MID TERM EXAM REVIEW

First semester review
10th Grade Honors English-Pre AP
Susan Shehane
Wetumpka High School

Note: all students must write the midterm essay, regardless of whether they are exempt or not. This essay is due the Tuesday, Dec. 14. No late work will be accepted.


Topic: Explain the ideological forces of Colonial America (i.e, those that drove the Puritan period, and those that supported the Englightenment). Use specific arguments from the LITERATURE to draw a conclusion about the principles that shaped Colonial America.
Exam study guide
1.Native American literature – study introduction and “The Way to Rainy Mountain.” Identify myths according to their type.
2.Study notes on Puritans (see Puritan handout, my webpage).
3.William Bradford (text).
4.Mary Rowlandson (text).
5.Ann Bradstreet (text) – two poems
6.Edward Taylor (text or online) - “Huswifery”)
7.Notes on the Southern Planters (Va.).
8.Olaudah Equiano (notes and text).
9.Jonathan Edwards
10.Ben Franklin
11.Patrick Henry
12.Thomas Jefferson
13.Thomas Paine
14.Abigail Adams
15.Notes on the Enlightenment
16.DGP: Pronoun, antecedent agreement.
17.Subject/verb agreement.
18.Capitalization.
19.Five paragraph structured essay.
20.Vocabulary (eight lessons).

You should study all notes carefully and re-read each selection. Know all vocabulary from 8 ACT lessons.

MID TERM EXAM REVIEW

First semester review
10th Grade Honors English-Pre AP
Susan Shehane
Wetumpka High School

Note: all students must write the midterm essay, regardless of whether they are exempt or not. This essay is due the on Tuesday, Dec. 14. No late work will be accepted.

Exam study guide
1.Native American literature – study introduction and “The Way to Rainy Mountain.” Identify myths according to their type.
2.Study notes on Puritans (see Puritan handout, my webpage).
3.William Bradford (text).
4.Mary Rowlandson (text).
5.Ann Bradstreet (text) – two poems
6.Edward Taylor (text or online) - “Huswifery”)
7.Notes on the Southern Planters (Va.).
8.Olaudah Equiano (notes and text).
9.Jonathan Edwards
10.Ben Franklin
11.Patrick Henry
12.Thomas Jefferson
13.Thomas Paine
14.Abigail Adams
15.Notes on the Enlightenment
16.DGP: Pronoun, antecedent agreement.
17.Subject/verb agreement.
18.Capitalization.
19.Five paragraph structured essay.
20.Vocabulary (eight lessons).

You should study all notes carefully and re-read each selection. Know all vocabulary from 8 ACT lessons.

MID TERM EXAM REVIEW

Logical Fallacies Handout

NOTE: This is borrowed from Mr. Gunnar, AP English Language and Composition teacher.

Please go to

http://www.mrgunnar.net/ap.cfm?subpage=348991

HANDOUTS FOR FALLACIES PROJECTS

Please note that these two documents will be pasted below. Copies will be provided in class. Students are to use the requirements for the project as shown, and use a variety of fallacies in their presentations (minimum of five appeals/fallacies).

LOGICAL FALLACY PROJECT
For this project, you will select the media of your choice and create a presentation on the logical
fallacies used in advertising.
Requirements
Learning Objectives
1. Select five to ten advertisements directed at a specific audience
2. Identify the target audience for the advertisements
3. Identify the logical fallacies used to deliver the message in each one
4. Identify the message of each advertisement
5. Describe how the message is meant to persuade the target audience
6. Summarize the overall message
7. What does this message say about a particular group in society?
To demonstrate your understanding of the fallacies that surround you
To demonstrate your understanding of the types of fallacies used in advertising (using specific
examples or evidence to support your conclusions)
To analyze the messages delivered through advertisements
To share the responsibility of a group project
Your project will be graded using the following rubric:
Exemplary in
presentation and
understanding
(3 points)
Proficient in
presentation and
understanding
(2 points)
Basic
understanding
(1 point)
Total
Points
Examined the required
number of ads
Clearly identified the
intended audience of the
ads
Accurately identified the
logical fallacies in each
Demonstrated an
understanding and
analysis of the message
Provided examples or
evidence to support
conclusions
Indicated how the
message impacts
members of society
Presented information in
a clear and concise
fashion
Contributed to the group
project *
Total
* If this project is done as a group, full group accountability can be graded.
Copyright 2005 IRA/NCTE. All rights reserved.
ReadWriteThink materials may be reproduced for educational purposes.
Image ©2005 JUPITERIMAGES, and its licensors. All rights reserved.

Syllabus, Dec. 6-10

Monday: Homework - project (Fallacies) is due Friday. Students may work in groups of three. Handout of fallacies and project sheet provided both in class and posted to webpage. In class: Review for exam by identifying the types of arguments and appeals in Patrick Henry, Thomas Paine, Thomas Jefferson, and Jonathan Edwards.

Tuesday: In class -- continued review of arguments. We will reduce Declaration of Independence to a syllogism.

Wednesday -- D G P -- in class. Students will also work on outlining essays for midterm exam (topic posted below).
Homework: Project

THursday - same as Wednesday

Friday -- Presentation of projects
NOTE: All students should respond to one blog topic by Dec. 10 (see whstomahawk.blogspot.com)

BLOGGING REQUIRED

Students, please visit whstomahawk.blogspot.com and respond to one of the essay questions about the book you've read. All students must blog! Do not post your answer to this blog, because this blog is devoted only to assignments. The other is yours, more or less.

Thank you!

Happy Thanksgiving

Have a happy holiday, students and parents. Students, remember your essays are due Nov. 30 and that we have a book test on Dec. 2. All books must be turned in at the time we take the book test. You will not be allowed to take the test (and will receive a zero) if you do not return your library book on the day of the test.

By returning your book the day of the test, you will receive 10 points of extra credit and the opportunity to take your test.

Also, 10 points of extra credit can be earned by donating 1984 of Brave New World to the library.

Please look ahead at the syllabus provided so that you can stay up to date on upcoming projects and assignments.

Have a safe holiday.
Sincerely,
Susan Shehane

Syllabus, Nov. 29-Dec. 3

Monday - In class: Power Point presentations on rhetorical appeals (ethos, pathos, logos).
Homework (assigned before Thanksgiving): Essay on novel is due Tuesday. See earlier syllabus for topic.

Tuesday: In class - Power Point on logical fallacies.
Homework: Book test Thursday - Brave New World or 1984.

Wednesday: Review for book test.
Test tomorrow.
Fallacies project due Dec. 10 (see school website (files - Martha Shehane)
or link - http://wetumpka.ech.schoolinsites.com/?PageName=TeacherPage&Page='DocumentsCategory'&CategoryID=37192&iSection=Teachers&CorrespondingID=49772

Thursday: Re-examine writings of Englightenment period to determine strength of arguments, logical syllogisms.

VARIETY OF STUDY Q., 1984

Study questions will be taken from this long (sorry, but unedited) group:













Adapted from http://www.engdav.net/Notesfolder/12thgradenotes/1984_study_guide.htmStudy questions for 1984 by George Orwell
hapter I
3 The story begins with the clock chiming 13.  This manner of time repeats itself throughout Section One. How does this rendition of time contribute to the mood of the novel.?
4 Why does Winston hesitate to write in the journal? How does his initial foray reflect his true emotions/thought?
5 What is the Two Minutes Hate? How is it used?
6 Who is Goldstein?
7 Who is O'Brien?
8 How is the government portrayed? What is the significance of Big Brother?
9 List the different ministries and tell why their names are ironic.
10 How does Winston's writing of "DOWN WITH BIG BROTHER" contrast with his initial scribbling in the beginning?
11 Who are the Thought Police and what is Thoughtcrime?
12 What three classes of people have always existed? (p. 152)
13 In what ways have these three classes changed? (p. 152)
14 What is the purpose of war in the world of 1984?
15 What are the two aims of the Party?
16 What are the two problems with which the Party is concerned?
17 Why do all three superpowers forbit their citizens from associating with foreigners?
18 The governments of the three superpowers are alike in essence even though their forms of government have different names. Identify these similarities and explain why they exist?
19 What is the real "war" (p. 164) fought in each of the three governments? Your answer will explain the party slogan, "War is Peace."
20 What are the aims of the three groups? (p. 166-167)
ADDITIONAL QUESTIONS FOR THOUGHT

What changes in the pattern occurred in the nineteenth century?
1 How did socialism change in the twentieth century?
2 Why are the rulers in the twentieth century better at maintaining power than earlier tyrants?
3 What are the four ways an elite group falls from power? (p. 170-171)
4 How does the Inner Party make certain it will not fall from power? (p. 171-172)
5 How is a person’s class determined in the 1984 world?
6 What is doublethink and what is its purpose to the ruling class?
7 Why is the mutability of the past important to the ruling class?
8 Why will this ruling class live on while earlier tyrants fell?
9 What other significant points do you notice?
10 How does the historical background of the novel affect your understanding of its prescriptive nature?

Book Three
Chapter I

Chapter II
25 What sort of treatment does Winston receive on p. 198-200?
26 What is O’Brien attempting to teach Winston? (p.201-207)
27 On p. 209—211, O’Brien explains how the Inner Party avoids the mistakes of past totalitarian governments. State in your own words what O’Brien means.
28 What effect does the (painless) shock treatment have on Winston? (p. 212-213)
29 What questions does Winston ask O’Brien and what are the responses?
Chapter III
30 According to O’Brien, what are the three stages in Winston’s re-integration, and which stage is he about to enter?
31 Who wrote Goldstein’s book? Is what the book says true? (Notice the answer in its entirety, p. 215-216)
32 Why does the Inner Party seek power and how does this reason differ from the reasons of the Soviet Communists under Stalin and the Nazis?
33 Explain the slogan, "Freedon is Slavery."
34 How does one person assert their power over another?
35 How will Oceania differ from all traditional utopias? (p. 220)
36 Why does Winston feel he is morally superior to O’Brien and how does O’Brien prove that Winston is wrong?
37 How does Winston’s physical appearance affect him?
38 What good thing can Winston say about himself at the end of this chapter?
39 How does Winston feel about O’Brien? Why?
40 What final question does Winston ask O’Brien? (p. 225-226)
41 How is the Inner Party’s philosophy different from the Controller Mond’s philosophy in Brave New World?
Chapter IV
1 How has Winston’s environment changed? What does he do with his time? How does he show his obedience to the Inner Party?
2 How does Winston show that he is not entirely true to Big Brother?
3 How does Winston feel about Big Brother?
Chapter V
What happens in Room 101 and how does this "cure" Winston?
Chapter VI
1 What is the setting?
2 What is Winston’s job? (Look up "sinecure" if you don’t know it)
3 How did his meeting with Julia go?
4 How is it evident that Winston really is a different person?
5 What is happening in the last two paragraphs of the book?

THEMATIC DISCUSSION QUESTIONS
1 How does the historical background of 1984 impact your understanding and appreciation of the novel?

2 In what ways can Winston be compared to Winston Churchill?
 Part One

Chapter II
12 How are the actions of the children described by Winston?
13 How is Parsons described?  Why does Winston have disgust for him?
14 What is the message Winston hears in a dream?  What is meant by "no darkness?"
15 Why does Winston attribute this to O'Brien?

Chapter I
1 The dark haired girl is seen again. What is Winston's initial reaction at first sight of her?  How does this change as soon as he sees her fall?
2 How does Winston's attitude toward the girl change from the time he receives the note until after he actually reads it?  Why does he put himself through such torture just to read it?
3 What is the message on the note?
4 After he reads the note, Winston tries desperately to find the girl again. What are his fears, and which is his biggest fear?  Why would he feel this way?
5 The dark-haired girl 'takes charge' of the relationship firing up between Winston and herself.  What is the plan for them to meet (give both plans)? Why might she be the 'brains' of the couple?
6 What do their actions tell you about the unwritten 'rules' of the party?
7 Describe the actual place the two finally are supposed to reach for a liaison.  How is its description different from the description of the rest of London?
Chapter II
Chapter III
16 What is the significance of Winston's dream about his mother and sister being down in a deep "saloon"?
17 What is the symbolism in the dark haired girl "throwing aside her uniform" in his dream?
What is revealed about Winston's job?
18 What does he know about the past?
19 What does the telescreen do that is unusual?  What does the exercise instructor ask Winston to do?
20 What is INGSOC? What is Doublethink?

Chapter IV
1 This part deals primarily with Winston's job.  What, exactly, does his job require him to do?
2 Why does he take great delight in his job?
3 What does it mean by the doublethink: "Who controls the past controls the future. Who controls the present controls the past." (actually part III, pg 32, but relevant here)
Chapter V
pg46, last paragraph--How is Language an instrument of control?  of identity?
1 How do the attitudes towards sex reflect the Party's attitudes toward personal relationships? Why are personal relationships a danger to the Political party?
Chapter VI
1 This part concerns the proles and prominent party members.  What does Winston write which resides in the proles?
2 What are the proles compared to in this section?  How are they "free?" How is this contradicted?
3 Who are Jones, Aaronson, and Rutherford (pg 65)?  How are they a contrast to the proles?
4 Whom does Winston finally realize his diary is written for?

Chapter VIII
1 This part is a pivotal part for Winston.  Why is he in the Proles' section of town?  What risk does he run by being there?
2 There are many 'rules' not written down. What are a few of these rules, and what are the consequences for breaking them?
3 What question does Winston try to get the old man to answer?
4 Why do Winston's feet take him to the antique shop?  What is the significance of the coral embedded in glass?
5 Winston's introduction to the room above the shop is the climax of the first Section.  What does the room symbolize and how does it become Winston's obsessions?
6 The dark haired girl re-surfaces.  What are the dangerous implications of her presence in the prole section immediately after Winston leaves the antique shop?  Why do you think she pretends not to notice Winston?
7 More of the unwritten rules emerge at the end of part VIII.  What are these rules?  What is the place of "no darkness?"  Why is it significant that this answer appear in this part?
Section Two

How does the tone of the novel change in this chapter?  How does Winston change as he walks through the woods?
8 When the two finally meet, why is Winston unable to accept a relationship with the girl?  Why does he wait to learn anything about her?
9 What type of girl is Julia?  She identifies Winston as someone who does not 'belong.'  What does she mean by this?  How does she herself fit this appellation?
10 On pages 103-104, Winston and Julia listen to a thrush sing. Why does this particular occurrence cause the passionate reaction in Winston?  What do you think he means when he claims to want Julia to have slept with thousands of men?  about the party?
Why would their act be labeled a "political act" on page 105?

Chapter III

1 How does the Party overshadow Winston's and Julia's relationship?
2 What is the "Golden Country?"
3 What feelings towards Katharine does Winston reveal in this chapter, especially at the edge of the chalk-cliffs?
Chapter IV
1 What reasons does Winston give for renting the room.  Since Julia agreed with such eagerness, does she concur with Winston's decision?  What does the room represent to the two of them?
2 Winston describes his disappointment, even the verge of hatred, when Julia tells him she cannot make it one afternoon. (page 116) How is Winston's definition of love changing as his affair with Julia continues?
3 Julia gets some make-up. Winston is astounded when he first sees her.  Why do you think he called her more "feminine?" Do you think he is changing his opinion of her as a statement of rebellion? Is he "falling in love?"
4 Why would the coffee and real sugar be such cherished luxuries to Winston and Julia?  How do Winston's and Julia's actions reinforce their own disdain for the Party?
5 What fear of Winston's is revealed in this chapter?
Chapter V
6 Pg 124.  Winston  calls the room a paradise.  He comments on the antiquity of it all.  How is the room a paradise for him?
7 How does Winston's life improve in standards as his affair with Julia continues?  Why?
8 What is Hate Week? Describe some of the preparations for Hate Week.
9 What evidence is given in this chapter to suggest that the war is not real?
10 Pg 127-128. Winston is disturbed by Julia's lack of enthusiasm when she discovers she is wrong about the war and the 'true' enemy.  How does her reaction demonstrate a "Victory" of the Party?
11 What does Winston mean when he calls Julia "a rebel from the waist down?"  How does the following explanation reinforce the last part of question 5?
Chapter VI
12 pg 130. What is Winston's "expected message" in your own words?
13 O'brien coughs to get Winston's attention.  Does the following dialogue seem genuine or acted on O'brien's part to you?
14 Does the conversation have the intended meanding Winston attributes to it?  Explain.  Could this chapter foreshadow some future events? What?
15 What is the "Thought crime" committed in this chapter?
16 pg 132.  List the three steps Winston claims to make. To what end is he going?
17 How does O'brien behave towards Winston?  Do you think he acts deliberately, as Winston does, to convey some meaning? Explain.
Chapter VII
18 Winston spends a great deal explaining his last memories of his mother.  What setting does this occur?  Why would Winston believe that he had killed his mother?
19 How would you describe the state of the Party's control over the populace at this earlier time in Winston's life?
20 pg 137. What does the statement "The proles are human beings. We are not human," mean?
21 Even though Winston and Julia know that they will ultimately get caught, they still want to continue the affair.  Neither seem to fear the confession, nor the subsequetn execution by gunshot.  What does Winston identify as the ultimate defeat at the hands of the Party?
Chapter VIII
1 This is a very important chapter in the novel. Winston and Julia both pay a visit to O'Brien.  What had they "done...at last?"
2 Give some examples of how the Inner Party members have 'forbidden' privileges denied to lower Party members such as Winston and Julia.
3 What hope is revealed to Winston on page141-142?
4 When O'Brien asks his questions, it is described as thought ist wre routin, or "a sort of catechism." What does this imply about the litany of the questions?
5 How does the oppositoin to Big Brother remain at large?
6 Pg 146.  Reread the segment concerning Winston's briefcase.  How do the actions of O'Brien, (and also the explicit instructions surrounding it) mimic those of the Party?
Chapter IX
1 What happens on day 6 of Hate Week?  How does the Party pull this off?
2 What are the titles of the chapters of "The Book" Winston reads?  Where else do these titles exist?
3 Pg 153. Winston reads a lengthy portion of chapter 3. The war is given a definition.  How is it defined? How does it relate to the "average man?"  What does this suggest about the actual war in which Oceania is engaged?
4 Why does Orwell include detailed passages from Goldstein’s Book in 1984?
5 Notice that Orwell repeats the first paragraph of The Book on p. 152 and p. 166. Why would Orwell repeat himself in that way? What is the purpose?

FINAL ESSAY

The following topic will be used as part of your final-exam (essay) grade. This essay must be written in class; however, you may study, plan, and pre-write all you like.

Topic: Explain the ideological forces of Colonial America (i.e, those that drove the Puritan period, and those that supported the Englightenment). Use specific arguments from the LITERATURE to draw a conclusion about the principles that shaped Colonial America.

Essay Assignment - 1984 and Brave New World

In what way can 1984 and/or Brave New World be viewed as a warning to society? Outline your arguments first, supporting them from the text. Write concisely. Your final essay should be three (typed, double spaced) pages. Note: It is not necessary or even encouraged for you to conduct research. I prefer for you to use your own brain and your own words rather than another's. HOWEVER, if you do conduct research, PLEASE NOTE: You must properly document quoted material. Use PARENTHENTICAL CITATION and WORKS CITED. Failure to properly document quoted material WILL RESULT IN A ZERO. Remember, I'm more interested in YOUR THOUGHTS than other's.

YOUR ESSAY IS DUE IN FINAL FORM on the TUESDAY following our return from THanksgiving break. NO LATE WORK WILL BE ACCEPTED. Extra credit may be given for essays turned in early, provided those essays are in the correct form (see above). Turn in your outline with your work.

STUDY QUESTIONS - BRAVE NEW WORLD

BRAVE NEW WORLD
Aldous Huxley

[Note: some questions adapted from thebestnotes.com/.../Brave_New_World.../Brave_New_World_Study_ Guide18.html ]-Brave New World—Aldous Huxley
Explain the following terms and their significance in BRAVE NEW WORLD.
Decant
Alpha, Delta, Gamma, and Epsilon:
Soma:
Shakespeare:
Hypnopaedia:
Bokanovsky’s process:
Soma
Study Questions - Chapter 1
1. Describe the setting for the opening chapter of Brave New World. In what city and year does this novel take place? Explain the meaning of the year's designation (A.F.).


2. What is the motto of the World State? After reading the whole novel, you should be able to explain the significance of each.


3. Explain what is happening at the Hatchery and Conditioning Center.


4. Describe Bokanovsky's process.


5.What are the five castes of the World State?
6.How is each significant? What is the purpose of having a caste system?
7.What three abstract ideas become paramount in the new world system?


Chapter 2
1.What two objects are the babies being conditioned to dislike? In what ways does this conditioning keep “castes” in their place?
2.What is the “greatest moralizing and socializing force in our time”? Explain.
3.What are the “major instruments of social stability”?
4.Why does the State condition the masses to dislike the country?
5.Explain how hypnopaedia works. What is the purpose of hypnopaedia?
6.Explain the developmental process of each caste system, from cradle to adulthood.
7.Explain the new state religion? To whom does each person pledge allegiance? Why? What purpose is served in combining a religious ceremony with group sex?




Chapter 3
The beginning pages of Chapter 3 presents a kaleidoscopic view of the State's way of life. Think of it as you would a rapid succession of TV images presented to make a single impression.

1.What is the requirement for any new games? Why is this so?
2.Explain the State's attitude toward sex. How does the State regard marriage?
3."Ending is better than mending." "The more stitches, the less riches." How do these sayings express the economic views of the State?


Chapter 4
1 Where do Bernard Marx and Lenina Crowe plan to visit?
2 Explain Bernard Marx's attitude toward the State.
3 What is Helmholz Watson's job?
4 Explain Watson's feeling toward the State.


Chapter 5
1. Compare the recreation and social activities of the lower castes with those of the upper castes.


Chapter 6
1. Over the stormy water of the English Channel, what desire does Bernard express to Lenina?


2. List three adjectives of phrases to describe Lenina's personality.


3. The Director (Tomakin) tells Bernard of a visit he made to the New Mexico Indian Reservation twenty years ago. What unusual thing happened there?


4. Bernard learns that he is going to be deported to Iceland. Why?


5. Rephrase Lenina's saying "Was and will make me ill. I take a gramme and only am."




Chapter 7
1 . List three conditions Lenina dislikes at the Reservation, How are these conditions contrary to what she has been taught and conditioned?


2. What is the purpose of the whipping ceremony that Bernard and Lenina witness?


3. John ("The Savage") reveals he was born on the Reservation. Who is his father and where is he now?


4. Linda describes ways in which she cannot reconcile her way of life in the Other Place with that of the Reservation. List ways that seem to trouble her most. Discuss their significance.


Chapter 8
1 . Why does Linda suffer dislike and rejection on the Reservation? Why do the women especially dislike her?


2. What is mescal and how does it help Linda?


3. From what sources has John obtained his education?


4. When John was sixteen, he went with the Indian boys to a puberty ceremony. Describe what happened and how it affected John. Why is this scene significant to the overall understanding of a state that has total control over the individual?


5. What do Bernard and John have in common? In what ways is Bernard changed by meeting John?


Chapter 9
1. Explain why Bernard wishes to take Linda and John to London.


2. List three adjectives or phrases to describe John's feelings when he discovers Lenina asleep on her soma holiday.


Chapter 10
1. Name three faults the D.H.C. finds with Bernard's behavior. How does Bernard react to the D.H.CVs accusations?


2. What "obscenity" does Linda fling at the D.H.C. (Tomakin)?


3. How do the workers react to John's calling the D.H.C. "My father"? Why?


Chapter 11
1. What happens to the D.H.C. after the scene in the Fertilizing Room?


2. Give three reasons why no one had the smallest desire to see Linda.


3. How does Dr. Shaw justify keeping Linda on a soma-holiday even though it will shorten her
life? Explain Bernard's sudden increased popularity.


4. Give two reasons the Savage (John) shows little astonishment or awe at civilized inventions.


5. Describe the Savage's reaction to the sight of work being done by single Bokanovsky groups.


6. Who is Ariel?


7. What do you think the phrase "civilized infantility" means?


8. In the Electrical Equipment Company, "each process is carried out, so far as possible by a single Bokanovsky group." Explain what this means.


9. The Savage views the factory, saying, "O brave new world that has such people in it." Explain how this statement can be considered the dramatic climax of the entire novel.


10. The libraries of the World State contain only reference books. Why is this so?


11. How is John affected by the feelies?


Chapter 12
1. Helmholtz, the propaganda writer, and John have become friends. When John reads to him from Romeo and Juliet, Helmholtz bursts into laughter. State three things that amuse him.


2. Helmholtz calls Shakespeare a "marvelous propaganda technician." How does he explain
Shakespeare's success?



Chapter 13
1 Explain the essential difference in the nature of John and Lenina.


Chapter 14
1. Explain the purpose and method of death conditioning. How does this fit into the overall emotional conditioning of the people? Why do you think that Huxley included this detail?


2. Why does John become angry at the children?


Chapter 15
1. What does John say he will teach the mob of hospital worker?


2. Describe John's actions at the hospital.


3. How do the people react to what John does?


4. Describe the actions taken by the World State Police.


Chapter 16
1. Give three reasons why Shakespeare is prohibited in the World State.


2. How does Mustapha Mond say he paid for being too much interested in truth?


Chapter 17
1. What two things does the Savage (John) say that the people have sacrificed for their happiness?


2. What third sacrifice does the Controller add?


3. Why do you think the people of the World State have no need of a god?


4. What does the Controller call "Christianity without tears"? Explain.


5. The Savage claims the "right to be unhappy." Explain this statement. Include some of the
specific instances of unhappiness that he says are his right.

Chapter 18
1. After Bernard and Helmholtz are exiled, the Savage runs away to be alone. Tell the conclusion of he novel in 6 to 8 sentences.


Entire Novel
1. John Savage and Mustapha Mond discuss civilization in chapter17. John says two startling things: “What you need is something with tears for a change. Nothing costs enough here” and “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.” Take the side of Mond and Savage and clarify the points of view of each.

2.What does the division of persons from birth suggest about Huxley's own views of the “caste system”?
3.What is the significance of choosing Henry Ford as “God?”

3. The name John Savage could be considered ironic. Explain how.

4. Huxley’s brave new world has eliminated pain, suffering, disease, and and old age. What is lost in this effort to create a perfect world? Explain your position.

7.Knowing what you know about the HIV virus and the communicability of AIDS, discuss the impact it would have in Huxley’s society. Factor in exponential progression, time and psychological implications.
8.In many ways, both Brave New World and 1984 can be described as a satire on “utopia,” as either a prediction or warning of social change. Take a position and defend it with details from the novels.
9.In what ways does Brave New World support the “Malthusian Principle” and mock Darwinism?
10.If the reader considers Brave New World to be exaggeration/ satire, what do you find to be the author's true view of science as a social medicine? What does he suggest are the dangers of bio-engineering?
11.In both Brave New World and 1984, what is the danger in the loss of individualism?
12.Consider Brave New World a testament of science run amuck and 1984, a novel of technology used for the wrong purposes. Defend/explain this statement.
13.In a paragraph, explain the brave new world Huxley describes. What kind of world is it? Summarize, paraphrase, extend meanings to capture the total effect of the book.
14.Is either novel optimistic or pessimistic for the human species? Take a position and defend it.
15.Why are both books considered classic today? Why are they recommended for college-bound students?

SYLLABUS, NOV. 15-20

Monday, Nov. 15 - Mrs. Shehane returns. Please re-read or review BRAVE NEW WORLD or 1984 (assigned books before my medical leave). Students should have completed books before my return date of Nov. 15. Handouts were given out last week (pre-reading/history of books).

For study guide on BRAVE NEW WORLD, visit http://thebestnotes.com/booknotes/Brave_New_World_Huxley/Brave_New_World_Study_Guide01.html

For study guide of 1984:
http://www.gradesaver.com/1984/
Your homework is to study the guides and be prepared to work in small groups to address "big picture" of novel.

TUESDAY: Small group discussions of major conflicts, themes, motifs, etc., of assigned novel.
Wednesday: Continue small group discussion, then report to the class.
Thursday: Same

FRIDAY - book test.

NOTE: Students will be given an essay topic for the novel. All students will write a literary analysis of the assigned topic. NOTE: You may use outside resources, but NO PLAGIARISM WILL BE TOLERATED. It's important to paraphrase, quote only as needed, and to properly cite the source of your information by using MLA Works Cited and documentation. CONSULT YOUR TEXTBOOK OR mla.org

Syllabus, Week 9, Honors English 10 (Pre AP)

Monday - in class: Thematic study (the big picture) of 1984 and Brave New World.
Homework: Vocabulary lesson 4.

Tuesday - in class: Small group study of discussion questions related to thematic understanding of 1984 and Brave New World.

Wednesday - Continued group work and sharing of discussion questions (groups). A take home test will be provided (due next Tuesday).

Thursday - see Wednesday

Celebrate HOMECOMING THIS WEEK!

Student intern Q. Chattman begins teaching Honors English 10 -- all classes -- beginning next week! Welcome, Mr. Chattman.
NOTE: This is the end of the nine-week grading period.

Anne Bradstreet

Syllabus, Week 8

Monday - in class: Close reading (annotated) of ANNE BRADSTREET POEM. (See http://www.annebradstreet.com/verses_upon_the_burning_of_our_house.htm) or new textbook.
Homework: READ FOUR TO FIVE CHAPTERS A NIGHT - ASSIGNED NOVEL (1984 or BRAVE NEW WORLD).
Further reference: http://www.annebradstreet.com/anne_bradstreet_bio_001.htm
Biography

TUESDAY: in class -- Structured rhetorical essay.
Homework: READ FOUR TO FIVE CHAPTERS A NIGHT - ASSIGNED NOVEL

WEDNESDAY and THURSDAY - in class -plan your literary analysis/rhetorical analysis of Anne Bradstreet poem. This will be written in class FRIDAY.
THESIS = QUIZ grade.
PLAN with topic sentences and evidence for each paragraph = quiz grade.
All essays must be written in class (timed).

FRIDAY - Write essay, analyzing Anne Bradstreet's poem ("Upon the Burning of Our House").
NOTE: FINISH NOVEL BEFORE MONDAY, please.

Additional reading: Please read Anne Bradstreet's poem "The Spirit and The Flesh" (online). See http://www.poemhunter.com/anne-bradstreet/

WRITING PROMPT FOR ESSAY THIS WEEK: How does Anne Bradstreet's poem "Upon the Burning of Our House" reflect the struggles, both internal and external, that she has as a Puritan wife and mother?

HANDOUTS

Students and parents:

Please visit the school website (my files) for study guides, WEBQUESTS, Puritan period background/handouts, and instructions on BLOGGING.

http://wetumpka.ech.schoolinsites.com/?PageName='TeacherPage'&Page=9&StaffID='49772'&iSection='Teachers'&CorrespondingID='49772'

What a great year we're having!

Susan Shehane

WEBQUEST Assignment - Puritan Period

Source: http://www.molineschools.org/mhs/media/Pathfinders/English/Puritan%20Period.htm

Webquest for the Puritan Period
 
Welcome! You are about to embark on a quest for knowledge! You will obtain information on Puritan perceptions, attitudes, values, and beliefs. Hopefully, you will learn something new and interesting to share with the class.
 
Have your answer sheet beside you as you work on the questions below. Record all your answers on your sheet. You are restricted to the hyperlinks listed below. All necessary information will be found on the selected sites. You are not to venture elsewhere on the web. Time is limited, so lets begin!
 
1.)    What were some of the Puritans beliefs and values?
Scroll down to MASSACHUSETTS BAY: A PURITAN COMMONWEALTH and
CHARACTERISTICS OF PURITANISM: MYTH AND REALITY.
List three of each.
www.wfu.edu/~matthetl/perspectives/three.html
 
2.)    What is predestination? What role did this play in Puritan society?
Remember what you read in the above section.
http://www.dictionary.com
 
3.) How did the Puritans view education?
http://www.nd.edu/~rbarger/www7/neprimer.html
 
4.)    What was the tool Puritans used to teach their children? In addition to the alphabet, what else was taught using this tool?
http://www.gettysburg.edu/~tshannon/his341/nep07pg12_13.htm
 
5.)    How were the Puritan beliefs reflected in the laws of Massachusetts? Look in particular at the punishments.
http://lcweb.loc.gov/exhibits/religion/rel01.html
 
6.)    Salem Village was the center of the witch trials. Look at a copy of an arrest warrant. What proof is provided?
http://www.law.umkc.edu/faculty/projects/ftrials/salem/salem.htm
 
7.)    Look at a portrait -- Examination of a Witch. How are the conditions of the examination depicted? Record full details in a paragraph.
http://www.law.umkc.edu/faculty/projects/ftrials/salem/SAL_PHO.HTM
 
8.)    Look at the trial records of Sarah Good, in particular, the Summary of Evidence. What kind of evidence led to the indictment of Sarah as a witch? Look at the particular wording of those accusing Sarah.
http://www.law.umkc.edu/faculty/projects/ftrials/salem/ASA_GOOD.HTM
 
9.)    You are accused! Go to this link to see what your options are once you have been accused. Record your findings.
http://www.law.umkc.edu/faculty/projects/ftrials/salem/accused!.html
 
10.)            Play Jeopardy and see how much you have learned about the witch trials.
http://www.law.umkc.edu/faculty/projects/ftrials/salem/scopesjeopardy[1].htm

Syllabus, Week 7, Sept. 20-24, 2010

MONDAY, Sept. 20
Note - Biology AHSGE Tuesday. All students who are testing should have been notified.
IN CLASS - Reading -- Anne Bradstreet (poems) and Mary Rowlandson.
Homework -- study for vocabulary test (FRIDAY). Read NOVEL (BRAVE NEW WORLD by Aldous Huxley or 1984 by George Orwell).
NOTE: BRAVE NEW WORLD in its entire text can be found online at huxley.net/bnw

TUESDAY: BIOLOGY TEST AM - AHSGE
In class -- BLOGGING IN THE LIBRARY
Respond to blog question at whstomahawk.blogspot.com
Complete WEBQUEST in library (if you're testing, still come by to get a webquest form).

WEDNESDAY - Math testing - AHSGE
In class -- Discussion on readings for the week.
"Close reading" of readings.
Analyze according to characteristics of Puritanism.
Note: In text book, read poetry of Edward Taylor.
Test FRIDAY on readings AND VOCABULARY.

THURSDAY - SEE WEDNESDAY (modified block schedule).

NOTE TO ALL: Test tomorrow -- all readings from Puritan period, notes on Puritan period, plus VOCABULARY LESSON 3 (matching test only this week).

Coming up SOON: ESSAY TEST ON NOVELS - either BRAVE NEW WORLD (Huxley) or 1984 (Orwell).

Parents: We need supplies - please donate file folders or 8 x 10" envolopes so that I can keep records of your son's/daughter's work. No money for supplies is available at the school/county/state level. Thanks for your help. Extra credit will be given to students.

Syllabus, Week Six, Sept. 13-17

For we must consider that we shall be as a City upon a hill. The eyes of all people are upon us. Soe that if we shall deal falsely with our God in this work we have undertaken, and so cause him to withdraw his present help from us, we shall be made a story and a byword throughout the world.
- John Winthrop, governor of Massachusetts Bay Colony, "A Modell of Christian Charity," discourse written aboard the Arbella during the voyage to Massachusetts in 1630

MONDAY, Sept. 13: Using 3-2-1 outline methods (reading strategy) - read and outline introduction to Unit 1, early America.
NOTE TO PARENTS: Some students may have different versions of textbook. This is not a problem because selections will be the same.

ALSO NOTE: CHANGE - students should purchase (online is cheapeast) or check out from the library (any library) BRAVE NEW WORLD by Aldous Huxley.

Please note that I will no longer be able to check out and have available class sets because too many library books ($30 apiece) have simply been taken from my room. I can't afford to replace these.

TUESDAY, Sept. 14: Vocabulary Lesson 3 - SAT vocabulary words. Read WILLIAM BRADFORD in text.

WEDNESDAY, Sept. 15-16 / THURSDAY (MODIFIED BLOCK SCHEDULE). READ ANN BRADSTREET in text.
Writing assignment based upon the early writers will be given -- TBA>

FRIDAY, Sept. 17 (in class) WRITING WORKSHOP - revise literary analysis from last week - LTF
NOTE: All students must post to the class blog located at whstomahawk.blogspot.com -
Create a Google account (not a blog) and post your response. Make sure you use your full name as a sign in. No anonymous posts will be published, and only publishable responses will be posted. Posts unsuitable for publication will receive a failing grade.

FAQ (Frequently Asked Questions)

Honors’ 10, Pre-AP English
Wetumpka High School
Susan Shehane
martha.shehane@elmore.k12.al.us

Frequently Asked Questions

Q: What is “Pre-AP” and how does it differ from standard or advanced English?

A: Pre-AP English is a college preparatory class that helps prepare students for college and for Advanced Placement (AP) classes. The goal of the Pre-AP class is to elevate expectations, follow the county’s policy of increasing “rigor,” and show the curriculum’s direct relevance to college entrance exams and AP success. Students who take all AP classes offerred at WHS and pass AP exams may begin college as sophomores.

Q: Can students earn college credit in a pre-AP class?

A: No, students don’t earn college credit in their sophomore English PRE-AP class, but the class will help them succeed in sophomore History AP classes by helping them with analytical thinking and writing.

Q: What curriculum is used in Pre-AP English?

A: Glencore Literature, Course 4, and supplemental novels*. For writing, reading skills, notetaking, and analysis, we follow the curriculum provided by the A+ College Readiness Program via a Dell Corporation grant administered by Laying the Foundation (LTF), based in Texas and coordinated through the State Department of Education. Parents and students can access many of the LTF materials at layingthefoundation.org . Our Wetumpka LTF coordinator is Mrs. Teri Thompson, who teaches Senior English and AP classes at Wetumpka High School.

*Brave New World, Dante’s Divine Comedy (The Inferno), The Scarlet Letter, Huckleberry Finn, Julius Caesar, and online full-length texts such as Walt Whitman’s “Song of Myself,” John Winthrop’s “City Upon A Hill” sermon aboard the Arabella, As I Lay Dying, and other materials deemed appropriate and recomended by LTF. Please note that video clips will be used to accompany all, most, or some of these materials.

Q: What will students do in class?
Students will read and respond to literature by writing analytical essays. They’ll be tested on materials, but a primary goal of the class is to elevate critical thinking and prove their abilities through analytical writing. Students will also do a variety of projects and presentations, sometimes in groups.

Q: What is the grading policy?
First semester:
Two nine week grades (40% each).
Midterm (20%). All students must take the midterm. Exemptions for less than four absences will be made for the final exam (May). Please consult the WHS Student Handbook.

Each nine week grade will consist of a variety of assessments, including tests, essays, and projects (70%), quizzes (25%), and homework (5%).

Often, quizzes will be unannounced; therefore, students should always come to class prepared. Work begun in class but unfinished must be completed for homework but may sometimes count as a quiz grade, depending upon the complexity and involvement of the assignment.

Note: Projects will count as 2-3 test grades.

Q: How will writing be graded?
I use rubrics and give these materials to the students so that they can “grade” their own work before turning it in. Such rubrics are posted on my school website (gowhs.com ; click on “faculty”; find Shehane: go to files or documents).

Q: How often will tests be given?
Tests will be given frequently, at least every two weeks. Students should also expect a vocabulary test each two weeks.

Q: What source of vocabulary is used for such tests?
Students in Pre-AP English will study the LTF vocabulary list from ninth- twelfth grades. This list is called the SAT Vocabulary List and can be found on the layingthefoundation.org website. Words for each test will also be listed on our weekly syllabus.

Q: Where can I find the weekly syllabus?
When ink is available at school, I will print a weekly syllabus for each student. Right now, we have no ink. The syllabus is posted at susanshehane.blogspot.com .

Q: I understand that the “no zero tolerance policy” has changed in your class. Can you explain?
A: Yes. Students in pre-AP English will no longer be allowed to make up zeroes without an excused absence or parental notification of extenuating circumstances, such as illness, family emergency, etc. In other sophomore classes, the Freshmen Academy policy of assigning detention to make up zeroes may be followed. Please note that this will not be the case in our pre-AP English class. We’re trying to produce college-ready students. Enabling them to make excuses would be counter-productive to the A+ College Readiness grant administered by LTF; therefore, I will not accept any late work or allow students to make up zeroes without an excused absence. Students who do have an excused absence must make up tests and other assignments within two days of their return. It is up to the student, not the teacher, to ask about making up a test.

Q: Can students re-take tests they fail in pre-AP English?
A: No.


Q: Do all essays have to be typed?
A: No. Rough drafts, in fact, must be written in class, frequently in a timed manner. This is to help students prepare for AP exams in which they must respond in writing on a timed test. If I ask students to type, say, a final copy or a research paper, again, they must write their rough drafts in class. A typed copy can be printed and turned in (or e-mailed) as long as a written rough draft is available. No plagiarism will be tolerated. Students must follow the MLA style. Please visit the “OWL” at Perdue University’s website. You may also view the county plagiarism policy on my school website or on the county’s website (elmoreco.com >curriculum> downloads)

Q: How can I best help my son or daughter?
A: The best way for parents to help students is by encouraging them to do their best, even when that means re-doing an essay or project. Our goal is to strive for excellence and to exceed the state’s minimum standards. I’m excited about our elevated expectations, and I know that you will be, too.

Q: What should my son or daughter do if he/she needs extra help?
A: Advise your son or daughter to see me after school. My planning period is 2:30-3:20, and I’ll be very happy to help during the eighth period. That’s one of the reasons Mr. Dennis has scheduled an eight period day -- to better accommodate students.


Q: What about the class blog? I’ve heard of this.
A: Students will be required to participate in the class blog, located at whstomahawk.blogspot.com. To participate, they simply need to create a Google account and log in. Only posts suitable for publishing will be posted (and therefore graded). No anonymous posts will be accepted. For more information, visit my school website.

Q: How can I see my son’s or daughter’s grades?
STI for parents is available. Please keep in mind that grading takes time, especially in an English class.

For more information, e-mail Mrs. Shehane at martha.shehane@elmore.k12.al.us

Syllabus, Week Five

"The human mind is like umbrella. It functions best when open. "
Max Gropius

WEEK FIVE SYLLABUS
Sept. 6-10

MONDAY - LABOR DAY HOLIDAY
TUESDAY - Open House, 1-7:00 p.m. (Teachers break 4-4:30 p.m.)

WEDNESDAY - In class - Students will write a thesis and an outline based upon their annotated notes from THE WAY TO RAINY MOUNTAIN. Note: Due Friday -- Students should write a narrative or expository essay using all vocabulary words and five sentence patterns (participial phrase, absolute phrase, appositive, adjectives shifted out of order, and prepositional phrase).
NOTE: This essay replaces the vocabulary test this week. NO LATE WORK WILL BE ACCEPTED.

THURSDAY - SAME
NOTE: Essay using vocabulary words is due tomorrow. No late work will be accepted. Zeroes can not be made up in Honors English (Pre AP) 10 without excused absence.

FRIDAY - TURN IN VOCABULARY ESSAY at the beginning of class.
IN CLASS: Complete rough draft of literary analysis.

Parents: Please note our policies have changed for PRE AP Honors 10 English. Students will not be allowed to re-take tests or make up zeroes without excused absence. No late work will be accepted.

Latin phrases all students should know

Thanks to all of you who expressed a clear desire to learn cultural phrases that all citizens should know! I promised to provide such a list for you, but that may be impossible.

However, here's a good start. The following link provides a list of Latin phrases that are common to our culture.

Please visit http://www.associatedcontent.com/article/297925/latin_phrases_everyone_should_know_pg2.html?cat=4

You may research Ed Hirsch's book called CULTURAL LITERACY.

Thanks for your interest and keep up the good work!

Week 4 Syllabus-Honors 10 English Pre AP{

Be slow in choosing a friend, slower in changing.
Ben Franklin, US author, diplomat,
inventor, physicist, politician, & printer (1706 - 1790)
Syllabus
Honors English 10 Pre-AP English
Mrs. Shehane
August 30-Sept. 3, 2010

Monday, Aug. 30 – Test – NA Myths (text will be provided in class due textbook shortage); please note that after the Native American unit, variations in text will not be a problem, since both the old and new textbooks have the same authors. A CD of the new textbook is available for all students.
Homework: Vocabulary worksheet and list (SAT List 2, visit layingthefoundation.org for more information).

Tuesday, Aug. 31 – “Close reading” - The Way to Rainy Mountain (in-class text – do not bring textbook this week). Class/homework: On-the-line, between-the-lines, and beyond the line reading (study notes from class).

Wednesday, Sept. 1 - Annotated notetaking (continued novel in class). Notes will be checked for a grade- imagery, syntax, diction, themes. HW - Write a paragraph using TEN vocabulary words and FOUR SENTENCE patterns. Paragraph should be coherent.


Thurs., Sept. 2 - In class- write a short literary analysis using notes from this week. Rough draft will be graded in class. FINAL DRAFT DUE FRIDAY in MLA format. Essay does not have to be typed.

Friday., Sept. 3 Essay due today. This will very likely become a rough draft, but do turn in your best work. See sample checklist provided below.

In-class: ACT and AHSGE practice using USA Test Prep or ACT practice (online).

SAT Vocabulary list 2 (test NEXT week): 1-antithesis, 2-ascend, 3-austere, 4-autonomous, 5-banal, 6-benign, 7-capricious, 8-dawdle, 9-defamation, 10-esoteric, 11-exacerbate, 12-extol, 13-fastidious, 14-furtive,15- gregarious, 16-hypocrite, 17-innate, 18-lethargic, 19-melancholy, 20-opaque, 21-prolific, 22-reprove, 23-symmetry, 24- tranquil, 25-venerate


Students are responsible for knowing all forms of the word, using the words in sentences, and mastering sentence patterns which include the following:

Participial phrases, absolute phrases, appositives, and (NEW) adjectives shifted out of order.

Participial: Repudiating the evidence, the lawyer pointed his finger at the defendant.
Absolute: His finger pointed, the lawyer repudiated the evidence provided by the defendant.
Appositive: The lawyer, a defense attorney from Atlanta, pointed his finger at the defendant.
Adjectives out of order: The defense attorney, stern and determined, pointed his finger at the defendant.

Note: Students are off Sept. 6-7
Parent Report Day: Sept. 7 – See WHS website for details. (gowhs.com)
Checklist for Literary Analysis
 
Introduction
____ Lead your reader into the topic.
______ Begin with an interesting attention getter
______  Establish the work (Title in itatlics or underlined – use the complete title) and the auth)
______  State your central idea - The central idea is the main idea of the paper, the “glue” of the paper.
       Example: Mark Twain’s The Adventures of Huckleberry Finn is a drama of moral conflict in which Huck struggles between his heart and his conscience.
____ State your Thesis at the end of your introductory paragraph- The thesis is the specific plan, the “parts” you’ll prove.
 Example:  Several important scenes illustrate Huck’s conflict between his sound heart and his deformed conscience:  when Huck hides Jim’s identity to the slave traders, his apology after the fog scene, and his decision to rip up the letter to Miss Watson and decides to free Jim.
 
Body
____ Develop the idea outlined in your thesis
 ____ Support your analysis with quotations and examples from the primary source
____  Discuss/Elaborate on your quotations and examples
____  Support your analysis with quotations and examples from the secondary sources (note we're skipping this process in our first paper. Use only YOUR ideas, not others).
____  Discuss/Elaborate on your quotations and examples
 
Conclusion
____ Restate your thesis in the first sentence of your concluding paragraph. DO NOT USE THE SAME WORDS.
____ Summarize your ideas
 
Remember to…
____  Provide solid transitions (within and between paragraphs)
____  Write in present tense (the book and characters continue to live)
____  Use third person throughout (no “you”, no “I”)
    Example: “Jim is a better father than Pap ever was.”
 ____ Do NOT write: “In my opinion…”        “I think…”        “As you can see…”
 ____ Include at least nine embedded citations in your paper:
    Minimum of five from the primary source (the book, poem, etc.
 )  (Skip for now – in the future -- Minimum of ten from at least three secondary sources
 
Embedded Citations
 
Guidelines for using Modern Language Association (MLA) parenthetical citation style within your text:
 
1. Openly credit the author’s name in your sentence and cite the page number within parentheses following the quotations or paraphrase.
            Example:
            According to Gladys Carmen Bellamy, The Adventures of Huckleberry Finn falls naturally into three thematic units” (16).
 
2. If you do not use the authors name in your sentence, cite the author's last name and page number within parentheses at the end of the cited material.
            Example:
“Basically honest, Huck nevertheless tells lies throughout the novel, lies which are excusable only because they are absurdly transparent” (Miller 93).
 
3. Attribute quotes to speakers, but remember to cite within parentheses the author of the source, not the speaker of the quote.
Example:
Jim shows his anger at Huck's cruel joke when he says, “En all you wuz thinking ‘bout wuz how you could make a fool uv old Jim wid a lie” (Twain 48).

4. Avoid quotes longer than four typed lines long.  If you must use one, set it off from the rest of the essay and do NOT use quotation marks.
Example:
Huck was especially frightened when he overheard one of the murderers say,
It's a lie Jim Turner. You’ve acted this way before.  You always want more'n your share
 of the truck, and you've always got it, too, because you've swore't if you didn't you'd
 tell. But this time you’ve said it jest one time too many.You're the meanest,
 treacherousest hound in the country (Twain 51).

5. Do not use “p.” or “pp.” for page numbers.

6. Use a “Works Cited” list at the end of your paper.
This should include the following:
Only the sources you cite in your paper
Sources in alphabetical order by author's last name
Double spaced lines
Hanging indentations

Week 3 Syllabus

“In matters of style, swim with the current;
In matters of principle, stand like a rock.”
Thomas Jefferson
Syllabus

Honors English 10 Pre-AP English
Mrs. Shehane
August 23-27, 2010

Monday, Aug. 23 – BENCHMARK TESTING (Language)
Classwork: Vocabulary practice (25 words); Test Friday
Test on all Native American myths Wed./Thurs. (modified
block schedule)

Tuesday, Aug. 24 – BENCHMARK TESTING (Reading)
Homework: Study vocabulary and myths
Voc. test Friday; N.A. test Wed. for odd-numbered classes, Thurs.,
even.

Wednesday, Aug. 25 Test- NA Myth
Voc. test Friday

Thurs., Aug. 26 INDIAN PERIOD – guest presenter – Dr. Del Witherspoon,
author of two books based upon Wetumpka's Native American
history; retired professor, Auburn University Montgomery.
Location TBA.

Friday., Aug. 27 Vocabulary test
Independent reading TBA.

Vocabulary list: altruistic, ambivalent, angular, arrogant, aversion, discern, disdain, disparage, disparity, embellish, engender, innocuous, insipid, lament, laud, obscure, ostentatious, prodigal, repudiate, reticence, revere, serene, subtle, superfluous, taciturn

Students are responsible for knowing all forms of the word, using the words in sentences, and mastering sentence patterns which include the following:

Participial phrases, absolute phrases, appositives.

Participial: Repudiating the evidence, the lawyer pointed his finger at the defendant.
Absolute: His finger pointed, the lawyer repudiated the evidence provided by the defendant.
Appositive: The lawyer, a defense attorney from Atlanta, pointed his finger at the defendant.

Welcome!

August 2010

Dear students and parents,

Welcome to Wetumpka High School's Tenth Grade Honors English Pre-AP class. By signing up for the class, you have already shown that you are college-bound. Congratulations! This class is designed specifically to help you to become college-ready, and we are most grateful for the abundance of grants and public interest that have made this class possible.

You will become the first A+ College-Ready group of tenth graders at Wetumpka High School, and we will follow guidelines, texts, and tools all made possible by the "Laying the Foundation" program provided through grants. For more information, please visit www.layingthefoundation.org . We are also most grateful for public grants paving the future with the 21st Century Classroom. Thank you, City of Wetumpka and others.

Most of all, I am excited about our journey together as we embark on the study of American literature, 1600-1900. I look forward to getting to know all of you, and I welcome questions and response from both you as well as your parents.

Students, remember that this is an interactive "blog," so you may ask questions here, voice responses to activities, check your homework assignments, and find notes you may need. Remember that you can always e-mail me through the school's website (martha.shehane@elmore.k12.al.us). I will respond as quickly as possible.

Remember that our blog is a formal setting -- so you should not write on it as you would on FaceBook or MySpace. All comments will be "moderated" (they must get my "okay" before they're published). You must sign your work; no anonymous responses will be considered.

I look forward to working with all of you -- we'll have a great year!

Sincerely,
Susan Shehane
Wetumpka High School
Honors 10 English (Pre-AP)
Creative Writing & Journalism