Wednesday, May 27, 2009

GO GREEN PSA

For the FINAL POL

We are focusing in on Green Schools.

Scenario: In your assigned groups you will focus on Recycling and Green Schools.

Your campaign will be assigned a question that should be addressed in your PSA

CREATE YOUR COLOR AD AND HAVE IT PRINTED FOR YOUR PRESENTATION

Content Block One

Group One- Reusing recyclable materials
Dunbar
Thomas Mullen
Redmond

Group Two- The importance of recycling
Tucker
Duncan
White
Davis
Woods

Group Three- What happens when we don't recycle? ( Carbon foot print)
Hodge
Johnson
Whitfield
Carter

Group Four- Reducing Energy Output
Vanderbilt
Ward
Watson
Hines

Content Block Two

Group One- How to reuse recycled materials
Williams
Carter
Coles
Shelton

Group Two- Importance of Recycling
Collins
Copeland
Toland
Simpson

Group Three- What happens when you do not recycle?
Miller III
Finch
Gates
Tolbert
Winston

Group Four- How to recycle
Arnold
Calvin
Johnson
Williams
McCall

Content Block Three

Group 1- How to use Recyclable products
Campbell
Gouch
Townsend
Tyson

Group 2- Reducing Energy Output
Brown
Clack
Edwards
Elcock

Group 3- The importance of recycling
Carter
Bulley
Bussey
McCall

Group 4- What happens when you don't recycle? (carbon footprint)
Berry
Nichols
Watts
Whitfield

Group 5 ( House 2)- Importance of Recycling
Espie
Lucas
Patton
Perry

Thursday, May 21, 2009

Abstract

In this paper I will focus upon and discuss themes associated with three novels that I have read in my English 9 Humanities class. The three novels that I have chosen are ___________, ___________, and _______________. I have chosen these novels because their themes have had a major impact on my life. Also, I will demonstrate mastery of the objectives that required me to discover myself and how I relate to society, through the literature that I have read in English 9. The essential questions that I have responded to in this paper are _____________, _____________, and ______________.

Thursday, May 7, 2009

Insight for the final: Quotations

Quotes MUST be introduced, especially the first time a source is used.
Note that all the examples below refer EXPLICITLY to the source of the material.

Dr. Fetherhed, who is an expert in seagull behavior, states clearly in The Journal of Dumpster Feeders that "The seagull is continually attracted to garbage."An excellent example of this is recounted by Dr. Thenks vor Nauthen on the website Dirty Diapers and You. There, she says that "Once the parent has understood the job needs to be done, it generally gets done."

The origins of mud wrestling are unknown. Dr. Slipskin, however, believes he has a clue. In his book Sports of the Trailer Park, he states that "in Philadelphia, mud wrestling occurred as early as 1890." Dr. Sokunshu believes that there is an excellent reason that Eskimos do not wear socks. She states in The Journal of Polar Undergarments that "Early explorers often had frozen feet, and this was the first time natives of those regions had seen stockings."



Quotes MUST be discussed.

Robert Harris, a teacher with over twenty-five years of experience, advises students with the following: Do not quote someone and then leave the words hanging as if they were self explanatory. What does the quotation mean and how does it help establish the point you are making? What is your interpretation or opinion of it? To assist students in starting a discussion of their quote, he gives four phrases that provide easy starting points. Here we see that…. This statement shows…. Clearly, then, …. We can conclude from this that…The writer could also begin with many other phrases, such as: This example is important because... This statement is difficult to accept, however, because…

Harris, Robert. "Using Quotations Effectively." Virtual Salt. Version Date: February 13, 2001. http://www.salt.com/ virtualquotehlp.htm

Monday, May 4, 2009

Objectives for the Week

Complete the following 3 journal entries-



Do you believe that the media portrays young black students in a positive light? 100 words.



Do you feel you have grown since the beginning of the year? What are some of the things that caused this to happen? What caused it to not happen? 100 words.



Who was your most influential teacher?



All Journal Entries are due before Friday @ 8pm





Author Research Assignment.



On Monday you will be assigned a poet. Your job is to use your resources to locate biographic information about your Poet and present one of their poems. You will also have to explain the significance of the poem. A reference slide is necessary.

And yes, this is a powerpoint presentation.

*Note- It would be wise to check 3 sources when looking up information about yoru author*





Presentations will take place on Friday.

Monday, April 27, 2009

Figurative Language and Epic Poetry April 27- April 30

Objectives For The Week
Review 5 types of Figurative Language
Review the Poems : Those Winter Sundays, Lineage, and Siren Song.
Complete 3 Journal Entries
Compose a poem utilizing Alliteration and send it to my email on May 1, 2009




Essential QuestionsChoose 3 to Blog About
• What is a relationship?
• What obstacles stand in the way of enduring relationships?
• In times of adversity, do family bonds/ relationships help us survive?
• Does it take courage to sustain a relationship?
*How do relationships endure over time?




Figurative Language
Figurative language is a tool that an author employs (or uses) to help the reader visualize (or see) what is happening in a story or poem.
Types of Figurative Language
Some common types of figurative language are:
*simile,
*metaphor
*alliteration
*onomatopoeia
*idiom
Simile
A simile is a comparison using like or as. It usually compares two dissimilar objects.
For example: His feet were as big as boats. We are comparing the size of feet to boats.
Using the poem on the next slide identify all of the similes. Decide which items are being compared.
Willow and GinkgoEve Merriam
The willow is like an etching,
Fine-lined against the sky.
The ginkgo is like a crude sketch,
Hardly worthy to be signed.
The willow’s music is like a soprano,
Delicate and thin.
The ginkgo’s tune is like a chorus
With everyone joining in.

The willow is sleek as a velvet-nosed calf;
The ginkgo is leathery as an old bull.
The willow’s branches are like silken thread;
The ginkgo’s like stubby rough wool.

THE METAPHOR
A metaphor states that one thing is something else. It is a comparison, but it does NOT use like or as to make the comparison.
For example: Her hair is silk. The sentence is comparing (or stating) that hair is silk.
Simile or Metaphor?
1. The baby was like an octopus, grabbing at all the cans on the grocery store shelves.
2. As the teacher entered the room she muttered under her breath, "This class is like a three-ring circus!"
3. The giant’s steps were thunder as he ran toward Jack.
4. The pillow was a cloud when I put my head upon it after a long day.
5. I feel like a limp dishrag.
6. Those girls are like two peas in a pod.
7. The fluorescent light was the sun during our test.
8. No one invites Harold to parties because he’s a wet blanket.
9. The bar of soap was a slippery eel during the dog’s bath.
10. Ted was as nervous as a cat with a long tail in a room full of rocking chairs.

Friday, April 24, 2009

Home Work for Monday April 27, 2009

Read and Review

1. Good Night Willie Lee. I'll See You In The Morning
2. Sympathy
3. Lineage

** 200 word response to Sympathy by Paul Lawerence Dunbar. Count Your Words!**


Extra Credit for the Semester will be posted on the digital portfolio.

Sunday, April 19, 2009

Epic Poetry Unit

For the next 2 Weeks we will discuss different forms of poetry as well as write some of our own. We will tie our most recent novel Tears of a Tiger in with this unit.

Your Unit test for Tears of a Tiger will take place this Wednesday. Please study so that you may be ready.

The Poems that will be used in this Unit can be found here an in my digital porfolio. If you do not have internet access at home IT IS YOUR RESPONSIBILITY to print these out while you are in school. Copies WILL NOT be provided for you.

Selected Texts for The Poetry Unit.

Poem 1
Good night, Willie Lee, I’ll see you in the morning by Alice Walker
http://sbacari.tripod.com/poetry/goodnight.htm

Journal Topic: Question: Consider the death in "Good Night, Willie Lee, I'll see you in the morning." Is any unfinished business here? Explain 150 words

Poem 2

Sympathy by Paul Laurence Dunbar

http://project1.caryacademy.org/echoes/03-04/Paul_Laurence_Dunbar/Samplepoems(Paul_Laurence_Dunbar).htm

Poem 3

Lineage by Margaret Walker
http://www.geocities.com/soho/lofts/5596/poets/mwalker.htm

Poem 4
Those Winter Sundays by Robert Hayden
http://www.poemhunter.com/poem/those-winter-sundays/

Poem 5

Siren Song by Margaret Atwood
http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=98

Poem 6
Dance with my father again by Luther Vandross
http://www.lyrics007.com/Luther%2520Vandross%2520Lyrics/Dance%2520With%2520My%2520Father%2520Lyrics.html

Poem 7
Cat’s in the Cradle by Harry Chapin
http://www.lyricsdepot.com/harry-chapin/cats-in-the-cradle.html



.

Monday, April 6, 2009

Tears of a Tiger Tasks and their Due Dates

Tears of a Tiger Tasks and their Due Dates

Essential Question: What is my responsibility to society?

Monday April 6, 2009

- Read Pages 1-22

- Answer the set of questions for pages 1-22 (Due 4-7-2009)

- Begin working on the vocabulary worksheet on page 10 of your Packet.

- Compose a 200 word blog entry in reflection to the poem “Somebody should have told him” Due by midnight tonight.

- Begin searching for an article discussing teens and alcohol. ( Printed out and submitted Thursday) Make sure the article reflects U.S Teens within the past year.

Tuesday April 7, 2009

- Submit the vocabulary worksheet in class.

- Read Pages 22-34 and pages 35-49

- Answer the set of questions for pages 22-34 and 35-49

Wednesday April 8, 2009

- Begin working on the vocabulary sheet (page 11)

- Read pages 50-70

- Answer the set of questions for pages 50- 70

- Remember to print off your article about Teen Drinking. ( be prepared to share your article with the rest of the class)

Thursday April 9, 2009

- Presentations in class pertaining to the article you selected.

- Class discussion about the book.

- Expectations for the break.

Monday, March 30, 2009

REVISED TASKS FOR MARCH 30- APRIL 3


Hello!

I have moved up some of the dates for the tests and quizzes because we need more time to review. the revised schedule is as follows:

Monday March 30, 2009
The timeline and character analysis is due by 12:00am


Wednesday April 1, 2009
We will have our quiz (multiple choice) on
Acts 3, 4 and 5


Friday April 3, 2009
We will have our unit test. Also, because the majority of you did not do well on the vocabuary test, there will be vocabulary words on the test.

There are three journal entries that will be due on your BLOGS before you get to class. I will evaluate them in your presence on Friday.

The journal topics are:
1. Could the same thing happen to two teenagers today? Explain why or why not.
2. Suppose Romeo and Juliet had not acted so hastily getting married. What effect, if any,
would that have had on the play?
3. Had Juliet been older, do you think she would have done the same things she did in the play?

Monday, March 23, 2009

ASSIGNMENTS FOR THE WEEK

1. BEGIN RECORDING YOUR INFORMATION FOR THE TIMELINE!



2. The assignment for your character analysis is Due Monday March 30, 2009



3. The Quiz for Acts 3, 4, and 5 will be on March 31, 2009!



4. VOCABULARY TEST FOR ALL OF THE VOCABULARY ASSOCIATED WORDS IN ROMEO AND JULIET IS THIS FRIDAY MARCH 27, 2009.



5. ACTS 4 & 5 - DUE 3-25-09

- Study Questions ( e-MAILED)

- Pre- Vocab ( In Binder)

- Vocab Sheet ( Checked in Class on original sheet)







6. The Romeo and Juliet Timeline is due March 31, 2009 ( emailed to me)


UNIT FINAL ON APRIL 2, 2009

Wednesday, March 18, 2009

Summary of ACT 1

Prologue

The Chorus, often played by a single narrator, opens Romeo and Juliet with a brief summary of what's to come on stage. Just as the Chorus in ancient Greek tragedies provided a commentary on events in the play for the audience, so Shakespeare's Chorus sets the scene for tragedy by presenting his two young protagonists as the victims of fate whose lives are marred from the outset by the feud between their families: "From forth the fatal loins of these two foes / A pair of star-cross'd lovers take their life." Any lack of suspense as to the outcome of the play serves to emphasize the major theme of fate — an omnipresent force looming over Romeo and Juliet's "death-marked" love.

Act 1 Scene 1

The scene opens with a brawl on the streets of Verona between servants from the affluent Montague and Capulet households. While attempting to stop the fight, Benvolio (Romeo's cousin) is drawn into the fray by Tybalt, kinsman of the Capulets. The fight rapidly escalates as more citizens become involved and soon the heads of both households appear on the scene. At last, Prince Escalus arrives and stops the riot, forbidding any further outbreaks of violence on pain of death.

After Escalus dismisses both sides, Montague and his wife discuss Romeo's recent melancholy behavior with Benvolio and ask him to discover its cause. They exit as Romeo enters in his sad state — a victim of an unrequited love for the cold and unresponsive Rosaline. Benvolio advises him to forget Rosaline by looking for another, but Romeo insists that this would be impossible.

ACT 1 Scene 2


Paris, a relative of the prince, asks Capulet for his daughter Juliet's hand in marriage. Capulet is initially reluctant to give his consent because Juliet is so young. Finally, however, he agrees to the match if Paris can gain Juliet's consent.

Capulet invites Paris to a feast to be held that night. Capulet sends off the guest list with a servant, who is, unfortunately, illiterate and cannot read the names. He meets Romeo and Benvolio whom he asks for help. The guest list includes Rosaline, the object of Romeo's affections, so Romeo resolves to go to the feast despite the danger involved. Benvolio hopes that Romeo will see another lady there to help him forget about Rosaline. Romeo again denies that this could happen.

ACT 1 Scene 3

Lady Capulet questions Juliet regarding her feelings about marriage and then informs Juliet of Paris' proposal. When her mother mentions that Paris will attend the feast that evening, Juliet reacts with dutiful reserve, whereas her nurse, recalling incidents from Juliet's childhood, volunteers a bawdier response.

ACT 1 Scene 4


Romeo, Benvolio, Mercutio, and others from the Montague household make their way to the Capulet feast. With their masks concealing their identity, they resolve to stay for just one dance.

Because Romeo continues to be lovesick for Rosaline, Mercutio teases him for being such a stereotypical hopeless lover. Mercutio then delivers his highly imaginative Queen Mab speech in which he describes how the fairy delivers dreams to humans as they sleep.
The scene concludes with Romeo's sense of foreboding at the forthcoming evening:
for my mind misgives
Some consequence, yet hanging in the stars,
Shall bitterly begin his fearful date
With this night's revels.

ACT 1 Scene 5

Romeo and his fellow attendees arrive at the Capulet feast. The guests are greeted by Capulet, who reminisces with his cousin about how long it has been since they both took part in a masque. Romeo sees Juliet and falls in love with her instantly. Tybalt recognizes Romeo's voice and sends for his rapier to kill him. A violent outburst is prevented as Capulet insists on Tybalt's obedience, reminding him of Romeo's good character and the need to keep the peace.

Romeo and Juliet continue their exchanges and they kiss, but are interrupted by the Nurse, who sends Juliet to find her mother. In her absence, Romeo asks the Nurse who Juliet is and on discovering that she is a Capulet, realizes the grave consequences of their love. The feast draws to a close and Romeo leaves with Benvolio and the others. Juliet then discovers from the Nurse that Romeo is a Montague.

Tuesday, March 17, 2009

DUE THIS WEEK

ACT 2 ( Due Thursday March 19, 2009)
- Study Questions ( Humanities 9 Format and emailed BEFORE Class on Thursday)
-Pre-Reading Vocab (Binder)
- Vocab Sheet ( Corrected in class)

Quiz on the Vocab and the Questions FRIDAY MARCH 20


The Activity Pack is due Monday March 23, 2009

Monday, March 9, 2009

How do I love thee?

How Do I Love Thee? (Sonnet 43)
by Elizabeth Barrett Browning


How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.


WHAT TYPE OF SONNET IS THIS?

WHAT IS THE NORMAL PATTERN FOR THIS SONNET?

WHAT IS THIS PATTERN FOR THIS SONNET?

Tuesday, March 3, 2009

Class Activity

https://implicit.harvard.edu/implicit/demo/selectatest.html

Monday, March 2, 2009

Project Requirements for Content Block 1 and 3

  1. How has your race affected your lifestyle? Have you ever been racially profiled? Has someone you know or are related to, experienced this? ( 300 words)

  1. Read the Questions and answers on sex and race. http://www.pbs.org/wgbh/amex/till/sfeature/sf_relations.html

  • Essay: What role did sex and race play in the murder of Emmett Till?
  • ( 7 paragraphs)

  1. Then choose one of the examples of student writing and write a response to it. Your response can be in the form of a letter, poem, or essay, and can represent your own views or the views of another person, such as Emmett Till, his mother, or a person who was inspired by Till's murder to work for civil rights.

- Letter- 350 words

- Essay- 350 words

- Poem – more than twenty full lines.

You have until March 9, 2009 to complete this project. J

Your writing should be in Humanities 9 format, and also in presentation form. You may use a binder, or a folder. Plastic sleeves are ideal.

Thursday, February 26, 2009

Writing Assignment

You will construct a 5 paragraph letter to Presiden Obama, in response to a statement he made in his speech to the high school students of Amer ica:

.....And dropping out of high school is no longer an option. It's not just quitting on yourself; it's quitting on your country. And this country needs and values the talents of every American.


Discuss how this statement motivates you. We will discuss this further in class. For those of you who would like to get started... here are some key points:

In a global economy, where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity. It is a pre-requisite.

Right now, three-quarters of the fastest-growing occupations require more than a high school diploma, and yet just over half of our citizens have that level of education. We have one of the highest high school dropout rates of any industrialized nation, and half of the students who begin college never finish.

This is a prescription for economic decline, because we know the countries that out-teach us today will out-compete us tomorrow. That is why it will be the goal of this administration to ensure that every child has access to a complete and competitive education, from the day they are born to the day they begin a career. That is a promise we have to make to the children of America.

Monday, February 9, 2009

Vocabulary for Mississippi Trial, 1955 by Chris Crowe

Vocabulary for Mississippi Trial, 1955 by Chris Crowe

Vocabulary for Mississippi Trial, 1955 by Chris Crowe

Chapter 1

1. meandered (v.) Page 5 To follow a winding and turning course

2. nook (n.) Page 5 a corner, as in a room.

3. furrowed (v.) Page 5 To make long, narrow, shallow trenches in; plow

4. methodically (adv.) Page 8 acting in an orderly, painstaking, slow, careful and deliberate way

Chapter 2

1.muffled (adj.) Page 10 deadened sounds by wrappings or other means

2.clatter (n.) Page 10 a rattling noise or series of rattling noises; noisy disturbance; din; racket;

3.dilapidated (adj.) Page 12 reduced to or fallen into partial ruin or decay, as from age, wear, or neglect

4.rustled (v.) Page 13 to move or stir so as to cause a sound

5.rumpled (adj.) Page 13 in disarray; extremely disorderly

6.ambled (v.) Page 15 to go at a slow, easy pace; stroll; saunter

7.skittish (adj.) Page 18 apt to jump in a frightened way or shy

8.rummaging (v.) Page 20 to search thoroughly or actively by moving around, turning over, or looking through contents.

9.flail (v.) Page 21 To wave or swing vigorously; thrash

10.glistened (v.) Page 23 To shine by reflection with a sparkling luster

Chapter 3

1. ajar (adj.) Page 26 neither entirely open nor entirely shut; partly open

2. quivered (v.) Page 27 To shake with a slight, rapid, tremulous movement

Chapter 4

1. fertile (adj.) Page 40 bearing, producing, or capable of producing vegetation, crops, etc., abundantly

2. barren (adj.) Page 40 unproductive; unfruitful

Chapter 5

1. humidity (n.) Page 46 humid condition; moistness; dampness

2. lapsed (v.) Page 47 to fall, slip, or sink from a normal level; subside

3. stubble (n.) Page 51 any short, rough growth, as of beard

4. savoring (v.) Page 54 To appreciate fully; enjoy or relish

Chapter 6

1. falsehoods (n.) Page 57 An untrue statement; a lie

2. deception (n.) Page 58 the act of deceiving or leading to an untruth; the state of being deceived.

3. drone (n.) Page 60 a dull, continued, low, monotonous sound; hum; buzz

4. locusts (n.) Page 60 Any of numerous grasshoppers of the family Acrididae, often migrating in immense swarms that devour vegetation and crops

5. solitude (n.) Page 60 remoteness from habitations, as of a place; absence of human activity

6. shanties (n.) Page 60 a crudely built hut, cabin, or house

7. glimpse (n.) Page 60 a very brief, passing look, sight, or view.

8. hypnotic (adj.) Page 60 inducing sleep

9. garbled (adj.) Page 61 confused or jumbled

10. conniptions Page 65 fit of hysterical excitement or anger

11. adrenaline Page65 A hormone secreted by the adrenal medulla that is released into the bloodstream in response to physical or mental stress, as from fear or injury. It initiates many bodily responses, including the stimulation of heart action and an increase in blood pressure, metabolic rate, and blood glucose concentration

Chapter 8

1. mellowed (v.) Page 78 Having the gentleness, wisdom, or tolerance often characteristic of maturity

2. ricocheted (v.) Page 85 to move an object or a projectile in rebounding or deflecting one or more times from the surface over which it is passing or against which it hits a glancing blow.

3. slogged (v.) Page 88 to walk or plod heavily

Chapter 9

1. sulk (v.) Page 94 to remain silent or hold oneself aloof in a sullen, ill-humored, or offended mood

2. gumption (n.) Page 95 courage; spunk; guts

3. ornery (adj.) Page 101 ugly and unpleasant in disposition or temper

4. lingered (v.) Page 109 To be slow in leaving, especially out of reluctance; tarry

Chapter 10

1. badger (v.) Page 112 to harass or urge persistently; pester;

nag

Chapter 11

1. allegedly (adv.) Page 123 according to what is or has been declared or stated

2. deplorable (adj.) Page 127 causing or being a subject for reproach or disapproval; wretched; very bad

3. avenging (v.) Page 127 taking vengeance or exact satisfaction for

4. accomplice (n.) Page 128 a person who knowingly helps another in a crime or wrongdoing, often as a subordinate.

5. integrity (n.) Page 128 adherence to moral and ethical principles; soundness of moral character; honesty

6. indignation (n.) Page 128 strong displeasure at something considered unjust, offensive, insulting, or base; righteous anger.

7. aroused (v.) Page 128 to stir to action or strong response; excite

8. condone (v.) Page 129 to disregard or overlook something illegal, objectionable, or the like

Chapter 12

1. subpoena (n.) Page 133 the summoning of witnesses or the submission of evidence, as records or documents, before a court or other deliberative body.

2. agitators (n.) Page 134 one who disturbs or excites emotionally; arousers; perturbers

3. rabblerousers (n.) Page 134 a person who stirs up the passions or prejudices of the public, usually for his or her own interests; demagogue

4. spouting (v.) Page 136 To speak volubly and tediously

Chapter 13

1. caravan (n.) Page 148 a group of travelers, as merchants or pilgrims, journeying together for safety in passing through deserts, hostile territory, etc.

2. indicted (v.) Page 149 To make a formal accusation against a party by the findings of a jury, especially a grand jury.

Chapter 14

1. bayou (n.) Page 157 a marshy arm, inlet, or outlet of a lake, river, etc., usually sluggish or stagnant

2. prospective (adj.) Page 161 potential, likely, or expected

3. unsubstantiated (adj.)Page 167 unproved or unverified

4. snickered (v.) Page 173 To utter a partly stifled laugh

5. apprenticeship (n.) Page 175 working for another in order to learn a trade

6. expertise (n.) Page 175 expert skill or knowledge; expertness; know-how

7. somber (adj.) Page 178 gloomy, depressing, or dismal; extremely serious

8. speculating (v.) Page 180 to engage in thought or guesswork

Chapter 15

1. calculating (adj.) Page 190 shrewd; cautious

2. disrupt (v.) Page 190 to destroy, usually temporarily, the normal continuance or unity of; interrupt

Chapter 16

1. gingerly (adv.) Page 202 with great care or caution; warily.

2. prattle (v.) Page 211 to talk in a foolish or simple-minded way; chatter; babble

Monday, February 2, 2009

Links to assist you with the Tribal Project

Check under my digital portfolio links

Sunday, February 1, 2009

First Extra Credit Assignment for Quarter 3

What is the meaning behind the colors of Nigeria's Flag?

Friday, January 30, 2009

Writing Assignment #1

PROMPT
Many changes happened in Okonkso’s village and the surrounding areas. You, as a young member of the
village, want to institute yet another change.
Your assignment is to think of a change you would make in the daily life/customs of the village. Present your
ideas to the egwugwu to persuade them to approve of your idea.

Thursday, January 29, 2009

Study Guide Questions for Chapter's 1-13

I strongly suggest that you read this twice daily


Chapters 1-4
1. Why was Okonkwo famous?
He was a well known, successful wrestler when he was young. As an adult, he was a wealthy
farmer and strong warrior.

2. Describe Unoka.
He was Okonkwo’s father. He was lazy and improvident. He constantly borrowed money
that he didn’t repay.

3. Why had the men of Umuofia called a meeting?
The men of Mbaino, a neighboring village, had murdered a woman of Umuofia, and the men
wanted revenge.

4. Where does the story take place?
It takes place in the village of Umuofia, in Africa.

5. What influence did the oracle have on decisions made in Umuofia?
The men didn’t go to war unless the reason was accepted by the oracle.

6. What were Okonkwo’s greatest fear and greatest passion?
He was afraid that he would resemble his father. His greatest passion was to hate everything
his father loved.

7. What upset Okonkwo most about his son, Nwoye?
Nwoye was lazy, not ambitious.

8. What did Okonkwo bring home from his trip to Mbaino?
He brought home a boy from the village. His name was Ikemefuna.

9. How did Okonkwo begin his prosperous career?
He took gifts to a wealthy man in the village and asked him for some yam seeds.

10. How did Ikemefuna react to living with Okonkwo’s family?
At fist he tried to run away, and refused to eat. The family treated him well and he began to\
get used to living with them.

11. What unheard of thing did Okonkwo do during the Week of Peace?
He beat his second wife.

17
Short Answer Study Questions-Things Fall Apart, p. 5
12. How did the people view yams?
Yams stood for manliness, and one who could feed his family on yams all year was a great man.

Chapters 5-7
1. Describe the Feast of the New Yam.
The Feast of the New Yam was held yearly before the harvest. It honored the earth goddess,
Ani, and the ancestral spirits of the clan. New yams were offered to these powers. The old
yams of the previous year were disposed of. All cooking and serving utensils were washed.
Yam foo-foo and vegetable soup were the main ceremonial dishes.

2. Who was Okonkwo’s favorite child, and what did he often say about the child?
His favorite child was Ezinma, daughter of Ekwefi. He often said it was a shame she wasn’t
a boy.

3. What unacceptable thing did Okonkwo do just before the Feast of the New Yam?
He beat his second wife, Ekwefi, then fired his gun at her.

4. Who was Chielo, and why was she important?
She was the priestess of Agbala, the Oracle of the Hills and the Caves.

5. What sport did the villagers enjoy watching during their feasting?
They enjoyed watching the young men of the village wrestle.

6. What influence did Ikemefuna have on Nwoye?
Ikemefuna acted as an elder brother. He made Nwoye feel grown up. Nwoye began acting
more like a man.

7. How did Okonkwo feel about Ikemefuna’s influence on Nwoye?
He was inwardly pleased, although he would not show it. He did, however, invite the boys
to sit with him and told them stories of the land.

8. How did the villagers feel about the coming of the locusts, and what did they do about it?
They were delighted to have the locusts. They caught as many a possible, roasted them, and
ate them as a delicacy.

9. What did the village decide to do with Ikemefuna?
The oracle decided that the villagers should kill him.
18

Short Answer Study Questions-Things Fall Apart, p. 6
10. Who struck the last blow to Ikemefuna, and why?
Okonkwo did, because he was afraid of being thought weak.

Chapters 8-10
1. What did Okonkwo do whenever he thought of his father’s weakness and failure?
He thought of his own strength and success.

2. What did Okonkwo tell himself about his part in Ikemefuna’s death?
He said he was becoming a woman. A man who had killed five men in battle should not fall
to pieces over the death of a boy.

3. What did Obierika tell Okonkwo about his part in Ikemefuna’s death?
Obierika said it was the kind of action that would not please the Earth; that the goddess
would wipe out an entire family for such an action.

4. Describe the meeting to determine Obierika’s daughter’s bride price.
The suitor, Ibe, his father, Ukegbu, and uncle met with Obierika, his brothers, his son, and
Okonkwo. They ate kola nuts and drank palm wine. Then Obierika gave Ukegbu a bundle
of thirty short broomsticks. Ukegbu and his clan took the sticks outside. When they returned
they gave a bundle of fifteen sticks to Obierika. He added ten more sticks and gave the bundle
back. The two groups finally agreed at a bride-price of twenty bags of cowries.

5. The men began discussing rumors about white men. Who did they think the white men were?
The polite word for leprosy was “the white skin.” The men in the hut thought the white men
were lepers.

6. Describe the relationship between Ekwefi and Ezinma.
It was more like the companionship of equals, rather than that of mother and daughter.

7. Describe Ekwefi’s difficulties in getting pregnant.
She had borne ten children, but nine of them had died in infancy. She began giving them
names like “Death, I implore you” and “May it not happen again.”

8. What did the medicine man tell Okonkwo after the death of Ekwefi’s second child?
He said there was an ogbanje, a wicked child who, when it died, re-entered its mother’s
womb to be born again. He said Ekwefi should go and stay with her people when she became
pregnant again.

19

Short Answer Study Questions-Things Fall Apart, p. 7
9. Describe the burial of Ekwefi’s third child, and the reason for it.
The medicine man ordered that there be no mourning or funeral. He mutilated the dead child
and buried it in the Evil forest. He said this would make the ogbanje think about coming
again.

10. Explain the significance of Ezinma’s iyi-uwa.
This was a special kind of stone that formed the link between an ogbanje and the spirit world.
If it were discovered, then the child would not die. When Okagbue found Ezinma’s iyi-uwa,
the people knew Ezinma’s troubles were over.

Chapters 8-10 continued
11. How did Okonkwo cure Ezinma’s iba illness?
He brewed a potion made of leaves and herbs, then put her over the steam.

12. What was the purpose of the ceremony described in Chapter 10?
A woman’s birth family was having a dispute with her husband because he was mistreating
her. The only decision the man would accept in the case was that of the symbolic meeting
of the clan spirits.

Chapters 11-13
1. What did Chielo want with Ezinma?
Chielo wanted to take Ezinma to see Agbala.

2. What did Ekwefi do?
She followed Chielo and Ezinma to the cave of Agbala.

3. What did Okonkwo do when Chielo took Ezinma?
He followed her, too, with his machete.

4. What was the purpose of the uri ceremony?
The family of the suitor was bringing palm-wine to Obierika and his extensive group of
kinsmen.

5. What was the significance in the amount of wine the family brought?
They were thought to be behaving like men if they brought a generous amount.

6. What happened at the end of the ceremony?
The bride-to-be went to live with her suitor’s family for seven market weeks.

20
Short Answer Study Questions-Things Fall Apart, p. 8
7. Describe Ezeudu’s funeral.
He was the clan elder, so there was a great ceremony. There was a lot of shouting, drum
beating, and firing of guns.

8. How did the author describe a man’s life?
A man’s life was a series of transition rites which brought him closer to death and his
ancestors.
9. What happened during the frenzy?
Okonkwo accidentally shot a boy.
10. What was the result of Okonkwo’s action?
He and his family were forced to leave the clan for seven years. The men from Ezeudu’s
quarter demolished Okonkwo’s houses and barn, and killed his animals.
11. What was the reason for the clan’s actions against Okonkwo?
They were cleansing the land which Okonkwo had polluted. It was not revenge.
12. What did Obierika think about after this calamity, and what was his conclusion?
He wondered why a man should suffer because of an inadvertent mistake. He also wondered
why he had to throw away his wife’s twins when they were born. He concluded that the clan
had to punish offenses so that the Earth would not loose her wrath on all the land, instead of
just on the offender.

Working effectively in groups

§
§The First Step
§CALM DOWN- Group projects can be very challenging if you possess a poor attitude from the very beginning.
§

§The Collective Group Project Agreement and Assessment.
§Benefits:
úYou will get to know you team members and know their expectations as well as your individual expectations.
ú
úAll group member’s will possess the contact information of each group member.
ú
úThe ground rules will be set by everyone involved so that there is less confusion.
§Flexibility and Goal Setting
§Your group should begin with the end result in mind. How do you want to present your work? Who is going to do what?
§
§Also you have to be flexible while working in groups. Assess whether or not everyone has the same capability, and unforseen circumstances can and may occur.
§Determine strengths and work with them.
§First, figure out what needs to be done on the project. Then assign each person in your group a responsibility according to their abilities.
§Set deadlines
§Set deadlines for each group member to get their assignments done by. This establishes clear boundaries and helps to prevent stress caused by leaving everything to the last minute.
§
Take the lead if needed.
§So what if you get stuck in a group with a couple slackers in it who really don't care about how the project goes?

"Become the group
leader”. By taking leadership, you will get the chance to expand your leadership capabilities and also ensure that work gets done.

And what if your other group members have nothing to contribute?

"Usually everyone has something to
say, "But if group members aren't responding, encourage them to contribute by asking them directly by name for their ideas."
§Resolving Group Conflict
§First and foremost, talk the situation over soon after it occurs. And do it soon!

From my experience, people begin to talk about what happened even sooner afterwards.

Good, step in the right direction, right? Well, not always… particularly when the talking isn't with the person involved, but with other friends or acquaintances. People begin to pick sides. The gossip circulates and all of a sudden, friends become enemies. Suddenly everyone is mad at everyone else.

So, be sure to talk with the person with whom you are upset without the interference of people who aren't really involved.
§
§Stay positive about your group.
§Refrain from gossiping about other members and try to help one another as much as you can. After all, who knows? You may even come out of the experience with a friend or two.
§Resolve it the day it happens
§Resolve it the day it happens. One rule my parents follow in their marriage is that they don't go to bed angry with each other. They always attempt to resolve things the day it happens so that in the morning, it's a fresh start with no past grudges.
.
Whatever you do, don't let things ride for too long.
§Regardless of how you may personally feel about a group member, you are still responsible for communication with them.
§Learn to Agree to Disagree
§Even when you don't see eye to eye, agree to disagree. Tell them that while you may not agree with what they're saying, you still value their friendship.
§
Focus on the bigger picture. Successfully facing and working through the discomfort of conflict in a friendship has a worthwhile reward: a deeper relationship.

Don't accuse by using the word, "you."

Be sensitive. Try to offer solutions when appropriate, but know when to listen. Don't underestimate the importance of a listening ear.
§Last but not least
§If all else fails, speak with your instructor about the issue.
§
§However, ensure that all steps were taken in order to resolve the conflict on your own.
§

Tuesday, January 27, 2009

Chapters 14-19 Study Questions

Chapters 14-19
1. Where did Okonkwo take his family to live?
He took them to live with his mother’s kinsmen in Mbanta.

2. How did Okonkwo feel about his circumstances?
He thought his personal god or chi was not meant for great things. He was feeling despair.

3. Why did Uchendu talk to Okonkwo about the Mother Supreme?
He wanted Okonkwo to realize that his despair was, comparatively, not that great, and that he
owed it to his family to comfort and support them. He told Okonkwo not to refuse comfort in
his mother’s homeland, or he would displease the dead.

4. Who came to visit Okonkwo during the second year of exile, and why?
Obierika came to bring Okonkwo news of the village and money from the yam crop he was
tending until Okonkwo returned home.

Short Answer Study Questions-Things Fall Apart, p. 9
5. Briefly retell the story of the destruction of Abame.
A white man riding an iron horse had come to the village. The elders killed the man and tied his
iron horse to their sacred tree. A few months later, three white men came, saw the iron horse,
and left again. A few weeks later, on market day, the white men surrounded the market and
killed all of the people there.

6. What was Obierika’s reaction to the story?
He said he was afraid, because he had heard other stories about white men with powerful guns
who took men away as slaves.

7. What event did Obierika describe on his next visit, two years later?
The missionaries had come to Umuofia. They had built a church, won converts, and were
sending evangelists to surrounding villages.

8. Who had Obierika found among the missionaries?
He had found Okonkwo’s son, Nwoye.

9. What was the iron horse?
It was a bicycle.

10. Where did the missionaries in Mbanta build their church, why were they given that particular piece of land, and what happened to them?
The villagers gave the missionaries land in the Evil Forest, because they didn’t really want
them, and they thought the missionaries would decline the offer. When the missionaries were
alive and well when the villagers expected them to be dead, they won more converts.

11. What was it about Nwoye’s actions that disturbed Okonkwo so much?
He was concerned that Nwoye and his other male children would abandon their ancestors.
He pictured himself and his fathers waiting in vain for worship and sacrifice.

12. What group wanted to be admitted to the Christian church, and what happened?
The osu, or outcasts, wanted to be admitted. Mr. Kiaga agreed, on the condition that they
shave their long, tangled hair. They did so, and survived, and became strong proponents of
the faith.

Short Answer Study Questions-Things Fall Apart, p. 10
13. Describe the incident with the sacred python.
The sacred python was the most revered animal in the area. It was thought to be the
emanation of the god of water. No one had ever even thought of killing it. One of the former
outcasts, now a Christian, had alledgedly killed the sacred python, although it was never
proved. The elders decided to ostracize the Christians. Soon after this decision, the alleged
killer died, and the clan agreed not to bother the other Christians.

14. What did Okonkwo do before he left Mbanta when his exile was ended?
He held a great feast to thank his mother’s kinsmen for their hospitality.

15. What was the one elder’s message to those at the feast?
He told them he feared for their generation because they didn’t understand how strong the
bonds of kinship should be. He was concerned because they had let this strange religion start
to break apart their clans.

List of Characters

List of Characters

Okonkwo (Oh-kawn-kwoh) The central character of Things Fall Apart. A young leader of the African Igbo community of Umuofia (Oo-moo-oh-fee-ah), he is known as a fierce warrior as well as a successful farmer. He is determined to overcome the stigma left by his father’s laziness and wastefulness.

Unoka (Ooh-no-kah) Okonkwo’s father, known for his weakness and lack of responsibility.

Nwoye (Nuh-woh-yeh) Okonkwo’s oldest son, age twelve at the book’s beginning. He is innately a sensitive young man.

Ikemefuna (Ee-keh-meh-foo-nah) A boy of fourteen who is given to Umuofia by a neighboring village to avoid war. He is a clever, resourceful young man.

Ekwefi (Eh-kweh-fee) Okonkwo’s second wife; the mother of Ezinma, her only living child.

Ezinma (Eh-zeen-mah) Daughter of Ekwefi and Okonkwo; Ekwefi’s only surviving child.

Ojiubo (Oh-jee-ooh-boh) Okonkwo’s third wife; the mother of several of Okonkwo’s children.

Obierika (Oh-bee-air-ee-kah) Okonkwo’s best friend, who often represents the voice of reason. He is the father of Maduka (son) and Ekueke (daughter).

Chielo (Chee-eh-loh) A village widow who is also the priestess of Agbala.

Agbala (Ahg-bah-lah) The Oracle of the Hills and the Caves, who influences all aspects of Umuofian life. She is based on the real Oracle at Awka, who controlled Igbo life for centuries.

Mr. Brown The first white Christian missionary in Umuofia and Mbanta. An understanding and accommodating man, he is inclined to listen to the Igbos.

Mr. Kiaga (Kee-ah-gah) The native interpreter for the missionaries. He is a teacher and a leader of the new church in Mbanta.

The Reverend James Smith A strict, stereotypical white Christian missionary, he takes over the church after Mr. Brown’s departure.

The District Commissioner A stern, stereotypical white colonial administrator of Umuofia. He follows regulations to the letter and possesses little knowledge or understanding of the people for whom he tries to administer a new government

Summary of the Book

About the Novel

A Brief Synopsis

Things Fall Apart is about the tragic fall of the protagonist, Okonkwo, and the Igbo culture. Okonkwo is a respected and influential leader within the Igbo community of Umuofia in eastern Nigeria. He first earns personal fame and distinction, and brings honor to his village, when he defeats Amalinze the Cat in a wrestling contest. Okonkwo determines to gain titles for himself and become a powerful and wealthy man in spite of his father’s weaknesses.


Okonkwo’s father, Unoka, was a lazy and wasteful man. He often borrowed money and then squandered it on palm-wine and merrymaking with friends. Consequently, his wife and children often went hungry. Within the community, Unoka was considered a failure and a laughingstock. He was referred to as agbala, one who resembles the weakness of a woman and has no property. Unoka died a shameful death and left numerous debts.

Okonkwo despises and resents his father’s gentle and idle ways. He resolves to overcome the shame that he feels as a result of his father’s weaknesses by being what he considers to be “manly”; therefore, he dominates his wives and children by being insensitive and controlling.

Because Okonkwo is a leader of his community, he is asked to care for a young boy named Ikemefuna, who is given to the village as a peace offering by neighboring Mbaino to avoid war with Umuofia. Ikemefuna befriends Okonkwo’s son, Nwoye, and Okonkwo becomes inwardly fond of the boy.

Over the years, Okonkwo becomes an extremely volatile man; he is apt to explode at the slightest provocation. He violates the Week of Peace when he beats his youngest wife, Ojiugo, because she went to braid her hair at a friend’s house and forgot to prepare the afternoon meal and feed her children. Later, he severely beats and shoots a gun at his second wife, Ekwefi, because she took leaves from his banana plant to wrap food for the Feast of the New Yam.

After the coming of the locusts, Ogbuefi Ezeuder, the oldest man in the village, relays to Okonkwo a message from the Oracle. The Oracle says that Ikemefuna must be killed as part of the retribution for the Umuofian woman killed three years earlier in Mbaino. He tells Okonkwo not to partake in the murder, but Okonkwo doesn’t listen. He feels that not participating would be a sign of weakness. Consequently, Okonkwo kills Ikemefuna with his machete. Nwoye realizes that his father has murdered Ikemefuna and begins to distance himself from his father and the clansmen.

Okonkwo becomes depressed after killing Ikemefuna, so he visits his best friend, Obierika, who disapproves of his role in Ikemefuna’s killing. Obierika says that Okonkwo’s act will upset the Earth and the earth goddess will seek revenge. After discussing Ikemefuna’s death with Obierika, Okonkwo is finally able to sleep restfully, but he is awakened by his wife Ekwefi. Their daughter Ezinma, whom Okonkwo is fond of, is dying. Okonkwo gathers grasses, barks, and leaves to prepare medicine for Ezinma.

A public trial is held on the village commons. Nine clan leaders, including Okonkwo, represent the spirits of their ancestors. The nine clan leaders, or egwugwu, also represent the nine villages of Umuofia. Okonkwo does not sit among the other eight leaders, or elders, while they listen to a dispute between an estranged husband and wife. The wife, Mgbafo, had been severely beaten by her husband. Her brother took her back to their family’s village, but her husband wanted her back home. The egwugwu tell the husband to take wine to his in-laws and beg his wife to come home. One elder wonders why such a trivial dispute would come before the egwugwu.

In her role as priestess, Chielo tells Ekwefi (Okonkwo’s second wife) that Agbala (the Oracle of the Hills and Caves) needs to see Ezinma. Although Okonkwo and Ekwefi protest, Chielo takes a terrified Ezinma on her back and forbids anyone to follow. Chielo carries Ezinma to all nine villages and then enters the Oracle’s cave. Ekwefi follows secretly, in spite of Chielo’s admonitions, and waits at the entrance of the Oracle. Okonkwo surprises Ekwefi by arriving at the cave, and he also waits with her. The next morning, Chielo takes Ezinma to Ekwefi’s hut and puts her to bed.

When Ogbuefi Ezeudu dies, Okonkwo worries because the last time that Ezeudu visited him was when he warned Okonkwo against participating in the killing of Ikemefuna. Ezeudu was an important leader in the village and achieved three titles of the clan’s four, a rare accomplishment. During the large funeral, Okonkwo’s gun goes off, and Ezeudu’s sixteen-year-old son is killed accidentally.

Because the accidental killing of a clansman is a crime against the earth goddess, Okonkwo and his family must be exiled from Umuofia for seven years. The family moves to Okonkwo’s mother’s native village, Mbanta. After they depart Umuofia, a group of village men destroy Okonkwo’s compound and kill his animals to cleanse the village of Okonkwo’s sin. Obierika stores Okonkwo’s yams in his barn and wonders about the old traditions of the Igbo culture.


Okonkwo is welcomed to Mbanta by his maternal uncle, Uchendu, a village elder. He gives Okonkwo a plot of land on which to farm and build a compound for his family. But Okonkwo is depressed, and he blames his chi (or personal spirit) for his failure to achieve lasting greatness.


During Okonkwo’s second year in exile, he receives a visit from his best friend, Obierika, who recounts sad news about the village of Abame: After a white man rode into the village on a bicycle, the elders of Abame consulted their Oracle, which told them that the white man would destroy their clan and other clans. Consequently, the villagers killed the white man. But weeks later, a large group of men slaughtered the villagers in retribution. The village of Abame is now deserted.

Okonkwo and Uchendu agree that the villagers were foolish to kill a man whom they knew nothing about. Later, Obierika gives Okonkwo money that he received from selling Okonkwo’s yams and seed-yams, and he promises to do so until Okonkwo returns to Umuofia.

Six missionaries, including one white man, arrive in Mbanta. The white man speaks to the people about Christianity. Okonkwo believes that the man speaks nonsense, but his son, Nwoye, is captivated and becomes a convert of Christianity.

The Christian missionaries build a church on land given to them by the village leaders. However, the land is a part of the Evil Forest, and according to tradition, the villagers believe that the missionaries will die because they built their church on cursed land. But when nothing happens to the missionaries, the people of Mbanta conclude that the missionaries possess extraordinary power and magic. The first recruits of the missionaries are efulefu, the weak and worthless men of the village. Other villagers, including a woman, soon convert to Christianity. The missionaries then go to Umuofia and start a school. Nwoye leaves his father’s hut and moves to Umuofia so he can attend the school.

Okonkwo’s exile is over, so his family arranges to return to Umuofia. Before leaving Mbanta, they prepare a huge feast for Okonkwo’s mother’s kinsmen in appreciation of their gratitude during Okonkwo’s seven years of exile.

When Okonkwo returns to Umuofia, he discovers that the village has changed during his absence. Many men have renounced their titles and have converted to Christianity. The white men have built a prison; they have established a government court of law, where people are tried for breaking the white man’s laws; and they also employ natives of Umuofia. Okonkwo wonders why the Umuofians have not incited violence to rid the village of the white man’s church and oppressive government.

Some members of the Igbo clan like the changes in Umuofia. Mr. Brown, the white missionary, respects the Igbo traditions. He makes an effort to learn about the Igbo culture and becomes friendly with some of the clan leaders. He also encourages Igbo people of all ages to get an education. Mr. Brown tells Okonkwo that Nwoye, who has taken the name Isaac, is attending a teaching college. Nevertheless, Okonkwo is unhappy about the changes in Umuofia.

After Mr. Brown becomes ill and is forced to return to his homeland, Reverend James Smith becomes the new head of the Christian church. But Reverend Smith is nothing like Mr. Brown; he is intolerant of clan customs and is very strict.

Violence arises after Enoch, an overzealous convert to Christianity, unmasks an egwugwu. In retaliation, the egwugwu burn Enoch’s compound and then destroy the Christian church because the missionaries have caused the Igbo people many problems.

When the District Commissioner returns to Umuofia, he learns about the destruction of the church and asks six leaders of the village, including Okonkwo, to meet with him. The men are jailed until they pay a fine of two hundred and fifty bags of cowries. The people of Umuofia collect the money and pay the fine, and the men are set free.

The next day at a meeting for clansmen, five court messengers who intend to stop the gathering approach the group. Suddenly, Okonkwo jumps forward and beheads the man in charge of the messengers with his machete. When none of the other clansmen attempt to stop the messengers who escape, Okonkwo realizes that they will never go to war and that Umuofia will surrender. Everything has fallen apart for Okonkwo; he commits suicide by hanging himself.