Modern Literature and Expository Composition (Period 1,2,3) Assignments

1) Typed essay (use MLA format)
2) Read Chapters 8 - 11 (Use the first link below if you don't have a copy of the book.)
3) Answer Activity 6 questions for chapters 1-11 (I have a copy of the student module and a modified version of Activity 6 in the attachments below.)
4) Study for the vocabulary for Into The Wild Chapters 1-3 Quiz (Use the second link below to try an online practice quiz.)
5) Make an entry for each chapter ( or more) as you read. By Monday, June 4, you will need at least 15 entries. Any additional entries will be credited with 5 extra points beyond the 150 points you can earn for the 15 entries. If you feel as if you are in danger of failing, turn in your reading log by May 31.

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Read chapters 4-7 of Into the Wild. Make a reading log entry for each chapter.

Complete Activity 6 for each chapter read to date.

We've completed Activity 3 (Into the Wild) today.

Use the link below to access the book.

I've also attached a file of the module from the blue book as a file.

I have uploaded both the recent vocabulary and the comprehension and analysis questions for The Death of Ivan Ilyich by Leo Tolstoy.

I've also inlcuded a link to the online text version of the book as well as a link to the SparkNotes summaries and text analysis.

Chapter Questions and Vocabulary for the quiz on Tuesday.

The attached document is a table of the key facts related to the novel. I've also attached a document that previews the final assignments related to the novel.

Online practice vocab test

Today in class we reviewed the pre-reading questions from Activity 3 that you had previously written in your notebooks on Monday. See the next homework assignment to see what you need today for Thursday's class.

What is a tragedy? What themes and outcomes would you expect
to find in a tragedy?
• What do you know about the language in plays written by Shakespeare?
What have you done in the past to help yourself read
Shakespeare effectively?
• The soliloquy here begins with a famous quotation: “To be, or not
to be—that is the question.” What do you think is “the question”
Hamlet is asking? How do you think he might answer it?

We discussed vocabulary:

Polar Opposites
An important rhetorical device Shakespeare uses in Hamlet’s soliloquy
is antithesis, or a balance of opposites. Hamlet explores a series of
oppositional relationships in his speech, beginning with the question of
“to be, or not to be.” For this vocabulary activity, you will explore some
of these antithetical relationships by brainstorming antonyms for the
terms listed below.
Term Antonym
1. oppression
2. action
3. endurance
4. mystery
5. life

Word Families
List as many words as possible that are related to the following five
concepts from Hamlet’s soliloquy: action, thought, suffering, mortality,
and fear. You may include synonyms directly from the text along with
any other words you believe are related to the concept. Word families
are not simply lists of synonyms; they may include any sets of words
that frequently appear together. For example, “brackish” and “water”
are part of the same word family.
Example:
Resolution: end (line 5), consummation (line 8), will (line 25), decision,
outcome, and result
1. action:
2. thought:
3. suffering:
4. mortality:
5. fear:

You will need to print out Hamlet's Soliloquy to complete Activity 7.


Activity 6 First Reading

Read the soliloquy from Hamlet. Although it is quite short, it packs
much meaning into its 33 lines. You may need to read it more than
once before you feel you have a good grasp on the ideas it contains.
Background

At this point in the play, Hamlet feels that he is in a crisis. His father
died a few months earlier under mysterious circumstances. Hamlet
discovers that his father was secretly murdered—by Hamlet’s uncle,
Claudius. Making things even worse, Claudius then marries Hamlet’s
mother. Hamlet does not know what to do about this knowledge. He
wonders whether he can trust anyone or if perhaps he is going crazy.
As you first read the text, focus on what you see as the “big picture”
Hamlet describes. Based on this first reading, would you say that
Hamlet is an optimist or a pessimist? What are your reasons for
thinking so? Make a T chart with optimist/pessimist and note the evidence supporting either or both optimist or pessimist.


Activity 7 Rereading the Text and Looking Closely at Language (you need to print out a copy unless you have copy of the book. If you have a copy of the book, use the book.

1. Strategic Marking of the Text

Because this series of texts focuses on the way people value life, you
will now need to take a second look at the soliloquy. This time, read
the text with a yellow highlighter or colored pencil (or devise some
other way of marking the text in a unique and easily recognizable way),
marking the places in the text where Hamlet describes what it means
to be alive.

Example: In lines two and three, Hamlet describes life as “the slings and
arrows of outrageous fortune,” so you could highlight that phrase as an
example of what Hamlet thinks it means “to be.”


2. Characterizing the Text

Take a look at the parts of the soliloquy you have highlighted and mark the examples with a “+” or “–”
to indicate whether the examples show a positive (+) outlook on life
or a negative (–) one. For the example above—“the slings and arrows
of outrageous fortune”—you would mark a “–” because it compares
being alive to being under attack. After you have marked several such
examples, reflect on the question asked earlier: At this moment, does
it seem as if Hamlet is an optimist or a pessimist?

For the next item, make a new entry in the table of contents titled "Paraphrasing the Text" and complete the activity in your notebook. You will need to make three entries.

3. Paraphrasing the Text

Continuing to work with your partner, choose three of your samples
and paraphrase them. “Paraphrasing” means putting the ideas of
another writer into your own words. Again using the “slings and arrows
of outrageous fortune” example, a paraphrase might sound something
like this: “Hamlet compares being alive to having fate shoot arrows at
him.” As you paraphrase, pay attention to the style used by Shakespeare
to convey his ideas. What is the difference between having
Hamlet say that life is like “the slings and arrows of outrageous fortune”
and having him just say, “Life isn’t very pleasant”? What are the
effects of Shakespeare’s stylistic choices as a writer?

We reviewed prepositions today and completed an activity to show how prepositions related words to each other in sentences.

We took Cornell notes on modifiers.

I assigned homework: 10.4 Grammar Reteaching Adjectives and Adverbs.

I assigned a modified vocabulary log with 10 logs.

An extra credit assignment was provided and is due on Thursday.

Complete the pronoun handout we started in class.
Answer the questions for Value of Life "To be or not to be" activities 1 and 2.
Study vocabulary.

Homework
For homework tonight: finish your reading log, and bring a marble compoisition book tomorrow.

Class Notes
We began class with our third journal, and I collected your practice reading logs, critiqued some of them, reviewed what is required to earn the points, and gave you independent reading time. I also handed out your official reading log books, and you began your first entries.

Furthermore, I reviewed the various supplies we use in class and made it clear as to which items you need to take them home, use in class, or both take home and use in class.

Folder - keep returned classwork, tests, quizzes, and handouts; keep journals.
Graded 2x weekly. Make sure the date is on each item in your folder.

Reading Log - Keep track of all reading logs. Enter one entry per book in the table of contents. Date all entries. Include your reading goal, your summary (what's going on in the story and how you implemented the reading strategy. Inlcude three vocabulary words with a context sentence and your best guess for the word. For homework, look up the actual meaning of the words. Graded weekly. Be prepared to turn them in each Monday.

Textbooks will be used in class and at home. I'll let you know when you need to take them home.

Composition Notebook - use this to take notes in class. Take this home, do not leave it in class.

For homework tonight: finish your reading log, and bring a marble compoisition book tomorrow.

If you missed the first day of class, you need to go to the class page and print out the expectations and syllabus.

You need to read and sign page two of the syllabus and return it by Tuesday.
Fill out and return the student information sheet (link below)


Email me if you have any questions: [email protected]

In class we have been looking up vocabulary terms for poetry.
2/15
Journal: If you could spend time with anyone (living or deceased) who would it be and why?
Brainstorm a list of poetry terms you know.
Look at the list "Literary Terms for Poetry List1.doc"
Look up words and find examples for each term.

2/16
Journal: If today was your last day on Earth, what would be your last meal?
What would you have to eat? Who would be there with you?

A. Finish working on vocab.

B. Read the Billly Collins poem "Litany". and read the assignment.
Read the rubric.
C. Use the handout "How to Read a Poem"
D. Analyze the poem.

Write your parody - Due Tuesday.

The link below is Billy Collins reading his poem,