English Ten Period 6

If necessary, re-read the Op-Ed piece and the short feature article on IPads. After re-reading, write a page response in which you identify and discuss differences between the two types of newspaper pieces. How is the Op-Ed piece different in subject and tone? WHy do you think the piece on ipads was so short? What similarities if any did you notice in the two types of writing? 2. Be sure to finish your crossword on Frederick Douglass 3. You thought I forgot about SOAPS but I didn't! It is due on Monday! NO exceptions! Have a great weekend!

English Ten Periods 5

Read Chapter 8 of The Narrative of Frederick Douglass. Then answer the study questions below on your own paper. Do not write them in your journal. Why was Frederick forced to return to the plantation after the death of his master? How was the value of the master’s property determined? How were the slaves valued? Why was the division of property between Mistress Lucretia and Master Andrew so horrifying to the slaves? What happened to Frederick’s grandmother after the deaths of Lucretia and Andrew? How does this anecdote help explain the value of slaves? How are slaves valued when compared to livestock? [The ironic comparison of slaves to livestock is a continuous theme of the narrative.] Who owns Frederick by the end of chapter eight? Why is Frederick forced to leave Baltimore? Then select two quotes from Chapter 8 and respond to them in your journal. Do not forget to include a vocabulary word and a level 1 question and an On My Own Question. Finally, continue to think and work on your newspaper. If you have an idea for a cartoon or drawing or commentary, begin working on it, and bring on Monday for group conferences.

AP English Literature Periods 1, 2

1. Complete Invective Assignment based on guidelines distributed in class! 2. Read Act III through scene 4. Read and re-read. We will be analyzing plot and character and themes next week. 3. Begin to think of sets of lines that interest you. Be sure to have a back up in mind as line selection is first come, first served!

English Ten Period 2

1. Be sure to work on your final Expository Presentations. We will begin presentations on Monday, June 3rd. If needed on Monday, Please bring a snack as we may need to stay into nutrition. 2. Over the weekend, please construct no fewer than 10-12 thought provoking questions to ask your mother; an aunt, older sister, or another woman who works (or has worked) outside of the home. You may want to include questions about how working impacted her self-confidence, or simply why she chose to work. Be sure to have a clean neatly hand-written or typed set of your interview questions, and DON'T forget to record a portion of your interview on your cell phone or ipad or something. 3. Don't forget to finish your SOAPS and an summary/reaction paragraph to Judy Brady's "I Want A Wife" article. 4. Finally, read as much of When I Was Puerto Rican as you can.

Honors English Ten Period

1. Reminder, Annotated Bibliographies and typed reflections are due on Thursday. 2. On Thursday, you will be writing an in-class essay on the following topic: Analyze a significant speech act made by a character in The Tragedy of Julius Caesar for the speaker's use of persuasive language techniques, including fallacies, appeals to certain emotions and other devices. Tonight, you may want to simply identify your speech and read it several times. Then thin: what effect does the speaker's use of language have on his or her audience? 3. We will also read/hear Act IV 5. Finally, I have decided to allow your line recitals to be your final exam. This will give us time to fully read Act IV and V. Watch the speeches; complete our in-class essay. On your final exam date, you will give your lines (to be safe, I will ask approximately 6-10 students to go on Monday, June 3rd). On that date, we will have our potluck as well.

English Ten Period 2

1. Be sure to finish your annotated bibliographies. If you did not return to get your bibliographies, you still must submit them on Tuesday, May 28th. 2. Question for Reflection: What impact does a mother working outside of the home have on her family? Discuss the change in family dynamics when a mother takes a job outside of the home. How might it both positively and negatively impact a fa3mily? 3. Read the chapter, "Mami Gets A Job." Why did Mami find it necessary to work? Where did she work? List five ways her working impacted her family. 4. I-Search papers are due next week!

AP English Literature Periods 1 and 3 The Fall of Rome Reading

Read The Fall of Rome Chapters 7-11; page 149 Please respond to the following study questions: 1. Why do you think Mr. Washington, an African-American himself who no doubtedly was stereotyped, continues to perpetrate stereotypes by only encouraging Rashid in running? 2. Why is it significant that Ms. Hansen is white? What purposes might the author have had to introduce a white compassionate character? What statement or theme is being made about mentorship and race? 3. Mr. Washing, in chapter 8, comes to make several realizations about Rashid--namely, that he was ignoring Rashid?He also gives his rationale for "not giving him a quarter". Do you agree with his rationale outlined at the bottom of page 90-91? 4. Discuss the irony in Mr. Washington being the poster child of diversity at the Chelsea campus, and his participation in diversity recruitment. 5. Explain the significance of Washington's run-in with Derrick Harper. Why is it significant? 6. Which demons, if any does Ms. Hansen grapple with as a result of being female, in a male dominated, elitist boarding school? 7. Why is Mr. Washington so stubborn? That is, why can't he help Rashid for Rashid's sake, and not because he has feelings for Jana? How will his intentions to help Rashid fail? 8. Even though he feels awkward when he picks up the chicken with his fingers, while Gerald's family uses their forks, Rashid's weekend with Gerald's family still proves to be eye-opening, important, and useful. Why? In spite of the differences between them, how do Gerald and Rashid continue to bond and really, become friends, despite their differences. 9. Come to class with a section, part, passage or aspect of the reading from Chapters 7-11 that you would like to discuss.