Saturday, February 18, 2012

Friday, February 17th, 2012

We practiced identifying examples of figurative language today in class!

Dear Juniors,

STOP MISSING CLASS! STOP MISSING CLASS! STOP MISSING CLASS! STOP! STOP!

We completed the following today in class..... REMEMBER THAT a 1/3 of your BOOK MUST BE COMPLETED BY Feb. 28th!
1. We then reviewed the information discussed last time.....SIMILE, METAPHOR, PERSONIFICATION, ALLUSION, and HYPERBOLE by locating examples within magazines. Those in attendance were able to use the example found in magazines on their assignment.
4. We then continued with the introductory information regarding poetry. If you missed class, please refer to my previous post in order to obtain the handout we are using in class. We discussed IDIOMS today in class. Ms. Brown illustrated idioms to each student and had everyone practice using them in a journal entry.

HOMEWORK:


Identification of Figurative Language Elements
Simile, Metaphor/Implied Metaphor, Allusion, Hyperbole and Personification

DUE DATE: FRIDAY, February 24rd

Instructions: Now that we have reviewed the above figurative language examples, your assignment involves locating four examples out of the five indicated above..
1. Please locate an example of a simile, metaphor or implied metaphor, allusion, hyperbole and personification (four of the five)
2. Your examples may come from any source (advertisement, song, script, novel, play, etc.), but you cannot duplicate a source for an example. So, you cannot locate personification in a song and a simile in a song, as you would be duplicating the source.
3.Your examples should not come from the INTERNET…NO! NO! NO! You need to locate them in “actual” sources, and then make a copy of the actual example. I realize that you can’t make a copy of a film, so please include the title, director, and line from the film which satisfies the example you are illustrating.
4. Include a justification along with your example indicating why the figurative language use is appropriate. Please see the examples below from previous students.
5. Identify your example with underlined and bold text.

Examples from previous students:

1. HYPERBOLE (song):
“A Little Respsect” by Erasure

I try to discover
A little something to make me sweeter
Oh, baby refrain from breaking my heart
I’m so in love with you
I’ll be forever blue
That you gave me no reason
You know you make me work so hard.

Justification:
The above song has a hyperbole in it. The line “I’ll be forever blue,” represents a hyperbole because the speaker can not literally turn blue, but he feels so depressed due to the separation that he will remain unhappy unless she tells him why the break-up took place. A hyperbole is an exaggeration for the sake of emphasis. The speaker is emphasizing how much sorrow he feels in not knowing why the relationship ended.

2. PERSONIFICATION (advertisement):
(Newsweek Magazine with a bull dressed in wedding attire)

Justification:
This image indicates a strong example of personification. Personification is a poetic technique where human characteristics are given to non-human or inanimate objects. The bull appears in a wedding dress to indicate how closely some individuals are committed to their stock investments. Basically, Newsweek Magazine is indicating that some investors value their stock choices more than their actual spouses.
  
Let me know if you need assistance!
Cheers,
Crampton

Sunday, February 12, 2012

Monday, February 13th, 2012

Dear Juniors,
STOP MISSING CLASS! STOP MISSING CLASS! MISSING CLASS IS LIKE CRAMPTON FORGETTING TO TAKE HER INSULIN (Simile.....sorry, I couldn't resist)

Each student who submitted a "Crucible Essay" last Thursday, received one for peer evaluation. Each essay was accompanied with a rubric to follow when giving feedback. This assignment is due on Friday, February 17th!

1. We then  completed Journal #1 for Poetry entitled: "How I feel about Poetry?"
I asked each student to tell me how they feel about poetry? Why or why not do you enjoy it? Please include specifics to support your response. 


RELAX! I think the reason most students fear poetry is that they don't have the tools to appreciate poetic texts. My goal isn't to make you like poetry, my goal is to help you interpret it based upon some tools that I will give you. I have no doubt that you will appreciate this literary genre more once we are finished.

4. We then began with a pre-quiz regarding about figurative language elements. This quiz did not count, but it gave me insight  into what you currently know.

5. We then started our review of Simile, Metaphor, Personification, Allusion and Hyperbole using the following handout. Please print this off and place it in the handout section of your notebook.



The POWER of POETRY
“Words are, of course, the greatest drug used by mankind!”

For as long as strong writers have been putting their quill pens, lead pencils, or word processors to paper, they have attempted to express themselves in the most colorful, imaginative, and descriptive ways possible. They have attempted to create lively, rich word pictures so that their readers can see the images and understand the feelings focused on by writers. Writers have tried to give their audience members the taste, smell, feel, sound and look of the scenes they are describing. They have tried to give vivid expression to their feelings and thoughts about people, places, and events so that their readers could share these impressions.  Writers often use figurative language to add sharp, clear and strong impressions to their work. Through figures of speech, the audience gains a more heightened and vivid realization about the writers’ subjects.
Simile:


Metaphor:
Implied Metaphor:



You’re a mean one, Mr. Grinch.                                                         You’re a foul one Mr Grinch
You really are a heel.                                                                           You’re a nasty wasty skunk
You’re as cuddly as a cactus,                                                            Your heart is full of unwashed socks
You’re has charming as an eel                                                           Your soul is full of gunk, Mr Grinch
Mr. Grinch                                                                                             The three words that describe you are
You’re a bad banana with a greasy black peel.                               As follows and I quote
                                                                                                                Stink, Stank, Stunk
You’re a monster, Mr. Grinch
Your hearts an empty hole
Your brain is full of spiders
You’ve got garlic in your soul
Mr. Grinch
I wouldn’t touch you with a 39 and a half foot pole.

You’re a vile one, Mr. Grinch
You have termites in your smile
You have al the tendeder sweetness of a seasick
Crocodile, Mr. Grinch
Given the choice between the two of you,
I’d take the seasick crocodile

Personification:

  • The water beckoned invitingly to the hot swimmers.”

Allusion:


  • “John failed to act as his brother’s keeper.”

Hyperbole:

  • If I’ve told you once, I’ve told you a thousand times.”

Idioms:
1.
2.
3.

         He is the apple of my eye, bright eyed and bushy tailed , cool as a cumber, down to earth, and an eager beaver. Oh, and sometimes full of beans. He has a heart of gold, and he is a jack of all trades. He keeps a stiff upper lip, always lends an ear and minds his p’s and q’s. He is nothing to sneeze at, on the ball, and quick on the uptake. He runs rings around others (literally), he is a sight for sore eyes and he tickles my funny bone.

Connotation vs. Denotation
Denotation:
Connotation:
Childlike vs. Childish:

         And on a day we meet to walk the line
And set the wall between us once again.
We keep the wall between us as we go.
To each the boulders that have fallen to each.

Imagery:
1.
2.
3.

Elements of Sound
Alliteration:

  • “The darksome burn, horseback brown, His rollrock highroad roaring down.”
Sibilance:
  • “Sing a song of six Pence”

Assonance:
         Pink Floyd’s “Hear the lark and harken to the barking of the dark fox gone to ground.”

Consonance:
         “Betty bought butter but the butter was bitter, so Betty bought better butter to make the bitter butter better.”

Onomatopoeia:

  •  

HOMEWORK:
1. READ YOUR BOOK! 
2. Offer feedback regarding the Crucible Essay you were given to evaluate. This is due on Friday. If you did not initially submit an essay, then completing this assignment is not option. COMPLETE YOUR ASSIGNMENTS, cute kids!

Thursday, February 2, 2012

Wednesday, February 1st, 2012

Dear Juniors!

STOP MISSING CLASS! STOP MISSING CLASS! STOP MISSING CLASS!
I DON'T HAVE TIME TO REPEAT MYSELF!

If you missed class, we completed the following:

1. your "Character Analysis" essays were returned to you and we discussed some concerned regarding their structure. The revision and/or rewrite for your analysis is due on TUESDAY, FEBRUARY 7th!

2. In addition, we wrote the introductory paragraphs for each Crucible theme. I have included them for you below. Please locate your particular theme and the corresponding introductory paragraph.

We will spend the time in the lab on FRIDAY; your essay is due at the end of the period. If you have obtained the themes quotes for each character, then you will be able to complete your essay!

GUILT
The Crucible, by Arthur Miller, contains relevant and universal themes. One such theme pertains to the guilt experienced by several characters within the play. This emotion places great strain on their conscience, but with a positive outcome. The characters possess guilt due to wrong decisions, and a means of redemption becomes necessary in order to obtain a sense of peace from the guilt. Guilt pressures John Proctor, Elizabeth Proctor and Reverend John Hale into making the right decision, showing the potentially positive effects of an essentially negative emotion.
AUTHORITY
The Crucible, by Arthur Miller, contains relevant and universal themes. One such theme pertains to the improper use of authority within the play. the abuse of power associated with several characters pertains to the unrighteous dominion of their religious position. The level of authority given to the characters within The Crucible becomes evident due to religious status and educational background, and unfortunately, the characters of Judge Danforth, Reverend John Parris and Abigail Williams inappropriately use their authority to the point of personal corruption.
INTEGRITY
The Crucible, by Arthur Miller, contains relevant and universal themes.One such theme pertains to hypocritical actions of several characters within the play. Hypocritical behavior plagues Abigail Williams, Reverend Parris and Judge Danforth as they attempt to justify their behavior. The Puritan theocracy controlled its citizens to the point that they struggled between following Biblical instruction or the pride associated with human nature. Such behavior causes these characters to make excuses to save themselves, or make excuses to take the lives of others.
HYPOCRISY
The Crucible, by Arthur Miller, contains relevant and universal themes. One such theme pertains to hypocritical action of several characters within the play. Hypocritical behavior plagues the characters of __________________, ___________________ and ____________________ as they attempt to justify their actions. The Puritan theocracy controlled its citizens to the point that they struggled between following Biblical instruction or the pride associated with human nature. Such behavior causes these characters to make excuses to save themselves, or make excuses to save themselves, or make excuses to take the lives of others.

Thursday, January 26, 2012

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:

Wednesday, January 25, 2012

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

Thursday, January 12, 2012

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.
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