Movie vs Play - please answer the following question in an email to me at ssackstein@wjps.org

How has Roman Polanski interpreted what happened in Shakespeare's play? Give specific examples of what Polanski changed for the benefit of a movie goer.

Make sure you make specific reference to today's viewing - Act 2-Act 3 (middle)
Please do NOT post your answer on the blog

Macbeth re-do due Monday, 6/7

You will need to send me via email a proposal of what you plan to do by Thursday 6/3 at 3pm (NO LATER) If I receive the proposal late, you will not be granted permission to proceed.

It will need to have specific information about what you plan to do, what it will show you know and what standards you will be meeting... (you may even recommend a rubric based on those standards and if it is out of 100 or out of 4 or 6)

If you commit to the new assignment, it will take the place of the test - YOU DO NOT GET TO CHOOSE THE BETTER GRADE.

You must get the finished project to me by Monday, 6/7 at 3 pm. Failute to do so will result in a grade of 0 (zero).

Show me what you know in a manner that suits you best. I'm looking forward to what you all come up with.

Macbeth test on Friday 5/28 (this week)

If you will not be here Friday for the test, please see me prior to the test to make alternative arrangements.

Act 5 - notes - review (scs 1-4)

Act 5, sc i - Duncinane - the King's castle
Lady Macbeth incriminates herself in the various murders as she sleepwalks at night.  She tries desperately in sleep to wash her hands clean of the bloody "spots".  The doctor tells the gentlewoman that there is nothing he can do to cure her as she is not physically sick... she needs spiritual help to clean her conscience.

Act 5, sc ii - The country near Birnam Wood
The English army is gathering... growing strong.  They are not afraid of Macbeth and are resolved in their purpose to over throw him.  They call him a "tyrant" and discuss that his army only fights because they are commanded to and not because they  passionate about their job.

Act 5, sc iii -Duncinane
Macbeth starts to faulter and tries to convince himself that he has nothing to fear... but he is clearly trying to hold onto the prophecy of no woman born of man will hurt Macbeth... He questions Malcolm's strength.  He sits in the castle getting armed and ready for battle.  He doesn't want any person is afraid fighting on his behalf.  He tells the doctor to cure Lady Macbeth of what ails her mind. The doctor then says no amount of money will ever bring him back to the castle.

Act 5, sc iv - Country near Birnam Wood
The English army grows stronger... they plan a sneak attack hiding in the shadows so that Macbeth won't know how many people await him.  Shakespeare builds suspsense by shifting settings back and forth showing what each side is doing.  The attack is imminent.

Final Macbeth exam is on Friday, May 28th

Next Friday you will have a test in class... Make sure to come prepared with a pen.

If you miss the test for whatever reason, a makeup exam (that is different from the class exam) will be given upon your return to class.

Getting in your work

If you are having difficulties accessing google docs, please send me your assignments (reflections and/or news articles) via word attachment or as an email.

Please don't use the website as an excuse.

Act 4 study guide

Act 4, sc i

1. Note how many ways the number 3 is used in this supernatural scene.  List the ways - what is the significance?
2. Describe the first apparition.  What is the message?
3. Describe the second apparition. What is the message? What does Macbeth decide to do? Note: Macduff's mother was dead when he was born, thus he is not considered "of woman born"
4. Describe the third apparition.  What is its message?
5. What does Macbeth finally ask of the witches? What is their initial response - before bringing on the line of kings?
6. Upon viewing the lineage of Banquo, what does Macbeth Lastly request? (121)
7. What news does Lennox bring to Macbeth?
8. What is meant by "from this moment/the very firstling of my heart shall be/ the firstling of my hand..."
9. What does Macbeth plan to do? (147-151)

Act 4, sc ii

1. Why is Lady Macduff angry at her husband?
2. Why does the son know his father is still alive?
3. What is most horrible about the impending murders of Lady Macduff and her son? How does the messenger heighten this concept?
4. How does this scene end? What is the dramatic effect?

Act 4, sc iii

1. In their conversation, find the line: a) Malcolm does not trust Macduff b)Malcolm questions why Macduff would leave his family c) Malcolm explains he may prove to be WORSE, more despotic than Macbeth d)List that which Malcolm explains he might do were he to become king (This is to test Macduff's allegiance) e) What is Macduff's response - that earns him Malcom's trust? (cite ln and ln #s)
2. List the King becoming graces as stated by Malcolm (90-94).
3. What help has Siward (General from England) supplied Malcolm in his plan to retake the throne of Scotland?
4. What news is brought to Macduff by Ross? Why does Macduff feel responsible?
5. What revenge does Malcolm suggest? Paraphrase and write the original line with proper citation
6. What does Malcolm swear to do?

Act 3 - study guide

Please make sure that your groups address the answers to the following questions in your presentations starting on Monday...

Act 3, Sc i

1. What suspicion does Banquo reveal in his opening speech, beginning with "thou has it now: King, Cawdor, Glamis, all, /As the weird women promised"?
2. What does Macbeth request of Banquo and Fleance?
3. Why is Macbeth so interested in their riding plans?
4. In his soliloquy, Macbeth expounds upon his reasons for not being happy having attained his crown.  What is bothersome?
5. How does Macbeth convince the murderers to take care of Banquo and Fleance?
6. Fine the lines tht tell who will be killed, when it will be done and who will devise the plan

Act 3, sc ii

1. Note the lines that display Lady Macbeth's discontent.
2. Of what does Macbeth complain and how does his wife respond to "cheer him"? (lines 14-29)
3. Why is Duncan to be envied?
4. How do we know Lady Macbeth is kept from knowing the plot against Banquo and Fleance? (cite lines) What does this show about the Macbeths' marriage and how their roles have changed?

Act 3, sc iii

1. Who joins the two murderers? Where is the scene set and why?
2. Who first hears the approach of Banquo and Fleance?
3. What is the result of the ambush of Banquo and Fleance?

Act 3, sc iv

1. What information is shared with Macbeth by the first murderer?
2. What does Lady Macbeth remind Macbeth to do - as he once again becomes saddened? (li 33-38)
3. Who invites Macbeth to sit next to him at the banquet? Who, then, sits in Macbeth's place?
4. Who first mentions Banquo's absence?
5. Describe Macbeth's reaction to the visitor:
6. What does Lady Macbeth give an excuse for her husband's behavior?
7. Upon toasting the guests, Banquo's ghost reappears.  Paraphrase what Macbeth says to the ghost in lines 99-107.
8. How does Lady Macbeth once again distract teh company from hearing anything further?
9. What nobleman is missing from the feast?
10. To whom does Macbeth plan to go for advice?
11. What does Lady Macbeth believe her husband needs first?
12. What is meant by "... we are young yet in our deeds."

Act 3, sc v

1. Why is Hecate angry at the three witches?

Act 3, sc vi

1. Where has Macduff gone? According to the Lord conversing with Lennox, who is there as well? What are they planning?
2. Was the third murderer Macbeth? Take a stand and use the lines of the play and action to prove your opinions.  No right or wrong answer.

Act 1 - study guide

Please write the answers to the following questions in your notebooks.




Act 1, sc i



What words can be used to describe the atmostphere? What is the mood?

Define paradox

find a paradoxical line in the witch's speech and write it down (use the online version)



Act 1, sc ii

Definition of antecedent action: A preceding occurrence, cause, or event.





List the antecedent actions as explained by:

the sargeant:

Ross:

2. What title is bestowed upon Macbeth? by whom?



Act 1, sc iii



What evil deeds done by the tree witches are discussed?

What 3 predictions are made by the witches about Macbeth? Quote lines

What do they say about Banquo?

How do Banquo and Macbeth differe in their reactions to the witches?

What information do Ross and Angus bring to Macbeth?

Write the line and then paraphrase: How does Banquo "caution" Macbeth?

In your own words, summarize Macbeth's soliloquy.

Act 1, sc iv



How does Malcolm describe Cawdor's death?

In his discussion with Macbeth King Duncan displays a soft, emotional side. What does he say?

Explain how Macbeth's humble words reflect the acceptable relationship between the king and those beneath him.

By the end of this scene, a) what announcement is made by Duncan? b) where are Duncan and his entourage headed? c) why is Macbeth going on ahead of them?

Define dramatic irony (review)

How does Duncan's line ending the act reflect dramatic irony?

Act 1, sc v



Briefly explain the contents of the letter Lady Macbeth reads. Find teh line that reflects her fear that Macbeth may be unable to do what is necessary to become king.

In Lady Macbeth's soliloquy (lines 37-49)what does she request of the spirits? Be specific and explain Why she makes the requests in the light of the society of that time.

Why does Lady Macbeth cry, "Your face, my thane, is as a book where men may read strange matters." (56-57)

What directsions does Lady Macbeth give her husband?

What is her purpose?

Act 1, sc vi - Setting: Inverness, Macbeth's Castle



Explain the dramatic irony of the Setting and in Lady Macbeth is the perfect hostess.

Act 1, sc vii



What 2 reasons does Macbeth give for backing out of teh plan to kill Duncan?

How does Macbeth describe the king - which allows us to sympathize with Duncan?

What does Macbeth claim overrides any of the above... quote the lines directly

How does Lady Macbeth take her husbaqnd to task, ending with the insulting reference to "the poor cat in the old adage" ?

In Lady Macbeth's reaction to her husband's ambivalence, reticence, what act does she say she would perform has she sworn to do so? What is her point?

How does Lady Macbeth plan to take care of teh King's guards. Paraphrase, but cite the lines

Why does Macbeth feel his weife should "Bring forth male children only." How does this relate to Macbeth's earlier requests of the spirits?

What is teh murder plan?

What is meant by "False face must hide what false heart doth know"?

Act 2 study guide

1. Whose sleep has been tormented by "cursed thoughts"? Why?
2. What is Macbeth's "dagger of the mind" vision? Explain what he sees and what he decides at the end of this soliloquy.
3. What help Lady Macbeth back from killing the king herself?
4. What is Macbeth's state after the murder? Use Quotes
5. Why does she insult Macbeth yet again?
6. How does the porter answer the door? What is the significance of this line? What is this scene meant to do?
7. Who is at the door and how is the murder realized?
8. How does Macbeth explain the murder of the chamberlains?
9. Where do Duncan's sons go? and Why?
10. Who does Macduff suspect the murderer to be? how do you know?
11. The storms and bizarre circumstances that accompany the witches' appearances and Duncan's murder are more than mere atmospheric disturbances. Explain.

Act 3 and 4 - group break down

Act 3, sc 1-2,  p. 81-95 (5 people) - set to go on Monday, 5/17 (period 8 can add 1 person)
Act 3, sc 3-4, p. 95-109 (5 people) -set to go Tuesday, 5/18 (period 8 add 1 person)
Act 3, sc 5-6 p.111-115 (4 people) set to go Tuesday, 5/18 (period 8 can add 1 person)

Act 4, sc 1, p.119-131 (5 people) set to go on Thursday,  5/20 (period 8 can add 1 person)
Act 4, sc 2 p. 133-139 (4 people) set to go on Thursday, 5/20 (period 8 can add 1 person)
Act 4, sc 3 p. 139-157 (4 people) set to go Friday, 5/21 (period 8 can add 1 person)

Act 2 - Make sure you have read all of Act 2 by class tomorrow

You will have time in class today to complete the scenes not read in class yesterday...

If you didn't get a chance to finish all of it (period 8 in particular) Make sure you read the rest of Act 2 and the reactions to Duncan's death

The Murder of Duncan happens in Act 2, scenes 1 and 2 - how does it go down?

Confusion's Masterpiece  in Act 2, scenes 3 and 4 - what are the immediate results of Duncan's murder? What of the suspicion and alienation of Macduff and Duncan's sons?

Understand the Porter scene is provide well needed humor to digest the murder of the king... he complains about his menial job and talks about the night of debauchery that just passed.

Who is blamed for Duncan's death?

What of the image of blood?

What of the idea of handwashing? 

Answer all of the above in your notebook... Make sure you have taken notes... I have posted a link to the whole play a few posts down.

Scene stealers - group activity

You will be performing scenes from Acts 3 and 4.

You will be assigned a scene where your group will be expected to act before the class (you may use the books... don't have to memorize)
You will have to follow stage directions
Use props
Create context

Once you are done performing, you will need to explain what happened in your scene and.how it is important to the plot
You should also be able to speak to specific literary elements that are employed in your scene - irony, foreshadowing, symbolism, figurative language, motif, theme

Then all group members will have to reflect to be submitted via google docs:
What was the experience like?
strengths?
weaknesses?
Standards addressed - nylearns.org
what would you do differently?

Short writing activity - King Duncan has been murdered!

Write a news story about the death of Duncan and its immediate results.  You may use modern newspaper style or you may try to capture the flavor of the 11th century.

Make sure to include an active headline
a byline
a strong lead
the who, what, when, where, why and how using the inverted pyramid

Due May 19th via google docs

Macbeth text - online

http://www.npr.org/templates/story/story.php?storyId=126611413 - hand washing on NPR

http://shakespeare.mit.edu/macbeth/full.html

http://shakespeare.mit.edu/macbeth/ - if you want to skip around by act and scene

http://www.cummingsstudyguides.net/xMacbeth.html -study guide and supplemental info

Impressions of Macbeth so far... Act 1, sc 1-4

What do you think so far?

Post your ideas.

Independent Reading Assignment

The last assignment is due on Friday, May 7th.  please make sure you complete the assignment for work in class with the laptops.

If it isn't complete, come to class with a book to read on Friday.

Why Schools are moving to Google Apps

http://mashable.com/2010/04/28/schools-google-apps/

Original Prologues - in class on Wednesday 4/21

Please bring a printed copy of your prologue to class on Wednesday for sharing and celebrating your work.

Past due Lit circle work...

Please resend me an invitation to your lit circle blog if I didn't grade it yet... that means I don't have access.

Thanks...

go into Settings and then permissions (all the way to the right) and then add authors.  Type in my email and you are good to go!

Canterbury Presentations -

Only a few people presented today... but so far there are some events and themes are repeating and developing...

What did you notice about the characters we saw? What themes do you see developing that connects the tales together?

Prologue Rubric

https://spreadsheets.google.com/a/wjps.org/ccc?key=0Ag0xifVbglb6dExka29ZRnFuclluTUE5WGw5SGZlckE&hl=en

lit circle notebooks and blogs are due on Friday 4/16

Please make sure I am invited to your blog.

Also make sure that your book is in class on Friday so that you can return it.

Research materials needed in class today - 4/13-15

Please make sure to have all research materials in class on 4/13-4/15 and be prepared to work on partner projects.

Presentations begin on Monday.  All reference sheets with citations and reflections are due on Monday regardless of whether or not you are presenting.

2nd drafts of original prologues are due on Monday, 4/12

Please make sure you have a hard copy of your second drafts in class tomorrow with the first drafts.  You will be doing work in class, so please come prepared.

Regents Review - Monday at 2:25 in room 351

If you are planning to take the Regents in June or you just want writing/Regents help...

Please attend sessions on Monday afternoons in room 351.
See you this Monday.

2nd drafts of original prologues are due on Monday, 4/12

Please bring a hard copy to class on Monday with a copy of the first draft as well.

Research rubric - on google.docs - wouldn't let me share with everyone :)

https://spreadsheets.google.com/a/wjps.org/ccc?key=0Ag0xifVbglb6dGZMQzVMQnliNUFua1R4U3B1N09VN1E&hl=en

The reference sheet - Canterbury Assignment - What it should include:

• a brief summary of the pilgrim telling the tale (from general prologue)
• a brief summary of the tale itself
• a list of characters and how they are characterized in the story
• was it moral and entertaining?
• anything historical that we would need to understand what is going on... a reference to a person or event or place... should be labeled and defined and referenced (with sources)
• Identify names of gods or people mentioned in your tale
• who was your character in 1300s would be like... what is the job? social status? kind of place they lived in? and general details about his/her life.

Presentations - see assignment sheet for details -
Historical person - gives a short talk about who they were historically (no more than 5 minutes)
Character person - gives a summary of the tale (and what values it espoused) and then finds excerpts and read them to the class that exemplify the tale.

Reminder - Independent Reading Assignment #7 due on Friday, 4/9

Please don't forget that your next IR assignment is due this Friday emailed to us via Google.docs.

Thanks!

Reminder - 4/7 - Return to school on Wed with a copy of your prologue

Your first draft of your original prologue is due in class on Wed. -  YOU MUST have a copy of it in class, to do the work that we will be doing.

Make sure to bring your model assignment and the general prologue distributed in class as a second model.

We will be working on the structure and story in class on Wed.

Hope everyone had a nice break.

Responding answers... Canterbury Tales

Analyzing Literature
1. At what time of year does this pilgrimage take place? Spring time (April to be exact). Why is this a good time of year for such a trip? Because of the spiritual/religious nature of pilgrimage, spring time is new beginnings and they are taking their journey to be absolved of sins and to be forgiven.  Also can be a reference to Easter time.

2. Which pilgrim is described first? The knight What might this suggest about the narrator's attitude toward the character? What words or phrases support your answer? The narrator thinks highly of the night... he mentioned that he would discuss the pilgrims in terms of their jobs and look.  In Chaucer's society, nobility and honor came first.  He is idealized.  "To ride abroad had followed chivalry, Truth, honour, generousness and courtesy.  he had done nobly in his sovereing's war and ridden into battle, no man more, As well in Christian and in heathen places, and ever honoured for his noble graces."  It goes on to talk of his many conquests and show examples of the above qualities.  There are other quotes you could use to support this idea... it is up to you choose from the section

3.  What sort of life did the Prioress and the Monk lead? They led very secular lives.  The Prioress was "coy" and speaks of love coming to all.  She was greedy and indulgent and interested in appearances.  The Monk was a hunter and had his own horses.  Didn't enjoy studies.What does this suggest about their values and position in life? It suggests that their values are askew.  Chaucer is very critical of the clergy and how they aren't as pious and godly as they are "supposed" to be.  This is his commentary on those folks.  We don't want our religous figures to be concerned about looks or material things and their values seem to be out of character of their positions and lots in life.

4.  What details do you learn about the Parson? He is devout and learned.  He plays role as society would expect him to.  " There was, and poor, the Parson to a town, yet he was rich in holy thought and work.  He also was a learned man, a clerk, Who truly knew Christ's gospel and wold preach it Devoutly to parishioners, and teach it."  In what ways is he different from the Monk, and what does this suggest about the narrator's attitude toward the clergy? He is different from the monk in that he takes his calling seriously and despite his poverty, still makes sure to do his calling to god.   It shows that Chaucer revered but pitied a man of the cloth who had to live in such poverty.  "And shame it is to see - let priests take stock - a shitten shepherd and a snowy flock.   The true example that a priest should give is one of cleanness, how the sheep should live."  He is poor because he is good... almost like Chaucer is suggesting that you must be corrupt to get ahead.

5.   What sort of man is the Host, and what reason does he give for suggesting the stories?  He is the owner of the Tabard Inn where all the pilgrims meet; he is the self appointed leader adn  tour guide for the pilgrims. He fed everyone well and got them drunk.  He was a "merry-hearted man." He is interested in a good time. What sorts of stories does he ask the pilgrims to tell? "You're off to Canterbury - well, God speed! Blessed St Thomas anser to your need! And I don't doubt, before the journey's done You mean to while the time in tales an fun. Indeed there's little pleasure for your bones fridingalong and all as dumb as stones.  So let me then propose for your enjoyment..." The tales should be moral and entertaining.  What does this suggest about people's knowledge? People should be aware of what good moral behavior is and should be able to speak of it which also means that people are living by choice in a corrupt and amoral way.  He will be the judge of the tales (and he after all is the owner of a bar). 

6.  Which character or characters are most lifelike, do you think, and which are most idealized? Support your answers with details and examples from "The Prologue." The most likelike characters are the ones that show faults, but don't only show corruption.  Perhaps the squire, who is a lady's man despite having to follow in his father's footsteps which he is clearly not ready to do.  "a find young Squire, a lover and cadet, a lad of fire with locks as curly as if they had been pressed... with wonderful agility and strength.  He'd seen some service with cavalry In Flanders and Artois and Picardy..." The prioress, merchant, friar, wife of baths...
The people who are idealized are probably the knight - in all of his chivalry, the parson in his poverty, and the shipman who may not be much on land but is very successful at sea. There are other quotes you could use to support this idea... it is up to you choose from the section... same with the pilgrims to choose based on Chaucer's description of the characters... you decide.

Literature and Writing
Who says?
Although the narrator of "The Prologue" uses the word "I," do you think the narrator is Chaucer, or do you think it is another character that Chaucer created? Support your answer with reasons from the text. This is for you to decide...

Norman Mailer Essay Contest

The Norman Mailer Writers Colony and the National Council of Teachers of English are pleased to invite submissions for the 2010 Norman Mailer High School Writing Awards for Creative Nonfiction.



PRIZES

A cash prize of $5,000 will be awarded to the National Winner. Four finalists will be awarded trophies. Sixteen semifinalists will be awarded certificates.



Submission Guidelines



CATEGORY

Norman Mailer produced extraordinary works in many genres, including the category of this year’s award: Creative Nonfiction. Students may submit work in any of the subgenres of creative nonfiction: memoir or autobiography, essay, literary journalism, profiles of people or places, and so on. Whatever its type, the best work will be true material presented with compelling literary merit.



ELIGIBILITY, PAGE LENGTH, and DEADLINES

Entries will be accepted online only and may include one or more pieces of writing. Winners receive travel and lodging to attend the Colony's National Award Ceremony. Entries accepted March 22 - April 29, 2010, Noon CST. The High School Competition is open to all high school students. Students may submit one or more pieces of writing, maximum 10 single-spaced pages, endorsed by a teacher and released by a parent or guardian.



Although there are page limits for these pieces, quality is far more important than quantity. No late entries will be accepted.



For complete submission guidelines and judging criteria, or to submit an entry, visit the NCTE website. If you have any questions, please contact me directly at nmw@ncte.org. I wish you the best of luck!

Essay Contest

Dear Friends and Colleagues,




I hope this email finds you well. As you already may know, the National Campaign to Restore Civil Rights (NCRCR) has launched its 2010 contest entitled, "What Does Equality Mean to You?". The contest is geared towards young people aged 14 to 18, asking them to either create a visual image or a written entry illustrating their ideas about equality. This year's contest will be judged by Grammy Award musician Alicia Keys, comedian Margaret Cho, Congressman Keith Ellison, Congressman Greg Meeks, and Ben Jealous of the NAACP. Winners will receive a trip to New York City, a $ 500 dollar cash prize, and an opportunity for national recognition. The contest ends on April 12, 2010.



We urge to distribute information about this contest widely. Attached please find the NCRCR 2010 Contest Toolkit Please feel free to institute this contest in your school, and share it with other educators. Please do not hesitate to contact me with any questions or suggestions at nnagahawatte@nylpi.org or 917.344.0077.

Change in due dates for Canterbury Tales Projects

The new due dates are as follows:

First draft of the original prologue should be brought to class (yes printed) on Wed. 4/7 when we return

The character/history assignments will be due on 4/19 (Monday and that is when presentations will begin) We will be going in the order of the tales... so if you picked the Knight, you go first.
You will have time in class with your partners to work on this assignment (and I'm trying to get laptops) on Thursday 4/8, Tuesday-Thursday (4/13-4/15)

Second drafts of Original Prologue are due in class on Monday 4/12 (printed in class)
Final drafts of Original Prologues are due on Tuesday 4/20

For homework 3/25 - complete the entire prologue packet

Make sure you answer all response questions except the extending your response section.

Homework for Thursday, 3/25

Please finish reading the general prologue of the Canterbury Tales giving out in class... mark up the text and fill out the character sheet as discussed in class.

Make sure to bring materials to class tomorrow so you can have time to work on your assignments.

More study guide info for Canterbury Tales - tomorrow we get technical :)

 http://www.cummingsstudyguides.net/Guides3/Canterbury.html - an excellent study guide that really helps explain things for your projects...

remember to cite all of the your sources in a work cited / consulted

Canterbury Tales online text

http://www.fordham.edu/halsall/source/ct-prolog-para.html - Interesting side by side if you are interested in seeing what the middle English Chaucer wrote in looks like

Canterbury Tales online text

http://www.librarius.com/cantales.htm - online text

http://www.librarius.com/ another copy

http://www.canterburytalesproject.org/CTPhistory.html - some background

Write an original prologue - Canterbury Tales

You have one research project and one independent creative one...

You will write an original prologue showing a journey and highlighting pilgrims.

You must attempt to follow meter and format.

You will be graded based on your ability to flush out the characterization of the pilgrims, the completion of the journey and your ability to follow the structure.

More specifics on this will be given out in class.  A model will be given as well.

Canterbury Tales Assignment

PROJECT ASSIGNMENT - The Canterbury Tales


PROMPT

The Canterbury Tales is a collection of stories told by a group of travellers on their way to Canterbury. Each traveller was supposed to tell two tales on the way to Canterbury and two tales on the return trip. However, Chaucer died before he was able to compete all of the tales, so what you will be reading during the next several weeks is the collection of tales he was able to complete. Each of the storytellers was in competition with the others; the prize for the best story was a free dinner at the Tabbard Inn at the end of the trip. Anyone who wouldn't cooperate with the Host, who acts as the judge and referee on the trip, would have to pay the way of all of the other travelers. So, you see, these tales were told orally for amusement to pass the time on the trip, and each traveler was trying to outdo the others by telling the best story. Chaucer used this framework in which to expose a cross-section of his society and to express many opinions about not only topics of his era but also about life and people in general.

Chaucer wrote these tales in the late 1300's--quite a long time ago! Life in England in the late
1300's was quite different from our lives today, so not only do we need to read the tales, we need to
have some background to better understand the tales. These are the main purposes of this assignment:
to read the tales and to have ample background information to make the tales meaningful.

THE ASSIGNMENT

You will be assigned to one of three different assignments. You will either be a) a character and have to read your tale to the class, b) a background person and have to prepare the appropriate background for your partner's (a character's) tale, or you will be c) a background person who prepares either a historical background for the play or background information about Chaucer's life.

The Character Assignment

If you are assigned to be a character, you must find out everything you can about your
character so you can become that character in looks and actions while making your presentation of
your tale to the class. Your requirements are:
1. Dress and act as the character while giving your presentation.
2. Act as your character while listening to others present their tales.
3. Read your tale to the class.
4. Help your partner identify names of gods or people or places mentioned in your tale, and together with your partner create a reference sheet of these names and their identifications.
5. As you are reading the tale, pause when you come to the names on your list and give your background partner a moment to briefly identify the name before you continue.

The Character Background Assignment

If you are assigned to do the background for a character and the character's tale, these are your requirements:

1. Dress and act appropriately during the presentation. If you are related to the Knight's Tale, for example, you could dress as a squire. If you are related to the Prioress's Tale, you could dress as a nun or monk, and so on.

2. Research and find out who your character was in the 1300's. You won't have a specific name to look up, but you should find information about what the life of your character was like, what his/her job was, what social status he/she held, the kind of place he/she probably lived in, and so on.

3. Give a short presentation (less than 5 minutes) about your character as an introduction to him/her before the tale begins.

4. Help your partner identify names of gods or people or places mentioned in your tale, and together with your partner create a reference sheet of these names and their identities.

5. Your partner will pause when he/she comes upon the names on your reference sheet in the text. When he/she pauses, quickly give a short (1-2 sentence) identification of the name.



The General Background Assignment

If you are assigned to give the general background of the era, your requirements are:
1. Dress appropriately, in the costume of the era, for your presentation.
2. Make a brief timeline history of what had happened in the world prior to and then shortly after this time to put the tales in proper historical perspective.
3. Give an explanation of church and state and their influences on the people.
4. Give a brief explanation of daily life in the 1300's.
5. Give a brief summary of the influences of the elements and gods on people in the1300s.
6. Do numbers 2-5 in a presentation to the class that will last about 1/2 of a class period.

If you are assigned to give the general background for Chaucer's life, your requirement are:

1. One member of the group should dress as Chaucer would have dressed, and give a presentation as if he/she is Chaucer talking about his life.

2. Many of the finer details of Chaucer's life are unknown because, let's face it, he lived about 700 years ago! Still, find as much information as you can about his heritage, his personal life, the positions he held, his writing, and the main events in his life.

4. A second person from the group should discuss what other people (critics?!) have said about Chaucer and his writing, especially The Canterbury Tales.

5. Your oral presentation to the class should last a total of about 1/2 of a class period.

The members of these groups should divide the work equitably among themselves. Assign one topic to
each group member for research, do the research and then get back together to pool your information.

REQUIREMENTS FOR THE WHOLE CLASS
1. You will be given a grade for your contributions to the presentations.
2. You will be given a grade for your attentiveness to the other tale-tellers' presentations.
3. You are responsible for understanding the chosen vocabulary words.

Wednesday, Thursday and Friday - 3/17-3/19

Here are the expectations for the next few days in my absence:

Wednesday 3/17
please bring your lit circle book, independent reading book or your loss of sense writing - you may work on any of those assignmnents - you may also work on reflections for portfolio conferences

advisory - you will be working on eportfolio

Thursday 3/18
There will be a full class period writing assignment to be done in your notebooks... the sub will be checking and I will be looking for it during the next notebook check

parent/teacher prtfolio coferences - I will be attending

Friday 3/19
you will have lit circle time... come to class with your notebooks and lit circle book... you will NOT be permitted to go to your lockers

period 8 - there is no class today.

Have a great weekend

eportfolio time again

Please make sure you are visiting your eportfolio and uploading your work regularly and always reflecting...

You probably won't have class time, so please make sure to be doing it on your own time.

Thanks

Finishing Oedipus

We will be finishing Oedipus the King in class tomorrow in lieu of starting Lit. circles which will happen on Monday instead.

Please complete the study guide questions by Monday for the whole play in your notebooks.  Again, do not write out the questions, just the answers.

http://classics.mit.edu/Sophocles/oedipus.html - here is a link to the complete text if you need to refresh your memory.

Have a great weekend.

Oedipus the King - the first and second day of reading

Please continue to look up the words you started writing down in class - make sure to get the definition as well as part of speech and multiple meanings.

In the study guide sent to you via email:
Please answer questions #1-36 by Thursday in your notebooks based on what we read in class.  You do not have to write out the questions.

*** Also please print a copy of your feature/news article to bring to class tomorrow (Wed. 2/24) we will be conferencing so you can work on second drafts due on Friday via google.docs

Well needed break...

Have a safe, and fun vacation everyone... take the time to recharge and gear up for the rest of the school year... If you are feeling industrious, I suggest you get started on missing work and upcoming work (the stuff that has been emailed out)

Don't hesitate to send questions via email.  I'd be happy to answer them, but give me at least a day to do so.  Not sure if I'm going away yet.

Change of plans for the rest of this week due to the snow

We are not going to start Oedipus until we return from break due to the low turnout of student attendance today and to start tomorrow seems silly.

So please make sure you bring your lit circle books and notebooks to class tomorrow as you will be working on them in class.  They are due by 3pm if you are working on blogs and notebooks for the day.

We will begin Oedipus when you come back from break.
Reminders...
Your lit circle books are due tomorrow
Your first draft of news/feature writing is due on 2/22 when you return
Your IR #6 is due 3/5

"The Theban Plays" by Sophocles - the Intro - read and annotate for class on Thursday, 2/11

The packet was handed out in class today.  Make sure you get a copy.

Thanks.

Read, annotate (make notes and highlight as your read)

Upcoming week - 2/8-2/12 - starting Greek drama

http://www.temple.edu/classics/oedipus/index.html - Study guide for Oedipus

http://classics.mit.edu/Sophocles/oedipus.html - the actual text - online

http://academic.reed.edu/humanities/110tech/Theater.html -  Greek theater

http://www.usu.edu/markdamen/ClasDram/chapters/061gkthea.htm - history of Greek theater

New writing assignment - please check your email

I sent out the newest writing assignment this morning to your WJPS emails.  Please review the assignment and the rubrics and generate any questions for class on Monday.

Your next independent reading assignment is due on March 5th (Friday)

Independent Reading assignment #6 due Friday, March 5th

Please turn in your next assignment by 3/5 via google.docs

Alternative Independent Reading assignments

Your 5th IR assignment is due on Friday, 2/5 - if you have received a grade of 90 or better consecutively on 2 or more assignments, you are now ready to move on to the alternative IR assignment for IR #6 moving forward.

I'd like to offer you the chance to write a literary analysis paper instead where you pick an aspect of the novel, establish a controlling idea and support your ideas with specific references to the text.  This will prepare you for not only meeting and exceeding state standards in literature analysis and critical thinking, but it will begin to prepare you for college level writing.

You may, of course, continue to do the regular reading assignments should you not want this challenge, but if you do, I will post models and links and I would encourage you to come in for extra help.

http://www.associatedcontent.com/article/1111880/how_to_write_a_literary_response_essay.html

http://crutchfieldsclass.blogspot.com/2009/05/literary-response-essay-526-per-56.html

http://crutchfieldsclass.blogspot.com/2009/05/example-of-literary-response-paper-per.html - sample

Lit Circles

There will be no lit circle class time this week due to predictives...

Please make sure you are meeting with your groups either on the blog and/or after school.

The books are still due on Friday, 2/12 (next week)

your independent reading assignments are due on Friday (this week)

College Board media waivers

Please make sure you have turned in your College Board media waiver about the movie that was recently filmed in our school.

Turn these forms into your advisors.

Predictives

Tomorrow - Wednesday - Math period 1-3 (bring your own calculators, pens and pencils)
Thursday am - English   pm- Science
Friday am - English  pm Social Studies

please refer to information given to you today in class for room assignments.

Summer program

- February 5, 2010 deadline -
Program is for high school student journalists from low-income backgrounds that will take place for 10 days in August on the campus of Princeton University . The program is entering its ninth year; since 2002, more than 165 students from high schools across the country have been selected to participate in the program. They were taught by journalists from The New York Times,The Washington Post, The Philadelphia Inquirer, The Miami Herald, The New Republic and The New Yorker; they covered Yankees, Mets, Jets and Liberty games and held a press conference with New Jersey's secretary of state; they met with Princeton University's president and dean of admissions; they received counseling on their college applications from our staff, which consists of Princeton University alumni and undergraduates; and they published their own newspaper.





















The application process will take place in two parts. For the first part, students should fill out the application (www.princeton. edu/sjp), and then email it to sjpapplication@ gmail.com as a Microsoft Word attachment. Before emailing us the application, students should name the document using the following format: Lastname.Firstname. doc. So, if the student's name is Mary Jones, the title of the document will be Jones.Mary.doc. In addition, the student should type his or her name and high school in the body of the email and put only the name of the Word document (e.g., Jones.Mary.doc) in the subject line of the email. We must receive the application by 11:59 p.m. ET on February 5, 2010.





















In the second round of the application process, finalists will be interviewed by the program directors-either in person or over the phone-and they will be asked to provide printed copies of the following items via U.S. mail: an official transcript; the first page of the 2008 (or 2009, if available) income-tax return form (the 1040 or 1040EZ form) of their custodial parent(s)/guardian( s),









or a signed statement by their parent(s)/guardian( s) saying that their income is below the level at which they would be required to file income tax returns; a recommendation letter from a teacher; and clips from their high school newspaper or other publication (optional).





















To be eli gi ble for the program, students must meet the following qualifications:





















- They must currently be juniors in high school.





















- They must live in the continental Uni ted States.





















- They must have at least an unweighted 3.5 grade point average









(out of 4.0).





















- They must have an interest in journalism.





















- The combined income of their custodial parent(s)/guardian( s) plus child support payments, if any, must not exceed $45,000.





















Note: This program is for students from low-income backgrounds. If the combined income of the custodial parent(s)/guardian( s) plus child support payments, if any, exceeds $45,000 and a student still wishes to apply, he or she may attach a letter explaining why his or her family qualifies as financially under-resourced.





















If you have questions, the best way to reach us is via email at sjp@princeton. edu. Please note that applications should be sent to sjpapplication@ gmail.com, which is a GMAIL address. Questions should be sent to sjp@princeton. edu, which is a PRINCETON address.





















All application materials-as well as additional information about the program-are available at www.princeton. edu/sjp.





















A final word: We know that the process of applying to any selective program can be stressful, not to mention a lot of work-for students as well as their teachers. But, over the years, the students we have had come through our program have told us that, ultimately, the work they put into their application was worth it.

































Sincerely,

































Katina Revels









Re gi on I Director, 2009-2011, CT, ME, MA, NH, NJ, NY, PA, RI, VT









National Association of Black Journalists









NABJ convention in San Diego , Calif. , July 28 - Aug. 1, 2010









http://www.nabj. org

Reflection - Grammar project

Please make sure you write your reflections on the grammar projects...

Consider:

• your process - what did you do? how did you approach it?
• how did you break up the work with your partner?
• what did you learn?
• what were your challenges?
• how would you do things differently?
• how successful were you in completing the task?
• Which standards connect to your learning, as per class rubrics/discussions in class or nylearns.org

Please don't just answer the questions... write it as an essay

Understanding expectations

Being in 10th grade English requires the avid student to do many rigorous activies...

We need to have the continued discussion of how to be successful in the class.

Spend time reviewing the standards and learning indicators for 10th grade English - (see the back of the room and/or nylearns.org)

Please understand as well that in order to be successful, there needs to be constant thoughts about where you are and moving you individually forward.

More conversation about this will be had -

Grammar project reflections

As you all know by now after the completion of any major assignment, we need to make time to reflect on ideas and really think about our learning experience...

Things to consider in your grammar project reflections -

What did you learn? specifically?
What about the process? How did you complete the assignment?
What would you do differently in the future? why?
What challenges did you face?
How did you overcome those challenges?
What do you feel you deserve based on what was asked of you and how successfully you have completed it?

Free recording software for PCs

 http://camstudio.org/ - you can download this for screen casting.

Lit circle assignments

Your lit circles are due on 2/12 (Friday before winter recess)

Please email me if your group chose the notebook or invite me to the blog if your group chose blog

Make sure the first post spells out who is in what role and what your reading schedule is.

Each member of the group should START at least 5-7 well written posts in their role

Each member needs to comment on the every post started by another group member.  Read what each other is writing and piggy back off of it.

Lit circle book requests

If there is a novel you are interested in reading for lit circles, please email me so that I can try to have that novel as an option in your class.

thanks.

Lit circle assignments for Friday 1/22

Please make sure to return your lit circle books that were due last week... drop them off ASAP.

Tomorrow you will be assigned new groups and new books.  Your new lit circles will be due on 2/12 (Friday before winter recess).

You will be able to choose as a group if you'd like to do a blog or a notebook logs.

More on this tomorrow.

Citing sources

this site automatically cites sources.
http://www.easybib.com/

MLA style citation

http://www.liu.edu/CWIS/CWP/library/workshop/citmla.htm - a cite that explanations how to properly do a works cites/ works consulted

http://www.palomar.edu/dsps/actc/mla/ - MLA citation generator

****Breaking NEWS***** The Practice English Regent has been Cancelled

The English Regent that was going to be offered on Wed/Thurs of Regent week has been cancelled.

The whole grade will be taking practice Regents the week we return to school during the first week of February.

Sorry for the inconvenience.

grammar project time in class...

Please make sure to bring all materials that you've researched to class tomorrow and for the rest of the week... this way you will be able to do some work in class. If you haven't conferenced already, please be prepared to tell me where you are at tomorrow.

We will spend some time discussing the technology.

Also make sure to return your lit circle books ASAP.  Thanks

Wear Red for Haiti tomorrow

If everyone can show solidarity tomorrow for the horrible disaster in Haiti, please wear some red UNDERNEITH your school uniform.

Reminder - Lit Circles logs and books are due tomorrow -

Please make sure to have both in class... you WILL NOT be permitted to go to your locker to retrieve these items.

See you tomorrow.

English Practice Regents

Due to scheduling issues, not everyone is going to be taking the practice Regent during Regents week.  I have a list of kids that I will contact individually about taking the exam.

If you don't receive an email and would like to take the exam, please contact me ASAP so that provisions may be made.

Sorry for the confusion.  More information to follow

Make up work for a grade is NO LONGER being accepted

The deadline for all make up work for a grade was today at 3.  As it is now after 3, you will not get work graded if turned in beyond now.

Thanks,
Ms. S and Mr. N

Deadline for late work

Wednesday, 1/13 (tomorrow) is the last day I will be accepting late work for a grade.  My grades are due next week and I need to be able to grade everything before the end of the marking period.

I encourage everyone to make up the work anyway as it is valuable and important.  You won't get a grade on it if it comes in after tomorrow.

Please be aware of this. 

Thank you

Next semester make a point to get work in on time when it is due and then we won't need these kinds of deadlines

Lit Circle time

In class today I have noticed that people aren't using this time effectively. 

Next week you will all have an opportunity to redeem yourselves or we won't be using Fridays anymore for lit circle time.

Please come prepared.

E-portfolio

Please make sure to go onto your eportfolio and start uploading work from the first semester...








https://web.ideasconsulting.com/wjps/login.php







There are assignments posted. You know the drill :)







Thanks.

Reminder - lit cirlces are tomorrow

Please make sure you come to class with your notebook and your book... YOU WILL NOT BE PERMITTED to go to your LOCKER.

Please come to class prepared.

Thanks

Task 4 critical lens -

In class today we worked on revising our original diagnostic papers...
we looked at what a level 6 looks like on Tuesday and you saw your work..
Today we worked on interpreting the lens and using textual support on specific literary elements...

In your notebooks, please try to interpret the following quote providing a clear context in which you would write an essay for a critical lens...

Interpret
agree or disagree
and select 2 pieces of literature that support your analysis... in YOUR NOTEBOOKS to be checked during the next notebook check randomly coming sometime soon.

“Fear always springs from ignorance.” -Ralph Waldo Emerson
An Oration Delivered Before the Phi Beta Kappa Society, at Cambridge, August 31, 1837

Grammar project appointments / conferences

You and your partners should be doing research already...

You should all start emailing me at ssackstein@wjps.org to make a conference about the content of your videos no later than Monday 1/11 this week coming up. 

When you come to the conference, you should bring your research and outline for lesson plan
as well as ideas for your handout.

Your tutorial will not be accepted if you don't complete the conference before making it.

Thanks

Reminders-

Tomorrow, 1/8 - your 4th Independent Reading assignment is due via Google.docs.

The 5th one is due Friday, 2/5. 

If you haven't acheived at least an 80 yet on this assignment or you seem to be losing more than 2 points one particular component, please make an appointment to see me about the assignment and what the expectation is.

Also, if you are curious about your writing, as per the beginning of the year diagnostics vs where you are now, please also make an appointment to see me.

Thanks in advance for your diligence.

Regents Week Regent Exam

You will be taking a practice Regent exam on Wednesday, 1/27 and Thursday 1/28 from 9-12 in the auditorium.  Please come prepared with 2 black or blue pens

Regents -
Wednesday 1/27 - tasks 1 and 2
Thursday 1/28 - tasks 3 and 4

Please arrive 15 minutes early.
9:00-12:00

Bring:
2 black or blue pens
No pencils
lined paper

Grammar assignment

Grammar research and teaching experiment:

Teaching grammar to each other

Directions: With a partner, each pair will be responsible for researching and understanding a specific grammar topic. They will have to put together a comprehensive lesson that will be taught to the class. They will need to define the grammar topic in an easy to understand manner and they will have to use visuals and handouts as well as practice modules for the class to build mastery. The pair will also have to meet for a conference with me when getting ready to present their lesson so that I can assure they have covered the topic fully.



The challenge: Creating an interesting and creative, yet informative lesson on grammar that your peers won’t wince at. This is every teacher’s challenge and now I pass it on to you.



Your task is to prepare a lesson which includes the following:

• Define your topic

• Show how to properly use your topic (use some kind of visual aid)

• Use the technology (webcast, video, screencast) to teach your lesson

• Create a handout on your topic with the definition and visual aid

• Create a handout with practice of what you have taught


Steps to accomplishing your task:

1. Meet with your partner during class time (your partner will be assigned)

2. Research the topic you’ve been provided with in the grammar text book and take notes.

3. Ask a lot of questions if necessary

4. Decide how you want to teach the lesson – how will it reach the students and not be completely boring.

5. Make sure both students are working equally on parts of the lesson… what roles will each of you take?

6. Create handouts with my help

7. Create good sample practice questions so that students can hope to achieve mastery… perhaps considering not just stand alone questions, but how to work on the grammar point in an actual piece of writing.

8. Create a tutorial using technology on your lesson and/or topic

9. Students will be tested on all of the grammar subjects the class teaches and will be responsible for understanding the topic… so be as clear as you can be.


Topics were already given out in class... please see Ms. Sackstein if you don't remember what your topic is.

Grammar links

Please remember whatever sources you use... must be cited
a conference should be made as soon as you feel your research is complete... Your conferences should be scheduled no later than Monday, 1/11.

http://grammar.ccc.commnet.edu/grammar/

http://dictionary.reference.com/writing/

http://www.englishclub.com/grammar/index.htm

http://grammar.quickanddirtytips.com/

Just some ideas...

I also have text books and I'm sure we can dig up some actual books or the library should have a few...

Sample Regent Essays -

http://www.nysedregents.org/testing/engre/20090813rg.pdf - task 1 and 2

http://www.nysedregents.org/testing/engre/20090814rg.pdf - task 3 and 4

upcoming things to note -

Independent reading assignment #4 is due on Friday via google.docs - no rubric will be attached anymore... just comments on the google.doc. -

Lit. Circle books should be completed by next Friday, 1/15

Grammar projects are due emailed with webcast and handout by 1/29 - a conference is mandatory prior to recording.

Random notebook checks will happen sometime over the next 2 weeks.  Bring your notebook sectioned off from November 6th every day... not having it in class is not an acceptable excuse.