whia foil is a character whose traits, by their differences or similarities to the protagonist, help to clarify the protagonists character. in a well written response, argue whether robert walton or the creature is the more effective foil for victor frankenstain, and describe what the presence of this foil contributes to the overall structure and meaning of the book. make sure to use specific examples from the text, quotes should be accompanied by a book citation.
in order to receive credit you must first answer the question, then provide examples from th for e book, and lastly comment on someone elses response for more extra credit.
due sunday, november fifth by midnight
sorry for the incorrect format and grammar, i could only post from my phone
Wednesday, November 2, 2011
Tuesday, September 27, 2011
Beowulf Extra Credit
Amber Garcia
5th/6th
One event that exemplifies many heroic characteristics of the epic hero Beowulf is when he battles against the ferocious dragon. It starts off when a slave stole a jeweled cup from the dragon's tower and awoke the mighty beast from it's hundreds of years of slumber. In a fiery rage, it took out its anger on the innocent lives and spread terror across the land on Beowulf's people. When Beowulf caught ear of the dragon's rampage, he went forth to put a stop to it in order to protect his people. Walking the path of carnage, Beowulf knew that there was no point in fearing an unnatural death now. Old in age, he knew that his life was now in fate's hands. Geared with his iron battle-shield and mail shirt, he fought against the enormous beast. The dragon's fire-spewing breath had overwhelmed Beowulf, melting his shield, and its hard scaly hide had broken Beowulf's sword when it pierced into its skin. When all seemed hopeless for Beowulf, Wiglaf, a great warrior, had stepped in to aid his king. They both fought fearlessly against the dragon, and even though Beowulf had sustained a fatal blow to the neck, they emerged victorious and had slain the beast. Beowulf had died a noble king and knew his legacy would be carried on. Throughout his life, he has been on a quest for glory and fame and in the end, Beowulf truly was the greatest of heroes of his time. The first characteristic I believe stood out the most was Beowulf's superhuman strength because he fought a very powerful dragon. He kept his ground and defeated it, just as he killed many other demonic creatures in his lifetime like Grendel and his mother. No ordinary human would be capable of taking on such strong foes unless he was Beowulf. Another characteristic would be Beowulf's unmatched bravery because he has never shown fear in the face of danger. He had stood up against the intimidating dragon that others would not dare face (besides from Wiglaf, the Geat's future king). In page 72 line 2538, the author wrote, "Then Beowulf rose, still brave, still strong, and with his shield at his side, and a mail shirt on his breast, strode calmly, confidently, toward the tower, under the rocky cliffs: no coward could have walked there!" And finally, the third characteristic that makes Beowulf a worthy epic hero is that he risks his life to protect his people and for glory. In pages 73-76, Beowulf struggles against the dragon, an opponent he was sure to lose against, but he would take the scaly fiend down with him nonetheless. And when he needed help, only the brave and faithful Wiglaf stood by his king's side while the rest of Beowulf's followers ran away to save their behinds. None of them would have sacrificed their lives like Beowulf had done. In conclusion, these three main characteristics of superhuman strength, bravery, and risking death for glory and for the greater good of society are qualities that make Beowulf an epic hero.
Sunday, September 25, 2011
Beowulf Extra Credit
David Olivarez 5/6
A part in the book Beowulf in which the main character Beowulf shows epic hero qualities is when he stands before the lake Grendel's mother dwells. His men and him come upon the lake and see mighty lake-dwelling monsters slither amongst the water. With his mighty strength and keen aim Beowulf shoots an arrow into the heart of one of the great monsters killing it. His men bring the monster to shore where they viewed the hard scales that covered the dying monster. With bravery amongst all the others Beowulf began to fasten his mailshirt to his body and put his helmet upon his head. He was confident in the powerful armor and his own strength sure of his victory. He began to walk into the lake.
The three epic hero qualities he portrays here is strength, bravery amongst all others, and confidence in his victory.
A part in the book Beowulf in which the main character Beowulf shows epic hero qualities is when he stands before the lake Grendel's mother dwells. His men and him come upon the lake and see mighty lake-dwelling monsters slither amongst the water. With his mighty strength and keen aim Beowulf shoots an arrow into the heart of one of the great monsters killing it. His men bring the monster to shore where they viewed the hard scales that covered the dying monster. With bravery amongst all the others Beowulf began to fasten his mailshirt to his body and put his helmet upon his head. He was confident in the powerful armor and his own strength sure of his victory. He began to walk into the lake.
The three epic hero qualities he portrays here is strength, bravery amongst all others, and confidence in his victory.
beowulf extra credit
Mayra Estrella 7/8th
An event that shows epic hero qualities in Beowulf is when he battles Grendel to stop the savage beasts' killing spree. Beowulf pretends to be asleep as he waits for Grendel to arrive at the hall and once he does, he takes the life of a fellow Geat by ripping him apart, drinking the blood from his veins, and eating him whole. Then he fiend makes his way to Beowulf and realizes that there is something peculiar and different about him. The fight then commences and Grendel tries to escape but Beowulf rips his arm off. Three epic hero characteristics shown by Beowulf in these events would be confidence, courage, and super human strength. Confidence is shown because he was so sure that he would defeat Grendel. Beowulf is courageouss because he dared to fight and confront the beast that everyone was running from. Lastly, Beowulf has superhuman strength because he was able to literally rip out Grendel's whole arm out of its socket.
Tuesday, September 20, 2011
STUDY GUIDE FOR SOPHIE'S WORLD READING QUIZ
Sophie's World Reading Quiz Study Guide
Part One: Character Matching
* you will match the character names with their description.
Part Two: Multiple Choice
* you need to know the
- Renaissance, Enlightenment, Kierkegaard, Sartre, Plato, Marx, Darwin, Berkeley
Part Three: Short Answer
* Who is the hero of Sophie's World?
* Compare and contrast Sophie and Hilde.
* Know the different philosophers and be able to explain how the historical context
shaped their philosophy.
Part Four: Analyzing Quotes
* You will be given 2 quotes and you will be asked to identify the context and then a
commentary explaining the meaning of the quote.
IF YOU STILL DON'T HAVE A COPY OF THE NOVEL, HERE IS A LINK TO A FREE ELECTRONIC COPY.
http://english4apdc.weebly.com/uploads/2/5/9/2/2592291/sophiesworld.pdf
Thursday, September 15, 2011
Beowulf: An Epic Poem (Extra Credit)
Describe one event in Beowulf that is a good example of 3 or more epic hero characteristics (look at your notes). In order to receive extra credit your answer must be specific, describe the event first and then explain which characteristic it is an example of and how. Extra credit will not be given for partial answers.
Be sure to write your name (First and Last) and class period in order to get credit.
Worth: 10 points to your average
DUE BY SUNDAY, SEPTEMBER 25, 2011...12:00 MIDNIGHT!!!!! Any posts after midnight will not be given credit because it is all about time management :)
Friday, September 9, 2011
Beowulf Notes from September 8, 2011
Just in case you did not get the notes from our class discussion on Thursday, September 8, 2011 here they are. If you have questions please ask me or a fellow classmate :)
Beowulf Family Trees
Examples of Fate Chapters 4-13
Board Notes - 1st Period
Board Notes - 5th Period
Board Notes - 7th Period
Monday, August 29, 2011
Friday, August 26, 2011
Practice Blog Discussion
Extra Credit will be posted 2 weeks before the end of every six weeks.
Wednesday, August 17, 2011
UNIT CALENDAR
Unit Schedule
FYI: This is a tentative schedule and adjustments will be made for presentations, drills, and other school scheduled activities. All readings will come from the required textbook, unless otherwise specified.
Unit One: Introduction to the Course/Genre Study (5 weeks)
· Unit Expectations: Students will be expected to do a close reading of a wide range of genres. They will become familiar with the term genre and learn how to identify the different types of genre, such as poetry, fiction, nonfiction, and drama. Students will also be exposed to the different types of literary criticism in order to begin thinking critically when reading any type of genre. Students will be exposed to a variety of literary terms, literary techniques, and elements of literature. They will gain experience with timed writing, Cornell notes, annotation, dialectical journals, and the AP scoring guide.
· Readings
o Lectures – Introduction to British Literature Time Periods and Literary Criticism
o Nonfiction - How to Read Literature like a Professor by Thomas C. Foster
o Novels (Fiction) –Sophie’s World, Beowulf, and Frankenstein
o Poetry – “The Sun Goes Down on Summer”, “Rock ‘N’ Roll Band”, “13 metaphors for why we should’ve never dated”
o Short Story (Fiction) –Hills like White Elephants and A Good Man is Hard to Find
o Media – Shakespeare in Love
· Writings:
o Timed Writing
Unit Two: Writing (3 weeks)
· Unit Expectations: Students will explore the world of writing. Students will be given specific instruction on the effective use of varying sentence structures, use of logical organization, use of rhetorical structures, and transitions. Students will learn how to correctly use voice, tone and appropriate vocabulary for specific audiences. They will be expected to participate in peer editing and writing workshops using their writing from the previous unit in order to incorporate the skills learned in this unit and to develop skills in order to include them in future essays and be able to recognize the lack or incorrect usage of them in their peers’ essays. They will then be required to write a college and scholarship application essay without error using the techniques learned from the writing workshops. Students will be required to schedule a conference with the teacher before turning in their final application essay for grading.
· Readings
o Selected pages from Successful College Writing, 3rd Ed. By Kathleen T. McWhorter
· Writings:
o College/Scholarship Application Essay
o Resume Writing
Unit Three: Fiction/Satire (10 weeks)
· Unit Expectations: Students will study the elements of fiction (plot, setting, conflict, symbol, point of view, theme) and satire. They will become familiar with satire and its use in both literature and film. Students will become familiar with reading different types of literary criticisms. They will also learn how to imitate the style of writing used for literary criticisms.
· Readings
o Alice’s Adventures in Wonderland and Through the Looking Glass by Lewis Carroll
o Various Critical Essays dealing with Alice’s Adventures in Wonderland and Through the Looking Glass
o A Modest Proposal
· Writings:
o Literary Analysis Essay (no secondary sources may be used)
o Formal Literary Critical Argument Essay (secondary sources must be used)
o Timed Writing
Christmas Break Readings: Selected Essays in preparation for Oedipus Rex by Sophocles
Unit Four: Tragedies (6 weeks)
· Unit Expectations: Students will explore the tragedies of British Literature and its affects during the literary time period and their time period. They will become aware of the different components of a tragedy, which they will then put into practice by identifying the different components of a tragedy in today’s society. Students will be expected to actively read Oedipus Rex, Hamlet, and Macbeth and participate in a lecture and discussion in order to better understand tragedies. Students will be taught how to write a formal literary analysis paper using secondary sources they find on their own.
· Readings
o Oedipus Rex by Sophocles
o Hamlet by William Shakespeare
o Macbeth by William Shakespeare
o Critical Essays dealing with both plays
· Writings:
o Timed Writing
Unit Five: Poetry (4 weeks)
· Unit Expectations: Students will be introduced to the basics of poetry (tone, speaker, language, imagery, symbolism, etc.) before exploring the different types of British and American poetry. Students will use different types of techniques in order to do a close reading of poetry. They will learn the importance of poetry during the different time periods in British and American Literature. Students will practice answering multiple-choice questions from the AP exam.
· Readings
o Critical Essays dealing with some of the poems
o Carpe Diem Poetry
§ “The Passionate Shepherd” “The Nymph’s Reply….”
§ “To the Virgins….”
§ “To His Coy Mistress”
o Romantic Poetry
§ “A Poison Tree”
§ “A Slumber Did My Spirit Seal”
§ “She Walks in Beauty”
§ “Kubla Kahan”
§ “Ozymandias”
§ “La Belle Dame Sans Merci”
o Victorian Poetry
§ “The Lady of Shallot”
§ “My Last Duchess”
§ “Porphyria’s Lover”
§ “Sonnet 43”
o Shakespearian Sonnets
§ 29
§ 73
§ 116
§ 130
o Modern Poetry
§ “Love Poem”
§ “First Party at Ken Kensey’s with Hell’s Angels”
§ “Catch”
§ “Midterm Break”
§ “L(a”
§ “Sestina”
§ “One Art”
§ “The Unknown Citizen”
· Writings:
o Timed Writing
o Poetry Portfolio
Unit Six: Mythology/Christian Iconography (4 weeks)
· Unit Expectations: The icons of Christian, and particularly Catholic, worship appear throughout this selection with great frequency. Students will study the elements of mythology and Christian iconography as portrayed by the readings of this unit. Students will draw on their prior knowledge of Greek and Roman mythology.
· Readings
o Dracula by Bram Stoker
o Excerpts from The Bible
o Critical Essays dealing with Dracula
· Writings:
o Timed Writing
Unit Seven: Modern Novel (4 weeks)
· Unit Expectations: Students will participate in several reader workshops, in which each student will be required to be a discussion leader. Students will prepare for the workshops by participating in a model workshop for Bram Stoker’s Dracula. Students will have read The Stranger and Dr. Jekyll and Mr. Hyde and draw on the literary elements and techniques they have learned about throughout the year to complete a dialectical journal. They will then write a formal critical literary analysis paper, which will help them prepare to discuss the novel with their peers.
· Readings
o The Stranger by Albert Camus
o Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson
o Critical Essays dealing with both novels
· Writings:
o Formal Critical Literary Analysis Paper
Unit Eight: AP Practice Exam (1 week)
Unit Nine: Porfolio and High School Reflection Essay (1 week)
Syllabus Information
SENIOR ENGLISH ADVANCED PLACEMENT/DUAL CREDIT
ENGL2321 - BRITISH LITERATURE & ENGL2341 – INTRODUCTION TO LITERATURE
2011-2012
Instructor: Miss Pamela Reyes Room: A-117 Phone: _________
Office Hours: 7:30-8:15 a.m. - 3rd/4th Period – After School by Appointment Only
I. Course Description
This Advanced Placement course is designed to give the student a firm grounding in literary analysis and analytical writing techniques that will enable him/her to achieve a high score in the AP English Literature and Composition test. All those enrolled in the course must take the AP Exam given during the spring semester. This course is also for Dual credit and will provide the student with an introduction to the study of different literary genres (short stories, poetry, drama, novels, novellas, and essays). More specifically these courses are designed to introduce students to the study of literary periods, terms and conditions.
British/English Literature, beginning with Beowulf and continuing into the modern times, will be the main source of literature for the course, although other English-speaking authors will be sampled if it benefits the course of study. College-level analysis papers will be due each six weeks period as well as several other types of essays. Reading
II. Course Goals
The student is expected to:
1. Understand the historical development of British/English Literature.
2. Understand the socio-political issues that shaped each stage of British/English literature.
3. Identify and analyze literary elements and their contribution to the overall theme of the texts studied.
4. Discuss and debate individual views and opinions of these literary elements and themes in structured oral responses.
5. Write analytical AP style responses to prepare for the AP exam.
6. Write responses in narrative, persuasive, descriptive, etc. formats in order to hone writing skills for college.
7. Complete the AP test during spring semester.
8. Understand how all literature is relevant to their lives.
9. Write numerous journals, quick writes, exit cards, and reflective responses.
10. Practice multiple-choice questions in preparation for the AP exam.
III. Course Outline
This course will be divided into six six weeks periods and two semesters. Most of the readings will be geared toward British literature and any secondary readings associated with these readings. Please note the required readings and make sure that you have a copy of them available for personal use. For most of the first semester, the original works have no known copyright so are available as public domain documents on various websites on the Internet for printing. For all others, a personal copy of the story or novel must be obtained as you will be expected to annotate the text for use in your essays.
Some of the readings will include the following:
1. Frankenstein by Mary Shelley
2. Hamlet by William Shakespeare
3. Dracula by Bram Stoker
4. The Stranger by Albert Camus
5. Selected excerpts from Candide
6. Beowulf
7. Selected books from Paradise Lost by John Milton
8. Macbeth by William Shakespeare
9. A Modest Proposal by Jonathan Swift
10. Various Poetry and Prose from British Literature
11. Oedipus Rex by Sophocles
IV. Grading Criteria for Course
Your grade will be computed as follows every six weeks period:
1. Project Grades - Writing Assignments (Dear Miss Pam, timed essays, journals, essays, etc.) = 30%
2. Quiz Grades- Dialectical Journals, Reading Quizzes, etc (per reading assignment) = 30%
3. Exam Grades – Content Tests, Timed AP Multiple Choice and group activities = 15%
4. Classwork Grades - Class discussions and overall participation (both in class and on class blog) = 15%
5. Six Weeks Exams = 10%
6. Final Exams = 13% of overall semester average
Grading Scale:
A+ = 100-96 | A = 95 | A- = 94-90 | B+ = 89-86 | B = 85 | B- = 84-80 |
C+ = 79-76 | C = 75 | C- = 74-70 | D+ = 69-64 | D = 65 | D- = 64-60 |
F = <59 | √+ = 100 | √ = 80 | √- = 70 | X = 0 |
V. Course Assignments
1. Vocabulary Development: All vocabulary words will be kept in your binder, whether they are written on foldables or given via handout. You will be given a list of vocabulary words (from SAT, ACT, our readings, and tone words) at the beginning and throughout each unit. In order to make sure you are developing your vocabulary, you will be randomly quizzed.
2. Dialectical Journals and Artist Notebooks: You will be required to turn in specific dialectical journals or artist notebooks for certain reading assignments. The first six weeks will be used to teach you how to use a dialectical journal properly. After that you will turn in dialectical journals and/or artist notebooks throughout the year for certain assigned reading.
3. In-class Reading
4. Outside Reading: You are responsible for reading a majority of the texts before coming to class to gain a basic understanding. Students will be required to come to class ready to participate in class discussions with questions about the literature being read at the time. This is why you are required to buy the book, so that you can highlight and write in your books. Sharing books with classmates from other classes is discouraged because you will be responsible for having the specific text available.
5. Class Blog: Participation in a class blog will be required for certain reading assignments. I will be posting discussion questions either before or after a work is discussed in class, this will ensure that everyone is reading. The class blog will also be used as a study tool where students may post questions that they have about any reading assignment that they are having trouble with at the time.
6. Journals: You will actively participate in class by writing journals, completing exit cards, answering quick writes. You will be asked to evaluate an aspect of the class that you found interesting, an aspect that you found difficult or you will be asked to review a subject to be used for the day’s lesson through music, art, and quotes. Journals will be picked up before you walk out of class every day. You will not be reminded to keep up with your journals but it will be a grade and then used for your portfolio at the end of the year.
7. Binder/Portfolio: You will be required to develop a binder/writing portfolio. This will be a yearlong assignment that will showcase your writing development and keep you organized. You will be asked to evaluate and grade yourself based on your development at the end of the year. Therefore, all writing assignments, notes, tests, journals, essays, etc. produced in this class must be placed in your binder/writing portfolio because any missing assignments will result in point reductions. Regular spot checks will be conducted to make sure you are bringing your binder to class EVERYDAY!!!
VI. Essay Guidelines
1. All essays will be work shopped. Teacher feedback will be given before, during, and after the submission of each essay. Therefore: (see guideline #2)
2. All essays must show evidence of the writing process. Prewriting, drafting, editing, revising, and publishing stages must be present before I accept any finished product.
3. Final product must be submitted as a typed paper using Times New Roman font in size 12. It must be on a white sheet of paper with a header that states your name, the date, class period and the teacher the paper is being submitted to. (NOTE: DUE TO A SHORTAGE OF PAPER AND INK ON CAMPUS YOU WILL NOT BE ABLE TO PRINT YOUR ESSAYS IN MY CLASS; THEREFORE YOU MUST MAKE ARRANGEMENTS TO EITHER EMAIL OR PRINT FROM THE LIBRARY OR AT HOME.)
4. All papers containing substantial quotes or synopses of the work being analyzed must use MLA documentation, therefore it is strongly suggested you invest in a personal copy of the MLA Style Manual. See teacher for correct edition.
5. Papers will receive two grades. One for content, mechanics, sentence structure, logical organization, and vocabulary usage. Another using the holistic scoring practices used to score the AP exam. Class rubric for content and mechanics grade will be given before the first paper is due.
6. In order to provide effective and constructive feedback, all papers are due at the beginning of your class period or by email on the date specified. Any paper turned in after the teacher has collected work at the beginning of the class will be considered LATE, which includes all essays submitted by email.
7. All essays are subject to plagiarism checks. If a student is caught plagiarizing their paper appropriate measures will be taken. Plagiarizing is considered cheating and the student will receive a zero along with a parent conference. Keep in mind that plagiarizing is a bad habit to pick up and can result in expulsion when you are in college.
VII. Writing Assignments
As this is a literature and composition course, you will be asked to complete a variety of writing assignments throughout the year. Clarification of each writing assignment listed below will be given at specific times throughout the year. You will be expected to use your best composition skills for all writing assignments.
1. High School Reflection Essay (1 for your writing portfolio at the end of the year)
2. Literary Analysis Essays/AP Timed Essays (10-12 throughout the year)
3. Formal Literary Critical Argument Essay (2 – 1 each semester)
4. College Admission/Scholarship Essays and Resume (1 at the beginning of the year)
VIII. Attendance
Attendance is vital if you plan to succeed in this class. Every class meeting is important because new assignments and readings will be discussed daily. The class blog will be your life line to this class. I will try to post all assignments and questions on the blog and every student is expected to keep up with due dates. If you are absent, you are still responsible for the work you missed. Be sure to inform your instructor of any school trips or anything else that will keep you out of school for more than one day. Keep in mind that excuses such as, “I was out because of band, drama, etc” will not excuse from doing the work. You have 3 days after returning to class to ask for your missing work. Be aware that if you don’t have an approved excuse make-up work does not have to be given by the instructor. Excused and unexcused absences and tardies can result in loss of credit for the class. Students who choose to skip class when a substitute is present will receive 3 zeroes for the work done in class that day; make-up work will only be given to those who are given an EXCUSED absence from the office. (See student handbook for District Attendance Policy)
IX. Electronic Devices (This is NOT up for discussion!)
You are expected to be respectful and attentive in class, as the content explanation will be necessary for you to complete your assignments. Because of this, you are expected to leave all electronic devices in your purse or backpack in order to avoid distractions. This includes, but is not limited, to the following:
I-Pods or any form of MP3 player, Cellular Phones, PSPs, etc.
Students who disregard this will have their electronic devices confiscated. These devices will be turned in to the head security guard, and parents will have to follow school policy to have said items returned. If you choose to pay attention to your text messages, MP3 players, etc and not the instructor then you are the only one to blame if you miss an important announcement or a key part of the assignment. Electronic devices will be permitted during different times throughout the year but at the discretion of the instructor and you will be given proper notification of when you are allowed to use them. All devices with internet access must be put away during tests, quizzes, and timed essay writing.
X. Homework/Outside Reading/Late Work Policy/Cheating
All homework and outside readings MUST be completed before coming to class. These assignments are designed to give the student basic comprehension of the material so that the analysis portion of the assignment can be completed in class.
Homework/Outside Reading will be graded on a 100/0 scale. Evidence of completion will earn the student a 100. Vice versa evidence of non-completion will earn a zero.
Late work will be accepted ONLY if you have an excused absence. You are responsible for picking up assignments within 3 days after an absence and must have your excuse with an excuse slip from the office at the time. No work will be given if the excuse is not presented. Be sure to obtain the excuse slip on your own time.
LATE WORK WILL NOT BE ACCEPTED UNDER ANY OTHER CIRCUMSTANCE. However, if an assignment is accepted late be aware that you will be deducted 10 points for everyday it is late. For major projects you will be deducted 10 points for everyday it is late, starting from the end of the period. This means that if you have this class 1st/2nd period and you do not turn it in by the end of 2nd your assignment is already late.
Cheating has no place in an academic setting, and any student caught cheating will be given a zero, sent to the office, and, after a parent conference, they will be dropped from the course.
XI. Supply List
(FYI: Other supplies may be needed during the year, but advance notice of items needed will be given at that time. Items that are bold will be given to the instructor to ensure that the student always has access to the supplies needed.)
Binder, any color (to be brought to class everyday)
5 dividers (1. Notes and Vocabulary, 2. Readings
2 packages of paper (College Ruled)
Black or blue pens
Red pens
Pencils
Highlighters
College Dictionary and Thesaurus
Assorted post-it notes
3x5 index cards
Germ-X
Tissues
Flash drive (at least 1-2 GB)
Access to a computer and printer
XII. Pre-Course Assignments
Your summer readings were selected by the AP teachers to help your reading skills and your background knowledge. You had two books to read before you entering this class.
1. Sophie’s World
2. How to Read Novels Like a Professor
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