English 9/10 Midterm Essay

Multi-Work Theme Essay.                          ___/40 points

Answer the ONE of the following questions in a well-developed, multi-paragraph essay on a separate piece of paper:

• What is the American Dream and is it realistic for all people?
• How does gender, race, and class affect our experiences as humans in society?
• How can jealousy/greed affect a person? 
• What is the meaning of loyalty?

For full credit, you must do the following for 10 points each:

• organize your thoughts in a coherent form with an introduction, conclusion, and mostly proper spelling, capitalization, and grammar.  *Remember, intros include authors and titles correctly formatted as well as a thesis statement (what you will prove/argue).  Conclusions summarize your main points and restate your argument.
• connect evidence from Steinbeck’s Of Mice and Men to your thesis.
• connect evidence from Fitzgerald’s The Great Gatsby to your thesis.  (Bryan Sargent and Jake Berry may use Arthur Miller’s Death of a Salesman instead of The Great Gatsby)
• connect evidence from your own observations and study to your thesis

RUBRIC:  For full credit, you must do the following for 10 points each:

• organize your thoughts in a coherent form with an introduction, conclusion, and mostly proper spelling, capitalization, and grammar.
• connect evidence from Of Mice and Men to your thesis.
• connect evidence from The Great Gatsby (Bryan Sargent and Jake Berry may use Death of a Salesman instead of The Great Gatsby) to your thesis.
• connect evidence from your own experiences/observations/study to your thesis.

Gatsby Vocabulary

Fill in definitions for the following words under "MEANS" on your vocabulary packet:

Complacent: content, self-satisfied; happy with where you are and don't want change
Reproach: to find fault or blame with someone
Gaudy: too showy, tasteless
Cordial: friendly, polite
Impetuous: doing something without really thinking about it, impulsive
Credibility: believability, backed up with evidence
Tantalizing: makes you want something
Tumultuous: disturbance, commotion, out of control situation
Insolent: boldly rude or disrespectful
Retribution: getting even or making some wrong right
Obstinate: stubborn
Cynical: distrustful

Gatsby PreRead WebQuest

• Click on: http://www.huffenglish.com/gatsby/gatsbyhunt.html
• Follow the directions given for each section. Answer thoroughly in complete sentences on your own paper. Do not "cut and paste" -- rephrase the answers in your own words.
• If there are any problems with the links you are still responsible for answering the questions through further Internet research.

Of Mice and Men

Finish reading/listening to chapter 3 of Steinbeck's Of Mice and Men.
We stopped reading at the middle of page 54.  This corresponds with 1:33:42 on the YouTube audio.

Synonyms, Setting and Atmosphere

Part 1: Copy the following synonyms onto your vocabulary sheet:

·       Lumbered: Burdened, weighed down
·       Morose: Troubled, miserable
·       Scoff: Insult, make fun of
·       Ominous: Threatening, foreshadowing
·       Profound: Intense, thoughtful
·       Precede: Lead, pave the way
·       Reprehensible: Disgraceful, shameful, wrong
·       Deliberate: Willingly, cautious
·       Aloof: Remote, unfriendly
·       Contemptuous: Disrespectful, condescending
·       Earnest: Solemn, honest
·       Contort: Twist, warp
·       Belligerent: Aggressive, argumentative
·       Retort: Answer, respond

Part 2:  Read the following passage that begins Of Mice and Men by John Steinbeck.

MENTOR TEXT:

“A few miles south of Soledad, the Salinas River drops in close to the hillside bank and runs deep and green. The water is warm too, for it has slipped twinkling over the yellow sands in the sunlight before reaching the narrow pool. On one side of the river the golden foothill slopes curve up to the strong and rocky Gabilan Mountains, but on the valley side the water is lined with trees- willows fresh and green with every spring, carrying in their lower leaf junctures the debris of the winter's flooding; and sycamores with mottled, white, recumbent limbs and branches that arch over the pool. On the sandy bank under the trees the leaves lie deep and so crisp that a lizard makes a great skittering if he runs among them. Rabbits come out of the brush to sit on the sand in the evening, and the damp flats are covered with the night tracks of 'coons, and with the spread pads of dogs from the ranches, and with the split-wedge tracks of deer that come to drink in the dark.

“There is a path through the willows and among the sycamores, a path beaten hard by boys coming down from the ranches to swim in the deep pool, and beaten hard by tramps who come wearily down from the highway in the evening to jungle-up near water. In front of the low horizontal limb of a giant sycamore there is an ash pile made by many fires; the limb is worn smooth by men who have sat on it.”

- John Steinbeck, Of Mice and Men, Ch. 1

 

Part 3: 

Describe a special place, using sensory details, and creating an atmosphere as Steinbeck does in the opening lines of Of Mice and Men.  At least 15 lines if handwritten, 8 if typed (must be 12 point font).

Of Mice and Men Vocabulary

·       Lumbered: moving in a staggering, sluggish way

·       Morose: depressed, sad, gloomy

·       Scoff: speak mockingly or make an insulting sound

·       Ominous: hinting that something bad is going to happen

·       Profound: entering deeply into a subject

·       Precede: come before

·       Reprehensible: something terrible or bad

·       Deliberate: on purpose

·       Aloof: distant (especially emotionally)

·       Contemptuous: looking down on someone/thing

·       Earnest: sincere, serious, really means it!

·       Contort: stretching or moving in different positions

·       Belligerent: loud & out of control

·       Retort: reply, usually witty

FINAL EXAM ESSAYS

Please refer to the essay questions for your finals with Ms. Kappelman.  You are encouraged to work on these ahead of time so that you may both effectively review your materials from the school year and focus on the rest of your exam (matching, multiple choice, etc.) in a timely manner on the day of your exam.

English 9/10: For 40 points (40% of your final exam grade) complete this one five-paragraph essay.

Both Edgar Allan Poe and Antoine de Saint-Exupéry in The Little Prince explore how feelings we experience about losing someone close to us.  Alfred Lord Tennyson, a nineteenth century British poet, tells us, “'Tis better to have loved and lost / Than never to have loved at all.”  Do you agree with this? 

Plan and write a five paragraph essay in which you address this idea, using examples from our readings and your own life/observations.

RUBRIC:  For full credit, you must do the following for 10 points each:

• organize your thoughts in a coherent form with an introduction, conclusion, and mostly proper spelling, capitalization, and grammar.
• connect evidence from one or more of Edgar Allan Poe’s works to your thesis.
• connect evidence from The Little Prince by Antoine de Saint-Exupéry to your thesis.
• connect evidence from your own experiences/observations/study to your thesis

English 11/12: For 25 points (25% of your final exam grade) complete this one essay (note, it should probably be two or three paragraphs long)

Respond to the following prompt on a separate piece of paper:

• Pretend that you are writing for an audience of people who do not know very much about the alternative program, but have some influence over its direction (like the principal or the superintendent).  Describe the program as it currently is.  Is this a good/worthwhile/effective program?  Why or why not?  What could be improved next year (please offer some specific suggestions).

 25 Point Rubric:

• Organization: Intro, body, conclusion that connects and transitions:            5 points
• Description of current program:                                                                      5 points
• Opinion of current program with support:                                                      5 points
• Suggestions for the future/next year:                                                              5 points
• Overall readability: flow, word choice, style, and mechanics:                      5 points

World Studies:  For 30 points total (30% of your grade), complete THREE (10 points each) of the following essays (note, they should be at least one complete paragraph each).

a.  Compare and contrast the reasons behind the rise and fall of an empire we have studied with the rise and potential fall of the United States.  In what ways is the US similar / different?   Be sure to use specific examples to support your comparisons.

 b.  Explain the impact geography has had on the development of the world.  Use specific examples from ancient or modern times to show these impacts.

 c. Compare and contrast two of the world’s great religions.  Use specific examples to explain their origins, beliefs, and practices.

 d. Explain ways in which religious conflict has been evident historically and / or today.  Choose three different examples and explain the causes / effects of each.

 e. Choose a person from history and evaluate his / her importance both during the time in which he/she lived and the impact they had on the future.  Use specific examples to show the ways the significance of this person and the legacy they left.  Is this an overall positive or negative legacy?

 f. Choose an invention or idea from world history.  Discuss what factors helped lead to this creation and how it changed the world using facts and details from class.

 g. How has cultural diffusion affected the development of civilization throughout the world.  Use examples from ancient and/or modern societies to show.

RUBRIC

·         10 points =  Student clearly answers all parts of the prompt, providing multiple specific and relevant examples from his/her studies and/or observations.  Writing has a clear introduction (thesis in which an original argument is asserted), body, and conclusion.

·         9 points =  Student clearly attempts to answer all parts of the prompt, providing some specific and relevant evidence from his/her studies and/or observations.  Writing has a clear introduction (thesis), body, and conclusion.

·         8 points =  Student answers most parts of the prompt, providing relevant evidence from his/her studies and/or observations.  Writing has a clear introduction, body, and conclusion.

·         7 points =  Student attempts to answer the main part of the prompt, providing somewhat relevant evidence from his/her studies and/or observations.  Writing has a clear introduction and  body.

·         1-6 points =  Student’s answer lacks clarity and/or organization discussed above.

Civics:  For 20 points total (20% of your grade), complete TWO (10 points each) of the following essays (note, they should be at least one complete paragraph each).

• Compare and contrast the two major parties in U.S. politics.  Give at least three major differences between these two parties.  Tell which party you tend to agree with more and explain why.
• Describe the different parts of the Constitution and the information included in each part.
• Describe two of the compromises in ratifying the Constitution.  Explain both sides and what was finally agreed upon for each. 
• What is the concept of “checks and balances”?  What is the concept of “separation of powers”?  Give an example of each and connect at least one to the concept of federalism

RUBRIC

·         10 points =  Student clearly answers all parts of the prompt, providing multiple specific and relevant examples from his/her studies and/or observations.  Writing has a clear introduction (thesis in which an original argument is asserted), body, and conclusion.

·         9 points =  Student clearly attempts to answer all parts of the prompt, providing some specific and relevant evidence from his/her studies and/or observations.  Writing has a clear introduction (thesis), body, and conclusion.

·         8 points =  Student answers most parts of the prompt, providing relevant evidence from his/her studies and/or observations.  Writing has a clear introduction, body, and conclusion.

·         7 points =  Student attempts to answer the main part of the prompt, providing somewhat relevant evidence from his/her studies and/or observations.  Writing has a clear introduction and  body.

·         1-6 points =  Student’s answer lacks clarity and/or organization discussed above.

American History:  For 30 points total (30% of your grade), complete THREE (10 points each) of the following essays (note, they should be at least complete paragraph each and you must choose one essay from each of the three sections).

 1940s-1950s: WWII, Korea, & the Cold War

• ·         How and why did the United States remain neutral in the beginning of World War II?  Why did the United States become involved in the war and how did they contribute to the war?
• ·         How did WWII affect women and African Americans?  Be specific.
• ·         Why did Americans’ Cold War fears center on communism?  How did these fears affect both domestic and foreign policies?

1950s-1960s: Civil Rights & Vietnam

• ·         What were the three most important events in the African American civil rights movement?  Describe the causes and effects of each event within the context of the movement.
• ·         Compare and contrast Kennedy’s, Johnson’s, and Carter’s Vietnam policies.  Whose do you think was best?  Why?
• ·         Compare and contrast the war in Vietnam with the wars in Iraq and Afghanistan.

1970s-2000s

• ·         Discuss the troubles in the Middle East during the 1970s, 1980s, 1990s, and 2000s.  Include at least three major events and/or policies that affected the United States and our relations with countries in the Middle East.
• ·         Discuss the “green” movement, including at least three different important events/policies and where you think the movement is headed in the future.
• ·         Describe three different advances in technology and medicine in the past 30 years and the controversy surrounding these.

RUBRIC

·         10 points =  Student clearly answers all parts of the prompt, providing multiple specific and relevant examples from his/her studies and/or observations.  Writing has a clear introduction (thesis in which an original argument is asserted), body, and conclusion.

·         9 points =  Student clearly attempts to answer all parts of the prompt, providing some specific and relevant evidence from his/her studies and/or observations.  Writing has a clear introduction (thesis), body, and conclusion.

·         8 points =  Student answers most parts of the prompt, providing relevant evidence from his/her studies and/or observations.  Writing has a clear introduction, body, and conclusion.

·         7 points =  Student attempts to answer the main part of the prompt, providing somewhat relevant evidence from his/her studies and/or observations.  Writing has a clear introduction and  body.

·         1-6 points =  Student’s answer lacks clarity and/or organization discussed above.

Psychology/Sociology:  For 30 points total (30% of your grade), complete THREE (10 points each) of the following essays (note, they should be at least one complete paragraph each).

Directions: In complete paragraphs, answer THREE (3) of the following questions for 10 points each.

A.     Compare and contrast three psychological disorders within the same category of DSM IV.

B.      Describe the Bystander Effect and write a situation in which you explain the variables about why one would or would not help a stranger.

C.      What is the fundamental attribution error?  How can it be avoided?  Provide a specific example.

D.     Compare and contrast the three major theories of sociology.

E.      Discuss your own socialization, specifically how three or more agents of socialization have made you who you are.

F.      What is a total institution?  Describe its purpose and how it achieves this purpose, using at least two real world examples.

G.     Why does deviance occur?  How should society handle deviance? Think of our studies and your own observations/experiences?

H.     Discuss one of the movies that we watched this semester from a sociological or psychological standpoint.  Argue for its educational value and use in the classroom using terms that you learned from class.

RUBRIC

·         10 points =  Student clearly answers all parts of the prompt, providing multiple specific and relevant examples from his/her studies and/or observations.  Writing has a clear introduction (thesis in which an original argument is asserted), body, and conclusion.

·         9 points =  Student clearly attempts to answer all parts of the prompt, providing some specific and relevant evidence from his/her studies and/or observations.  Writing has a clear introduction (thesis), body, and conclusion.

·         8 points =  Student answers most parts of the prompt, providing relevant evidence from his/her studies and/or observations.  Writing has a clear introduction, body, and conclusion.

·         7 points =  Student attempts to answer the main part of the prompt, providing somewhat relevant evidence from his/her studies and/or observations.  Writing has a clear introduction and  body.

·         1-6 points =  Student’s answer lacks clarity and/or organization discussed above. 

Little Prince Vocabulary

Copy the following words and definitions onto your Little Prince vocabulary worksheet:

• Catastrophe: a disaster
• Moralist: someone who explains what’s right & wrong
• Blunder: a mistake or to move carelessly
• Coquettish: flirty
• Stratagem: plans
• Dejection: depression/hopelessness
• Inhabit: to live in an area
• Voluminous: taking up a lot of space; big
• Ephemeral: short-lived, not long lasting
• Thunderstruck: shocked/surprised
• Obliged: have to do something/obligated
• Monotonous: “one tone”; overly repetitive/boring
• Essential: required/necessary/something you need
• Abyss: a big hole
• Irreparable: unable to be fixed or stopped

E.A.Poe's "The Raven"

Watch The Simpsons's interpretation of this Poe classic:

Poetry Terms

Alliteration: repetition of beginning sounds in words

            example:  Peter Piper picked a peck of pickled peppers.

Diction: author’s word choice

            Connotation vs. Denotation: feelings and associations with words vs. literal dictionary definitions

Imagery: descriptions that appeal to the 5 senses

            example: a howl, a wailing shriek

Irony: opposite of what is expected

Figurative Language: when language means something other than its literal meaning

Metaphor: compares two things by saying one is the other

            example: Her eyes are the windows to her soul.

Motif: recurring symbol, image, pattern, or idea

Onomatopoeia: words that are the sounds they describe

            example: bang, buzz, splat

Personification: giving a non-human object human-like traits

            example: The sun was smiling.

Repetition: repeating words, phrases, sounds

Rhyme: same ending sound in words

            example:  tree and me

Rhythm: beats and meter, overall flow of a poem

Simile: compares two things using “like” or “as”

            example: You’re as cute as a button!

Symbol: one thing that represents something else

            Ex. American flag symbolizes freedom.

           

Theme: Overall message of a piece of literature.

            example:  “Tell-Tale Heart”: Guilt will drive you mad.

Tone: author’s attitude toward his/her subject

examples: straightforward, understated,  approving, proud, disliking, harsh,  acerbic, angry,  confident, energetic, ironic, mocking, bitter, grim, cynical, interested,  sympathetic, pitiful, detached, cold,  uninterested, disinterested, apathetic, impartial, objective, humorous, playful, flippant, childish, child-like, tranquil, peaceful, subdued, sad, upset, depressed, afraid, fearful,  panicked, wistful, nostalgic,  sentimental, solemn, serious, somber, apologetic, rebellious, anxious, thoughtful, dreamy, excited, exhilarated,  exuberant, happy, contented, joyful, skeptical, urgent, commanding, demanding, condescending,  arrogant, lofty, dramatic, scornful, bold, provocative,  seductive

What’s the difference between a narrative poem and a lyrical poem?
Tells a story vs. conveys an idea/emotion

Vocabulary from the stories and poems of Edgar Allan Poe

1. vex- annoy, bother, irritate     
2. sagacity- wisdom                
3. audacity- boldness, especially in the face of danger  
4. perverseness- determination to do the opposite of what is expected or desired                    -
5. insufferable- something that you can’t stand            
6. malevolence- evil intentions               
7. catacomb- underground cemetary     
8. dreary- causing sadness                     
9. ominous- hinting toward something bad happening in the future     
10. sepulchre- burial chamber (grave, tomb)         
11. morbid- unusual interest in death, unwholesome 
12. apathy- not caring, lack of interest                
13. pestilence- highly contagious disease    
14. revel- to take pleasure or enjoyment             
15. melancholy- depressed           
16. despair- hopelessness