H. English Ten period 3

1. Finish your Article of the week reading, academic summary, and SOAPS Sheet.
2. Browse over a few of the following teens/young adults who stood their ground. Many of them unfortunately, were killed. Many of them knew the danger and still acted in spite of it: Viola Liuzzo; Paul Guihard; Rev. Bruce Klunder; James Earl Chaney; Andrew Goodman; Henry Schwerner; Niya Kenny; Claudette Colvin; Cassius Clay (Muhammad Ali); Sylvia Mendez; Ron McNair; Ramsey Orta; Elias Gonzalez; Melba Patillo Beals. Many of the above participated in the Civil Rights Movement. Additional names will be added.  You may also self select an individual. I will approve all student names by Friday, November 4th.

H. Expository Composition period 5

1. Finish viewing the Ted Talk, The Power of The Sibling Bond. You may need to read the Ted Talk's transcripts to help you with your Reflective Journal.
2. Fully complete the Reflective Journal.
3. Answer the following: Are you the first, middle, or last born in your family? Are you the only girl or boy? Do you think either your birth order, or birth gender impacted your relationships with your parents or siblings? Do you have an estranged sibling, or a sibling that you do not know or live with? How hard would it be to contact them?  Do you agree with Jeffrey Klugger that most arguments between siblings are about property?
4. Complete Recovery Survey distributed in class!

AP English Literature Period 1

1. Carefully read and complete your Multiple Choice Monday AP English Literature Questions.
2. Create 2 Multiple Choice Questions with answer choices for Chapters 7,8,9
3. Add in important event, and quote to your Major Data Worksheet for The Fall of Rome.
4. Re-read the Chapters, if necessary, using post-it notes.
5. Review the testing the validity of interpretation notes.
6. review the character analysis vocabulary list.
7. Prepare yourself for a reading quiz (probably Friday; and a Character Analysis exercise tomorrow, and essay on Thursday).

AP English Literature Period 1

1. Use POST-IT-NOTES or some other noteaking method (including electronic) to take notes as you read Chapters 7-9 of The Fall of Rome.
2. Complete 4 Character Wheels  based on 4 characters. 1 Wheel per character.

H. English Ten Period 3

In verbal irony, what is said is the opposite of what is meant. Where in her "conversation" with her sister, Ismene does Antigone use verbal irony?  How does this make you feel about Antigone?
2. In the Parados (read by the chorus) what animal is Polyneices compared?

AP English Literature p.1

Creative Narrative Writing Topics. Select #4 and one additional topic. Your response must be three to four typed pages. Due Friday! (Note extension! However, #4 the Chapter 1 Rewrite from Rashid's point of view is due tomorrow!)

1.       Compare and contrast your favorite teacher with your least favorite teacher—or a strict teacher, with a more relaxed teacher. Include dialogue and description. Change names to protect the innocent.

2.       Write about a time, real or imagined when you realized that others that share your race or ethnicity came from a different social class as yourself or a group of students. How were you made aware of this painful distinction.  Use anecdote, descriptive language, dialogue. This may be real or imagined.

3.       Write about a confrontation (real or imagined) between you and a teacher. Change names. Include description, details. Decide which point of view this will come from.

4.       Write chapter 1 from Rashid’s point of view

    Read Chapters 4,5,6  of The Fall of Rome.  Make notes about each chapter. 

H. English Ten Period 3

Which of the character traits on the board do you feel describe Antigone? Which words describe her sister, Ismene? Why? Write a paragraph response in which you attribute three to four adjectives from the list to Antigone and three to four adjectives to Ismene. A paragraph in this instance should not be less than 6 sentences and you need two paragraphs.