Final Exam Review Guide

Now listed with Essential Documents is the information you need to guide your preparation for our final exam. It is (except for the font) the same as the information given to other sections. Please read through it now, so that the guidelines and the rest are already percolating in your unconscious. It may be, for instance, that the essay question that first catches your attention isn't the one you'll eventually settle on. Give yourself some time to think about how you would approach each one, or several at least. Note the guideline about outside help, too. We will spend considerable class time on preparation, once we're through with Tempest Project presentations.

The end of your first semester in English is in sight! Think about how much you've done and learned!

Calm. . . calm. . . . (Projects)

The rubric expresses the general values for the project. It's difficult to assess "full understanding of themes" in costumes, true. But it would be good if you understood the themes of the play, such as we have begun to address them. When you present, I get to see a product of your thinking and understanding, and I get to hear your words about that product, whatever it is. From that, I will gauge as best I can how deeply you have thought about what you did. The rubric will give me some grounds for that judgment, but not precisely and not specifically in every case.

At this point, C Block folks, you've done what you've done. I trust you put thought and love into it, and that you will present it accordingly today. D Block, you have a little longer, but don't spoil the fun by getting too manic about the rubric. Talk to me if you have specific concerns about your project. But otherwise, have fun and make something we'll enjoy seeing and hearing about and that you'll remember long past high school in a good way.

Rubric for Tempest Projects

The rubric for any and all projects is now listed in the Essential Documents section. It is the same one other sections with other teachers are using. A question not addressed there that I will answer here is about the length of the writing you must do regardless of the project you choose:

One page, double spaced, no more, no less.

Remember that your presentation is part of the assessment, and that you have 3-4 minutes to make it. Practice! Time yourself. It is a problem if you go too long in terms of fairness to your classmates. It is a problem for you if you have nothing to say, or nothing particularly well-planned to say. Strike a balance in time, and be prepared.

I'm looking forward to your creativity and to your thoughtful interpretations of the play!!!!

LUNCH WITH PROSPERO!!

Great news! Prospero, the famed magician of The Tempest, happened to be in town, and we got him to agree to meet with all MA 9th graders during lunch this Wednesday in the BBLC lecture hall! So grab your lunch and come on in! Think of what you'd like to know about him, about his choice of forgiveness of his enemies, about his hopes for Miranda, about Caliban and his treatment of him—anything you'd really like to know. He'll answer. Be there!!!!

The Tempest Project!

The options for your culminating experience of the play are now posted in Essential Documents. Check them out. They all involve some writing, but they each offer an opportunity for you to have fun by expressing your ideas about the play in a media you enjoy. As I said yesterday, C Block, yours will be due Friday, December 2. D Block, yours will be due Monday, December 5.

I don't intend for you to take your break working on this, so know that your homework and some class time will be devoted to this next week. For the time being, just think about which option you'd like to pursue.

Yay! Happy Thanksgiving!!!

Final Posting for The Tempest

Please respond to the following. Your posting doesn't have to be bullet points on each question, but rather in two short paragraphs in which you cover each of the two issues in a brief but summative way. Think about 75-100 words for each paragraph (not 500!).

1. Why does Prospero decide to give up magic? What does his choice show about what he thinks happened in the past? How does he plan to live in the future?
2. What has Prospero learned? Has he changed in any fundamental way or had the change already occurred before the beginning of the action?

Act 3, Scenes 1-2 Questions

Act 3, Sc 1-2. Respond to the following questions: 1. How has Ferdinand’s and Miranda’s love deepened from their first interaction? What is Shakespeare suggesting about the true nature of love? 2. What does Caliban hope to accomplish by his plot against Prospero? Why does Shakespeare include this subplot mirroring the conspiracy of the nobles?

Act 2 Scene 2 Homework Questions.

Hi all. This is where you should post your responses to the homework questions below. Thanks!

Respond to the following:

1. Is it surprising that Caliban willingly worships Stephano and desires to give him control of the island when he resents Prospero for usurping what he considers his rightful claim to the island?

2. What does this show about Caliban?

Response Guidelines!! and First Posting

As you read each night, you should look for TWO words/lines/moments that say: Read me again!!! This is awesome! Once you’ve found those words/lines/moments, you will post the Act, Scene, Line numbers to the blog and then comment on said Act/Scene/Lines. When looking for quotes to include in your journal, consider the following:

1. What is important?
2. What is related to the moment?
3. What is related to the major action of the scene?
4. What is beautiful?
5. What is confusing?
6. What is related to the major themes discussed?

Here are some important topics to consider:

1. Love
2. Appearance vs reality/Deception
3. The improbable, the fantastic, the supernatural, or the miraculous
4. Folly, madness, foolishness
5. Music and song
6. Anything else you find particularly noteworthy


NIGHTLY REQUIREMENTS:

1. Each night so indicated in the syllabus, you are responsible for commenting on at least TWO passages.
2. The length of each comment must be at least a healthy paragraph. Approximately 100 words

C Block! Your Vocab Assessment is Friday!

Just so you know. You can study. That's still okay. But I want to return the last HW to you before the actual assessment. Read The Tempest on line, and listen at the same time if you like. See you tomorrow.

Tempest Texts! Don't Mark in Your Copy!

Here's a news flash. The version of The Tempest that you all got—the Arden edition if I'm not mistaken—is NOT the one we want you to use!! So we've ordered the alternative Oxford edition and it will arrive in about a week. Meanwhile, we will COLLECT from you the Arden edition and REIMBURSE you for it. You must give us the unmarked text in class for that to happen, but when you do, we'll put your name on the list as having returned the book, and the Business Office will do its magic. Then we'll DISTRIBUTE the other edition when it comes in. You don't need to go find it.

In the meanwhile, as we move into the play, please use the ONLINE text that is now in the Online Resources section of this Blog. We'll get you a copy of the notes from the Oxford edition asap, probably in class next week, or we may go wild and scan them into the Blog. We'll see.

If you for some reason already have the OXFORD edition, that's the one we'll all need. Keep it.

Part 2 again

The second stage of the Mash-Up is posted, and now the access has been changed so you can actually see it! Sorry.

New Creature Mash-Up Faces!

This is for D block primarily. C Block folks, you'll get this information from me in class today.

The human head outline I gave you in class is not the only choice you have as a template for your mash-up. I have five different "heads" in my room and you will be able to choose which one you use as a basis for the project. Some are profiles, some are straight on, and one is a three-quarter profile. One may seem like the perfect one for you!

C Block folks, no need to do anything before class today. D block folks, if you'd like to look at these, come in during Tutorial this morning.

Also, the project is or will be listed in the Essential Documents very soon.

How's Frankenstein So Far?

Here's a chance to say something about this novel we're reading together. It's challenging reading in many ways, but you're probably used to Shelley's style by now. If you want (optional in other words), post a comment here about the book. Here are some specific things you might want to address?

What do you think of Victor?

What can you anticipate about the Creature's narration?

In what way do you see the novel relating to our world today?

Welcome To English I!

Hello, one and all,

This blog is your resource for all things relevant to English I this year. If you need a look at assignments, the syllabus is here. If you have something to say about a discussion in class, this is the place to continue it. If you need a link to an online resource I mentioned (or someone mentioned) in class, you can find it here. Other essential documents about writing, researching, and so on will show up here as well. Make sure you can access this site easily and that you come here often!