I realized I gave some of you TWO copies of page 5, and none of page 4. Page four is below. Sorry.
minds in Europe and America; and even lawyers of the highest eminence, like Sir Edward Coke, a veritable hero of liberty for defending the common law against the king's arbitrary power, believed that witches had to be prosecuted mercilessly. Of course, there were no Communists in 1692, but it was literally worth your life to deny witches or their powers, given the exhortation in the Bible, "Thou shalt not suffer a witch to live." There had to be witches in the world or the Bible lied. Indeed, the very structure of evil depended on Lucifer's plotting against God. (And the irony is that klatches of Luciferians exist all over the country today, there may even be more of them now than there are Communists.)
As with most humans, panic sleeps in one unlighted corner of my soul. When I walked at night along the empty, wet streets of Salem in the week that I spent there, I could easily work myself into imagining my terror before a gaggle of young girls flying down the road screaming that somebody's "familiar spirit" was chasing them. This anxiety-laden leap backward over nearly three centuries may have been helped along by a particular Upham footnote. At a certain point, the high court of the province made the fatal decision to admit, for the first time, the use of "spectral evidence" as proof of guilt. Spectral evidence, so aptly named, meant that if I swore that you had sent out your "familiar spirit" to choke, tickle, poison me or my cattle, or to control thoughts and actions, I could get you hanged unless you confessed to having had contact with the Devil. After all, only the Devil could lend such powers of visible transport to confederates, in his everlasting plot to bring down Christianity.
Naturally, the best proof of the sincerity of your confession was your naming others whom you had seen in the Devil company--an invitation to private vengeance, but made of official by the seal of the theocratic state. It was as though the court had grown tired of thinking and had invited in the instincts: spectral evidence--that poisoned cloud of paranoid fantasy--made a kind of lunatic sense to them, as it did in plot-ridden 1952, when so often the question was not the acts of an accused but the thoughts and intentions in his alienated mind.
The breathtaking circularity of the process had a kind of poetic tightness. Not everybody was accused, after all, so there must be some reason why you were. By denying that there is any reason whatsoever for you to be accused, you are implying, by virtue of a surprisingly small logical leap, that mere chance picked you out, which in turn implies that the Devil might not really be at work in the village or, God forbid, even exist. Therefore, the investigation itself is either mistaken or a fraud. You would have to be a crypto-Luciferian to say that--not a great idea if l u wanted to go back to your farm.The more I read into the Salem panic, the more it touched off corresponding ages of common experiences in the fifties: the old friend of a blacklisted person crossing the street to avoid being seen talking to him; the overnight conversions of former leftists into born-again patriots; and so on. Apparently, certain processes are universal. When Gentiles in Hitler's Germany, for example, saw their Jewish neighbors being trucked of, or rs in Soviet Ukraine saw the Kulaks sing before their eyes, the common reaction, even among those unsympathetic to Nazism or Communism, was quite naturally to turn away in fear of being identified with the condemned. As I learned from non-Jewish refugees, however there was often a despairing pity mixed with "Well, they must have done something." Few of us can easily surrender our belief that society must somehow
9/29/09
Tuesday/Wednesday
In Class
We took a quiz, discussed the major events of Act IV, and worked in discussion groups to analyze the play as a whole.
Homework
Due Next Class: Read and annotate "Why I Wrote the Crucible" by Arthur Miller. Take a minimum of five quotes that are appealing to you and do a double sided journal entry: Write the quote on one side of the paper and write your extended reaction on the other.
Due Next Week:
Your Crucible Paper!
Period 3 (due Tuesday); Period 2, 7 (due Wednesday)
This is your choice of the discussion topics given in class. See a classmate to get the notes for the paper requirements. Remember, DUE is the outline, rough draft with comments, and your final copy. I will not accept papers that do not have all three components.
We took a quiz, discussed the major events of Act IV, and worked in discussion groups to analyze the play as a whole.
Homework
Due Next Class: Read and annotate "Why I Wrote the Crucible" by Arthur Miller. Take a minimum of five quotes that are appealing to you and do a double sided journal entry: Write the quote on one side of the paper and write your extended reaction on the other.
Due Next Week:
Your Crucible Paper!
Period 3 (due Tuesday); Period 2, 7 (due Wednesday)
This is your choice of the discussion topics given in class. See a classmate to get the notes for the paper requirements. Remember, DUE is the outline, rough draft with comments, and your final copy. I will not accept papers that do not have all three components.
9/23/09
Heads Up
1. Honors applications are due TUESDAY September 29th
2. Your first vocabulary quiz (50 points) will be on Friday October 9th, and will be on every word up to that date.
2. Your first vocabulary quiz (50 points) will be on Friday October 9th, and will be on every word up to that date.
Wednesday/Thursday
In Class
We acted out the end of Act III and analyzed it to determine which techniques Miller used to create tension, and to explain why this scene can be considered the turning point. We then discussed characterization further, and used our character charts to write a character analysis that we turned in.
Homework
1. Finish The Crucible!!!
2. Write a typed, one page response to the following question: Why were the atrocities of the Salem witchcraft allowed to happen?
This is due next Tuesday for period 3; next Wednesday (the 30th) for periods 2 and 7
We acted out the end of Act III and analyzed it to determine which techniques Miller used to create tension, and to explain why this scene can be considered the turning point. We then discussed characterization further, and used our character charts to write a character analysis that we turned in.
Homework
1. Finish The Crucible!!!
2. Write a typed, one page response to the following question: Why were the atrocities of the Salem witchcraft allowed to happen?
This is due next Tuesday for period 3; next Wednesday (the 30th) for periods 2 and 7
9/21/09
Monday/Tuesday
In Class
We reviewed the key parts of Act II and discussed Miller's characterization. We worked in pairs to analyze his characterization, and then began to act out Act III.
Homework
Finish the characterization charts - including for Hawthorne and Danforth (whom you will both meet in Act III)
Finish Act III - it is long, but you can handle it. Break it down over two nights.
We reviewed the key parts of Act II and discussed Miller's characterization. We worked in pairs to analyze his characterization, and then began to act out Act III.
Homework
Finish the characterization charts - including for Hawthorne and Danforth (whom you will both meet in Act III)
Finish Act III - it is long, but you can handle it. Break it down over two nights.
9/19/09
Friday
In Class
We discussed the importance of and practiced using context clues to help us read lines with the correct emotion.
Homework
Read all of Act II and answer questions on the sheet.
ACT II Pages 49 -72
1. Why does John Proctor say he is reluctant to give the court information about Abigail? What is Elizabeth’s opinion? What is your own?
2. Elizabeth says that Mary Warren is a ‘mouse no more.’ Categorize Mary Warren’s action in this Act. Look carefully at her actions, then consider her motivations. Use evidence.
3. Sarah Osborn was accused of being a witch because she was Putnam’s midwife. Why do you think Sarah Good was accused? Why will she not hang? What is your opinion of her?
4. What ‘proof’ are they using in court to condemn the accused?
5. What does Elizabeth want Proctor to do? Why?
6. Why is Hale questioning Elizabeth? Why does he think the Proctors might not be entirely holy?
7. What commandment does Proctor forget? Why is this significant?
8. Why does Hale doubt Proctor’s revelation of Abigail’s lies?
9. When they find out that Rebecca Nurse is accused, Proctor and Hale reach different conclusions. What are they?
10. Thus far, what do you make of the accusations?
We discussed the importance of and practiced using context clues to help us read lines with the correct emotion.
Homework
Read all of Act II and answer questions on the sheet.
ACT II Pages 49 -72
1. Why does John Proctor say he is reluctant to give the court information about Abigail? What is Elizabeth’s opinion? What is your own?
2. Elizabeth says that Mary Warren is a ‘mouse no more.’ Categorize Mary Warren’s action in this Act. Look carefully at her actions, then consider her motivations. Use evidence.
3. Sarah Osborn was accused of being a witch because she was Putnam’s midwife. Why do you think Sarah Good was accused? Why will she not hang? What is your opinion of her?
4. What ‘proof’ are they using in court to condemn the accused?
5. What does Elizabeth want Proctor to do? Why?
6. Why is Hale questioning Elizabeth? Why does he think the Proctors might not be entirely holy?
7. What commandment does Proctor forget? Why is this significant?
8. Why does Hale doubt Proctor’s revelation of Abigail’s lies?
9. When they find out that Rebecca Nurse is accused, Proctor and Hale reach different conclusions. What are they?
10. Thus far, what do you make of the accusations?
9/17/09
Wednesday/Thursday
In Class
We worked in groups to review the characterization of the characters we've met so far, and acted out part of Act I.
Homework
Finish Act I and answer questions on the handout
We worked in groups to review the characterization of the characters we've met so far, and acted out part of Act I.
Homework
Finish Act I and answer questions on the handout
9/14/09
Monday/Tuesday September 14 and 15th
In Class: We worked in groups to further analyze the setting in the Bradstreet piece. This helped us prepare for reading The Crucible, of which we started the introduction.
Homework: Finish reading the intro section and answer the questions. Then, start reading the play! Read pages 8-20, and answer the questions (you can use bulleted answers) on the sheet. Also, it will help you tremendously if you keep a character chart in your notebook to note not only who each character is, but how they are all related to one another.
Homework: Finish reading the intro section and answer the questions. Then, start reading the play! Read pages 8-20, and answer the questions (you can use bulleted answers) on the sheet. Also, it will help you tremendously if you keep a character chart in your notebook to note not only who each character is, but how they are all related to one another.
9/11/09
Friday 9/11/09
In Class
We defined setting as the time, place and cultural norms of that place, and that setting can help create the mood; influence the characters and support the novel's theme(s). We learned some sentences to help us when we write an analysis of setting, and practiced analyzing the setting of a novel of our choice.
Homework
Read the first chapter of the biography of Anne Bradstreet, America's first poet. This chapter describes what it was like when she first arrived with the other Puritans to Massachusetts. As you read, highlight clues that let you know what the beliefs and cultural norms are of the people on the boat. Then, write a paragraph about the beliefs of the Puritans based on your reading.
Period 7: In addition to the above, finish your in-class paragraph on the notecard.
Reminder:
Periods 2 and 7, starting on Monday you have double English Mondays and Wednesdays
Period 3, you have double English Tuesdays and Thursdays
We defined setting as the time, place and cultural norms of that place, and that setting can help create the mood; influence the characters and support the novel's theme(s). We learned some sentences to help us when we write an analysis of setting, and practiced analyzing the setting of a novel of our choice.
Homework
Read the first chapter of the biography of Anne Bradstreet, America's first poet. This chapter describes what it was like when she first arrived with the other Puritans to Massachusetts. As you read, highlight clues that let you know what the beliefs and cultural norms are of the people on the boat. Then, write a paragraph about the beliefs of the Puritans based on your reading.
Period 7: In addition to the above, finish your in-class paragraph on the notecard.
Reminder:
Periods 2 and 7, starting on Monday you have double English Mondays and Wednesdays
Period 3, you have double English Tuesdays and Thursdays
9/10/09
Thursday 9/10/09
In Class
We took a diagnostic quiz on literary elements and subject/verb agreement. We then met in groups to discuss summer reading.
Homework
Rewrite your homework from last night. You will turn in BOTH drafts in your portfolio, and will be graded not only on content, but on how well you revised your drafts. Look especially for the following:
We took a diagnostic quiz on literary elements and subject/verb agreement. We then met in groups to discuss summer reading.
Homework
Rewrite your homework from last night. You will turn in BOTH drafts in your portfolio, and will be graded not only on content, but on how well you revised your drafts. Look especially for the following:
- Words on the banned word list: Change those to more specific words
- Plot summary: Instead explain which element the author uses to prove your thesis (characterization, theme, etc)
- Fragment or run-on sentences: Make sure all sentences have a noun and a verb
9/7/09
Wednesday
In Class
Today we read the syllabus and reviewed class requirements. We learned how to do a quote response, and wrote our first one. We also briefly discussed the summer reading.
Quote Response (this is your first entry in your working portfolio)
Homework
Writing Response (this will be your second entry in your working portfolio)
Today we read the syllabus and reviewed class requirements. We learned how to do a quote response, and wrote our first one. We also briefly discussed the summer reading.
Quote Response (this is your first entry in your working portfolio)
Homework
Writing Response (this will be your second entry in your working portfolio)
"Have something to say, and say it as clearly as you can. That is the only secret." Matthew Arnold.
Authors write for many reasons but, simply put, they write because they have something to say. Native Son and The Namesake are two very different novels, but both give a strong voice to their authors. Put yourself in the place of the authors. What do you think they each wanted Americans to know? What were their contributions to the national discussion? Essentially, if you sat down with these authors, and asked them each why they wrote the book, what would they say? Why do you think that? Your response should be about a page long typed and should focus on each book individually.
Assignment (This is what will on your heading): What are the authors of the Namesake and Native Son saying with their respective works?
Assignment (This is what will on your heading): What are the authors of the Namesake and Native Son saying with their respective works?
9/3/09
How To Succeed in English 11
Check the Blog Often to:
See the homework assignments
See what classwork you missed if you were absent
Find helpful links to other Websites that will help you with class
Post questions you have about homework or classwork
Do All of the Homework
Most homework assignments are 10 points each. You cannot make up homework worth 10 points or fewer; those assignments with point values above 10 points will receive ½ credit (no more than 5 points) if they are turned in one day late. Homework may NOT be made up after two days.
Do All Writing Assignments, and Seek Help!
Writing assignments are worth 20 -100 points.
Assignments are often done in drafts
You should always seek extra help either during lunch (Monday, Tuesday and Friday) or afterschool (Tuesday, Wednesday and Thursday)
Be Accountable for Your Work!
If you are not in class, you are still responsible for turning in papers (via email) on the date it is due. As paper due dates are announced well in advance, any late paper (regardless of absences) will result in a point reduction on the grade. You must turn in a hard copy when you return or you will receive no points. Printing in class will not be tolerated. Print your work before class.
Read ACTIVELY
Always read with a writing utensil! Use post-its if the book does not belong to you.
Take notes on anything surprising; anything that reveals characterization, conflict, setting, symbolism; anything about which you have a question; predictions; vocabulary words to define; and evidence of theme.
Prepare for the SAT and Life: Study Your Vocabulary
Study the words of the day (from Princeton’s Hit Parade of top-tested SAT words)
Study the literary vocabulary
Play on freerice.com for a ½ hour every day
Use online flashcards at http://www.quizlet.com/. You can search for the Princeton Hit Parade words.
Read Independently
Read the New York Times, and nytimes.com. Not only will you be up-to-date on current events, but you will gain writing and vocabulary skills – simply by reading!
Read an independent book! Go to the library; borrow a book from Ms. Bryant. Read, read, read!
Write ORIGINAL Work
As pressure mounts during the year, students may be tempted to use the internet to help them with papers, or borrow ideas from their classmates’ papers. Turning in ANY work which is not completely your own is academic dishonesty, and will result in serious consequences. And while we’re on the subject, Wikipedia has no place in your academic studies. Don’t use it.
Prepare for the New York State English Regents Exam
You will take the English Regents exam in January, which tests the knowledge and skills you’ve gained throughout your three years in English classes at MHSHS. In addition to in-class preparation, I will hold afterschool study sessions starting in late November. You are strongly encouraged to attend them. Additionally, previous Regents exams are available at http://www.nysedregents.org/. You can download them and practice the four parts of the exam.
Keep Up with Your Grades
Check http://www.mygradebook.com/ often to ensure that you are maintaining at least an 80 average, and to ensure you did not miss any work. Should your grade dip below an 80, you need to make plans to attend SOS and Lunch and Learn to receive tutoring to improve your grade!
See the homework assignments
See what classwork you missed if you were absent
Find helpful links to other Websites that will help you with class
Post questions you have about homework or classwork
Do All of the Homework
Most homework assignments are 10 points each. You cannot make up homework worth 10 points or fewer; those assignments with point values above 10 points will receive ½ credit (no more than 5 points) if they are turned in one day late. Homework may NOT be made up after two days.
Do All Writing Assignments, and Seek Help!
Writing assignments are worth 20 -100 points.
Assignments are often done in drafts
You should always seek extra help either during lunch (Monday, Tuesday and Friday) or afterschool (Tuesday, Wednesday and Thursday)
Be Accountable for Your Work!
If you are not in class, you are still responsible for turning in papers (via email) on the date it is due. As paper due dates are announced well in advance, any late paper (regardless of absences) will result in a point reduction on the grade. You must turn in a hard copy when you return or you will receive no points. Printing in class will not be tolerated. Print your work before class.
Read ACTIVELY
Always read with a writing utensil! Use post-its if the book does not belong to you.
Take notes on anything surprising; anything that reveals characterization, conflict, setting, symbolism; anything about which you have a question; predictions; vocabulary words to define; and evidence of theme.
Prepare for the SAT and Life: Study Your Vocabulary
Study the words of the day (from Princeton’s Hit Parade of top-tested SAT words)
Study the literary vocabulary
Play on freerice.com for a ½ hour every day
Use online flashcards at http://www.quizlet.com/. You can search for the Princeton Hit Parade words.
Read Independently
Read the New York Times, and nytimes.com. Not only will you be up-to-date on current events, but you will gain writing and vocabulary skills – simply by reading!
Read an independent book! Go to the library; borrow a book from Ms. Bryant. Read, read, read!
Write ORIGINAL Work
As pressure mounts during the year, students may be tempted to use the internet to help them with papers, or borrow ideas from their classmates’ papers. Turning in ANY work which is not completely your own is academic dishonesty, and will result in serious consequences. And while we’re on the subject, Wikipedia has no place in your academic studies. Don’t use it.
Prepare for the New York State English Regents Exam
You will take the English Regents exam in January, which tests the knowledge and skills you’ve gained throughout your three years in English classes at MHSHS. In addition to in-class preparation, I will hold afterschool study sessions starting in late November. You are strongly encouraged to attend them. Additionally, previous Regents exams are available at http://www.nysedregents.org/. You can download them and practice the four parts of the exam.
Keep Up with Your Grades
Check http://www.mygradebook.com/ often to ensure that you are maintaining at least an 80 average, and to ensure you did not miss any work. Should your grade dip below an 80, you need to make plans to attend SOS and Lunch and Learn to receive tutoring to improve your grade!
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