Moops - click here for an interactive Lord of the Flies game.

Background on the Salem Witch Trials - Use these links to answer the questions below.
http://www.salemwitchmuseum.com/


1. Approximately when did the Salem witch trials take place?

2. What are some possible causes for the hysteria in Salem?

3. Who was Samuel Parrish?

4. Who was Tituba?

5. What event concerning the Parrish children ignited the hysteria?

6. Who was Cotton Mather?

7. What types of punishment were used for those accused of witchcraft?

8. What happened to those who did not confess to witchcraft?

9. How many lives did the Salem trials ultimately claim?



Background on McCarthyism - More links, more questions.
http://encarta.msn.com/


1. What did Senator Joseph McCarthy have to do with the Red Scare of the 1950’s?

2. What political situation prompted the hysteria during the Red Scare?

3. What is the HUAC and what did it set out to do in the 1940’s and 1950’s?

4. What were blacklists and who was most likely to be named to these lists?

5. What happened to those accused by Joseph McCarthy and the HUAC?

6. What kinds of trials or hearings were held? Were they fair or not?

7. What questions were accused people asked?

8. How many were found guilty? Any famous people?

9. What ultimately happened to his investigation?

“The Horla” Quiz.

Part One – Short Answer (5 points each)

1. Where did the narrator believe the Horla came from?
2. What was his first evidence of the Horla? (There are several answers; be specific.)
3. What did the narrator leave for the Horla when he went to sleep?
4. What does the narrator find in the morning? (Refer to number three.)
5. What does the narrator do at the end of the story?


Part Two – Essay (25 points)

Does the Horla exist, or is it a figment of the narrator’s imagination? What evidence supports the presence of an entity, and what evidence supports madness? Be specific and use at least three relevant examples.

Here is a link for the short story "The Horla." Be sure to read it, in its entirety, by Monday, when there will be a quiz.

Click here for an article about Guy de Maupassant!

Click here for some information on Glo-Balls.

Click here for the Moodle page.

CLick here for the Moodle page.

Click here for an African webquest.

·Choose 2-4 essays and/or activities you've done in this class, and paste them directly into your website's publish page.

.Write a reflection (1-2 pages, double-spaced) about your essays, what they
meant to you, why you chose them – and your overall progress as an English student.

· Type or paste it directly into your www.blogger.com page.
· To highlight text, hold down the control key, and the “a” key.
· To copy text, hold down control and “c”
· To paste, hold down control and “v”
· To access your criterion page:
· Go to criterion.ets.org. Do not type www.
· Click Go to Criterion Student Website.
§ Your username is your first initial, followed by a period, followed by your last name. Ex: d.comer
§ Your password is the last four digits of your student ID.

I am cool. Ryan Brunn is NOT!!! (Nor is Jennifer.)

I am cool. Edwin Johnson isn't.

I am very cool. Nick Drayton is not.

Click here to play the Odyssey game.

Journals are due! Look below to see what journals you should have.

Freshmen: (50 Points)

Creative Writing:

Similarities/ Differences b/w Romeo and Juliet and Save the Last Dance.
Have R+J been making good decisions?
Response to the painting Land of the Lotus Eaters.
Where would you go if you could go anywhere in the world?

Grammar Journals: (FIrst lines/ topics listed)

My running shoes are pretty rad.
Pay up or die!
Clauses 1
Adj. clauses
Noun/ Adverb clauses
Sentence Structure

Sophomores: (55 points)

Creative Writing:

Response to the "Christmas Truce" article.
List of Power-Hungry Characters
If you could talk to Brutus, what would you say to him?
Respond to the painting Ceremony at Sunset.

Grammar Journals: (List of First Lines/ Topics)

Passive Voice
Misplaced Modifiers
Dangling Modifiers
Modals #1
Modals #2
Modals #3/ Review

link

Scroll down for Caesar prompt!

Poetry Assignment: Write a poem of at least ten lines (or four Haiku) relating in some way to Spring. They will be due the Wednesday after Spring Break.

Reference: Freshmen - p. 550-552, Sophomores - p. 588-589 in literature books.

"Driving to Rowan Oak"

I
The slow hum in the walls
Sounds louder
It’s very bad tonight
My nerves! she said
Mine too but didn’t say
And cast my eye inward
To where the green
Hangs wet with bent leaves

I find that waiting for the bang
The explosion
Makes me miss the small explosions
Everyday I lose big
Or win and then
Come to you with the news of my achievement
My small victory
Only to see you shrink away
Like plastic from a fire

At the quiet hour
The time when even spirits sleep between
The unaccompanied humming walls
I see the path, it
Takes many forms
And slips serenely southward
The clouds inflating the pine
Permeating
The Springtime sunshine warm

Morning’s a misty reprieve
Painted in dawn-lonely pastels
The underbrush rife with thrush
A passing thunderpeal
Gives way
To the twilight’s humid hush

Alone or nearly alone
The thrill of your touch still
Numbing my fingertips
My road-black nails
A long dormant voice now speaks
Of trips half taken
I leave the safety of numbers
For the mystery of the trail


II
Over the blown land
Over the hanging pines
Over the callused hand
Over the rusted signs

The talking drums, sound
Just on the edge of perception
A thunderstone
Echoes spilling on the noon flat air
Thunk of recognition
Meandering thoughts I
Slump on the splashboard
Wondering if I am only prolonging the inevitable
Or opening another door

There is sclaff then scintillation
Blinding sun on the spillway
The floodwater rising
Giving birth to interred memories
In the thickheaded evening

III
There is sclaff then scintillation
The dirt of inhumation
I saw a girl who looked like you
Leaving from the station
But the train departed early
And I was far away

IV
What’s done can not be undone
Nor what’s said unsaid
The road behind us stretches further than all that’s ahead

Alone on the roadside
Smoke on the air, rising in columns
To the clouds
The air is softer, the stiletto edge of old
Mordancy diminished with my
Easy manipulation of the past

And all the while stretching
On, the sinuous road,
The forthcoming future
Exclusive in its relevance
Slides through the sarcophagus dust
Under painted oaks
Bejeweled with moss in the sun

- Daniel Brugioni

Respond to this question (one page minimum):

A tragic hero is, by definition, a person more noble than evil, whose fortunes go from good to bad. Does Brutus fit this description, or is the tragic hero someone else, perhaps even Cassius or Caesar? Do you think, perhaps, that the play lacks a tragic hero? Defend your answer.

Can you think of any other characters (from stories we've read in this class) who fit the above description of a tragic hero? Explain.

Click here and have fun. Be appropriate!

Freshmen: Be sure you've completed all of the following journals. See me for details.

CW 1 - Respond to the Quickwrite on p. 732.
GJ 1 - Subject Complements
CW 2 - How do you feel during a thunderstorm?
GJ 2 - Prepositional Phrases
GJ 3 - Adjective Phrases
CW 3 - Respond to the painting The Lovers, Somali Friends.
GJ 4 - Adverb Phrases
GJ 5 - Verbal Phrases
CW 4 - Respond to the painting A Young Couple.
CW 5 - Respond to the painting of the couple in the orchard.
GJ 6 - Verbals continued

Make sure you have these done, for they're worth 55 points!