Thursday, January 26th, 2012

Dear Juniors,

If you missed class, we completed the following:
1. Completed our discussion regarding the Dixie Chicks video, "Not Ready to Make Nice," and its connection to The Crucible.
2. We then viewed Act 4 of the film.....SO POWERFUL!
3. Journal #2: "The Power of a Good Name"
           Your journal entry involves thinking about what your name means to you. I don't mean your actual name, but rather your name in a figurative sense, or rather your REPUTATION. What does your reputation mean to you? When people hear your name, what do you want them to perceive? What adjectives do you want associated with your name? How would you feel if your reputation was ruined? Maybe you've already had your reputation challenged. How did that feel? What will you do to make sure it never happens again? Consider John Proctor's reasons for not signing his confession statement. Do you agree with any of those reasons?
           The article I asked you to read for today entitled, "The Power of a Good Name," discusses several valid aspects regarding the preservation of a "good name." Identify TWO lines from the article that impressed you. Tell me why? Thoroughly consider your feelings about the importance of preserving your name.

HOMEWORK:
1. Please be prepared for a quiz covering ACT 4 on Monday, January 30th! I will post a practice quiz for you.
2. Locate TWO quotes for the following theme topics: guilt, hypocrisy, integrity, and authority. Please record the eight quotes on your theme sheet.
3. Please do not MISS CLASS on Monday, as we will begin to discuss your essay concerning The Crucible.

PRACTICE QUIZ :
Identify the BEST theme, justify your response and identify  the speaker for the following quotes.
1./2./3. "Your soul alone is the issue here, Mister, and you will prove its whiteness or you cannot live in a Christian country. Will you tell me now what person's conspired with you in the Devil's company?"
__________________/_____________________
Justification:

4./5./6. "I can. And there's your first marvel that I can. You have made your magic now, for now I do think I see some shred of goodness in John Proctor. Not enough to weave a banner with, but white enough to keep it from such dogs." ______________________/_____________________
Justification:

7./8./9.."Woman, plead with him! Woman! It is pride, it is vanity. Be his helper--- What profit him to bleed? Shall the just praise him? Shall the worms declare his truth? Go to him, take his shame away."
______________________/______________________
Justification:

10./11./12. "I cannot mount the gibbet like a saint. It is a fraud. I am not that man."
__________________/___________________
Justification:

13./14./15. ""God damns a liar less than he that throws away his life for pride."
___________________/___________________
Justification:

Tuesday, January 24th, 2012

The Dixie Chicks and The Crucible? Really? Yes, they have clear and valid connections!

Dear English Kids,

If you missed class on Tuesday, January 24th, we completed the following:

1. I collected your "Character Analysis" essay! If you did not initially complete the assignment, then you are welcome to submit it on Thursday with your homework coupon!

HEAR ME, CUTE KIDS, IF YOU NEED HELP, THEN LET ME KNOW! DON'T MAKE THE CHOICE TO "BLOW OFF" (IDIOM)  AN ASSIGNMENT PURELY BECAUSE IT IS DIFFICULT. ASK  FOR ASSISTANCE!

2. We continued by reading Act 4 and completing it.

3. We then proceeded to discuss the article entitled "Not Ready to Make Nice" which was given to you last class period. The article pertains to a music video by the same title performed by the Dixie Chicks. If you missed class, then you can locate the video on-line by typing in "Not Ready to Make Nice" by the Dixie Chicks. Please note that you MUST HAVE READ THE ARTICLE FIRST, prior to viewing the video.

4. We completed questions #1 and #2 for journal entry handout that I gave you last class period. The final question, #3, pertains to The Crucible. We will answer that question when I see you on Thursday!

HOMEWORK:

1. Please read the included articled entitled "The Power of a Good Name" for Thursday. Please include 7-10 annotations for the first page and 5-7 for the second page. Select TWO colors for your annotating focus.

2. Please complete the study guide questions for Act 4.
 

The Power of a Good Name

by Armstrong Williams

            One summer day my father sent me to buy wire and fencing for our farm in Marion County, South Carolina. At 16, I liked nothing better than getting behind the wheel of our Chevy pickup, but this time there was a damper on my spirits. My father had told me I’d have to ask for credit at the store.

            Sixteen is a prideful age, when a young man wants respect, not charity. It was 1976, an ugly shadow of racism was still a fact of life. I’d seen my friends ask for credit and then stand, head down, while a patronizing store owner questioned whether they were “good for it.” I knew black youths just like me who were watched like thieves by the store clerk each time they went to the grocery.

            My family was honest. We paid our debts. But before harvest, cash was shot. Would the store owner trust us?

At “Davis Brothers’ General Store,” Buck Davis stood behind the register, talking to a middle-aged farmer. Buck was a tall, weathered man in red hunting shirt and khaki pants, and I nodded as I passed him on my way to the hardware aisle. When I bought my purchases to the register, I said carefully, “I need to put this on credit.”

The farmer gave me an amused, cynical look. But Buck’s face didn’t change. “Sure,” he said easily. “Your daddy is always good for it.” He turned to the other man. “This here is one of James William’s sons.”

The farmer nodded in a neighborly way. I was filled with pride. James William’s son. Those three words had opened a door to an adult’s respect and trust. The day I discovered that a good name could bestow a capital of good will of immense value. The good name of my father and mother had earned brought our whole family the respect of our neighbors. Everyone knew what to expect from a William: a decent person who kept his word and respected himself too much to do wrong.

            We children-eight brothers and two sisters-could enjoy that good name, unearned, unless and until we did something to lose it. Compromising it would hurt not only the transgressor but also those we loved and those who loved us. We had a stake in one another-and in ourselves.

            A good name, and the responsibility that came, with it, forced us children to be better than we otherwise might be. We wanted to be thought of as good people, and by acting like good people for long enough, we became pretty decent citizens.

            The desire to keep the respect of a good name propelled me to become the first in our family to go to college. Eventually, it gave me the initiative to start my own successful public-relations firm in Washington, D.C.

            I thought about the power of a good name when I heard Gen. Colin Powell say that we need to restore a sense of shame in our neighborhoods. He’s right. If pride in a good name keeps families and neighborhoods straight, a sense of shame is the reverse side of that coin.

            Doing drugs, abusing alcohol, stealing, getting a young women pregnant out of wedlock today, none of these behaviors are the deep embarrassment they should be. Nearly one out of three births in America is to an unwed mother. Many of these children will grow up without the security and guidance of a caring father and mother committed to each other.

Once the social ties and mutual obligations of the family disintegrate, communities fall apart. Politicians may boast that crime is falling, but while the population has increased only 40 percent since 1960, violent crime has increased to staggering 550 percent- and we’ve become used to it. Teen drug abuse is rising again. No neighborhood is immune. In Wake County, North Carolina, police arrested 73 students from 12 high schools for dealing drugs, some of them right in the classroom.

            Cultural influences such as television and movies portray mostly a world in which respect goes to the most violent. Life is considered cheap.

            Meanwhile, the small signs of civility and respect that sustain civilization are vanishing from schools, stores and streets. Phrases like “yes, ma’am,” “no sir,” “thank you” and “please” show self-respect for others. Yet, encouraged by the pervasive profanity on television and in music, kids don’t think twice about aggressive and vulgar language.

            Many of today’s kids have failed because their sense of shame has failed. They were born into families with poor reputations, not caring about keeping a good name. Today, when I’m back home, I receive respect because of the good name passed on as my father’s patrimony and upheld to this day by me and my siblings. It is my family’s good name that paved the way for my personal and professional success.          

            Keeping a good name is rewarded not only by outsiders’ esteem but when those who know you best put their confidence in you. In the last months of his life Daddy, typically, worried more about my mother than about his illness. He wanted to spare her the grief of watching him die at home. So he came to me.

            By then I was living and working in Washington D.C. When Daddy arrived from South Carolina, I had him admitted to a nearby hospital. For two months, I spent everyday sitting by his bedside. Both us knew he had little time left.

            When he was not in too much pain to talk, he would ask about the family. He wanted to be sure he had met his responsibilities in this world. On the last day, I was there with him as he passed away.

            My daddy had never been rich or powerful. But in his dying, he gave me a last gift: his faith that I was the man he wanted me to be. By trusting me to care for him at the moment of his passing, he showed not only his love, but his pride and confidence in me.

            After all, I was James William’s son- a Williams of Marion, South Carolina-and a Williams would do right

Wednesday, January 11th, 2012

Dear Juniors,

If you missed class, we completed the following:

1. A new assignment was explained entitled "The Crucible Character Analysis." I have included the explanation for the assignment below. In essence, you are selecting one character from the play and comparing them to an individual from history.

The Crucible Character Analysis

Junior English/Due Date________________________________

Introduction: The Crucible, by Arthur Miller, contains complex and endearing characters. The primary characters possess attributes that audience members possess as well, and characteristics that can easily connect with individuals from history. Your assignment involves completing a character analysis regarding one of the following individuals from ACT III of The Crucible. I will explain the requirements for a character analysis and how you will need to submit your assignment.

• · John Proctor

• · Elizabeth Proctor

• · John Hale

• · Judge Danforth

• · Giles Corey

• · Mary Warren

• · Abigail Williams

Requirements:

1. Select an individual from history that you consider has similar traits to your chosen character. Prove the connection through a well devised THESIS, and THREE PARAGRAPH ESSAY. I have included an example below. You will create a THESIS STATEMENT for your point of comparison. Your first body paragraph will discuss the character from THE CRUCIBLE, your second body paragraph will discuss your comparison from history, and finally you will have a concluding paragraph.

2. Include an image of your chosen “historical comparison” either within the body of your paragraph or above your paragraph.

3. Include a minimum of four quotes, that support your points of comparison. Two quotes must come from the play the others need to come from the source you used to obtain information regarding your historical figure. If you incorporate more than the required number of quotes into your paragraph then extra credit will be given.

4. For work cited purposes, you are required to use The Crucible and an additional source. I have included citation examples for you here. Realize that your source regarding the historical character that you select will obviously differ from the example given to you below.

Works Cited Examples:

Miller, Arthur. The Crucible. Everbind Anthologies, Publishing. Lodi, New Jersey. 1982.

Stevenson, William. Roman Emporers. The life of Ceasar Agustus. 15 February, 2001. 21

March, 2009.

http://www.romanemporers/historychanel/ceasaragustus/.org

5. Please use ACADEMIC VOICE (MLA Format, no first or second person, no passive voice and no contractions) for your paragraph.

Example Essay (Jordan Hendrickson, 2000):

Jordan Hendrickson Hendrickson 1

Mrs. Crampton

English, B4

02/08/2000

Mary Warren vs. Judas Iscariot

Characters in literature and throughout history have earned poor reputations due to treacherous acts. They have chosen to betray others because they do not possess, nor value integrity and loyalty towards others. Two such characters include Mary Warren and Judas Iscariot. Mary Warren, from The Crucible, and Judas Iscariot, a disciple to Jesus Christ, possess a strong trait for comparison in that they both betrayed individuals that they should have respected and loved.

Mary Warren betrays John Proctor out of fear.(ts) She knows that the accusations against those currently in prison have no merit, but she struggles between her conscience and the loyalty she has to her friends.(cd) According to John Proctor, Mary Warren has been “battling with her soul,” because she knows that the afflicted girls’ behavior “is all pretense,” and that innocent people will die unless she tells “the court what she knows.” (comm). In addition, she has accompanied John Proctor to the court because his wife has been falsely accused of witchcraft, and Mary has the power to prove her innocence. (comm.) Mary needs to possess strength, but she also knows that her desire for truth could cause Abigail and the other girls to turn against her. When Proctor tells Mary that “she must tell the court what she knows,” she replys with ,“I cannot. She will ruin me. I cannot, I cannot.”(comm.). Her desire for truth and integrity becomes difficult to share due to the prodigious amount of fear she experiences. (comm.) John Proctor believes that Mary will follow her heart and tell the judges what she knows. She even states to Judge Danforth, “I cannot lie no more. I am with God now. I am with God.” Unfortunately for John Proctor, Elizabeth Proctor, and those falsely accused, Mary’s fear is too great, especially since Abigail and the other girls pretend that Mary’s spirit has come to hurt them. (comm.) Proctor reminds Mary that “God damns all liars,” while at the same time the girls mock her. In the end, Mary’s fear overcomes her. She betrays John Proctor by accusing him of witchcraft.(comm.) She states,” He wake me every night, his eyes were like coals and his fingers claw my neck. I love God; I go your way no more. I love God, I bless God. Oh, Abby, Abby, I’ll never hurt her more.” (comm.) Due to Mary Warren’s betrayal of Proctor, his desire to free his wife and friends fails, and he becomes suspected of witchcraft (comm.).

Just as Mary Warren betrays John Proctor, Judas Iscariot betrays his Master, Jesus Christ. The words “treachery” and “betrayal” have become synonymous with Judas Isacariot. Judas acted as one of the twelve apostles to Christ. Christ even asked him to manage money, and yet he stole from the funds given to him. For example, Judas states, “Why wasn’t this perfume sold and the money given to the poor? If was worth a year’s wages.” He did not make this statement because he cared about the poor, but because he wanted to help himself to the money earned from the sale of the perfume; he acted as a thief. Jesus Christ selected his twelve disciplines knowing that Judas possessed untrustworthy qualities and that Judas would betray him. In John 6: 71-72, Christ states, “Jesus answered them, Have not I chosen you twelve; and one of you is a devil. Now he meant Judas Iscariot, the son of Simon; for this same was about to betray him whereas he was one of the twelve.” In John 6:65, it states, “For Jesus knew from the beginning, who they were that did not believe, and who he was, that would betray him.” While Christ sits with his disciplines at the Last Supper, he tells them that,” He was troubled in spirit; and he testified, and said Amen, amen I say to you, one of you shall betray me.” Judas chose to betray Christ for thirty pieces of silver. He even states to the chief priests, “What are you willing to give me if I hand him over to you?” His desire for riches caused him to make a horrible error , and one that made him to take his own life.

Mary Warren and Judas Isacariot’s acts of betrayal damaged individuals that they should have respected and loved. Mary’s fear of Abigail and the other girls dictated her betrayal against John Proctor; consequently, causing the court to accuse him of witchcraft. Judas Iscariot’s desire for wealth caused him to value thirty pieces of silver over his Master. Both characters failed to recognize the importance of integrity and loyalty.

2. Don't forget that your DESK TOP TEACHING assignment is due on WED. Please remember that you need manipulatives to teach your assignment.

3. Your QUIZ for ACT 3 is due on FRIDAY! Remember that this is an integrity issue on your part!

Cheers,

Crampton

Monday, January 9th, 2012

Dear Juniors,
If you missed class today, we completed the following:
1. We performed the remaining section of ACT 3. Well done to those of you that performed! You did well in sharing your talents with us.

HOMEWORK:

1. Remember that your Journals are due on Wednesday!
2. Please complete study guide questions for Act 3.
3. Plan on a quiz covering Act 3; please note the practice quiz included for you below.
4. Don't forget that your DESK TOP teaching assignment is due on Friday. Please let me know if you need any assistance with your word.

Cheers,
Mrs. Crampton

PRACTICE QUIZ

There are three parts to your quiz. Part 1 concerns "cause" and "effect" questions. Part 2 relates to Dramatic and Situational Irony found within act 3. I would consider events within act 3, and locate an example of Dramatic and Situation Irony found within the text. In addition, consider the "Integrity theme" and an example that illustrates the theme within act 3. The final section of your quiz involves identifying who is being referred to within certain quotes. 
 
Please discuss the effect to the follow choices. Please include ALL the characters associated with the "end results" for each cause action.
1. Because Proctor did not "remember" the seventh commandment, then .......
2. Because Mary Warren gave Elizabeth Proctor a poppet, then.......
3.Because Giles Corey said his wife was reading strange books, then.....
4.If Mary Warren had not lied against John Proctor, then......

Identify the speaker for each quote and the theme that correlates to it. Explain why your selected theme is the most logical choice. WHO IS SPEAKING?
5. "I can not give you his name. I mentioned my wife's name once, and I will burn in hell long enough for that. I stand mute."
6. "No corrupted man may fear this court, sir You are under arrest for contempt of this court. Now sir, sit you down or you will be set in the jail until you decide to answer all questions."
7. "I have been hurt, Mr Danforth. I have seen the blood runn'in out! I done my duty pointing out the Devil's people and this is my reward? To be mistrusted, denied and questioned like a--"
8. "I came to think that he fancied her, so I lost my wits and threw her out on the highroad."
9. "I hear the boot of Lucifer. I see his face! And it is my face, and yours. God damns our kind especially, and we will burn together."
10. "You are the devil's man.. I go your way no more. I am with God now. I am with God."

I look forward to seeing you on Wednesday!
Cheers,
Crampton

Thursday, January 5th, 2012

Desk Top Teaching Explained!

Dear Juniors,

If you missed class on Thursday, January 5th, we completed the following:

1. A new assignment entitled "Desk Top Teaching" was explained and demonstrated. This is a vocabulary teaching strategy. Each student found a vocabulary word from Act 3 taped to their desk. If you missed class, please visit with me, so I can give you a word and SHOW YOU how this assignment works.

2 . We continued with The Crucible by obtaining the themes for the section of ACT 3 that we read last week.

3. We then read from page 110-121. We had a great time acting out the climax. Well done to those who were involved with the performances.

HOMEWORK:
1. Remember that your Desk Top Teaching Assignment is due on Friday, January 13th! PLEASE let me know if you need help. YOU MUST COME PREPARED to teach your particular word to the class.
2. Please locate an article involving "cognitive dissonance." How does this psychological disorder relate to The Crucible?

• one page minimum
• all colors
• 7-10/ page

Welcome Back, Juniors! January 3rd, 2012

Dear Juniors,

Welcome back! I hope you had a wonderful break. If you missed class, we completed the following:

1. We discussed the difference between "independent" and "subordinate" clauses, as students are using too many subordinate clauses in their writing assignments. I returned your "Hell, Fire and Damnation" Sermons.

2. We then obtained the definitions for ACT 3 vocabulary.

3. We selected knew parts for Act 3 and obtained the characters for Act 3.

Homework:
1.NONE! Just don't miss class on Thursday, cute kids!