Wednesday, December 9, 2015

Crime Scene Investigators!!!

Crime Scene Investigation- Student Assignment Sheet

Project Objectives: Students Will…
-Research factual data and use the information discovered to record a documentary style video, portraying the event.
-Create an in-depth, interactive investigation.
-Use persuasive strategies and rhetorical appeals to present a speech as to why or why not the suspect is guilty.

STEP 1: Due December 18th
-          Form groups of 3-4
-          Research infamous true crime events that have happened recently or at any point in history
o    Choose one to focus on and take note of: dates, evidence, suspects, court reports, and witness reports
§  Write a 2-3 page outline of the event and its judicial result. If it is still unsolved, write your opinion of what the outcome should be.
Step 2: Due the week of January 3-8th
-          On your assigned day, your team will re-create the crime scene and leave clues throughout the campus for your peers to discover.
-          Once the clues have been found, you will gather back in the classroom and present your written persuasive speech about why the main suspect is or isn’t guilty.
-          The class will then proceed to come to a conclusion based on the evidence and your speech.
Step 3: Due the week of January 13-15
-          Your team will record a documentary-style video reenacting the event and judicial outcome. (Reference shows like: 48 Hours Mystery, Dateline, True Crime Network) Your videos should be no longer than 15 minutes and no less than 5.
GOOD LUCK!


For Reference: 

https://www.youtube.com/results?search_query=True+Crime+Documentaries

https://www.youtube.com/results?search_query=48+hours+mystery+full+episodes+2015

Continue reading on your own. We will have a Socratic Seminar next Tuesday.


Monday, November 16, 2015

Helpful link for variety in word choice and Vocabulary all HS graduates should know...

Enter your text, and this site will give you a break down of how frequently you use the same word... It will help you see where you need variety in your word choice....

http://www.writewords.org.uk/word_count.asp

Vocabulary Link:

http://pinterest.com/pin/264868021812422329/?s=4&m=email


Extra Credit Opportunity...

If you'd like to receive an additional project grade as extra credit, this is your task:

-Read an approved AP book... must be OK'd by me... it must OUTSIDE of our class reading

-For each chapter, find a song that encompasses the theme, mood, and message of that particular section of the book.

-Create a "play-list" and write one paragraph explanations of how each song matches each chapter.

*** If your book has 35 chapters, then you will need a song and explanation for each chapter.***

Friday, November 13, 2015

Bring to Class on Tuesday and SPECIAL PRESENTERS!!!!

Hello everyone! Please bring your annotations from The Color of Water and your final exam to class on Tuesday.

Also know that we will have special presenters in class, and I expect your absolute support and respect. Thank you!!!!

Trisha Hasbrouck

Tuesday, November 10, 2015

Rhetorical Terms

This is a great link for studying AP terms.

http://www.powayusd.com/pusdwvhs/AP/2010-2011/Docs/Summer%20Assignments/RhetoricalTermsList.pdf


Final Test- The Color of Water

Wednesday!!!! Study the AP handout for review on types of AP questions you'll see on the test.

Monday, November 2, 2015

Group Quiz Tuesday!!!

With your teams, you will take another group's quiz in class Tuesday. You will also do an in class assignment on author's tone and purpose.

Thank you!


Tuesday, October 27, 2015

Mini-Lit Circles

Part I: Tuesday

With your group and your designated chapter, do the following:
 - Write a paragraph summarizing your chapter.
 - Create an NNE Chart, using 5 pieces of text.
 - Identify a favorite line or quote for each group member and why.
 - Write a thesis statement for the chapter. Don't confuse this with the summary... the thesis reveals the "point," or message.

Part II: Wednesday

Present your findings to the class in a CREATIVE WAY!

Part III: Friday

With your group, write a 10 question AP-style quiz on your chapter. You must provide an answer key, and it must be mixed with multiple choice and short answer questions. Your group will receive two grades: the quality of your quiz and how well you do taking another group's quiz.

Wednesday, October 21, 2015

Extra Credit Opportunity

SLAM Poem Extra Credit Opportunity!!!! 

***Written poems and performances will be turned in Tuesday, November 3rd.

Write and perform an ORIGINAL slam poem regarding one or more of the topics below:

- Identity
- Parental Relationships
- Personal Growth and or Change

Written Requirements:

Individual: Minimum of 50 lines with at least 4 words per line
Duet: Minimum of 80 lines with at least 4 words per line

Performance:

The poem should be performed with passion and integrity. Be aware of pacing and the power of your voice, in addition to the effect your performance has on your audience. You may use music or a beat if you like, though you are not required to do so.

Suggested viewing: 

https://www.youtube.com/watch?v=f2IJbl9SPho

https://www.youtube.com/watch?v=oCmnTUGPdXA&spfreload=10

https://www.youtube.com/watch?v=Yj1MNI3Bqoc

Notice the use of literary devices, fluidity, rhythm, meaning, and power of voice. Also notice how the performers alter their pacing to better portray their message.

This grade, if beneficial, will replace one of your lower project grades. It will not be added at all if it won't improve your overall average.





Monday, October 19, 2015

This Week....Oct. 19-23

Tuesday:
   Finish Family History Presentations
   AP Timed Writing
   Homework: Read through the end of Chapter 20

Wednesday: 
    4 teams of 3 to jigsaw mini lit-circles for each chapter.
A- Chapter 17
B- Chapter 18
C- Chapter 19
D- Chapter 20

     Questions and assignment will be handed out in class.
     

Friday:
     NYU- Admissions Counselor Visit 1-2pm

Friday, October 9, 2015

Independent Reading

By Tuesday, October 13th, finish reading Chapter 15 (p. 158). Bring your full annotations by chapter to class on Tuesday.

Tuesday, October 6, 2015

Family History Project

Choose a person in your family to focus your project on, and interview that person and 3 other people closely associated with that person.
Address the following:
-          History and youth
-          Biggest mistake
-          Greatest achievement
-          Favorite memories
-          Best piece of advice they’ve ever received, and have they followed it?
-          Best friends
-          Family stories, legends, or interesting tales
-          As many photos or visuals as possible
-          What is their life like now, and what is their current mindset on the world?
-          Description of their family, job, education, etc.
-          What piece of advice do they hope to pass on?
-          How do they wish to be remembered?
-          Interview 3 other people…
o   What is their favorite memory of the person?
o   How has that person impacted them?
o   What have they learned from that person?
-          How have YOU been impacted by that person?
-          What have you learned from them?
-          How are you alike and/or different from them?
ANYTHING ELSE THAT IS INTERESTING OR MEANINGFUL!!!!


Monday, September 21, 2015

Journalist Guest Speaker

Read these articles in preparation for our guest speaker this Wednesday: New York Times writer Christopher  
Petkanas


http://tmagazine.blogs.nytimes.com/2011/10/10/pasha-fierce/

http://tmagazine.blogs.nytimes.com/2011/08/16/asked-and-answered-mary-wilson/

http://www.nytimes.com/2013/05/09/t-magazine/taroudant-lost-in-time.html


Come up with a list of 6 questions, written, in case there is a Q&A... After the assembly, your questions will be turned in to me for a grade. Thank you! 


Friday, September 18, 2015

NYC Presentation Rubric

Area of Observation:
Excellent: 25
Well-done: 20
OK: 15
Poor: 10
Creative use of Media: music, images, video, quotes, etc.




Quality information reaching a wide range of topics.




Clearly identified how the culture might have impacted James McBride’s relationship with his mother.




The presentation was well-made, maintained audience attention, and was no longer than 10 minutes.




Total Points:






Example Thesis Statement... Finish NYC Projects, and Read through the End of Chapter 6...BY TUESDAY!!!

After reading Chapters 1-4, explain how McBride exemplifies his struggle with fear and identity?

Example:
Through vivid characterization of his mother, the descriptions of cultural contradictions, and through the explanation of his impressionable mindset, James McBride was able to effectively convey his fear of losing his mother to racial violence from the very people with whom he identified most.

Tuesday, September 15, 2015

NYC Project... Also don't forget the NNE Chart.... 5 examples from Chapters 1 and 2

uOn your own or with a partner, create a multi-media presentation that exemplifies race relations from 1920-1980 in NYC.
uIncorporate images, music, videos, graphics, quotes, songs, etc.
uResearch cultural and historical events throughout that time
uHow do you think the culture of the times impacted McBride’s opinion and relationship with his mother?
uMake your presentation interesting and based on quality.
uTurn in a list of sources.

uDue Tuesday, September 22nd

Wednesday, September 9, 2015

ESSAYS and HOMEWORK!!!

uTyped re-write of your Freddy D. and Lisa Kristine essay
uGraded on an AP scale 1-9… no mercy L

Rough draft- typed: Admissions Essay
DUE FRIDAY, September 11

AP essay prompt:
Using your notes and recollection of the essay of Frederick Douglass and the Lisa Kristine TED talk, explain how both use rhetorical/figurative language to convey their purpose.

Common App Prompts: Choose 1
1)      Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

2)      The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience?

3)      Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?

4)      Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma-anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

5)      Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.

Tuesday, September 1, 2015

Send me your email...

Please email: trisha.hasbrouck@americanschoolfes.com so I can save your emails as a group.

Rita Sbai... I strongly suggest you change your tag name from "Barbie Butt" to something a little less scandalous for college admission. Just a helpful hint :)

Thanks y'all!

Sunday, August 30, 2015

Narrative of the Life of a Slave: Frederick Douglass

Annotate the following essay. Bring your notes to class tomorrow (Wednesday) for a Socratic Seminar.


FREDERICK DOUGLASS.
www.gutenberg.org/files/23/23-h/23-h.htm

Frederick Douglass was born in slavery as Frederick Augustus Washington Bailey near Easton in Talbot County, Maryland. He was not sure of the exact year of his birth, but he knew that it was 1817 or 1818. As a young boy he was sent to Baltimore, to be a house servant, where he learned to read and write, with the assistance of his master's wife. In 1838 he escaped from slavery and went to New York City, where he married Anna Murray, a free colored woman whom he had met in Baltimore. Soon thereafter he changed his name to Frederick Douglass. In 1841 he addressed a convention of the Massachusetts Anti-Slavery Society in Nantucket and so greatly impressed the group that they immediately employed him as an agent. He was such an impressive orator that numerous persons doubted if he had ever been a slave, so he wrote Narrative Of The Life of Frederick Douglass. During the Civil War he assisted in the recruiting of colored men for the 54th and 55th Massachusetts Regiments and consistently argued for the emancipation of slaves. After the war he was active in securing and protecting the rights of the freemen. In his later years, at different times, he was secretary of the Santo Domingo Commission, marshall and recorder of deeds of the District of Columbia, and United States Minister to Haiti. His other autobiographical works are My Bondage And My Freedom and Life And Times Of Frederick Douglass, published in 1855 and 1881 respectively. He died in 1895.



CHAPTER I
I was born in Tuckahoe, near Hillsborough, and about twelve miles from Easton, in Talbot county, Maryland. I have no accurate knowledge of my age, never having seen any authentic record containing it. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant. I do not remember to have ever met a slave who could tell of his birthday. They seldom come nearer to it than planting-time, harvest-time, cherry-time, spring-time, or fall-time. A want of information concerning my own was a source of unhappiness to me even during childhood. The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege. I was not allowed to make any inquiries of my master concerning it. He deemed all such inquiries on the part of a slave improper and impertinent, and evidence of a restless spirit. The nearest estimate I can give makes me now between twenty-seven and twenty-eight years of age. I come to this, from hearing my master say, some time during 1835, I was about seventeen years old.
My mother was named Harriet Bailey. She was the daughter of Isaac and Betsey Bailey, both colored, and quite dark. My mother was of a darker complexion than either my grandmother or grandfather.
My father was a white man. He was admitted to be such by all I ever heard speak of my parentage. The opinion was also whispered that my master was my father; but of the correctness of this opinion, I know nothing; the means of knowing was withheld from me. My mother and I were separated when I was but an infant—before I knew her as my mother. It is a common custom, in the part of Maryland from which I ran away, to part children from their mothers at a very early age. Frequently, before the child has reached its twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off, and the child is placed under the care of an old woman, too old for field labor. For what this separation is done, I do not know, unless it be to hinder the development of the child's affection toward its mother, and to blunt and destroy the natural affection of the mother for the child. This is the inevitable result.
I never saw my mother, to know her as such, more than four or five times in my life; and each of these times was very short in duration, and at night. She was hired by a Mr. Stewart, who lived about twelve miles from my home. She made her journeys to see me in the night, travelling the whole distance on foot, after the performance of her day's work. She was a field hand, and a whipping is the penalty of not being in the field at sunrise, unless a slave has special permission from his or her master to the contrary—a permission which they seldom get, and one that gives to him that gives it the proud name of being a kind master. I do not recollect of ever seeing my mother by the light of day. She was with me in the night. She would lie down with me, and get me to sleep, but long before I waked she was gone. Very little communication ever took place between us. Death soon ended what little we could have while she lived, and with it her hardships and suffering. She died when I was about seven years old, on one of my master's farms, near Lee's Mill. I was not allowed to be present during her illness, at her death, or burial. She was gone long before I knew any thing about it. Never having enjoyed, to any considerable extent, her soothing presence, her tender and watchful care, I received the tidings of her death with much the same emotions I should have probably felt at the death of a stranger.
Called thus suddenly away, she left me without the slightest intimation of who my father was. The whisper that my master was my father, may or may not be true; and, true or false, it is of but little consequence to my purpose whilst the fact remains, in all its glaring odiousness, that slaveholders have ordained, and by law established, that the children of slave women shall in all cases follow the condition of their mothers; and this is done too obviously to administer to their own lusts, and make a gratification of their wicked desires profitable as well as pleasurable; for by this cunning arrangement, the slaveholder, in cases not a few, sustains to his slaves the double relation of master and father.
I know of such cases; and it is worthy of remark that such slaves invariably suffer greater hardships, and have more to contend with, than others. They are, in the first place, a constant offence to their mistress. She is ever disposed to find fault with them; they can seldom do any thing to please her; she is never better pleased than when she sees them under the lash, especially when she suspects her husband of showing to his mulatto children favors which he withholds from his black slaves. The master is frequently compelled to sell this class of his slaves, out of deference to the feelings of his white wife; and, cruel as the deed may strike any one to be, for a man to sell his own children to human flesh-mongers, it is often the dictate of humanity for him to do so; for, unless he does this, he must not only whip them himself, but must stand by and see one white son tie up his brother, of but few shades darker complexion than himself, and ply the gory lash to his naked back; and if he lisp one word of disapproval, it is set down to his parental partiality, and only makes a bad matter worse, both for himself and the slave whom he would protect and defend.
Every year brings with it multitudes of this class of slaves. It was doubtless in consequence of a knowledge of this fact, that one great statesman of the south predicted the downfall of slavery by the inevitable laws of population. Whether this prophecy is ever fulfilled or not, it is nevertheless plain that a very different-looking class of people are springing up at the south, and are now held in slavery, from those originally brought to this country from Africa; and if their increase do no other good, it will do away the force of the argument, that God cursed Ham, and therefore American slavery is right. If the lineal descendants of Ham are alone to be scripturally enslaved, it is certain that slavery at the south must soon become unscriptural; for thousands are ushered into the world, annually, who, like myself, owe their existence to white fathers, and those fathers most frequently their own masters.
I have had two masters. My first master's name was Anthony. I do not remember his first name. He was generally called Captain Anthony—a title which, I presume, he acquired by sailing a craft on the Chesapeake Bay. He was not considered a rich slaveholder. He owned two or three farms, and about thirty slaves. His farms and slaves were under the care of an overseer. The overseer's name was Plummer. Mr. Plummer was a miserable drunkard, a profane swearer, and a savage monster. He always went armed with a cowskin and a heavy cudgel. I have known him to cut and slash the women's heads so horribly, that even master would be enraged at his cruelty, and would threaten to whip him if he did not mind himself. Master, however, was not a humane slaveholder. It required extraordinary barbarity on the part of an overseer to affect him. He was a cruel man, hardened by a long life of slaveholding. He would at times seem to take great pleasure in whipping a slave. I have often been awakened at the dawn of day by the most heart-rending shrieks of an own aunt of mine, whom he used to tie up to a joist, and whip upon her naked back till she was literally covered with blood. No words, no tears, no prayers, from his gory victim, seemed to move his iron heart from its bloody purpose. The louder she screamed, the harder he whipped; and where the blood ran fastest, there he whipped longest. He would whip her to make her scream, and whip her to make her hush; and not until overcome by fatigue, would he cease to swing the blood-clotted cowskin. I remember the first time I ever witnessed this horrible exhibition. I was quite a child, but I well remember it. I never shall forget it whilst I remember any thing. It was the first of a long series of such outrages, of which I was doomed to be a witness and a participant. It struck me with awful force. It was the blood-stained gate, the entrance to the hell of slavery, through which I was about to pass. It was a most terrible spectacle. I wish I could commit to paper the feelings with which I beheld it…

Short excerpt from Chapter II:
The slaves selected to go to the Great House Farm, for the monthly allowance for themselves and their fellow-slaves, were peculiarly enthusiastic. While on their way, they would make the dense old woods, for miles around, reverberate with their wild songs, revealing at once the highest joy and the deepest sadness. They would compose and sing as they went along, consulting neither time nor tune. The thought that came up, came out—if not in the word, in the sound;—and as frequently in the one as in the other. They would sometimes sing the most pathetic sentiment in the most rapturous tone, and the most rapturous sentiment in the most pathetic tone. Into all of their songs they would manage to weave something of the Great House Farm. Especially would they do this, when leaving home. They would then sing most exultingly the following words:—
     "I am going away to the Great House Farm!
     O, yea! O, yea! O!"
This they would sing, as a chorus, to words which to many would seem unmeaning jargon, but which, nevertheless, were full of meaning to themselves. I have sometimes thought that the mere hearing of those songs would do more to impress some minds with the horrible character of slavery, than the reading of whole volumes of philosophy on the subject could do.
I did not, when a slave, understand the deep meaning of those rude and apparently incoherent songs. I was myself within the circle; so that I neither saw nor heard as those without might see and hear. They told a tale of woe which was then altogether beyond my feeble comprehension; they were tones loud, long, and deep; they breathed the prayer and complaint of souls boiling over with the bitterest anguish. Every tone was a testimony against slavery, and a prayer to God for deliverance from chains. The hearing of those wild notes always depressed my spirit, and filled me with ineffable sadness. I have frequently found myself in tears while hearing them. The mere recurrence to those songs, even now, afflicts me; and while I am writing these lines, an expression of feeling has already found its way down my cheek. To those songs I trace my first glimmering conception of the dehumanizing character of slavery. I can never get rid of that conception. Those songs still follow me, to deepen my hatred of slavery, and quicken my sympathies for my brethren in bonds. If any one wishes to be impressed with the soul-killing effects of slavery, let him go to Colonel Lloyd's plantation, and, on allowance-day, place himself in the deep pine woods, and there let him, in silence, analyze the sounds that shall pass through the chambers of his soul,—and if he is not thus impressed, it will only be because "there is no flesh in his obdurate heart."
I have often been utterly astonished, since I came to the north, to find persons who could speak of the singing, among slaves, as evidence of their contentment and happiness. It is impossible to conceive of a greater mistake. Slaves sing most when they are most unhappy. The songs of the slave represent the sorrows of his heart; and he is relieved by them, only as an aching heart is relieved by its tears. At least, such is my experience. I have often sung to drown my sorrow, but seldom to express my happiness. Crying for joy, and singing for joy, were alike uncommon to me while in the jaws of slavery. The singing of a man cast away upon a desolate island might be as appropriately considered as evidence of contentment and happiness, as the singing of a slave; the songs of the one and of the other are prompted by the same emotion.



Wednesday, August 26, 2015

11th and 12th Honors/ Advanced Curriculum English Syllabus
(Only students who had a yearly average of 85 or higher in their previous English class and demonstrated positive behavior are eligible to enroll in this course. In addition, if an Honors student fails a quarter or does not maintain satisfactory behavior, they will be removed.)
This course will be split into two sections. The fall semester will focus on AP level composition and rhetoric, while the spring semester will be dedicated to AP level literature and composition. By the end of the school year, students will be prepared to take either or both the AP Lang and AP Lit tests for potential college credit. (It is not mandatory to take these exams.)

Materials:
Access to a computer, LARGE spiral notebook with dividers and pockets, black/blue/red pens, package of multi-colored highlighters

Readings: (must be acquired by student)
Fall 2015:
Angela’s Ashes, by: Frank McCourt
The Color of Water, by: James McBride
In Cold Blood, by: Truman Capote
Wild, by: Cheryl Strayed

Spring 2016:
Jane Eyre, by: Charlotte Bronte
Brave New World, by: Aldous Huxley
Atonement, by: Ian McEwan
Frankenstein, by: Mary Shelley

Various essays and short stories, including the ones below, will be provided:
The Death of a Moth- Virginia Woolf/ Pilgrim at Tinker Creek and The Polyphemus Moth- Annie Dillard
On Self Respect- Didion/ Guys vs. Men- Dave Barry/ Football vs. Baseball- George Carlin
Shooting an Elephant- George Orwell/ Challenger Speech- Ronald Reagan/
Distancing the Homeless- Kozol/ Addressing the Steel Companies- J.F. Kennedy/


GRADING PERCENTAGE BREAKDOWN

Assignments= 10%, Quizzes= 20%, Tests= 30%, Projects= 40%


Honors English Expectations and Signature Form

Student Name:___________________________ Grade Level: ___________
Expectations:
-         Students will show respect towards the teacher, peers, and school.
-         Students will complete all required readings, assignments, and projects.
-         Students will understand this is a college level class, and therefore, it will be a more challenging workload. Independent study and reading will be required.
-         Students will participate in intellectual, controversial, and FUN discussions, projects, and writing assignments.
-         Students will maintain a 60 or above at the end of each grading period, or they will be removed from the course. (If a student has below a 65 at the time of progress reports, they will be placed on probation.)
-         Students will receive no more than ONE detention per grading period, or they will be removed from the course.
----------------------------------------------------------------------------------------------
Student Signature: ____________________________ Date: _____________
Parent Signature: _____________________________ Date: _____________
Parent email/ phone: _______________________/_____________________

This form must be signed and returned by: ___Friday, September 4th, 2015__, or the student will be removed from Honors English.
Thank you,
Trisha Hasbrouck