dimanche 27 février 2011

"Othello" Period 1 February 28 - March 3


Feb 28 – March 3

Period 1
March 1

Quote of the day:
“Put money in thy purse”
1.3.343 – 447
Questions for Close Reading of  1.3.343-447
Answer these questions about Othello 1.3.343-447

  1. 347-52 – What is Roderigo threatening to do, and why?
  2. 351-52 – What unusual metaphor does Roderigo use here?
  3. 353-54 – How old is Iago?
  4. 357 Start listing Iago’s Bestiary – the animals and birds Iago mentions in this scene, and watch for other animals he mentions throughout
  5. 361-75 Try to paraphrase the essence of this long, difficult passage.  What evidence is there that Iago sees himself as in control of his life?  How does he regard love?
  6. 426 Comment on Iago’s “I have professed me thy friend…”
  7. 382 “Put money in thy purse” is a figurative expression meaning “You can count on it”  What literal meaning has it in this context?
  8. 377-400 List the reasons Iago gives Roderigo for believing that the love of Othello and Desdemona cannot last?
  9. 411 Iago uses the word “cuckold” for the first time.  Watch for this word- it is a very important one.  Look it up if you don’t know it’s meaning.
  10. 411-12 Paraphrase “It thou canst cuckold him, thou dost thyself a pleasure, me a sport.”  What are the connotations of the word “sport” what does his use of it here reveal about Iago’s personality? 
  11. 426 Paraphrase “Thus do I ever make my fool my purse.” 
  12. 427-29 What are the two motives Iago gives here for hanging out with Roderigo?
  13. – 429-31 Iago gives a new reason here for hating Othello.  What is it?  Do you remember what the first reasons was and when Iago stated it?
  14. 431-33 How does he qualify this new reason in these lines?
  15. 435 How long would you pause, as an actor, before and after saying, “Cassio’s a proper man.”  Be sure to look at the textual note explaining this use of the world “proper.”
  16. 436-37 What are Iago’s stated objectives?
  17. 438 – 39 What plan does Iago arrive at here? 
  18. 440-41 Why will Othello believe that his wife is betraying him with Cassio?
  19. 442-45 Why will Othello believe what Iago tells him?  (Also see lines 433-34)
  20. 446 Iago uses the words, “hell” “night” and “light” here.  What for the repetition of these words and words associated with them throughout the play.

 

February 28:

Write-now:
Quote of the day:
“’Tis in ourselves that we are thus or thus.  Our bodies are our gardens, to the which our wills are gardeners.”

Iago argues that the power of the will is stronger than the power nature.  Do you agree?

Act II will begin with the triumph of Nature over Society.  Is Shakespeare suggesting that Love is not a natural force, but a social one?  Or is jealousy more natural than love?  Did humans create love because jealousy is too terrible to endure?  Are children more naturally jealous or more naturally loving?  By the end of the play do we understand both Othello and Iago to be stand-ins for anybody?  Are we, to be human, made up of both logical and illogical parts that fight over our fates to the death?

AIM: What does Iago’s metaphor of “cats and blind puppies” mean in his final speech of Act I?

Close analysis of the first words of the play, Act I scene i and Act I scene iii, the final words of the act.

Why is it important to notice how Shakespeare organizes or “frames” the play?

Creative Writing Period 2 February 28 - March 3


Period 2 – Creative Writing February 28 – March 3

Warm up #53 (Monday)

Organize the following words into some meaningful pattern as a setting, part of a conversation, a descriptive paragraph, or a plot.

Cotton
Fences
Queues (lines you wait on)
Skyrockets
Tacos
Tickets
Witches

Warm up #54 (Monday)

Write 5 sentences based on the rhythmic model shown below, that also include the following words:
Blue
Sun
Moon
Rain
Mosquito
Wood

Extra Credit!  Combine and refine the five sentences you created in Warm Up #54 into one very long one, using the conjunction “and” only twice.

A line of iambic pentameter is five iambic feet in a row:
da
DUM
da
DUM
da
DUM
da
DUM
da
DUM
The tick-TOCK rhythm of iambic pentameter can be heard in the opening line of Shakespeare's Sonnet 12:

Period 3 February 28 - March 3 Assignments

 February 28, 2011 Assignments
Reading: Essays that Analyze a Process
Pimpla inquisitor

The Spider and the Wasp by Alexander Petrunkevitch


In a journal entry or short essay, describe what you perceive as the interdependencies of the natural world: consider humans, animals, insects, etc., and how their living (and dying) together creates an intricate web of mutual relationships. Be sure to use specific examples with which you are familiar.
  -or-
In a formal essay, describe a natural process with which you are very familiar, such as a bird building its nest, a dog burying a bone, a cat cleaning itself, etc. Be sure to provide plenty of details, and be sure to clearly delineate each stage/substage.

Trantula  
 

March 1, 2011 Assignments

"Barrier Signals" by Desmond Morris
“Barrier Signals” is a complete section from Manwatching. It is about the gestures we unconsciously use to say no. This essay is in the form of an extended definition, developed largely by the use of examples. Morris begins his essay with the example of childhood hiding, which helps he define what is barrier signal. Then he uses three examples to illustrate that the disguise camouflaging barrier signal varies from person to person. Morris describes that some barriers are incomplete in some sense and explains the phenomenon that in a greeting situation it is always the new arrival that makes the body-cross movement.




The Secret Language of Barrier Signals by Desmond Morris

People feel safer behind some kind of physical barrier. If a social situation is in any way threatening, then there is an immediate urge to set up such a barricade. For a tiny child faced with a stranger, the problem is usually solved by hiding behind its mother’s body and peeping out at the intruder to see what he or she will do next. If the mother’s body is not available, then a chair or some other piece of solid furniture will do. If the stranger insists on coming closer, then the peeping face must be hidden too. If the insensitive intruder continues to ap­proach despite these obvious signals of fear, then there is nothing for it but to scream or flee.
This pattern is gradually reduced as the child matures. In teenage girls it may still be de­tected in the giggling cover-up of the face, with hands or papers, when embarrassed. But by the time we are adult, the childhood hiding, which decreased to adolescent shyness, is expected to disappear altogether, as we bravely stride out to meet our guests, hosts, companions, rela­tives, colleagues, customers, clients, or friends. Each social occasion involves us, once again, in encounters similar to the ones which made us hide as scared infants and, as then each en­counter is slightly threatening. In other words, the fears are still there, but their expression is blocked. Our adult roles demand control and suppression of any primitive urge to withdraw and hide ourselves away. The more formal the occasion and the more dominant or unfamiliar our so­cial companions, the more worrying the moment of encounter becomes. Watching people under these conditions, it is possible to observe the many small ways in which they continue to “hide” behind their mother’s skirts. The actions are still there, but they are transformed into less ob­vious movements and postures. It is these that are the Barrier Signals of adult life.
The most popular form of Barrier Signal is the Body-cross. In this, the hands or arms are brought into contact with one another in front of the body, forming a temporary “bar” across the trunk. This is not done as a physical act offending off the other person. It is done, usually at quite a distance, as a nervous guest approaches a dominant host. The action is performed unconsciously and, if asked about it immediately afterwards, the guest will not be able to remember having made the gesture. It is always disguised in some way, because if it were per­formed as a primitive fending-off or covering-up action it would obviously be too transparent. The disguise it wears varies from person to person. Here are some examples:
The special guest on a ceremonial occasion is getting off his official limousine. Before he can meet and shake hands with the reception committee, he has to walk alone across the open space in front of the main entrance to the building where the function is being held. A large crowd has come to watch his arrival and the press cameras are flashing. Even for the most ex­perienced of celebrities this is a slightly nervous moment, and the mild fear that is felt expresses itself just as he is halfway across the “greeting-space”. As he walks forward, his right hand reaches across his body and makes a last-minute adjustment to his left cuff-link. It pauses there momentarily as he takes a few more steps, and then, at last, he is close enough to reach out his hand for the first of the many hand-shakes.
()n a similar occasion, the special guest is a female. At just the point where a male would have fiddled with his cuff, she reaches across her body with her right hand and slightly shifts the position of her handbag, which is hanging from her left forearm.
There are other variations on this theme. A male may finger a button or the strap of a wristwatch instead of his cuff. A female may smooth out an imaginary crease in a sleeve, or reposition a scarf or coat held over her left arm. But in all cases there is one essential feature: at the peak moment of nervousness there is a Body-cross, in which one arm makes contact with the other across the front of the body, constructing a barrier between the guest and the recep­tion committee.
Sometimes the barrier is incomplete. One arm swings across but does not actually make contact with the other. Instead it deals with some trivial clothing-adjustment task on the oppo­site side of the body. With even heavier disguise, the hand comes up and across, but goes no further than the far side of the head or face, with a mild stroking or touching action.
Such are the Barrier Signals of the greeting situation, where one person is advancing on another. Interestingly, field observations reveal that it is most unlikely that both the greeter and the greeted will perform such actions. Regardless of status, it is nearly always the new ar­rival who makes the body-cross movement, because it is he who is invading the home territory of the greeters. They are on their own ground or, even if they are not, they were there first and have at least temporary territorial “rights” over the place. This gives them an indisputable dominance at the moment of the greeting. Only if they are extremely subordinate to the new arrival, and perhaps in serious trouble with him, will there be a likelihood of them taking the “body-cross role”.
These observations tell us something about the secret language of Barrier Signals, and indicate that, although the sending and receiving of the signals are both unconsciously done the message gets across, none the less. The message says: “I am nervous but I will not retreat”, and this makes it into an act of subordination which automatically makes the other person feel slightly more dominant and more comfortable.
The situation is different after greetings are over and people are standing about talking to one another. Now, if one man edges too close to another, perhaps to hear better in all the noise of chattering voices, the boxed—in companion may feel the same sort of threatening sensation that the arriving celebrity felt as he walked towards the reception committee. What is needed now, however, is something more long-lasting than a mere cuff-fumble. The favorite Body-cross employed in this situation is the arm-fold, in which the left and right arms interweave themselves across the front of the chest. This posture, a perfect, frontal Barrier Signal, can be held for a very long time without appearing strange. Unconsciously it transmits a “come-no-far­ther” message and is used a great deal at crowded gatherings. It is rather formally employed by bodyguards when standing outside a protected doorway.
The same device of arm-folding can be used in a sitting relationship where the companion is approaching too close, and it can be amplified by a crossing of the legs away from the compan­ion. But perhaps the major Barrier Signal for the seated person is that universal device, the desk. Many a businessman would feel naked without one and hides behind it gratefully every day. Sitting beyond it he feels fully protected from the visitor exposed on the far side. It is supreme barrier, both physical and psychological, giving him an immediate and lasting comfort while he remains in its solid embrace.

Writing Assignments: 
What is meant by the term “Barrier Signal” as defined by Morris?

Stereotypes may be understood as “Barrier Signals.”  Are they created by the human need to belong to a group or the human need identify and group individuals into categories?

Questions on the text:

Where in his essay does Morris define the term: “barrier signals?”

Sentence 1: “People feel safer behind some kind of physical barrier.”
Last sentence Paragraph 2: “It is these that are the Barrier Signals of adult life.”

Explain Morris’s technique of "If...then" statements in the first paragraph.
How does Morris use examples to help define the term "barrier signal" in the second paragraph.

Decoding Body Language like an Army Interrogator

 

mercredi 23 février 2011

Has Discrimination Ended in America?

THE COUNCIL OF THE CITY OF NEW YORK
OFFICE OF COMMUNICATIONS

CITY HALL 
NEW YORK, NY 10007
(212) 788-7116

**FOR IMMEDIATE RELEASE**
February 23, 2011
Contact: 212-788-7116
Release #022-2011

Statement by Speaker Christine C. Quinn
Re: President Orders Justice Department to Stop Defending Defense of Marriage Act

Today is another historic step for equality in our nation. The announcement that the White House and the US Department of Justice will no longer assert the constitutionality of discrimination based on sexual orientation sends a powerful message to all Americans.  I applaud President Obama and Attorney General Holder for their leadership and commitment to equality for the LGBT community. While there remains much to accomplish, we should stop for a moment and be proud that our community has come together to successfully advocate for what is right for America. I thank all of those who worked so diligently to overturn DOMA including Lambda Legal, ACLU, GLAD, NCLR, HRC and Freedom to Marry.   But let me be very clear, we will not stop working until every LGBT American has the same rights and dignity as every other American. Congress should waste neither its time, nor its limited resources trying to protect this discriminatory law.

February 23, 2011

U.S., in Shift, Sees Marriage Act as Violation of Gay Rights

WASHINGTON — President Obama, in a major legal policy shift, has directed the Justice Department to stop defending the Defense of Marriage Act — the 1996 law that bars federal recognition of same-sex marriages — against lawsuits challenging it as unconstitutional.
Attorney General Eric H. Holder Jr. sent a letter to Congress on Wednesday saying that the Justice Department will now take the position in court that the act should be struck down as a violation of same-sex couples’ rights to equal protection under the law.
“The president and I have concluded that classifications based on sexual orientation warrant heightened scrutiny and that, as applied to same-sex couples legally married under state law,” a crucial provision of the act is unconstitutional, Mr. Holder wrote.
The move is sure to be welcomed by gay-rights advocates, who had often criticized Mr. Obama for moving too slowly in his first two years in office to address issues that concern them. Coming after the administration successfully pushed late last year for repeal of the military’s ban on gay men and lesbians serving openly, the change of policy on the marriage law could intensify the long-running political and ideological clash over same-sex marriage as the 2012 presidential campaign approaches.
The government’s new position could have far-reaching implications for the rights of gays and lesbians that extend beyond the Defense of Marriage Act, legal scholars said. Gay rights advocates hailed it as a breakthrough.
“It’s a monumentally important decision,” said Tobias B. Wolff, a law professor at the University of Pennsylvania who advised the Obama campaign on gay rights issues.
“The Justice Department and the president have taken the position on behalf of the United States government that discrimination against gay and lesbian people in all cases is presumptively unconstitutional,” he said. “It’s the first time the United States government has ever embraced that position, and if the courts agree, it will help to eradicate all of the various forms of discrimination that gay and lesbian people suffer around the country.”
The president has long said he opposes the Defense of Marriage Act, even as his administration has until now worked to uphold the act’s constitutionality. He has also favored civil unions over gay marriage, much to the consternation of the gay rights advocates who generally support him, but has also said on several recent occasions that his views on gay marriage are “evolving.”
Wednesday’s announcement seemed, to many, to bring him one step closer to reversing his position on gay marriage.
But with gay rights advocates agitating for such a reversal, Mr. Obama has steadfastly resisted talking about a timetable for one. Mr. Wolff said the announcement on Wednesday should give Mr. Obama “a bit more space in his relationship with the LGBT community to come to a decision about that issue in his own time.”
Inside the White House, the discussion about how the Justice Department should handle the Defense of Marriage Act case reached the highest levels. Bob Bauer, Mr. Obama’s White House counsel and a one-time lawyer for the Human Rights Campaign, a leading gay advocacy organization, was deeply involved, as was Valerie Jarrett, the president’s senior adviser, who is his liaison to gay rights groups and is viewed as strongly supportive of their causes.
While Mr. Obama has long argued that the Defense of Marriage Act is bad policy and has urged Congress to repeal it, his administration has also sent Justice Department lawyers into court to defend the statute’s constitutionality.
The new position will require the administration to file new briefs in such litigation, including a major case now pending before the United States Court of Appeals for the First Circuit, in Boston.
Congress may decide to appoint its own lawyers to defend the law, or outside groups may try to intervene in the cases in order to mount legal arguments in the law’s defense. Mr. Holder said that the administration would continue to enforce the act unless and until Congress repeals it, or a court delivers a “definitive verdict against the law’s constitutionality.”
“Our attorneys will also notify the courts of our interest in providing Congress a full and fair opportunity to participate in the litigation in those cases,” he wrote. “We will remain parties to the case and continue to represent the interests of the United States throughout the litigation.”
The decision to change position grew out of an internal administration policy argument, first reported by The New York Times in January, over how to respond to two lawsuits filed late last year in New York.
Citing an executive-branch duty to defend acts of Congress when plausible arguments exist that they are constitutional, the Obama administration had previously argued that legal challenges to the Defense of Marriage Act should be dismissed.
But those lawsuits were filed in circuits that had precedents saying that when gay people say a law infringes on their rights, judges should use a test called “rational basis” to evaluate that claim. Under that standard, the law is presumed to be constitutional, and challengers must prove that there is no conceivable rational government basis for enacting it, a hard standard for challengers to meet.
But the new lawsuits were filed in districts covered by the appeals court in New York. That court has no precedent establishing which legal test judges should use when evaluating claims that a federal law violates gay people’s rights.
That vacuum meant that the administration’s legal team had to perform its own analysis of whether gay people were entitled to the protection of a test known as “heightened scrutiny.” Under that test, it is much easier to challenge laws that unequally affect a group, because the test presumes that such laws are unconstitutional, and they may be upheld only if the lawmakers’ purpose in enacting them served a compelling governmental interest.
In his letter, Mr. Holder said the administration legal team had decided that gay people merited the protection of the “heightened scrutiny” test, and that under that standard, the Defense of Marriage Act was impossible to keep defending as constitutional.



vendredi 18 février 2011

REMINDER: PERIOD 3 RESEARCH PROJECTS ARE REQUIRED !

 SHOUT OUTS:
Excellent job on your research papers and class presentations:
Zenzili 2/16 ++
Tameka 2/18 ++
Felix 2/18 ++
Maurice 2/28 ++ 
Deshane 3/4 ++
Matthew 3/4 ++
Aaron 3/10 ++
Debralee 3/11 ++
Nadia 3/11 ++
Devon 3/14 ++
Miguel 3/14 ++
Ian 3/14 ++
Shanae 3/15 ++
Glen 3/15 ++




How Important Is Fashion to YOU?
Interested in knowing more about Jazz? - ask Felix


Suggested Topics:

A Game to Measure Multitasking Skill

Interested in the history of basketball?

The First Basket

Willis Reed - May 8, 1970 MSG - The first and only professional basketball game Mr Hedges would ever attend

NBA Finals 1970 Youtube clip

Who was Jean Eugène Robert Houdin?  What is the "magic clock"

Mystery Clock, Cartier 1931. Invented in 1850 by Robert Houdin, mystery clocks have hands that look like they magically moving in the center of a translucid dial, making the mystery of time truly impalpable.


 

jeudi 17 février 2011

Period 8 The Prince and the Pauper February 17

"Thou hast the same hair, the same eyes, the same voice and manner, the same form and stature, the same face and countenance, that I bear.  Fared we forth naked, there is note could say which was you and which the Prince of Wales.  And now that I am clothed as thou were clothed, it seemeth I should be able the more nearly to feel as thou didst when the brute soldier --harkye, is not this a bruise upon you hand?"  Page 9 Dover Edition, The Prince and the Pauper.



Shylock from Shakespeare's "The Merchant of Venice"
I am a Jew. Hath not a Jew eyes? hath not a Jew hands, organs, dimensions, senses, affections, passions? fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer as a Christian is? If you prick us, do we not bleed? if you tickle us, do we not laugh? if you poison us, do we not die? and if you wrong us, shall we not revenge? If we are like you in the rest, we will resemble you in that. If a Jew wrong a Christian, what is his humility? revenge: If a Christian wrong a Jew, what should his sufferance be by Christian example? why, revenge. The villany you teach me I will execute: and it shall go hard but I will better the instruction. [Act III scene ii]

Watch this speech by Mel Gibson

Also this one

The Prince and the Pauper original Movie Trailer

Period 3 Writing Assignment based on "Battle Royal" February 17, 2011

Based on your experience reading and listening to "Battle Royal" by Ralph Ellison:


Choose one of the following writing topics:

What is the symbolic value of the battle royal?

or

At the end of the story, the narrator dreams that he is at a circus with his grandfather: why does he grandfather refuse to laugh at the clowns?

or

Why did the narrator's classmates turn against him?  What point is the author trying to make?

or

Brainstorm – parts of the story you found the most memorable.
Share out and add others’ memories to your brainstorm

Write a statement about the theme of the story using as many details as evidence.
Write a statement about what the story’s theme is and anticipate how someone might misinterpret the story’s theme and argue against them.


Format:
Summarize Ralph Ellison's "Battle Royal" as best as you can in one paragraph
State your thesis based on one of the two writing topics.
Your essay should make relevant references to the story.  Personal responses without references to the text will be ungraded.

mercredi 16 février 2011

Period 8 Regents English Quiz #2 February 16

Quiz #2 Chapter III
BONUS (Write a single paragraph that includes responses to the following questions: (a) What do Tom Canty and Prince Edward notice when they look into the same mirror at the same time?  (b) What is ironic about the way the soldier who had mistreated Tom at the beginning of the chapter would now treat Prince Edward at the end of the chapter?  (c) Explain how Twain's recurring theme (or motif) of opposites is played out in Chapter III.
 
1.  How did Prince Edward react when he heard the soldier verbally assault Tom, "Mind thy manners thou young beggar!"?

2.  What does Tom tell Prince Edward about his life at home?  - Write two things he tells him.

3.  Why is the prince surprised that Tom and his family haven't any servants?

4.  What activities from Tom's life does Prince Edward envy and wish he could do?

5.  What happens to Prince Edward when he goes back to find the soldier who had bruised Tom's hand?

February 16, 2011 Period 3

Read, annotate, analyze.  Write a one paragraph, typed, double-spaced response to this poem:



To the Diaspora

by Gwendolyn Brooks




you did not know you were Afrika

you did not know you were Afrika

When you set out for Afrika
you did not know you were going.
Because
you did not know you were Afrika.
You did not know the Black continent
that had to be reached
was you.

I could not have told you then that some sun
would come,
somewhere over the road,
would come evoking the diamonds
of you, the Black continent--
somewhere over the road.
You would not have believed my mouth.

When I told you, meeting you somewhere close
to the heat and youth of the road,
liking my loyalty, liking belief,
you smiled and you thanked me but very little believed me.

Here is some sun. Some.
Now off into the places rough to reach.
Though dry, though drowsy, all unwillingly a-wobble,
into the dissonant and dangerous crescendo.
Your work, that was done, to be done to be done to be done.



Diaspora: Jews living outside Israel.
the dispersion of the Jews beyond Israel.
the dispersion of any people from their original homeland : the diaspora of boat people from Asia.
the people so dispersed : the Ukrainian diaspora flocked back to Kiev.

mardi 15 février 2011

Acting Companies - Shakespeare - Period 1 "Othello" February 16


Procedure:
  1. Read "round robin" to hear the words stopping at periods, question marks, semicolons, colons, or exclamation marks
  2. Paraphrase and answer questions about language.  Figure out what’s happening
  3. Cast and read again, this time in parts
  4. Get on your feet and add movement.  Let the words be your guide.
  5. Rehearse until you can communicate the scene with an audience


Acting Company I
1.2.1-32 (Though in the trade of war” to “What lights come yond”
Acting Company II
1.2.33-64 (“those are the raised father” to “To Who?
Acting Company III
1.2.65-100 (“Marry, to “ to “Subdue him at his peril”)
Acting Company IV
1.2.101-23 (“Hold your hands” to “shall our statesmen be”)

Janis Ian on Teenage Cruelty


At Seventeen
 
 
 
 
ARTIST: Janis Ian : At Seventeen Lyrics and Chords  


I learned the truth at seventeen
That love was meant for beauty queens
In high school girls with clear skinned smiles
Who married young and then retired
The valentines I never knew
The Friday night charades of youth
Were spent on one more beautiful
At seventeen I learned the truth
/ C - / Dm - / G7 - / C - / : 
And those of us with ravaged faces
Lacking in the social graces
Desperately remained at home
Inventing lovers on the phone
Who called to say come dance with me
And murmured vague obscenities
It isn't all it seems
At seventeen

/ Eb - / Dm7 G7 / Cm7 Fm7 / /          / Ab G7 / Cm7 Fm7 / Dm7 - G7 - / 

A brown eyed girl in hand me downs
Whose name I never could pronounce
Said, Pity please the ones who serve
They only get what they deserve
And the rich relationed hometown queen
Married into what she needs
A guarantee of company
And haven for the elderly
Remember those who win the game
Lose the love they sought to gain
Indebentures of quality
And dubious integrity
Their small town eyes will gape at you
in dull surprise when payment due
Exceeds accounts received
At seventeen

To those of us who knew the pain
Of valentines that never came
And those whose names were never called
When choosing sides for basketball
It was long ago and far away
The world was younger than today
And dreams were all they gave for free
To ugly duckling girls like me
We all play the game and when we dare
To cheat ourselves at solitaire
Inventing lovers on the phone
Repenting other lives unknown
That call and say, come dance with me
And murmur vague obscenities
At ugly girls like me
At seventeen

College Writing - February 15

1954 - Brown v Board of Education (Mr. Hedges was born)
1963 - Medgar Evers murdered
1964 The Civil Rights Act of 1964
1966 Janis Ian hits the pop charts with her song "Society's Child"
1967 Mr. Hedges's aunt, Maxine, marries "Slim" B. a bass player from Harlem
1968 Martin Luther King Jr. is murdered
1969 Woodstock and Stonewall Rebellion
1970 Mr. Hedges begins undergraduate courses at Stony Brook
1972 Mr. Hedges graduates from high school

What significant world events happened in your life?  How was your family affected?

Periods 2 & 3 To What Piece of Technology Would You Write a ‘Love Letter’?

To What Piece of Technology Would You Write a ‘Love Letter’?

In “A Love Letter to a Camera,” David Pogue writes:
I don’t often write love letters to gadgets. But you, you’re something special.
Truth is, I’ve been searching for someone like you for years.
See, I love the huge light sensor that’s inside an SLR. It can take sharp low-light shots without the flash. It can blur the background the way professionals do.
I just don’t like how an SLR is big and heavy and obtrusive.
What I’ve always wanted is a little camera with a big sensor. Is that so hard?
Apparently, yes. The problem is covering a rectangular sensor chip with a circle of light from the lens. Bigger sensor? You need a bigger camera. Those are the simple bylaws of physics.
But you, oh, cute little Canon PowerShot S95! I love that you’re a pocket camera, only 3.9 by 2.3 by 1.2 inches. I love your big, bright, three-inch screen, your built-in flash, your H.D.M.I. output for hi-def TV sets. I love that you turn on directly into Playback mode, without having to extend the lens.
Students: Try your hand at writing a similar “love letter” to the piece of technology that means the most to you, whether it’s an iPod you own or a computer, television, camera, or cellphone you covet. Like David Pogue does, address the device directly and describe the details that make it “something special” to you. (You needn’t write about the tech specifics of the device unless you want to; instead, you might concentrate on how this device improves, or could improve, your life.)

 

dimanche 13 février 2011

Creative Writing - The Action Poem



Click see a performance of an action poem by William Carlos Williams

This Is Just To Say  
by William Carlos Williams

I have eaten
the plums
that were in
the icebox

and which
you were probably
saving
for breakfast

Forgive me
they were delicious
so sweet
and so cold

Why is this an "action" poem?

vendredi 11 février 2011

Creative Writing February 14, 2011

The dinner, when you introduced your date to your parents, did not go well.  Your parents have told you that you may not see that person nor bring him/her to the house ever again.  You have decided to write your date a letter explaining why you have to go along with your parents wishes.  In a letter of between 150 and 250 words, explain to your date why you have to obey your parents.  The assignment is due on Tuesday and should be typed and emailed by Wednesday, February 16- a little late for St. Valentine's Day!


In 1966 the subject of interracial romance was considered "taboo" among most middle class white families in the US.  Janis Ian broke the taboo with a song she composed while 13 years old.   "Society's Child" stirred up a storm of controversy in 1967. Its themes of interracial love and adult hypocrisy caused it to be banned by many radio stations. In Louisiana, one deejay was actually murdered for playing it on the air. [source]

Janis Ian - Earthshaking song that broke the silence

JANIS IAN
"Society's Child"

Come to my door, baby,
Face is clean and shining black as night.
My mother went to answer you know
That you looked so fine.
Now I could understand your tears and your shame,
She called you "boy" instead of your name.
When she wouldn't let you inside,
When she turned and said
"But honey, he's not our kind."
She says
I can't see you any more, baby,
Can't see you anymore.
Walk me down to school, baby,
Everybody's acting deaf and dumb.
Until they turn and say, "Why don't you stick to your own kind."
My teachers all laugh, the smirking stares,
Cutting deep down in our affairs.
Preachers of equality,
Think they believe it, then why won't they just let us be?
They say I can't see you anymore baby,
Can't see you anymore.
One of these days I'm gonna stop my listening
Gonna raise my head up high.
One of these days I'm gonna raise up my glistening wings and fly.
But that day will have to wait for a while.
Baby I'm only society's child.
When we're older things may change,
But for now this is the way, they must remain.
I say I can't see you anymore baby,
Can't see you anymore.
No, I don't want to see you anymore, baby.


About the artist and the song

Period 3 Writing Assignment for February 14

http://www.time.com/time/magazine/article/0,9171,952876,00.htmlClick this link to find the download for "Battle Royal" by Ralph Ellison

"The Back of the Bus" Mary Mebane


In an essay of no more than 250 words and no fewer than 150 words, using examples from BOTH texts, identify ways that the Black characters have internalized the white racism that had been used against them by the white characters.  Do the Black characters realize that they are bullying each other because they have internalized white racism?

Written form due on Tuesday.  Typed and emailed version due by Thursday.

Thank you

Period 8 February 14, 2011


Mr. Hedges
February 14, 2011

Write your answers in complete sentences on loose-leaf or on the reverse side of this paper. (Open Book)

1.     Provide a valid interpretation of the quote from The Merchant of Venice that can be found just following the dedication page of the novel.
2.     Twain writes, just before Chapter I “It may have happened, it may not have happened: but it could have happened.”  What is he referring to?
3.     How does the quote from question three relate to the story “Gimpel the Fool” as well?
4.     How did England react with the news of the birth of Tom Canty?
5.     How did Tom’s family react to the news of the birth of  Edward Tutor, Prince of Wales?
6.     The dictionary defines offal as “he entrails and internal organs of an animal used as food, refuse or waste material, decomposing animal flesh.”  Why is it humorous, but ironic that the author would place Tom’s residence is at the junction of Offal Court and Pudding Lane?
7.     Who are Bet and Nan?
8.     What were Tom’s parent’s chief occupations?
9.     How was Tom’s relationship with his grandmother?
10.  What influence did Father Andrew have on Tom and how did he help Tom to improve himself?


For an interesting version of the "Prince and the Pauper" TV show
Patty Duke 1964 Part 1
Patty Duke 1964 Part 2

Period 1 February 14, 2011


“Othello” by William Shakespeare
Mr. Hedges
Quiz: I
February 14, 2011

Write your answers in complete sentences on loose-leaf or on the reverse side of this paper.

1.            Who says “I take it much unkindly
That thou, Iago, who hast had my purse
As if the strings were thine, shouldst know of this”?   and what is he referring to?

2.            Who says, “I follow him to serve my turn upon him:
We cannot all be masters, nor all masters
Cannot be truly follow'd.”? and what does he mean?

3.            Who says, “Were I the Moor, I would not be Iago:
In following him, I follow but myself;
Heaven is my judge, not I for love and duty,
But seeming so for my peculiar end:” and what does he mean?

4.            What is Brabantio’s reaction when he hears that it is Roderigo who is hollering at him from the street?


5.            In the following lines Iago carefully chooses every word and phrase for effect.  Who is he speaking to.  Take apart every word and phrase for its literal and symbolic meaning and explain how Iago is a genius and using language to manipulate emotions
“Zounds, sir, you're robb'd; for shame, put on your gown;
Your heart is burst, you have lost half your soul;
Even now, now, very now, an old black ram
Is tupping your white ewe. Arise, arise;
Awake the snorting citizens with the bell,
Or else the devil will make a grandsire of you:
Arise, I say.”

REMINDER
Shakespeare Period 1
Don't forget to view the Youtube links for "Othello" and "O" posted on February 8
Homework - Due by Monday, 2/14/11  typed, printed, and emailed


In this section Iago gets Roderigo to wake and tell Brabantio that his daughter has eloped
  1. Who are Roderigo and Iago
  2. What kind of people are they
  3. What does each seem to want from the other?
  4. Who’s in control?
  5. Who is Brabantio?
  6. What sort of person do you think the Moor is?
  7. How do you picture Brabantio’s daughter?
  8. Why is neither Othello nor Desdemona mentioned by name in the scene?
  9. What sort of language does Iago use to tell Brabantio of his daughter’s elopement?
  10. On what fears and prejudices is Iago playing?
  1. Why do Iago, Roderigo, and Brabantio hate the man they are discussion?
  2. What reasons does Iago give for continuing to follow his master?
  3. What kind of person do you expect the man they discuss to be?
  4. How do you imagine him? Count the number of times the word “Moor” is used in 1.1. Can you draw any conclusions?

jeudi 10 février 2011

CoursesMrHedges

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Shakespeare Period 1
Don't forget to view the Youtube links for "Othello" and "O" posted on February 8
Homework - Due by Monday, typed, printed, and emailed


In this section Iago gets Roderigo to wake and tell Brabantio that his daughter has eloped
  1. Who are Roderigo and Iago
  2. What kind of people are they
  3. What does each seem to want from the other?
  4. Who’s in control?
  5. Who is Brabantio?
  6. What sort of person do you think the Moor is?
  7. How do you picture Brabantio’s daughter?
  8. Why is neither Othello nor Desdemona mentioned by name in the scene?
  9. What sort of language does Iago use to tell Brabantio of his daughter’s elopement?
  10. On what fears and prejudices is Iago playing?
  1. Why do Iago, Roderigo, and Brabantio hate the man they are discussion?
  2. What reasons does Iago give for continuing to follow his master?
  3. What kind of person do you expect the man they discuss to be?
  4. How do you imagine him? Count the number of times the word “Moor” is used in 1.1. Can you draw any conclusions?

Period 2:
Imagine that you have a child that is dating (or considering getting married to) a member of a different race than your own, someone of the same gender, or both of a different race and the same gender. How do you deal with this? Describe at least the first meal with this person and at the most go through the entire relationship in story-form, with dialogue.  Give the class and overview and select four students who can perform an improv based on your scenario. 


Period 3:
Finish reading "Battle Royal" by Ralph Ellison.
AIM: - What was the advice of the grandfather on his deathbed?
When individuals and minorities are being oppressed by a group, what are their choices? Write about a real or imagined situation and list the possible options an individual or minority has? Be sure you can think of two opposing solutions.
Now, invent two characters who argue and discuss the two solutions
Write your dialogue out and prepare it for the class.

Period 8 - Regents English
Find the Youtube links posted on February 8 on The Prince And The Pauper
AIM: How does Twain use "opposites" to propel the action of the story forward into the second chapter?
Homework: Double-entry journal Chapter III
The Prince And the Pauper
Do you like to read and listen to the story at the same time? Click for the Audio

mercredi 9 février 2011

Special Message for Seniors!

Seniors: If you are absent, cut, or are late to class your graduation date is redefined, according to Department of Education Law, as "Doubtful."

Every day teachers send attendance reports to the Administration. If you are among the small number of students who are absent from class, you will be withheld from gradution. Any questions? Ask Dr. Wiltshire, or your parent.

Shanice's Variation on a Poem by Edgar Allen Poe

A Dream Within A Dream

By Shanice G.

Sometimes I sit and my mind wanders off,
To a place where my emotions become so soft,
I wonder where this place could be,
Because my soul is being set free,
I wish and hope that this is real,
And it doesn't start to become a fail,
But then all that I see or seem,
Is but a dream within a dream.

I start to feel like this could be my life,
But thinking that it couldn't be cuts me deep like a knife,
why can't I stay where there is peace?,
Where I could be happily released,
Oh God! With the grace of yours,
Help to keep open these doors,
But all that I see or seem,
Is nothing but a dream within a dream

Period 1 Links to "Othello" and "O" on Youtube




Period 1
Click to for the trailers
Othello

Click for the trailer:
"O"

The Prince and the Pauper - Link to Youtube

Click: Part 1 The Prince and the Pauper

Remember your $3 Period 8

Here is a link to the beginning of the 1978 film
The Prince And The Pauper on YouTube 1/12

Othello

FOLLOW THIS LINK TO "OTHELLO"

mardi 8 février 2011

RESEARCH PAPER GUIDELINES: PERIODS 1 AND 3

RESEARCH PAPER GUIDELINES: PERIODS 1 AND 3 (SENIOR ENGLISH AND COLLEGE WRITING)

How to write a research paper: Remember the due date!

YOUR first step is to do some research on just what a “research paper” is. That you can do through a Google search. There are many excellent websites that explain what a research paper looks like and step-by-step methods for getting your research paper to be successful.

For our first paper of the semester (you need to do three) follow this simple outline:

Part 1: Explain your topic and tell the reader why this topic is important to you. Provide an anecdote or a story from life that has caused you to be interested in the topic.
Remember, not everyone will know enough about your topic to appreciate your interest. You may need to define some vocabulary or terms so they can follow your ideas. For example, if your topic is psychology, you need to explain what that is and perhaps some common misconceptions people have about it.

Part 2: What has already been done in the area you are researching? Who have been the major contributors in the field and what have their contributions consisted of. For example, if your topic is infectious diseases, you should indicate who, in history, has made significant advances in the field. What were their challenges and how did they meet them.

Part 3: Create an argument about the importance of continuing the efforts that others have made in the past. Give reasons about why this topic is important for society.

Part 4: If you think there is an opposition to the high degree of importance you feel the topic has, create arguments that respond to each opposition you can think of. This part of a research paper is often the most interesting part. Defend yourself with research, examples, and your well-phrased opinion

Part 5: What is being done today? How do you see yourself in terms of the future of topic? If you are writing about art and education, for example, what role do you plan to play for the advancement of art in society? If your topic is Women’s Health, what organizations are championing this subject and how do you plan to contribute to their efforts.

Finally, make a closing statement, perhaps with a true story about how the world will be a better place, thanks to the dedication of each individual person, with regard to the topic you have chosen.

Your first research paper need not be longer than 1 ½ pages, typed, double-spaced, 12 font. You will read your work to the class on the date you have selected. All finished papers must be in and presented by the end of the Marking Period. Have fun and make sure you do your research and your writing in a way that will interest your audience.

Tribute to Black History Month: Mary Mebane Assignment




Period 3 Class Assignment for Tuesday
As part of our tribute to Black History Month, we are using the inspiration from a famous essay to create a theatrical sketch.

Based on the social and racial tensions we read about in “The Back of the Bus” write a short skit or scene about a racial mixture people standing and waiting to get onto an elevator. You should decide where the elevator is located, whether it is on the ground floor or an upper floor. As the elevator moves from floor to floor some people will be getting off while others will be getting on. At one point in the scene it becomes clear that the elevator is too small to accommodate everyone who is waiting to get on. How does this imaginary racial mixture resolve the issue? Your scene should include dialogue.

Class time will be allotted for rehearsal and presentations.

Grades are based on participation and respectful quiet during the presentations.

Research Papers and Class Presentations are scheduled for Tuesday, Wednesday, and Thursday
Psychology
Women's Health Issues
CEO's and Their Part in creating the current Recession
The value of Art in Education

"Most New York Students are NOT ready for College!"

Period 3:
Check out the New York Times:

"Most New York Students are NOT ready for College!"

Period 1:
"Othello" 1.1.74-160

Answer the following question in class and for homework due 2/9
1. Who are Roderigo and Iago
2. What kind of people are they
3. What does each seem to want from the other?
4. Who’s in control?
5. Who is Brabantio?
6. What sort of person do you think the Moor is?
7. How do you picture Brabantio’s daughter?
8. Why is neither Othello nor Desdemona mentioned by name in the scene?
9. What sort of language does Iago use to tell Brabantio of his daughter’s elopement?
10. On what fears and prejudices is Iago playing?

lundi 7 février 2011

WHAT ARE YOUR FAVORITE COMMERCIALS?




WHAT ARE YOUR FAVORITE COMMERCIALS?

FIND OUT WHAT OTHER TEENAGERS ARE THINKING.....

"Gimpel the Fool" by Isaac Bashevis Singer = Quizzes 1 and 2 (Period 8)

Period 8!
Quiz #2 [parts III and IV]
“Gimpel the Fool” by Isaac Bashevis Singer
1. Why was Gimpel resolved to believe whatever he was told?
2. Finally, after Gimpel was allowed to go back home, who did he find was sleeping with his wife?
3. What does Elka finally confess to Gimpel as she is nearing death?
4. What does the Spirit of Evil tell Gimpel to do?
5. What prevented Gimpel from carrying out the evil act?
6. What does Gimpel say when people asked him where he was going?
7. What does Gimpel look forward to, when his life is over?

“Gimpel the Fool” by Isaac Bashevis Singer
Quiz #1 (or HW for those who missed the reading assignment or quiz)

1. Why does Gimpel marry?
2. What is Gimpel’s wife’s name?
3. Why, after the marriage, is Gimpel convenced that the newborn couldn’t have been his?
4. How does Gimpel treat the newborn?
5. How did Gimpel’s wife’s first child treat him?
6. What did Gimpel discover when he came home early?
7. How were Gimpel’s divorce and wedding similar?