The vocabulary final on second semester words will be on Monday, June 7. The word lists to know are Butterflies,Carlito, Night, Things Fall Apart, Namesake and Friends. West's quizlet contains those second semester words.
The final exam during your finals block will involve creating a comic strip that captures a common theme and four characters encountered this year in Enriched English 10. The final assessment also involves reflection papers on what you were trying to accomplish in the comic strip.
Tuesday, May 25, 2010
Friday, April 9, 2010
Things Fall Apart Vocabulary Words
Things Fall Apart Vocabulary
gay (6)*
tragedy (9)*
uncanny (9)*
ultimate (11)
malevolent (13)*
capricious (13)
anxiety (13)*
malicious (21)*
meager (22)*
sympathized (23)*
brusqueness (26)*
benevolent (26)*
atone (27)*
deftly (32)*
dynamic (34)
reveled (38)*
frenetic (47)*
feign (52)*
espied (54)*
copiously (56)
audacity (76)*
inquire (77)*
manifest (81)*
submission (90)*
forsook (95)*
notorious (95)*
orator (97)*
vigor (104)*
ominous (140)*
captivated (147)
persevered (148)*
impudent (150)
ostracize (159)*
sufficient (165)*
amends (172)*
abundantly (172)*
indignity (175)*
idolatrous (184)*
pacified (191)
You may need to practice your morphology to see the connection to the Flocabulary list.
* word appears on previous list
gay (6)*
tragedy (9)*
uncanny (9)*
ultimate (11)
malevolent (13)*
capricious (13)
anxiety (13)*
malicious (21)*
meager (22)*
sympathized (23)*
brusqueness (26)*
benevolent (26)*
atone (27)*
deftly (32)*
dynamic (34)
reveled (38)*
frenetic (47)*
feign (52)*
espied (54)*
copiously (56)
audacity (76)*
inquire (77)*
manifest (81)*
submission (90)*
forsook (95)*
notorious (95)*
orator (97)*
vigor (104)*
ominous (140)*
captivated (147)
persevered (148)*
impudent (150)
ostracize (159)*
sufficient (165)*
amends (172)*
abundantly (172)*
indignity (175)*
idolatrous (184)*
pacified (191)
You may need to practice your morphology to see the connection to the Flocabulary list.
* word appears on previous list
Things Fall Apart Schedule
Reading Due Dates:
April 7: pp. 1-35, Chapters 1-4
April 8: pp. 35-51, Chapters 5-6
April 9: pp. 52-62, Chapter 7
April 12: pp. 63-86, Chapters 8-9
April 13: pp. 87-109, Chaps 10-11
April 14: pp. 110-125, Chaps 12-13
April 15: pp. 129-142, Chaps 14-15
April 16: pp. 143-161, Chaps 16-18
April 19: pp. 162-183, Chaps 19-21
April 20: pp. 184-209, Chaps 22-25
Wednesday, April 21: Multiple Choice Final Exam on the novel and the vocabulary words.
Friday, April 23: A brief essay due on the causes and effects of Okonkwo's tragic flaw and how Chinua Achebe uses that flaw to teach his readers a lesson about life (a theme).
April 7: pp. 1-35, Chapters 1-4
April 8: pp. 35-51, Chapters 5-6
April 9: pp. 52-62, Chapter 7
April 12: pp. 63-86, Chapters 8-9
April 13: pp. 87-109, Chaps 10-11
April 14: pp. 110-125, Chaps 12-13
April 15: pp. 129-142, Chaps 14-15
April 16: pp. 143-161, Chaps 16-18
April 19: pp. 162-183, Chaps 19-21
April 20: pp. 184-209, Chaps 22-25
Wednesday, April 21: Multiple Choice Final Exam on the novel and the vocabulary words.
Friday, April 23: A brief essay due on the causes and effects of Okonkwo's tragic flaw and how Chinua Achebe uses that flaw to teach his readers a lesson about life (a theme).
Friday, March 5, 2010
Butterflies Political and Historical Questions: Research Project
On Tuesday, March 9 you will give a brief speech to the class (one or two minutes long) to answer one historical or political question that you have about In the Time of the Butterflies.
Your brief informative speech needs to include information from two credible sources (print or Internet). You may look at Wikipedia for information but do not count that as one of the sources.
If you need help organizing your speech, click here for a brief tutorial. Make sure that you practice your speech so that you know that you can inform the class in the two minutes allotted.
Use signal phrases to incorporate your sources (e.g. according to World Book Encyclopedia). Sign up for a question by commenting on this blog post. You may answer one of the questions generated in class (listed below) or you may create one of your own (simply tell your classmates that question in the comment section so that we do not have duplicate speeches).
Here are the questions from your brainstorm day.
In general, how do dictators rise to power?
Specifically, how did Trujillo rise to power?
Why didn't people stop Trujillo during his rise to power?
How does Trujillo keep his acts a secret?
What does it feel like to have an oppressive government?
What was the U.S. doing during this time in regards to Trujillo?
What was happening in U.S. politics in general during the years of Trujillo's regime?
What kind of government did the Dominican Republic have before Trujillo?
What kind of government does the Dominican Republic have right after Trujillo's regime?
What kind of government does the Dominican Republic currently have and who is in power?
What caused Trujillo to rise to power?
What political parties were in the Dominican Republic during Trujillo's regime and what were their stances?
How were other world powers reacting to Trujillo's regime?
What specific strategies did Trujillo use to remain in power?
What was the economy of the Dominican Republic like during Trujillo's regime?
What are main economic forces in the Dominican Republic today?
What is the geography and topography like in the Dominican Republic?
What is the ethnic make-up of the Dominican Republic and how was that influenced by European colonization?
What are some cultural components unique to the people of the Dominican Republic?
Butterflies Reading Schedule
In the Time of the Butterflies Reading Schedule
The date indicates the date the chapters are DUE:
March 1: Chapters 1 & 2
March 2: Chapters 3 & 4
March 4: Chapters 5 & 6
March 8: Chapters 7 & 8
March 9: Chapter 9
March 11Chapters 10 & 11
March 12: Chapter 12
March 15: Epilogue
The date indicates the date the chapters are DUE:
March 1: Chapters 1 & 2
March 2: Chapters 3 & 4
March 4: Chapters 5 & 6
March 8: Chapters 7 & 8
March 9: Chapter 9
March 11Chapters 10 & 11
March 12: Chapter 12
March 15: Epilogue
Monday, March 1, 2010
Butterflies Discussion Questions, Chapters 1 & 2
After you briefly describe the characters in your notebook and complete the fast fact finder flow map in chronological order, work with your group to answer the questions below in your notebook.
1.Briefly describe your reactions to the novel so far. Discuss the passages you chose and why.
2.Make a double-bubble map comparing and contrasting the writing styles in chapters 1and 2. Consider: tone, word choice, sentence structure, use of figurative language and imagery, flashback, dialogue, voice of the narrator, and other literary devices.
3.In the frame of your double bubble map, write a one-sentence answer to the question, “What differences do you notice in author’s style between chapters 1 and 2?”
4.Discuss and make notes on the following questions:
a. Which aspects of culture seem uniquely Dominican and which aspects seem like part of United States culture?
b. What do the Spanish words used add to the story?
c. What does knowing that Dede is the lone survivor of the Mirabal sisters add to the story? Why do you think Alvarez would let the reader know the outcome of the story in the first chapter?
d. Why are possible interpretations of the chapter title, “Complications”? Give supporting material from the text.
1.Briefly describe your reactions to the novel so far. Discuss the passages you chose and why.
2.Make a double-bubble map comparing and contrasting the writing styles in chapters 1and 2. Consider: tone, word choice, sentence structure, use of figurative language and imagery, flashback, dialogue, voice of the narrator, and other literary devices.
3.In the frame of your double bubble map, write a one-sentence answer to the question, “What differences do you notice in author’s style between chapters 1 and 2?”
4.Discuss and make notes on the following questions:
a. Which aspects of culture seem uniquely Dominican and which aspects seem like part of United States culture?
b. What do the Spanish words used add to the story?
c. What does knowing that Dede is the lone survivor of the Mirabal sisters add to the story? Why do you think Alvarez would let the reader know the outcome of the story in the first chapter?
d. Why are possible interpretations of the chapter title, “Complications”? Give supporting material from the text.
Wednesday, February 24, 2010
Midsummer Peer Review
Writer: Tell your responder what you need from them.
Responder:
1. Write down these questions or concerns at the top of the paper.
2. Read introductory paragraph. How does the author draw you in? Put a Bracket around the thesis.
3. Before continuing your reading, check the topic sentences of each body paragraph – does each correspond to an idea mentioned in the thesis? Underline the ideas in the topic sentences that correspond to the thesis. If you cannot do this, the topic sentences need revision.
4. Read the body paragraphs. Identify the points and illustrations. Put a P and I in the margin by each point and illustration.
5. Evaluate each explanation – does the writer clearly explain how a literary device helps prove the point? Write + or - in the margin next to each E if a discussion of a literary device is evident.
6. Read the conclusion. Circle the section where the author shows how this topic connects to life.
7. Go back to the essay to help the writer with her/his particular questions or concerns. Talk together about them, and come up with a plan for the writer.
Responder:
1. Write down these questions or concerns at the top of the paper.
2. Read introductory paragraph. How does the author draw you in? Put a Bracket around the thesis.
3. Before continuing your reading, check the topic sentences of each body paragraph – does each correspond to an idea mentioned in the thesis? Underline the ideas in the topic sentences that correspond to the thesis. If you cannot do this, the topic sentences need revision.
4. Read the body paragraphs. Identify the points and illustrations. Put a P and I in the margin by each point and illustration.
5. Evaluate each explanation – does the writer clearly explain how a literary device helps prove the point? Write + or - in the margin next to each E if a discussion of a literary device is evident.
6. Read the conclusion. Circle the section where the author shows how this topic connects to life.
7. Go back to the essay to help the writer with her/his particular questions or concerns. Talk together about them, and come up with a plan for the writer.
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