Ms. O’Mahony’s Homework Information Page

English II, Journalism I, II

eomahony@parishepiscopal.org

972-239-8011 ext. 2346

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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ISBN numbers for texts this year:

The Three Theban Plays – 0-14-044425-4

Julius Caesar – 0-7434-8274-3

Frankenstein – 0-486-28211-2

Cather in the Rye – 0-3167-6948-7

 

 

English II – February 27th:

- read Act II and do quotation worksheet

 

English II – February 21st:

-         read Act I of Julius C.

-         START WORKING ON ROUGH DRAFTS – ESSAY IS DUE WED THE 27TH AT 3:45!

 

English II – February 14th:

- complete outline for Siddhartha essay and purchase the correct Julius Caesar!

 

English II – February 12th:

- purchase Julius Caesar (see ISBN above) for use starting next week

 

English II – Feb. 5th: 

A day 2nd block only:  1.  How does the son help lead Sidd towards enlightenment?

2.  Why can Sidd, a man who has never been able to love, suddenly love his son while the boy, a child person, is unable to love his father?

3.  What changes appear in Sidd after his son leaves?

 

- read “Om”

 

English II – Feb 5th:

A Day 1st block only:  1.  Why does the river laugh at Sidd and how does the problem hinder Sidd from reaching true enlightenment?

2.  How will the death of Kamala and disappearance of his son help Sidd find Nirvana?

3.  Taking the knowledge you’ve gathered from Sidd’s past, how is his own son’s journey similar to his own in reaching enlightenment?

4.  Why did Sidd’s son run away?  Be specific!

 

-         read “Om”

 

English II – February 4th:

-         BDAY CLASS ONLY:  - complete the following questions on The Son

1.      What does Sidd realize about himself and his past after his son leaves him?

2.      How does young Sidd resemble Sidd. When he was a boy?

3.      How does Sidd balance his love for his son and the resentment he feels of becoming a child person?

4.      Why is it important that Sidd lets his son go?

 

- read “Om”

 

English II – January 31st:

-         read “The Son” and annotate!!

-         *if you owe me make up work, GET IT DONE.  Your time to turn these assignments in is coming to an end!

 

English II – January 29th:

-         read “The Ferryman”

-         last class we completed questions for “Samsara” and “By the River”.  The answers to these questions will be counted as a quiz.  If you were absent, please complete them at home:

Siddhartha questions

“Samsara”

 

  1. Reread passage on top of page 68 “The potters wheel…they had leaned a lot, experience a lot” and explain how Siddhartha’s soul is like the wheel and how his soul is different from his senses.
  2. Why does Sidd. envy the child people?  How is this feeling of envy interfering with is main goal?
  3. On page 70, Hesse uses the word “fear” repeatedly to describe the way Sidd. feels.  Explain why he feels this way and what change is points to in Sidd.
  4. Explain the significance of his dream on page 73.  What does he realize?

 

“By the River”

 

  1. What does Sidd. see in himself when looks into the river?
  2. After Sidd. wakes up from his sleep, he enters the cycle of rebirth.  Explain how this is a new life for him.
  3. Why doesn’t Govinda recognize Sidd.?
  4. On page 84, it says that Sidd. has truly become a child person.  How? Why?
  5. What is the significance of Sidd. having his rebirth at the river?

 

-         the class before last, we completed peer editing for our timed writings.  If you were absent, please edit your own writing and turn in outline, essay, and editing worksheet when you return:

Peer Editing Worksheet

 

Your task is to read your partner’s paper carefully, including the outline, and answer the following questions about it.  You need to approach this task with a few things in mind: you are acting as the “expert” which means you need to keep in mind all of the guidelines we have discussed about essay writing; you are offering constructive criticism – it is acceptable to be honest about your partner’s weaknesses as long as you can offer ways to improve; and you need to be thorough with your answers.  This activity is designed to benefit your own writing, but you must read carefully and think about your own writing habits as you evaluate those of your peer.  This sheet will be used as part of your overall grade on this assignment, so please take it seriously and be thorough!

 

  1. Evaluate the introduction – does this paragraph spark your interest on the topic? How/not?

-                       Is a unique or interesting perspective taken on the prompt or do you notice lots of repetition and vague factual statements?

-                       Is the thesis statement effective?  Is the statement an opinion that establishes an argument or is it factual?  Is the statement specific enough to have focus or is it vague and lacking direction?

 

  1. Evaluate the body paragraph(s) – does the topic sentence establish the focus of the paragraph while relating to the thesis statement? How/not?

-                       Does the text evidence offer insight and support on the main point as stated in the thesis and topic sentence or does it seem unrelated?

-                       Is there ample and appropriate (meaningful and insightful) explanation that links the main points and the evidence or does the quote just “float” in the paragraph without elaboration?

-                       Is there enough evidence (2 pieces) for each main point stated or do you feel that the points being made lack proof?

 

  1. Evaluate the conclusion – does this paragraph restate the main points made while offering a new insight about the text? 

 

  1. Evaluate the focus and coherence of the whole essay – does each paragraph relate to the thesis or do you feel that the writer has led you astray? 

-                       Is every sentence in this essay essential to proving the argument laid out in the thesis or do you feel that many points are random, repetitive, or unnecessary?

-                       Are transitions and elaboration used to tie all parts of the essay (intro, body, conclusion) together or do ideas jump around and lack thorough development?

-                       By the time you have finished reading this essay, do you feel that the writer has proven their initial point or do you feel confused about the points made?

 

 

English II – January 23rd:

-         complete two outlines and turn one into an essay on the following topics:

-         Explain how the lessons that Siddartha learns from the Kamala are different from the lessons he has learned in the past from the Brahmins, Samanas, etc.  As a teacher, how is Kamala different from Siddhartha’s other teachers?

 

 

2.  Reread section from bottom of page 62 “Otherwise Siddhartha’s sympathy and curiousity…to end of second paragraph on page 63 “…gods and Brahma had once occupied it.”  What does Siddhartha realize about himself in these paragraphs and how is this a major turning point for him?

 

 

English II – January 14th:

-         read “Gautama” and “Awakening” in Sidd. And look up info on The Four Noble Truths and bring into class for discussion.

  • timed writing for those who were absent:  Why is Siddhartha dissatisfied with his life as the son of a Brahmin?
  • Create an outline for this assignment!!

 

English II – January 10th:

- read Siddhartha up to “Guatama”, page 25 and annotate.

 

English II – January 8th:

-         read Siddhartha intro packet and annotate

-         vocab 16 and 17 quiz Monday for B day/Tuesday for A day

 

English II – December 17th:

-          STUDY FOR TEST OVER THE ILIAD

-          Remember to skip the following lines when reading Book 24 (1114; 76-103; 120-127; 143-169; 187-236; 265-308; 314-339; 371-388; 621-647)

-          Review the following sheet for the test:

I.                   Desired Results –

WORTH BEING FAMILIAR WITH:

·        The Judgment of Paris

·        Eros, nemesis, themis, tyche

 

IMPORTANT TO KNOW AND DO:

·        Literary terms – epithet, Homeric simile, foreshadowing, rhetorical devices (pathos, ethos, logos), antithesis

·        Tragedy as a genre – Aristotle; Achilles as epic and tragic hero

·        Epic as a genre

·        Role of gods and goddesses and their relationships to mortals

·        Greek values and ideals (heroism, honor, revenge, shame, excellence)

·        Aristeia, arête, ate, eris, hubris, kudos

 

ENDURING UNDERSTANDING/GOALS OF THE UNIT:

  • The Iliad as an epic and a tragedy
  • Understanding Achilles as the paradigm (model or example) for heroic values and behavior
  • The effects of war
  • Rhetoric and persuasion in language
  • Greek values and their perpetuation in Western society

 

II.                Essential questions –

  • What is honor, and how does one achieve it?
  • What leads humanity to war with itself?
  • What are the effects of war and do the consequences outway the benefits?
  • What values did the Greeks possess that have influenced modern Western society?
  • How are pride, greed, ambition, and courage traits of the epic and tragic hero?

 

English II – December 14th:

- finish reading book 24 and PREPARE FOR TEST using Iliad Unit plan notes

 

English II – December 12th:

- finish reading book 22 and be prepared to discuss in class

 

English II – December 6th:

-         read Book 18 (SKIP lines 388-427; 468-607)

-         *if you have been absent, you need to make sure you have completed Book 9 questions, Argument and persuasion worksheet and in-class rhetoric speech writing: choose one of the following topics and write a 2 page “speech” using logos, ethos, pathos to be persuasive. 

1.      Your best friend has been experimenting with drugs and you are worried about negative changes you have seen in him/her.  Your mission is to persuade your friend using logos, ethos, pathos to stop using drugs before they get our of control.

2.      You are on a sports tean ad you are playing in a big tournament.  One of your teammates (the highest scorer) is Middle Eastern and a player on the other team has been making racist comments towards him/her.  Your teammate is getting ready to start a fight with this other player which will negatively impact the game and the future of the team.  Persuade your team using logos, pathos, ethos not to fight.

 

English II – November 30th:

-         finish reading book 9 and answer study questions

 

English II – November 28th:

- complete in-class timed writing

-         read lines 1-199 of Iliad Book 9

 

English II – November 8th and 9th:

STUDY FOR YOUR EXAM, TUESDAY NOV. 13TH

 

Study tips:

-         use your review sheet as a guide and make sure you are totally comfortable with all the points

-         retake your tests to make sure you have all the info you need and to practice explaining yourself thoroughly

-         gather all packets/handouts dealing with background info on the texts (achetypes, epic, tragedy, Homeric heroic hero and role of the gods)

-         remember that your short answers need to be 4-6 sentences and should be written as if they are a body paragraph in an essay – topic sentence and specific examples with elaboration.  Be sure to do this to get full credit.

-         Do not focus on minor details; you will be asked to connect the literature via main themes, characters, and motifs.

-         BRING LOTS OF PAPER AND A PEN, NO PENCIL!!

 

English II – November 2nd and 5th:

- finish reading Book 1 of Iliad and look over exam review handout.

 

English II – October 29th:

Complete formal outline for major essay.  Start rough draft if you are wise…ESSAY IS DUE FRIDAY AT 3:45!

 

I.                    Intro with thesis

II.                 Topic sentence/main point

A.     Evidence

1.

2. ELABORATION

B. Evidence

1.

2. ELABORATION

 

III.               Topic sentence/ main point

A.     Evidence

1.

2. ELABORATION

B. Evidence

1.

2. ELABORATION

 

IV.              Topic sentence/main point

A.     Evidence

1.

2. ELABORATION

B. Evidence

1.

2. ELABORATION

 

V.                 Conclusion – restate main points and apply main point to a larger context/ explain significance

 

Journalism I- October 29th:

Revise personality profile.

 

English II – October 19th:

Complete essay portion of test at home.  Be sure to follow the guidelines and use text evidence!

I.                    Essay – I expect an intro, thesis, support for thesis from text, and a conclusion.  Do not summarize!  Assume I know everything about this story and complete an in depth analysis.

 

Examine the closing lines of the play.  Write an essay on the lessons of the play and how the characters (Antigone and Creon) in the play illustrate the ideas expressed.

 

Wisdom is by far the greatest part of joy,

And reverence toward the gods must be safeguarded.

The mighty words of the proud are paid in full

with mighty blows of fate, and at long last

Those blows will teach us wisdom.

 

A DAY – prepare for Antigone vocab quiz given next Tuesday!

 

English II – October 15th:

- prepare for test: October 19th for A day and October 22nd for B day.  See list below for study guide.

 

English II – October 9th:

-         complete “thematic questions” on Antigone discussion question handout.

-         TEST on Antigone is OCTOBER 19TH for A DAY and OCTOBER 22nd for B DAY:

-         Greek drama specifics; Role of the chorus

-         Tragedy as a genre – Aristotle