English IV homework

Monday, March 13 - Do Hamlet worksheet

Tuesday, March 14– Work on senior paper deadline #1 due next Wednesday

Wednesday, March 15– TEST tomorrow on Hamlet

Thursday, March 16– TEST tomorrow on Hamlet

Friday, March 17 - Work on senior paper deadline #1 due next Wednesday

Monday, March 20- Work on senior paper deadline #1 due Wednesday

Tuesday, March 21– Work on senior paper deadline #1 due Wednesday

Wednesday, March 22– Senior paper deadline #2 is due the Tuesday you get back.

Thursday, March 23– Senior paper deadline #2 is due the Tuesday you get back.

Friday, March 24 - Senior paper deadline #2 is due the Tuesday you get back.  

Hamlet projects

You are going to develop certain projects based on Hamlet.  Here are the due dates:

You must do ONE projects from List A and ONE project from List B. Each one is worth 50 points, so together they add up to one test/project grade.

List A 

1. ART ESSAY.  In pen and ink, watercolor, or other medium, create an art essay of at least six drawings depicted something related to Hamlet.  For example, you might wish to draw a series of scenes from the play or design costumes for one or more characters or set designs for a stage version of the play.  No tracing allowed.  Only do this if you have some artistic talent.

2. VIDEOTAPE.  Videotape, with other students, a scene of at least 15 minutes from the play.  You can either use the original words or write it in modern English.  Use appropriate costumes (while it does not have to be set in Elizabethan times, you shouldn't just use normal everyday clothes).  You do not have to memorize lines, but reading from a book will probably not look that good.

3. MODEL.  Create an original model of the Globe Theater (out of whatever materials you wish...Legos?  Sugar cubes?  Toothpicks?)   The model needs to be at least 8" tall and 16" in diameter.  You can find drawings of the original Globe in books or on the Internet.

4. SCULPTURE.  Sculpt a head or bust of a character in the play.  Must be at least 10" tall.  Only do this if you have artistic talent.

5. STAGE POSTERS.  Design and create a pair of stage posters advertising a new production of Hamlet.  The posters should be done on foam core (each one at least 2' x 3') and be detailed and original.  Each of the two posters should represent a different approach to advertising a new production (you can create the names of actors, etc. for the production).

6. YOUR OWN IDEA.  Develop a project idea of your own and talk to me about it.

List B

1. MOVIE REVIEW.  Watch either the Mel Gibson version or the Laurence Olivier version of the play and write a review of it, discussing the action, the approach that director takes, the cinematography, the acting, and compare it to the Kenneth Branagh version.  At least 3 pages, double spaced.

2. SCHOLARLY ARTICLE.  Find (in a book, anthology, or the Internet) a scholarly article that explores some aspect of Hamlet.  Read the article and then write a critique, discussing which points you agree with and which you disagree with.  Include a copy of the article with your paper.  At least 3 pages.

3. INTERVIEW.  Interview a person who has acted in a stage version of some play by Shakespeare (not necessarily Hamlet).  Talk about their experiences, how they prepared for the role, their views of Shakespeare on stage, etc.  At least 3 pages (write it up in essay form, not a Q & A).

4. RADIO PLAY.  Write a radio play version of a scene in the play.  Write it in modern English, indicating sound effects in the script, as if this were going to be performed by a group of radio actors.

5.      DIARY.  Write a week's worth of diary entries from the point of view of a minor character in the play.  Reveal what is going on in that character's mind and his or her perspective on the events going on in the court of Elsinore.  At least 4 pages.

6.      MEMORIZE.  Memorize a speech of at least 30 lines from the play and recite it before the class.  Recite it with feeling; don't just stand there.  Before you recite the speech, talk to the class about how you prepared, and what you discovered about the speech after studying it for so long.

7.      YOUR IDEA.  Come up with your own idea for a project and talk to me about it.

English IV Paper Topic

                This paper is due Monday, Feb. 13.  Suggested length: 3 double-spaced pages (12-point font, 1” margins).  Remember, this draft is the final draft this semester.  You are allowed to work with another person from this class on the paper.  You will both get the same grade on the paper.  You may not used any other sources, such as books or the Internet, for help in your analysis.

Do an analysis of either Sonnet 116 or Sonnet 73 or Sonnet 12.  As you discuss general themes and specific words, lines, and sections, use the poetry terminology we have become familiar with.

Rubric for this essay

A range                  These well-written essays provide a thorough discussion of the poem.  The writer shows how important themes are developed by discussing specific words, phrases, and sections, as well as how these sections work together to create a unified poem.  The writer uses poetry terminology to not only point out figurative language, but also how such language works in the poem.  There is a logical structure to how the analysis is presented, and there is clearly a depth of understanding of how all the elements of the poem work.  These essays show a stylistic maturity by a strong thesis and an effective command of sentence structure, word choice, and organization. The writing need not be without flaws, but it reveals the writer's ability to choose from and control a wide range of the elements of effective writing.

B range                  These essays present a solid discussion of the elements in the poem, as well as important themes in the poem.  The writer notes some specific words and sections and how they work, although a little more depth in this area is probably appropriate.  The writer uses some poetry terminology, but occasionally does not go beyond pointing it out; for example, the writer might not explain how a certain metaphor works in the poem.  The essay has a good overall structure, and the writer shows a good grasp of the essence and elements of the poem.  These essays are well-written in an appropriate style, but with less maturity than the top papers. Some lapses in grammar or organization may appear, but the writing demonstrates sufficient control over the elements of composition to present the writer's ideas clearly.

C range                  These essays make a decent attempt to discuss what is happening in the poem, although the elements don't all come together strongly enough in the final essay.   The writer points out some of the important stanzas or lines, but some significant words or section need more attention, in terms of their importance to the themes in the poem.  The essay needs more depth or more discussion or how the figurative language works.   The structure of the essay may be stilted; that is, it might be in sections but not all come together.  The essay is logical and readable, although the writer should dig a little deeper into the details of this topic.  These essays are satisfactorily written, but they may demonstrate inconsistent control over the elements of composition. Organization is evident, but it may not be fully realized or effective.

D range                  These essays touch on some of the themes in the poem, but the themes are not developed enough or the writer does dig sufficiently into particular words and lines.  The writer might also miss out on some important themes, ideas, or sections.  The writer will refer sometimes to poetry terminology, but the terms are mentioned, not explained.    The reader stays with the writer for part of the essay, but more details and depth would keep the reader involved more. The writing is sufficient to convey the writer's ideas, but it suggests weak control over diction, syntax, grammar, or organization.

F range                   These essays may attempt an analysis of the poem, but too much is left at the surface level.  The writer may omit or wildly misinterpret themes, and little reference is made to the significance of particular words or lines.  The writer rarely uses poetry terminology.   Essays that are unacceptably brief or poorly written also fall in this range. The writing usually reveals consistent weaknesses in grammar or other elements of composition.

English IV Paper Topic

                This paper is due with your final portfolio.  Write an interesting story; have fun with it!  I have adapted it from an essay question once proposed by the University of Chicago on its college application forms. Suggested length: 3 double-spaced pages (12-point font, 1” margins)

                Elvis is alive!  Okay, maybe not, but I am persuaded that current Elvis sightings in highway rest areas, grocery stores, and laundromats are part of a wider conspiracy including FIVE of the following: the Boston Red Sox, Etch-a-Sketch, a can of Cheez-Wiz, Thomas Edison's diary, the eruption of Mt. Vesuvius, a solid gold harpsichord, a thermos of chicken soup, Albert Einstein, a large hot-air balloon, and an Ab-Cruncher machine.   Help me get to the bottom of this evil plot by constructing your own theory of how and why FIVE of these items and events are related.

Remember, you are constructing a conspiracy theory to explain all these Elvis sightings, and somehow five of the items above are implicated in your theory.

Rubric for this essay

9-8           These well-written essays present a very interesting conspiracy theory to explain recent sightings of Elvis Presley. The writer effectively discusses five of the above people or items and seamlessly weaves them together in an interesting and intriguing way.  Strong details, a nice sense of humor, and additional characters and images work together to create a story that really holds the reader’s attention.  You finish the story impressed that the writer pulled it off.  These essays show a stylistic maturity by a strong thesis and an effective command of sentence structure, word choice, and organization. The writing need not be without flaws, but it reveals the writer's ability to choose from and control a wide range of the elements of effective writing.

7-6           These essays also present discussions of a conspiracy theory that is quite interesting, although maybe a little too outlandish.   Five of the above items are brought together at various points in the story, usually in an effective way, but sometimes a little awkwardly.  The writer develops the objects and the theory in a fine way, although a few additional plot details and characters might help flesh out this story. These essays are well-written in an appropriate style, but with less maturity than the top papers. Some lapses in grammar or organization may appear, but the writing demonstrates sufficient control over the elements of composition to present the writer's ideas clearly.

5              These essays attempt to discuss a conspiracy theory regarding Elvis sightings, and in general it is interesting.  At some points, the theory may seem a little strained.  The writer discusses five of the above items in a satisfactory way that makes sense, although the reader sometimes wishes they were more developed.  The writing may need a little more humor or detail or focus to really make the reader buy into the theory offered, even in a funny way.  The essay is logical and readable, although the writer should dig a little deeper into the details of this topic.  These essays are satisfactorily written, but they may demonstrate inconsistent control over the elements of composition. Organization is evident, but it may not be fully realized or effective.

4-3           Papers in this range attempt to discuss a conspiracy theory of Elvis sightings, but it sometimes strains plausibility, even for the sake of humor.  The theory or the writing may be too bizarre to be believable.  Five of the items are mentioned, although some of the items may seem just inserted in the paper, without sufficient development or explanation.  The reader stays with the writer for part of the essay, but more details and depth would keep the reader involved more. The writing is sufficient to convey the writer's ideas, but it suggests weak control over diction, syntax, grammar, or organization.

2-1           These essays may attempt to offer a conspiracy theory, but it sounds weak or half-hearted.  Five of the items may be mentioned, but they don’t seem integral to the story.  More details, humor, and depth are greatly needed. Essays that are unacceptably brief or poorly written also fall in this range. The writing usually reveals consistent weaknesses in grammar or other elements of composition.

Creative paper assignment

Your fourth paper assignment for your fall portfolio involves creative writing.  Some details before you begin:

Include details, interesting characters, dialogue, description, and other elements of the short story.

Prompt:

You are going to write a short story in which you (or your narrator or another major character) have one of the worst jobs in the world. 

The first thing you should do is go to the following Web site: www.channel4.com/history/microsites/W/worstjobs/index.html.  A British actor recently created a television show in which he discussed and demonstrated the worst jobs in history.  These were all actual jobs!  You will notice on that jobs on that Web site are first broken down by time period: Roman/Anglo-Saxon, Medieval, Tudor, Stuart, Georgian, and Victorian.  Spend a little time exploring the worst jobs in each time period.  They are all pretty disgusting.  Here are some examples:

·        Leech collector: Women stomped barelegged in reed beds so that leeches could attach to their legs.  Fun!

·        Gong scourer: These were the men who dug out compacted waste in sewers and emptied cesspits.

·        Woad dyer: The person who processed blue dye did so by using a mixture of horrible smelling cabbage, cat waste, and wheat bran.

·        Violin-string maker: Imagine hanging around a slaughterhouse and extracting intestines from dying sheep!

·        Lime burner: Lime was an important part of mortar.  Unfortunately, making it involved heating chalk and producing toxic carbon monoxide.

There's so much more -- and these were all actual jobs in history.

            Your story should be set in the time period you pick for your worker/protagonist.  Once you pick your worker and his or her disgusting job, create a story based on that person.  Remember, the story needs to be interesting -- this is not just about the job.  You need to have a plot, interesting characters, dialogue, settings, and all the other elements of a story.  Develop your characters!  Let the occupation be a springboard for a good story.

            One warning: although some of the jobs on this Web site are pretty gross, don't let your story degenerate into vulgar language or excessive sickening descriptions.  These people are human too, after all, whether they are a spitboy (turning the roasted meat for the king for hours and hours), nitpicker (picking lice out of animals all day), or a plague burier (pretty much what you think).  So have some compassion, and let a good story develop!

Sula  prompt Persuasive mode

This paper is due Monday, Oct. 17, at the beginning of class (3-4 pages). Have a good thesis statement.  Think about how you are going to organize your paper to develop your main points. Include examples and details from the book to support your points.

Prompt:

Choose an unusual and important decision a character makes in Sula.  Persuade the reader of your essay that this decision, though unusual, was reasonable, sensible, and/or justified.  You will want to give background (on events and characters involved) leading up to the decision, as well as offer your detailed case for the decision made by the character.  Consider also the character’s motivation for the decision.  Use details, examples, and quotations from the novel in this persuasive essay, but don’t engage in plot summary for its own sake.

9-8           These well-written essays present a strong case for an unusual and important decision made by a character in this story.  The writer offers a clear and very convincing argument for this decision with a thorough understanding of all the characters involved, including their backgrounds and motivations.  Details are not just added on, but integrated into the total understanding of this character and his or her decision. The writer offers original insights and backs them up with examples from throughout the book. These essays show a stylistic maturity by a strong thesis and an effective command of sentence structure, word choice, and organization. The writing need not be without flaws, but it reveals the writer's ability to choose from and control a wide range of the elements of effective writing.

7-6           These essays present a fine discussion of a significant and unusual decision made by a character in the novel.  A good thesis unifies these papers, and most of the persuasive statements offered have some relevant textual evidence (though not as strongly as in papers in the 9-8 range). Details about background and characters’ personalities are offered, but they may seem added on, rather than explain the decision being discussed. We finish reading this essay on the side of the writer, although some points could be made more strongly.  These essays are well-written in an appropriate style, but with less maturity than the top papers. Some lapses in grammar or organization may appear, but the writing demonstrates sufficient control over the elements of composition to present the writer's ideas clearly.

5              These essays attempt to discuss a major and unusual decision made by a character in the novel, and generally the writer succeeds.  The thesis statement may need some bolstering.  The writer offers some background on the decision and the relevant characters, but it might read more like plot summary than background with a purpose (to prove the thesis).  Some details and examples are offered, but more would make the case more persuasive. These essays are satisfactorily written, but they may demonstrate inconsistent control over the elements of composition. Organization is evident, but it may not be fully realized or effective.  The thesis may be merely okay.

4-3           Papers in this range mention an unusual decision by a character in the novel, although the choice made by the character might not be significant or different enough to warrant an essay.  The thesis statement might be weak or bland.  The writer does not provide sufficient background information to help us see the events and interactions leading up to this decision.    The writer may ignore key characters or events in the book as support for his or her ideas; there may be a number of unsupported general statements. These papers tend to lack sufficient depth or analysis. The writing is sufficient to convey the writer's ideas, but it suggests weak control over syntax, grammar, or organization.

2-1                 These essays may attempt to discuss a major decision by a character in the novel, but the decision might not be significant enough for this essay.  The thesis statement is weak, bland, or absent.  Little background or illumination is provided leading up to the character’s decision.   Unsubstantiated statements are often made in such essays, as are essays that do not address the specific prompt given here. A range of examples is lacking. Essays that are unacceptably brief or poorly written also fall in this range. The writing usually reveals consistent weaknesses in grammar or other elements of composition.

Grade 12 Short Story Unit paper (analytical mode)

This paper (about 3-4 pages) is due Thursday, Sept. 29  at the beginning of class. Have a good thesis statement. Think about how you are going to organize your paper to develop your main points. Include examples and details from the book to support your points. Prompt:

You are familiar now with the conventions and terminology of many short stories. Write a paper that compares and contrasts the short story "A Scandal in Bohemia" and another Sherlock Holmes story (including those we read in class).  Think about common themes, events, and characterizations and how they are treated similarly and differently by the author. Use the terminology we have acquired (mood, irony, symbol, etc.) to make your points. Don't write two pages on one short story and then two pages on another. Make your comparisons and contrasts direct. Evaluate how and why each story is effective in its own way.  While you don’t need to compare every story element, the most important ones (for those two stories) should be compared.

9-8       These well-written essays present a strong comparison and contrast between these two short stories. The writer clearly has a sense of what kind of story each author is writing and how each author does that. By going well beyond plot into the subtleties of each story, the writer shows a real command of how characters and themes are developed. Details and examples are not just added on, but integrated into the total understanding of how each story works and how it is similar to and different from the other story.   The major elements in each story are compared and contrasted with elegance.  The writer uses the vocabulary learned in class with a command of it. These essays show a stylistic maturity by a strong thesis and an effective command of sentence structure, word choice, and organization.

7 -6          These essays also present a good comparison and contrast between the two short stories. A good thesis unifies these papers, and statements have some relevant textual evidence given (though not as strongly as in papers in the 9-8 range). Details from the stories may be given, but they may seem added on, rather than explain the parts of the stories discussed. The explanation of how these stories are similar and also different is fine, although it could have been a little more in-depth. The terminology of short stories is used, although these papers might need a final synthesis of how the elements in these stories work together. The major elements in each story are compared and contrasted with some confidence. Some lapses in grammar or organization may appear, but the writing is clear and solid.

5               These essays attempt to compare and contrast the two stories, although the comparisons may not be as strong as they could be, or the comparisons are not explored in sufficient detail. Some examples from the text are given, although they are not discussed much after being cited or they may not reveal a wide range of events from the stories. The explanation of the elements of each story is satisfactory, but the reader has the sense that the writer needs to understand these elements better. The comparison of stories offered may not be side-by-side; that is, a few pages on one story are followed by a few pages on the other. These essays are satisfactorily written, but they may demonstrate inconsistent control over the elements of composition. Organization is evident, but it may not be fully realized or effective. The thesis is okay.

4-3       Papers in this range may mention some plot points and one or two other elements, but little discussion is offered for each. Essays that simply list examples or offer only a few examples without explanation fall into this range. The writer ignores key characters or events or themes in the stories as support for his or her ideas; there may be a number of unsupported general statements. The idea of actually comparing or contrasting the two stories' elements is given only lip service. The writing is sufficient to convey the writer's ideas, but it is somewhat weak.  The thesis is uninspiring or dull.

2-1           These essays may attempt to compare the two stories, but the follow-through is poor. These essays may focus on plot or superficial characteristics. Unsubstantiated statements are often made in such essays, as are essays that do not address the specific prompt given here. A range of examples is lacking. Essays that are unacceptably brief or poorly written also fall in this range. The writing usually reveals consistent weaknesses in grammar or other elements of composition.

Life of Pi  prompt Expository mode

This paper is due Wednesday, Sept.7, at the beginning of class (3-4 pages). Have a good thesis statement.  Think about how you are going to organize your paper to develop your main points. Include examples and details from the book to support your points.

Prompt:

This novel seems concerned with the importance of faith (no matter what God you believe in).  What is the role of religious faith and belief in Pi’s life both before and during the voyage in the lifeboat?  You might also consider these related questions: What is Pi seeking that can solely be attained by his belief in Hinduism, Christianity, and Islam together?  Is there something in common to all religions?  How does Pi choose to approach faith?  What effect does this have on his relationship with Richard Parker in the boat? How does faith contrast with doubt?

Rubric for Life of Pi essay (expository)

9-8           These well-written essays present a strong discussion of the role of faith and religion in Pi’s life, centered around an interesting thesis.  The writer clearly explores different aspects of Pi’s unusual beliefs and discusses how those aspects are manifested in Pi’s life and actions.  Details are not just added on, but integrated into the total understanding of how Pi thinks about religion and manifests his thoughts. The writer offers original insights and backs them up with examples from throughout the book. These essays show a stylistic maturity by a strong thesis and an effective command of sentence structure, word choice, and organization. The writing need not be without flaws, but it reveals the writer's ability to choose from and control a wide range of the elements of effective writing. 

7-6           These essays present a fine discussion of the role religious faith plays in Pi’s life.  A good thesis unifies these papers, and statements have some relevant textual evidence (though not as strongly as in papers in the 9-8 range). Details about faith are offered, but they may seem added on, rather than explain the aspect of religion being discussed. Not enough sides of the question may be discussed, or the role of faith in the lifeboat may be insufficient. These essays are well-written in an appropriate style, but with less maturity than the top papers. Some lapses in grammar or organization may appear, but the writing demonstrates sufficient control over the elements of composition to present the writer's ideas clearly.

5              These essays attempt to discuss the role religion or faith plays in Pi’s life, although the reasons or aspects given may not be as strong as other possible ones, or the reasons are not explored in detail. Some examples from the text are given, although they are not discussed much after being cited or they may not reveal a wide range of events from the book.  The explanation of why several different religions touch Pi is only adequate or seems tacked on. These essays are satisfactorily written, but they may demonstrate inconsistent control over the elements of composition. Organization is evident, but it may not be fully realized or effective.  The thesis may be merely okay.

4-3           Papers in this range mention why faith or religion is important to Pi, but little explanation is given for each reason.   The role or roles faith plays in his life is only approached in general terms.  Essays that simply list examples or offer only a few examples without explanation fall into this range. The writer ignores key characters or events in the book as support for his or her ideas; there may be a number of unsupported general statements. These papers tend to lack sufficient depth or analysis. The writing is sufficient to convey the writer's ideas, but it suggests weak control over syntax, grammar, or organization.

2-1           These essays may attempt to mention some relationship between Pi and religion, but the follow-through is poor. Unsubstantiated statements are often made in such essays, as are essays that do not address the specific prompt given here. A range of examples is lacking. Essays that are unacceptably brief or poorly written also fall in this range. The writing usually reveals consistent weaknesses in grammar or other elements of composition.

Warnings

Avoid such phrases as these:

How to cite

            In terms of citations, all you need to use are endnotes (not superscripted footnotes and not notes at the bottom of the page). Normally endnotes appear at the end of the sentence with the author’s name and the page number and no comma between them: (Martel 61)   Since you are only using the Martel book, you do not need to include the author’s name for this paper, just the page number.  In addition, do not let quotations stand on their own; quotations need a lead-in:

WRONG        “My memories come in a jumble” (192).

CORRECT      Pi describes life in the boat, “My memories come in a jumble” (192).

CORRECT   Pi says this about his trip: “My memories come in a jumble” (192).

            Quotations without a lead-in are marked NIQ (No Isolated Quotes) by me.  If the cited passage is longer than a few sentences, you should single-space the quoted material, indent it, and omit the double quotes around it.   We use MLA endnote and bibliography form.

Remember this: