin.
--Toni Morrison, Beloved

a. His cautionary steps were slow.

b. His cautionary steps were weary.

c. His cautionary were caused by something.

d. The cause was the surrounding overexcited horses.

Practice 4: Imitating

1. Identify the opening adjectives in the models and sample imitations. Then write an imitation of each model sentences, one sentence part at a time. Read one of your imitations to see if your classmates can guess which model you imitated.

Models:

1. Wordless, we split up.
--Annie Dillard, An American Childhood

Sample: Wet, the napkin fell apart

2. Cold, dark, and windowless, it stretched the length of the house.
--Jessamyn West, "The Child's Day"

Sample: Hot, humid, and muggy, the weather exhausted the stamina of the bikers.

3. Afraid that we might hunt for a cheaper apartment for the next two weeks and find nothing better than this one, we took it

Sample: Happy that we would escape to a lovely beach for the upcoming one month and have nothing but good time, we left home.

Practice 5: Expanding

The opening adjectives are omitted at the caret mark(^) in the following sentences. For each caret, add an opening adjective or adjective phrase, plending your content and style with the rest of the sentence.

1. ^, I begain climbing the ladder's rungs, slightly reassured by having Finny right behind me.
--John Knowles, A Seperate Peace

2. ^ and ^, he wandered about the many tents, only to find that one place as cold as another.
--Jack London, "To Build a Fire"

3. ^ and ^, my limited reading helped me to know something of a world beyond the four walls of my study.
Christy Brown, My Left Foot

Sample Paragraph

I would consider this a very well-developed and synthesize paragraph.

While it may seem as a paradox, Beowulf has the aptitude for being a willful warrior and erudite speaker, blending the two perfectly as an epic hero. Slaying monsters at will with the strength of thirty men, Beowulf shows those around him that he is a man of action; however, his wielding of words reveals he is far from superficial. For example, Beowulf fetters himself from physical confrontation with Danes around him by instead employing rhetorical skills. When the Geats first reach the land of the Danes, they are confronted by a hostile guard wanting to know their business. Recognizing the delicate situation, Beowulf preempts a potential fight by reassuring the guard that they have come to help Hrothgar. Further along in story, Beowulf shows he is impervious to personal attacks from Unferth over his swimming match with Brecca. Facile with effort, Beowulf delivers the compelling story of how he slew giant leviathans of the deep and proceeds to reprove Unferth not only for his vindictive manner, but also for killing his own brother and not being able defeat Grendel alone. Through this, Beowulf shows he is above trivial skirmishes with people like Unferth since he can defeat them through a contest of wits. Similarly, Beowulf edifies others from the depths of despair into action. After Grendel's mother attacks Herot, Beowulf convinces Hrothgar that he must not capitulate to the will of the monster or languish in mourning, but instead Hrothgar must
coalesce his forces and attack back immediately. Using his powers of persuasion, Beowulf helps to expedite the demise of Grendel's mother. Finally, Beowulf seems to know when it is time remain silent. Before leaving for Geatland, Beowulf delivers much approbation of Hrothgar and the Danes, declaring that concord will continue between their two peoples; however, upon returning to Geatland, he publicly declares to Higlac, his own lord, that he sees nothing but troubles ahead for Hrothgar. As a model of what an Angl0-Saxon guest should be, Beowulf saves face for Hrothgar instead warning of potential perils ahead. Beowulf is not a paradox; His roles a both a fervent fighter and skilled speaker blend beautifully into the model Angl0-Saxon hero.

Beowulf Argumentative Paragraph

Due September 15th

Directions: As a college prep class, making arguments and developing analysis about the text we read is a skill we're going to try to hone. Instead of having you write a complete essay, I'm going to have you write a well-developed paragraph where you make a claim about Beowulf and support that claim using evidence from the text.

Guideline

1. Examine Beowulf holistically as a text or examine a certain part. Make a claim/argument about some aspect that isn't obvious and literally. A bad argument for a paragraph would be Beowulf helped Hrothgar by ridding two monsters for him; It's obvious and doesn't allow much room for any critical thought.

Here are some potetial topics:

-Gender Roles and How Beowulf tries to teach the listener/reader how an Anglo-Saxon woman should or shouldn't behave

-Functions of the "side stories" with in the Beowulf text

-Beowulf as a Christlike figure

-Beowulf's transformation to aider to Hrothgar toward inhabiting the role of Hrothgar himself

-How Beowulf fulfills/doesn't fulfill the Anglo-Saxon hero model

-Message Beowulf tries to deliver about life and death

-Beowulf as an evangelizing tool to pagan listeners

-Is pride Beowulf's downfall?

-Use of foil character to teach lessons about codes of behavior for Anglo-Saxons

- Beowulf's biggest strength is not in brawn but his brains and wit

-Beowulf doesn't want to be king that a follower

-Messages and Meanings of Heirlooms in Beowulf

-Analysis of Beowulf and Lord of the Rings as comparative texts

-Hospitality and gifts contrasting with vengeance and violence

-Fatalism within Beowulf

-plus, many more that I know you can think of

2. Organization- While there isn't a formula for writing this paragraph, here is a structure that might work well.

Topic Sentence- Argument; Complex or Compound Sentence probably

Introduction of example/reason 1-

Illustration to support example/reason 1 from text

Introduction of example/reason 2 from text-

Illustration to support example/reason 2

Introduction of example/reason 3

Illustration of example/reason 3 from text

Tie Up Sentence to for paragraph


If you use a comparison/contrast or cause/effect structure for your pargraph, you're orgainzation will be different. Use appropriate transition word depending on the structure you use; Use specific examples from the text, not generalities i.e. Beowulf was a brave guy.


3. Sentence Structure-Vary your sentences; Try to use structures that we've model in our sentence composing strategies. Specifically, try to use introductory adjective or adjective phrases.

4. Vocabulary- Use at least two of the vocabulary words from Group 1. Boldface these within the paragraph.

5. Tone- Write using a formal voice. What does this mean? Avoid using "you" or "I" in the paragraph; don't use slang or colluquialisms i.e. Beowulf was "the man", he was "cool", Grendel thought he was "all that a bag of chips", and Beowulf gave scoop about Hrothgar to Higlac.

Sentence Composing # 4- Opening Adjective- Practice One and Two

An adjective at the opening of a sentence. An adjective is any descriptive word that can fit into the this blank. Sam is a (blank) student.

Here are a few possibilities to describe the student: happy, sad, angry, glad, smart, sneaky, polite, disruptive, etc..

An opening adjective may be a single word or the first word in an adjective phrase. An adjective phrase being with a n adjective and then continues the description. Here are examples: happy to graduate, sad because her pet died, angry at not getting the job, glad about winning the spelling bee, smart as Einstein, sneaky at times, polite with elders and children, disruptive because he was beside his best friend, etc. A comma following an opening adjective where a single word or phrase.

Sentences can contain single or multiple opening adjectives.

Single opening adjective: Powerless, we witnessed the sack of our launch.
--Pierre Boulee, Planet of the Apes

Multiple opening adjectives: Bloodthirsty and brutal, the giants brought themselves to the point of extinction by warring among themselves during the last century.
--Armstrong Sperry, Call It Courage

Opening adjective phrases: Numb of all feeling, empty as a shell, still he clung to life, and the hours droned by.
--J.K. Rowling, Harry Potter and the Goblet of Fire

Practice 1: Matching

Directions: Match opening adjectives with the sentences. Write out each sentence inserting the opening adjectives

Opening Adjectives

A. Alive

B. Hot and justy and over-wearied

C. Lonesome

D. Able to move now

E. Frantic, never turning my head-- because the water buffalo had started his charged

Sentences

1. ^, I wanted to run away and be gone from his strange place.
--Keith Donahue, The Stolen Child

2. ^, I felt behind me, my hand pleading with the rifle
--Theodore Waldeck, "Certain, Sudden Death"

3. ^, the elephant was worth at least a hundred pounds, but dead, we would only be worth the value of his tusks, five pounds, possibly
--George Orwell "Shooting an Elephant:

4. ^, he rocked his own body back and forth, breath deeply to release the remembered pain.
--Lois Lowry, The Giver

5. ^, he came to our door and eases his heavy pack and asked for refreshment, and Devola brought him a pail of water from our spring.
--Bill and Vera Cleaver, Where the Lilies Bloom

Practice Two: Unscrambling to Imitate

Directions: In the model and the scrambled list, A. identify the opening adjective. B. Next, unscramble and write out the sentence part to imitate the model. C. Finally, write your own imitation of the model and identify the opening adjective.

Model: Speechless, Bryson scanned the small living room, frantically.
--Robert Ludium, The Prometheus Deception

a. hopefully

b. spotted the soft inviting sofa

c. Kendra

d. uncomfortable

Sentence Composing # 3- Combining to Imitate

These exercises ask you to combine a series of plain sentences into just one varied sentence by changing the plain sentences to sentence parts resembling the model sentence.  As you do these exercises, you'll become aware that plain sentences can easily be changed into sentences parts of better, more varied sentences.

Directions: 1. Combine the following sentences to create a sentences that has the same order of sentences parts of the model. 2.  Then write your own imitation of the model.

1. Model: Twisting and punching and kicking, the two boys rolled across the floor.

--Lois Duncan, A Gift of Magic

a. The winning team was laughing and yelling and celebrating.

b. The team cavorted.

c. The cavorting was inside the locker room.

Own Sentence:

2. Model: He fell back exhausted, his ankle pounding.

--Raplh Ellison, "Flying Home"

a. She raced fast.

b. She was determined.

c. Her lungs her bursting

Own Sentence

3. Model: Alone, Tom looked around the room and knew that he was a stranger here.

--Hal Borland, When the Legends Die

a. Clark was afraid.

b. Clark walked down the alley.

c. Clark hoped something.

d. Clark hoped that he was alone there.

Own Sentence

4. Model: The room was empty , a silent world of  sinks, drain boards, and lock cupboards.

--Frank Bonham, Chief

a. The arena was full.

b. The area was a huge cavern.

c. It was filled with fans.

d. It was filled with bright lights.

e. And it was filled with exciting music.

Own Sentence

Sentence Composing # 2- Unscrambling Sentences to Imitate

The unscrambling of sentence parts helps you to see how those parts connected within the model sentence.  As a result, you will glimpse the mind an author composing a sentence so you can go through a similar process when you compose sentences.

Directions: Unscramble the sentence parts to imitate the model. Then write your own imitation of the model (You are creating your own sentence using the same structure as the model)- Topic Idea: Anglo-Saxons or Old English

1. Model: Dumpster diving is outdoor work, often surprisingly pleasant.

--Lars Eighner, "On Dumpster Diving"

a.sometimes quite costly

b. is recreational activity

c. mall strolling

2. Model: Near the car, idling in front of the mortuary, was a huge Oldsmobile.

--Stephen King, Hearts in Atlantis

a. was a skittering gecko

b. behind the pool

c. zigzagging in back of the cabana

3. Model: Above the field and pastures, the mountains were just becoming visible as the morning fog burned away.

--Charles Frazier, Cold Mountain

a. were just becoming interested

b. when the fire alarm sounded

c. after the cartoons and previews

d. the kids

4. Model: In the shallows, the dark, water-soaked sticks and twigs, smooth and old, were undulating the clusters on the bottom against the clean ribbed sand.

--E.B. White, "Once More to the Lake"

a. sweet and tasty

b. were beckoning to children

c. in their kiddie seats within their mom's grocery carts

d. on that aisle

e. the tempting, brightly colored candies and lifesavers

Anglo-Saxon/Old English Blog

After examining background information about the Anglo-Saxon period and Old English, write a paragraph comparing and contrasting Anglo-Saxon culture and/or Old English language with the culture you live in today.  Are they completely alien of each other or are there interesting similarities?

For further insight into Anglo-Saxon life, go to http://www.youtube.com/watch?v=YuDa3xvt080

This a BBC program about Worst Jobs during the Dark Ages(Anglo-Saxon period).  There are actually six parts, which you can navigate to if you look at the related videos.  Watch at least one of  these videos, and include information you learned in your answer.

Sentence Composing- # 1- Chunking Sentences

As a writer, you may already notice how sentences can be divided into chunks.  Sentences can be divided into subjects, predicates, phrases, and clauses.  Understanding how sentences can be chunks can make a more in-depth reader and a better writer by seeing relationships with in a sentence.

Example: 

She made stuffed pork chops/with applesauce and mashed potatoes/and it tasted/like cardboard

--Frank McCourt, Teacher Man

The family was grouped by the front door/the mother's hands resting/on her children's shoulders

--Ian McEwan, Enduring Love

Practice:

Directions: Copy the model and then copy the sentence that can be divided into chunks that match the chunks in the model

1. Model: Outside, I found a taxi for her.

--Maya Angelou, The Heart of a Woman

a. Slowly, the cat jumped and landed quietly.

b. Nearby, Akeelah had a dictionary in hand.

2. Model: The toppled to one side, crumpled against the railing, dead.

--Robert Ludlum, The Prometheus Deception

a. The car, swerving to avoid the child, hit a guardrail, loudly.

b. The winner jumper from her seat, overwhelmed by the applause, joyous.

3. Model: He turned slowly and stood a moment longer, a faceless silhouette against the light.

--Morris West, The Clowns of God

a. Morris spoke quickly and complained a while longer, a disgruntled customer in the manager's office.

b. Beautifully, Clara sang, winning first place in the contest, her competitors not even close.

Directions: Copy the model and then copy the sentence that imitates it.  Then chunk both into the same sentence parts, using the slash (/) mark

4. Model: It was dark when I got up in the morning, frosty when I followed my breath to school.

--Julia Alvarez, Snow

a. It was early when the bus came by from school, late when it returned the children to their homes.

b. It was a fine car, shiny with chrome and paint and sleek in shape, a red convertible designed to have a retro look from the 1950's.

5. Model: She wore her coarse, straight hair, which was slightly streaked with gray, in a long braided rope across the top of her head.

--Maya Angelou, Wouldn't Take Nothing for My Journey Nowi

a. The played the grueling, championship matches, which were completely unpredictable by forecasters, with an amazing energy from the weakest player to the strongest.

b. The arrangement, beautiful, freshly picked form the garden, smelled of a combination of lilies, sag, and magnolia.

Test

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Quotations Blog

Analyzing literary passages plays a major role in Brit Lit class.  Across the popular culture spectrum, quotations from literature and major thinkers and authors act as synthesizers of the thoughts, beliefs, and values of individuals in a given culture.  For this assignment, you are looking for a quotation that you identify with on a personal level that typifies some of your thoughts, beliefs, and values.

Assignment:

1. Go to www.quoteland.com

2. Search for a quotation using the search criteria they give you.

3.  Find a quotation that you identify with on an ethical, intellectual, moral, or practical level.

4. Type the quotation and author at the top.

5. Analyze what you think the author of the quotation is trying convey through it.

6.  Why do you identify with this quotation?  Give examples of you have lived your life similar to the advice or wisdom within the quotation.