Honors English 9 (Period 3, 5) Assignments

The period 3 class will take the final exam on Wednesday during the second testing period of the day. You may download the review sheet here. 

The period 5 class will take the final exam on Tuesday, during the second testing period of the day. You may download the study guide here. 

The Boethian-style dialogue is due today at the beginning of class. Make sure it is your best possible work! Remember, too, that it should be in a plastic cover. 

Write a reflection paper responding to questions 8. - 11. in your dialogue handout. The paper should be handwritten and 3 - 4 pages, and it must include 1 - 2 objections to each answer and replies to the objections. 

Read Book IV in The Consolation of Philosophy and complete margin notes. 

Write a 2 - 3 page reflection paper responding to questions 6. and 7. in your dialogue handout. For each answer you give, write two objections and then reply to the objections. 

Read Book III in The Consolation of Philosophy and complete your margin notes.

Bring your art supplies to class again since you will finish your illustrations for Books I and II in class.

The guidelines for the upcoming dialogue project, due May 28, were distributed in class today and can also be found here. 

Students who missed class on Tuesday need to answer the following questions for The Consolation of Philosophy, Book I. Answer in complete sentences, include a quote when needed, and give a detailed explanation of your answer.

Prose V:

 

1.     Lady Philosophy says he has banished himself from his true home. Where is his home?  How has he banished himself?

 

2.     Who is the lord and king of Boethius’ home?

 

Prose VI:

 

1.     Why is he still sick if he believes God governs the world? Why would a false belief in God’s governance cause him to be sick? Does he really believe God governs the world?

 

2.     What does Lady Philosophy means when she says Boethius has forgotten his true nature?

 

3.     What is the source, end, and purpose of all things?

 

4.     What does Lady Philosophy say is their greatest hope of restoring his health?

 

Students who were absent on Monday need to complete answers to the following questions for the Consolation of Philosophy, Book I. Write detailed answers and use quotations when needed. Questions 7 and 8 are based on opinion and critical thinking - they won't be found in the book.

Prose IV:

 

1.     Why did Boethius enter public office?

 

2.     Why didn’t he hide or distort the truth?

 

3.     Why didn’t anyone come to his aid?

 

4.     Why has he written about these events?

 

5.     What is his main question in this section? What does he want to know?

 

6.     What shocks and grieves Boethius?

 

7.     Why do people hate philosophy and the truth?

 

8.     In what sense are ideas powerful or dangerous?

Read Book II in The Consolation of Philosophy and write detailed margin notes. 

Image of Lady Philosophy

 

Due date: Wednesday, May 5

 

1)    Reread pages 3-4 and pay close attention to Boethius’ description of Lady Philosophy’s physical traits and attire.

 

2)     On an 8 x 10 sheet of paper, produce an image of Lady Philosophy.

 

3)    You may draw and color the entire picture, cut and paste images, or trace images and color them, or create an image in Adobe Photoshop.

 

4)    Be sure that your image accurately represents Boethius’ detailed description of Lady Philosophy.

 

5)    Write your name, class and period, teacher’s name, and the date on the back of the assignment.

 

The Julius Caesar literary analysis essay is due at the beginning of class. The essay should analyze one of the topics for which you wrote an outline (either language or friendship).

The paper should be 4 pages, typed in MLA format, with a title page, and it should include an introduction, three body paragraphs, and a conclusion, with three quotations in each body paragraph.

1) Bring your complete "Julius Caesar" bookmark to class.

2) Read book I in "The Consolation of Philosophy" and write detailed margins and underline key terms and important passages. Summarize the main ideas in the passage, and make sure you identify allusions, symbolism, imagery, tone, metaphors, similes, personification, motifs, and possible themes.

Students will take their final unit test on Shakespeare's Julius Caesar in class on Friday.

The test will be cumulative (at least in regard to everything we've covered while reading Julius Caesar).

So, make sure you study the history of Rome and Julius Caesar, the history of Elizabethan England and Shakespeare's writing style, literary terms, and Acts I - V in the play. 

The movie review of Julius Caesar is due at the beginning of class. The review should be in the following format:

1) 3 - 4 pages, doublespaced
2) 12-point Times New Roman font
3) 1-inch margins
4) Include an MLA header
5) Include a headline at the beginning of the review

1) The movie review journal freewrite is due at the beginning of class. The purpose of the freewrite is to generate ideas for your own review, so write down as many ideas as possible. It should include:

a) An explanation of everything you think should be included in any movie review

b) An explanation of what you could discuss in a movie review about Julius Caesar in particular

2) Read the movie reviews of Hamlet and Much Ado About Nothing, which were distributed in class on Wednesday. Write margin notes stating the main topic in each paragraph and then the main points related to the topic. (For example, if the paragraph is about Hamlet's acting skills, label the paragraph "Hamlet's acting skills," and then write down the main points describing his skills).

1) The study guide questions that were begun in class on Wednesday, March 31 are due today, the Monday you return from spring break. You may download the questions here.

2) Bring Julius Caesar to class.

3) Bring The Consolation of Philosophy, by Boethius, to class for a book check.

The vocabulary paragraphs, using words from vocabulary guide 4, are due at the beginning of class. 

The reflection paper about art and the Getty field trips is due at the beginning of class.

Paper topic: Discuss why going to art museums is important and what you learned from the visits to the Getty Center and Getty Villa.

a. The paper should have a thesis that makes an arguable claim about the importance of art.

b. The paper should be 2 - 3 pages, typed in MLA format.

c. The paper may focus predominately on the Getty Villa or the Getty Center, or it can discuss both.

d. The paper should also discuss specific works of art that you saw and appreciated.

Assignment 1: Write brainstorming notes and an essay outline on the following topic:

Discuss how the characters in Julius Caesar use language to deceive and manipulate people.

1) For the brainstorming notes, you may write a list, a freewrite, or a cluster map.

2) The outline must include a thesis, three topic sentences, and nine quotations (three for each topic sentence; include citations).

3) The assignment may be handwritten or typed.

Assignment 2: Write vocabulary guide 4, using the following words:

1) Conjecture
2) Dejected
3) Trajectory
4) Detract
5) Retraction
6) Protracted
7) Intractable
8) Conducive
9) Induce
10) Seduction

Write brainstorming notes and an essay outline on the following topic:

Discuss the role friendship plays in Julius Caesar.

1) For the brainstorming notes, you may write a list, a freewrite, or a cluster map.

2) The outline must include a thesis, three topic sentences, and nine quotations (three for each topic sentence; include citations).

3) The assignment may be handwritten or typed.

Read Julius Caesar Act V and complete margin notes for the act.

Due Friday: Reflection on Political Leaders

In your writing notes, write 2-3 handwritten pages, discussing each of the following questions:

1)    What traits do good and bad leaders possess?

2)    What challenges and conflicts do leaders today face?

3)    How do leaders today know whom they can trust?

4)    What made Elizabeth I a good leader? In what sense was she a bad leader?

5)    What challenges and conflicts did Elizabeth I face?

6)    What made it difficult for Elizabeth I to know whom she should trust?

7)    What made Julius Caesar a good leader? In what sense was he a bad leader (use examples from the play and the article you read about him)?

8)    What challenges and conflict did Julius Caesar face, and how were those challenges similar to Elizabeth I’s and modern day leaders’?

9)    Who did Caesar trust, and who did he distrust, and why?

Honors English 9 and Allied Arts students are going on a field trip to the Getty Center. All permission slips should be turned in by Wednesday. 

1. In “The Pearl”, Steinbeck uses Kino, the doctor, and the trackers in order to show that materialism can take control of your entire life and make you greedy so people should know that the most important thing in life is not having material possessions.

2. In The Pearl, Steinbeck uses the pearl, death, and greed in order to show how overshadowing darkness, so people should see how obsession over material things or items can and will lead to destruction, dissatisfaction, and overwhelming darkness.

3. In The Pearl, Steinbeck uses the doctor, Kino, and the pearl to show that materialism destroys and corrupts people in order to show that greed causes turmoil.

1) Vocabulary paragraphs (using words from spring semester vocabulary guide 3) are due at the beginning of class.

2) Students who are enrolled in an art class other than Allied Arts will be given permission slips for a field trip to the Getty Center on Thursday, March 18. The permission slips must be turned on Wednesday.

Complete a vocabulary guide for the following words:

1) Agitate
2) Litigate
3) Prodigal
4) Advent
5) Provenance
6) Venue
7) Incipient
8) Perceptible
9) Susceptible
10) Affinity

***There will also be a binder check on Monday; make sure all of your notes and assignments are well-organized.

Study for the quarter exam! Review everything on the list given in class, which you can download here. 

1) Read Julius Caesar, Act IV and complete margin notes for the entire act.

2) Finish answering the following study guide questions, which you began in class on Wednesday. Include a quotation and citation in your answer, and write in complete sentences.

Act I, Scene III: A Street

 

1. As Cicero and Casca meet, Casca explains why he travels in fear with his sword drawn. What does Casca say he has seen before and what has he seen that night? Why do the sights he has seen frighten him so much?

 

2. How does Casca interpret the strange happenings that he sees?

 

3. What is Cassius’ interpretation of the night’s strange events that he reveals to Casca?

 

4. On whom does Cassius blame Caesar’s power?

 

5. What does Cassius think of Rome if Caesar is to become ruler?

 

6. Why is it important to the conspirators to have Brutus come in with them?

 

 

Act II, Scene I: Rome, Brutus’s Orchard

 

1.  Is Brutus’s fear of what Caesar may become justified?

 

2. Brutus receives the messages planted by Cassius, and seems inclined to take action to stop Caesar. What does Brutus tell the audience about his mental and emotional state at this point?

 

3. As the conspirators are meeting, a clock strikes. What literary term is illustrated by including a clock in this scene?

 

4. There is some concern that Caesar, having grown superstitious lately, may not leave his house the following day. How does Decius say he can manipulate Caesar? What does this say about Caesar’s personality?

 

5. What is Brutus’s answer when Portia asks why he has been behaving so strangely lately? What is her response to this?

Students will take the short-answer portion of the Julius Caesar test in class on Monday. So, continue reviewing your notes over the weekend. 

There is a test today. The test will cover:

1) Julius Caesar historical background information (including the historical information about  both Rome and England)

2) Julius Caesar vocabulary (from the guides and the words posted in class)

3) Julius Caesar literary terms

4) Shakespeare's writing style (study the notes from the video we watched and the following discussion)

5) Julius Caesar, Act I

If people have questions about Friday's test, there will be tutoring today after school in room E5. 

Read Julius Caesar, Act III, write margin notes, and underline key passages. 

Read grammar pages 47 - 49 and complete exercises 13 and 14 and "Revising and Editing Worksheet 1." Complete the exercises in your grammar notes.

Read Act II, Scenes I - IV in Julius Caesar; complete margin notes and underline key passages.

There is no vocabulary guide due this week.

1) In the grammar textbook, read pages 41 - 44 and complete exercises 6, 8, 9, and 10 in your grammar notes.

a. The exercises are due at the beginning of class.

2) Bring the grammar textbook to class.

The vocabulary paragraphs, using words from the February 5 guide, are due at the beginning of class. 

Read Julius Caesar, Act I, Scenes I - III and complete margin notes for the act.

1) Summarize important ideas and actions in the act.

2) Identify instances of metaphors, similes, puns, irony, monologues, dialogues, asides, soliloquies, anaphoras, omens, and foreshadowing.

Bring the grammar textbook to class on Tuesday.

Read the articles entitled "Rome" and "Julius Caesar," which were distributed in class.

Complete margin notes for each article; underline key ideas, dates, and people, and summarize important facts from the articles. 

Write a vocabulary guide using the following words from Julius Caesar:

1) Vaunt
2) Exigent
3) Parley
4) Reveler
5) Waspish
6) Disconsolate
7) Niggardly
8) Proscription
9) Vex
10) Saucy

The second draft of The Pearl MLA essay is due at the beginning of class. The essay should:

1) Be typed in MLA format, with a correct header but no title page
2) Contain an introduction and three body paragraphs (you do not need a conclusion yet)
3) Contain revisions, based on Monday's peer editing session
4) Have the first draft stapled to the back of it

The introduction and three body paragraphs for The Pearl essay are due at the beginning of class. Make sure each paragraph is in the correct format and contains strong analysis and correct grammar.

The paragraphs may be either handwritten or typed.

Assignment: Analyzing symbols and conflict in The Pearl

*The assignment may be either typed or handwritten.

1)Explain the concrete, literal meaning (and actions, personality, behavior) of each thing, and then explain what each thing symbolizes:

a) The doctor
b) The priest
c) The pearl dealers
d) The town and village
e) The beggars
f) The gulf
g) The scorpion
h) Kino
i) Juana
j) The pearl

*Remember that you can simply make a bullet-point list of each literal meaning and write one sentence stating what the thing symbolizes.

2) Identify three examples of each of the five types of conflict that appear in The Pearl.

*You only need to write one sentence for each type of conflict. The sentence should state the three examples.

Bring The Pearl and your class binder to class on Tuesday. 

The MLA essay about fate and freedom in Oedipus Rex is due at the beginning of class. Make sure it is in the following format:

Write the first two body paragraphs of your MLA essay; bring a typed copy of the paragraphs to class. 

Write the introductory paragraph for your MLA essay; bring a typed copy of it to class.

1) The MLA title page and outline for the Oedipus Rex MLA essay is due at the beginning of class. Make sure both the title page and outline are typed. 

1) Complete the Oedipus Rex brainstorming notes and thesis statement. Follow the instructions presented in class, and do not skip steps.

a. Remember that you are writing an initial thesis statement, which you will probably need to revise before completing your essay.

b. Each step of the process should help you generate new ideas or develop your original ones.

The Oedipus Rex Study Guide 3 is due at the beginning of class. Make sure your answers are in the correct format and are attached to the back of the questions. 

1) Vocabulary paragraphs (for vocabulary guide 6) are due at the beginning of class on Tuesday.

Complete the vocabulary guide for the following words:

1) Sanctimonious
2) Qualm
3) Delude
4) Surmise
5) Clairvoyant
6) Furor
7) Hearsay
8) Abomination
9) Fathom
10) Enigma

Bring whatever supplies your group decided it needed for the Oedipus Rex poster you will be working on in class. 

Using one of the prewriting strategies in the grammar book, in your writing notes, complete pre-writing notes for the following topics: 1) the reasons Oedipus is a tragic hero, and 2) the ways in which Oedipus and Tiresias represent ancient Greek philosophical ideals.

In your writing notes, complete a writer's notebook for Friday, Saturday, Sunday, and Monday. You should have two entries for each day, for a total of eight entries.

Review prepositions, subjects, and verbs, and then complete the grammar worksheets distributed in class on Friday.

Oedipus Rex Study Guide 2 is due at the beginning of class. Make sure the questions are attached to the front of the guide, the guide is in MLA format, and the answers are in the form presented in class. 

1) Read grammar pages 147 - 150 and complete exercises 6, 7, and 8 in your grammar notes. 

1) In your writing notes, complete grammar exercises 1, 3, and 4 on page 12 in the textbook. 

Read Oedipus Rex lines 1351 - 1684 and complete the margin notes.

You do not have a vocabulary guide do this week. Use your free time wisely and review your class notes and margin notes.

Read grammar pages 141 - 146 and complete exercises 1, 2, 3, and 5 in your grammar notes. 

Read Oedipus Rex lines 997 - 1350 and complete the margin notes. 

There is no homework due Monday. Start working on your margin notes (due Tuesday) and continue reviewing your class notes. 

1) The fifth set of vocabulary paragraphs, using the words from vocabulary guide 5, is due.

2) Oedipus Rex Study Guide 1 is due. 

1) In your grammar notes, complete exercises 17, A, B, and C on pages 135, 137, and 138 in your grammar textbook.

Read lines 527 - 997 in Oedipus Rex and complete margin notes. In your margin notes, make sure you summarize the main ideas and identify examples of imagery, irony, similes and metaphors, direct address, and describe the tone.

You have a day off from homework. Use the time to review your notes or work on the upcoming assignments. 

1) Read lines 245 - 526 in Oedipus Rex and complete margin notes for every page.

2) Complete the vocabulary guide for the following words:

1) odyssey, 2) procrustean, 3) protean, 4) draconian, 5) eloquent, 6) precarious, 7) dispensation, 8) reverberate, 9) harrowing, and 10) frenzy

Read lines 1 - 244 in Oedipus Rex and complete margin notes for every page.

Read "Greece and the Theater" on pages 13 - 30 in The Three Theban Plays and complete margin notes for the reading assignment.

The vocabulary paragraphs are due for the following words:

1) Inadvertent 
2) Laconic 
3) Suppliant 
4) Arcadia 
5) Abominable 
6) Benign 
7) Stealth 
8) Cyclopean 
9) Nemesis 
10) Myrmidon 

Write 15 practice test questions to help you review for your exam. They should be a combination of multiple choice and true/false questions, and they should be about the literary terms and myths that are on the quarter exam study guide.

You also need an answer key, written on a separate sheet of paper. Make sure both the test and key have MLA headers. 

Vocabulary 4 is due for the following words:

1) Inadvertent
2) Laconic
3) Suppliant
4) Arcadia
5) Abominable
6) Benign
7) Stealth
8) Cyclopean
9) Nemesis
10) Myrmidon

Bring both Mythology and The Three Theban Plays to class for a book check.

Write a two - three page outline for Mythology part V, chapter II: The Royal House of Thebes.

Review all of your notes and outlines; start studying for the quarter exam.

Continue studying for the quarter exam. Study the following things:

Quarter Exam – Fall 2009:

Vocabulary:

Menagerie
Induce
Cynical
Exploit
Monotony
Subjective
Mutation
Hapless
Noncommittal
Supposition
Hector
Nestor
Stentorian
Mercurial
Olympian
Lethargic
Tantalize
Platonic
Sybaritic
Iridescent


Literary and Philosophical Definitions

Myth
Mythology
Demigod
Attribute
Imagery
Tone
Direct address
Arete
Greek ideal of beauty
Myths as science
Myths as stories about the gods
Myths as moral lessons
Myths as entertainment
Greek religion: poets, philosophers, artists
Greek philosophical ideals
The golden mean
The unexamined life
Elenchus

Greek Myths: know the plots, the heroes’ or heroines’ deeds, the gods’ personalities, attributes, and symbols, and the moral lessons of the myths and the natural phenomena explained.

Zeus
Hera
Poseidon
Athena
Apollo
Artemis
Hades
Aphrodite
Hermes
Demeter
Dionysus
Persephone
Prometheus
Epimetheus
Pandora
Cupid and Psyche
Pyramus and Thisbe
Orpheus and Eurydice
Jason and Medea
The Trojan War
The Judgment of Paris
Aeneas and Dido
Odysseus and Penelope
The House of Atreus
The House of Thebes

Write a two - three page outline for Mythology part V, chapter 1: The House of Atreus.

Review all of your notes and outlines; start studying for the quarter exam.

Make sure your binder is well-organized and start reviewing all of your notes and outlines!

1) The third set of vocabulary paragraphs is due at the beginning of class. Make sure each of the two paragraphs is 150 words. The assignment must adhere to the MLA guidelines presented in class. 

Read grammar pages 131 - 134 and complete exercises 12 - 16 in your grammar notes.

The arete poem is due at the beginning of class. Remember to write an MLA header on the back of your assignment. The illustration and poem should both be on an 11 x 17 sheet of paper (either the one you received in class or one of your own choosing that is the same size). 

You have two homework assignments due today:

Students have two assignments due today:

Write a 2-page outline of Mythology, part IV, chapter I: The Trojan War. The outline should include an MLA header and title, and it should be written in complete sentences in your literature notes. 

The second set of vocabulary paragraphs is due at the beginning of class. The paragraphs should use all ten words from vocabulary guide 2 (invariable, omnipotent, prevail, spartan, delphic, inexorable, invincible, stoic, jovial, and hedonism). 

Read pages 121 - 124 in the grammar textbook and complete exercises 1, 2, 3, and 4. The exercises should be written in the grammar section of your binder. Make sure you include an MLA header and title for the assignment. 

Write a 2-3 page outline of "Mythology" part II, chapters I and II (part II, chapters 5 and 6 in the smaller edition). The outline should be written in your literature notes, and it is due at the beginning of class on Tuesday. 

1) Purchase the grammar book and MLA bar chart and bring both to class for a book and materials check.

1) Vocabulary Guide 2 is due at the beginning of class. Make sure your work is staple and your name is on it before you come to class!

Review "Mythology" chapter I: The Gods and write a 2-3 page outline of the chapter. Make sure your outline includes a title, MLA header, and the major points about the gods. 

The vocabulary paragraphs using words from last week's vocabulary guide are due at the beginning of class. 

Answer the following questions about Sophie's World, chapter 32 entitled "Our Own Time." Include an MLA header and title, and answer each question as fully as possible. You may handwrite or type your answers. 

Vocabulary Guide 1 is due at the beginning of class. It should be written for the following words:

1) Menagerie
2) Induce
3) Cynical
4) Exploit
5) Monotony
6) Subjective
7) Mutation
8) Hapless
9) Noncommittal
10) Supposition

Each group should be prepared to give its Sophie's World presentation. Your presentation should be ten-fifteen minutes and you should submit a 2-page outline with all of your group members' names on it. The outline should contain the following:

1) A summary of the plot

2) An explanation of the main questions the philosophers are asking, the answers they give, and why they give those particular answers.

3) An explanation of how the philosophical position would affect how we would live and what we would value, if we were to hold that position.

You should also present information about who the philosophers are, where and when they lived, and what influenced.

A visual aid might be helpful, but it is optional for this presentation.

Work on the outline for your group presentation. For your chapters, you should:

1) Summarize the plot

2) Explain the main questions the philosophers are asking, the answers they give, and why they give those particular answers.

3) Explain how the philosophical position would affect how we would live and what we would value, if we were to hold that position.

The following things to be completed and brought to class on Monday:

1) Read the vocabulary and binder instructions with your parent(s) and have it signed and dated by both you and a parent.

2) Answer the questions for Sophie's World, chapters 4 - 5. Your answers should be numbered and you may either type or hand write them. Staple the questions to the back of your answers.

3) Reread the Sophie's World chapters to which your group was assigned.

4) Complete the prereading guide/vocabulary exercise that was distributed in class.

The following items are due at the beginning of class Friday:

1) The class syllabus, read, signed, and dated by both the student and parent.

2) The school plagiarism contract, read, signed, and dated by both the student and parent.

3) The completed answers to the questions for Sophie's World, chapters 1 - 2. You may handwrite or type your answers. The questions are as follows:

Chapter 1: The Garden of Eden:

1. How do Sophie’s friends and her mother react to her thoughts, statements, and behavior when she begins studying philosophy? Why do they react in that way?

2. The first chapter discusses the concept of beginnings and origins. How did you first respond to the initial questions, “Who are you?” and “Where does the world come from?” How did your answers change by the time you reached the end of the novel?

3. In the book’s opening scene, Sophie and Joanna are discussing robots and the structure of the human brain. What is a human being, in your opinion? In what sense is the human brain like an advanced computer? In what sense is a person more than a piece of technology?

4. How much control do we have over who we are or who we will become?

Chapter 2: The Top Hat

1. What does it mean to be a philosopher?

2. According to the philosophy teacher, which task is easier: asking a philosophical question or answering one? Why is one task harder than the other?

3. The philosophy teacher tells Sophie that few people actually become philosophers. What reasons does he give to explain why most people are not philosophers?

4. What questions count as “philosophical questions”? What makes them philosophical? How are they different from other types of questions?

5. What skills are required in order to be a good philosopher?

Bring the following materials to class with you on Wednesday: