TIME SENSITIVE MATERIALS- Humanities Update- Task LIst for Mon-Tues

Retakes for the Unit 2 Vocabulary Test will be on Wednesday November 5, 2008. Please arrive PREPARED to succeed.

Ensure that you review, the grade that you receive on the retake is the grade that will stay.

Monday- Start on Unit 3 vocabulary. The words and the definitions will be in your email inbox . Record the words and the definitions in your binder.

The weekly vocabulary is to be typed and printed out. It is due Friday prior to receieving your test Friday.

Class Today

• Read the “Quote of the Day”, Record it in your binder with your thoughts.
• Record the Word of the Day
• Discuss the format for future Vocabulary Units. `
• Discuss the Vocabulary Test that will take place on Friday October 31, 2008.
• Discuss the class expectations for the following week.
• Complete the Group Papers.


• ANAÏS NIN: We don't see things as they are, we see them as we are.

• Copemate/ Copesmate noun:
• PRONUNCIATION:(KOP-mayt)
• MEANING:
• 1. An associate or friend.
• 2. An opponent or adversary.
• "Weigh gentlemen, and consider, whether my affirmations, back'd with reason, may hold balance against the bare denials of ... my copesmate."

Vocabulary Review

• Circumspect- adj : careful to consider everything that might happen
• Commandeer-vb : to take possession of by force especially for military purposes
• Diffuse- diffuse adj 1 : using too many words : VERBOSE • Dilemma- n : a situation in which one has to choose between two or more things, ways, or plans that are equally unsatisfactory
• Opinionated-adj : holding to one's own opinions and ideas too strongly
• Perennial-adj 1 : present at all seasons of the year
• Predispose- vb : to dispose in advance
• Spasmodic- adj 1 a : relating to or affected or characterized by spasm
• Spurious- adj : not genuine or authentic
• Unbridled- adj : UNRESTRAINED

Journal Assignment for Tonight

The Election is rapidly approaching. What are your feelings about the candidates? What have you heard? How would your life change if Obama won? How would your life change if McCain won?

Directions: In the TITLE BAR- leave it blank.

Copy/Paste the topic to your blog and then respond to it.

Ensure that you address all of the questions in your journal entry. Deadline for the journal entries is midnight tonight.

Extra Credit Opportunity- Expires at 9:00pm tonight!

NOW THAT YOU HAVE CREATED YOUR BLOG, GO TO THE HUMANITIES BLOG (HINT, YOU ARE ON IT NOW) AND CLICK THE OPTION TO FOLLOW THIS BLOG.


ALSO, SEND dfuller@plymouthed.org an invitation to your blog, just as you did for Mr. Bosworth.

This is worth 10 extra credit points.

Assignment

•EPICTETUS: It is impossible for a man to learn what he thinks he already knows.

Glossary for the Election Unit

Glossary For The Election Unit


Act: Legislation that has passed both Houses of Congress and has been either approved by the President, or passed over his veto, thus becoming law. Also used technically for a bill that has been passed by one House of Congress.
Alien: A person residing under a government or in a country other than that of one's birth without being a citizen of that non-native country.
Amendment: A proposal by a Member (in committee or floor session of the respective Chamber) to alter the language or provisions of a bill or act. It is voted on in the same manner as a bill. The Constitution of the United States, as provided in Article 5, may be amended when two thirds of each house of Congress approves a proposed amendment and three fourths of the states thereafter ratify it.
Anti-Federalists: Opponents to the adoption of the federal Constitution. Leading Anti-Federalists included George Mason, Elbridge Gerry, Patrick Henry, and George Clinton.
Autonomy: Independence or freedom; the right of self-government.
Bill: Formally introduced legislation. Most legislative proposals are in the form of bills and are designated as H.R. (House of Representatives) or S. (Senate), depending on the House in which they originate, and are numbered consecutively in the order in which they are introduced during each Congress. Public bills deal with general questions and become Public Laws, or Acts, if approved by Congress and signed by the President. Private bills deal with individual matters such as claims against the Federal Government, immigration and naturalization cases, land titles, et cetera, and become private laws if approved and signed.
Bicameral: The characteristic of having two branches, chambers, or houses, such as the United States Congress which is composed of the Senate and the House of Representatives.
Bill of Rights: The first ten amendments to the United States Constitution.
Calendar: A list of bills, resolutions, or other matters to be considered before committees or on the floor of either House of Congress.
Centralized Government: A form of government in which the national government maintains the power.
Checks and Balances: A system of limits imposed by the Constitution of the United States on all branches of a government by vesting in each branch the right to amend or void those acts of another that fall within its jurisdiction.
Citizen: A native or naturalized member of a state or nation who owes allegiance to its government and is entitled to its protection.
Cohesive: The state of uniting or sticking together.
Commerce: The traffic in goods, usually thought of as trade between states or nations.
Concurrent Powers: Duties shared by both the national government and state governments, such as collecting taxes, building roads, and making/enforcing laws.
Confirmation: Action by the Senate approving Presidential nominees for the executive branch, regulatory commissions, and certain other positions.
Decennial: Occurring every ten years.
Delegate: A person designated to act for or represent another or others; a deputy; representative, as in a political convention.
Democratic: Characterized by the principle of political or social equality for all.
Dual Federalism: A system of government where the states governed the people directly and the national government concerned itself with issues relating to foreign affairs.
Elastic Clause: A statement in the U.S. Constitution granting Congress the power to pass all laws necessary and proper for carrying out the list of powers it was granted.
Enrolled Bill: Legislation that has been passed by both houses of Congress, signed by their presiding officers, and sent to the President for signature.
Federal: A union of groups or states in which each member agrees to give up some of its governmental power in certain specified areas to a central authority.
Federalism: A union of states in which sovereignty is divided between a central authority and the member state authorities.
Federalists: A group of people who supported the adoption of the Constitution. Leading Federalists included Alexander Hamilton, James Madison, and John Jay.
Fiscal Year: A twelve month accounting period used by the Federal Government that goes from October 1st to September 30th. Currently, the Government is in FY07, which goes from October 1, 2006 to September 30, 2007.C
Gerrymandering: Drawing of district lines to maximize the electoral advantage of a political party or faction. The term was first used in 1812, when Elbridge Gerry was Governor of Massachusetts, to characterize the State redistricting plan.
Hearing: A meeting or session of a committee of Congress, usually open to the public, to obtain information and opinions on proposed legislation, conduct an investigation, or oversee a program.
Hopper: A box into which a proposed legislative bill is dropped and thereby officially introduced.
Immigrant: A person who migrates to another country, usually for permanent residence.
Impeachment: A formal accusation issued by a legislature against a public official charged with crime or other serious misconduct.
Independent: When a person or thing is not influenced or controlled by others in matters of opinion, conduct, etc.; thinking or acting for oneself.
Indirect popular election: Instead of voting for a specific candidate, voters select a panel of individuals pledged to vote for a specific candidate. This is in contrast to a popular election where votes are cast for an individual candidate. For example, in a general presidential election, voters select electors to represent their vote in the Electoral College, and not for an individual presidential candidate.
Initiative: A procedure by which a specified number of voters may propose a statute, constitutional amendment, or ordinance, and compel a popular vote on its adoption.
Judicial Review: The power of a court to judge the constitutionality of the laws of a government or the acts of a government official.
Law: A rule of conduct established and enforced by the authority, legislation, or custom of a given community, state, or nation.
Legislative Day: A formal meeting of a House of Congress which begins with the call to order and opening of business and ends with adjournment. A legislative day may cover a period of several calendar days, with the House recessing at the end of each calendar day, rather than adjourning.
Line-Item Veto: The power of the executive to disapprove of particular items of a bill without having to disapprove of the entire bill.
National: A person under the protection of a specific country. A citizen or subject.
Naturalization: The official act by which a person is made a national of a country other than his native one.
Pocket Veto: The disapproval of a bill brought about by an indirect rejection by the president. The president is granted ten days, Sundays excepted, to review a piece of legislation passed by Congress. Should he fail to sign a piece of legislation and Congress has adjourned within those ten days, the bill is automatically killed. The process of indirect rejection is known as a pocket veto.
Primary Election: An election held to decide which candidates will be on the November general election ballot.
Public Law: A bill or joint resolution (other than for amendments to the Constitution) passed by both Houses of Congress and approved by the President. Bills and joint resolutions vetoed by the President, but then overridden by the Congress also become public law.
Ratification: Two uses of this term are: (1) the act of approval of a proposed constitutional amendment by the legislatures of the States; (2) the Senate process of advice and consent to treaties negotiated by the President.
Reapportionment: The process by which seats in the House of Representatives are reassigned among the States to reflect population changes following the decennial census.
Redistricting: The process within the States of redrawing legislative district boundaries to reflect population changes following the decennial census.
Referendum: The submission of a law, proposed or already in effect, to a direct vote of the people.
Report: The printed record of a committee’s actions, including its votes, recommendations, and views on a bill or question of public policy or its findings and conclusions based on oversight inquiry, investigation, or other study.
Republic: A state or nation in which the supreme power rests in all the citizens entitled to vote. This power is exercised by representatives elected, directly or indirectly, by them and responsible to them.
Separation of Powers: The distribution of power and authority among the legislative, executive, and judicial branches of the government.
Sovereign: Above or superior to all others; chief; greatest; supreme dominion or power.
Tabling Motion: A motion to stop action on a pending proposal and to lay it aside indefinitely. When the Senate or House agrees to a tabling motion, the measure which has been tabled is effectively defeated.
Veto: The constitutional procedure by which the President refuses to approve a bill or joint resolution and thus prevents its enactment into law. A regular veto occurs when the President returns the legislation to the originating House without approval. It can be overridden only by a two-thirds vote in each House. A pocket veto occurs after Congress has adjourned and is unable to override the President’s action.

Election Unit Glossary should be used for the assignment

October 27, 2008
Quote of the Day:

SYDNEY J. HARRIS: We have not passed that subtle line between childhood and adulthood until we move from the passive voice to the active voice -- that is, until we stop saying "It got lost," and say "I lost it."

Objectives For The Day 10-27-08
Reflect Upon the Quote of the Day (5 min)
Discuss the Group Task List /Rubric (Digital Portfolio)
Resume the group work from Friday. Papers will be due Wednesday October 29, 2008
Discuss the vocabulary (Unit 2) homework for the week.
TEST FRIDAY

Group Tasks
Brainstorm with your team to decide upon what type of story you plan to write.
Choose 10 words from the Election Vocabulary Form to include within your story.
Collectively create your story with input from all of the members in your group.
Choose one member from your group to type the narrative in the Humanities 9 format.

Today’s Quote

HENRI BERGSON: To exist is to change, to change is to mature, to mature is to go on creating oneself endlessly.

Agenda For The Day



Discuss The Election and the current events associated with it.
Discuss the Glossary Terms that are related to the election.
Discuss the Homework for the weekend


Weekend Homework
On the Humanities Blog 2012, Read the article. Take Notice Of The Questions At The End.
In the comments section select the Anonymous Option to respond.
In the comment box, write your name, and Hour Number and respond to the questions.

Republicans, ACORN Spar Over Registration

Republicans, ACORN Spar Over Voter Registration
by Pam Fessler


In Focus
Oct. 15, 2008ACORN Has Long Been In Republicans' Cross Hairs



All Things Considered, October 14, 2008 · Charges of voter fraud have been growing in recent weeks, most notably with Republican attacks against an anti-poverty group known as the Association of Community Organizations for Reform Now, or ACORN.

The group, which has submitted more than 1 million voter registrations, has come under fire after several thousand of the submissions were found to be phony. But the intensity of the attacks from the Republican National Committee and Sen. John McCain's campaign has also raised questions about Republican motives.

Critics said that ACORN is part of an effort to steal votes and possibly throw the outcome of the election into doubt. Former Missouri Sen. John Danforth co-chairs the McCain campaign's Honest and Open Election Committee, and he said whoever loses on Nov. 4 could feel cheated and want to challenge the results in court.

"If there are a number of states where the election is close and there have been many, many people registered by this organization, ACORN, and where there are numerous cases of fraudulent registration, then the contest could go on for a very long time," he said.
Rick Hasen, an election law expert at Loyola Law School in Los Angeles, said he thinks Republicans are leveling the criticisms in case they lose.


"I think this is just part of a kind of a long-term Republican strategy to play up allegations of voter fraud," Hasen said. "As a kind of insurance policy in case there's a very close election."
He said there is little evidence that voter registration fraud translates into fraud at the polls, even though that may be beside the point.


"The allegations alone certainly wouldn't be a basis for overturning an election, but I think they prepare the public for an aggressive kind of litigation strategy," he said.
Republicans continue to mount the pressure, with their presidential nominee at the helm. McCain himself has called for an investigation into ACORN's voter registration program, and Nevada authorities last week raided ACORN's Las Vegas office after the group submitted registrations for the starting lineup of the Dallas Cowboys.


But ACORN officials defended their efforts, saying they're the ones pointing out problem registrations submitted by their canvassers, whom they pay by the hour, not by the registration. They also said they're required by law to turn in every form they collect, even if it's signed by Donald Duck.

ACORN spokesman Brian Kettenring said that although he knows the registration drives are far from perfect, "there is absolutely no doubt in our mind that the attention being paid by the right at this time is tremendously disproportionate to the problem and is distracting from a litany of other issues."

He and other voter advocates said the Republican attacks are all the more striking because allegations of widespread voter fraud have been repeatedly discredited. Most recently, in a report on the firings of U.S. attorneys accused of failing to pursue voter fraud cases, the Justice Department's inspector general found that such cases were generally dropped for lack of evidence.
Republicans denied that they're only trying to lay the groundwork for a legal challenge, and they said that registration fraud is a serious threat.
"It very well could result in unqualified people voting. It could also result in people voting more than once," said former New Hampshire Sen. Warren Rudman, who co-chairs the McCain election committee with Danforth. "And most importantly, because of the clog of paperwork of some of these registrations, it could deny election officials the time they need to get their registration lists in order."

Rudman said that such an overload of paperwork might block legitimate voters from voting. He and Danforth said they would like to work with Barack Obama's campaign to monitor polls on Election Day for irregularities.

But Obama campaign officials said they'd prefer Republicans to clean up their own act. They said Republicans are the ones trying to prevent legitimate voters from going to the polls by scaring them, pointing to an incident last week in Greene County, Ohio, where a sheriff sought the records of 302 people who had registered and voted early, because he said he was worried about possible fraud. Democrats called it a fishing expedition directed at newly registered college students. The sheriff later dropped his request.

Questions

1. What is ACORN?

2, What is the fight about?

3. How could this affect voters and voting?

Extra Credit Activity

Watch "Hardball With Chris Matthews" THREE times this week. Each time you must Summarize what you saw.

Each summary must be at least 100 words.

The show comes on at 5:00pm and 7:00pm

You may also view it on msnbc.com

In order to receive ANY extra credit.. all three days must be completed.

This is due Saturday October 25, 2008

Yes... It should be typed

Presidential Debate Activity

Presidential Debate Activity 10-15-08

Directions: In an election year, voter opinion may be swayed by how presidential candidates debate campaign issues and how their performance is interpreted.

After viewing the most recent debate( 10-15-08) between Barack Obama and John McCain, use the following to form your own opinion of each candidate.

1. List at least three issues debated.


2. Select one issue and detail the arguments presented by each candidate.


3. Select another issue. How did one candidate show a debating advantage over the other? In your opinion, what specifically was done by this candidate to gain an edge?


4. Following the debate, which candidate won your vote? Why? Try to base your opinion purely on the candidates’ debating skills rather than your prior knowledge or prejudices for or against a candidate.



This Assignment is to be submitted in FULL Humanities 9 Format. These answers must be typed and submitted by Thursday October 16, 2008 at 9:00pm. Use this sheet as your guide!

The Election Unit
2008

Agenda
Election Coverage
What is expected
Terms
Individual Assignments
Projects
The Final Presidential Debate
Goal

In this lesson, students consider negative campaigning tactics in the ongoing presidential campaign and in statements and exchanges in the second 2008 presidential debate.

What Are Your Reactions To The Following:
"The sun will rise. The sun will set. And the presidential campaign will go negative."-- Mark McKinnon, former adviser to John McCain


- "If your house is on fire, all you care about is who is going to put it out best." -- Stuart Stevens, Republican consultant for President Bush’s 2004 re-election campaign

Reflection
What Themes Emerged?
Did You Agree or Disagree With These Quotes?
What Influenced Your Line of Thought?

Spinning- A Term To Remember
Spinning is putting a slant on information to influence public opinion of a candidate or leader.

Article Questions
a. What type of campaign are both presidential candidates moving away from, according to the author of this article? Why is this significant?

b. According to this article, what is one example of a negative and personal attack on Senator Obama that the McCain campaign raised in the last week? What point about Mr. Obama are they trying to make?

c. According to this article, what is one example of a negative and personal attack on Senator McCain that the Obama campaign raised in the last week? What point about Mr. McCain are they trying to make?

d. What advice did Governor Sarah Palin give Senator McCain for the second presidential debate during a speech in Florida? What do you think she meant?

e. What kind of performance and strategy does the article predict for each candidate in the second presidential debate? Did the two candidates fulfill this prophecy in last night’s debate?

October 13, 2008 Class Session

Today in class we took the opportunity to work on our take home test. We will also remember to check the Humanities digital portfolio and blog on a DAILY basis!

Why (and How) Do Presidential Candidates Debate

Why (and How) Do Presidential Candidates Debate?


A History of Presidential Debates
By Kathy Gill, About.com

Filed In:
Elections
The televised "debate" is a modern political campaign tool. Presidential "debates" are misnamed: each candidate "answers" a question in a soundbite. Learn about the first presidential debate, who manages the events and their importance in the campaign cycle. America is a large nation, geographically dispersed. Thus, presidential candidates use mass media to reach voters because it is no longer possible to meet everyone who might vote (if it ever was). One way candidates do this is through television advertising. Another method of the modern era is the "televised debate." These "debates" are misnamed: each candidate "answers" a question in a soundbite. This is not "debating" an issue, as any high school debate team member can attest. It is a made-for-TV battle of spin, and the candidate wins who has the best marketing people on staff (who develop memorable "bites" on each issue). See the Schedule of 2008 Presidential Debates


History of Televised Debates

The first televised presidential debate was the Kennedy-Nixon debate in 1960. That series of four debates irrevocably changed the nature of electioneering and cemented television as a key mass media tool. The next televised debates occurred in 1976 and were sponsored by the League of Women Voters. For three election cycles, the League managed the giant egos that are presidential candidates, but by 1988 they had abandoned the debates to the parties. The two major parties established the "non-partisan" Commission on Presidential Debates, according to the Boston Globe: "[T]hen-Republican Party chair Frank Fahrenkopf and then-Democratic Party chair Paul Kirk incorporated the commission, and they have co-chaired the organization ever since." As a consequence, third party candidates are, as a general statement, denied a forum. The exception was Ross Perot in 1992; he was polling well and pulled 19% of the final vote -- the best third party showing in modern American presidential politics.

TAKE HOME QUESTION

The House on Mango Street”
1.Where did the narrator live before she moved to The House on Mango Street?
2.How were her previous homes different?
3.In what kind of house would she like to live?
"Hairs"
1.Who are the members of Esperanza's family?
"My Name"
1.After whom was Esperanza named?
2.What does her namesake's story tell you about the status of women in Mexican society?

"Cathy Queen of Cats"
1.Why is Cathy's family about to move?
"Our Good Day"
1.How does Esperanza make friends with Lucy and Rachel?
2.What makes them better friends than Cathy?
3.What did Esperanza buy?
4.How did she go about buying it?

"Marin"
1.Who is Marin?
2.Why is she unable to leave her house?
3.How does she plan to change her situation?
4.Why do Esperanza and her friends admire her?
5.Where is Marin going in a year? Why?

"Those Who Don't"
1.How do outsiders see Esperanza's neighborhood?
2.How does Esperanza feel when she visits other neighborhoods?

"There Was an Old Woman She Had So Many Children She Didn't Know What to Do"
1.Why does Rosa Vargas cry every day?
2.What does Esperanza say the Vargas children don’t have?




“Alicia Who Sees Mice”
1) In "Alicia Who Sees Mice," do you think the mice really exist? Write about that part of the story that conveniences you that the mice do or do not exist.
2) What happened to Alicia's mother and what did Alicia inherit?

“Darius and the Clouds”

1) In "Darius and the Clouds," Esperanza writes,” you can never have too much sky." In your own words, write about Esperanza's impression of the sky.
2) How does Esperanza describe Darius?
3) Darius said something wise. What did he say?

“And Some More”
1.) In "And Some More," Rachel says, "...clouds got at least ten different names." How does Darius's heavenly view of the clouds differ from Rachel's earthly view of the clouds?

“The Family of Little Feet”
1) The mother's feet are described as polite. What is implied in Esperanza's comment about "polite feet?"

2) Rachel teaches Lucy and Esperanza "to walk down to the corner so that the shoes talk back to you with every step." What does Rachel's lesson teach Lucy and Esperanza?

3) What is Mr. Benny's concern for Rachel, Lucy, & Esperanza and what warning does he give to them?

4) What proposition does the Bum man offer Rachel?
“A Rice Sandwich”

1) What is a canteen?
2) Why did Esperanza's mother object to Esperanza's wish?
3) How did Esperanza persuade her mother to grant her the special wish?
4) How did Esperanza persuade Sister Superior to give her what she wanted?
“Chanclas”
In "Chanclas" (shoes) Esperanza is overly concerned about her shoes.


1) What did Mama forget to buy Esperanza?
2) Was being celebrated? . Why
3) While dancing, Esperanza forgot about something. What was it?
In "Hips," Esperanza has some interesting views.

1) What does Esperanza say hips are good for?
­2) What does Lucy say hips are good for?
3) What does Nenny say about hips?
In "The First Job," Esperanza learned something new.

4) Who found Esperanza her first job
5) Describe Esperanza's work at her first job?
6) How did Esperanza learn her new job?

In "Papa... Wakes Up," something very sad happens.

7) Esperanza's papa mourns the death of whom?
8) What role does Esperanza play in this scenario (what does she do
“Born Bad”

1) In “Born Bad," what did Esperanza's mother say about her birthday?
2) With reference to Aunt Luce what did, Esperanza do that was shameful
3) What did Esperanza share with Aunt Lupe?
4) After Aunt Lupe’s death Esperanza began to what

In “Elenita, Cards, Palm, Water,” mysteries unfold.

5) Who is Elenita?
6) What was Esperanza’s palm reading message?
7) In "Edna's Ruthie, how is Ruthie related to Edna? What is Ruthie's problem?

“The Earl of Tennessee”

1) In "The Earl of Tennessee, " where does Earl live?
2) Does Earl work? When does he work?
3) What happens when Earl opens the door where he lives?
4) Earl's pets do not walk like ordinary animals. How does Earl's pet act in public?
6) Earl speaks with a “ _____________________”.
“SIZE”


1.)In "Sire," Esperanza walked passed Sire's house. What were Sire and his friends doing?
2)Other girls feared Sire and his friends. What do other girls do to avoid Sire and his friends?
3)What did Esperanza do to prove that she did not fear Sire?
4) Esperanza calls Sire a name. What name does she call him?
5) What is Sire's girlfriend's name?
6) Describe Sire's girlfriend?
7) What does Esperanza's mama say about girls like Sire's girlfriend?
8) Esperanza feels as though she is going to explode. Why?
“Four Skinny Trees”

1) In "Four Skinny Trees," how does Esperanza describe the trees?


2) What does Esperanza say about the strength of the trees and the tree's roots?

“No Speak English”
Complete the Following:

1) In "No Speak English," who is the main character in the story?
2) How does Esperanza describe the main character?
3) The main character is seldom seen after her arrival. Why?

4) What did Esperanza's father eat when he first arrived in the US ? Why?

5) Why does the man get disgusted with the main character?

6) What does the man want the main character to do?
7) What does the main character not want the little boy to do?
Rafaela Who Drinks Coconut…Juice….”

1) In "Rafaela Who Drinks …Papaya Juice...” what happens to her in the story?
2) Where does Rafaela wish she could go?
3) Why can't Rafaela go to the store for herself?
“Sally”

1) In "Sally," who is Sally?
2) What does Sally's father say about being beautiful?
3) What does Esperanza say about Sally's religion?
4) Sally has to go straight home after school. Esperanza says that Sally becomes different. Describe how Sally is different?

Minerva”

1) In "Minerva," how is she described?
2) What is Minerva's big problem?
3) What lesson does Minerva learn?
“Bums in the Attic”
1) In "Bums in the Attic," what kind of house does Esperanza want for herself?
2) Esperanza says, "people who live on hills sleep close to the stars, and they forget those of us who live too much on earth." What does this statement mean?
3) What will Esperanza do when she become a homeowner?

October 9, 2008

The House On Mango Street
October 9, 2008

Journal Entries
This small essay should be 3 paragraphs, a min of 24 sentences total. It must be meaningful and it must make sense.


Journal Topics 25 minutes
"No Speak English" Read this chapter for Background Information.

YOU HAVE THREE CHOICES OF TOPIC
1.Write about a time you felt out of place. (G. Cangtin, B. Randall)
2. Write about a time you had to leave somewhere and who you missed. (C. Bryant)
3. What would you do if you were Mamacita? (K. Robinson)


Completion of Vocabulary/ Take Home Assessment
These are INDIVIDUAL ASSIGNMENTS.
YOU MAY NOT WORK TOGETHER
20 MIN

Extra Credit Opportunity

Attention: An Extra Credit Assignment has been posted under my Digital Portfolio. The Opportunity Expires at 11:59pm

The House on Mango Street Project

Project: The Hood
Objectives:
• Students will interpret their neighborhood through
group activity.
• Students will develop a greater awareness of their
environment through analyzing the interpretations of others.
• Students will provide details about a particular character to
increase understanding and sensitivity.


Activity:
Collage – Through the many vignettes in The House on Mango
Street, Sandra Cisneros creates a mosaic of the different people
in Esperanza’s neighborhood.


The class will be divided the class into four groups.

Each person in each group will create a piece of art about the people in their own
neighborhoods through one of the following mediums: mural,
poetry, sound/music, and movement/dance.

Each group will present its work to the others.

Writing Project – Identify one person in their
neighborhood whom they would like to know more about. Write a character portrait using what they know about the person and also imagining what they don’t know.

The following questions can be used as guidelines for their writing:
• How does this person walk? What does s/he wear?
• How many people are in this person’s family?
• Describe his/her relationship with parents.
• Does s/he work and if so where?
• What are his/her plans and dreams for the future?
• Does s/he have any regrets? Any secrets?

Homework Schedule for the Week of October 6-10 2008

You have two journal entries due this week. Both are due Thursday Ocober 9, 2008 BEFORE 11:59 pm.


The Vocabulary List may be found under assets in my digital portfolio.




Nightly readings: Please ensure that you do not get behind in the assigned reading. There will be NO extensions given. Ensure that you complete your work and your readings on time. If you intend to go ahead in your reading, ensure that you review what was orginially assigned for the class.



Students who demonstrate that they HAVE NOT completed their nightly reading, will lose their participation points, thus lowering their grade significantly. NO EXCUSES.

Note: You will have an EXTENSIVE amount of questions to complete for this novel. They are due October 13, 2008, typewritten and in my email box BEFORE 11:59pm

This will count as your Homework Grade/Quiz for the week. Failure to complete these questions will lower your grade significantly. Complete Sentences ONLY!

Monday's Night Chapter Reading



Chapter 1 - The House on Mango Street
Chapter 2 - Hairs
Chapter 3 - Boys and Girls
Chapter 4 - My Name
Chapter 5 -Cathy Queen of Cats
Chapter 6 - Our Good Day
Chapter 7 - Laughter
Chapter 8 - Gil's Furniture Bought & Sold






Tuesday Night Chapter Reading

Chapter 9 - Meme Ortiz
Chapter 10 - Louie, His Cousin, & His Other Cousin

Chapter 11 - Marin

Chapter 12 - Those Who Dont

Chapter 13 - There was an old woman
Chapter 14 - Alicia who sees mice
Chapter 15 - Darius and the clouds
Chapter 16 - And some more

Chapter 17 - The Family of little feet

Wednesday Night Chapter Reading

Chapter 18 - A Rice Sandwich
Chapter 19 - Chanclas
Chapter 20 - Hips
Chapter 21 - The First Job
Chapter 22 - Papa Who Wakes Up Tired in the Dark
Chapter 23 - Born Bad
Chapter 24 - Elenita, Card, Palm, Water
Chapter 25 - Geraldo No Last Name
Chapter 26 - Edna's Ruthie

Thursday Night Chapter Reading
Chapter 27 - The Earl of Tennessee
Chapter 28 - Sire
Chapter 29 - Four Skinny Trees
Chapter 30 - No Speak English
Chapter 31 - Rafaela Who Drinks Coconut...
Chapter 32 - Sally
Chapter 33 - Minerva Writes Poems
Chapter 34 - Bums in the Attic
Chapter 35 - Beautiful & Cruel
Chapter 36 - A Smart Cookie
Chapter 37 - What Sally Said
Weekend Chapter Reading
Chapter 38 - The Monkey Garden
Chapter 39 - Red Clowns
Chapter 40 - Linoloeum Roses
Chapter 41 - The Three Sisters
Chapter 42 - Alicia & I Talking on Edna's Steps
Chapter 43 - A House of My Own
Chapter 44 - Mango Says Goodbye Sometimes

The Questions May be found within my Digital Portfolio.

Homework Due Monday October 6, 2008

1. The House on Mango Street (Possess the Book)

2. The Most Dangerous Game Study Guide

3. Persuasive Letter #2 (The Necklace)

Persuasive Letters

•Persuasive letters are just what you'd imagine--an attempt to convince someone to do something. There are two types of persuasive letters: requests which the reader is likely to grant and requests which the reader is likely to reject.

Persuasive Writing Assignment

•Write a letter to Madame Forrester, in a effort to persuade her to give you the authentic diamond necklace back , after discovering that the necklace that she lent you, was a fake.

Class October 1, 2008

Class Session for October 1, 2008


Agenda 10-1-08
•Persuasive writing techniques
•Persuasive writing assignment #2
•Group Discussion Questions/ Review
•Literary Elements to Know

Group Study Questions
•Why did M. Loisel expect his wife to be pleased to receive the invitation from the Minister of Education?

1.3 Describe Mme Loisel's reaction on reading the invitation.1.4 Why had M. Loisel been saving 400 Francs?

1.5 Compare and contrast the life of Mme Lebrun before and after the disappearance of the necklace.

1.6 Why was Mme Loisel anxious to hurry away from the ball?1.7 What efforts were made to find Mme Forestier's necklace?

1.8 Describe in your own words how the Loisels' life changed after they had paid for the new necklace.

1.9 How did Mme Forestier recognize Mme Loisel when they met in the Champs-Elysees?

1.10 What was Mme Forestier's reaction when the necklace was returned?

Persuasive Letters
•Persuasive letters are just what you'd imagine--an attempt to convince someone to do something. There are two types of persuasive letters: requests which the reader is likely to grant and requests which the reader is likely to reject.

Persuasive Writing Assignment
•Write a letter to Madame Forrester, in a effort to persuade her to give you the authentic diamond necklace back , after discovering that the necklace that she lent you, was a fake.

Writing the Persuasive Letter
•First:
• Determine and define your audience
• Define your purpose for writing
• Decide what information to include
• Outline how best to support your position. What reasons or benefits will the reader find convincing?
Continued….
• Ascertain the possible or potential objections of your readers
• Discover if there are any special circumstances that you should keep in mind.

Next…..
•Then:
•
•Decide what you want your reader to do
•
•Determine the objections that must be overcome
•
•Make as strong a case as necessary
•
•Use a direct request if your reader will have minimal objections
•
•Ask immediately for the information or service you want
•
•Give readers all the information they need
•
•Tell readers what you want them to do
Use a problem-solving strategy if your reader will resist your request:
•Catch the reader's interest by mentioning common ground
•
•Define the problem you share
•
•Explain the solution to the problem
•
•Show that negative elements (cost, time) are outweighed by the benefits of acting
•
•Summarize any additional benefits to acting
•
•Tell readers exactly what you want them to do

Organizing Your Thoughts
•The organization of your persuasive letter is like an inverted pyramid. You begin broadly by capturing the reader's interest and stating common ground--you get the reader to buy into your problem or situation.

•Then you specifically detail the shared problem and its solution. Should you suspect that your reader may sense negative elements (and this is the norm), you outline the benefits of acting. Then you narrow the focus by telling the reader exactly what he/she should do.

The Necklace

The Necklace" by Guy de Maupassant starts with a description of a young woman, Mrs. Matilda Loisel. She is pretty and charming, but unfortunately she was born into a family of clerks. Because of her family's middle class stature, she has no hopes of becoming rich, famous or distinguished. Therefore, she agrees to marry a clerk in the Board of Education.
Matilda's modest life style makes her miserable. She suffers constantly because she feels that she should have been born into luxury. Everything about her surroundings depresses her, including her furniture and faded linens. Most women of her social stature would not even notice the things she sees as great flaws when surveying her apartment. She thinks about luxurious antechambers, with Oriental tapestries, bronze torches and servants who are made sleepy by decadent heating systems. Matilda longs for expensive bric-a-brac and ornate little rooms where ladies receive attention from well-known, wealthy men.
Her husband seems happy with the very things that depress her, including their meager meals. While she looks at the dirty tablecloth on the dining table, her husband exclaims with joy over simple pleasures and meager meals. She, meanwhile, thinks of all of the gourmet dinners in opulent rooms that she is missing.
"She had neither frocks nor jewels, nothing. And she loved only those things. She felt that she was made for them. She had such a desire to please, to be sought after, to be clever, and courted."
Her pain is so great that she cannot visit a rich friend because, upon returning home, she would cry for days over the despair of not having the things she desires.
One night, her husband comes home elated. He has an invitation in his hand for a party at the house of the Minster of Public Instruction. Instead of being happy, she is angry and spiteful, asking what she is supposed to do with it. Her husband says he thought it would make her happy. He went to great lengths to secure the invitation and promises she will see very important people at the event. She tells him she has nothing to wear. When he suggests that she wears the dress she dons when they attend the theater, she weeps. She says that she has no appropriate dress and that he should give the invitation to a colleague whose wife has a better wardrobe.
Matilda's husband asks what it would cost to buy a suitable dress. She decides that it would take about four hundred francs. He is dismayed because that is the exact amount he has saved to buy a gun. He had been hopping to join some hunting parties during the upcoming summer. Nevertheless, he agrees to give her the money.
It is now closer to the day of the ball. Matilda is sad, even though her dress is nearly ready. Her husband asks what is wrong, and she says she does not want to go the ball because she does not have jewelry to wear. He suggests wearing a few flowers, which look chic that season. She refuses, saying, "There is nothing more humiliating than to have a shabby air in the midst of rich women."
Her husband is pleased to come up with a solution to her problem. He suggests she goes to her friend, Mrs. Forestier, to ask her to lend Matilda some jewels. Matilda is thrilled by the suggestion. The next day, she goes to Mrs. Forestier's house and explains the situation. The woman gives her a jewelry case to look through and tells her to pick whatever she likes. At first, she sees some fine jewelry, but nothing seems just right. She asks Mrs. Forestier if she has anything else. Mrs. Forestier tells Matilda to look and see, because she is not sure what Matilda is looking for. Suddenly, Matilda discovers a superb diamond necklace. Her heart beats faster just looking at it. She is blissfully happy. She asks Mrs. Forestier if she can borrow the necklace. When the woman agrees, Matilda is overjoyed and embraces her with passion.
The night of the ball, "Madame" Loisel is a great success. She is the most beautiful, elegant, and joyful woman at the party. All of the men notice her and want to meet her. Even the Minister of Education pays attention to her. For that one night, she is happier than she has ever been.
She goes home at four o'clock in the morning. Her husband has been ready to go since midnight and has been half-asleep in a little salon with three other men whose wives were having a good time. They prepare to leave, but her modest coat embarrasses her. Her husband tells her to wait inside while he finds a cab, but she runs outside because she does not want the women wearing furs to see her everyday coat.
They do not find a cab and must walk in the cold for a while. They finally find a ride to their home. They walk wearily into their apartment. Her night is over, and he must be at the office in just a few hours. In a moment of horror, she realizes the necklace is no longer around her neck. Her husband retraces their steps. At seven o'clock, he returns empty-handed. The next morning, he goes to the police and cab offices and advertises in the newspapers, but the necklace does not turn up. He tells Matilda to write to Mrs. Forestier and tell her that she has broken the clasp on the necklace and must have it repaired. They hope it will buy them some time.
However, at the end of the week, the necklace is still missing. Mr. Loisel says that they must replace the jewelry. They go from jeweler to jeweler, looking for a necklace like the one Matilda lost. Finally, they find one that looks right. Even at a discount, it will cost them thirty-six thousand francs. Loisel only has eighteen thousand francs he inherited from his father. He borrows the rest from multiple sources, risking his whole future without knowing if he can ever repay the enormous debt. Matilda returns the necklace to Mrs. Forestier, who is angry that she did not get it back sooner.
Matilda now learns what it is like to live in real poverty. The couple gets rid of the maid and moves into smaller, attic rooms. Matilda must work endlessly doing even the most menial chores she once paid others to perform. Her husband works evenings doing copying and accounting. This miserable poverty lasts for ten years until they can repay the loans.
Now Mrs. Loisel seems old and weathered. She is no longer beautiful. Her hair, skin and nails are wrecked. However, sometimes when her husband is at work, she sits in the window and remembers that wonderful night when she was pretty and sought after. She thinks how her life would have been different if she had not lost the necklace.
One Sunday, while taking a walk, Matilda sees Mrs. Forestier. The woman is still young and pretty. Matilda says hello, but at first, her friend does not recognize the rough woman in front of her. When Matilda reveals her identity, Mrs. Forestier is astonished. Matilda tells Mrs. Forestier the truth about the necklace. She says it was very difficult, but the debt is repaid and she is now content with her life. She is pleased Mrs. Forestier never noticed the diamonds had been switched.
Mrs. Forestier is shocked and takes her hands. She tells Matilda that the diamond necklace she borrowed was fake and not worth more than five hundred francs.