... and a happy New Year!

Welcome back, everyone!

Are you ready for some questions? The great debate on ambiguities in The Scarlet Letter takes place this Tuesday. Moderators need to share possible questions with the characters on Monday so that the character representatives can thoroughly prepare for the debate. Everyone will need to submit a one- to two-page paper after the debates. Please refer to your worksheet for any details.

If anyone would like to work ahead over the break, grab a copy The Crucible by Arthur Miller and start reading. See if you can draw any parallels between the 1950s and the Salem Witch Trials.

Final Week Before the Big Break!

Monday: In-class writing prompt

Tuesday and Wednesday: Negotiating Ambiguities within The Scarlet Letter (40 points)

For the debate, students are randomly assigned to moderate the debate or to a group representing one of the five major characters: Hester Prynne, Pearl, Arthur Dimmesdale, Roger Chillingworth, and the Puritan Society. Each group becomes an expert on its assigned character, and then each group selects one person to represent its character during the debate. Posing as their characters, the student representatives debate the various issues of the novel, prompted by analytical questions formulated by a panel of students who are not assigned to a character. Among the issues they debate are the role of guilt, who is the hero/villain of the story, symbolic significance of names and characterization, and redemption. Finally, as a conclusion write a review of the debate arguing that your assigned character is the victor.

Part I: Character preparation (20 points) or debate questions (20 points)
Collect information about your character by considering the following issues:
physical appearance/changes in;
motivation/goals;
guilt/redemption;
related symbolism/imagery;
relationships/roles in the novel;
key quotes; and
additional information.

Create a chart to record this information.
Next, select a member of your group to represent the character. This student needs to have a strong understanding of the role and motivations of the character. Groups should prepare their representatives by asking sample questions and coaching the representatives on their responses.

The panel of student moderators will formulate debate issues/questions to pose to the characters. These questions can be directed to the entire group or to one character.
For example, questions may include:
Who is the villain of the story?
Who is the hero of the tale?
Chillingworth, do you ever gain fulfillment from your attack on Dimmesdale?
Society, do you take any responsibility for this tragedy?

Part II: Debate
The person chosen to portray the character may use notes. In addition, his team may
hold up signs to assist with responses. The moderators will take turns asking questions.
Moderators are also free to open the debate up for a “town hall” session, asking for volunteers or randomly calling on audience members to question the debaters.

Part III: Written review (20 points)
After the debate, write a one- to two-page commentary and “spin” the debate, showing how your character won. Spin is usually a pejorative term signifying a heavily biased portrayal in one's own favor of an event or situation. Spin often implies, though not always, disingenuous, deceptive, and/or highly manipulative tactics.

One way to argue for a particular winner is to emphasize the good responses of the assigned character and overemphasize the weaknesses or poor responses of all the other characters.

The written review is due the day after the debate. It must be typed.

HOMEWORK CHANGE

PLEASE FINISH READING THE NOVEL THIS WEEKEND. PLEASE TAKE NOTES.

Reading Schedule for Week of December 14

Monday: chapters 12 and 13

Tuesday: chapters 14 and 15

Wednesday; chapters 16 and 17

Thursday: chapter 18 and 19

*Friday: finish the novel*

Have you fed the fish?

The Scarlet Letter - Week of December 7, 2009

Monday's topic: Introduction to Feminism in literature
Homework: Read chapters 6 and 7. Be sure to take notes.

Tuesday's topic: Examining Hawthorne's treatment of female characters
Homework: Read chapters 8 and 9. Prepare for a fishbowl discussion of those chapters.


Wednesday: SNOW DAY! Go back to sleep. Read when you wake up. Have a nice day.

Thursday's topics: The role of men in the text and applying SIFT to the text
Homework: Study for tomorrow's quiz.

Friday's Quiz: The format includes multiple choice, true/false, passage identification, and open-ended responses.
Homework: Read chapters 10 and 11. Be sure to take notes.

Nathaniel Hawthorne

This week's readings include "The Minister's Black Veil" and the first five chapters of the Scarlet Letter. Many students may find it helpful to use the the SIFT Method of Literary Analysis when exploring how Hawthorne uses literary elements and stylistic techniques to convey meaning or theme. SIFT means:

Symbol: examine the title and text for symbolism
Images: identify images and sensory details
Figures of speech: analyze figurative language and other devices
Tone and theme: discuss how all of the devices reveal tone and theme

Homework schedule:
Monday and Tuesday: Read "The Minister's Black Veil" and create a vocabulary list that focuses on the adjectives that Hawthorne used to create the tone. In addition, explain the back veil. What could it possibly symbolize? Support your answer with evidence from the text.
Wednesday: Read chapter one of The Scarlet Letter and complete the worksheet about language.
Thursday: Read chapter two and take notes.
Friday: Read chapters three through five and take notes.

It's Almost Thanksgiving!

Okay, do I have your attention? It's not time to stuff our faces quite yet. You owe me a paper on the Transcendentalists before Thanksgiving break. You will have time this Friday and Monday to write, peer edit, and ask questions. Use your time wisely. The assignment is worth 150 points, and don't forget to include a works cited page.

In addition, there is now a homework assistance program that runs each Tuesday and Thursday from 2:30 until 4:30 in room 426 . Mrs. Bodnar-Keimel is a wonderful teacher, who gladly offers her assistance. Another homework program runs during lunch in the Media Center. If you plan on attending the lunchtime program, you will need to see me to secure a pass.

The Transcendentalists

"Trust thyself; every heart vibrates to that iron string.... A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines.... No law can be sacred to me but that of my nature.... Insist on yourself; never imitate.... Nothing can bring you peace but the triumph of principles." - Ralph Waldo Emerson in "Self-Reliance"

What were those Transcendentalists encouraging? Anarchy? Independence? Greatness? Can a society function if individuals are true to themselves? Are any of the transcendental thoughts asserted in "Self-Reliance," Walden, and "Civil Disobedience" valid in today's society?

In addition to Emerson and Thoreau, consider their neighbors, the Alcotts and Hawthorne, and other great writers of the era like Walt Whitman and Emily Dickinson. How did their thoughts influence the Great American Dream?

Keep a log of profound thoughts (the authors' ideas or yours inspired by these authors) to share with your classmates.

Mrs. Porter

Ps. Go to Nicenet and complete the assignment by next Wednesday, November 18.

Week of November 2, 2009

Welcome to a new unit. Over the course of the next several weeks we will explore the works of Emerson, Thoreau, Hawthorne, Dickinson, and a few other writers of the 1800s. One major thought to consider is how the Transcendentalists and the American Romanticists influenced not only other writers, but American and world history as well.

Please read The Night Thoreau Spent in Jail over the long weekend. If you want to read ahead, tackle both "Self-Reliance" by Emerson and "Civil Disobedience" by Thoreau. Music lovers can look into the lyrics of Simon and Garfunkel as well as songs by Bob Dylan.

AND I CAN'T SAY THIS LOUDLY ENOUGH: TAKE NOTES! Thank you.

Food Drive and Test

RE: The Food Drive

Well, well. Here is the update. Ms. Constanza's 9A class has 190 cans of food.
We have 50. Heed Jim's call. What can we do to fill up those food pantries?

RE: Next Week

The objective portion of the test on To Kill a Mockingbird will be Monday. The writing section will be next Wednesday and Thursday. After that we'll have fun with a few short stories by Washington Irving.

October 13 and beyond

Hi. I hope that everyone enjoyed the long weekend, and that you are looking forward to getting into the meat of the text. Some of the topics that we will cover this week include: symbols, foreshadowing, notions of masculine and feminine behavior, bravery versus bravado, prejudice, problems with justice, and moral dilemmas. I'm positive that you will find other topics of interest to discuss.

Expect a writing prompt at the end of the week. Any questions, just email me!

I'll see you in class.

October 5, 2009

Welcome to a new week. As far as To Kill a Mockingbird is concerned, please read chapters 12 through 17 at home and take notes. This assignment is due Friday, October 9.

In class, we are beginning a research unit. All the topics are related to To Kill a Mockingbird. Period 8 will meet in the library and Period 9 will meet in 438. Research notes are due Friday. Please note that merely copying a page and highlighting it will not be accepted. Dated notes belong in your notebook.

To Kill a Mockingbird

Ah, banned books - just what sophomores love. As we read To Kill a Mockingbird by Harper Lee, keep track of your favorite lines. One of mine appears at the end of the trial: "'Miss Jean Louise, stand up. Your father's passin'" (Lee 211). What better tribute could a community make to a man.

Your reading schedule for the week is:
Monday - chapters 1 and 2
Tuesday - chapters 3 and 4
Wednesday - chapters 5 and 6
Thursday - chapter 7
Friday - finish Part I.

Please create seven columns in your notebooks and record examples of each of the following using correct MLA format as you read the novel: family ancestry, euphemisms, ambiguity, regionalism, unspoken rules, traumatic violence, and social/religious decorum.

The video bar on the right has information about Harper Lee. Check out the clips.

Week of September 21, 2009

Here is your homework schedule for the week:

Monday - Finish your Gothic poem and paper
Tuesday - Study for tomorrow's test
Wednesday - Read "That Evening Sun" by William Faulkner and define Jim Crow laws
Thursday - Read "Where Are You Going, Where Have You Been?" by Joyce Carol Oates
Friday - Read "A Good Man is Hard to Find" by Flannery O'Connor

Look for Poe's influence when you read these short stories. What Gothic elements are present?

Nicenet

Hi. The forum is open! Please post by midnight on Monday. I look forward to reading your responses.

Week of September 14

Oh, the bells, bells, bells.......



This week's readings include "The Bells" and "The Raven" by Edgar Allan Poe. Your job is to be "the bells" and "the raven." Each group will present its oral interpretation of one of the poems. Please note that all members of your group must participate equally. If you need some creative ideas, visit YouTube.

In addition, analyze the literary devices that Poe used to create each poem, and be prepared to defend your analysis on Wednesday.


Next, you need to compete the following Gothic poetry assignment that is worth 50 points:

Each group will write a Gothic poem. The following requirements must be met in order to successfully complete the project for a grade of “C”:

• twenty lines of poetry;
• two Gothic elements (e.g., death, insanity, nightmares);
• two main images;
• evidence of end rhyme and internal rhyme;
• an allusion; and
• evidence of alliteration.

Your poem must be neatly typed. You may select the font and font size for this project. You should identify end rhyme and internal rhyme through the use of yellow highlighting, and identify an allusion through the use of green highlighting. Underline any alliteration. You will also need to email a copy of your poem to pporter@hpregional.org.

Illustrate your poem.

You must also submit a short paper that explains your application of allusion and imagery as well as any Gothic elements that are found in your poem. Cite exact lines from your poem when you write your paper.

Scoring rubric:
Poem – 15 points
End Rhyme and Internal Rhyme – 5 points
Allusion – 5 points
Alliteration – 5 points
Explanation of images and Gothic elements – 20 points

Total score: 50 points

Week of September 8, 2009

Currently we are tackling Romanticism and Edgar Allan Poe. Tuesday's homework is to read the poetry packet that includes "The Heresy of the Didactic" as well as "Annabel Lee" and "Lenore." You are also responsible for reading "The Pit and the Pendulum" and "The Masque of the Red Death" this week. Pay attention to Poe's diction and his use of literary devices. What can we learn from his writing style?

Welcome to Honors English 10

Welcome back to school!

I hope that everyone is excited to start your sophomore year. We'll begin with a discussion of Of Mice and Men by John Steinbeck and go back in time to cover Edgar Allan Poe's short stories and poetry. As always, we will focus on the qualities of a good writer and how you can transfer that information to your work.

I look forward to an exciting journey through American literature with you.

Mrs. Porter