E: SAT Practice: Wednesday's Class Work

I've found a number of great SAT resources for practice. Click here, and spend today's lab time exploring these resources and taking practice exams.

AP Seniors: Voicethread Links

Seth's Group
Bryanna's Group
Nicole's Group
Matt L.'s Group
Dan's Group
Christine's Group
Ashley C.'s Group

English E-H: Monday's Class Work

1. If you were present for the Kumashiro assessment, you may view your grades on Edline.

2. Click here to view a short interview with Alice Walker. Quote at least 3 salient points from her interview to verify your comprehension.

3. Visit FreeRice.com and earn 1000 or more grains of rice via English vocabulary and/or grammar. Capture and print your page. Put your name on it and submit it to the substitute for collection.

English I: F Monday's RV

Assessing your customized note-forms is complicated; but, for today, I'd like you to post some essential content from your note form that verifies your reading. You may decide what, how much, etc., but be sure to make it count.

When you are finished, consider amending your note form if necessary.

You may use the remainder of time to work on the "To Kill a Mockingbird: Building Background" scavenger hunt.

To Kill a Mockingbird: Building Background

Complete the following tasks/answer the following questions. Use your critical thinking skills to determine the best routes and resources.The traditional forms of web perusal may not work here.

1. Truman Capote said "Everything she wrote about it is absolutely true". What is the "it"?

2. What does Lee think of the film adaptation of Mockingbird? Use a quote in your answer.

3. Finish Lee's statement: "Now, 75 years later in an abundant society where people have laptops, cell phones, iPods and minds like empty rooms, I still..."

4. Identify Lee's 3 favorite authors and name a title from each.

5. Lee is a recluse but for several years she has quietly attended the awards ceremony for a particular contest. Describe this contest.

6. How are the Scottsboro Trials relevant to the novel?

7. Though Lee always declines interviews, she does write each refusal individually. When asked why she did not simply send out a stock response to the media's pleas, she responded that such a letter would simply say...

8. Click here. Listen to the audio. Who was the statewide essay winner? Who potrayed Scout in a school play and developed a repoire with Lee?

9. List and quote 5 parallels between Harper Lee's real life and her novel.

10. Lee's character Dill is based upon Truman Capote. Capote returned the favor by basing what character (from what story) on Lee?

11. Click here and explore the page. a) What were the results of the "doll tests" and what do they tell us about race in the mid 20th century? b) Using your knowledge of history, discuss why Truman's Executive Order is egregiously late in the context of America's history.

12. Click here and enter the image gallery. Choose 2 images and discuss their subject matter and context. Do not copy and paste.

Interdisciplinary Arts

1. Compose a paragraph that encapsulates your immediate metacognitive thinking regarding the paper bag drawing. Save your writing for your second metacognitive reflection (due date upcoming).

2. Review the MLA handout attached to Edline.

3. Review your options for master copies. Complete at least 2 compositional sketches in your sketchbook before the end of the period (these should contribute to your third set of study pages). It is wise to create a folder that includes a collection of high-pixel images for easy retrieval.

AP Class-work 3-15

1. I want to be sure that you are aware of the online resources available to you from the College Board. If you should need or want supplemental resources, this is one of several sites to visit. Today, begin with the "Multiple Choice Section Scoring Guide"- be sure that you are familar with the formula for this section's scoring. Then, open the 1999 released exam and complete the first 2 sections of Multiple Choice (submit here as a comment to this post). If you should finish early, review the multiple choice breakdown tables and the Q3 materials.

2. Work on your Olde School Vocabulary homework.

F Block: Thursday

Hi class. Please complete the following tasks by the end of today's lab session. I have left instructions for you to attend third lunch today to avoid the disruption of lab time.

1. Create a Voicethread account. Use a password you will remember.

2. If you don't have a Google account, create one. Use a password you will remember. Create a Google presentation and share it (allow editing in sharing menu) with your partner. Sometimes, this application requires Firefox for shared editing privileges.

3. Title and save your presentation. You may begin building slides an/or collecting images.

4. Earn 1000 grains of rice on FreeRice.com. Print a shot of your final screen as evidence. Give the printout to our substitute teacher.

E Block Juniors: Kumashiro's Lens

Respond to the prompt in a well-developed essay (27-point test). You may use your notes, annotations, and reading materials. You may not borrow anyone else’s work after beginning the essay. Post the essay as a comment to this post. It is wise to type and save in Word as a precautionary measure. I have posted a Kumashiro copy on Edline that you may use for extracting quotes (a time-saver).

Remember- this is a high-level reading and writing task. It will require some deep thinking and precise writing on your part, but you can do it. Be confident and draw connections and meaning from the works. Show me that you can synthesize sophisticated works under pressure.

Be sure to use MLA for citations, quotes, and works cited.

Apply the principles posited by Kumashiro to Alice Walker’s The Color Purple. How does his unique lens alter the effects of the novel and its place in the American literature canon?

Congratulations to Jack Ledbetter (G block English I) for his published article in the Sun Chronicle. Click here to check it out.

Interdisciplinary Arts: Friday 3-8

1. For review, view Anthony Ryder's block-in demonstration slides. 

2. Click here and view Scott Waddell's "the Conceptual Edge" video. Discuss what you find meaningful in the tutorial, and how the tutorial's content may apply to your paper bag drawing.

3. Identify the 2 master copies Mr. Kefor has completed. Find the original images on the web. As evidence, describe the similarities or distinctions in media and color. Take some time to peruse the web for potential master copy images. You may wish to create a folder in which to store them. Post a list of at least 5 potential candidates here (artist and title). Remember- the images should allow you to display a level of visual sophistication appropriate for this course. If you don't know where to start, consider the following artists: Carravagio, Michelangelo, Velasquez.

G Block: Class Work 3-1-13

Welcome to March. Please read the following directions carefully and complete the necessary work by the end of the block. It is always wise to save your work as a Word file prior to posting in case you encounter any technical glitches.

1. Revisit the tone lesson from earlier this week. Compose a comparative thesis statement that acknowledges the similarities and differences between "Rock & Roll Band" and "Have a Cigar." Use the following structure: Though both A and B "contain" __________________________________, A uses ___________ and ___________ to ______________________________ while B uses ___________ and ___________  to ______________________________.

2. Display your understanding of semicolons by composing a sentence for each semicolon type. Use a vocabulary word (from any lesson) in each sentence. (between independent clauses; before a conjunctive adverb; to separate a list).

3. Click here to visit FreeRice.com. Play. Help save hungry children.

Blog Work: Interdisciplinary Arts 2-28

Please complete the following tasks by the end of today’s lab session. Submit your responses as a comment here. It is wise to complete and save this work in Word in case you encounter technical glitches when posting your work.


1. In a short paragraph, reflect upon your paper bag block-in thus far. What do you need to do to perfect today’s block-in and move toward building value?

2. Visit Mr. Kefor’s art blog and view the “Edging” YouTube link (10 minutes). Comment on: a) instruction that echoes content from our course; b) new take-aways from the clip.

3. On Mr. Kefor’s art blog and view the “Richard Morris” link (5 minutes). Comment on: a) demonstration that echoes content from our course; b) new take-aways from the clip.

4. Use your favorite search engine to peruse the internet for images of paper bag drawings. Choose one that displays exemplary block-in technique, well-developed values, and proper edging. Copy and paste this image into Word and print a non-pixellated copy to tape to your drawing board as reference/inspiration. Paste the image’s url here as confirmation of your work.

If you have extra time, visit some of the other art links on Mr. Kefor’s blog.

G Block: Scavenger Hunt

1. Visit Edline and sort your vocabulary list so that only list 10 is visible. Choose a word from words 5-7. Compose a sentence that conveys your understanding of the word.

2. On Edline, locate the list of poetic and literary devices for freshmen. Select a term that we have not covered yet this year. Make a connection (one sentence) between this term and a piece of literature we have read. Be speciifc.

3 Click here to view a quick interview with Jeanette Walls. Describe Rosemary's paintings to verify your viewing.

4. Visit Amazon.com. Locate The Glass Castle. Read through the customer reviews and locate one highly favorable and 1 scathing review. Copy the reviews, correct them for grammar, spelling, and punctuation, and paste them as your fourth response.

5. Review the rubric attached to your Poetry Test. Find your average response score and read the language that corresponds with your score. Then, look at the language in the category directly above your average score. Compose a paragraph that addresses the criteria that you need to focus on in order to improve your writing on future assessments. Use direct quotations from the rubric.

English 3-H: Young Goodman Brown

Allegories are stories in which all superficial representations are operating as symbols. Analyze Hawthorne's use of allegory, symbolism and motif(s) within the story. Be sure to identify all of the notable instances of symbolism and motif, exploring the relationships among them while critiquing their effectiveness.

Produce a sharp, point-dense paragraph.

Interdisciplinary Arts: Friday, 2-1

Please complete the following tasks before the end of the period. Submit your responses as a comment here.

1. If you have yet to do so, visit the course page on Edline. Make sure that you are comfortable accessing files and links. Remember that your first set of readings should be well-represented in your first study page(s), due Tuesday. Print one copy of "Rubric: Study Pages (Peer)" for today.

2. Peruse the GCA blog. Sift through a few months of posts and images, clicking on the pieces that you find interesting and/or impressive. Select 3 works of art that exemplify 3 micro-lessons from our sphere drawing lesson or course readings. Compose a brief statement for each, and include: the artist's name, a description of the piece, and specific parallels between our lesson and aspects of the drawing or painting. Use your statements to demonstrate your learning in a specific and clear manner. If you happen to finish early, please proofread and refine your work.

3. If time allows, view the sphere drawing demonstrations linked from Mr. Kefor's art blog. Otherwise, view them at home. Remember that your final sphere will be assessed next week.

POS: SSRS Evaluations

Today, our SSRS Think Tank groups will present the overhauled drafts of the SSRS forms. Please keep in mind that the form that best fullfills the objectives will be used on the Midyear Exam, so be honest and particular.

Tuesday:

1. Rank the forms (by file name) from strongest to weakest.

2. Compose a paragraph defending your selection for the top spot. Be specific. Make your case for its inclusion on the exam.

3. Be sure that your group has the lyrics and audio to an appropriate song linked up for Thursday. Score the song yourselves using the SSRS you have created. Post the average score here along with individual scores.

Thursday:

4. On Thursday, revisit this post and discuss how the trial runs either confirm or contest your original rankings and feedback.

AP Power Read Selections

Top Song Defenses: POS

Please post the final round of song defense feedback as a comment here (remember to include the speaker's use of ethos, pathos, and logos).

Orwellian Parallels: AP English Literature

Part A: To supplement our reading of 1984, I am asking you to consider the qualities of both utopian and dystopian societies. Visit the two links below (of course, these are not put forth as actual utopias, but undeniably represent facets of idealistic societies). Offer a brief synopsis of each. Then, discuss the qualities that you identify as synonymous with utopias and dystopias.

The World: Dubai

Denmark: The Happiest Place on Earth


Part B: Click here. View the document. Construct a thesis statement connecting the content of this article to 1984.

Part C: Click the links below to explore the images of North Korea on "The Big Picture". Peruse the photographs and read all of the captions. After viewing a number of images from multiple links, choose 3 that you feel echo- or, perhaps, represent distinctions when compared with- 1984. Construct 3 separate theses that identify and articulate between image and text.

Recent Scenes from North Korea
Peering Into North Korea
A North Korean Anniversary and Debut
Tension in the Koreas

Part D: Study the following songs. Analyze the lyrics, and compose a paragraph that pinpoints the relationship between the songs and the novel. Though all of the songs are allusive, their contextualization and universal ideas may differ from Orwell's. To enhance your understanding, you may wish to view the videos while reading/following the lyrics in a separate window.

"Testify" by Rage Against the Machine: audio/video
"Big Brother" by Stevie Wonder: audio/video
"2+2=5" by Radiohead: audio/video

POS: Top Song Assignment

This assignment requires you to: a) examine and understand the use of ethos, pathos, and logos to defend claims, b) peruse and understand existing lists of credible top song lists and c) compose and defend your own list of top songs. Next week, you will share the audio and annotated lyric versions of your top pick.

1. Read and comprehend the explanation of ethos, pathos, and logos. (7 min.)

2. First, utilize several Bolean operators to peruse existing list of "top" or "best" "song" or "songwriters." Defend your selection for the most substantiated list (25 min.) Start here.

3. Develop your own "countdown style" list. Defend each claim with ethos, pathos, and logos.

4. Click here. Sign up for next week's list defense. On your day, you must have a playable version of your top track, copies of annotated lyrics (30) and a prepared defense including ethos, pathos, and logos. If you find yourself with extra time, begin to develop this or turn your attention to your fiction draft (due Thursday as hard copy for peer editing). Your teacher and your peers will evaluate your persuasion for a double quiz grade.

Juniors: Voicethread Links

http://voicethread.com/share/3823456/
https://voicethread.com/share/3825504/
https://voicethread.com/share/3789957/
https://voicethread.com/share/3789931/
https://voicethread.com/share/3789902/
https://voicethread.com/share/3789731/
https://voicethread.com/share/3832947/
http://voicethread.com/share/3832947/

G Block: Friday Classwork

Happy Friday, G Block. Your responses to the following directives are due by the end of class today (as a comment to this post).

1. Click here to visit a site that hosts a Learning Style Test. Take the test, honestly and carefully, and analyze the results (the colorful graph). Compose a paragraph that communicates the results (strengths, weaknessses, etc.) and your feelings regarding their accuracy and/or inaccuracy.

2. Visit Edline and open the documant named "Paragraph Revision." Correct the paragraph's grammar, punctuation, spelling, and formatting.

POS: Backmasking and Reverse Speech in Music

Backward messaging in music (commonly known as backmasking) has been a controversy ever since the late 1960s, when messages were found backwards on some Beatles' albums, hinting that Paul McCartney had died. Some of these subliminal messages have been identified as purposeful while some are apparently inadvertent. Some believe that many of these backward messages were in fact examples of "Reverse Speech" in music. Speech reversals occur naturally in all forms of speech, sung or spoken. Explore some of the links and sites regarding this subject and offer your opinion on at least 10 specific examples. Do you buy into the theory of Reverse Speech or is it all a bunch of hogwash?



THE THEORY OF REVERSE SPEECH AND SPEECH COMPLEMENTARITY:

(1) Human speech has two distinctive yet complementary functions and modes. The Overt mode is spoken forwards and is primarily under conscious control. The Covert mode is spoken backward and is not under conscious control. The backward mode of speech occurs simultaneously with the forward mode and is a reversal of the forward speech sounds.

(2) These two modes of speech, forward and backward, are dependent upon each other and form an integral part of human communication. One mode cannot be fully understood without the other mode. In the dynamics of interpersonal communication, both modes of speech combined communicate the total psyche of the person, conscious as well as unconscious.

(3) Covert speech develops before overt speech. Children speak backwards before they do forwards. Then, as forward speech commences, the two modes of speech gradually combine into one, forming an overall bi-level communication process.

List of Backmasked/Reverse Speech Songs

Jeff Milner's Site

Reverse Speech Site

Click here to hear a well known sample of backmasking from Led Zeppelin's "Stairway to Heaven". This audio file will play both forward (original context) and backward (backmasking revealed).

Post a reflection that a) discusses your opinion of backmasking and reverse speech, b) assesses the validity of the examples you experienced. I expect direct, specific references to songs, artists and lyrics. Be sure to demonstrate the level of your investigation by being precise and thorough. (3-5 paragraphs)

AP Seniors: COW work for 11-27

Good morning.

1. Click here to view an RSA animate lecture from Ken Robinson. Leave comment (short paragraph) highlighting any takeaways.

2. Click here to view an RSA animate lecture regarding language. Consider the links between language, as presented here, and Newspeak, as presented in 1984. Leave comment (short paragraph) highlighting any takeaways.

3. On Thursday, I will check for your customized word bank. Use the existing files (Edline) and any other online or binder resources to build your own bank. A) First, group your terms and devices into 3 categories: own it; know it; need it, or some analogous form. Leave space for notes or amendments. B) Develop a bank of verbs for academic discourse. C) Begin a bank of "go-to" words.

POS: Comparative Analyses

Please post as a comment here.

POS: Friday Cow Work

PART I: Your first task for today is to revisit the allegory lesson from Wednesday. Compose a "thesis-like" statement for each song that reveals the relationships between the superficial and allegorical representations of each song. Then, select your favorite and complete that paragraph (3 statements; 1 paragraph). 

PART II: Musical plagiarism is complex, subjective, and a bit confusing. For decades, blues musicians have covered or restructured older songs as homage to past musicians. An artist may borrow lines, make allusions, or sample. Occasionally, artists take issue with this "borrowing" and sue. 

For blog-work this week, research and listen to some examples of musical plagiarism. Identify: 1) the definition of plagiarism 2) at least one example of a truly plagiarized song (paragraph explanation) and 3) at least one example of a coincidental relationship between 2 songs(paragraph explanation). Discuss your findings here. In the spirit of avoiding plagiarism and associated transgressions, you must cite (MLA format) at least 3 sources for each argument. Citations will also allow you to incorporate periodicals and other resources that may offer some direct evidence to support your claims. On the left side of this blog, you will find some of the many useful citation tools available to you. 

Some notable instances include (listed as original/supposed plagiarism): Chiffon's "He's So Fine"/George Harrison's "My Sweet Lord"; Tom Petty's "Mary Jane's Last Dance"/The Red Hot Chili Peppers' "Dani California;" Queen's "Under Pressure"/Vanilla Ice's "Ice, Ice Baby;"  Joe Satriani's "If I Could Fly"/Coldplay's "Viva La Vida;" Led Zeppelin's "Stairway to Heaven"/The Black Keys' "Little Black Submarines;" Fleet Foxes' "Lorelai"/Bob Dylan's "Fourth Time Around;" Pink Floyd's "Speak to Me/Breathe"/Dave Matthews Band's "Drunken Soldier." You are not limited to these examples, so feel free to find your own.

PART III: Click here to read a short article from plagiarism.org. Note your impression here. What claims resonate as accurate from your perspective?

Finished early? Please visit your peers' blogs and offer comments for any missing term 1 work. 

Juniors: Wednesday's COW Work

Well, hello there. I've left a few tasks for you to complete, all of which are due as a comment here by the end of the period. If you happen to finish early, proofread, then take a moment to reflect on the reality that you are either astonishingly efficient or a haphazard student-writer.

1. Click here to read a short essay on Steinbeck. Write a thesis statement that encapsulates the author's thesis statement. Yup, a thesis analyzing a thesis. (15 minutes)

2. Click here to build some context. In bullet form, submit 5 factoids that resonate after reading. Defend your selections. (12 minutes)

3. Visit the Poetry Foundation and browse the poems, searching strategically for a poem to pair with The Grapes of Wrath. If you prefer another message of searching, feel free to employ it. Avoid Googling "poem to pair with Grapes of Wrath;" any duplicates will not be considered for the grand prize (see below). Perhaps the poem may parallel the qualities of a character or contain Steinbeckian images of the Midwest. Compose a point-dense essay- yes, an essay- arguing the case for your poem as a parallel to the text. I will select the best pairing to use as an upcoming assessment and the winning essay writer will be exempt, receiving an automatic A. Be sure to post the poem with your essay. (50-60 minutes)

The Poetry of Song: COW work for Tuesday, 10-16

Complete the following work and submit responses as a comment here by the end of the block. 

Visit the 2 links below and read the album reviews. Then, find one of your own and answer the questions that follow. 

1. Fleet Foxes (great band, by the way)

2. Paul Simon 

3. Find one of your choice. 

As evidence of your perusal, post a comment response to the following questions:

1. List every adjective from the Fleet Foxes review.


2. For the review of your choice, select a passage ( to paste here and describe the literary and journalistic qualities that make it exemplary. 

3. Students tend to have difficulty integrating fluid quotations into their own writing. Copy and paste at least 3 excerpts from the 3 reviews that incorporate quoted song lyrics. After each sentence, create a grammatical map of the sentence structure. Example: David Fricke writes, "I wonder if I'll see/Any faces above me/Or just cracks in the ceiling," Pecknold sings in "Montezuma," imagining his deathbed.= Quote+Subject+Predicate+Preposition+Song Title+Participial Phrase. No, you can't use this one. 

4. Copy and paste Will Hermes' thesis statement here. Which of his sentences encapsulates his most profound analysis of the album? Where did you find it?

5. If you finish early, proofread your work. Use any remaining time to complete make up work or finish your homework for Thursday. 

See you all Thursday. Please be respectful of your substitute teacher as well as the computers. 

"Little Green" Analyses: POS

AP Analyses

AP Seniors: Friday's COW Work

Hello, seniors. Today you will use the COWs to complete several academic tasks.

1. You will find your high-stakes thesis poem here. I would like this thesis in hard copy form. Proofread, please.

2. Click here for a What is the What Readers' Guide. Use this as a resource. Save a digital copy or print any necessary pages. You may find the character and setting lists useful.

3. Click here to read an  interview with Eggers and Deng. Post a brief paragraph describing facets of the interview that may guide your experience as a reader.

4. If you have headphones, click here to listen to an NPR interview with Eggers. Offer a brief paragraph in the same spirit as prompt 3.

5. Below are links to photographic portfolios from "The Big Picture." Peruse them and offer 3 commentaries regarding 3 images that compel you to do so.

South Sudan Conflict
A New Nation
A Historic Vote
Scenes from Sudan

6. Select one of the works we have covered in class ("Otherwise," "Sonnet XXV," "The Flea," one of the Jigsaw poems, Chapter 1 of What is the What, or the excerpt from Gary Soto). Begin- and complete- a formal analysis of the selected work. You will type and submit it as  a comment to the appropriate post (above) by Friday, October 12. This analysis should represent your best effort toward AP-level writing; take advantage of the luxuries of time and revision while you have it. I will use the rigorous AP rubric to assess these as a test. Obviously, this can have significant pull on your average for term 1. Aim for mastery, which is a reasonable expectation considering the amount of time that you have. Take into consideration all of the analysis, thesis, sentence, and paragraph instruction we have covered. Get started now, and put forth your best effort. The rubric is not kind to strangers*.


*personification

Freshmen: Romeo & Juliet Text Link

Click here.

POS Voicethread Links

Jake H | Beck G | Taylor P | Hannah L | Connor R | Doug M | Seth K | Shinn F | Zack S | Derek F | Levi K | Anthony H | Andrew M | Zachary F | Dannaie G | Bobby H | Ashley B | Kayla G | Melanie M | Allison B | Ash L | Jamie W | Nicole M | Natasha M | Matthew L  Steve S. 

Fixed by Matt Litchfield! Blog

The Poetry of Song: Popular Music as a Reflection of Culture

"As the music is, so are the people of the country."

        Turkish Proverb

Type your response to the following prompt as a Word document and be sure to proofread and edit before you paste and post. Check either Billboard or Rolling Stone for the current list of America's top 50 songs. Choose at least 3 songs; avoid any songs you are very familiar with. Listen/study the lyrics to the selected songs.

Consider the subject matter, content and point of view of today's top songs and identify lines which contain poetic merit. What do these songs, as a whole, say about our modern American culture? In particular, what do these songs say about your generation as the greatest consumers of music media? How are gender roles represented in popular music? How is success measured?

Shakespeare: Predestination and the American Dream

As we study William Shakespeare and read Romeo and Juliet in class, consider the following prompt: The concept of predestination is reflected in the work of Shakespeare. The lives of men and women are "mapped out in the stars", and attempts to transcend or disrupt this order, or chain of being, only lead to tragedy. Does belief in predestination exist in some form today? Do we subscribe to a similar or different philosophy? How does predestination relate to, or conflict with, the "American Dream"? How might you categorize the belief systems of our world today? Do you believe that your destiny is mapped out for you, or do you think that you control your own fate?

Freshmen: Learning Style Test

Welcome, freshmen. Please click the link below, complete the learning style assessment, and offer a description of your results as a signed comment to this post.

Learning Style Test 

AP Literature: Beowulf & Chaucer

You will utilize this post to complete an online unit regarding Beowulf and Chaucer. As you complete your work, be sure to save it as a Word or Google Document. This unit will take some time, so be sure to work incrementally and manage your time well. Some students find it helpful to copy and paste this post onto their document for convenience. You will submit your completed unit (as a comment to this post) no later than midnight on Sunday, 9-16. Please be sure to identify which "part" is which. On Monday, I will print, read, and grade your work. Please post it all at once. You will be graded holistically on the + to - scale for 2 quizzes.

 Click here to link to a full-text online translation of Beowulf. I do not expect you to read the entire work, but you must "sample" enough of it to get a feel for Old English and respond to the following:

B1. What is a caesura? Find an example of a caesura from the text and defend your selection (paragraph).
B2. What is kenning? Find 3 examples of kenning and defend your selections (paragraph).
B3. Beowulf is indicative of Old English and is infused with a curious blend of the traditions and values of Anglo-Saxon culture and the rise of Christianity. Do a bit of research regarding the Anglo-Saxons.  Quote and discuss passages from the text that represent this unique dynamic. Use MLA format to cite your sources.

For The Canterbury Tales,

C1: Click here to access the text. Read The Prologue and the Introduction in their entirety. Chaucer will introduce you to each of his pilgrims; choose 3 of them. Discuss how Chaucer characterizes them: their class, appearance, character, etc. (3 paragraphs).
C2: Click here to check out a dope rap version of The Prologue. Describe the attire of the MC's to verify your visit.
C3: Click here to hear an audio recording of The Prologue in Middle English. Describe the narrator's voice and your impressions regarding how pronunciation, accent and emphasis help you decode the passage. 
C4: Click here to access the Pardoner's Tale. Read his tale (lines 375-682).Write a 3-5 paragraph essay in response to the following prompt: How is the Pardoner's Tale, in relation to the Pardoner's persona and role, painfully ironic? How does this irony conflict or complement the irony within the Tale itself? How might you characterize Chaucer's tone as echoed through his juxtaposition of the Pardoner's story and personality? What might we conclude about Chaucer's attitude toward religion and morality?
C5: Click here to access a link to Hieronymous Bosch's painting "The Garden of Earthly Delights". Synthesis prompt: Bosch is a Dutch painter who lived and worked shortly after the publication of the Tales. You will be able to zoom in a bit. Examine the triptych and respond to the following questions in paragraph form. 1. What scenes are being depicted in each panel? 2. Create a conversation (RAFT style) between Chaucer and the Pardoner as they discuss the image (particularly the right panel). 

 

POS: Classwork for 6-5

Choose one of the notable songwriters from the list below. On your blog, you must complete a biographical presentation of your given artist(s) including, but not limited to, the following: a list of 10 relevant, interesting facts regarding the artist(s), a timeline, 5 high quality images, a link to relevant video footage, and a list of 5 noteworthy songs. These materials should appear on your blogs by the end of the day. Joni Mitchell, Neil Young, Bob Dylan, Paul McCartney & John Lennon, Simon & Garfunkel, Leonard Cohen, Pete Seeger, Woody Guthrie, Joan Baez, Bruce Springsteen.

Comic Spirit: Peer Assessments for Senioritis

Please note the strengths and weaknesses of each and offer a tally based on the rubric. Be sure to include the students' names.

Seniors- Thanks for a Wonderful Year!

Comic Spirit: Sedaris Link

Click here.

Comedic Analysis: Meet the Parents

Please number and post your responses here.

Thanks

The Poetry of Song: Poetic Transfer

Heaney (A-E): Synthesize Heaney’s attitude toward his familial heritage and his own aspirations. How do the literal and figurative elements of the poem fuse or collide to communicate a profound and universal quandary?

Eady (F-K): Discuss how Eady utilizes an overtly inane suggestion (title) to propose a weighty universal idea. How does dancing serve as a separate metaphor for the relationship between mother and son?

Hogan (L-Q): Explore the duality encased within the dynamic nature of red and articulate the oblique- yet palpable- universal idea communicated through this poem.

Frost (R-Z): Distinguish Frost’s tone and discuss his ability to balance sympathy and detachment in the aim of making a profound statement. What does his blatant use of personification tell the reader about fate?

AP Literature: Critical Reflections

Comic Spirit: Senioritis Proposals

Comic Spirit: Rubric-based Performance Critiques

POS: Backmasking and Reverse Speech in Music

Backward messaging in music (commonly known as backmasking) has been a controversy ever since the late 1960s, when messages were found backwards on some Beatles' albums, hinting that Paul McCartney had died. Some of these subliminal messages have been identified as purposeful while some are apparently inadvertent. Some believe that many of these backward messages were in fact examples of "Reverse Speech" in music. Speech reversals occur naturally in all forms of speech, sung or spoken. Explore some of the links and sites regarding this subject and offer your opinion on at least 10 specific examples. Do you buy into the theory of Reverse Speech or is it all a bunch of hogwash?



THE THEORY OF REVERSE SPEECH AND SPEECH COMPLEMENTARITY:

(1) Human speech has two distinctive yet complementary functions and modes. The Overt mode is spoken forwards and is primarily under conscious control. The Covert mode is spoken backward and is not under conscious control. The backward mode of speech occurs simultaneously with the forward mode and is a reversal of the forward speech sounds.

(2) These two modes of speech, forward and backward, are dependent upon each other and form an integral part of human communication. One mode cannot be fully understood without the other mode. In the dynamics of interpersonal communication, both modes of speech combined communicate the total psyche of the person, conscious as well as unconscious.

(3) Covert speech develops before overt speech. Children speak backwards before they do forwards. Then, as forward speech commences, the two modes of speech gradually combine into one, forming an overall bi-level communication process.

List of Backmasked/Reverse Speech Songs

Jeff Milner's Site

Reverse Speech Site

Click here to hear a well known sample of backmasking from Led Zeppelin's "Stairway to Heaven". This audio file will play both forward (original context) and backward (backmasking revealed).

Post a reflection that a) discusses your opinion of backmasking and reverse speech, b) assesses the validity of the examples you experienced. I expect direct, specific references to songs, artists and lyrics. Be sure to demonstrate the level of your investigation by being precise and thorough. (3-5 paragraphs)

The Poetry of Song: Plagiarism in Music

Musical plagiarism is complex, subjective, and a bit confusing. For decades, blues musicians have covered or restructured older songs as homage to past musicians. An artist may borrow lines, make allusions, or sample. Occasionally, artists take issue with this "borrowing" and sue.

For blog-work this week, research and listen to some examples of musical plagiarism. Identify: 1) the definition of plagiarism 2) at least one example of a truly plagiarized song (paragraph explanation) and 3) at least one example of a coincidental relationship between 2 songs(paragraph explanation). Discuss your findings here. In the spirit of avoiding plagiarism and associated transgressions, you must cite (MLA format) at least 3 sources for each argument. Citations will also allow you to incorporate periodicals and other resources that may offer some direct evidence to support your claims. On the left side of this blog, you will find some of the many useful citation tools available to you.

Some notable instances include (listed as original/supposed plagiarism): Chiffon's "He's So Fine"/George Harrison's "My Sweet Lord"; Tom Petty's "Mary Jane's Last Dance"/The Red Hot Chili Peppers' "Dani California"; Queen's "Under Pressure"/Vanilla Ice's "Ice, Ice Baby" , Joe Satriani's "If I Could Fly"/Coldplay's "Viva La Vida" and, most recently, Led Zeppelin's "Stairway to Heaven"/The Black Keys' "Little Black Submarines". Tyler Robidoux found an interesting one, so feel free to consult him as well. You are not limited to these examples, so feel free to find your own.

The Poetry of Song: Reflections of Popular Culture in Music

"As the music is, so are the people of the country."

        Turkish Proverb

Type your response to the following prompt as a Word document and be sure to proofread and edit before you paste and post. Check either Billboard or Rolling Stone for the current list of America's top 50 songs. Choose at least 3 songs; avoid any songs you are very familiar with. Listen/study the lyrics to the selected songs.

Consider the subject matter, content and point of view of today's top songs and identify lines which contain poetic merit. What do these songs, as a whole, say about our modern American culture? In particular, what do these songs say about your generation as the greatest consumers of music media? How are gender roles represented in popular music? How is success measured?

Comic Spirit: Thursday

Good day. I am (probably) down at the middle school right now; I should be back shortly. Today, I have arranged a hodge-podge of comedy-centered tasks for you to complete. This work is due by the end of the period. When I return, I will be calling you up to my desk to check-in, one last time, regarding term 3 grades and any missing assignments.

1. Once again, be sure that your blog is up to date and includes all completed work.

2. Visit at least 10 peer blogs and offer some feedback regarding their strongest work. Copy and paste your comments as #2 here to aid in accounting for them.

Intermission: If you have headphones, proceed to step 3. If you do not, proceed to step 5 and (hopefully) borrow some headphones toward the end of the period. I do not want audio playing out loud; it's too distracting.

3. If you have headphones, view clips from The Colbert Report (a television show and a favorite of Mr. Grasso). Write a concise paragraph analyzing Colbert's brand of comedy. Describe his brand of satire and the persona he uses to achieve it. What other tools or devices does he use to produce this satire? Cite specific examples.

4. Find the "Lazy Sunday" music video from Saturday Night Live. View it and construct a brief paragraph analyzing its satirical effect. Hint: it appears to satirize at least two different entities. What other tools or devices does he use to produce this satire? Cite specific examples.

5. Click here to read a clever and comedic approach to the college entrance essay. Write a thesis statement for it.

6. I'm a visual learner, and so are many of you. We all know that "pictures are worth a thousand words"; let's prove this hypothesis. Click here and peruse the images. Then construct a 1000 word (just kidding; let's aim for 100-word) analysis of what precisely is so awkward and comedic about your favorite snapshot among these images. Can you actually pinpoint and articulate the precise visual elements that contribute to such awkwardness? Don't get too distracted- this website is addictive.

7. Over the course of the next few weeks, we will revisit and steer our journal-writing in the direction of a 5-minute stand-up comedy routine. You may choose to write this routine and submit it for a quiz grade (wimpy, boring) or perform it for a test grade (awesome). Take some time to browse the web for some tips on constructing such a routine. Note the valuable tips and give credit to the sites.

Tuesday: POS Class-work

Hello. I am a bit under the weather today. Don't worry- just like Bob Dylan- when you think I'm out of the game, I return from the ashes with another timeless gem. I hope to be back on stage tomorrow. We'll pick up with the syllabus when I return. For today, I would like you to complete the following tasks as a posted comment here. I've graded your "Monsoon" Analyses- please email me if you submitted your work under the name "illbethereforyou". I can't identify this author.

Mr. Kefor's Virus

1. Yesterday we discussed tone. Pinpoint the tone of each song (the 2 from yesterday) with one word.
2. Identify 3 devices that serve to support the style of tone you have identified for "Rock and Roll Band". For each device, cite at least 3 quotes that represent it.
3. Identify 3 devices that serve to support the style of tone you have identified for "Have a Cigar". For each device, cite at least 3 quotes that represent it.
4. The "cigar" appears in both songs. Is the cigar functioning as a symbol or a motif? Revisit the definitions, make a decision and defend your designation.
5. Click here to visit the Poetry Foundation. Browse the poems and find one that you like. Examine the tone of the poem and the devices used to achieve it. Construct a thesis statement that includes these 3 devices and a recognition of tone (as the introductory phrase).
6. If you have extra time on your hands, "congratulations for being so efficient" or "shame on you for your haphazard approach". Seriously- be sure that your blog contains all of your recent work- we will be sharing our writing and music soon after term 3 concludes.

"Out, Out-" Thesis Statements

Comic Spirit: Thursday's Class-work

Take the time to complete the following tasks thoroughly. I will assess your work as 2 quiz grades. All of the work below is due by 9:15. You may help one another quietly and appropriately, but make sure that your work is indeed your work. There should be no duplicates.



1. While you have computers, check to be sure that you have linked all of your classmates. If you are missing a link, ask your peer for his or her url and add it.


2. On Tuesday, you listed 10 devices that Swift utilized in his Modest Proposal. Choose 3 of these devices to use for your formal analysis. For each tool/device, extract at least 3 excerpts from Swift’s essay that clearly exemplify them. Then construct a thesis statement draft that fulfills or exceeds the requirements of my rubric. Post your results as a comment here.


3. Click here. Read this Letter from Dr. King. Pull out 12 quotes: 4 that exemplify ethos; 4 that exemplify pathos; and 4 that exemplify logos. Then construct a thesis statement draft that fulfills or exceeds the requirements of my rubric. Post your results as a comment here.


4. Indicate 3 potential directions (problem; solution) for your own Modest Proposal. For each, discuss possibilities regarding how you might incorporate each argumentative method (ethos, pathos, logos). Post your results as a comment here.


5. Click here. Read the analogies. If you’ve read them before, sorry. Read them again. Identify the 4 you find most humorous. Post your results as a comment here.

If you finish early, check your work. Finishing this assignment early may be indicative of a lackluster performance. If you are simply more efficient than most, turn your attention to the Modest Proposal writing tasks (tests) and get started.

AP Seniors: The Kite Runner Frontloading

(due as a comment to this post on syllabus date; worth 2 quiz grades; 0-+ holistic scale)

Part A: Click here to visit the CIA's World Fact Book. Peruse the site and respond to the following questions:

1. What are the top eight agricultural products? What product is #1? 

2. What is the life expectancy rate? What is the infant mortality rate? What deeper issues are typically reflected in these statistics?

3. How many kilometers of coastline does Afghanistan possess? How might this number have contributed to the country's history?

4. Identify the transnational issues that Afghanistan faces. 

5. Construct a thesis statement that encapsulates the essence of the Afghan nation (both its assets and its challenges). 

Part B: Click her to visit The Boston Globe's "The Big Picture: Afghanistan". View each photograph (use your judgement for the objectionable pieces) and read the corresponding footnotes. Choose the most powerful image to prompt a piece of short fiction. Write a descriptive passage that embodies the "show vs. tell" technique.

Part C: Article: "Hazaras: Afghanistan's Outsiders" (9 pages). Produce a thesis statement that encapsulates the author's message and illuminates the deeper meaning of the text.

Part D: Click here to view the Frontline Program: "The Dancing Boys of Afghanistan". Take notes and prepare to participate in a Discussion Facilitation that will include this topic.

Extra Credit: A quiz grade of 100 will be awarded for comprehensive notes for the Frontline Program: "The War Briefing". 

The Poetry of Song: Analytical Paragraphs (Friday and Monday)

On Edline, you will find two documents that are essential for this assignment. The first is a document copy of the “Jigsaw” assignment and lyrics; the second is an “analytical statement rubric”.



1. Begin by revisiting a Jigsaw song of your choice. Paste the lyrics into Word and reread them. Choose an element or device to classify and explore in an analytical paragraph of at least 5 sentences. Every single sentence should fulfill the requirements represented in the rubric.


2. Next, choose three of the poets listed below and copy and paste three poems of your choice (from three different poets) into Word. Utilize your experience in analyzing songs to study and analyze the poem. Refer to the SSRS form if need be, and produce two additional five sentence analyses, again focusing on an element or device to classify and explore.


After proofreading, post your results as a comment here.


Your teacher will randomly select on sentence from each analysis to grade with the rubric. (3 quizzes total). Do your best- these are our last assessments before the end of the course.


Robert Frost


Seamus Heaney


Jane Kenyon


Robert Creeley


Gwendolyn Brooks


Cornelius Eady

Interdisciplinary Arts: Supplement

Click here to visit Stephen Wiltshire's website. Mr. Wiltshire is an artistic savant who is capable of reproducing incredibly detailed landscapes from memory. 1. On the left, click on "My Videos". Watch at least four of the videos and offer a commentary for each.
2. Visit his "Gallery" and browse through his work. Identify his most impressive drawing and his most impressive painting; offer explanation for each.