H. English Ten period 5

1. Think about, and then identify an event from your past in which you felt cool or uncool. Use details that appeal to sight, hearing, touch or other imagery to help an audience see what you were wearing, or what you did, or how you acted.  The purpose is to SHOW dont tell.

The Hijab

Resources and Recent News About The Hijab:
Al Islam: Why hijab?
Hijab: Veiled in Controversy National Geographic Video
What I wish People Understood About My Choice to Wear the Hijab
https://www.rt.com/news/408129-father-beaten-daughter-hijab/

American Literature Period 1

1.Write a brief thank you note to the student who provided feedback on your essay.
2. Add to your Rough Draft of your Essay if you have less than THREE pages. Re-read your essay and then, continue writing. If you have not incorporated quotes from the texts, please do so.
3. Read over the Puritan Handout--The Puritan Mind

H. English Ten Article of The Week Link

Article of the Week: New Research Finds That Cool People Break the Rules, but Only Certain Rules: https://newrepublic.com/article/118113/cool-people-break-rules-only-right-rules
Homework: Would Antigone be called, "Cool"? Defend your interpretation in 1-2 paragraphs.
2. Are you "cool"? Write a brief essay in which you support your coolness, or "uncool-ness" using your understanding of this weeks Article of the Week and your experiences, observations or what others say about you. Begin your essay with, "I am Cool" or "Cool I Am Not". Your essay should be two pages or more and must be handwritten or typed.
3. Finish your SOAPS. NO SUMMARY Needed.

H. English Ten period 5

1. Re-read Antigone Scene 5.
2. Complete your SOAPS using THREE Subject; THREE PURPOSES (purposes should begin with academic verbs in their "to" form.
3. Construct an academic summary regarding your self selected article of the week.
4. Bring your Say/Mean/Matter Journals to class on Tuesday.

H. Expository Composition period 6

For each of the following modes: Narration; Compare; Contrast; Negation; Analogy; Description; Process Analysis; Classification/Division; Definition and Exemplification do the following:
1. Write a short definition of the mode
2. Identify, what does a writer/author do when using this mode? Why?
3. What is the purpose or intent of this mode--what does this form of writing hope to do or accomplish?
4. Example/Image
Don't forget your Article of The Week: Complete your SOAPS using THREE Subject; THREE PURPOSES (purposes should begin with academic verbs in their "to" form.
3. Construct an academic summary regarding your self selected article of the week.

Honors Expository Exposition Period 6

1. Continue Working on your "Lessons Learned from Oedipus" Essay. Write for twenty minutes uninterrupted.
2. Then, think of your own Oedipus project before I assign you one!

H. Expository Composition period 6

1. Finish your Oedipus Open Minds, 5 quotes on both sides; an image on each side; 2-4 adjectives on both side of the line.

H. English Ten period 5

What does Antigone have in common with Danae; Niobe; Lycurgos; and Cleopatra (either in personality/temperament or fate)?  Remember to study: What is an allusion?

H. English Ten period 5

Article of the Week Link Here: https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/1060/COLLEEN%20WENKE.pdf
Too Much Pressure by Colleen Wenke
Homework: If needed, re-read our article of the week, "Too Much Pressure". Then complete your SOAPS Analysis, Academic Summary, and 2 RT; 2A&Y; and 2 On My Own Questions.
Link for Character Bio Poem: http://www.hamburgschools.org/cms/lib/NY19000277/Centricity/Domain/499/Bio%20Poem%20Directions.pdf

H. Expository Composition per 6

1. Continue working on your personal statements for the UC's or Common application. Please try to have at least two personal insight questions finished by your block day.

H. English Ten Period 5

You will complete your Article of the Week and SOAPS + summary. You will then re-read a portion of Antigone Scene 3 with the same readers from yesterday. Next, as a class, read Ode 3. Then, you will complete all of the questions (1-9) in in the green text on Scene 3 and the Ode 3 on page 722. If you do not have the green text, Mr. Holloway has copies of the questions for those without the sheet. You may need to take a pitcure of the questions and then share with others if not enough! 
Your Assignment can be found at the following link: Agenda Periods 1,3 5 (period 5 on bottom and second page)

H. Expository Composition Period 6

When Oedipus at Colonus begin, Oedipus lands at a holy land, sacred to the Eumenides (also known as the Furies).  Who are the Eumenides?(name each of them)  Why is it appropriate the Oedipus’ journey brings him there?

Oedipus also lands on ground sacred to Prometheus and Poseidon. Use Wikipedia or Edith Hamilton’s mythology to research who each deity was, there purview or powers, and why it is fitting that Oedipus lands there.

Prometheus:

Poseidon:

When Oedipus salutes the Eumenides, what might this signal about Oedipus relationship to and with Apollo?

In addition to Oedipus’ prayer, how do the allusions to the Eumenides, the city Athens; Prometheus and Poseidon predict retribution and power for Oedipus? 

Consider Oedipus defence on page 102. What are his strongest points, in your opinion? 

Personal Insight Questions

Please visit the following link: http://admission.universityofcalifornia.edu/how-to-apply/personal-questions/index.html

Additionally, view the video at the following link, sponsored by UC TV entitles, How to Answer the UC Personal Insight Questions.https://www.youtube.com/watch?v=VIUYvIZD10Q Today, we will write paragraphs in various expository modes to bring us closer to our culminating essay and to sharpen and refine writing for college admissions statements.

Personal Insight Questions

Please visit the following link: http://admission.universityofcalifornia.edu/how-to-apply/personal-questions/index.html

Today, we will write paragraphs in various expository modes to bring us closer to our culminating essay and to sharpen and refine writing for college admissions statements.

H. English Ten Period 5

What Reasons does Creon give for not allowing Polyneices to be buried? b. How does the Choragos react to Creon's decision? c. In lines 83-87 what news is the sentry reluctant to discover?   d. When the Choragos asks, "can it be that the Gods have done this?" it enrages Creon. Why do you think it does?
e. On the basis of Scene I, Characterize Creon's strengths and weaknesses and justify theses opinions. f.
Scene 2: 1. What motivates Antigone: pride; love; or principle. 2. Why do you think Ismene changes her mind about her brother's burial. Do you think Antigone is justified in rejecting her support, or is Antigone being to hard on her sister?  3. Antigone says the citizens of Thebes are afraid to speak out against Creon. Do you agree? What historical and contemporary examples can you give of individuals who failed to protest immoral actions by their leaders? Why might someone be silent other than fear?

H. English Ten period 5

1. Add to your Character Wheel for Creon's character.
The assignment that I was going to have you do--the questions-- for homework will instead be assigned for classwork!

H. Expository Composition period 6

In class we read the Packet up to page 113. Please do a quick read.  Although we will re-read in class tomorrow, you will NOT be able to understand, value or appreciate the change in Oedipus' fate without reading first. We will also have a class assignment based on having already read.

H. Expository Composition period 6

Be sure to fully finish your reflection. We will begin Oedipus at Colonus in class tomorrow.

Honors English Ten period 5

1. Finish your Character Wheel with Creon as the third character. Please use the following specifications:  What character says (3); What Character Does (2); What Character Thinks (2); What Other Says About Character 0; What Character Does Not Do: 2