HW for Memorial Day Break

Read and annotate Act III, scene v.  Be sure to take thorough notes.

Here is a website to help you with analysis: http://www.shmoop.com/romeo-and-juliet/act-3-scene-5-summary.html

Notes for 5/17

II.iii

Friar Laurence--the priest Romeo says he is going to find at the end of II.ii--is introduced in II.iii through a lengthy soliloquy.  In this speech, he philosophizes about mankind, using the plant in his hands as a vehicle to make a point.  So, after analyzing the diction of this soliloquy in class, discuss his main point about humanity.

Here is a clip of this scene from the 1996 version of Romeo and Juliet:

Act I, scene iii

1.  Read Act I, scene iii.  You can use this link to help you with commentary: http://www.sparknotes.com/shakespeare/romeojuliet/section4.rhtml

2.  Then, watch the following clip of the scene: http://www.youtube.com/watch?v=noGTRYeFZI8


3.  Answer the following question:

What is the Nurse's function in this scene?  What purpose does she serve in Romeo and Juliet?  Why?

http://m.youtube.com/watch?v=noGTRYeFZI8

Romeo and Juliet: Act 1, Scene 1

Thank you for bearing with me today.  Here are the two links that I wanted you to see in class.  Please watch both clips.  Then, write a reaction in a blog post below.  Discuss which version was more effective to you.  Be sure to address the "why."

1996-Baz Luhrmann

1954-Renato Castellani

Watch from 02:00 to 04:30

The 1969 Version was pulled down from youtube.com by Paramount Pictures :(

I will bring in my DVD copy of that film version tomorrow.  Again, thank you for today. :)

Overview of this Week's Activities/Assignments

1.  Vocabulary Test on Words# 1-32 TOMORROW, 4/19!
2.  HOMEWORK (Due by Friday):  Read and annotate the rest of "The Machine Stops" and complete the worksheet.
3.  On Friday, we will discuss "The Machine Stops" and review the accompanying worksheet.
4.  Here is your challenge for the weekend.  This is due by next Friday.

The Thompson Challenge

Do you have a grade that you’re hoping would just disappear         

from my gradebook?  A test/ quiz that you didn’t study for?  A

homework that you forgot to complete?  Well, here’s your

chance to make it…       

                                   VANISH!!

Task:  On Friday night before you go to sleep, you will shut off the technology that controls you.  By “the technology,” I mean all of the technology that blinds you from the world…everything.  You must shut off your iPod/iPad, your computer, your Facebook account, your smartphone, your television, and anything else that keeps you from enjoying your family, friends, and the outside world.  There are no loopholes!  If you can’t do it, you can’t do it.  You must live like this for both Saturday and Sunday (the entire two days), and handwrite a reflection (the front and back of one page) about your experience. 

Vocabulary

1.      acquiesce (v)--to give in and agree peacefully; to comply PRONUNCIATION-- (AK WE ESS)

§         acquiescence (n)--a peaceful submission or surrender

2.      fervent (adj)--full of strong emotion; impassioned

§         fervently (adv)--to do something in a passionate way

§         fervor (n)--passion

3.      disposition (noun)--tendency/inclination

4.      tenacious (adj)--stubborn or persistent in clinging to one thing.

5.      trepidation (noun)--fear; worry

6.      temerity (noun)--unwise boldness; rash or reckless behavior

7.      uncanny (adj)--strange; mysterious; foreboding evil

8.      ominous (adj)--mysterious; dark; hinting at evil

9.      vehement (adj)—strongly opposed; passionate

§         vehemence (noun)— intensity or forcefulness of expression

§         vehemently (adv)—in an intense manner

10.  defiance (noun)—refusal to obey authority

§         defiant (adj)— boldly resistant or challenging

§         defiantly (adv)— rebelliously; in a rebellious manner

11.  insubordinate (adj)—rebellious; disobedient; defiant

§         insubordination (noun)—disobedience

§         insubordinately (adv)—disobediently

12.  inadvertently (adv)—not done on purpose; unintentionally; thoughtlessly; accidentally

§         inadvertent—unintentional; accidental; unplanned

13.  subjective—(adj.) slanted; biased; based on or influenced by personal feelings, tastes, or opinions

§         SAMPLE SENTENCES:

§         The grading, assignments, and tasks in English class are subjective in nature.

§         If the main character is the narrator of a story, the narration will be subjective. 1^st person narration—subjective, partial, biased, prejudiced

14.   objective—(adj.) unbiased; impartial; not influenced by personal feelings or opinions in considering and representing facts

§         SAMPLE SENTENCES:

§         If the narrator of a story is an outsider with no personal investment in the plot, he/she would be considered OBJECTIVE.

15.  PERSON] Glutton (N)—a person that overindulges

§         Gluttonous (adj)—taking more than you need/more than necessary

§         [IDEA] Gluttony (n)—the quality of being overindulgent

16.  OMNI  SCIENT—all knowing

ALL     KNOWLEDGE

§         Can be used to discuss narration; can also be used to describe a character/god

17.  anomaly (n)—an outsider; someone that is by him/herself on an issue;  a loner; outcast  “AH-NOM-A-LEE”

§         Anomalous (adj)—having the characteristics of an outsider  “AH-NOM-AH-LUS”

18.  misanthrope (n)—a person who detests/avoids contact with humans

§         Misanthropic (adj)—detesting humans

19.  visionary (n)—a person with foresight and imagination

§         **VIS is a root word meaning “to see” or “sight”**

20.  dissension (n)—disagreement in opinion

21.  sentient (adj)—capable of having feelings

22.  divisive (adj)—troublesome; conflict ridden; tending to cause disagreement or hostility between people

23.  persecution (n)--the act of oppressing or harassing with ill-treatment, especially because of race, religion, gender, sexual orientation, or beliefs

24.  impassive (adj)--devoid of emotion; revealing no emotion

25.  eradicate (v)--to destroy, get rid of; do away with completely

26.  incorrigible (adj)--impossible to correct or reform; very difficult to control

27.  rue—to regret exceedingly; feel remorse or sorrow

§         hrowen--made sorry, grieved

28.  surreptitious (adj)—secretive, deceptive

§         sub/sur  "from under" (hence, "secretly") LATIN                                           rapere "to snatch"

29. stringency —tight or constricted ; rigid , adhering firmly to accepted standards

• stra/stri—stringere "to compress, contract, bind or draw tight"
• SIMILAR: strain, strict

30.  disseminate (V)—to disperse or spread everywhere (knowledge or ideas) as if sowing seeds

31.   malice (N)—the desire to see another suffer; extreme ill will or spite 

32.   turbulence (n)—marked by roiling, turmoil, and unrest (THE TRIALS)

QUOTE WORKSHEET FOR THE WEEK OF 4/16

ANALYZING QUOTES:  April 16^th – April 20^th

Quote	Interpretation: What do you think this person meant?	Application to Piece 1	Application to Piece 2
MONDAY— Helen Keller once said, “Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired, and success achieved.”		Title: Author: Character/Scene: Reasoning:	Title: Author: Character/Scene: Reasoning:
TUESDAY— Hermann Hesse once said, “People with courage and character always seem sinister to the rest.”		Title: Author: Character/Scene: Reasoning:	Title: Author: Character/Scene: Reasoning:
WEDNESDAY— Winston Churchill once said, “Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen.”		Title: Author: Character/Scene: Reasoning:	Title: Author: Character/Scene: Reasoning:
THURSDAY— Mark Twain once said, “Courage is resistance to fear, mastery of fear, not absence of fear.”		Title: Author: Character/Scene: Reasoning:	Title: Author: Character/Scene: Reasoning:
FRIDAY— Leonardo da Vinci once said, “Just as courage imperils life, fear protects it.”		Title: Author: Character/Scene: Reasoning:	Title: Author: Character/Scene: Reasoning:

Useful Links/Information for the Dystopian Film Critique...

THERE ARE FIVE POINTS LISTED BELOW!!

1. SITE to choose a movie - http://www.flickchart.com/charts?genre=Dystopian+Film
2. SITE for movie information - http://www.imdb.com/
3. SITE with a sample film critique - http://movies.nytimes.com/movie/review?res=9C0DE2DD1739F93AA15755C0A9679C8B63

4.  HERE'S THE PROJECT OVERVIEW:

Dystopian Film Assignment

Massive dehumanization, totalitarian government, rampant disease, post-apocalyptic terrains, cyber-genetic technologies, societal chaos and widespread urban violence are some of the common themes in dystopian films which bravely examine the ominous shadow cast by future.

A dystopia is a fictional society that is the complete opposite of a utopia: an ideal world with a perfect social, political and technological infrastructure; a world without chaos, strife or hunger; a world where the individual potential and freedom is celebrated.

In contrast, the dystopian world is undesirable with poverty and unequal domination by specific individuals over others. Dystopian films often construct a fictional universe and set it in a background which features scenarios such as dehumanizing technological advancements, man-made disasters or class-based revolutions. Dystopian society is often one in which the conditions of life are deliberately made miserable, characterized by poverty, oppression, violence, disease, and/or pollution for the benefit of a select minority or some unnatural goal.

Many of the listed works below are generally considered as being dystopian because their story emphasizes one or more detrimental societal characteristics that would be considered unusual if practiced by a utopia.  For this break, you will rent or borrow one of the following movies from library.

·        I am Legend (2007)—PG-13 for intense sequences of sci-fi action and violence

Years after a plague kills most of humanity and transforms the rest into monsters, the sole survivor in New York City struggles valiantly to find a cure.

·        Wall-E (2008)—G

In the distant future, a small waste collecting robot inadvertently embarks on a space journey that will ultimately decide the fate of mankind.

·        Pleasantville (1998)—PG-13 for some thematic elements emphasizing sexuality, and for language

Two 1990's teenagers (Reese Witherspoon and Tobey Maguire) find themselves in a 1950's sitcom where their influence begins to profoundly change that complacent world.

·        Artificial Intelligence: A.I. (2001)—Rated PG-13 for some sexual content and violent images

A highly advanced robotic boy longs to become "real" so that he can regain the love of his human mother.

·        I, Robot (2004)—Rated PG-13 for intense stylized action, and some brief partial nudity

In the year 2035 a techno-phobic cop investigates a crime that may have been perpetrated by a robot, which leads to a larger threat to humanity.

·        War of the Worlds (2005)—Rated PG-13 for frightening sequences of sci-fi violence and disturbing

images

As Earth is invaded by alien tripod fighting machines, one family fights for survival.

·        Waterworld (1995)—Rated PG-13 for some intense scenes of action violence, brief nudity and

language.

In a future where the polar ice caps have melted and most of Earth is underwater, a mutated mariner fights starvation and outlaw "smokers," and reluctantly helps a woman and a young girl try to find dry land.

·         Minority Report (2002)—Rated PG-13 for violence, brief language, some sexuality and drug content

In the future, criminals are caught before the crimes they commit, but one of the officers in the special unit is accused of one such crime and sets out to prove his innocence

·        If you would like to watch a “Rated R” Dystopian Film, you must get your parents approval and have them sign below.  Then, you must e-mail me to approve your choice.

Title:________________________________________________________

Parent Signature:__________________________________________________________

DIRECTIONS:  Once you’ve selected the film you will be studying, please write full 2-3 page analysis

   examining the following aspects of the film—

·        Script

·        Acting/Actors

·        Casting (Comment on the actors that the directors chose for the parts.)

·        Setting, costumes, & makeup

·        Entertainment value (Did you find it enjoyable? Entertaining?)

·        Learning value (Anything educational?)

·        Artistic value (Was it creative?)

·        Was the storyline able to suspend your logic and make you believe in this alternate reality?  How?

      NOTE:  You can elaborate on three choices more thoroughly or attempt more if

        you’d like.

5.  HERE'S THE RUBRIC:

	CONTENT	COMMENTS
MLA Format	_____ Proper MLA Heading _____ The paper is given a fitting title that is both original and creative.  It captures                                the central purpose of the piece. _____ Paper is double-spaced throughout _____ Title of text is appropriately formatted _____ 12 pt. font (Times New Roman or Arial)
Introduction	_____ The lead/hook is appropriate for the assignment (in both length & tone). _____ The segue from the hook to the discussion of the text is natural and              seamless. _____ The claim (thesis) is properly constructed: narrow, manageable, and focused. _____ The title, genre, and author are listed somewhere in the introduction.
Body Paragraphs	_____   Ideas/opinions are organized to properly develop or explain all parts of your thesis.  _____   The writer transitions effectively and smoothly from one idea to the next (within and between paragraphs). _____   The writer has used sufficient and relevant evidence from the text to support his/her ideas.  The details are relevant and quality pieces of information that go BEYOND the obvious and predictable and also support the thesis. The writer demonstrates sophisticated thinking. _____   Quotations are correctly embedded in the text with proper citations:                                                   Transition          Insert          Cite          Expound _____   The writer has selected NOTEWORTHY quotes and has discussed only that which is SIGNIFICANT to the thesis statement. _____   The writer exhibits sound understanding, interpretation and analysis of text. _____  Paragraphing is  sound; it reinforces the organizational structure.
Conclusion	_____   There is a clear conclusion that sums up or concludes the discussion. _____   The conclusion does not address a new idea that is not developed in the essay.
Language & Voice	_____ The writer reveals an understanding of audience and purpose through effective use of diction and syntax.   The words are specific, accurately, and appropriately used.  Word choices are appropriate and convey the correct tone. _____ The tone of the writing adds interest to the message.  It is appropriate for the purpose and the audience, enabling the reader to feel a strong interaction with the writer. _____ The sentences are purposefully varied in length as well as structure, adding originality and energy to the piece. _____ The writer avoids being verbose (wordy). The writing is clear and succinct. _____ The writer writes about literature in the present tense. _____ The writer avoids using contractions. _____ The writer avoids using the personal pronouns I, you, and we.

	GRAMMAR & USAGE	A	B	C	D	F
Conventions of Standard English	The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability.