"We Wear the Mask"

We Wear the Mask We wear the mask that grins and lies, It hides our cheeks and shades our eyes,--- This debt we pay to human guile; With torn and bleeding hearts we smile, And mouth with myriad subtleties. Why should the world be over-wise, In counting all our tears and sighs? Nay, let them only see us, while We wear the mask. We smile, but O great Christ, our cries To thee from tortured souls arise. We sing, but oh the clay is vile Beneath our feet, and long the mile; But let the world dream otherwise, We wear the mask! Paul Laurence Dunbar (1872-1906) 1. Read through the poem twice. 2. What is the tone of the “Mask” poem? 3. What do you believe this poem is about? 4. What words indicate to you the poem’s meaning? 5. According to Dunbar, what are masks? 6. Who uses masks? Give examples.

"Losing the Senses" by Rosalyn Ostler

Losing the Senses by Rosalyn Ostler One - It fades intermittently-- the perfume of orange blossoms sweet in my nostrils, then a flatline of fragrance, until a later surprise when your face touches mine and the scent of your rushes in. My skin breathes your embrace, Hording for the times of loss. Two – I miss the taste of blackberries, Caramel, fresh cauliflower, of shrimp, Fried mushrooms, root beer, Buttered toast, Hershey’s kisses. Three – As clouds, fluttered leaves, and butterflies dim, my mind scrambles to preserve them. I imprint my brain with sunsets, waterfalls, autumn colors, saving the most precious space for your smile. Four – My ears strain for last sounds Of mockingbirds, crickets and frogs, The creek rushing through a summer night, Tchaikovsky and Alley Cat, laughter Of friends, your lips whispering love. Five – And last – oh please last, My fingers strive to remember Their journeys across your face, Through your hair. My skin craves the communication Of your articulate hands. When numbness cloaks my fingertips, May every touch live in their memory.

"The Doll's House" Questions

Name__________________________Date______________Period__________ After reading Katherine Mansfield’s “The Doll’s House,” answer the questions below. 1. Who is the protagonist? antagonist? 2. Describe the setting/locale. 3. Describe the central conflict/problem the protagonist is facing? Is it psychological, physical, or both? 4. Describe three ways the characters’ personalities are revealed. (actions, words, others' words, etc.) 6. Describe the mood using at least five expressions. 7. What is the theme/message of the story? 8. Why does the author give such a complete description of the Kelveys, far more complete than that of the Burnells? 9. Why does Kezia want to invite the Kelveys to look at the doll’s house? 10. Why, on this particular day, why do the girls decide to be spiteful to the Kelveys? 11. Why do the girls have so much energy after they insult Lil and Else? 12. Create a timeline of important events in the story.

"The Doll's House"

The Doll's House By Katherine Mansfield When dear old Mrs. Hay went back to town after staying with the Burnells she sent the children a doll's house. It was so big that the carter and Pat carried it into the courtyard, and there it stayed, propped up on two wooden boxes beside the feed-room door. No harm could come of it; it was summer. And perhaps the smell of paint would have gone off by the time it had to be taken in. For, really, the smell of paint coming from that doll's house ("Sweet of old Mrs. Hay, of course; most sweet and generous!") -- but the smell of paint was quite enough to make any one seriously ill, in Aunt Beryl's opinion. Even before the sacking was taken off. And when it was . . . There stood the doll's house, a dark, oily, spinach green, picked out with bright yellow. Its two solid little chimneys, glued on to the roof, were painted red and white, and the door, gleaming with yellow varnish, was like a little slab of toffee. Four windows, real windows, were divided into panes by a broad streak of green. There was actually a tiny porch, too, painted yellow, with big lumps of congealed paint hanging along the edge. But perfect, perfect little house! Who could possibly mind the smell? It was part of the joy, part of the newness. "Open it quickly, some one!" The hook at the side was stuck fast. Pat pried it open with his pen- knife, and the whole house-front swung back, and-there you were, gazing at one and the same moment into the drawing-room and dining-room, the kitchen and two bedrooms. That is the way for a house to open! Why don't all houses open like that? How much more exciting than peering through the slit of a door into a mean little hall with a hat-stand and two umbrellas! That is-isn't it? -- what you long to know about a house when you put your hand on the knocker. Perhaps it is the way God opens houses at dead of night when He is taking a quiet turn with an angel. . . . "Oh-oh!" The Burnell children sounded as though they were in despair. It was too marvellous; it was too much for them. They had never seen anything like it in their lives. All the rooms were papered. There were pictures on the walls, painted on the paper, with gold frames complete. Red carpet covered all the floors except the kitchen; red plush chairs in the drawing-room, green in the dining-room; tables, beds with real bedclothes, a cradle, a stove, a dresser with tiny plates and one big jug. But what Kezia liked more than anything, what she liked frightfully, was the lamp. It stood in the middle of the dining-room table, an exquisite little amber lamp with a white globe. It was even filled all ready for lighting, though, of course, you couldn't light it. But there was something inside that looked like oil, and that moved when you shook it. The father and mother dolls, who sprawled very stiff as though they had fainted in the drawing-room, and their two little children asleep upstairs, were really too big for the doll's house. They didn't look as though they belonged. But the lamp was perfect. It seemed to smile to Kezia, to say, "I live here." The lamp was real. The Burnell children could hardly walk to school fast enough the next morning. They burned to tell everybody, to describe, to-well-to boast about their doll's house before the school-bell rang. "I'm to tell," said Isabel, "because I'm the eldest. And you two can join in after. But I'm to tell first." There was nothing to answer. Isabel was bossy, but she was always right, and Lottie and Kezia knew too well the powers that went with being eldest. They brushed through the thick buttercups at the road edge and said nothing. "And I'm to choose who's to come and see it first. Mother said I might." For it had been arranged that while the doll's house stood in the courtyard they might ask the girls at school, two at a time, to come and look. Not to stay to tea, of course, or to come traipsing through the house. But just to stand quietly in the courtyard while Isabel pointed out the beauties, and Lottie and Kezia looked pleased. . . . But hurry as they might, by the time they had reached the tarred palings of the boys' playground the bell had begun to jangle. They only just had time to whip off their hats and fall into line before the roll was called. Never mind. Isabel tried to make up for it by looking very important and mysterious and by whispering behind her hand to the girls near her, "Got something to tell you at playtime." Playtime came and Isabel was surrounded. The girls of her class nearly fought to put their arms round her, to walk away with her, to beam flatteringly, to be her special friend. She held quite a court under the huge pine trees at the side of the playground. Nudging, giggling together, the little girls pressed up close. And the only two who stayed outside the ring were the two who were always outside, the little Kelveys. They knew better than to come anywhere near the Burnells. For the fact was, the school the Burnell children went to was not at all the kind of place their parents would have chosen if there had been any choice. But there was none. It was the only school for miles. And the consequence was all the children in the neighborhood, the judge's little girls, the doctor's daughters, the store-keeper's children, the milkman's, were forced to mix together. Not to speak of there being an equal number of rude, rough little boys as well. But the line had to be drawn somewhere. It was drawn at the Kelveys. Many of the children, including the Burnells, were not allowed even to speak to them. They walked past the Kelveys with their heads in the air, and as they set the fashion in all matters of behaviour, the Kelveys were shunned by everybody. Even the teacher had a special voice for them, and a special smile for the other children when Lil Kelvey came up to her desk with a bunch of dreadfully common-looking flowers. They were the daughters of a spry, hardworking little washerwoman, who went about from house to house by the day. This was awful enough. But where was Mr. Kelvey? Nobody knew for certain. But everybody said he was in prison. So they were the daughters of a washerwoman and a gaolbird. Very nice company for other people's children! And they looked it. Why Mrs. Kelvey made them so conspicuous was hard to understand. The truth was they were dressed in "bits" given to her by the people for whom she worked. Lil, for instance, who was a stout, plain child, with big freckles, came to school in a dress made from a green art-serge table-cloth of the Burnells', with red plush sleeves from the Logans' curtains. Her hat, perched on top of her high forehead, was a grown-up woman's hat, once the property of Miss Lecky, the postmistress. It was turned up at the back and trimmed with a large scarlet quill. What a little guy she looked! It was impossible not to laugh. And her little sister, our Else, wore a long white dress, rather like a nightgown, and a pair of little boy's boots. But whatever our Else wore she would have looked strange. She was a tiny wishbone of a child, with cropped hair and enormous solemn eyes-a little white owl. Nobody had ever seen her smile; she scarcely ever spoke. She went through life holding on to Lil, with a piece of Lil's skirt screwed up in her hand. Where Lil went our Else followed. In the playground, on the road going to and from school, there was Lil marching in front and our Else holding on behind. Only when she wanted anything, or when she was out of breath, our Else gave Lil a tug, a twitch, and Lil stopped and turned round. The Kelveys never failed to understand each other. Now they hovered at the edge; you couldn't stop them listening. When the little girls turned round and sneered, Lil, as usual, gave her silly, shamefaced smile, but our Else only looked. And Isabel's voice, so very proud, went on telling. The carpet made a great sensation, but so did the beds with real bedclothes, and the stove with an oven door. When she finished Kezia broke in. "You've forgotten the lamp, Isabel." "Oh, yes," said Isabel, "and there's a teeny little lamp, all made of yellow glass, with a white globe that stands on the dining-room table. You couldn't tell it from a real one." "The lamp's best of all," cried Kezia. She thought Isabel wasn't making half enough of the little lamp. But nobody paid any attention. Isabel was choosing the two who were to come back with them that afternoon and see it. She chose Emmie Cole and Lena Logan. But when the others knew they were all to have a chance, they couldn't be nice enough to Isabel. One by one they put their arms round Isabel's waist and walked her off. They had something to whisper to her, a secret. "Isabel's my friend." Only the little Kelveys moved away forgotten; there was nothing more for them to hear. Days passed, and as more children saw the doll's house, the fame of it spread. It became the one subject, the rage. The one question was, "Have you seen Burnells' doll's house?" "Oh, ain't it lovely!" "Haven't you seen it? Oh, I say!" Even the dinner hour was given up to talking about it. The little girls sat under the pines eating their thick mutton sandwiches and big slabs of johnny cake spread with butter. While always, as near as they could get, sat the Kelveys, our Else holding on to Lil, listening too, while they chewed their jam sandwiches out of a newspaper soaked with large red blobs. "Mother," said Kezia, "can't I ask the Kelveys just once?" "Certainly not, Kezia." "But why not?" "Run away, Kezia; you know quite well why not." At last everybody had seen it except them. On that day the subject rather flagged. It was the dinner hour. The children stood together under the pine trees, and suddenly, as they looked at the Kelveys eating out of their paper, always by themselves, always listening, they wanted to be horrid to them. Emmie Cole started the whisper. "Lil Kelvey's going to be a servant when she grows up." "O-oh, how awful!" said Isabel Burnell, and she made eyes at Emmie. Emmie swallowed in a very meaning way and nodded to Isabel as she'd seen her mother do on those occasions. "It's true-it's true-it's true," she said. Then Lena Logan's little eyes snapped. "Shall I ask her?" she whispered. "Bet you don't," said Jessie May. "Pooh, I'm not frightened," said Lena. Suddenly she gave a little squeal and danced in front of the other girls. "Watch! Watch me! Watch me now!" said Lena. And sliding, gliding, dragging one foot, giggling behind her hand, Lena went over to the Kelveys. Lil looked up from her dinner. She wrapped the rest quickly away. Our Else stopped chewing. What was coming now? "Is it true you're going to be a servant when you grow up, Lil Kelvey?" shrilled Lena. Dead silence. But instead of answering, Lil only gave her silly, shame-faced smile. She didn't seem to mind the question at all. What a sell for Lena! The girls began to titter. Lena couldn't stand that. She put her hands on her hips; she shot forward. "Yah, yer father's in prison!" she hissed, spitefully. This was such a marvellous thing to have said that the little girls rushed away in a body, deeply, deeply excited, wild with joy. Someone found a long rope, and they began skipping. And never did they skip so high, run in and out so fast, or do such daring things as on that morning. In the afternoon Pat called for the Burnell children with the buggy and they drove home. There were visitors. Isabel and Lottie, who liked visitors, went upstairs to change their pinafores. But Kezia thieved out at the back. Nobody was about; she began to swing on the big white gates of the courtyard. Presently, looking along the road, she saw two little dots. They grew bigger, they were coming towards her. Now she could see that one was in front and one close behind. Now she could see that they were the Kelveys. Kezia stopped swinging. She slipped off the gate as if she was going to run away. Then she hesitated. The Kelveys came nearer, and beside them walked their shadows, very long, stretching right across the road with their heads in the buttercups. Kezia clambered back on the gate; she had made up her mind; she swung out. "Hullo," she said to the passing Kelveys. They were so astounded that they stopped. Lil gave her silly smile. Our Else stared. "You can come and see our doll's house if you want to," said Kezia, and she dragged one toe on the ground. But at that Lil turned red and shook her head quickly. "Why not?" asked Kezia. Lil gasped, then she said, "Your ma told our ma you wasn't to speak to us." "Oh, well," said Kezia. She didn't know what to reply. "It doesn't matter. You can come and see our doll's house all the same. Come on. Nobody's looking." But Lil shook her head still harder. "Don't you want to?" asked Kezia. Suddenly there was a twitch, a tug at Lil's skirt. She turned round. Our Else was looking at her with big, imploring eyes; she was frowning; she wanted to go. For a moment Lil looked at our Else very doubtfully. But then our Else twitched her skirt again. She started forward. Kezia led the way. Like two little stray cats they followed across the courtyard to where the doll's house stood. "There it is," said Kezia. There was a pause. Lil breathed loudly, almost snorted; our Else was still as a stone. "I'll open it for you," said Kezia kindly. She undid the hook and they looked inside. "There's the drawing-room and the dining-room, and that's the-" "Kezia!" Oh, what a start they gave! "Kezia!" It was Aunt Beryl's voice. They turned round. At the back door stood Aunt Beryl, staring as if she couldn't believe what she saw. "How dare you ask the little Kelveys into the courtyard?" said her cold, furious voice. "You know as well as I do, you're not allowed to talk to them. Run away, children, run away at once. And don't come back again," said Aunt Beryl. And she stepped into the yard and shooed them out as if they were chickens. "Off you go immediately!" she called, cold and proud. They did not need telling twice. Burning with shame, shrinking together, Lil huddling along like her mother, our Else dazed, somehow they crossed the big courtyard and squeezed through the white gate. "Wicked, disobedient little girl!" said Aunt Beryl bitterly to Kezia, and she slammed the doll's house to. The afternoon had been awful. A letter had come from Willie Brent, a terrifying, threatening letter, saying if she did not meet him that evening in Pulman's Bush, he'd come to the front door and ask the reason why! But now that she had frightened those little rats of Kelveys and given Kezia a good scolding, her heart felt lighter. That ghastly pressure was gone. She went back to the house humming. When the Kelveys were well out of sight of Burnells', they sat down to rest on a big red drain-pipe by the side of the road. Lil's cheeks were still burning; she took off the hat with the quill and held it on her knee. Dreamily they looked over the hay paddocks, past the creek, to the group of wattles where Logan's cows stood waiting to be milked. What were their thoughts? Presently our Else nudged up close to her sister. But now she had forgotten the cross lady. She put out a finger and stroked her sister's quill; she smiled her rare smile. "I seen the little lamp," she said, softly. Then both were silent once more.

ePortfolio Peer Editing

English 10H Midterm Peer Edit for ePortfolio Edited by:_______________________ Created by:_____________________ _____/10 Are there five tabs on the opening page (Welcome, Goals and Outcomes, Coursework, Outside the Classroom and Resume)? _____/10 Does the Welcome page introduce the student and his/her portfolio? Check for grammatical errors/typos. 5 Extra points if the student included a picture of him/herself. _____/20 Does the Goals and Outcomes explain BOTH short and long-term goals? Does it discuss HOW Brighton High School’s DRSLS can help achieve these goals? _____/10 Is the Coursework tab formatted correctly? (English 10H should be a link under “General Education.” There should be an “Elective” subheading as well as a “Major Coursework” subheading). _____/10 Does the English 10H Link take you to the assignments? Are there two assignments posted? Each assignment should have the title and the opening paragraph. Is there a “read more” button/link at the end of the opening paragraph? There should be NO downloads. _____/10 How does the Outside the Classroom look? Is it interesting, and does it represent the student? What service is listed? What about leadership positions/opportunities? Are there pictures/videos and an explanation for each activity (include responsibilities, etc.) _____/20 Look at the Resume tab. Is the resume listed on the page (no download)? Is it representative of the student? Does it do more than list the basics? Check to make sure that personal information (nothing more than an email address for the student) is listed. No references should be posted—it should say, “References available upon request.” _____/10 Has the student personalized the website? Does it represent the student’s interests and personality? Is credit given where it is due (ex: if the title picture is one that the student took, has it been noted that this is the student’s work? If the student is in the photograph, is the student correctly identified?). List two suggestions you have for the student to improve his/her ePortfolio.

Lord of the Flies Anticipation Guide

Anticipation Guide for William Golding’s Lord of the Flies In the space to the left of each statement, write “T” for true, if you agree with the statement, or “F” for false if you disagree with the statement. _____ 1. If someone cannot “pull her weight,” she is expendable. _____ 2. The younger we are, the more selfish we are. _____ 3. All wars are preventable. _____ 4. Homo sapiens were meant to be herbivores. _____ 5. The darkness is scary because of the unknown factor. _____ 6. Adult supervision is necessary in every context. _____ 7. Youth is wasted on the young. _____ 8. Every child has some form of the “Boogie Man.” _____ 9. There should be a “pecking order” among siblings; it is healthy, productive, and proper for the older and bigger to dominate (“survival of the fittest”). _____ 10. Mankind is the cruelest of all beasts, because when we hurt other people, we realize they are being hurt; when cats play with and eat mice, the cat has no idea that the mouse is in pain. This makes people the least respectable of all species (concept from Mark Twain’s "The Damned Human Race"). _____ 11. Good authors can provide endless thinking opportunities; without them, life would be dull.

Goals and Outcomes

Goals and Outcomes For the “Goals and Outcomes” section of your ePortfolio, please write your short and long term goals. An example of a short term goal could be to get on the honor roll for this trimester, or to maintain your grade point average. A long term goal would be to be accepted to the college of your choice, graduate school, etc. You may also include personal short and long term goals as well. Once your goals are set, apply them to the Brighton’s Desired Results for Student Learning (DRSLS). How can the DRSLS help you achieve your short and long term goals? DRSLS Core Academic Achievement: Students will demonstrate improvement in mastery in all core subjects as demonstrated by State and District standardized tests as well as departmental common assessments. School Atmosphere/Character: Students will participate in a safe and responsible educational environment as demonstrated by increased daily attendance, drug and alcohol education and participation in extra-curricular opportunities. Students will learn in a collaborative environment with increased access to teachers. Assignment In the space below, write your personal and academic short term goals (achievable in the next year). Write your personal and academic/career long term goals (achievable in the next 10 years). Write two paragraphs describing how the DRSLS can help you achieve your short and long term goals (one paragraph for short term goals, one paragraph for long term goals).

Macbeth Theme Notes

This is to help you identify themes, ideas and quotes in Macbeth. We will turn in whatever you use on this as part of your drafting process for your rough draft. You do not need to fill in the entire worksheet, just the parts that could be helpful to you. Macbeth Theme Notes During our reading of Macbeth, we have been studying the various themes presented in the play. This sheet is designed for you to keep notes about the themes we discuss. Keeping track of when themes appear in the play and which characters embody them will help you complete your final Macbeth compare and contrast essay. Please note that your references at the end of your quotations should refer to act, scene and line numbers, not to page numbers. You may either use Roman numerals or Arabic ones as you prefer. Example: (1.1.12-23) or (I.i.12-23) -- In this reference, the quotation would come from Act I, scene i, lines 12-23. The period should always appear at the end of your sentence, that is, after the parenthetical reference. Theme: Power and Corruption Does power have the ability to corrupt people? Act/Scene: Brief summary of scene: Quote that exemplifies theme (make sure to cite it correctly): Theme: Ambition When is ambition a negative and positive trait? Does the world need more or less ambition? Do the means justify the end? Act/Scene: Brief summary of scene: Quote that exemplifies theme (make sure to cite it correctly): Theme: Fate/Superstition Are our lives governed by fate or free will? Do our beliefs in superstitions or “predictions” cause us to behave differently than we would have otherwise? Act/Scene: Brief summary of scene: Quote that exemplifies theme (make sure to cite it correctly): Macbeth’s reaction to the predictions: Quote: Your explanation: Banquo’s reaction to the predictions: Quote: Your explanation: Theme: Appearance vs. Reality Are things really what they seem? Are people really who they seem? Act/Scene: Brief summary of scene: Quote that exemplifies theme (make sure to cite it correctly): Theme: Guilt How does guilt affect us? Act/Scene: Brief summary of scene: Quote that exemplifies theme (make sure to cite correctly):

Shaping the Essay

Shaping the Essay Compare/Contrast Rough Draft Introduction: General sentence about the thesis statement (a connection to a book, movie, historical example, or personal experience): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Explain the above using an example or commentary: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Transition to the thesis/Claim statement. include the title and author: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ State your thesis in one sentence (must be arguable): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Thesis approval_______ First Body Paragraph (how characters are similar) Topic Sentence relating to first part of thesis statement: _________________________________________________________________________Transition to first evidence/Fact (tell who, what, where,—set it up): __________________________________________________________________________________________________________________________________________________Lead in to first Evidence/Fact (should flow into the sentence structure) __________________________________________________________________________________________________________________________________________________Evidence/Fact (direct quote from the text): “________________________________________________________________________________________________________________________________________________”Lead out (finish sentence): ___________________________________________________________________ ( ). Supporting Claim/Commentary (minimum of two sentences--analyze and interpret the quote—dig deep! No summarizing!!): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Transition to second evidence/fact (tell who, what, where,—set it up): _________________________________________________________________________Lead in to Evidence/Fact (should flow into the sentence structure): __________________________________________________________________________________________________________________________________________________Evidence/Fact (direct quote from the text): “________________________________________________________________________________________________________________________________________________”Lead out (finish sentence): ___________________________________________________________________ ( ). Supporting Claim/Commentary (minimum of two lines--analyze and interpret the quote—dig deep! No summarizing!!): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Concluding sentence (gives new commentary on this paragraph and backs thesis):_____________________________________________________ __________________________________________________________ Second Body Paragraph (How characters are different) Topic Sentence relating to first part of thesis statement: _________________________________________________________________________Transition to first evidence/Fact (tell who, what, where,—set it up): __________________________________________________________________________________________________________________________________________________Lead in to first Evidence/Fact (should flow into the sentence structure) __________________________________________________________________________________________________________________________________________________Evidence/Fact (direct quote from the text): “________________________________________________________________________________________________________________________________________________”Lead out (finish sentence): ___________________________________________________________________ ( ). Supporting Claim/Commentary (minimum of two sentences--analyze and interpret the quote—dig deep! No summarizing!!): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Transition to second evidence/fact (tell who, what, where,—set it up): _________________________________________________________________________Lead in to Evidence/Fact (should flow into the sentence structure): __________________________________________________________________________________________________________________________________________________Evidence/Fact (direct quote from the text): “________________________________________________________________________________________________________________________________________________”Lead out (finish sentence): ___________________________________________________________________ ( ). Supporting Claim/Commentary (minimum of two lines--analyze and interpret the quote—dig deep! No summarizing!!): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Concluding sentence (gives new commentary on this paragraph and backs thesis):_____________________________________________________ __________________________________________________________ Third Body Paragraph (counter Claim) Topic Sentence introducing the idea that others may disagree with the argument: _________________________________________________________________________what an opposing point of view may say (“Others may say,” or “Some critics may Believe ______”) __________________________________________________________________________________________________________________________________________________Refutation/counter claim ( . . . however, _______________) __________________________________________________________________________________________________________________________________________________Evidence/fact (direct quote from the text): “________________________________________________________________________________________________________________________________________________”Lead out (finish sentence): __________________________________________________________________ ( ). Commentary (minimum of two sentences--analyze and interpret the quote—dig deep! No summarizing!!): ___________________________________________________________________________________________________________________________________________________________________________________________________________________________Transition to second opposing point of view (“Others may say,” or “Some critics may Believe ______”) __________________________________________________________________________________________________________________________________________________Refutation/counter claim ( . . . however, _______________) __________________________________________________________________________________________________________________________________________________Evidence/fact (direct quote from the text): “________________________________________________________________________________________________________________________________________________”Lead out (finish sentence): __________________________________________________________________ ( ). Commentary (minimum of two sentences--analyze and interpret the quote—dig deep! No summarizing!!): ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ Concluding sentence (gives new commentary on this paragraph and backs thesis):____________________________________________________________________ _________________________________________________________________________ Closing Paragraph Restate thesis (using all new words): __________________________________________________________________________________________________________________________________________________ Answer the “so what?” question (universalize—why do we still read this text? What value does it have? Why do we care about it?): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Conclude with a clinching sentence: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

Macbeth and Summer Reading Compare/Contrast Essay

Informative/Explanatory Writing In classic tragedies, the important characters experience downfalls, usually caused by something within themselves. For example, in the Shakespeare play Macbeth, one of Duncan’s problems is that he trusted people who were not worthy of being trusted; Macbeth’s problems stem from his ambition to become king and his willingness to do anything to attain it; and Lady Macbeth’s problems stem from her blindness to the repercussions of calling on the spirits of darkness. Assignment: Write a compare/contrast essay using one character from your summer reading book (A Tale of Two Cities, Watership Down, or Jane Eyre) and a character from Macbeth. Analyze the central themes of the works and how they are related to the characters' personalities. Explain the internal problems the characters have and what caused the conflict and/or tragedies that result. Guidelines: Choose two characters, one from the summer reading book and one from the play Macbeth. Include a clearly defined thesis statement in your introduction where you make a statement about the characters’ personalities and the conflicts that result. Your entire paper must work to support this thesis statement. Avoid plot summary. Instead, use specific references to the two characters to develop your analysis. Organize your ideas in a unified and coherent manner. Specify the titles and authors of the literature you choose. This is a formal paper, so demonstrate an awareness of your audience by typing in 12 point Times New Roman without ‘you’ or ‘I’. Bring your essay to a thoughtful, original conclusion. Typed rough draft is due ________________________________. Final draft is due ______________________________________. No late work will be accepted.

Brown Bag Book Report

Brown Bag Book Report For your first outside reading book report, your assignment is to create a cover for your book. It cannot be a copy of the existing cover. Be creative. You are not graded on your artistic ability but on your creativity. Put your newly created cover on the front of the bag. Inside the bag you will put: • Something that represents a character from the book • Something that represents the plot (or story) • Something that represents the theme (or lesson learned) Everything inside the bag must be an object—NO PAPER. You will present your brown bag book report to the class on ___________________________. You will be graded on how well you present the material. Watch that you don’t fill your presentation with “like” and “um.” Practice your report so it flows smoothly. Your report should last 1-2 minutes, so use your time wisely. If you have any questions, be sure to talk to me BEFORE you are scheduled for your report.