tag:blogger.com,1999:blog-10918480592967719652012-02-16T19:52:50.643-08:00Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.comBlogger1811100tag:blogger.com,1999:blog-1091848059296771965.post-36123629931848732562010-05-25T15:50:00.001-07:002010-05-25T15:52:46.755-07:00Attendance<br />Prayer<br />Collect Sentences<br />Collect Questions from <em>The Odyssey</em><br />MLA Scavenger Hunt<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Read 616-630 in Adventures in Reading<br /><br />Complete Reading Check Questions on page 630<br /><br />Prepare for surprise vocab test next class<br /><br />Prepare for a spelling test based on Chapter 26 next class<br /><br />Come to class with questions based on the Study Guide which can be downloaded from NetClassroom.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-3612362993184873256?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-91813373879974979512010-05-21T14:48:00.000-07:002010-05-24T13:56:39.037-07:00Attendance<br />Prayer<br />Collect Ch. 26 Review<br />Review Trees and Dogs assignment<br />Review Ch. 24 Test<br />Discuss Plagiarism<br />Review mythology and homework<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />(Most classes had time to start the homework in class)<br /><br /><br />Read pages 592-616 in <em>Adventures in Reading</em> and complete the Reading Check questions on 616<br /><br />Review the list of "Words often Confused" on the charts on pages 793-800 in <em>EofL</em>...write one sentence for each word: underline the words and number your sentences, there should be a total of 72 sentences.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-9181337387997497951?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-29628266444787398202010-05-19T14:47:00.000-07:002010-05-19T14:49:41.698-07:00Attendance<br />Prayer<br />Collect Trees and Dogs HW<br />Collect rules<br />Collect Spelling HW<br />Review Ch. 24<br />Ch. 24 test<br />*Period 1 did writing in the computer lab today<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />chapter 26 chapter review in Elements of Language, pages 803-805, #1-50<br /><br /><span style="color:#3366ff;">Honors:</span> Do the Prewriting and Writing of the Writing assignment<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2962826644478739820?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-89652924128957317572010-05-17T12:46:00.000-07:002010-05-17T12:49:51.468-07:00Attendance<br />Prayer<br />The War of the Worlds test<br />Collect test remediation<br />Collect reading questions<br />Ch. 24 Review<br />Discuss Plagiarism according to MLA<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Download and Print "Trees and Dogs" from NeTCLassRooM<br /> identify the following by writing the exact sentence as it appears in the essay:<br /> 1. The thesis in the introduction<br /> 2. The "P" or topic sentence for each body paragraph<br /> 3. The "E" or explanation for each body paragraph (one sentence)<br /> 4. The thesis in the conclusion<br /><br />Chapter 26 Rules-TYPED-26a through 26p<br /><br />HANDWRITE-<strong>NEATLY-</strong>100 common misspelled words from page 807 of <em>Elements of Language</em><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-8965292412895731757?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-72603272412466651472010-05-14T14:08:00.000-07:002010-05-14T14:10:08.104-07:00Romeo and Juliet Test (100 points)<br />Read the directions for each section carefully.<br />For the questions below, answer T or F. T=A. F=B.<br /><br /><br />1. One element of background that is essential to Romeo and Juliet is that there are two feuding families.<br />2. Shakespeare invented the story of Romeo and Juliet. <br />3. Foils are pairs of characters that serve contrasts to one another. <br />4. Though young Juliet mentions earlier that she has never thought of marriage and Romeo had been so distraught by his unrequited love for Rosaline, they fall in love at first sight of each other. During the orchard scene in which Romeo has hidden on the Capulet estate, the two lovers decide to marry that same day. This haste and impetuousness is an important element of characterization that helps explain later action of the drama.<br /><br />5. All of Shakespeare’s characters speak in prose.<br />6. Tybalt is the protagonist of this play.<br />7. Friar Laurence is really a ghost.<br />8. During Shakespeare’s time, aristocratic families would often hire peasants to nurse their infants.<br />9. Shakespeare’s audience knows how the play will end from the prologue.<br />10. Romeo and Juliet is a comedy.<br /><br /><br />For the following questions, pick the best answer.<br />11. Shakespeare was born in_____________<br />a. 1500<br />b. The fourteenth century<br />c. 1564<br />d. 1616<br />12.Shakespeare was born in _____________<br /> a. Stratocaster<br /> b. Montague<br /> c. Stratford-on-Avon<br /> d. Verona<br /> e. none of the above<br /><br />13. Anne Hathaway became Shakespeare’s __________<br /> a. inspiration<br /> b. wife<br /> c. daughter<br /> d. godmother<br /> e. victim<br /><br />14. The theatre that is most closely associated with Shakespeare is the _________<br />a. Atlas<br />b. Globe<br />c. Charnel House<br />d. C-House<br />15. When Shakespeare was 18, his wife was ________<br />a. 18<br />b. 13<br />c. 26<br />d. Dead<br />16. Shakespeare died in _____________<br /> a. Stratocaster<br /> b. Montague<br /> c. Stratford-on-Avon<br /> d. Verona<br />e. none of the above<br />17. Shakespeare died in ______________<br />a. 1616<br />b. 1900<br />c. 1564<br />d. 1776<br />18. To create the feeling of a moonlit night in the famous balcony scene, Shakespeare used______________<br />a. Elaborate stage directions<br />b. A solar eclipse<br />c. Intense, descriptive language<br />d. Expensive lighting and fog machines<br />e. Black spray paint<br />19. Women’s roles in Shakespeare’s time were played by ________<br />a. Models<br />b. Actresses<br />c. Boys<br />d. Livestock<br />e. Groundlings<br />20. In the Globe Theatre, Shakespeare’s actors would perform on what kind of stage?<br />a. Proscenium stage<br />b. Open stage<br />c. Picture-Frame stage<br />d. Sound stage<br />e. None of the above<br />21. Most of Shakespeare’s audience paid 1 penny to stand in the Pit. They were_______<br />a. Groundhogs<br />b. Nobility<br />c. Groundlings<br />d. Nosferatu<br />e. Sonnets<br />22. To indicate more than one character leaving the stage, Shakespeare would write ____<br />a. [Exit]<br />b. [Exeunt]<br />c. [Aside]<br />d. [Enter]<br />23. Benvolio is a member of the ____<br />a. Capulets<br />b. Montagues<br />c. Citizens<br />d. Celts<br />e. None of the above<br />24. Peter is a member of the_____<br />a. Capulets<br />b. Montagues<br />c. Citizens<br />d. Celts<br />e. None of the above<br />25. Mercutio is related to _____<br />a. Romeo<br />b. Tybalt<br />c. Friar Laurence<br />d. Prince Escalus<br />e. None of the above<br />26. Most of the action of the play is set in _______<br />a. Mantua<br />b. Venice<br />c. Verona<br />d. My Sharona<br />e. The C-House<br />27. The time of the play is _____<br />a. 1564<br />b. 1616<br />c. The 14th Century<br />d. The 21st Century<br />e. Too long<br />28. The prologue is written as a ____<br />a. Hai Ku<br />b. Sonnet<br />c. Comedy<br />d. Eulogy<br />e. Free verse<br />29. In the first scene, the Prince decrees that future disturbances will result in _____<br />a. Jail<br />b. Banishment<br />c. Death<br />d. Twisty Cones<br />30. Though the title of the play is Romeo and Juliet, the audience first hears of Romeo’s love for _______<br />a. Caroline<br />b. Rosaline<br />c. Juliet<br />d. Lady Capulet<br />31. Juliet is _____ years old.<br />a. 14<br />b. 13<br />c. 12<br />d. 11<br />32. Benvolio and ________ convince Romeo to go to the party.<br />a. Tybalt<br />b. Nurse<br />c. Mercutio<br />d. Friar Laurence<br />33. Tybalt’s temper is best described as ______<br />a. Mellow<br />b. Fiery<br />c. Sad<br />d. Contemplative<br />34. Tybalt kills _____<br />a. Romeo<br />b. Mercutio<br />c. Friar Laurence<br />d. Juliet<br />35. Romeo kills _____<br />a. Juliet<br />b. Tybalt<br />c. Paris<br />d. Mercutio<br />e. Both (b) and (c)<br />36. The punishment Prince Escalus sentences Romeo to is _____<br />a. Death<br />b. Banishment<br />c. Prison<br />d. Community Service<br />e. A Saturday<br />37. Friar Laurence arranged for ______ to tell Romeo about Juliet’s “coma.”<br />a. Balthasar<br />b. Paris<br />c. Friar John<br />d. Page to Paris<br /><br /><br /><br />38. What is a pestilence?<br />a. A plague<br />b. A poison<br />c. A gun<br />d. A prayer<br />39. What is an apothecary?<br />a. A poet<br />b. A pharmacist<br />c. A magician<br />d. A murderer<br />40. What weapon does Juliet use to kill herself?<br />a. Poison<br />b. A pistol<br />c. A noose<br />d. A knife<br />e. A bone<br />41. Which of the following is related to Prince Escalus?<br />a. Mercutio<br />b. Paris<br />c. Tybalt<br />d. Both (a) Mercutio and (b) Paris<br />e. Both (b) Paris and (c) Tybalt<br />42. Why did Romeo have to bribe the apothecary?<br />a. To make sure he could keep a secret<br />b. Poison was illegal in Mantua<br />c. The apothecary was poor<br />d. Romeo did not need money anymore.<br />43. How does Montague plan to honor Juliet?<br />a. By writing a poem<br />b. By erecting a statue in pure gold<br />c. By giving a speech<br />d. By drinking more poison<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />For the following questions #44-61, mark the letter that corresponds to the character most likely to have spoken the selected lines.<br />A=Juliet<br />B=Romeo<br />C=Friar Laurence<br />D=Benvolio<br />E=Tybalt<br />AB=A servant or a lower class character<br /><br />44. “There is thy gold, worse poison to men’s souls,<br />Doing more murder in this loathsome world<br />Than these poor compounds that thou mayst not sell.”<br /><br />45. “And to’t they go like lightning. For ere I<br />Could draw to part them was stout Tybalt slain,<br />And as he fell, did Romeo turn and fly.<br />This is the truth, or let Benvolio die.”<br /><br />46. “Gallop apace you fiery-footed steeds,<br />Toward Phoebus’ lodging. Such a wagoner<br />And Phaeton would whip you to the west,<br />And bring in cloudy night immediately.”<br /><br />47. “With love’s light wings I did o’erperch these walls,<br />For stony limits cannot hold love out.<br />And what love can do, that dares love attempt,<br />Therefore thy kinsmen are no let to me.”<br /><br />48. “Nay, as they dare. I will bite my thumb at them, which is disgrace to them, if they bear it.”<br /><br />49. “What, drawn, and talk of peace! I hate the word<br /> As I hate Hell, all Montagues, and thee.<br /> Have at thee coward!”<br /><br />50. “Uncle, this is a Montague, our foe,<br />A villain, that is hither come in spite<br />To scorn at our solemnity this night.”<br /><br />51. “The gray-eyed morn smiles on the frowning night,<br />Checkering the eastern clouds with streaks of light,<br />And flecked darkness like a drunkard reels<br />From forth day’s path and Titan’s fiery wheels.”<br /><br />52. “Oh, I cry you mercy, you are the singer. I will say for you. It is ‘music with her silver sound’ because musicians have no gold for sounding.”<br /><br /><br /><br /><br />53. “Hold, then, go home, be merry, give consent<br />To marry Paris. Wednesday is tomorrow.<br />Tomorrow night look that thou lie alone,<br />Let not thy nurse lie with thee in thy chamber.”<br /><br />54. “And in this borrowed likeness of shrunk death<br />Thou shalt continue two and forty hours,<br />And then awake as from a pleasant sleep.”<br /><br />55. “We talk here in the public haunt of men.<br />Either withdraw unto some private place,<br />And reason coldly of your grievances,<br />Or else depart. Here all eyes gaze on us.”<br /><br />56. “Oh, deadly sin! Oh, rude unthankfulness!<br />Thy fault our law calls death, but the kind Prince,<br />Taking thy part, hath rushed aside the law<br />And turned that black word ‘death’ to ‘banishment’<br />This is dear mercy, and thou see’st it not.”<br /><br />57. “Hadst thou no poison mixed, no sharp-ground knife,<br /> No sudden mean of death, though ne’er so mean<br />But ‘banished’ to kill me?-‘Banished?”<br /><br />58. “Then I gave her, so tutored by my art,<br /> A sleeping potion, which so took effect<br /> As I intended, for it wrought on her<br /> The form of death.”<br /><br />59. “Delay this marriage for a month, a week;<br /> Or, if you do not, make the bridal bed<br /> In that dim monument where Tybalt lies.”<br /><br />60. “Go ask his name. If he be married,<br />My grave is like to be my wedding bed.”<br /><br />61. “I’ll tell thee ere thou ask it me again.<br />I have been feasting with mine enemy,<br />Where on a sudden one hath wounded me<br />That’s by me wounded. Both our remedies<br />Within thy help and holy physic lies.<br />I bear no hatred, blessed man, for, lo,<br />My intercession likewise steads my foe.”<br /><br /><br />For the questions 62-71, refer to the attached copies of pages 534 and 562 from your text book.<br /><br />62. What do the numbers on the right side of the page signify?<br />a. Syllables<br />b. Line numbers<br />c. Dates<br />d. Times<br />63. Juliet’s lines on page 562 are an example of _______<br />a. An aside<br />b. A monologue<br />c. A soliloquy<br />d. A dialogue<br />64. Benvolio’s lines on page 534 are an example of _______<br />a. An aside<br />b. A monologue<br />c. A soliloquy<br />d. A dialogue<br />65. The lines on pages 562 and 534, like most lines of the play, are in what meter?<br />a. Iambic pentameter<br />b. Anapest tetrameter<br />c. Trochaic hexameter<br />d. Dactylic monometer<br />66. William Shakespeare composed Romeo and Juliet in ______<br />a. Free Verse<br />b. Free Bird<br />c. Blank Verse<br />d. Shakespearian<br />e. None of the above<br />67. The text in brackets is known as ______<br />a. Asides<br />b. Stage direction<br />c. Audience awareness<br />d. Visual excess<br />68. What are mandrakes?<br />a. Plants<br />b. Garden tools<br />c. Weapons<br />d. Wild animals<br />69. Exeunt means ______<br />a. Exit<br />b. Enter<br />c. Silent<br />d. Dance<br /><br />70. When Juliet says, “Come, vial” and “Lie thou there,” she is addressing inanimate objects. This is a special type of personification known as _______<br />a. Synesthesia<br />b. Apostrophe<br />c. Monologue<br />d. Apothecary<br />71. What is ‘dexterity,’ as in line 146 on page 534?<br />a. Skill<br />b. Weight<br />c. Height<br />d. Sword<br />72. When line 151 on page 534 spills into line 152, this is an example of ______<br />a. Overflow<br />b. Enjambment<br />c. End rhyme<br />d. Slant rhyme<br />73. Who defined the Six Essential Elements?<br />a. Shakespeare<br />b. Aristocracy<br />c. Aristotle<br />d. Friar Laurence<br />e. None of the above<br />74. The Six Essential Elements refer to ______.<br />a. Poetry<br />b. Drama<br />c. Love<br />d. Essays<br />75. A proscenium stage is also known as a _______ stage.<br />a. Peninsula<br />b. Picture frame<br />c. Globe<br />d. Proxemics<br />76. An open stage is also known as a ______ stage.<br />a. Peninsula<br />b. Picture frame<br />c. Globe<br />d. Proxemics<br />77. The arrangement of the mis-en-scene is known as_____.<br />a. Proximity<br />b. Proxemics<br />c. Stage direction<br />d. Props<br /><br /><br /><br /><br />78. With an open stage, the audience views the action from ____ sides.<br />a. 1<br />b. 2<br />c. 3<br />d. None of the above<br />79. With a proscenium stage, the audience views the action from _____ sides.<br />a. 1<br />b. 2<br />c. 3<br />d. None of the above<br />80. Shakespeare’s Romeo and Juliet is memorable because of the _____.<br />a. Elaborate stage decorations<br />b. Clearly developed personalities of characters<br />c. Original song and dance<br />d. Cheap ticket price<br />e. None of the above<br />81. Drama began as _______.<br />a. Shadow puppets on cave walls<br />b. Greek religious traditions<br />c. Circus sideshows<br />d. Poetry set to music<br />e. None of the above<br />82. As Romeo finds Juliet’s body, he comments that she doesn’t appear dead. This is _____<br />a. Metaphor<br />b. Irony<br />c. Monologue<br />d. Extol<br />83. Characters who contrast with each other are called _____<br />a. Protagonists<br />b. Antagonists<br />c. Foils<br />d. Friars<br />84. “Parting is such sweet sorrow.” Sweet sorrow is a(n) ____<br />a. Metaphor<br />b. Oxymoron<br />c. Synesthesia<br />d. Simile<br />85. “The gray eyed morn smiles on the frowning night.” This is ____<br />a. Metaphor<br />b. Personification<br />c. Onomatopoeia<br />d. Aside<br /><br /><br />86. Many of the jokes in William Shakespeare’s dramas depended on the multiple meaning of words, like when Mercutio refers to himself as a “grave man,” he jokes on two meanings of grave: “serious” and “ready for the grave.” This type of joke is called what?<br />a. Oxymoron<br />b. Personification<br />c. Onomatopoeia<br />d. Pun<br />e. Aside<br />87. Which of the following is NOT an early Greek dramatist?<br />a. Euripedes<br />b. Sophocles<br />c. Aeschylus<br />d. Shakespeare<br />88. Which of the following is NOT part of the tripartite relationship of drama?<br />a. Script<br />b. Actor<br />c. Audience<br />d. Stagehand<br />e. None of the above<br />89. What type of drama comes from a Greek word that means goat song?<br />a. Comedy<br />b. Tragedy<br />c. History<br />d. All of the above<br />90. What type of drama comes from a Greek word that means singer of revels?<br />a. Comedy<br />b. Tragedy<br />c. History<br />d. All of the above<br />91. Aristotle outlined the Six Essential Elements of Drama in his work called what?<br />a. Poetics<br />b. Learn these Methods for Drama<br />c. You Can Write, Too<br />d. Drama: A Fool’s Guide<br />92. Shakespeare often incorporated these kinds of characters who were town drunks or witty servants. <br />a. Dynamic characters<br />b. Flat characters<br />c. Stock characters<br />d. Protagonists<br />e. Antagonists<br /><br />93. Conversation between two characters is called what?<br />a. Monologue<br />b. Dialogue<br />c. Dialectical Journals<br />d. Aside<br />e. Speech<br />94. How many “acts” can you find in Romeo and Juliet, like most of Shakespeare’s plays?<br />a. one<br />b. two<br />c. three<br />d. four<br />e. five<br />95. Smaller divisions of the action within an act are called what?<br />a. Acts<br />b. Short Acts<br />c. One Act Plays<br />d. Scenes<br />e. Stories<br />96. Which of the following is the proper spelling for the author of a play?<br />a. Playright<br />b. Playwrite<br />c. Playwright<br />d. Scribe<br />e. Scriptor<br />97. Which of the following is NOT one of the Six Essential Elements of Drama?<br />a. Thought<br />b. Action<br />c. Language<br />d. Sound Effects<br />e. Song and Dance<br />98. What is the literary term used to describe a situation in which the audience knows something that the characters do not?<br />a. Metaphor<br />b. Metonymy<br />c. Irony<br />d. Onomatopoeia<br />99. Blank Verse is also known as what?<br />a. Unrhymed Iambic Pentameter<br />b. The Workhorse of English Poetry<br />c. Haiku Method<br />d. Free Verse<br />e. Both (a) and (b)<br />100. For the most part, Shakespeare’s characters speak in lines of how many syllables each?<br />a. 9<br />b. 10<br />c. 11<br />d. 12<br />e. 15<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-7260327241246665147?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-45403922932853106332010-05-14T10:33:00.000-07:002010-05-14T10:34:10.549-07:00The War of the Worlds exam guide<br /><br />How would you the title of a novel in a document? <br />Who wrote The War of the Worlds?<br />When was this novel published? <br />What is the genre of this novel?<br />The narrator calls the attack on Earth “The great disillusionment”. When does this happen?<br />Where does the novel take place? <br />Where does the first canister from Mars land? <br />What is the main character’s name? <br />What planet does the attack come from? <br />What is Mars the god of? <br />Which planet is closer to the sun, Mars or Earth? <br />Which planet is closer to the end of life?<br />What is Ogilvy’s profession?<br />What is the rising part of the Fratek’s pyramid called? <br />What material do we learn in the rising part of Fratek’s pyramid?\<br />What is Henderson’s profession? <br />What is the first weapon that the Martians use to devastate the humans?<br />Where does the narrator take his wife and how far is it from Maybury Hill? <br />Who is a member of the Horse Artillery No. 12?<br />The first tripod destroyed falls on what? <br />What is the narrator’s brother in school for? <br />What is a Curate?<br />What is the Thunder Child?<br />Who witnesses the Thunder Child attack a Tripod? <br />What is the second weapon that the Martians use to dominate the Earth?<br />In Chapter 1 of Book 2, which number cylinder buries the narrator and the Curate in the rubble of a house?<br />What best describes the Martians?<br />Professor Howes give the tentacles what name?<br />How many tentacles did the Martians have?<br />Why couldn’t the Martians stand up on their tentacles?<br />Which of the following is not a feature of a Martian face?<br />Which of the following is not inside<br />What did the Martian snacks resemble?<br />How many hours of work did Martians do in 24 hours?<br />How did the Martians reproduce?<br />What is the “Teacher and agent of the brain”?<br />What did Martian sanitary science do? <br />The narrator’s knowledge of Martian anatomy is an example of what?<br />What is the dominant color of the vegetable kingdom on Earth?<br />Why does the narrator attack the Curate?<br />Why does the narrator consider killing a dog?<br />Who is the man on Putney Hill?<br />Where does the Artilleryman plan to live?<br />What does the Artilleryman plan to use to recapture the planet?<br />When the narrator mentions “The Destruction of Sennacherib”, this is an example of what?<br />“The Destruction of Sennacherib”, a poem, has 12 syllables per line. Is this iambic pentameter?<br />Who does the narrator find in his house at the end of the novell?<br />What is ‘circumspection’?<br />What is the narrator’s profession?<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4540392293285310633?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-76775194869948262052010-05-13T16:04:00.000-07:002010-05-13T16:07:14.047-07:00Attendance<br />Prayer<br />Return Things<br />Romeo and Juliet Test Remediate (see directions below)<br />War of the Worlds Review (time permitting)<br /><br />Homework:<br /><br />WofW test 5/17 or 5/18<br /><br />Ch. 24 Test 5/19 or 5/20<br /><br />Romeo and Juliet Test Remediation due next class<br /><br />Reading Check and Study and Discussion Questions on page 238 of <em>AinR </em>for "The Death of a Tree" due next class.<br /><br />Romeo and Juliet Exam Remediation<br />Using class time and time at home, you may remediate part of your exam grade by explaining the thought process that led you astray on your Romeo and Juliet test. By explaining all of the questions that you answered incorrectly, you earn back half of the credit you missed out on. For example, if you scored 90 out of 100, you will submit 10 explanations for a grand total of 5 points; therefore, you can remediate your grade to a 95.<br />Step 1: Review your ScanTron and write down the following information:<br />1. The numbers of the questions you missed.<br />2. The “wrong” response that you put on the ScanTron<br />3. The correct answer as provided by the ScanTron<br />Step 2: Review the Romeo and Juliet exam and write down the following information:<br />1. The entire question that you missed. For questions on identifying quotes, you must write down the entire quote.<br />2. Write down the entire answer of your incorrect response.<br />3. Write down the entire answer of the correct response.<br />Step 3: Submit a typed document with the following information:<br />1. The number of questions that you missed on the exam.<br />2. The number of points you stand to earn from this assignment.<br />3. For each question, write an explanation that includes the following in full sentences:<br />a. The full text of the question.<br />b. The wrong answer that you selected, both the letter and the entire answer.<br />c. The correct answer for the test item.<br />d. Why you think you selected the wrong answer.<br />e. A study habit or test-taking strategy that would have helped you choose the correct answer.<br />For example:<br />1. Questions I missed on the exam: 1<br />2. Points I stand to earn: .5<br />3. Question #44. Identify the speaker of the following quote:<br />“There is thy gold, worse poison to men’s souls,<br />Doing more murder in this loathsome world<br />Than these poor compounds that thou mayst not sell.”<br /> I selected (C), Friar Laurence, for this question, but the correct answer was (B), Romeo. I think I chose Friar Laurence because I saw the word poison, and I know that Friar Laurence was known for his ability to mix potions. To answer the question correctly, I could have more conscientiously translated the first line, “There is thy gold.” Understanding that this meant the speaker was paying somebody for a poison, I would have been reminded that Romeo had to bribe the apothecary because selling poison was illegal in Mantua.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-7677519486994826205?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-47863078443773045882010-05-12T16:29:00.000-07:002010-05-12T16:31:42.309-07:00Attendance<br />Prayer<br />collect Chapter 24 chapter review<br />collect MLA Bibliography #2<br />Vocab Review<br />Vocab Quiz<br />Review <em>The War of the Worlds</em><br />Review Chapter 24 chapter review<br />Return some materials<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Test May 17/18 on <em>The War of the Worlds</em><br /><br />Test May19/20 on Chapter 24 of <em>Elements of Language</em><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4786307844377304588?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-52229224297260876152010-05-11T08:35:00.001-07:002010-05-11T08:35:38.510-07:001. abnormal adjective Not normal.<br />2. accolade noun An expression of strong approval or praise.<br />3. adept adjective Very skilled or capable.<br />4. adulation noun Enthusiastic or even excessive praise; fawning admiration.<br />5. affectation noun Artificial behavior adopted to impress others; pretense; a pose.<br />6. aficionado noun A fan; an enthusiastic admirer.<br />7. ambiguous adjective Having two or more possible meanings or interpretations; unclear; vague.<br />8. anathema noun a. A strong denunciation b. A formal religious condemnation c. Anything or anyone condemned.<br />9. apologist noun A person who argues in defense or justification of an idea or cause.<br />10. appraisal noun a. An evaluation or estimation of the nature, quality, or worth of something; a judgment. b. An expert or official evaluation of something, as for taxation.<br />11. appreciable adjective able to be estimated or measured; noticeable. <br />12. aptitude noun a. A talent or natural ability. b. Ease in learning; intelligence<br />13. arbitrary adjective a. Based on whim or impulse rather than reason or law. b. Subject to individual judgment.<br />14. archaic adjective a. Referring to words and language that were once common but are now rarely used. b. Ancient. c. No longer applicable.<br />15. argot noun The informal language used by a particular group, such as criminals; a secret language.<br />16. arrogant adjective Excessively and unpleasantly convinced of one’s own importance; overbearingly proud; superior; vain.<br />17. ascribe trans. verb To regard as caused by; assign; attribute.<br />18. assert trans. verb To state or express positively, forcefully, or boldly; affirm.<br />19. assess trans. verb a. To determine the significance or importance of; evaluate; appraise b. To estimate the value of property for taxation; set the amount of tax, fine, or other payment.<br />20. astute adjective Shrewd in judgment; possessing a keen mind.<br />21. baffle trans. verb To cause uncertainty in; puzzle.<br />22. base adjective a. Mean or contemptible; shameful b. Inferior in quality; containing inferior substances.<br />23. behold trans. verb To gaze at; look upon.<br />24. beneficiary noun a. A person who receives funds from an insurance policy or will upon another’s death. b. Anyone who receives help or advantage from something.<br />25. bland adjective a. Mild; soothing; not irritating. b. Dull; lacking in interest.<br />26. blight trans. verb a. To cause a decline or decay; to ruin or destroy. b. To cause a plant to be affected with disease. noun a. Any of several diseases that cause plants to wither and deteriorate. b. Unfavorable environmental conditions.<br />27. bonanza noun a. A source of wealth or luck. b. A rich mine.<br />28. boycott trans. verb To take part in an organized group refusal to use a product or service as a means of protest. noun An organized group refusal.<br />29. bravado noun False bravery; swaggering courage.<br />30. breadth noun a. The distance or dimension from side to side of something, as distinguished from length or thickness; width. b. Wide extent or scope. c. Freedom from narrowness of views, interests, or attitudes.<br />31. broach trans. verb To talk or write about for the first time; to bring up<br />32. candid adjective a. Without pretense or reserve; straightforward; honest b. Free of prejudice; impartial c. Not posed or rehearsed noun An unposed photograph.<br />33. capillary noun Any of the tiny blood vessels that connect the smallest arteries to the smallest veins. adjective Of or like a capillary.<br />34. cataclysm noun a. A violent upheaval; a disaster. b. A violent, sudden change in the earth’s crust. c. A destructive flood. <br />35. cessation noun The act of ceasing or stopping; a halt.<br />36. circumlocution noun a. The use of roundabout expressions or wordy and indirect language. b. Speech or writing that is wordy or evasive.<br />37. circumscribe trans. verb a. To draw a line around; encircle b. To confine within or as if within bounds; limit or restrict c. To construct or be constructed around a geometrical figure so as to touch as many points as possible.<br />38. cognizant adjective Aware; fully informed.<br />39. coincidental adjective a. Occurring as a combination of circumstances that, although accidental, is so remarkable that it seems to have been planned or arranged. b. Resulting from the condition of occupying the same point in space or time.<br />40. commence trans. verb To begin; start. intrans. verb To come into existence; have a beginning.<br />41. commend trans. verb To mention approvingly; praise.<br />42. composite adjective a. Put together from various parts: a composite photograph. b. In mathematics, having factors: a composite number. noun Something made up of various parts; a combination. <br />43. comprehensive adjective a. Covering completely or broadly; inclusive. b. Having or exhibiting wide mental grasp.<br />44. connoisseur noun One knowledgeable in any area, but especially in the arts or in matters of taste and discernment.<br />45. connotation noun The mental connections or associations of a word that go beyond its literal or dictionary definition.<br />46. conscientious adjective Thorough and attentive; careful; painstaking.<br />47. consciousness noun a. Awareness of one’s thoughts and perceptions. b. The totality of attitudes or feelings held by a group.<br />48. contend trans. verb To maintain or assert; argue (for) a point of view. intrans. verb a. To strive or struggle in controversy or debate; dispute. b. To strive, as in battle; fight. c. To compete, as in race.<br />49. contract noun a. A formal agreement between two or more parties, particularly one enforceable by law. b. The document containing such an agreement. trans. verb To enter into a formal agreement. intrans. verb To grow smaller.<br />50. contrive trans. verb a. To plan cleverly; invent, especially without preparation. b. To plot or scheme with evil intent. intrans. verb To plot or scheme.<br />51. convene intrans. verb To assemble, usually for an official or public purpose; meet formallytrans. verb To cause to assemble.<br />52. conventional adjective Customary; conforming to most standards.<br />53. convoluted adjective a. Coiled or twisted. b. Complicated; intricate.<br />54. copious adjective a. Large in quantity; abundant; containing an ample supply. b. Filled with matter, thoughts, or words; wordy.<br />55. cosmopolitan adjective Sophisticated in an international way.<br />56. criterion noun A standard, rule, or test on which a judgment or decision can be based .<br />57. culinary adjective Pertaining to cooking or the kitchen.<br />58. dauntless adjective Not able to be discouraged or threatened; bold; audacious.<br />59. dearth noun A scarcity or lack.<br />60. debut noun a. The beginning of a career or other course of action. b. A first public appearance, as of an actor on stage. c. The formal presentation of a young woman to society.<br />61. decimate trans. verb To destroy or kill a large part.<br />62. decomposition noun The process of decaying, rotting, or breaking down.<br />63. defect noun a. A flaw or imperfection. b. A deficiency. intrans. verb To depart one’s country or party in order to adopt or join another.<br />64. deficient adjective a. Lacking an essential quality or element; insufficient. b. Not up to normal standards.<br />65. deficit noun An amount by which something falls short of the required or expected amount; a shortage.<br />66. delectable adjective Greatly pleasing, especially to the sense of taste; delicious; delightful.<br />67. deliberation noun a. Careful thought in decision-making or action. b. Slowness of motion or manner.<br />68. denotation noun The exact meaning of a word.<br />69. deter trans. verb To prevent or discourage from acting, as by means of fear or doubt.<br />70. detract intrans. verb To take away something desirable; diminish the value of.<br />71. devious adjective a. Done in an underhanded manner; tricky; shifty. b. Straying from a straight or direct course. c. Departing from the correct or proper way; erring.<br />72. devour trans. verb a. To eat up greedily; swallow; engulf.. b. To consume enthusiastically.<br />73. dexterity noun Skill in the use of the hands, the body, or the mind; adroitness.<br />74. diagnosis noun A critical analysis of the nature of something, particularly disease. <br />75. diffident adjective Hesitant through lack of self-confidence; timid.<br />76. dilemma noun A situation forcing a choice between two alternatives that are often difficult or unpleasant.<br />77. discernment noun Keenness or sharpness in detecting, distinguishing, or selecting.<br />78. discourse noun a. Verbal expression in the form of speech or writing. b. The formal and lengthy discussion of a subject, either written or spoken. intrans. verb a. To speak or write formally and at length b. To engage in conversation or discussion.<br />79. disposition noun a. One’s usual mood or temperament. b. Arrangement.<br />80. disregard trans. verb a. To pay little or no attention to; ignore or neglect b. To treat as unworthy of notice noun Lack of thoughtful attention or proper respect.<br />81. dissuade trans. verb To discourage or keep (someone) from a purpose or course of action.<br />82. distraction noun Something that draws the mind away from the original direction of attention or interest; a diversion of attention.<br />83. dogmatic adjective Expressing a belief or opinion as if it were fact; excessively positive or emphatic.<br />84. duplicity noun Deliberate deception or trickery by speaking or acting in two different ways concerning the same manner.<br />85. edible adjective Suitable for eating; capable of being eaten.<br />86. efficacy noun The power or capacity to produce the desired effect; effectiveness.<br />87. egocentric adjective Limited in outlook or concern to one’s own activities or needs; self-centered; selfish.<br />88. embargo noun a. A government order preventing or prohibiting trade with a given nation. b. A prohibition. trans. verb To impose an embargo upon.<br />89. embark intrans. verb a. To set out on a venture; commence. b. To board a vessel, especially at the start of a journey.<br />90. enervate trans. verb To deprive someone of strength or vitality; weaken; sap.<br />91. enigma noun Someone or something that is hard to figure out; a puzzle.<br />92. enthrall trans. verb To captivate; hold spellbound; charm.<br />93. entreaty noun An earnest request or plea.<br />94. envision trans. verb To picture in the mind.<br />95. epicure noun A person with refined tastes in food and drink; a gourmet.<br />96. epidemic noun a. An outbreak of a contagious disease that spreads rapidly. b. A rapid spread, growth, or development. adjective a. Spreading rapidly and widely by infection among many individuals in an area. b. Widespread.<br />97. epidermis noun a. The outer protective layer of skin. b. The outer layer of cells or the protective covering of a plant.<br />98. eradication noun Elimination, as if by tearing out by the roots; ridding. <br />99. esteem noun Favorable regard; respect. trans. verb a. To regard with respect; admire; honor. b. To judge or consider to be.<br />100. eulogy noun A speech or written tribute of praise, most often one delivered at a memorial service in honor of the deceased.<br />101. euphemism noun The act or an example of the substitution of an inoffensive term for one that is considered offensive, unpleasant, or too direct.<br />102. exhaustive adjective Testing all possibilities or considering all elements; thorough.<br />103. exponent noun a. A person who speaks for something; a representative or interpreter of. b. A superscript number indicating how many times a given number is multiplied by itself.<br />104. extol trans. verb To praise highly.<br />105. extract trans. verb To pull or draw out forcibly. noun a. A passage from a literary work; an excerpt. b. A concentrated substance, such as a food flavoring.<br />106. faction noun A group of persons forming a united but sometimes discontented and troublesome minority within a larger group.<br />107. factor noun a. Something that helps bring about a certain result; an ingredient. b. One of two or more numbers or expressions that have a given product. trans. verb To find the factors of.<br />108. fallacy noun a. An opinion based on mistaken assumptions or logic; a false notion. b. False reasoning, belief, or argument.<br />109. falter intrans. verb a. To speak hesitatingly; stammer. b. To waver in confidence<br />110. ferocity noun Savagery; fierceness; barbarity.<br />111. fictitious adjective a. Adopted or assumed in order to deceive; false. b. Of fiction; imaginary; unreal.<br />112. finesse noun Delicacy and refinement of performance, execution, or workmanship.<br />113. flotilla noun a. A small fleet. b. A small group resembling a small fleet of ships.<br />114. flout trans. verb To show scorn or contempt for; show defiance.<br />115. foresee trans. verb To see or to know beforehand<br />116. fortuitous adjective a. Occurring unexpectedly or without any known cause; happening by accident or chance; unplanned. b. Lucky.<br />117. galvanize trans. verb a. To stir to action or awareness. b. To stimulate or shock with an electric current. c. To put a coating of zinc on iron or steel as protection against rust.<br />118. gape intrans. verb a. To stare in amazement with the mouth open. b. To open the mouth wide; yawn. c. To open wide.<br />119. gargantuan adjective Of immense size or volume; colossal; huge.<br />120. generate trans. verb To cause or create.<br />121. geopolitics noun The study of the relationship between geography and politics<br />122. gloat intrans. verb To feel or display triumphant, and often spiteful, satisfaction or delight.<br />123. guileless adjective Free of slyness or craftiness; simple and innocent.<br />124. gullible adjective Easily deceived or fooled.<br />125. hacienda noun a. A large estate, ranch, or plantation. b. The main house of such an estate.<br />126. hamper trans. verb To prevent the free movement, action, or progress of; limit. noun A large basket, usually with a cover.<br />127. haphazard adjective a. Lacking any definite plan or order; random. b. Dependent upon chance.<br />128. havoc noun a. Widespread destruction b. Confusion; disorder.<br />129. headstrong adjective Determined to have one’s own way and to do as one pleases; obstinate.<br />130. heedless adjective a. Unmindful; inattentive; unobservant b. Careless.<br />131. homage noun Particular respect or honor.<br />132. humility noun The quality of being humble; freedom from false pride.<br />133. hypocritical adjective Pretending to have some desirable or publicy approved attitude; insincere.<br />134. hypothesis noun a. A statement that accounts for a set of facts but cannot be proved by direct supporting evidence; a theory. b. Something that is assumed as a basis for action or discussion. <br />135. idiom noun An expression having a special meaning that is not clear from the usual meaning of the individual words of the phrase.<br />136. idiosyncrasy noun An unusual habit or mannerism of one particular person.<br />137. impolitic adjective Unwise; not exhibiting good judgment.<br />138. impostor noun A person who assumes a false identity for the purpose of deceiving others.<br />139. impressionistic adjective a. Of or pertaining to a highly personalized response to art or experience as opposed to a response based on reason or fact. b. Reflecting a style of painting of the late nineteenth century that is marked by concentration on the impression created by the subject.<br />140. incipient adjective In an early stage; just beginning to exist or appear.<br />141. incisive adjective a. Sharp; keen; perceptive. b. Able to analyze in depth.The quality of being humble; freedom from false pride.<br />142. indifferent adjective a. Marked by a lack of interest in or concern about something; uninvolved b. Showing no preference; impartial; unbiased c. Neither good nor bad; mediocre.<br />143. indisputable adjective Undeniable; true beyond all doubt.<br />144. inference noun a. A conclusion based on evidence. b. The act or process of concluding something from evidence; a deduction.<br />145. infirmity noun a. A physical disability. b. A lack of power; frailty.<br />146. initiative noun a. The power, ability, or instinct to begin or follow through with a plan or task; enterprise. b. A first step or opening move. c. The procedure by which citizens can propose a new law by petition and have it voted on.<br />147. innovation noun a. A creative act. b. Something begun or introduced; something that represents a change.<br />148. innumerable adjective Too many to be counted or numbered.<br />149. inordinate adjective Exceeding reasonable limits; excessive.<br />150. inscribe trans. verb a. To write, print, carve, or engrave words or letters on a surface b. To sign or write a brief message in or on a book or picture when giving it as a gift; dedicate to someone c. To enter a name on a list or in a register; enroll d. To draw within a figure so as to touch in as many places as possible.<br />151. insight noun a. The ability to see and understand the true nature of something. b. An idea of the true nature of something.<br />152. inspiration noun a. A creative stimulus for the mind or the emotions. b. A sudden insight or creative idea.<br />153. integral adjective a. Essential or necessary for completeness. b. In mathematics, formed of parts tht together make a whole; not fractional.<br />154. intent noun a. An aim or purpose. b. The state of mind at the time of an action. c. meaning or connotation. adjective Firmly fixed; determined; intense.<br />155. intricate adjective a. having a complicated structure or pattern; complex. b. Hard to understand.<br />156. jargon noun a. The specialized technical vocabulary used by people in the same profession or field. b. Confusing, meaningless talk.<br />157. jovial adjective Full of fun and good cheer; sociable.<br />158. junta noun A group of rulers, particularly one seizing power after the overthrow of a government.<br />159. juxtaposition noun Placement side by side or close together, often producing an unusual effect.<br />160. labyrinth noun A network of winding, connected passages through which it is difficult to find one’s way without help; a maze.<br />161. laudable adjective Worthy of praise.<br />162. legitimate adjective a. Authentic; genuine; real. b. Being or acting in accordance with the law; lawful c. In accordance with established or accepted patterns and standards.<br />163. literate adjective a. Able to read and write; knowledgeable; educated b. Well-written; polished. noun a. Someone who can read and write. b. A well-informed, educated person.<br />164. macadam noun a. A paving material made of layers of small stones that are packed together with asphalt or tar. b A road surface that has been paved with layers of small stones.<br />165. malady noun a. A disease, ailment, or disorder. b. An unwholesome condition.<br />166. mar trans. verb To damage; spoil the beauty of.<br />167. masquerade intrans. verb To have or put on a deceptive appearance; to wear a mask or disguise. noun a. A dance or party at which masks and fancy costumes are worn. b. A disguise or false outward show; pretense. c. An involved scheme. <br />168. maverick noun a. A person who refuses to go along with the polices or views of his or her group; someone who is independent-minded; a nonconformist. b. An unbranded calf or colt. c. A horse or steer that has escaped from the herd.<br />169. mediocre adjective Of moderate to low quality; ordinary; average.<br />170. megalopolis noun A unified urban region comprising several large cities and their surrounding areas.<br />171. mentor noun A person depended upon for wise advice and guidance; a trusted counselor<br />172. meritorious adjective Having superior value; deserving praise<br />173. metropolitan adjective Pertaining to a major city. noun A high-ranking bishop.<br />174. modest adjective a. Having or showing a moderate estimation of one’s own talents, abilities, or accomplishments; lacking in vanity. b. Not elaborate or showy; unpretentious. c. Moderate in size or amount.<br />175. morsel noun a. A bite or small amount of food. b. A small piece; a tidbit. <br />176. myopia noun a. Shortsightedness or lack of good judgment in thinking or planning. b. Nearsightedness.<br />177. negligible adjective Amounting to very little; not important enough to be worth considering; trifling. <br />178. nemesis noun a. Someone or something that is the source of just punishment. b. Just punishment for wrongdoing. c. An unbeateable rival.<br />179. nondescript adjective Lacking in distinctive or interesting qualities and therefore difficult to describe; dull; drab.<br />180. notoriety noun Fame of an unfavorable kind.<br />181. novice noun a. A person new to a field or activity; a beginner. b. A person who has entered a religious order but has not yet taken final vows.<br />182. nutrient noun Something that nourishes, especially an ingredient in food. <br />183. obliterate trans. verb To do away with completely; to wipe out.<br />184. oblivious adjective a. Lacking conscious awareness b. Forgetful.<br />185. obstruction noun An obstacle; something that blocks or gets in the way.<br />186. odyssey noun a. A long, adventurous, wandering journey. b. An intellectual or spiritual quest.<br />187. officiate intrans. verb a. To serve in a position of authority; to preside. b. To serve as a referee or an umpire in sports.<br />188. officious adjective Excessively forward in offering one’s services or advice to others; meddlesome.<br />189. omniscient adjective Knowing all things; having total knowledge.<br />190. opposition noun a. The condition of being against, contrary to, or in conflict with. b. A rival.<br />191. orthodox adjective a. Adhering to commonly accepted tradition. b. Adhering to an established religious faith. c. Sound; true; authoritative.<br />192. outspoken adjective Spoken without reserve; frank; unrestrained in speech; forthright.<br />193. overt adjective Open and observable; apparent.<br />194. overture noun a. An act, offer, or proposal that indicates readiness to undertake a course of action. b. An instrumental composition that introduces an extended musical work.<br />195. pallor noun Extreme or unnatural paleness.<br />196. paltry adjective a. Meager; insignificant. b. Worthless; lowly; contemptible.<br />197. paucity noun A short supply; smallness of quantity; scarcity.<br />198. peccadillo noun A small fault or transgression.<br />199. pensive adjective Dreamily, and often sadly, thoughtful.<br />200. peon noun An unskilled laborer; a farm worker.<br />201. perceptive adjective a. Having the ability to be keenly aware of things and situations; knowing. b. Marked by understanding.<br />202. philosophy noun a. The study of reality based on logical reasoning rather than factual observation b. A personal set of opinions and values by which one lives c. A basic, practical rule or set of rules.<br />203. pittance noun a. A small salary or amount of money. b. A small amount or portion.<br />204. plausible adjective a. Appearing true or reasonable b. Giving a deceptive impression of truth, acceptability, or reliability.<br />205. plethora noun Superabundance; excess.<br />206. policy- noun A general plan, principle, or course of action followed by an organization or an individual.<br />207. politico noun An informal or journalistic term for a politician<br />208. pompous adjective a. Characterized by an exaggerated show of dignity or self-importance. b. Excessively ornate.<br />209. ponder trans. verb To think about something carefully and at length; weigh an idea in the mind intrans. verb To consider seriously and deeply. <br />210. portray trans. verb a. To make a likeness or representation. b. To describe in words. c. To play the part of in a movie or play.<br />211. postulate trans. verb To assume the truth of something without proof, especially as the basis for study or argument; take something for granted noun A theory proposed as the basis of a chain of reasoning; a basic principle.<br />212. prattle intrans. verb To talk idly or meaninglessly; babble. trans. verb To utter in a childish or silly way. noun Childish or meaningless sounds; babble.<br />213. precedent noun An action that can be used as an example for subsequent similar cases. <br />214. preclude trans. verb To make impossible or unlikely.<br />215. precocious adjective Having unusual mental development at an early age.<br />216. premeditated adjective Planned arranged or plotted in advance.<br />217. preoccupy trans. verb To hold the attention or interest of; engross.<br />218. prescribe trans. verb a. To order or recommend the use of a remedy or treatment b. To set down as a rule or guide; dictate c. To state or indicate specifically; specify.<br />219. prevalent adjective Widespread; commonly occurring; generally accepted or practiced.<br />220. procrastinate intrans. verb To put off doing something until a future time. trans. verb To postpone or delay needlessly.<br />221. prodigy noun A person who is exceptionally gifted, usually at a young age.<br />222. prognosis noun a. A forecast of a probable result. b. The likelihood of recovery from a disease.<br />223. proliferate intrans. verb a. To multiply, increase, or spread rapidly. b. To produce new growth or offspring rapidly and repeatedly. trans verb. To cause to grow or increase rapidly.<br />224. prolific adjective a. Causing or maintaining abundant growth. b. Producing numerous works.<br />225. proposition noun a. A statement or plan suggested for acceptance; a proposal. b. An issue put before voters. <br />226. propound trans. verb To offer or set forth for consideration.<br />227. prosaic adjective Ordinary; lacking in imagination; commonplace.<br />228. proscribe trans. verb a. To prohibit; forbid as harmful or unlawful b. To denounce or condemn. <br />229. protracted adjective Drawn out or lengthened in time; prolonged.<br />230. pulverize trans. verb a. To pound, crush, or grind into a powder. b. To destroy, as if by crushing into powder.<br />231. pungent adjective Sharp; strong; penetrating; producing a sharp sensation, usually of taste or smell.<br />232. quaff trans. verb To drink heartily and deeply of.<br />233. quaint adjective Charmingly old-fashioned.<br />234. quandary noun A state of uncertainty or doubt.<br />235. quixotic adjective a. Full of impractical ideas; idealistic.<br />236. raconteur noun A person who tells stories and anecdotes with skill and wit.<br />237. rarity noun a. Something special or uncommon, usually valued. b. The state or condition of being uncommon.<br />238. rational adjective a. Consistent with or based on reason; logical b. Of sound mind; sane.<br />239. ravenous adjective Extremely hungry. <br />240. receptive adjective Ready or willing to receive something favorably.<br />241. recognition noun a. Acknowledgement or attention; favorable notice. b. Awareness that something perceived has been perceived previously.<br />242. red herring noun Something that draws attention away from the matter or issue at hand.<br />243. refute trans. verb To prove a person or idea to be wrong.<br />244. reiterate trans. verb To say over again; repeat.<br />245. renegade noun A traitor or outlaw; a rebel.<br />246. replenish trans. verb To fill or make complete again; add a new stock or supply to.<br />247. repository noun a. A place for safe storage; a storehouse. b. A source.<br />248. reproach trans. verb To blame or criticize for something noun Blame; discredit; an act of criticism.<br />249. reputable adjective Having a good name; well thought of; honorable.<br />250. resourceful adjective Capable; effective; able to meet most situations effectively.<br />251. retract trans. verb To draw back; withdraw.<br />252. reverence noun a. A feeling of great respect, even of awe or love; veneration b. An act of showing respect, such as a bow or curtsy trans. verb. To venerate; show respect toward.<br />253. reverie noun a. The condition of being lost in thought b. A daydream.<br />254. scant adjective a. Being just short of full measure. b. Lacking in amount or quantity; inadequate trans. verb a. To provide with an inadequate share; skimp. b. To deal with or treat inadequate<br />255. scripture noun a. A sacred writing or book b. A statement regarded as authoritative.<br />256. scrutinize trans. verb To pay close attention to minute detail; examine something carefully, critically, or searchingly.<br />257. scuttle intrans. verb To run hastily; scurry. trans. verb To sink (a ship) by cutting or opening a hole in (its hull).<br />258. semantics noun a. The study of historical changes in the meaning of words. b. The study of the relation of words to the objects they stand for.<br />259. singular adjective a. Out of the ordinary; particular. b. Peculiar; eccentric.<br />260. skeptical adjective Doubting; questioning.<br />261. slang noun Highly informal language that occurs most often in casual conversation.<br />262. soluble adjective a. Capable of being solved or explained. b. Capable of being easily dissolved.<br />263. speculation noun a. An idea based on incomplete evidence; guessing b. A conclusion, idea, or opinion reached through reasoning; a theory c. Business dealings that involve risk but offer the chance for a quick profit.<br />264. spontaneous adjective a. Happening without external cause; self-generated. b. Impulsive.<br />265. stagnant adjective a. Foul from standing still; stale. b. Lacking in freshness, liveliness, or originality.<br />266. standard adjective a. Conforming to established usage in speech or writing. b. Commonly used and accepted as an authority. Noun a. A rule or model used to judge the quality or correctness of something; criterion. b. A level of requirement, excellence, or attainment.<br />267. subscribe trans. verb a. To contract to receive and pay in advance for something, such as a magazine, concert tickets, etc b. To agree or approve.<br />268. subscript noun A distinguishing symbol, such as a letter or numeral, written below and to the right of a letter or number, as in a mathematical expression or chemical formula.<br />269. subside intrans. verb a. To sink to a lower or more normal level. b. To become less active.<br />270. substantiate trans. verb To support with proof or evidence; verify.<br />271. subtle adjective a. Not immediately obvious; so slight as to be difficult to detect or analyze. b. Able to make precise distinctions; keen. c. Characterized by slyness or deviousness.<br />272. suburban adjective Characteristic of the suburbs, mainly the residential areas surrounding large cities<br />273. suffice intrans. verb To meet present needs; be adequate.<br />274. supposition noun An assumption. <br />275. survey trans. verb a. To examine or look at broadly. b. To inspecit carefully; scrutinize. c. To determine the measures, boundaries, or elevation of land or features of earth’s surface. intrans. verb to make a survey of land. noun a. A broad view. b. A detailed inspection or investigation. c. The act or process of surveying land.<br />276. susceptible adjective a. Likely to be stricken or infected with or by. b. Easily influenced or affected; sensitive.<br />277. swagger intrans. verb To walk or conduct oneself in a conceited or boastful manner; strut.<br />278. tactic noun A method of achieving a goal; a strategy.<br />279. tantalize trans. verb To tease or torment by presenting something desirable while it is just out of reach. <br />280. temerity noun Foolish or heedless disregard of danger; rash boldness; impudence.<br />281. thwart trans. verb To prevent from takin place; frustrate; block.<br />282. tract noun a. A stretch of land. b. A system of related organs. c. A leaflet or pamphlet, particularly one on a religious or political theme.<br />283. trait noun A distinguishing quality or feature.<br />284. transcribe trans. verb a. To make a written or typewritten copy of, as from notes b. To adapt or arrange a musical composition for a voice or instrument other than the original. <br />285. truism noun A statement of obvious or self-evident truth.<br />286. unconscionable adjective Unrestrained by conscience; unreasonable; unjust.<br />287. unwitting adjective Not knowing; unaware.<br />288. urban adjective Like a city; characteristic of cities.<br />289. urbane adjective elegantly polite and sophisticated<br />290. utterance noun a. The act of expressing vocally. b. Something that is expressed.<br />291. validate trans. verb To confirm or support on a sound basis or authority; verify; substantiate.<br />292. vaunt trans. verb To call attention to, often proudly or boastfully. intrans. verb To boast or brag.<br />293. vehement adjective Showing intense emotion or passion; forceful.<br />294. veracity noun a. Devotion to the truth; honesty. b. Conformity to truth or fact; accuracy and precision. <br />295. verbose adjective Using or containing an excessive number of words.<br />296. vernacular noun The normal spoken language of a country or region as distinct from the literary or learned language; everyday speech. adjective Native to or commonly spoken by residents of a particular country or region. <br />297. vibrant adjective Pulsing with energy; vigorous; lively.<br />298. vigilant adjective Watchful; on the alert; wary.<br />299. virtuoso noun One skilled in the technique of an art, especially music.<br />300. virulent adjective a. Having a strong tendency to cause harm; very severe; poisonous. b. Intensely irritating, hostile, obnoxious, or harsh.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-5222922429726087615?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-10003887652839609852010-05-11T08:32:00.000-07:002010-05-11T08:34:11.287-07:001. archaic adjective a. Referring to words and language that were once common but are now rarely used. b. Ancient. c. No longer applicable.<br />2. argot noun The informal language used by a particular group, such as criminals; a secret language.<br />3. connotation noun The mental connections or associations of a word that go beyond its literal or dictionary definition.<br />4. denotation noun The exact meaning of a word.<br />5. idiom noun An expression having a special meaning that is not clear from the usual meaning of the individual words of the phrase.<br />6. jargon noun a. The specialized technical vocabulary used by people in the same profession or field. b. Confusing, meaningless talk.<br />7. semantics noun a. The study of historical changes in the meaning of words. b. The study of the relation of words to the objects they stand for.<br />8. slang noun Highly informal language that occurs most often in casual conversation.<br />9. standard adjective a. Conforming to established usage in speech or writing. b. Commonly used and accepted as an authority. Noun a. A rule or model used to judge the quality or correctness of something; criterion. b. A level of requirement, excellence, or attainment.<br />10. vernacular noun The normal spoken language of a country or region as distinct from the literary or learned language; everyday speech. adjective Native to or commonly spoken by residents of a particular country or region. <br />11. boycott trans. verb To take part in an organized group refusal to use a product or service as a means of protest. noun An organized group refusal.<br />12. galvanize trans. verb a. To stir to action or awareness. b. To stimulate or shock with an electric current. c. To put a coating of zinc on iron or steel as protection against rust.<br />13. jovial adjective Full of fun and good cheer; sociable.<br />14. macadam noun a. A paving material made of layers of small stones that are packed together with asphalt or tar. b A road surface that has been paved with layers of small stones.<br />15. maverick noun a. A person who refuses to go along with the polices or views of his or her group; someone who is independent-minded; a nonconformist. b. An unbranded calf or colt. c. A horse or steer that has escaped from the herd.<br />16. mentor noun A person depended upon for wise advice and guidance; a trusted counselor<br />17. nemesis noun a. Someone or something that is the source of just punishment. b. Just punishment for wrongdoing. c. An unbeateable rival.<br />18. odyssey noun a. A long, adventurous, wandering journey. b. An intellectual or spiritual quest.<br />19. quixotic adjective a. Full of impractical ideas; idealistic.<br />20. tantalize trans. verb To tease or torment by presenting something desirable while it is just out of reach. <br />21. bland adjective a. Mild; soothing; not irritating. b. Dull; lacking in interest.<br />22. culinary adjective Pertaining to cooking or the kitchen.<br />23. delectable adjective Greatly pleasing, especially to the sense of taste; delicious; delightful.<br />24. devour trans. verb a. To eat up greedily; swallow; engulf.. b. To consume enthusiastically.<br />25. edible adjective Suitable for eating; capable of being eaten.<br />26. epicure noun A person with refined tastes in food and drink; a gourmet.<br />27. morsel noun a. A bite or small amount of food. b. A small piece; a tidbit. <br />28. pungent adjective Sharp; strong; penetrating; producing a sharp sensation, usually of taste or smell.<br />29. quaff trans. verb To drink heartily and deeply of.<br />30. ravenous adjective Extremely hungry. <br />31. devious adjective a. Done in an underhanded manner; tricky; shifty. b. Straying from a straight or direct course. c. Departing from the correct or proper way; erring.<br />32. duplicity noun Deliberate deception or trickery by speaking or acting in two different ways concerning the same manner.<br />33. fictitious adjective a. Adopted or assumed in order to deceive; false. b. Of fiction; imaginary; unreal.<br />34. guileless adjective Free of slyness or craftiness; simple and innocent.<br />35. gullible adjective Easily deceived or fooled.<br />36. hypocritical adjective Pretending to have some desirable or publicy approved attitude; insincere.<br />37. masquerade intrans. verb To have or put on a deceptive appearance; to wear a mask or disguise. noun a. A dance or party at which masks and fancy costumes are worn. b. A disguise or false outward show; pretense. c. An involved scheme. <br />38. overt adjective Open and observable; apparent.<br />39. reputable adjective Having a good name; well thought of; honorable.<br />40. veracity noun a. Devotion to the truth; honesty. b. Conformity to truth or fact; accuracy and precision. <br />41. behold trans. verb To gaze at; look upon.<br />42. discernment noun Keenness or sharpness in detecting, distinguishing, or selecting.<br />43. envision trans. verb To picture in the mind.<br />44. foresee trans. verb To see or to know beforehand<br />45. gape intrans. verb a. To stare in amazement with the mouth open. b. To open the mouth wide; yawn. c. To open wide.<br />46. impressionistic adjective a. Of or pertaining to a highly personalized response to art or experience as opposed to a response based on reason or fact. b. Reflecting a style of painting of the late nineteenth century that is marked by concentration on the impression created by the subject.<br />47. insight noun a. The ability to see and understand the true nature of something. b. An idea of the true nature of something.<br />48. myopia noun a. Shortsightedness or lack of good judgment in thinking or planning. b. Nearsightedness.<br />49. perceptive adjective a. Having the ability to be keenly aware of things and situations; knowing. b. Marked by understanding.<br />50. survey trans. verb a. To examine or look at broadly. b. To inspecit carefully; scrutinize. c. To determine the measures, boundaries, or elevation of land or features of earth’s surface. intrans. verb to make a survey of land. noun a. A broad view. b. A detailed inspection or investigation. c. The act or process of surveying land.<br />51. cosmopolitan adjective Sophisticated in an international way.<br />52. geopolitics noun The study of the relationship between geography and politics<br />53. impolitic adjective Unwise; not exhibiting good judgment.<br />54. megalopolis noun A unified urban region comprising several large cities and their surrounding areas.<br />55. metropolitan adjective Pertaining to a major city. noun A high-ranking bishop.<br />56. policy- noun A general plan, principle, or course of action followed by an organization or an individual.<br />57. politico noun An informal or journalistic term for a politician<br />58. suburban adjective Characteristic of the suburbs, mainly the residential areas surrounding large cities<br />59. urban adjective Like a city; characteristic of cities.<br />60. urbane adjective elegantly polite and sophisticated<br />61. comprehensive adjective a. Covering completely or broadly; inclusive. b. Having or exhibiting wide mental grasp.<br />62. dearth noun A scarcity or lack.<br />63. deficient adjective a. Lacking an essential quality or element; insufficient. b. Not up to normal standards.<br />64. deficit noun An amount by which something falls short of the required or expected amount; a shortage.<br />65. exhaustive adjective Testing all possibilities or considering all elements; thorough.<br />66. integral adjective a. Essential or necessary for completeness. b. In mathematics, formed of parts tht together make a whole; not fractional.<br />67. paltry adjective a. Meager; insignificant. b. Worthless; lowly; contemptible.<br />68. plethora noun Superabundance; excess.<br />69. replenish trans. verb To fill or make complete again; add a new stock or supply to.<br />70. scant adjective a. Being just short of full measure. b. Lacking in amount or quantity; inadequate trans. verb a. To provide with an inadequate share; skimp. b. To deal with or treat inadequate<br />71. abnormal adjective Not normal.<br />72. conventional adjective Customary; conforming to most standards.<br />73. idiosyncrasy noun An unusual habit or mannerism of one particular person.<br />74. orthodox adjective a. Adhering to commonly accepted tradition. b. Adhering to an established religious faith. c. Sound; true; authoritative.<br />75. precedent noun An action that can be used as an example for subsequent similar cases. <br />76. prevalent adjective Widespread; commonly occurring; generally accepted or practiced.<br />77. prosaic adjective Ordinary; lacking in imagination; commonplace.<br />78. quaint adjective Charmingly old-fashioned.<br /><br /><br />79. rarity noun a. Something special or uncommon, usually valued. b. The state or condition of being uncommon.<br />80. singular adjective a. Out of the ordinary; particular. b. Peculiar; eccentric.<br />81. ambiguous adjective Having two or more possible meanings or interpretations; unclear; vague.<br />82. baffle trans. verb To cause uncertainty in; puzzle.<br />83. convoluted adjective a. Coiled or twisted. b. Complicated; intricate.<br />84. dilemma noun A situation forcing a choice between two alternatives that are often difficult or unpleasant.<br />85. enigma noun Someone or something that is hard to figure out; a puzzle.<br />86. intricate adjective a. having a complicated structure or pattern; complex. b. Hard to understand.<br />87. labyrinth noun A network of winding, connected passages through which it is difficult to find one’s way without help; a maze.<br />88. quandary noun A state of uncertainty or doubt.<br />89. soluble adjective a. Capable of being solved or explained. b. Capable of being easily dissolved.<br />90. tactic noun A method of achieving a goal; a strategy.<br />91. broach trans. verb To talk or write about for the first time; to bring up<br />92. convene intrans. verb To assemble, usually for an official or public purpose; meet formallytrans. verb To cause to assemble.<br />93. debut noun a. The beginning of a career or other course of action. b. A first public appearance, as of an actor on stage. c. The formal presentation of a young woman to society.<br />94. embark intrans. verb a. To set out on a venture; commence. b. To board a vessel, especially at the start of a journey.<br />95. generate trans. verb To cause or create.<br />96. incipient adjective In an early stage; just beginning to exist or appear.<br />97. initiative noun a. The power, ability, or instinct to begin or follow through with a plan or task; enterprise. b. A first step or opening move. c. The procedure by which citizens can propose a new law by petition and have it voted on.<br />98. innovation noun a. A creative act. b. Something begun or introduced; something that represents a change.<br />99. novice noun a. A person new to a field or activity; a beginner. b. A person who has entered a religious order but has not yet taken final vows.<br />100. overture noun a. An act, offer, or proposal that indicates readiness to undertake a course of action. b. An instrumental composition that introduces an extended musical work.<br />101. cessation noun The act of ceasing or stopping; a halt.<br />102. commence trans. verb To begin; start. intrans. verb To come into existence; have a beginning.<br />103. deter trans. verb To prevent or discourage from acting, as by means of fear or doubt.<br />104. hamper trans. verb To prevent the free movement, action, or progress of; limit. noun A large basket, usually with a cover.<br />105. obstruction noun An obstacle; something that blocks or gets in the way.<br />106. preclude trans. verb To make impossible or unlikely.<br />107. procrastinate intrans. verb To put off doing something until a future time. trans. verb To postpone or delay needlessly.<br />108. scuttle intrans. verb To run hastily; scurry. trans. verb To sink (a ship) by cutting or opening a hole in (its hull).<br />109. subside intrans. verb a. To sink to a lower or more normal level. b. To become less active.<br />110. thwart trans. verb To prevent from takin place; frustrate; block.<br />111. composite adjective a. Put together from various parts: a composite photograph. b. In mathematics, having factors: a composite number. noun Something made up of various parts; a combination. <br />112. disposition noun a. One’s usual mood or temperament. b. Arrangement.<br />113. exponent noun a. A person who speaks for something; a representative or interpreter of. b. A superscript number indicating how many times a given number is multiplied by itself.<br />114. impostor noun A person who assumes a false identity for the purpose of deceiving others.<br />115. juxtaposition noun Placement side by side or close together, often producing an unusual effect.<br />116. opposition noun a. The condition of being against, contrary to, or in conflict with. b. A rival.<br />117. proposition noun a. A statement or plan suggested for acceptance; a proposal. b. An issue put before voters. <br />118. propound trans. verb To offer or set forth for consideration.<br />119. repository noun a. A place for safe storage; a storehouse. b. A source.<br />120. supposition noun An assumption. <br />121. appreciable adjective able to be estimated or measured; noticeable. <br />122. breadth noun a. The distance or dimension from side to side of something, as distinguished from length or thickness; width. b. Wide extent or scope. c. Freedom from narrowness of views, interests, or attitudes.<br />123. copious adjective a. Large in quantity; abundant; containing an ample supply. b. Filled with matter, thoughts, or words; wordy.<br />124. gargantuan adjective Of immense size or volume; colossal; huge.<br />125. innumerable adjective Too many to be counted or numbered.<br />126. inordinate adjective Exceeding reasonable limits; excessive.<br />127. negligible adjective Amounting to very little; not important enough to be worth considering; trifling. <br />128. paucity noun A short supply; smallness of quantity; scarcity.<br />129. pittance noun a. A small salary or amount of money. b. A small amount or portion.<br />130. proliferate intrans. verb a. To multiply, increase, or spread rapidly. b. To produce new growth or offspring rapidly and repeatedly. trans verb. To cause to grow or increase rapidly.<br />131. capillary noun Any of the tiny blood vessels that connect the smallest arteries to the smallest veins. adjective Of or like a capillary.<br />132. enervate trans. verb To deprive someone of strength or vitality; weaken; sap.<br />133. epidemic noun a. An outbreak of a contagious disease that spreads rapidly. b. A rapid spread, growth, or development. adjective a. Spreading rapidly and widely by infection among many individuals in an area. b. Widespread.<br />134. epidermis noun a. The outer protective layer of skin. b. The outer layer of cells or the protective covering of a plant.<br />135. infirmity noun a. A physical disability. b. A lack of power; frailty.<br />136. malady noun a. A disease, ailment, or disorder. b. An unwholesome condition.<br />137. nutrient noun Something that nourishes, especially an ingredient in food. <br />138. pallor noun Extreme or unnatural paleness.<br />139. susceptible adjective a. Likely to be stricken or infected with or by. b. Easily influenced or affected; sensitive.<br />140. virulent adjective a. Having a strong tendency to cause harm; very severe; poisonous. b. Intensely irritating, hostile, obnoxious, or harsh.<br />141. blight trans. verb a. To cause a decline or decay; to ruin or destroy. b. To cause a plant to be affected with disease. noun a. Any of several diseases that cause plants to wither and deteriorate. b. Unfavorable environmental conditions.<br />142. cataclysm noun a. A violent upheaval; a disaster. b. A violent, sudden change in the earth’s crust. c. A destructive flood. <br />143. decimate trans. verb To destroy or kill a large part.<br />144. decomposition noun The process of decaying, rotting, or breaking down.<br />145. eradication noun Elimination, as if by tearing out by the roots; ridding. <br />146. havoc noun a. Widespread destruction b. Confusion; disorder.<br />147. mar trans. verb To damage; spoil the beauty of.<br />148. obliterate trans. verb To do away with completely; to wipe out.<br />149. pulverize trans. verb a. To pound, crush, or grind into a powder. b. To destroy, as if by crushing into powder.<br />150. stagnant adjective a. Foul from standing still; stale. b. Lacking in freshness, liveliness, or originality.<br />151. adept adjective Very skilled or capable.<br />152. aptitude noun a. A talent or natural ability. b. Ease in learning; intelligence<br />153. astute adjective Shrewd in judgment; possessing a keen mind.<br />154. dexterity noun Skill in the use of the hands, the body, or the mind; adroitness.<br />155. finesse noun Delicacy and refinement of performance, execution, or workmanship.<br />156. inspiration noun a. A creative stimulus for the mind or the emotions. b. A sudden insight or creative idea.<br />157. precocious adjective Having unusual mental development at an early age.<br />158. prodigy noun A person who is exceptionally gifted, usually at a young age.<br />159. resourceful adjective Capable; effective; able to meet most situations effectively.<br />160. virtuoso noun One skilled in the technique of an art, especially music.<br />161. arrogant adjective Excessively and unpleasantly convinced of one’s own importance; overbearingly proud; superior; vain.<br />162. diffident adjective Hesitant through lack of self-confidence; timid.<br />163. egocentric adjective Limited in outlook or concern to one’s own activities or needs; self-centered; selfish.<br />164. esteem noun Favorable regard; respect. trans. verb a. To regard with respect; admire; honor. b. To judge or consider to be.<br />165. gloat intrans. verb To feel or display triumphant, and often spiteful, satisfaction or delight.<br />166. humility noun The quality of being humble; freedom from false pride.<br />167. modest adjective a. Having or showing a moderate estimation of one’s own talents, abilities, or accomplishments; lacking in vanity. b. Not elaborate or showy; unpretentious. c. Moderate in size or amount.<br />168. pompous adjective a. Characterized by an exaggerated show of dignity or self-importance. b. Excessively ornate.<br />169. swagger intrans. verb To walk or conduct oneself in a conceited or boastful manner; strut.<br />170. vaunt trans. verb To call attention to, often proudly or boastfully. intrans. verb To boast or brag.<br />171. appraisal noun a. An evaluation or estimation of the nature, quality, or worth of something; a judgment. b. An expert or official evaluation of something, as for taxation.<br />172. base adjective a. Mean or contemptible; shameful b. Inferior in quality; containing inferior substances.<br />173. candid adjective a. Without pretense or reserve; straightforward; honest b. Free of prejudice; impartial c. Not posed or rehearsed noun An unposed photograph.<br />174. criterion noun A standard, rule, or test on which a judgment or decision can be based .<br />175. legitimate adjective a. Authentic; genuine; real. b. Being or acting in accordance with the law; lawful c. In accordance with established or accepted patterns and standards.<br />176. mediocre adjective Of moderate to low quality; ordinary; average.<br />177. meritorious adjective Having superior value; deserving praise<br />178. subtle adjective a. Not immediately obvious; so slight as to be difficult to detect or analyze. b. Able to make precise distinctions; keen. c. Characterized by slyness or deviousness.<br />179. truism noun A statement of obvious or self-evident truth.<br />180. validate trans. verb To confirm or support on a sound basis or authority; verify; substantiate.<br />181. circumlocution noun a. The use of roundabout expressions or wordy and indirect language. b. Speech or writing that is wordy or evasive.<br />182. discourse noun a. Verbal expression in the form of speech or writing. b. The formal and lengthy discussion of a subject, either written or spoken. intrans. verb a. To speak or write formally and at length b. To engage in conversation or discussion.<br />183. euphemism noun The act or an example of the substitution of an inoffensive term for one that is considered offensive, unpleasant, or too direct.<br />184. falter intrans. verb a. To speak hesitatingly; stammer. b. To waver in confidence<br />185. literate adjective a. Able to read and write; knowledgeable; educated b. Well-written; polished. noun a. Someone who can read and write. b. A well-informed, educated person.<br />186. prattle intrans. verb To talk idly or meaninglessly; babble. trans. verb To utter in a childish or silly way. noun Childish or meaningless sounds; babble.<br />187. raconteur noun A person who tells stories and anecdotes with skill and wit.<br />188. reiterate trans. verb To say over again; repeat.<br />189. utterance noun a. The act of expressing vocally. b. Something that is expressed.<br />190. verbose adjective Using or containing an excessive number of words.<br />191. ascribe trans. verb To regard as caused by; assign; attribute.<br />192. circumscribe trans. verb a. To draw a line around; encircle b. To confine within or as if within bounds; limit or restrict c. To construct or be constructed around a geometrical figure so as to touch as many points as possible.<br />193. inscribe trans. verb a. To write, print, carve, or engrave words or letters on a surface b. To sign or write a brief message in or on a book or picture when giving it as a gift; dedicate to someone c. To enter a name on a list or in a register; enroll d. To draw within a figure so as to touch in as many places as possible.<br />194. nondescript adjective Lacking in distinctive or interesting qualities and therefore difficult to describe; dull; drab.<br />195. prescribe trans. verb a. To order or recommend the use of a remedy or treatment b. To set down as a rule or guide; dictate c. To state or indicate specifically; specify.<br />196. proscribe trans. verb a. To prohibit; forbid as harmful or unlawful b. To denounce or condemn. <br />197. scripture noun a. A sacred writing or book b. A statement regarded as authoritative.<br />198. subscribe trans. verb a. To contract to receive and pay in advance for something, such as a magazine, concert tickets, etc b. To agree or approve.<br />199. subscript noun A distinguishing symbol, such as a letter or numeral, written below and to the right of a letter or number, as in a mathematical expression or chemical formula.<br />200. transcribe trans. verb a. To make a written or typewritten copy of, as from notes b. To adapt or arrange a musical composition for a voice or instrument other than the original. <br />201. aficionado noun A fan; an enthusiastic admirer.<br />202. bonanza noun a. A source of wealth or luck. b. A rich mine.<br />203. bravado noun False bravery; swaggering courage.<br />204. embargo noun a. A government order preventing or prohibiting trade with a given nation. b. A prohibition. trans. verb To impose an embargo upon.<br />205. flotilla noun a. A small fleet. b. A small group resembling a small fleet of ships.<br />206. hacienda noun a. A large estate, ranch, or plantation. b. The main house of such an estate.<br />207. junta noun A group of rulers, particularly one seizing power after the overthrow of a government.<br />208. peccadillo noun A small fault or transgression.<br />209. peon noun An unskilled laborer; a farm worker.<br />210. renegade noun A traitor or outlaw; a rebel.<br />211. assert trans. verb To state or express positively, forcefully, or boldly; affirm.<br />212. dauntless adjective Not able to be discouraged or threatened; bold; audacious.<br />213. ferocity noun Savagery; fierceness; barbarity.<br />214. flout trans. verb To show scorn or contempt for; show defiance.<br />215. headstrong adjective Determined to have one’s own way and to do as one pleases; obstinate.<br />216. incisive adjective a. Sharp; keen; perceptive. b. Able to analyze in depth.The quality of being humble; freedom from false pride.<br />217. outspoken adjective Spoken without reserve; frank; unrestrained in speech; forthright.<br />218. temerity noun Foolish or heedless disregard of danger; rash boldness; impudence.<br />219. vehement adjective Showing intense emotion or passion; forceful.<br />220. vibrant adjective Pulsing with energy; vigorous; lively.<br />221. arbitrary adjective a. Based on whim or impulse rather than reason or law. b. Subject to individual judgment.<br />222. coincidental adjective a. Occurring as a combination of circumstances that, although accidental, is so remarkable that it seems to have been planned or arranged. b. Resulting from the condition of occupying the same point in space or time.<br />223. contrive trans. verb a. To plan cleverly; invent, especially without preparation. b. To plot or scheme with evil intent. intrans. verb To plot or scheme.<br />224. deliberation noun a. Careful thought in decision-making or action. b. Slowness of motion or manner.<br />225. fortuitous adjective a. Occurring unexpectedly or without any known cause; happening by accident or chance; unplanned. b. Lucky.<br />226. haphazard adjective a. Lacking any definite plan or order; random. b. Dependent upon chance.<br />227. intent noun a. An aim or purpose. b. The state of mind at the time of an action. c. meaning or connotation. adjective Firmly fixed; determined; intense.<br />228. premeditated adjective Planned arranged or plotted in advance.<br />229. spontaneous adjective a. Happening without external cause; self-generated. b. Impulsive.<br />230. unwitting adjective Not knowing; unaware.<br />231. affectation noun Artificial behavior adopted to impress others; pretense; a pose.<br />232. beneficiary noun a. A person who receives funds from an insurance policy or will upon another’s death. b. Anyone who receives help or advantage from something.<br />233. defect noun a. A flaw or imperfection. b. A deficiency. intrans. verb To depart one’s country or party in order to adopt or join another.<br />234. efficacy noun The power or capacity to produce the desired effect; effectiveness.<br />235. faction noun A group of persons forming a united but sometimes discontented and troublesome minority within a larger group.<br />236. factor noun a. Something that helps bring about a certain result; an ingredient. b. One of two or more numbers or expressions that have a given product. trans. verb To find the factors of.<br />237. officiate intrans. verb a. To serve in a position of authority; to preside. b. To serve as a referee or an umpire in sports.<br />238. officious adjective Excessively forward in offering one’s services or advice to others; meddlesome.<br />239. prolific adjective a. Causing or maintaining abundant growth. b. Producing numerous works.<br />240. suffice intrans. verb To meet present needs; be adequate.<br />241. accolade noun An expression of strong approval or praise.<br />242. adulation noun Enthusiastic or even excessive praise; fawning admiration.<br />243. anathema noun a. A strong denunciation b. A formal religious condemnation c. Anything or anyone condemned.<br />244. commend trans. verb To mention approvingly; praise.<br />245. eulogy noun A speech or written tribute of praise, most often one delivered at a memorial service in honor of the deceased.<br />246. extol trans. verb To praise highly.<br />247. homage noun Particular respect or honor.<br />248. laudable adjective Worthy of praise.<br />249. reproach trans. verb To blame or criticize for something noun Blame; discredit; an act of criticism.<br />250. reverence noun a. A feeling of great respect, even of awe or love; veneration b. An act of showing respect, such as a bow or curtsy trans. verb. To venerate; show respect toward.<br />251. assess trans. verb a. To determine the significance or importance of; evaluate; appraise b. To estimate the value of property for taxation; set the amount of tax, fine, or other payment.<br />252. disregard trans. verb a. To pay little or no attention to; ignore or neglect b. To treat as unworthy of notice noun Lack of thoughtful attention or proper respect.<br />253. enthrall trans. verb To captivate; hold spellbound; charm.<br />254. heedless adjective a. Unmindful; inattentive; unobservant b. Careless.<br />255. indifferent adjective a. Marked by a lack of interest in or concern about something; uninvolved b. Showing no preference; impartial; unbiased c. Neither good nor bad; mediocre.<br />256. oblivious adjective a. Lacking conscious awareness b. Forgetful.<br />257. preoccupy trans. verb To hold the attention or interest of; engross.<br />258. receptive adjective Ready or willing to receive something favorably.<br />259. scrutinize trans. verb To pay close attention to minute detail; examine something carefully, critically, or searchingly.<br />260. vigilant adjective Watchful; on the alert; wary.<br />261. contract noun a. A formal agreement between two or more parties, particularly one enforceable by law. b. The document containing such an agreement. trans. verb To enter into a formal agreement. intrans. verb To grow smaller.<br />262. detract intrans. verb To take away something desirable; diminish the value of.<br />263. distraction noun Something that draws the mind away from the original direction of attention or interest; a diversion of attention.<br />264. entreaty noun An earnest request or plea.<br />265. extract trans. verb To pull or draw out forcibly. noun a. A passage from a literary work; an excerpt. b. A concentrated substance, such as a food flavoring.<br />266. portray trans. verb a. To make a likeness or representation. b. To describe in words. c. To play the part of in a movie or play.<br />267. protracted adjective Drawn out or lengthened in time; prolonged.<br />268. retract trans. verb To draw back; withdraw.<br />269. tract noun a. A stretch of land. b. A system of related organs. c. A leaflet or pamphlet, particularly one on a religious or political theme.<br />270. trait noun A distinguishing quality or feature.<br />271. dogmatic adjective Expressing a belief or opinion as if it were fact; excessively positive or emphatic.<br />272. pensive adjective Dreamily, and often sadly, thoughtful.<br />273. philosophy noun a. The study of reality based on logical reasoning rather than factual observation b. A personal set of opinions and values by which one lives c. A basic, practical rule or set of rules.<br />274. plausible adjective a. Appearing true or reasonable b. Giving a deceptive impression of truth, acceptability, or reliability.<br />275. ponder trans. verb To think about something carefully and at length; weigh an idea in the mind intrans. verb To consider seriously and deeply. <br />276. postulate trans. verb To assume the truth of something without proof, especially as the basis for study or argument; take something for granted noun A theory proposed as the basis of a chain of reasoning; a basic principle.<br />277. rational adjective a. Consistent with or based on reason; logical b. Of sound mind; sane.<br />278. reverie noun a. The condition of being lost in thought b. A daydream.<br />279. skeptical adjective Doubting; questioning.<br />280. speculation noun a. An idea based on incomplete evidence; guessing b. A conclusion, idea, or opinion reached through reasoning; a theory c. Business dealings that involve risk but offer the chance for a quick profit.<br />281. apologist noun A person who argues in defense or justification of an idea or cause.<br />282. contend trans. verb To maintain or assert; argue (for) a point of view. intrans. verb a. To strive or struggle in controversy or debate; dispute. b. To strive, as in battle; fight. c. To compete, as in race.<br />283. dissuade trans. verb To discourage or keep (someone) from a purpose or course of action.<br />284. fallacy noun a. An opinion based on mistaken assumptions or logic; a false notion. b. False reasoning, belief, or argument.<br />285. hypothesis noun a. A statement that accounts for a set of facts but cannot be proved by direct supporting evidence; a theory. b. Something that is assumed as a basis for action or discussion. <br />286. indisputable adjective Undeniable; true beyond all doubt.<br />287. inference noun a. A conclusion based on evidence. b. The act or process of concluding something from evidence; a deduction.<br />288. red herring noun Something that draws attention away from the matter or issue at hand.<br />289. refute trans. verb To prove a person or idea to be wrong.<br />290. substantiate trans. verb To support with proof or evidence; verify.<br />291. cognizant adjective Aware; fully informed.<br />292. connoisseur noun One knowledgeable in any area, but especially in the arts or in matters of taste and discernment.<br />293. conscientious adjective Thorough and attentive; careful; painstaking.<br />294. consciousness noun a. Awareness of one’s thoughts and perceptions. b. The totality of attitudes or feelings held by a group.<br />295. diagnosis noun A critical analysis of the nature of something, particularly disease. <br />296. notoriety noun Fame of an unfavorable kind.<br />297. omniscient adjective Knowing all things; having total knowledge.<br />298. prognosis noun a. A forecast of a probable result. b. The likelihood of recovery from a disease.<br />299. recognition noun a. Acknowledgement or attention; favorable notice. b. Awareness that something perceived has been perceived previously.<br />300. unconscionable adjective Unrestrained by conscience; unreasonable; unjust.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1000388765283960985?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-4768416805465607652010-05-10T13:53:00.000-07:002010-05-10T13:59:03.488-07:00The writing assignment on page 755 asks you to write an internal dialogue, but I think the assignment might be easier to picture as a dialogue between authors or characters from stories that we've read. Can you imagine Sir Arthur Conan Doyle and Edgar Allan Poe debating why you should give a presentation on "The Musgrave Ritual" versus "The Cask of Amontillado"? Imagine, they might even talk to you.<br /><br />"But Mr. Swaney loves my stories," Mr. Poe stated emphatically.<br /><br />"No, no, no," interrupted Sir Doyle, "You have no evidence, my dear Mr. Poe, that Mr. Swaney loves anything you have written!"<br /><br />"That's just not true," Edgar responded. "Each day after school you can hear Mr. Swaney listening to book-on-tape versions of my most popular stories. Of course he would look favorably on a presentation on 'The Cask of Amontillado'."<br /><br />"Guys, relax!" I exclaimed.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-476841680546560765?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-44585593179701011282010-05-07T16:24:00.001-07:002010-05-07T16:28:57.986-07:00Attendance<br />Prayer<br />collect grammar HW<br />collect MLA bibliography<br />R&amp;J Test<br />new vocab<br />review grammar HW<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />New bibliography due next class<br />Create a ten (10) item works cited page in MLA format on ONE (1) of the following topics: H.G. Wells, William Shakespeare, Edgar Allan Poe, George Orwell, or mythology.<br />1. You may use books from the Crespi library including works by each author and encyclopedias.<br />2. You may use sources you find through Crespi’s database subscriptions.<br />3. You may not use internet sources.<br /><br />Vocab worksheets due and vocab quiz next class<br /><br />Bring <em>The War of the World</em>s study guide next class; it can be downloaded from NetClassroom. Try to complete as many of the questions as possible.<br /><br />Chapter 24 Chapter Review #1-35 on pages 753-755 in <em>EofL</em>; TYPED; Type all sentences out completely.<br /><br /><span style="color:#3366ff;">HONORS: Please complete the writing assignment on page 755 of <em>EofL</em></span><br /><span style="color:#3366ff;">You may feel free to be creative with your interpretation of the instructions, but be sure to include dialogue between somebody: characters, authors themselves, you...</span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4458559317970101128?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-17474636763191328792010-05-06T23:10:00.001-07:002010-05-06T23:10:53.168-07:00<!--StartFragment--> <p class="MsoNormal" style="text-indent:.5in">William Shakespeare was born in Stratford-on-Avon in 1564.<span style="mso-spacerun: yes"> </span>As a young man, he attended school, and during his early education, he was able to see many plays and drama troupes as they toured the English countryside.<span style="mso-spacerun: yes"> </span>This early education probably helped him in his path to become arguably the most famous playwright in history.<span style="mso-spacerun: yes"> </span>At the age of eighteen, Shakespeare married Anne Hathaway, who was eight years older than him, and the two of them had three children.<span style="mso-spacerun: yes"> </span>Not much is known about certain portions of his life, but Shakespeare is thought to have worked as a teacher for a few years before he surfaced in the London theater scene.</p> <p class="MsoNormal" style="text-indent:.5in">Shakespeare became a shareholder in a theater company called Lord Chamberlain’s Men, and while he was with this company he wrote <i style="mso-bidi-font-style:normal">Romeo and Juliet</i>.<span style="mso-spacerun: yes"> </span>Shakespeare’s audience would have already been familiar with the story of the two star-crossed lovers, but it is Shakespeare’s adaptation that has survived into the modern age.<span style="mso-spacerun: yes"> </span>In the Globe Theater, Shakespeare would not have had the advantages of sophisticated lighting and mise-en-scene; in fact, his stage would have been considerably void of props in comparison to what we think of today when we think of a play.<span style="mso-spacerun: yes"> </span>Still, audiences would have delighted at the opportunity to stand in the pit that surrounded the open stage.<span style="mso-spacerun: yes"> </span>The audience members who paid one penny to stand on the three sides of the peninsula stage were known as groundlings.<span style="mso-spacerun: yes"> </span>Women were not a fixture in the theater scene in Shakespeare’s time, and the roles of women would have been played by young men; that includes the role of Juliet.</p> <p class="MsoNormal" style="text-indent:.5in"><i style="mso-bidi-font-style:normal">Romeo and Juliet</i> takes place in Verona, Italy in the fourteenth century.<span style="mso-spacerun: yes"> </span>In Shakespeare’s time, the actors portraying the play would not have tried to recreate the costumes of the time and location.<span style="mso-spacerun: yes"> </span>Instead, they would have worn clothes of contemporary English citizens.<span style="mso-spacerun: yes"> </span>The prologue at the beginning of the play, written as a Shakespearian sonnet, pretty much gives away the ending.<span style="mso-spacerun: yes"> </span>Audience members who paid close attention would have known to expect the tale of two lovers from feuding families, and audience members would have known that the story, in the tradition of tragedy, ends in the death of the young lovers.<span style="mso-spacerun: yes"> </span></p> <p class="MsoNormal" style="text-indent:.5in">The first scene of the play confirms the feud between the Capulets and the Montagues, and although nobody can be sure why the families don’t get along, Prince Escalus decrees that any further disputes between the families would result in the execution of the participating parties.<span style="mso-spacerun: yes"> </span>With that in mind, it is important that you know who belongs to which family.<span style="mso-spacerun: yes"> </span>For instance, Romeo is a Montague, as is Benvolio, but Tybalt is a Capulet.<span style="mso-spacerun: yes"> </span>Although Mercutio and Romeo spend a lot of time together, Mercutio is, in fact, related to the prince.</p> <p class="MsoNormal" style="text-indent:.5in">At the beginning of the play, Romeo is hopelessly in love with Rosaline, but because she has taken steps to become a nun, Romeo cannot be with her.<span style="mso-spacerun: yes"> </span>Depressed and down, Romeo avoids his friends and his family, but at last, Benvolio and Mercutio convince Romeo to go to a party at the house of the Capulets.<span style="mso-spacerun: yes"> </span>At that party, Romeo lays eyes on and falls in love with the thirteen-year-old Juliet.<span style="mso-spacerun: yes"> </span>As we learn from the Nurse, Juliet is not quite fourteen; her birthday would have been within about two weeks of the action of the play.<span style="mso-spacerun: yes"> </span></p> <p class="MsoNormal" style="text-indent:.5in">Once at the party, however, Romeo also catches the eye of Tybalt, and with his fiery temper, Tybalt swears that Romeo’s appearance at the party will not go without punishment.<span style="mso-spacerun: yes"> </span>Romeo goes on courting Juliet, however, and late in the evening, the two declare their love for one another.<span style="mso-spacerun: yes"> </span>The haste and impetuousness with which they decide to be wed the next day sets the stage for some of the wild decisions that the teenagers make later in the play.<span style="mso-spacerun: yes"> </span></p> <p class="MsoNormal" style="text-indent:.5in">After convincing Friar Laurence to perform the marriage rite, Romeo and Juliet still keep their wedding a secret, and the only people who know of the nuptials are Romeo, Juliet, Friar Laurence, and Nurse.<span style="mso-spacerun: yes"> </span>As a priest, Friar Laurence is Romeo’s ghostly father in the sense that he is a spiritual father, and Juliet’s relationship with Nurse goes back for Juliet’s entire life.<span style="mso-spacerun: yes"> </span>In Shakespeare’s time, aristocratic families would hire peasants who had recently given birth to breastfeed their children.<span style="mso-spacerun: yes"> </span>Nurse was hired around the time of Juliet’s birth; Susan, the daughter of the Nurse, had died as a baby.<span style="mso-spacerun: yes"> </span>The Capulets kept Nurse around as a nanny for Juliet, and Juliet has a very close relationship with Nurse.</p> <p class="MsoNormal" style="text-indent:.5in">Later in the day after the wedding, Romeo stumbles upon Tybalt as he is picking a fight with Benvolio and Mercutio.<span style="mso-spacerun: yes"> </span>Related to Tybalt through marriage, Romeo does not want to fight, but Tybalt, with his fiery temper, manages to engage Mercutio in a sword fight during which Tybalt slays Mercutio.<span style="mso-spacerun: yes"> </span>Moved to vengeance, Romeo then kills Tybalt, and Prince Escalus at first vows to have Romeo executed.<span style="mso-spacerun: yes"> </span>After hearing an appeal from Montague, however, Prince Escalus reduces the punishment to banishment.<span style="mso-spacerun: yes"> </span></p> <p class="MsoNormal" style="text-indent:.5in">At first, Romeo is unable to see the mercy in the Prince’s decision, but Friar Laurence manages to convince him of a rational plan.<span style="mso-spacerun: yes"> </span>Romeo was to visit Mantua and stay outside the city limits of Verona until Friar Laurence can figure out a way to make the marriage of the teenagers public.<span style="mso-spacerun: yes"> </span>In the meantime, however, Capulet determines that Paris should finally marry Juliet.<span style="mso-spacerun: yes"> </span>Desperate for a way to avoid that fate, Juliet agrees to take potion that will make her family think she is dead.<span style="mso-spacerun: yes"> </span>Friar Laurence gives her a poison that will make her appear dead for forty-two hours, and while she is resting in the Capulet tomb, Friar Laurence planned to have Friar John take word of the new secret plan to Romeo.<span style="mso-spacerun: yes"> </span></p> <p class="MsoNormal" style="text-indent:.5in">On his way to Mantua, however, Friar John gets locked up in a house because he is suspected of coming in contact with a pestilence, or plague.<span style="mso-spacerun: yes"> </span>With his delay, Balthasar, Romeo’s servant, manages to bring false news of Juliet’s death to the young lover.<span style="mso-spacerun: yes"> </span>Romeo, desperate and hasty, decides to kill himself by means of a poison, but because poison is illegal to sell in Mantua, Romeo has to bribe a poor apothecary to acquire the potion.<span style="mso-spacerun: yes"> </span>Romeo returns to Verona, and in the graveyard, Romeo encounters Paris who was there to pay respect to his dead “fiancée.”<span style="mso-spacerun: yes"> </span>Romeo and Paris fight, and Romeo slays Paris.<span style="mso-spacerun: yes"> </span>In a moment of terrible irony, Romeo enters the tomb and comments that Juliet doesn’t look dead.<span style="mso-spacerun: yes"> </span>Impatient and determined to die, Romeo drinks the poison and dies.<span style="mso-spacerun: yes"> </span>Juliet wakes up moments later, and despite Friar Laurence’s desperate pleading for her to leave the tomb, Juliet buries Romeo’s knife in her own body; she dies with her lover.<span style="mso-spacerun: yes"> </span></p> <p class="MsoNormal" style="text-indent:.5in">Upon the conclusion of the play, Prince Escalus blames Capulet and Montague for the death of his own cousins, Mercutio and Paris.<span style="mso-spacerun: yes"> </span>Capulet and Montague, seeing the evil that came of their feud, agree to put an end to the bad blood between the families, and Montague promises to erect a statue of pure gold in Verona to honor Juliet.<span style="mso-spacerun: yes"> </span></p> <p class="MsoNormal" style="text-indent:.5in">Shakespeare’s version of the play has survived because of his realistic portrayal of the characters and his expert use of language.<span style="mso-spacerun: yes"> </span>Writing primarily in Blank Verse, or unrhymed iambic pentameter, Shakespeare’s poetic language draws the reader or audience member in with an intoxicating rhythm.<span style="mso-spacerun: yes"> </span>In fact, using a poetic technique called “enjambment,” Shakespeare makes the idea of a sentence cross over several lines of poetry.<span style="mso-spacerun: yes"> </span>Enjambment uses the natural rhythm of the poem to make the reader move on to the next line.<span style="mso-spacerun: yes"> </span>Through monologues and soliloquies, characters deliver speeches that inform the other characters and the audience members, and in Shakespeare’s moving dialogue, the characters interact in engaging and entertaining ways.<span style="mso-spacerun: yes"> </span>Although Shakespeare uses minimal stage direction to indicate what the actors should be doing, the action of the play is clear.<span style="mso-spacerun: yes"> </span></p> <p class="MsoNormal" style="text-indent:.5in">Following in the Greek tradition of plays like those by Euripedes, Aeschylus, and Sophocles, Shakespeare is known as a Renaissance writer.<span style="mso-spacerun: yes"> </span>He adheres to the ideal drama as outlined by Aristotle in his work <i style="mso-bidi-font-style:normal">Poetics</i>.<span style="mso-spacerun: yes"> </span>By including thought, language, character, spectacle, song and dance, and action, Shakespeare makes the play appealing to a wide audience, thus the relationship of script->actor->audience results in a successful performance each time <i style="mso-bidi-font-style:normal">Romeo and Juliet</i> is portrayed on the stage.<span style="mso-spacerun: yes"> </span></p> <p class="MsoNormal" style="text-indent:.5in">In his five acts and scenes, Shakespeare employs puns, jokes that rely on multiple meanings of words, that would have delighted his audience, and Shakespeare’s use of poetic devices such as oxymorons, which are seemingly contradictory combinations of words that result in a new meaning, make the play rich with meaning and double meanings.<span style="mso-spacerun: yes"> </span>With the power of language, Shakespeare can personify things like night and day by having Friar Laurence say things like, “The gray eyed morn smiles on the frowning night.”<span style="mso-spacerun: yes"> </span>In other examples, Shakespeare has characters speak directly to inanimate objects or abstract concepts in examples of apostrophe.<span style="mso-spacerun: yes"> </span>Apostrophe is a specific kind of personification in which a character or speaker personifies an inanimate object or abstract concept by speaking directly to it.<span style="mso-spacerun: yes"> </span></p> <!--EndFragment--><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1747463676319132879?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-15783485904769866072010-05-06T16:03:00.001-07:002010-05-06T16:04:57.569-07:00Attendance<br />Prayer<br />Collect HW<br />Review Vocab<br />Vocab Quiz<br />New Vocab<br />Romeo and Juliet Review<br />Review Homework<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Exercise 4 in <em>Elements of Language</em> Chapter 24<br /><br />Read Chapters 9 and 10 in <em>The War of the Worlds</em><br /><br />MLA assignment due 5/7 for odds, 5/10 for evens<br /><br /><em>Romeo and Juliet</em> Test on 5/7 for odds, 5/10 for evens<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1578348590476986607?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-42701556481388606142010-05-04T15:52:00.001-07:002010-05-04T15:54:57.372-07:00Attendance<br />Prayer<br />Collect Ex 1 and 2 of Chapter 24<br />return things and in-class reading of <em>WofW</em><br />Return homework and review answers<br />Grammar Quiz<br />New Vocab<br />MLA check for a test grade and MLA assignment discussion<br />Review <em>Romeo and Juliet</em> study guide<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Ex.3 and Reviews A and B in Chapter 24 of <em>Elements of Language</em><br /><br />Read Chapters 7 and 8 in Book 2 of <em>The War of the Worlds</em><br /><br />Vocab Worksheets due next class<br /><br />Vocab Quiz next class<br /><br />MLA assignment due 5/7 for odds; 5/10 for evens<br /><br /><em>Romeo and Juliet</em> Test 5/7 for odds; 5/10 for evens<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4270155648138860614?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-40881736179671978492010-05-02T20:41:00.000-07:002010-05-02T20:44:39.474-07:00<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/_Ax_EpTK3h8A/S95Gh6Xw8BI/AAAAAAAAACQ/magFxeeGpJw/s1600/0502001745.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://4.bp.blogspot.com/_Ax_EpTK3h8A/S95Gh6Xw8BI/AAAAAAAAACQ/magFxeeGpJw/s320/0502001745.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5466884546092920850" /></a><br />You are to present your MLA book for credit tomorrow. Be sure to put your name in it in several places; since other students may not be prepared, they may try to receive credit for presenting your book. <div><br /></div><div>If you have not picked up a book yet, the Barnes and Noble on Ventura Boulevard less than three miles from the school has copies. Don't believe me? That's were this picture came from!</div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4088173617967197849?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-45999349898366193882010-04-29T13:47:00.000-07:002010-04-29T13:54:38.282-07:00Agenda:<br /><br />Prayer<br />Attendance<br />Collect Rules<br />Vocab Review<br />Vocab Quiz<br />New Vocab<br /><br />1. <strong>apologist</strong> <em>noun</em> A person who argues in defense or justification of an idea or cause.<br />2. <strong>contend</strong> <em>trans. verb</em> To maintain or assert; argue (for) a point of view. intrans. verb <strong>a.</strong> To strive or struggle in controversy or debate; dispute. <strong>b.</strong> To strive, as in battle; fight. <strong>c.</strong> To compete, as in race.<br />3. <strong>dissuade</strong> <em>trans. verb</em> To discourage or keep (someone) from a purpose or course of action.<br />4. <strong>fallacy</strong> <em>noun</em> <strong>a.</strong> An opinion based on mistaken assumptions or logic; a false notion. <strong>b.</strong> False reasoning, belief, or argument.<br />5. <strong>hypothesis </strong><em>noun</em> <strong>a.</strong> A statement that accounts for a set of facts but cannot be proved by direct supporting evidence; a theory. <strong>b.</strong> Something that is assumed as a basis for action or discussion.<br /><br />Act V Read-a-Long and reading POP QUIZ<br /><br />For those student-athletes who missed the Act V Read-a-Long, you may visit room 16 on Friday, April 30 to read with the performance and FINISH the play. Otherwise, you must finish on your own.<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Bring Romeo and Juliet study guide next class<br /><br />Read Chapters 5 and 6 in The War of the Worlds<br /><br />Exercises 1 and 2 in Chapter 24 of <em>Elements of Language</em><br /><br />QUIZ next class! On the charts from pages 740 and 741 in <em>Elements of Language</em>. It would be useful to memorize the types of things that should be italicized.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4599934989836619388?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-17478348546335746912010-04-27T09:58:00.000-07:002010-04-28T11:41:51.949-07:00Agenda:<br /><br />Attendance<br />Prayer<br />New Vocab + Worksheets<br />Chapter 24 Diagnostic Preview<br />Act IV Read-a-long<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Vocab Worksheets due and Vocab Quiz NEXT CLASS<br /><br />Reread Chapter 1,2,3, and 4 in Book 2 of The War of the Worlds<br /><br />Write or type all rules from Chapter 24 in Elements of Language, 24a-24k<br /><br />Bring you MLA guide next week:<br />Monday, May 3 for odds<br />Tuesday, May 4 for evens<br /><br />The MLA is in its seventh edition, and with the purchase of the book, you get access to the MLA handbook <a href="http://www.mlahandbook.org/fragment/public_index;jsessionid=054A51F852609BA75E456A94E64631DE">website</a>.<br /><br />This book was a requirement since the first day of school, so very few students should need to purchase it. With six days until you need it, buying it online might NOT be the best option. The book is available in most book stores.<br /><br />ISBN#: 9781603290241<br /><br />There are many other MLA "style guides," but this is the official book from the MLA; this is the one that I want you to have.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1747834854633574691?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-11578387503947382422010-04-23T18:38:00.001-07:002010-04-23T18:42:09.694-07:00Attendance<div>Prayer</div><div>Discussed PIE paragraphs</div><div>Reviewed Vocab</div><div>Vocab 27 Quiz</div><div>New Vocab</div><div>Reviewed Chapter 23 Exam</div><div>Discussed <i>The War of the Worlds</i> Book1</div><div><span class="Apple-style-span" style="color:#FF0000;"><br /></span></div><div><span class="Apple-style-span" style="color:#FF0000;">Homework:</span></div><div><br /></div><div>Chapter 24 Diagnostic Preview in <i>Elements of Language</i></div><div><i><br /></i></div><div>Read Chapters 1, 2, 3, and 4 in Book 2 of <i>The War of the Worlds</i></div><div>feel free to visit <a href="http://librivox.org/the-war-of-the-worlds-by-h-g-wells-group/">www.librivox.org</a> to stream or download a free audio version of the novel.</div><div><br /></div><div><br /></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1157838750394738242?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-13007004410740214772010-04-22T08:41:00.001-07:002010-04-22T13:17:40.179-07:00Agenda:<br /><br />Attendance<br />Prayer<br />Earth Day<br /><br />Period 1 and 2: For Earth Day, we read Edwin Way Teale's essay "The Death of a Tree" in class. We discussed the cycle of life as depicted in the story, and we shared our own stories of personal connection to trees.<br /><br />Period 3: We visited the STEP Projects, and we tried to use those as inspiration for "Flash Fiction."<br /><br />Period 6: We revisited terms and concepts of poetry, and we wrote collaborative poems.<br /><br />Period 7: We composed short-short fiction with the theme of science or Earth Day.<br /><span style="color:#ff0000;">Homework:</span><br /><span style="color:#ff0000;"></span><br /><span style="color:#ff0000;">No homework from today, but the assignments from last class, 2 PIE paragraphs and your vocab worksheets/quiz, are due next class.</span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1300700441074021477?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-15670566395064758352010-04-20T15:09:00.000-07:002010-04-20T15:11:40.312-07:00Attendance<br />Prayer<br />Materials Checks<br />Transitive Verb Test<br />New Vocab<br /> Worksheets<br />Paragraph worksheets/discussion<br />WofW<br />RandJ<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Thursday will be a special schedule for Earth Day, so the following work will be due on 4/23 and 4/26 for odd and even classes respectively.<br /><br />Choose two topics from paragraph worksheet 3-37 and type a PIE paragraph for each<br /><br />Vocab Worksheets and Quiz next class<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1567056639506475835?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-46884089813770854672010-04-16T16:56:00.001-07:002010-04-16T17:00:30.992-07:00Attendance<br />Prayer<br />Materials Check<br />Review Vocab<br />Vocab Quiz<br />New Vocab<br />Paragraph Activities <span style="color:#cc0000;">(held over for homework)</span><br />3 by 3 activity: Can you sum up a short story in 3 sentences of 3 words each?<br />The War of the Worlds POP quiz: Can you sum up Chapter 14 in 3 sentences of 3 words each?<br />Read-a-long Romeo and Juliet Act III<br /><br /><span style="color:#cc0000;">Homework:</span><br />Act III Reading Check questions from page 554 in Adventures in Reading, #1-5.<br />Read Chapters 16 and 17 in The War of the Worlds<br />Paragraph worksheets: Follow the directions, and review your PIE paragraph worksheets. Try to make each paragraph have a topic sentence, information, and an explanation or interpretation of the information.<br />Prepare for a Transitive Verb test next class: Be able to write a definition for a transitive verb, and be able to write four (4) example sentences.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4688408981377085467?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-34487810025640091492010-04-14T15:56:00.000-07:002010-04-14T15:57:52.190-07:00<div align="center"><span style="font-family:trebuchet ms;">1. Do not reference your own writing<br />2. Do not use first-person pronouns as in the following examples: "I think," "I believe," "I feel," and "in my opinion."<br />3. Don't use contractions.<br />4. Always read aloud before you submit your essay.<br />5. Your thesis should be the last sentence of your introduction.<br />6. Your essay needs a concluding paragraph.<br />7. A revised version of your thesis should be the first sentence of your conclusion.</span></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-3448781002564009149?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-15166828461561167872010-04-14T13:05:00.000-07:002010-04-14T13:07:27.037-07:00Attendance<br />Prayer<br />Materials Checks<br />PIE PARAGRAPHS<br />Essays<br />New Vocab<br />Romeo and Juliet, Act III Scene 1<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />vocab 26 worksheets due next class<br />vocab 26 quiz next class<br />Read Chapters 14 and 15 in <em>The War of the Worlds</em><br /><span style="color:#000099;">HONORS:</span> Read Act III, Scene 1 of <em>Romeo and Juliet</em><br /><em></em><br /><br />1. assess trans. verb a. To determine the significance or importance of; evaluate; appraise b. To estimate the value of property for taxation; set the amount of tax, fine, or other payment.<br />2. disregard trans. verb a. To pay little or no attention to; ignore or neglect b. To treat as unworthy of notice noun Lack of thoughtful attention or proper respect.<br />3. enthrall trans. verb To captivate; hold spellbound; charm.<br />4. heedless adjective a. Unmindful; inattentive; unobservant b. Careless.<br />5. indifferent adjective a. Marked by a lack of interest in or concern about something; uninvolved b. Showing no preference; impartial; unbiased c. Neither good nor bad; mediocre.<br />6. oblivious adjective a. Lacking conscious awareness b. Forgetful.<br />7. preoccupy trans. verb To hold the attention or interest of; engross.<br />8. receptive adjective Ready or willing to receive something favorably.<br />9. scrutinize trans. verb To pay close attention to minute detail; examine something carefully, critically, or searchingly.<br />10. vigilant adjective Watchful; on the alert; wary.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1516682846156116787?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-38531064035615243142010-04-13T14:46:00.000-07:002010-04-13T14:47:41.175-07:00Attendance<br />Prayer<br />Return things<br />Refresher<br />New Vocab (26)<br />War of the Worlds discussion<br />Writing (Prewriting)<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Essay due next class on one of the 15 topics from the thesis worksheet.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-3853106403561524314?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-70108660305419627612010-03-25T11:51:00.000-07:002010-03-25T12:13:38.295-07:00attendance<br />prayer<br />Romeo and Juliet Act II Read-a-long<br />War of the Worlds check<br />Reading discussion<br />Pop Quiz(?)<br />Essay Writing/Organization<br /><br /><span style="color:#cc0000;">Homework:</span><br /><br />Read chapters 1 through 13 of <em>The War of the Worlds</em><br /><em></em><br />Attempt to answer as many questions as possible on your study guides for <em>Romeo and Juliet</em> and <em>The War of the Worlds</em><br /><em></em><br />On April 14 (15 for even classes) you must submit an essay on one topic from the thesis worksheet. <span style="color:#3366ff;">For honors class, you must choose a different topic!</span><br /><span style="color:#33cc00;">typed<br />double spaced<br />12 pt. font<br />times or times new roman<br />MLA format<br />Keyhole-diagram<br />follow the seven commandments</span><br /><span style="color:#33cc00;"></span><br /><span style="color:#000000;">Think about answers to the essay prompts for <em>The War of the Worlds </em>as you read.</span><br /><br />You received the following handouts in class:<br /><br /><em>The War of the Worlds</em> reading guide<br /><br /><em>Romeo and Juliet</em> study guide<br /><br /><em>The War of the Worlds</em> essay prompts<br /><br /><br /><br /><br /><span style="color:#3366ff;"></span><br /><span style="color:#3366ff;"></span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-7010866030541962761?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-20584619550183837642010-03-23T13:53:00.001-07:002010-03-23T14:56:01.758-07:00Attendance<br />Prayer<br />Vocab Test<br />IOWA TESTING INFORMATION<br />Paragraphs<br />Reading Check Questions<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Do your best on the IOWA test.<br />Period Classroom<br />1 22<br />2 20<br />3 26<br />6 28<br />7 27<br /><br />Preread Act II of <em>Romeo and Juliet</em> in <em>Adventures in Reading</em>.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2058461955018383764?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-54470013776653706782010-03-19T13:47:00.000-07:002010-03-19T14:15:29.051-07:00Think of the following ways to approach your thesis. That is, if you don't really have a point, see which of the following techniques will help you establish a unique idea:<br /><br /><span style="color:#009900;">Cause-Effect</span><br /><br />"If allowed to continue in the tradition of recent history, pollution will create a cultural rift between human beings because certain genetic predispositions make some people resistant to the physical damage caused by pollution, and class struggles will be replaced with a new and more complex prejudice."<br /><span style="color:#009900;">Chronological Narrative</span><br /><p>"The history of Crespi Carmelite High School provides a road map that a new school could follow because Crespi has reached the pinnacle of education by developing a strong educational foundation, actively engaging the surrounding the community, and boldly venturing into the future of teaching methodolgy."<br /><span style="color:#009900;">Comparison-Contrast</span></p><p>"Although static stretches persist throughout the world of amateur and professional sports because of their perceived efficacy, dyanmic stretching provides more health benefits because it mimics the function of connective tissue and increases an athlete's heart rate."</p><p><br /><span style="color:#009900;">Problem-Solution</span></p><p><span style="color:#000000;"></span>"In cultures around the world from Latvia to Korea, boys have fallen behind girls in academic success indicators like standardized test scores and college enrollment primarily because boys, moreso than girls, have devoted too much of their time to the <em>Call of Duty</em> franchise, and the only way boys will begin to rival the success of girls is to dedicate more time to reading because reading frequenlty enhances a student's potential for comprehension, imagination, and composition."</p><p><br /><span style="color:#009900;">Pros-Cons</span></p><p><span style="color:#000000;">"Although the internet provides a world full of information at lightning speeds, the potential for miscommunication is extreme, and people who are addicted to technology lose up to ten IQ points per year; therefore, internet usage should be carefully regulated by the government."</span></p><p> </p><p>Thinking of your topics in such terms gives your thesis context and purpose.</p><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-5447001377665370678?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-5273047737531359882010-03-18T16:00:00.000-07:002010-03-18T16:03:38.615-07:00Attendance<br />Prayer<br />Chapter 23 Test<br />In Class Reading<br />Shakespeare Notes<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />reread 478-505 in <em>Adventures in Reading</em><br /><br />Reading check questions on page 505 of <em>AinR</em> (Honors is exempt)<br /><br />Cumulative vocab test next class (see words below)<br /><br />bring <em>The War of the Worlds</em> next class<br /><br />Revise/Rewrite introduction paragraph from your thesis workshop (Honors is exempt)<br /><br />Vocab Words 16-25<br />1. adept <br />2. aptitude<br />3. astute <br />4. dexterity<br />5. finesse<br />6. inspiration<br />7. precocious <br />8. prodigy<br />9. resourceful<br />10. virtuoso<br />11. arrogant <br />12. diffident<br />13. egocentric<br />14. esteem<br />15. gloat <br />16. humility<br />17. modest<br />18. pompous<br />19. swagger<br />20. vaunt<br />21. appraisal<br />22. base<br />23. candid<br />24. criterion <br />25. legitimate<br />26. mediocre<br />27. meritorious<br />28. subtle<br />29. truism<br />30. validate<br />31. circumlocution<br />32. discourse<br />33. euphemism<br />34. falter<br />35. literate<br />36. prattle<br />37. raconteur<br />38. reiterate<br />39. utterance<br />40. verbose<br />41. ascribe<br />42. circumscribe<br />43. inscribe<br />44. nondescript<br />45. prescribe<br />46. proscribe<br />47. scripture <br />48. subscribe <br />49. subscript<br />50. transcribe<br /><br />51. aficionado<br />52. bonanza<br />53. bravado<br />54. embargo<br />55. flotilla<br />56. hacienda<br />57. junta <br />58. peccadillo <br />59. peon<br />60. renegade<br />61. assert <br />62. dauntless<br />63. ferocity<br />64. flout<br />65. headstrong <br />66. incisive<br />67. outspoken<br />68. temerity<br />69. vehement<br />70. vibrant<br />71. arbitrary <br />72. coincidental<br />73. contrive<br />74. deliberation<br />75. fortuitous <br />76. haphazard<br />77. intent<br />78. premeditated<br />79. spontaneous<br />80. unwitting<br />81. affectation <br />82. beneficiary<br />83. defect<br />84. efficacy<br />85. faction <br />86. factor<br />87. officiate<br />88. officious<br />89. prolific<br />90. suffice<br />91. accolade<br />92. adulation<br />93. anathema<br />94. commend <br />95. eulogy<br />96. extol<br />97. homage<br />98. laudable<br />99. reproach<br />100. reverence<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-527304773753135988?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-77822618652810781172010-03-16T15:14:00.000-07:002010-03-16T15:19:02.260-07:00Attendance<br />Prayer<br />Review Vocab<br />Vocab Quiz<br />No New Vocab<br />Grammar Homework Review<br />In-class reading of Act I, Scenes 1 and 2 in <em>Romeo and Juliet</em>.<br /><br /><span style="color:#cc0000;">Homework:</span><br /><br />Reread 478-505 in <span style="color:#000000;"><em>Adventures in Reading</em></span><br />Chapter 23 Test next class: Bring your rules!<br />Cumulative Vocab test on 3-22 or 3-23<br />Bring <em>The War of the Worlds</em>. Book check on 3-22 or 3-23. <br /> I will be using ISBN: 0-812-50515-8 (You may bring any version so long as it is "unabridged")<br />Drama Crossword<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-7782261865281078117?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-68306409583721939112010-03-16T15:06:00.000-07:002010-03-16T15:14:28.924-07:00Below you'll find the quiz you took on Chapter 23. In <span style="color:#009900;">green</span> you'll find the answers that have NO ERRORS in the use of colons or semi-colons. To prepare for your exam on Chapter 23, you should evaluate where the other sentences need punctuation, and figure out which rule requires the addition of a colon or a semi-colon.<br /><br />1. <span style="color:#009900;">A I’m going to watch a documentary about Carl Lewis, the Olympic track star; I will also read a book about him.</span><br /> B Roses usually grow best in rich, loamy soil, however, hybrid roses will tolerate sandy or gravelly soils.<br /> C Yes, you can make diamonds: but they are very expensive to produce, and as gems they would cost more than natural diamonds.<br /> D On Wednesday, Mr. Jones described how waves are formed; and I will never look at the sea the same way again.<br /><br />2. A Tyrone has seen sand dunes not only at the beach but also in the desert, however, he has never been in a sandstorm.<br /> B Volcanoes exist all over our planet’s surface, in fact, they even appear on the ocean floor.<br /> C <span style="color:#009900;">I am looking forward to baby-sitting for the Smiths Friday night; moreover, I hope to baby-sit all day Saturday.</span><br /> D Grandfather has already seen the aurora borealis, or northern lights, in person, he probably won’t be interested in that television program.<br /><br />3. <span style="color:#009900;">A Not all dinosaurs grew enormously large; one kind was only about the size of a chicken.</span><br /> B Eye color depends on the parents’ genes, for example; the gene for brown eyes is dominant over the gene for blue eyes.<br /> C To our amazement, the redwood tree towered dozens; indeed, hundreds of feet above the forest floor.<br /> D Plants come in many sizes and shapes consider; for example, single-celled algae and huge oak trees.<br /><br />4. A Mara carefully examined the plastic model of the human body and; moreover, identified the location of kidneys for the first time.<br /> B “Combining ammonia and bleach creates toxic fumes,” said our chemistry teacher; and he warned us to be careful when using household cleaners.<br /> C <span style="color:#009900;">Sea horses have long, strong tails; as a result, these fish are able to cling to seaweed that moves a great deal.</span><br /> D The shape of an animal’s teeth reveals much about its diet, for instance, herbivores, or plant eaters, have molars designed to grind plants.<br /><br />5. <span style="color:#009900;">A Javier went to the Cinco de Mayo celebration with Pete, Brad, and me; Sue went with Paulina, Eduardo, and Annie.</span><br /> B Please be prepared for a quiz on Monday, April 5, Wednesday, April 24, and Tuesday, May 1.<br /> C His sister is an expert in foundations, cement, and tiles, and her father is knowledgeable about plaster, roofs, and wood floors.<br /> D The runner from the strawberry plant has; therefore, made several new plants.<br /><br /><br />6. A Jennifer is interested in: the temples in India, the pyramids in Egypt, and the statues on Easter Island.<br /> B Pecking with its beak, the chick cracked the shell open, instantly, the hen focused on her new offspring.<br /> C <span style="color:#009900;">In Los Angeles, California, we visited several excellent museums: the Getty Center, the Los Angeles County Museum of Art, and the Museum of Contemporary Art.</span><br /> D While on vacation, my family has stayed in: hotels, motels, tents, and trailers.<br /><br />7. A At 2 00 P.M. on Saturday, my stepmother’s investment club will meet at our house.<br /> B <span style="color:#009900;">My grandmother reads Psalm 23: 1–4 when she feels discouraged.</span><br /> C We will have these speakers in class on Tuesday; Mayor Lin, Father Baird, and Professor Watson.<br /> D Plunging its beak into the feeder; the hummingbird withdrew a drop of the bright red sugar water.<br /><br />8. A At the botanical gardens, we examined carnivorous plants such as; Venus flytraps and pitcher plants.<br /> B Her brother’s wheelchair is equipped with: a laptop computer, a book bag, and a cellular telephone.<br /> C If you learn these Spanish vocabulary words: you will be ready for the quiz.<br /> D <span style="color:#009900;">Guadalupe and her friends have been assigned the following tasks for the sophomore dance: decorating the gym, setting up tables, and making punch.</span><br /><br />9. A <span style="color:#009900;">Oak trees have a wide range of habitat and can be found in Iowa City, Iowa; Rochester, New York; and Boston, Massachusetts.</span><br /> B To make the salsa, Raoul chopped the tomatoes, cilantro, and onions, and I pressed the garlic, squeezed the lemons, and minced the peppers.<br /> C Proteins contain carbon, hydrogen, nitrogen, and oxygen, some also contain iron, phosphorus, and sulfur.<br /> D The woodpecker; however, uses its tail as a brace.<br /><br />10. A Every day at 12 00 noon, the bells in the church tower play “Nearer My God to Thee.”<br /> B At the amusement park we rode on: the carousel, the roller coaster, and the bumper cars.<br /> C <span style="color:#009900;">Animals defend themselves in these ways: stinging, pinching, fleeing, disguising, and biting.<br /></span> D “Some physicists,” he said, “are trying to invent a theory that will; moreover, explain everything in the universe.”<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-6830640958372193911?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-5841101629899000892010-03-15T11:09:00.000-07:002010-03-15T11:10:51.366-07:00Chapter 23 Chapter Review Answers<br />1. Europeans;<br />2. 3:15, afternoon;<br />3. time:<br />4. verse; 14:27<br />5. dog;<br />6. poems: Cullen; Eliot;<br />7. needy;<br />8. C<br />9. stories;<br />10. Sea;<br />11. statement:<br />12. sophomore; senior;<br />13. meeting;<br />14. lost;<br />15. machines:<br />16. Inc;<br />17. Laughter:<br />18. Arizona; Texas; Louisiana;<br />19. game;<br />20. ships;<br />21. 6:52<br />22. say:<br />23. C<br />24. war:<br />25. attraction:<br />26. directions:<br />27. reasons:<br />28. 20:3, quote:<br />29. all:<br />30. leaders:<br />31. 14:27, 39:1-6<br />32. fog;<br />33. gift:<br />34. C<br />35. 2:15:<br />36. signs:<br />37. us;<br />38. Kris;<br />39. store:<br />40. down;<br />41. Northeast;<br />42. C<br />43. introduction:<br />44. film:<br />45. 6:30, 7:15<br />46. locations:<br />47. C<br />48. clarinet;<br />49. book;<br />50. follows: two; five; three; five; four;<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-584110162989900089?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-22820621217212259222010-03-12T10:38:00.000-08:002010-03-12T11:16:58.724-08:00Attendance<br />Prayer<br />Drama Quiz #2 for periods 1 and 3<br />Return Materials<br />New Vocab and Worksheets<br />Thesis Workshop homework review and discussion<br />Grammar Homework review<br /><br /><strong>Homework:</strong><br /><br />Choose one thesis from the thesis workshop: perfect it and write a 4 to 6 sentence introduction that starts with a general statement, or grabber, and narrows to your thesis.<br />This should be typed, double-spaced, 12 point font, Times or Times New Roman,<br />with 1" margins, a heading, a title, and your last name and page number<br />in the upper right hand corner of the page as per MLA format<br /><br /><br />Vocab worksheets and Quiz next class<br /><br />Label the rules, as you would on a grammar test, for #1-50 in the Chapter 23 Chapter Review in <em>Elements of Language</em><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2282062121721225922?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-31218819235259906582010-03-10T14:52:00.001-08:002010-03-10T15:02:03.650-08:00Attendance<br />Prayer<br />Drama Quiz #1 for periods 1 and 3. Drama Quiz #2 for all others.<br />Discuss/take brief notes on <em>A Marriage Proposal</em><br />Review Vocab<br />Vocab Quiz<br />New Vocab<br />Grammar HW-Answers<br />Thesis Workshop<br /><br /><span style="color:#ff0000;">Homework:</span><br />Periods 1 and 3: Drama Quiz #2 next class<br />Chapter 23 chapter review #1-50 on page 733 in<em> EofL</em>.<br />Thesis Worksheet 3-34<br />Honors: Write an essay for one of the thesis statements you drafted in class. <br /><br /><span style="color:#3333ff;">THESIS WORKSHOP and ESSAY STIPULATION:</span><br /><br />I do not expect you to be an expert on the topics listed on the sheet, and I do not expect you to fully research the topic. For the HONORS guys, your essays can be creative and humorous like "How to Name a Dog" by James Thurber. <br /><br />For the othe classes, you thesis statements may be funny. Since I expect you to include some details about how you will support your thesis, you can be creative and make them up. For instance, for a thesis statement on the topic of the Summer Olympics you might say the following:<br /><br /><span style="color:#009900;">The United States government should require all Americans to watch at least three hours of Olympic competition every day because studies show that such viewership enhances patriotism, and in times of great patrtiotism, the country experiences increased productivity, reduced crime, and fewer hospital visits.</span><br /><br />Clearly, I have not proof of the above statements, but you can use your imagination to craft your points.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-3121881923525990658?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-41693776385326767532010-03-10T14:42:00.000-08:002010-03-10T14:43:42.963-08:001. <strong>accolade</strong> <em>noun</em> An expression of strong approval or praise.<br />2. <strong>adulation</strong> <em>noun</em> Enthusiastic or even excessive praise; fawning admiration.<br />3. <strong>anathema</strong> <em>noun</em> a. A strong denunciation b. A formal religious condemnation c. Anything or anyone condemned.<br />4. <strong>commend<em> </em></strong><em>trans. verb</em> To mention approvingly; praise.<br />5. <strong>eulogy</strong> <em>noun </em>A speech or written tribute of praise, most often one delivered at a memorial service in honor of the deceased.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4169377638532676753?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-65387947793938392022010-03-10T11:09:00.000-08:002010-03-15T10:06:51.419-07:00<strong>Exercise 3</strong><br />1. The Great Kapok Tree: A Tale of the Amazon Rain<br />2. 7:15, 8:00<br />3. logo: a poster,<br />4. courage: “Coward die many times before their deaths,/The valiant taste death but once.”<br />5. C<br />6. I think the story…Exodus 2:5-10.<br />7. follows: Cover with plastic wrap,…<br />8. reasons: I don’t have to pay…<br />9. C<br />10. We should buy a house: Our taxes would be lower, and we’d have more space.<br /><strong>Review B<br /></strong>1. needed:<br />2. finished; however,<br />3. brown;<br />4. Evangeline; Ann, who read from The Bridge; Garrett, who read from The Waste Land.<br />5. cracked; therefore,<br />6. 3:45<br />7. “Mary Had a Little Lamb: The Social and Personal Benefits of Pet Ownership.”<br />8. as follows: Takara, Lani, and Nick; Jessica, Vince, and Tyrone; and Peter, Dolores, and Ruben.<br />9. folder: “Man is the only animal that blushes. Or needs to.”<br />10. handle; on the other hand,<br /><strong>Review C</strong><br />Dear Sir or Madam:<br />The media coordinator at Central High School suggested that I write to you; she explained that Hampton has an extensive collection of materials on African American history. For my history class I am preparing an oral report on the March on Washington of August 28, 1963; and if possible, I would like to display pictures of the march.<br />I am particularly interested in pictures of the following speakers: Floyd McKissick, John Lewis, Roy Wilkins, and Dr. Martin Luther King, Jr. I would also like pictures showing the size and diversity of the crowed; for example, a shot of the marchers filling the area around the Reflecting Pool between the Lincoln Memorial and the Washington Monument would be especially effective. Either prints or slides would be useful; however, I would prefer slides if they are available.<br />My grandfather, who took part in the march, vividly remembers these words of Dr. King: “Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.” Grandfather took several rolls of film himself that day; unfortunately, the pictures were lost in a fire a few years ago.<br />Please send me information on ordering copies of suitable pictures; a stamped, self-addressed envelope is enclosed. Thank you for your help; I appreciate your attention to my request.<br />Sincerely,<br />Jesse Fletcher<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-6538794779393839202?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-15885117090234864292010-03-09T13:54:00.000-08:002010-03-09T13:56:28.969-08:00Reviews B and C in <em>Elements of Language</em> are individual exercises on pages 731 and 732.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1588511709023486429?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-59884120515484997352010-03-09T11:08:00.000-08:002010-03-09T11:09:21.087-08:00<strong>Chapter 23 Exercises 1 and 2 answers</strong><br />Exercise 1<br />1. Valley; in fact,<br />2. years; only recently, however,<br />3. carving; meanwhile,<br />4. life; for example,<br />5. in the valley; their ties<br />6. Art in Mexico is varied and distinctive,<br />7. craftsmanship;<br />8. Cholula;<br />9. peoples;<br />10. conquest,<br />Exercise 2<br />1. Anna Maria Chen, fundraising; Ben Cohen, volunteer services; and Donna Massad, event planning.<br />2. correct<br />3. correct<br />4. Thursday, March 25; Friday, March 26; or Saturday, March 27.<br />5. Boston, Massachusetts; San Francisco, California; or Seattle, Washington?<br />6. Tony Fernandez, trumpet and trombone; Donna Lee Bryant, clarinet and saxophone; and Danica Ward, drums and steel guitar.<br />7. tennis racket; but, unfortunately,<br />8. fountains; and then<br />9. correct<br />10. Prague, Czech Republic; Budapest, Hungary; Bucharest, Romania; and Krakow, Poland.<br /><br />Drama Quiz #1<br />1. Greek dramatists include Aeschylus, Sophocles, and _______________________.<br />2. Script----->__________________ ----->Audience<br />3. “Tragedy” comes from a Greek word that means___________________________.<br />4. ____________________comes from a Greek word that roughly means “singer of revels.”<br />5. Aristotle outlined the Six Essential Elements of Drama in his work named _____________________.<br />6. __________________are pairs of characters who are opposites.<br />7. A long speech spoken for other characters to hear is a _______________________.<br />8. A short comment made to the audience but not intended for other characters is an_____________________.<br />9. An Open Stage is also known as a _________________________ _________stage.<br />10. A Picture Frame stage is also known as a _____________________________stage.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-5988412051548499735?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-22974328421123347222010-03-08T13:41:00.000-08:002010-03-08T13:45:04.633-08:00Attendance<br />Prayer<br />Drama Quiz<br />AMARRIAGEPROPOSAL<br />Grammar Homework review<br />In-Class Writing-(Though we ran out of time for this workshop, please peruse the Thesis Workshop below to prepare for next class)<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Vocab Worksheets<br />Vocab Quiz<br />Drama Quiz #2(For periods 1 and 3, this will actually be Drama Quiz #1, and it will be based on the notes we took in class)<br />Exercise3 and Review A and Review B from <em>Elements of Language</em> Chapter 23. <br /><br /><span style="font-family:courier new;">Thesis Workshop</span><br />A good thesis should do three things:<br />1. Make your point.<br />2. Provide a sense of the logic behind your argument.<br />3. Act as a brief summary of your essay.<br /><span style="font-family:courier new;">Examples</span><br />1a. Wolves should be protected.<br />1b. Many people fear and despise wolves because of myths and fairy tales, but encounters between humans and wolves are rare and seldom violent; in addition, because wolves play a vital role in the balance of the ecosystem, the existing wolf population in Yellowstone National Park should be protected.<br />2a. Despite billboard success by bands such as Five and The Backstreet Boys, N-Sync still claims the title of world’s greatest boy band because of their melodious harmonies, intricate choreography, and unfaltering devotion to world peace.<br />2b. N-Sync rules.<br />3a. I like soccer.<br />3b. Though I had been succeeding in soccer for most of my life, the day my high school team lost the state championship proved to me that soccer had been providing me a literacy of how to work hard and accept adversity, and that literacy has translated into my life as a student to help me in my college and career goals.<br /><span style="font-family:courier new;">Exercise:</span> <span style="font-family:courier new;">If the following sentences are topic sentences from five paragraphs of an essay, can you consolidate the ideas into a clear and concise thesis?<br /></span>I. Schools often incorporate field trips as part of the curriculum.<br />II. Some students benefit from the interactive nature of field trips.<br />III. Field trips interrupt the flow of typical school schedules.<br />IV. Many students do not take field trips as education opportunities.<br />V. Field trips off the chance for students to behave irresponsibly and evade important supervision.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2297432842112334722?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-14212057437287910332010-03-04T14:32:00.000-08:002010-03-04T16:12:22.420-08:00Agenda:<br /><br />Attendance<br />Prayer<br />Vocab Quiz<br />New Vocab<br />H2NaD Quiz<br />Drama Notes<br /><br /><span style="color:#ff0000;">Homework:<br /></span><br />Chapter 23 Elements of Language exercises 1 and 2<br /><br />Reread <em>A Marriage Proposal</em> on page 413 of <em>Adventures in Reading</em><br /><br />Review Drama Notes (<span style="color:#3366ff;">below</span>): Quiz next class<br /><br /><strong>Drama, a performance art and a genre of literature</strong>.<br />At the same time, you can study drama by<br />watching performances, or you can study drama by<br />reading the material.<br />It is <strong>like poetry in the above sense</strong>, and like poetry,<br />drama developed long before the novel and the short story.<br />Greek dramatists, like Aeschylus, Sophocles, and <strong>Euripedes,<br /></strong>were writing 2500 years ago.<br />Drama, more so than other genres, attempts to be an imitation<br />of life, and though some plays incorporate fantastic ideas and<br />surreal action, the characters tend to act as guided by<em> logic</em> and <em>necessity</em>.<br /><strong>Drama is a fictional text composed to be presented by one or<br />more performers to an audience.<br /></strong>Distinct from movies or television, however, <strong>drama<br />is presented at the exact moment that it is perceived or received</strong>.<br />Drama is composed of a tripartite relationship:<br /><strong>Script->Actor->Audience</strong><br /><strong></strong><br />Two major forms of DRAMA:<br /><strong>Tragedy</strong>- comes from a Greek word that means <span style="color:#009900;">“goat song.”</span><br />Early drama had some connection to religious rituals.<br />Perhaps goats were sacrificed as part of the performance.<br /><strong>comedy</strong>-comes from a Greek word that roughly means<br /><span style="color:#009900;">“singer of revels.”</span> Comedy was associated with a joyous festival.<br /><p><br />Six Essential Elements of Drama:<br />As described in Aristotle’s <em>Poetics</em>, these are the six<br />components of drama:<br />Action or Plot<br />Character<br />Thought<br />Language<br />Song and Dance<br />Spectacle or Visual Excess<br /><br /><strong>Action or Plot</strong><br />Fratek’s Pyramid-Exposition, Climax, Denoument.<br /><br /><strong>Character</strong><br />Unlike novels or short stories, which can employ passages<br />of description, playwrights shows us the nature of their<br />characters through action and language.<br /><span style="color:#6633ff;">Protagonist<br />Antagonist<br /></span><span style="color:#000099;">Foils</span> - Pairs of characters who are opposites.<br />When they are on stage together, the qualities of one<br />highlight the qualities of the other.<br /><span style="color:#000099;">Stock characters</span> – Predictable characters that fulfill<br />customary roles, stock characters often provide the<br />comic relief for a drama. Characters like witty servants<br />and town drunks serve as examples that are very common.<br /><strong>Thought<br /></strong>Aristotle believed in a unity of action. That is, all the<br />action in the play must be the result of necessity or action.<br />This is related to thought because the characters in a drama<br />do not act randomly. The thought behind the drama<br />demands that each action be connected to the circumstances<br />surrounding it. Each character must be conceivably able and<br />inclined to act in the way he or she does.<br /><strong>Language<br /></strong><span style="color:#009900;">Dialogue<br />Monologue<br />Soliloquy<br />Aside</span><br /><strong>Spectacle</strong><br />In addition to appealing to the ear, drama appeals to the eye.<br /><strong><span style="color:#009900;">Mise-en-scene</span></strong> is everything on the stage that adds meaning<br />to a play. Costumes and props are part the<br />mise-en-scene, and the location of props on the stage is<br />known as <strong><span style="color:#009900;">proxemics</span></strong>. Depending on what is on the<br />stage and how it is arranged, characters can employ a<br />variety of gestures and movements to add to the<br />effect of the action and language of the plot.<br /><br /><span style="color:#009900;">Open Stage (Peninsula Stage)<br /><br />Proscenium Stage (Picture-Frame Stage)</span><br /><strong>Song and Dance</strong><br />Not every drama includes song and dance, but some specialized forms do incorporate song and dance.<br /></p><p><br />1. <strong>affectation </strong><em>noun</em> Artificial behavior adopted to impress others; pretense; a pose.<br />2. <strong>beneficiary </strong><em>noun </em>a. A person who receives funds from an insurance policy or will upon another’s death. b. Anyone who receives help or advantage from something.<br />3. <strong>defect</strong> <em>noun </em>a. A flaw or imperfection. b. A deficiency. <em>intrans. verb</em> To depart one’s country or party in order to adopt or join another.<br />4. <strong>efficacy</strong> <em>noun</em> The power or capacity to produce the desired effect; effectiveness.<br />5. <strong>faction</strong> <em>noun </em>A group of persons forming a united but sometimes discontented and troublesome minority within a larger group.</p><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1421205743728791033?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-56453014985437849732010-03-03T15:12:00.000-08:002010-03-03T15:20:50.414-08:00James Thurber's <strong>informal essay</strong> entitled "How to Name a Dog" is the author's attempt to address the hundreds of requests he had received asking for help with naming a dog.<br /><br />Somehow, people interpreted his cartoon drawings of a dog to mean that he was an expert on dog names, but he often <strong>failed to answer</strong> such letters because they had a way of disappearing behind his rolltop desk.<br /><br />The essay is characterized by <strong>humorous anecdotes</strong> along with a <strong>conversational style</strong>. Furthermore, Thurber goes off on <strong>long digressions</strong>...in many ways, he is reminiscent of Walter Mitty, the star of one of Thurber's most famous short stories.<br /><br />Although Thurber mentions over 70 names for dogs in the course of his essay, he regards most of them with <strong>distaste</strong>, and he <strong>dislikes the longest</strong> and most ridonkulous of them. For his own dogs, it seems, Thurber chooses <strong>short, simple</strong> names.<br /><br />Thurber goes on to discuss three major groups of dog names: <strong>Cryptic, Coy, and Cynical</strong>. The cryptic, he says, are designed to make you wonder why the dog's name is as it is, and the <strong>coy, as the largest group of dog names</strong>, are simply intended to make you regard the cuteness of the name. Cynical names, like <strong>Tojo, Mussolini, and Adolf,</strong> reflect the pessimistic, negative side of dog owners in World War II-era America.<br /><br />To justify the name of the essay, Thurber suggests one dog's name for all of his readers, and that name is <strong>Stong</strong>. You could say that Thurber got the last laugh because now thousands of dog owners have probably named their dogs Stong on Thurber's advice, and that is <strong>hilarious revenge</strong> because Phil Stong, a writer, named his own dog Thurber.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-5645301498543784973?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-72765812872142017822010-03-02T14:59:00.000-08:002010-03-02T15:02:50.386-08:00Attendance<br />Prayer<br />New Vocab<br />Vocab Worksheets<br />Chapter 22 Test Review<br />Animal Farm Test Review<br />H2NaD<br /><br /><span style="color:#ff0000;">Homework:</span><br /><span style="color:#ff0000;"></span><br /><span style="color:#000000;">Reread "How to Name a Dog" for a quiz next class</span><br /><br />Vocab worksheets and quiz next class<br /><br />Read <em>A Marriage Proposal</em> in page 413 <em>Adventures in Reading</em>.<br /><br />Period 3: Write or type all rules in Chapter 23 of Elements of Language 23a to 23g(4) starting on page 724<br /><span style="color:#ff0000;"></span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-7276581287214201782?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-17806962170228800452010-02-25T14:47:00.000-08:002010-02-25T14:55:53.521-08:00For the Animal Farm exam, you will be given the option to take either a scantron test or complete an esasy. For the essay, you will go to the library, and you will be allowed to use your book.<br /><br />Notes may be may in the margins of your book, but no outside notes or outlines are permissable. Futhermore, you may have sticky notes or bookmarks throughout your book. <br /><br />If computers are available, my first preference is that you will type your essay in standard MLA format. You will be required to type AT LEAST a two page essay...typed, double-spaced, 12 point font, in Times or Times New Roman with 1" margins and your last name and page number in the upper right hand corner of the page. Special attention will be paid to grammar, spelling, capitalization, end marks, and commas, and you must obey the seven commandments of English essays.<br /><br />If computers are not available, you must handwrite your essay NEATLY.<br /><br />While these are not the exact prompts, the topics you may choose from are as follows:<br /><br />1. The changes of the Seven Commandments and the result thereof.<br /><br />2. Analyze three methods of control implemented by the pigs.<br /><br />3. Describe the rivalry between Napoleon and Snowball, and discuss its effect on the culture of Animal Farm.<br /><br />For each of the following topics, you will be expected to support your points with quotes from the novel, and you should expect to use at least one or two quotes for each "body paragraph."<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1780696217022880045?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-39974857003932990732010-02-24T13:51:00.000-08:002010-02-24T13:52:37.512-08:00Agenda:<br /><br />Attendance<br />Prayer<br />Present held over Animal Farm Projects<br />New Vocab<br />Vocab Worksheets<br />Review Animal Farm; discuss and fill in reading guide<br /><br />Homework:<br /><br /><em>Animal Farm</em> test next class<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-3997485700393299073?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-86448811340911461602010-02-24T13:50:00.000-08:002010-02-24T13:51:18.603-08:00Animal Farm Reading Guide for ISBN # 978-0-451-52634-2<br />Page, Chapter: Question <br />4, I: Why do the other animals admire Boxer?<br />6, I: How does Major tell the animals to plan for the revolution?<br />6, I: Who tells the animals about their dream?<br />11, I: Who has a vision of a world without humans?<br />12, I: What is the anthem of the revolution?<br />12, I: What are Mollie’s concerns about the revolution?<br />16, II: What is the name given to the teachings of Old Major?<br />17, II: Who loves ribbons?<br /> What could the ribbons be symbolic for?<br />17, II: Who tells the animals about Sugarcandy Mountain?<br /> What purpose does the mountain serve?<br />19, II: Who brings a revolution upon himself?<br /> How does he do that?<br />19, II: What does Farmer Jones do to bring about the revolution?<br />29, III: Who has a personal motto to work harder?<br />30, III: What is the emblem of Animal Farm?<br />35, III: What happens to the missing milk?<br />36, III: How does Squealer convince the other animals that it’s okay for the pigs to get special treatment?<br />38, IV: How do other farmers react to the revolt at Manor Farm?<br />40, IV: Who leads the animals to victory at the Battle of Cowshed?<br /> How did he or she know how to fight a battle?<br />42, IV: Who attacks Farmer Jones at the Battle of Cowshed?<br />43, VI: How does Boxer feel about killing a human at the Battle of Cowshed?<br />46, V: Why does Mollie abandon the revolution to go live with the humans?<br />47, V: Why do Snowball and Napoleon disagree at the Sunday meetings?<br />49, V: Who designs the plans for the windmill?<br />50, V: Who believes life will continue to be bad in spite of the revolution?<br /> Why doesn’t he support the pigs?<br />53, V: Who secretly trains the puppies as guard dogs?<br />57, V: Why does Napoleon claim credit for the design of the windmill?<br />64, VI: Who acts as the go-between for the pigs and the humans?<br />68, IV; 30, III: Who is the cynical donkey who never expresses support for the pigs?<br />69, VI: Who gets the blame for the destruction of the first windmill?<br />79, VII: Do the animals believe that Snowball starts plotting WITH the humans to overthrow the animals?<br />92, VIII: How does Squealer convince the animals that things are going well on the farm?<br />97, VIII: Why do the animals change their chant from “Death to humanity” to “Death to Frederick”?<br />100-101, VIII: Who pays Napoleon with counterfeit money?<br />103, VIII: Who or what destroys the second windmill?107, VIII: What makes the animals think Napoleon is dying?<br />108, VIII: Who repaints the Seven Commandments?<br /> Why would the pigs want or need to repaint the commandments?<br />121, IX: Who nurses boxer when he is ill?<br />122, IX: Where does Boxer go after leaving the farm?<br />133, X: How does the bleating of the sheep work in favor of the pigs?<br />134, X: Which is the last commandment to be changed?<br />136, X: Who toasts Napoleon and the farm at the end of the novel?<br />140, X: Who decides to change the name of the farm BACK to Manor Farm?<br /> What connotations does the name Manor Farm carry with it?<br />141, X: What surprises the animals when they look in the farmhouse window at the end of the novel?<br /><br />Why would the animals need to alter the Seven Commandments?<br />As you read, ask yourself, “Is Animal Farm a light-hearted children’s tale?”<br />Describe Boxer…<br />Describe Squealer…<br />Describe Napoleon…<br />Describe Benjamin…<br />Describe Major…<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-8644881134091146160?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-7166493041770078752010-02-22T14:56:00.001-08:002010-02-22T15:00:23.861-08:00Attendance<br />Prayer<br />Vocab Review<br />Vocab Quiz<br />New Vocab<br />Present Projects<br />"How to Name a Dog"<br />Review <em>Animal Farm</em><br /><em></em><br />Homework:<br /><br /><em>Animal Farm</em> test on Friday<br />Because some of the classes had a large amount of presentations, we did not get to "How to name a Dog," so if you want to get ahead, you may read it in your <em>Adventures in Reading</em> book.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-716649304177007875?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-77550970250234767082010-02-18T16:51:00.001-08:002010-02-18T16:52:12.088-08:001. aficionado noun A fan; an enthusiastic admirer.<br />2. bonanza noun a. A source of wealth or luck. b. A rich mine.<br />3. bravado noun False bravery; swaggering courage.<br />4. embargo noun a. A government order preventing or prohibiting trade with a given nation. b. A prohibition. trans. verb To impose an embargo upon.<br />5. flotilla noun a. A small fleet. b. A small group resembling a small fleet of ships.<br />6. hacienda noun a. A large estate, ranch, or plantation. b. The main house of such an estate.<br />7. junta noun A group of rulers, particularly one seizing power after the overthrow of a government.<br />8. peccadillo noun A small fault or transgression.<br />9. peon noun An unskilled laborer; a farm worker.<br />10. renegade noun A traitor or outlaw; a rebel.\<br /><br />Attendance<br />Prayer<br />Collect Proposals<br />Answer Grammar Concerns<br />Chapter 22 Test<br />Return Vocab Test<br />New Vocab<br />Worksheets<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Vocab Worksheets<br />Vocab Quiz<br /><em>Animal Farm</em> Projects due next class<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-7755097025023476708?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-18058814045339265912010-02-12T14:56:00.000-08:002010-02-12T14:58:30.498-08:001. ascribe trans. verb To regard as caused by; assign; attribute.<br />2. circumscribe trans. verb a. To draw a line around; encircle b. To confine within or as if within bounds; limit or restrict c. To construct or be constructed around a geometrical figure so as to touch as many points as possible.<br />3. inscribe trans. verb a. To write, print, carve, or engrave words or letters on a surface b. To sign or write a brief message in or on a book or picture when giving it as a gift; dedicate to someone c. To enter a name on a list or in a register; enroll d. To draw within a figure so as to touch in as many places as possible.<br />4. nondescript adjective Lacking in distinctive or interesting qualities and therefore difficult to describe; dull; drab.<br />5. prescribe trans. verb a. To order or recommend the use of a remedy or treatment b. To set down as a rule or guide; dictate c. To state or indicate specifically; specify.<br />6. proscribe trans. verb a. To prohibit; forbid as harmful or unlawful b. To denounce or condemn. <br />7. scripture noun a. A sacred writing or book b. A statement regarded as authoritative.<br />8. subscribe trans. verb a. To contract to receive and pay in advance for something, such as a magazine, concert tickets, etc b. To agree or approve.<br />9. subscript noun A distinguishing symbol, such as a letter or numeral, written below and to the right of a letter or number, as in a mathematical expression or chemical formula.<br />10. transcribe trans. verb a. To make a written or typewritten copy of, as from notes b. To adapt or arrange a musical composition for a voice or instrument other than the original.<br /><br />1. circumlocution noun a. The use of roundabout expressions or wordy and indirect language. b. Speech or writing that is wordy or evasive.<br />2. discourse noun a. Verbal expression in the form of speech or writing. b. The formal and lengthy discussion of a subject, either written or spoken. intrans. verb a. To speak or write formally and at length b. To engage in conversation or discussion.<br />3. euphemism noun The act or an example of the substitution of an inoffensive term for one that is considered offensive, unpleasant, or too direct.<br />4. falter intrans. verb a. To speak hesitatingly; stammer. b. To waver in confidence<br />5. literate adjective a. Able to read and write; knowledgeable; educated b. Well-written; polished. noun a. Someone who can read and write. b. A well-informed, educated person.<br />6. prattle intrans. verb To talk idly or meaninglessly; babble. trans. verb To utter in a childish or silly way. noun Childish or meaningless sounds; babble.<br />7. raconteur noun A person who tells stories and anecdotes with skill and wit.<br />8. reiterate trans. verb To say over again; repeat.<br />9. utterance noun a. The act of expressing vocally. b. Something that is expressed.<br />10. verbose adjective Using or containing an excessive number of words.<br /><br />1. appraisal noun a. An evaluation or estimation of the nature, quality, or worth of something; a judgment. b. An expert or official evaluation of something, as for taxation.<br />2. base adjective a. Mean or contemptible; shameful b. Inferior in quality; containing inferior substances.<br />3. candid adjective a. Without pretense or reserve; straightforward; honest b. Free of prejudice; impartial c. Not posed or rehearsed noun An unposed photograph.<br />4. criterion noun A standard, rule, or test on which a judgment or decision can be based .<br />5. legitimate adjective a. Authentic; genuine; real b. Being or acting in accordance with the law; lawful c. In accordance with established or accepted patterns and standards.<br />6. mediocre adjective Of moderate to low quality; ordinary; average.<br />7. meritorious adjective Having superior value; deserving praise<br />8. subtle adjective a. Not immediately obvious; so slight as to be difficult to detect or analyze. b. Able to make precise distinctions; keen. c. Characterized by slyness or deviousness.<br />9. truism noun A statement of obvious or self-evident truth.<br />10. validate trans. verb To confirm or support on a sound basis or authority; verify; substantiate.<br /><br />1. arrogant adjective Excessively and unpleasantly convinced of one’s own importance; overbearingly proud; superior; vain.<br />2. diffident adjective Hesitant through lack of self-confidence; timid.<br />3. egocentric adjective Limited in outlook or concern to one’s own activities or needs; self-centered; selfish.<br />4. esteem noun Favorable regard; respect. trans. verb a. To regard with respect; admire; honor. b. To judge or consider to be.<br />5. gloat intrans. verb To feel or display triumphant, and often spiteful, satisfaction or delight.<br />6. humility noun The quality of being humble; freedom from false pride.<br />7. modest adjective a. Having or showing a moderate estimation of one’s own talents, abilities, or accomplishments; lacking in vanity. b. Not elaborate or showy; unpretentious. c. Moderate in size or amount.<br />8. pompous adjective a. Characterized by an exaggerated show of dignity or self-importance. b. Excessively ornate.<br />9. swagger intrans. verb To walk or conduct oneself in a conceited or boastful manner; strut.<br />10. vaunt trans. verb To call attention to, often proudly or boastfully. intrans. verb To boast or brag.<br /><br />1. adept adjective Very skilled or capable.<br />2. aptitude noun a. A talent or natural ability. b. Ease in learning; intelligence<br />3. astute adjective Shrewd in judgment; possessing a keen mind.<br />4. dexterity noun Skill in the use of the hands, the body, or the mind; adroitness.<br />5. finesse noun Delicacy and refinement of performance, execution, or workmanship.<br />6. inspiration noun a. A creative stimulus for the mind or the emotions. b. A sudden insight or creative idea.<br />7. precocious adjective Having unusual mental development at an early age.<br />8. prodigy noun A person who is exceptionally gifted, usually at a young age.<br />9. resourceful adjective Capable; effective; able to meet most situations effectively.<br />10. virtuoso noun One skilled in the technique of an art, especially music.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1805881404533926591?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-18551381415455029402010-02-12T14:46:00.000-08:002010-02-12T14:48:28.561-08:00Prayer<br />Attendance<br />Review Vocab<br />Vocab Quiz<br />Return Grammar Rules<br />Review Grammar Homework<br />Discuss Animal Farm<br />George Orwell Quiz<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Vocab Test Next class on lessons 16,17,18,19, and 20<br />Ex. 5,6,7, and 8 in <em>Elements of Language</em><br />Finish<em> Animal Farm</em><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1855138141545502940?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-7670198724134557002010-02-09T15:01:00.000-08:002010-02-09T15:04:21.661-08:00Prayer<br />Attendance<br />Collect Grammar Rules<br />New Vocab<br />Worksheets<br />Non-fiction lecture<br /> "Growing Up Game" discussion<br />George Orwell lecture<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Vocab Worksheets due Next Class<br />Vocab Quiz Next Class<br />Quiz on George Orwell notes next class WILL NOT BE OPEN NOTE<br />Chapter 22 Excercises 2,3, and 4<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-767019872413455700?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-11629295371049949102010-02-05T15:38:00.001-08:002010-02-05T15:42:12.442-08:00<span style="color:#3333ff;">Agenda:</span><br />Prayer<br />Attendance<br />Animal Farm check<br />collect grammar<br />Review Vocab<br />Vocab Quiz<br />New Vocab<br />Return Grammar<br />Review Grammar<br />Introduce Animal Farm projects<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Read "Growing Up Game"...pages 215 through 224 in <em>Adventures in Reading</em>.<br /><br />Read Chapters 1,2,3, and 4 in <em>Animal Farm</em>.<br /><br />Write or type all rules from Chapter 22 in <em>Elements of Language</em>.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1162929537104994910?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-76651672528777727682010-02-04T20:59:00.000-08:002010-02-05T12:14:27.835-08:00<span class="Apple-style-span" style="font-family:Cambria, serif;"><p class="MsoNormal" style="MARGIN-BOTTOM: 0pt"><i style="mso-bidi-font-style: normal">Animal Farm</i> Project</p><p class="MsoNormal" style="MARGIN-BOTTOM: 0pt">Due February 22 for odd classes</p><p class="MsoNormal" style="MARGIN-BOTTOM: 0pt">Due February 23 for even classes.</p><p class="MsoNormal">Options:</p><p class="MsoListParagraphCxSpFirst" style="TEXT-INDENT: -0.25in; mso-list: l0 level1 lfo1"><span style="FONT-SIZE: 11pt; mso-bidi-: minor-latinfont-family:Cambria;font-size:12;" ><span style="mso-list: Ignore">1.<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><span style="FONT-SIZE: 11pt;font-size:12;" >A three dimensional <b style="mso-bidi-font-weight: normal">diorama</b> of Animal Farm.<span style="mso-spacerun: yes"> </span>Points that are important to remember are the important locations in the novel.<span style="mso-spacerun: yes"> </span>The <b style="mso-bidi-font-weight: normal">barn</b> is the center of the working-class.<span style="mso-spacerun: yes"> </span>It is where the revolution begins, and even after the pigs move into the house, the animals that do the work remain in the farm.<span style="mso-spacerun: yes"> </span>The <b style="mso-bidi-font-weight: normal">house</b> is the center of the oppressive ruling class.<span style="mso-spacerun: yes"> </span>Humans inhabit it first, and after the pigs take over, the pigs eventually inhabit the house.<span style="mso-spacerun: yes"> </span>The <b style="mso-bidi-font-weight: normal">windmill </b>represents the growth of industry under the new regime of the pigs.<span style="mso-spacerun: yes"> </span>Any or all of these structures would be a valid part of your diorama.<span style="mso-spacerun: yes"> </span>Furthermore, you may put animals on your representation of the farm, but your score will suffer if you insist on placing animals on the farm in the wrong numbers or simply adding animals that do not exist in the novel.<span style="mso-spacerun: yes"> </span>In addition to the diorama, <b style="mso-bidi-font-weight: normal">you must submit a report</b> to explain your project.<span style="mso-spacerun: yes"> </span>The report must be at least one and one-half pages long and no longer than three pages.<span style="mso-spacerun: yes"> </span>It must follow MLA standards for formatting, and you must <b style="mso-bidi-font-weight: normal">include at least five quotes</b> from the novel that are relevant to your diorama.<span style="mso-spacerun: yes"> </span><?xml:namespace prefix = o /><o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="TEXT-INDENT: -0.25in; mso-list: l0 level1 lfo1"><span style="FONT-SIZE: 11pt; mso-bidi-: minor-latinfont-family:Cambria;font-size:12;" ><span style="mso-list: Ignore">2.<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><span style="FONT-SIZE: 11pt;font-size:12;" >A <b style="mso-bidi-font-weight: normal">T-Shirt.</b><span style="mso-spacerun: yes"> </span>From brands to bands to political figures, t-shirts are popular way to spread the word about a person, product, or ideal.<span style="mso-spacerun: yes"> </span>You must design and create a t-shirt that reflects an important idea from <i style="mso-bidi-font-style: normal">Animal Farm</i>.<span style="mso-spacerun: yes"> </span>In addition to the t-shirt, you must present a <b style="mso-bidi-font-weight: normal">three-minute speech</b> that explains the relevance of your t-shirt to the novel.<span style="mso-spacerun: yes"> </span>For every <b style="mso-bidi-font-weight: normal">ten seconds</b> under three minutes, your speech grade will <b style="mso-bidi-font-weight: normal">drop one letter grade</b>.<span style="mso-spacerun: yes"> </span>If your speech does not reflect preparedness and effort, you cannot earn more than a D for the project.<span style="mso-spacerun: yes"> </span>Your speech will be assessed based on <b style="mso-bidi-font-weight: normal">clarity, fluency, and volume</b> of speech as well as <b style="mso-bidi-font-weight: normal">relevance to the project</b>.<span style="mso-spacerun: yes"> </span><o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="TEXT-INDENT: -0.25in; mso-list: l0 level1 lfo1"><span style="FONT-SIZE: 11pt; mso-bidi-: minor-latinfont-family:Cambria;font-size:12;" ><span style="mso-list: Ignore">3.<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><span style="FONT-SIZE: 11pt;font-size:12;" >A <b style="mso-bidi-font-weight: normal">newscast</b> that summarizes each chapter of the novel.<span style="mso-spacerun: yes"> </span>This project <b style="mso-bidi-font-weight: normal">may be completed with a group</b>, but in order to receive credit for a video, <b style="mso-bidi-font-weight: normal">each member of the group must submit their own copies of the following items</b>: 1) a DVD of your video with your name and period number written ON the DVD.<span style="mso-spacerun: yes"> </span>No other video format will be accepted.<span style="mso-spacerun: yes"> </span>2) A copy of the script used to tell the story of each chapter.<span style="mso-spacerun: yes"> </span>Feel free to use your own creativity to bring this project to life, but consider making it like a real newscast with reporters at a desk as well as reporters in the field.<span style="mso-spacerun: yes"> </span>By placing yourself in front of a television or computer screen, you could cue related images to appear in the background similar to the way real newscasts do.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="TEXT-INDENT: -0.25in; mso-list: l0 level1 lfo1"><span style="FONT-SIZE: 11pt; mso-bidi-: minor-latinfont-family:Cambria;font-size:12;" ><span style="mso-list: Ignore">4.<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><span style="FONT-SIZE: 11pt;font-size:12;" >A <b style="mso-bidi-font-weight: normal">song</b>.<span style="mso-spacerun: yes"> </span>You may compose and record a song that lyrically represents the story of <i style="mso-bidi-font-style: normal">Animal Farm</i>.<span style="mso-spacerun: yes"> </span>A song MUST consist of at least one instrument and lyrics.<span style="mso-spacerun: yes"> </span>You will not perform the song for the class; you must submit an <b style="mso-bidi-font-weight: normal">electronic version of the song on a jump drive</b>, or <b style="mso-bidi-font-weight: normal">you may submit a CD</b>.<span style="mso-spacerun: yes"> </span>No other formats will be accepted.<span style="mso-spacerun: yes"> </span>To receive credit, <b style="mso-bidi-font-weight: normal">you must submit the following items:</b> 1) A recording of your song.<span style="mso-spacerun: yes"> </span>2) A copy of your lyrics.<span style="mso-spacerun: yes"> </span>3) A report that explains how your song is relevant to the novel.<span style="mso-spacerun: yes"> </span>The report must be at least one and one-half pages long and no longer than three pages.<span style="mso-spacerun: yes"> </span>It must follow MLA standards for formatting, and you must include at <b style="mso-bidi-font-weight: normal">least five quotes</b> from the novel that are relevant to your song.<span style="mso-spacerun: yes"> </span>Recording your own version of “Beasts of England” is encouraged.<o:p></o:p></span></p><p class="MsoListParagraphCxSpLast" style="TEXT-INDENT: -0.25in; mso-list: l0 level1 lfo1"><span style="FONT-SIZE: 11pt; mso-bidi-: minor-latinfont-family:Cambria;font-size:12;" ><span style="mso-list: Ignore">5.<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><span style="FONT-SIZE: 11pt;font-size:12;" >An <b style="mso-bidi-font-weight: normal">essay</b>.<span style="mso-spacerun: yes"> </span>You may write an essay that is at least one and one-half pages long and no longer than three pages.<span style="mso-spacerun: yes"> </span>It must follow MLA standards for formatting, and you must include at <b style="mso-bidi-font-weight: normal">least five quotes</b> from the novel that are relevant to your point.<span style="mso-spacerun: yes"> </span>The general idea of the essay MUST be “The animal from <i style="mso-bidi-font-style: normal">Animal Farm</i> that I am most like is___________.”<span style="mso-spacerun: yes"> </span>Not all of the animals exhibit desirable qualities, and as such, your essay may illustrate ways in which you are different from the animal as well.<span style="mso-spacerun: yes"> </span><o:p></o:p></span></p><!--EndFragment--></span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-7665167252877772768?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-10839143964711418022010-02-03T14:50:00.000-08:002010-02-03T14:51:57.880-08:00Prayer<br />Attendance<br />Return items<br />Correct Test<br />New Vocab<br />Worksheets<br />"The Theft of Thor's Hammer"<br /><br />Homework:<br /><br />Bring<em> Animal Farm</em> to next class.<br />Chapter 22 Diagnostic Preview, #1-20 on pages 692 and 693 of <em>Elements of Language</em><br />Vocab Worksheet<br />Vocab Quiz next class<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1083914396471141802?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-52022070079116462702010-01-29T14:21:00.000-08:002010-01-29T14:24:12.187-08:00Prayer<br />Attendance<br />Vocab<br />Worksheets<br />Reading Comprehension Practice<br />Grammar Review<br /><br /><span style="color:#ff0000;">Homework:</span><br /><span style="color:#ff0000;"></span><br /><span style="color:#000000;">Vocab Worksheets due next class</span><br /><br />Vocab Quiz next class<br /><br />Write or type all rules from Chapter 21 Elements of Language...you will need them for the test. Failing to bring these rules will inevitably result in failing the exam because the test is open notes, but that "open note" distinction is limited to the Chapter 21 rules ONLY!<br /><br />Chapter 21 exam next class<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-5202207007911646270?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-90170658405189606432010-01-26T10:38:00.001-08:002010-01-26T10:39:49.887-08:00Prayer<br />Attendance<br />"The Labors and Death of Heracles"<br />Vocab Quiz #17<br />New Vocab<br />Grammar Review<br />Essay Debrief<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Chapter 21 Chapter Review Pages 689-691, #1-45<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-9017065840518960643?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-20186986278390591962010-01-25T15:29:00.000-08:002010-01-25T15:33:08.907-08:00Remember, your essay must be typed, double-spaced, in Times or Times New Roman. You must alter your document to have 1 inch margins, and please have your last name and page number in the top right hand corner as per MLA format.<br /><br />Your introduction, which should end in the thesis statement, should be 4 to 6 sentences long.<br /><br />Your body paragraphs, of which you should have at LEAST 3, should all be 4 to 6 sentences long.<br /><br />Your conclusion, which should begin with a revised thesis, should be 4 to 6 sentences long.<br /><br />As such, your essay will be at LEAST one page. Submissions that are shorter than a page stand little chance of earning a good grade.<br /><br />Keep in mind, the topics of each paragraph are already given to you in the thesis statement, and therefore, all you must do is fill in the blanks.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2018698627839059196?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-86628324743364799482010-01-25T11:02:00.000-08:002010-01-25T11:04:32.066-08:00To all parents:<br /><br />The Academic Decathlon requires speech and interview judges for Saturday, January 30. If you are willing and available to participate from 8:00 a.m. to 4:00 p.m., please email me at <a href="mailto:aswaney@crespi.org">aswaney@crespi.org</a>. If you can confirm by 2:40 p.m. today, January 25, I will supply JoAnn Schnelldorfer, the regional coordinator, with your contact information.<br /><br />Training is provided, so all that is required of you is a willingess to participate in the experience.<br /><br />Thank you!<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-8662832474336479948?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-71988477007112040612010-01-25T10:36:00.000-08:002010-01-25T10:38:26.951-08:00You may have noticed a .5 for a grade recently if you missed school. Any work missed due to an absence will be marked with a .5 to give you incentive to make that work up. Once you make up the homework or quiz, you will be given FULL credit as long as the work is made up in a TIMELY manner.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-7198847700711204061?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-15533258223599672562010-01-22T15:20:00.000-08:002010-01-22T15:22:05.384-08:00Prayer<br />Attendance<br />New Vocab<br />Worksheets<br />Grammar Review<br />Essay Introduction<br />Poetry Essay discussion/notes<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Periods 1 and 3 may use this THESIS to write their essay according to the structure we discussed in class:<br /><br />''The poems "Uphill" and "What inn<br />is This" are similar because they<br />present questions about the<br />afterlife, but the two poems differ<br />greatly in tone and in the<br />pictures of the afterlife they<br />present.<br /><br />Worksheets due next class<br /><br />Vocab Quiz #17 next class<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1553325822359967256?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-69702272135281681422010-01-20T11:11:00.000-08:002010-01-20T11:13:10.652-08:00<span style="color:#ff0000;">Homework:</span><br /><strong>Comparing Two Poems</strong><br /> One way to understand a poem better is by comparing it with a poem that is similar in subject, theme, or meaning. You have read “Uphill” by Christina Rosetti. Compare that poem with this poem by Emily Dickinson:<br /> What Inn is This<br />What inn is thisWhere for the night<br />Peculiar traveler comes?<br />Who is the landlord?<br />Where the maids?<br /><br />Behold, what curious rooms!<br />No ruddy fires on the hearth,<br />No brimming tankards flow.<br />Necromancer, landlord,<br />Who are these below?<br /><br />Read and reread these poems carefully, using the procedures you have learned. Look up any unfamiliar words. Paraphrase any lines or sentences that seem difficult or obscure. When you feel you understand both poems, compare them in an essay. In your essay, include answers to the following questions:<br />1. What is similar about the subjects of the poems?<br />2. What is similar or dissimilar about the moods or tones created by the two poems?<br />3. Who are the speakers in the poems? How do the speakers and their situations resemble or differ from one another?<br />4. What other similarities or differences can you find in the ideas and methods used in the two poems?<br /><br /><strong>Visit blog to check answers to exercises 1,2, and 3</strong><br /><strong></strong><br /><strong>Exercises 4 and 5 in Chapter 21 <em>Elements of Language</em></strong><br /><br /><strong>Chapter 21 Chart Worksheets</strong> (distributed in class)<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-6970227213528168142?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-65134795821984098112010-01-13T15:38:00.001-08:002010-01-14T12:29:14.876-08:00Agenda:<br /><br />Re-Take the Fall Final<br />Vocab<br />Prayer<br /><br /><span style="color:#ff0000;">Homework:</span><br /><span style="color:#ff0000;"></span><br />In Elements of Language, Chapter 21 Diagnostic Preview; Pages 666 to 667, #1-25<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-6513479582198409811?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-66144408999990202732010-01-11T15:09:00.000-08:002010-01-11T15:13:04.644-08:00Welcome back to school! As we start the spring semester of 2010, we did a writing assignment to recount our vacation. This exercise was designed to help us remember proper grammar and get our hands back in shape for all of the writing we'll be doing this semester.<br /><br />In class, we reviewed some of last semester's final exam. Because this semester will be building off of everything that we did last semester, it will be good practice to remember everything that we did.<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Study because we will be retaking last semester's final as your first grade of the new semester.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-6614440899999020273?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-11309794562262950182009-12-13T18:34:00.000-08:002009-12-13T18:43:32.236-08:00A group of lines of poetry is called a stanza, and stanzas of different lengths have different names:<div><br /></div><div>2 lines = couplet</div><div>3 lines = tercet</div><div>4 lines = quatrain</div><div>5 lines = cinquain</div><div>6 lines = sestet</div><div>7 lines = septet</div><div>8 lines = octave</div><div><br /></div><div>A break within a line of poetry that represents a pause is called a caesura.</div><div><br /></div><div>Poets use words to translate an emotion from themselves to a reader or listener, and word choice, also known as diction, is crucial in that process. In selecting the right words, poets consider connotation, denotation, and even the etymology of the word. Etymology is the study of the history of words.</div><div><br /></div><div>Edgar Allan Poe is credited for creating the sub-genre of the short story known as The Detective Story.</div><div><br /></div><div>Throughout this semester we have study prose and prosody. It's important to know the difference. Prose is the term used to denote everyday language. Essays and short stories are examples literature written in prose. In short, prose is everything that is NOT poetry.</div><div><br /></div><div>Prosody, on the other hand, is the sound of poetry. Rhythm, rhyme, and alliteration are all examples of what contributes to a poem's prosody.</div><div><br /></div><div>To round out your knowledge, be sure to review the crossword puzzles and the "unscrambling poetic terms" worksheets that I distributed in class.</div><div><br /></div><div>The literature questions that correspond to the short stories that we have studied are not new to you. In fact, most of them come from either quizzes or the questions at the end of each story.</div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1130979456226295018?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-20285118690577849372009-12-10T09:55:00.000-08:002009-12-10T09:56:15.247-08:00Attendance<br />Materials<br />Prayer<br />The Gift of the Magi quiz<br />Poetry<br />Final Review<br /><br /><span style="color:#ff0000;">Homework:</span><br />Final on Monday morning at 8:00 a.m.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2028511869057784937?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-64537745870530951442009-12-10T09:54:00.000-08:002009-12-10T09:55:26.494-08:00Attendance<br />Prayer<br />materials<br />Read "The Gift of the Magi"<br />Poetry Lecture<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Re read "The Gift of the Magi"<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-6453774587053095144?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-21155214261555454272009-12-07T15:01:00.001-08:002009-12-07T15:01:57.033-08:00Please remember to wear mass attire on 12/8/2009<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2115521426155545427?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-83116697711685544662009-12-07T14:59:00.000-08:002009-12-07T15:01:29.810-08:00Agenda:<br />Prayer<br />Attendance<br />Materials<br />Return Things<br />Poetry<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />No homework<br /><br /><span style="color:#3333ff;">Honors:</span> <span style="color:#000099;">Portfolio due 12/8</span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-8311669771168554466?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-61966268946695318982009-12-03T15:37:00.000-08:002009-12-03T15:38:04.442-08:00Prayer<br />Attendance<br />Vocab Quiz 15<br />No More Vocab<br />SAT sentence completion questions<br />Poetry Notes<br /><br /><span style="color:#ff0000;">Homework:</span><br />No Homework<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-6196626894669531898?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-33589149314269820582009-12-01T14:48:00.001-08:002009-12-01T14:48:48.438-08:00As mentioned previously in class, today, December 1, marks the last day you could have submitted late work for credit.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-3358914931426982058?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-64818011145635072682009-11-30T12:12:00.000-08:002009-11-30T12:16:02.568-08:00Prayer<br />Attendance<br />New Vocab<br />Vocab Worksheets<br />Chapter 15 Test<br />Poetry Lecture/Notes<br /><span style="color:#ff0000;"></span><br /><span style="color:#ff0000;">Homework:</span><br /><span style="color:#000000;">Graph the types of sentences in the Reading Comprehension section of your vocab worksheets AS DESCRIBED IN CLASS. Credit is for neatness AND correctness.</span><br /><br />Vocab Quiz next class<br /><br />You received a <strong>final study guide</strong> today. This the ONLY day to receive one. If you were absent, you must copy a classmate's study guide. If you lose your study guide, you are responsible for copying a classmates.<br /><span style="color:#ff0000;"></span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-6481801114563507268?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-20321243379105428112009-11-30T12:10:00.000-08:002009-11-30T12:12:23.468-08:00Prayer<br />Attendance<br />Vocab Quiz<br />Chapter 15 Chapter Review<br /><br /><span style="color:#ff0000;">Homework:</span><br />Process "It Bids Pretty Fair" and "Eldorado" from <em>Adventures in Reading</em><br />Chapter 15 Test next class<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2032124337910542811?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-9685142578423606632009-11-20T15:13:00.001-08:002009-11-20T15:13:41.297-08:00Chapter 15 Chapter Review Answers<br />1. Noun clause<br />2. Independent<br />3. Adjective clause<br />4. Adverb clause<br />5. Noun clause<br />6. Independent clause<br />7. Adjective clause<br />8. Adverb clause<br />9. Independent clause<br />10. Adjective clause<br />11. Before you buy the sweater-adverb clause<br />12. whose mother is a dentist-adjective clause<br />13. who won the speech contest-noun clause<br />14. that scattered our garbage-adjective clause<br />15. if you don’t like to paint-adverb clause<br />16. that she would provide food for the trip-noun clause<br />17. Until you pay back the money-adverb clause<br />18. what you game him for his birthday-noun clause<br />19. that scared even the bravest of us-adjective clause<br />20. that you borrowed yesterday-adjective clause<br />21. After we have dinner-adverb clause<br />22. what the capital of Nigeria is-noun clause<br />23. which was invented by Jonathan Swift- adjective clause<br />24. what you said about her-noun clause<br />25. who climbed the tree to save the parakeet-adjective clause<br />26. that moved them deeply-adjective clause<br />27. what happened at the intersection this morning-noun clause<br />28. If you don’t like camping-adverb clause<br />29. they would pay our dog’s boarding costs-noun clause<br />30. who is responsible-noun clause<br />31. simple<br />32. compound-complex<br />33. complex<br />34. compound<br />35. complex<br />36. compound<br />37. simple<br />38. compound<br />39. compound<br />40. simple<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-968514257842360663?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-12155769208201252722009-11-20T11:54:00.000-08:002009-11-20T11:56:56.073-08:00Process a Poem means the following:<br /><br />1. Read the poem aloud.<br />2. Make a word for word copy of the poem. (capitalize, punctuate, end lines in the same way as the original)<br />3. Circle all words that you do not understand and look them up in your dictionary.<br />4. Write your own explanation of the poem in your own words. Use the poem's length and format as a guide for how long your explanation should be.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-1215576920820125272?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-42467202238055331932009-11-20T11:52:00.000-08:002009-11-20T11:54:47.117-08:00Prayer<br />Attendance<br />Analogies<br />new vocab<br /> worksheets<br />Pop Quiz on "The Fifty-First Dragon"<br />Grammar Fun<br />Grammar Review<br />Poetry Introduction<br /><br />Homework<br /><br />Process<br /> "The Face in the Mirror" on page 298 of Adventures in Reading<br /> "The Cloud" on page 300 of Adventures in Reading<br /><br />Vocab Quiz next class<br />Vocab worksheets due next class<br />Answer the following question in any way you can: What is poetry?<br /><span style="color:#3333ff;">HONORS: Research essay due Tuesday</span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4246720223805533193?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-21870393554549010112009-11-19T16:06:00.000-08:002009-11-19T16:09:05.536-08:00<span style="color:#666600;">Agenda:</span><br />Prayer<br />Attendance<br />Return things<br />Submit Vocab Worksheets/Review Exercise 4<br />submit grammar<br />vocab quiz<br />new vocab<br /><span style="color:#3333ff;">HONORS: Writing Exercises</span><br />analogies worksheets<br />return grammar/review<br /><br /><span style="color:#cc0000;">Homework:</span><br />Ex. 7 in chapter 15 elements of language and Chapter 15 Chapter Review<br />Reread "The Fifty-First Dragon"<br /><span style="color:#3333ff;">HONORS: Bring writing worksheets back...you do not have to complete them.</span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2187039355454901011?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-49517999266253433442009-11-16T22:46:00.000-08:002009-11-16T22:47:02.873-08:00<!--StartFragment--> <p class="MsoNormal">Dear Parent or Guardian:</p> <p class="MsoNormal">As a member of the Academic Decathlon team, your Celt will be participating in a scrimmage test for the Southern California Private Schools Academic Decathlon on Saturday, November 21, 2009.<span style="mso-spacerun: yes"> </span>The contest is a great opportunity for an Academic Decathlete to get a sense of how the competition is run, and it usually inspires a new attitude toward studying and practice.<span style="mso-spacerun: yes"> </span>I hope that you support your Celt’s participation in this event.</p> <p class="MsoNormal">It does make for an early morning.<span style="mso-spacerun: yes"> </span>The competition will start promptly at 8:00 A.M. on Saturday at Bishop Alemany High School in Mission Hills.<span style="mso-spacerun: yes"> </span>Given the hour and the size of the team, I will not be coordinating a team bus from Crespi, so it is important that you and your Celt arrange for his arrival at Bishop Alemany High School by 7:45 A.M. to receive last minute instructions and room assignments.<span style="mso-spacerun: yes"> </span>Unlike the main event in February, the scrimmage does not have a spectator component, so you can plan on a drop-off and pick-up arrangement.<span style="mso-spacerun: yes"> </span>The event should end between 12:00 and 1:00 P.M., and I will have more specific information about pick-up times later in the week.</p> <p class="MsoNormal">I encourage the boys to stay hydrated throughout the day, so if you could remind them to bring plenty of water, that would be a great help.<span style="mso-spacerun: yes"> </span>Furthermore, I am asking for your help in providing breakfast and lunch snacks for the team on the day of the scrimmage.<span style="mso-spacerun: yes"> </span>In the past, I have requested funds from Crespi to provide brain-healthy snacks as well as some fun ones, but this year I am relying on parent participation to help with food for the event.<span style="mso-spacerun: yes"> </span>If you are willing to provide fruit, snacks, or drinks for the team, please email me at aswaney@crespi.org, and we can coordinate further.<span style="mso-spacerun: yes"> </span></p> <p class="MsoNormal">Each participant should pack a lunch and plenty of water, and with your help, I hope to have brain-healthy snack such as fruits, vegetables, nuts, and cheeses as well as some fun snacks such as chips, cookies, and pastries.<span style="mso-spacerun: yes"> </span>Crespi’s Academic Decathlon team will consist of fifteen Celts this year, and with a few enthusiastic returning team members, we have potential for a great year of competition.<span style="mso-spacerun: yes"> </span>No matter what, however, I expect all of the team members to benefit from the experience of this scrimmage as well as the main events on January 30 and February 6, 2010.</p> <p class="MsoNormal">Thank you for your help in coordinating this event, and I look forward to a fun and challenging day of academic excellence on Saturday, November 21, 2009.</p> <!--EndFragment--><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4951799926625343344?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-79477987350356545812009-11-16T10:09:00.000-08:002009-11-16T10:15:06.673-08:00Attendance<br />Prayer<br />Return Items<br /> After returning homework and essay assignments, we spend a few minutes discussing common errors and comments that appeared on interview essays.<br /><span style="color:#3333ff;">PEER REVIEW</span><br /><span style="color:#3333ff;"> </span><span style="color:#000000;">A large number of students failed to produce a rough draft. Those students were sent to the library while the rest of the class worked on a peer response. We read our essays aloud and looked for places to improve our writing.</span><br /><span style="color:#3333ff;">PIE PARAGRAPHS</span><br /><span style="color:#3333ff;"> </span><span style="color:#000000;">We reviewed a worksheet that explains how to write a paragraph that has POINT, shows INFORMATION, and incorporates an EXPLANATION.</span><br />Pop Quiz on "The Musgrave Ritual"<br />New Vocab<br />Vocab Worksheets<br />Analogies<br /> We practiced understanding analogies<br />Grammar<br /><br /><span style="color:#ff0000;">HOMEWORK:</span><br /><span style="color:#000000;">Exercies 4,5, and 6 in Chapter 15 in <em>Elements of Language</em></span><br />Read "The Fifty-First Dragon" in <em>Adventures in Reading</em><br />Vocab Quiz next class<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-7947798735035654581?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-3317164815565613742009-11-12T22:08:00.000-08:002009-11-12T22:13:57.542-08:00Agenda:<div><br /></div><div>Prayer</div><div>Attendance</div><div>Loose Ends</div><div> movie</div><div> homework misinterpreted</div><div> <span class="Apple-style-span" style="color:#3366FF;">HONORS</span>: annotated bibliography</div><div>Vocab Quiz</div><div>New Vocab</div><div>Grammar</div><div><br /></div><div><span class="Apple-style-span" style="color:#FF0000;">Homework</span>:</div><div>Re-read "The Musgrave Ritual" from <i>A</i><i>dventures in Reading</i></div><div>Exercises 1,2, and 3 in Chapter 15 <i>Elements of Language</i></div><div><i><br /></i></div><div><i> <!--StartFragment--> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;line-height:200%; mso-list:l0 level1 lfo1;tab-stops:list .5in"><span style="font-size:14.0pt;line-height:200%"><span class="Apple-style-span" style="font-style: normal;">1.</span><span style="font:7.0pt &quot;Times New Roman&quot;"> </span></span><b><span style="font-size:14.0pt;line-height: 200%"><span class="Apple-style-span" style="font-style: normal;">appreciable </span></span></b><span style="font-size:14.0pt;line-height:200%">adjective</span><span style="font-size:14.0pt;line-height:200%"><span class="Apple-style-span" style="font-style: normal;"> able to be estimated or measured; noticeable. </span><span class="Apple-style-span" style="font-style: normal;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;line-height:200%; mso-list:l0 level1 lfo1;tab-stops:list .5in"><span style="font-size:14.0pt;line-height:200%"><span class="Apple-style-span" style="font-style: normal;">2.</span><span style="font:7.0pt &quot;Times New Roman&quot;"> </span></span><b><span style="font-size:14.0pt;line-height: 200%"><span class="Apple-style-span" style="font-style: normal;">breadth </span></span></b><span style="font-size:14.0pt;line-height:200%">noun<span class="Apple-style-span" style="font-style: normal;"> </span></span><span style="font-size:14.0pt;line-height:200%"><span class="Apple-style-span" style="font-style: normal;"> a. The distance or dimension from side to side of something, as distinguished from length or thickness; width. b. Wide extent or scope. c. Freedom from narrowness of views, interests, or attitudes.</span><span class="Apple-style-span" style="font-style: normal;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;line-height:200%; mso-list:l0 level1 lfo1;tab-stops:list .5in"><span style="font-size:14.0pt;line-height:200%"><span class="Apple-style-span" style="font-style: normal;">3.</span><span style="font:7.0pt &quot;Times New Roman&quot;"> </span></span><b><span style="font-size:14.0pt;line-height: 200%"><span class="Apple-style-span" style="font-style: normal;">copious </span></span></b><span style="font-size:14.0pt;line-height:200%">adjective<span class="Apple-style-span" style="font-style: normal;"> </span></span><span style="font-size:14.0pt;line-height:200%"><span class="Apple-style-span" style="font-style: normal;"> a. Large in quantity; abundant; containing an ample supply. b. Filled with matter, thoughts, or words; wordy.</span><span class="Apple-style-span" style="font-style: normal;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="margin-left:0in;text-indent:.25in;line-height:200%; mso-list:l0 level1 lfo1;tab-stops:list .5in"><span style="font-size:14.0pt;line-height:200%"><span class="Apple-style-span" style="font-style: normal;">4.</span><span style="font:7.0pt &quot;Times New Roman&quot;"> </span></span><b><span style="font-size:14.0pt;line-height: 200%"><span class="Apple-style-span" style="font-style: normal;">gargantuan</span> </span></b><span style="font-size:14.0pt;line-height:200%">adjective<span class="Apple-style-span" style="font-style: normal;"> </span></span><span style="font-size:14.0pt;line-height:200%"><span class="Apple-style-span" style="font-style: normal;"> Of immense size or volume; colossal; huge.</span><span class="Apple-style-span" style="font-style: normal;"><o:p></o:p></span></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;line-height:200%; mso-list:l0 level1 lfo1;tab-stops:list .5in"><span style="font-size:14.0pt;line-height:200%"><span class="Apple-style-span" style="font-style: normal;">5.</span><span style="font:7.0pt &quot;Times New Roman&quot;"> </span></span><b><span style="font-size:14.0pt;line-height: 200%"><span class="Apple-style-span" style="font-style: normal;">innumerable </span></span></b><span style="font-size:14.0pt;line-height:200%">adjective</span><span style="font-size:14.0pt;line-height:200%"><span class="Apple-style-span" style="font-style: normal;"> Too many to be counted or numbered. </span><o:p></o:p></span></p> <!--EndFragment--> </i></div><div><br /></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-331716481556561374?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-63804709187926908222009-11-08T22:53:00.000-08:002009-11-08T22:56:07.306-08:00In class you will be watching and taking notes on a movie version of "The Secret Life of Walter Mitty."<div><br /></div><div>Vocab quizzes will be deferred until next class.<br /><div><br /></div><div><br /></div><div><span class="Apple-style-span" style="color:#FF0000;">HOMEWORK:</span></div><div>For homework, you will write a two to three page essay that examines how and why the movie is different from the story version. Your sub will give you a handout on which you may take notes, and you'll find a thesis that you can use to direct your writing. The essay must be MLA format....</div><div><br /></div><div>1 inch margins</div><div>typed</div><div>12 point font</div><div>times or times new roman</div><div>double spaced</div></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-6380470918792690822?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-8775862495295020552009-11-04T15:52:00.001-08:002009-11-04T15:56:38.404-08:00Agenda:<br /><br />Attendance<br />Prayer<br />New Vocab<br /> sentences<br />Chapter 15<br />In class reading<br /><br /><span style="color:#ff0000;">Homework:</span><br />Read "The Musgrave Ritual" on page 46-60 of <em>Adventures in Reading</em><br />Write out and answer all Reading Check questions on page 60 of <em>Adventures in Reading</em>, #1-10<br />Write out and answer all Study and Discussion questions on page 67 of <em>AinR</em>, #1-5<br />Write or type all rules from Chapter 15 in Elements of Language, 15a-15g(4)<br /><br /><span style="color:#3366ff;">HONORS HOMEWORK:</span><br /><span style="color:#3333ff;">Compile a 10 item annotated bibliography according to MLA formatting. The sources should relate to your essay, and though you do not have to use 10 sources for the essay, you still need 10 sources for this bibliography. NO WEBSITES are allowed. You must use books, magazines, or online journals as described in the library.</span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-877586249529502055?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-44224296389470587422009-11-02T20:36:00.000-08:002009-11-02T20:37:16.314-08:00<!--StartFragment--> <p class="MsoNormal" align="center" style="text-align:center">The Sleeping Giant of School Schedules</p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal" style="line-height:150%"><span style="mso-tab-count:1"> </span>Many people who debate educational issues are aware of the metaphor that compares the biology of students to the lighthouse that cannot move.<span style="mso-spacerun: yes"> </span>The metaphor extends to suggest that teaching strategies are ships that, though stubborn, can be changed to accommodate the needs of students as mandated by that biology.<span style="mso-spacerun: yes"> </span>In recent years, in fact, in recent decades, many adjustments have changed the shape of the classroom around the nation, and in many ways, these changes, such as increased technology in the school and more appreciation for controlled chaos, have had great success.<span style="mso-spacerun: yes"> </span>Still, one fact about the standard school day is detrimental to the overall development of a young brain, and the stubbornness of the establishment promises to keep that one fact from ever changing.<span style="mso-spacerun: yes"> </span>That fact is that teenagers are not awake for the first third of the class day, and as a result, they lose valuable instructional time.<span style="mso-spacerun: yes"> </span>Research proves that teenagers are nocturnal creatures, and their learning has greatly suffered from the diurnal rotations of the normal workday.<span style="mso-spacerun: yes"> </span>In order to help young learners, and thusly our future, attain all the success that they can, teachers and administrators need to change the hours of the typical school day despite the inconvenience it may cause to parents and other professionals.</p> <p class="MsoNormal" style="line-height:150%"><span style="mso-tab-count:1"> </span>“In many animal societies, adolescents are banned from the group,” writes Jessica Beach in her depiction of the parallels between humans and many other animal species (100).<span style="mso-spacerun: yes"> </span>Her research has shown that adolescents of many species reflect a sleep pattern very distinct from that of the adults in the community.<span style="mso-spacerun: yes"> </span>The reason is simple: “For the sake of self-preservation, adolescents, especially males, must operate during the hours of slumber for the mature, more dominant males” (Beach 192).<span style="mso-spacerun: yes"> </span>Because adolescents pose a threat to the ruling figure in many animal communities, they are exiled to be on their own.<span style="mso-spacerun: yes"> </span>In an attempt to exploit the same food and water resources that they remember from their youth, these animals must approach such locations when the older males no longer threaten them.<span style="mso-spacerun: yes"> </span>As a result, the biorhythms of most adolescent animals change to enable them to function at different hours.<span style="mso-spacerun: yes"> </span>In the human world, this means that adults, teachers included, have returned from their former adolescent night carousing, and they can function very efficiently in the prescribed workday.<span style="mso-spacerun: yes"> </span>The youth of the community, however, especially in school, are at a disadvantage.<span style="mso-spacerun: yes"> </span></p> <p class="MsoNormal" style="line-height:150%"><span style="mso-tab-count:1"> </span><span style="mso-spacerun: yes"> </span>The average teenager needs about nine and a half hours of sleep to function at their best, and “This sleep is necessary to the total physical and mental development of the human being” (Crowley 88).<span style="mso-spacerun: yes"> </span>If school starts at 8:00 am, the average teenager probably needs to be awake by 6:45 am in order to prepare for breakfast and the commute to school.<span style="mso-spacerun: yes"> </span>If that student needs nine and a half hours of sleep, they need to be asleep by 9:15 pm.<span style="mso-spacerun: yes"> </span>Anybody who has lived with a teenager knows that a bedtime like that would be impossible to maintain.<span style="mso-spacerun: yes"> </span>It is not just because teenagers choose to stay up late.<span style="mso-spacerun: yes"> </span>In fact, adolescents are simply suffering from the effect of their natural biorhythms, “The physiological cycles that determine our sleep and wake schedules” (Finklestein 12).<span style="mso-spacerun: yes"> </span>So, physically, teenagers cannot be rested by the time they start school, and in fact, these biorhythms prevent them from being fully prepared to learn in the early hours of the school day.</p> <p class="MsoNormal" style="line-height:150%"><span style="mso-tab-count:1"> </span>Many people have thought about the possibility of changing school schedules, but those ideas usually meet great resistance because of the existing routines of adults and the entire working world.<span style="mso-spacerun: yes"> </span>Parents would not be able to drop off students while en route to work, and teachers would not be able to live normally with spouses that are not on the same education schedule.<span style="mso-spacerun: yes"> </span>Because the students that are suffering form the basis for the future of civilization, these objections seem trivial, and therefore, school schedules “Must be altered to account for the learning styles of young students” (Weiland 108).<span style="mso-spacerun: yes"> </span>Furthermore, because of the advances in construction and lighting technology, extra-curricular activities will not suffer the onset of darkness as they once might have in the past. </p> <p class="MsoNormal" style="line-height:150%"><span style="mso-tab-count:1"> </span>Furthermore, students would benefit greatly if all extra-curricular activities had to change their schedules.<span style="mso-spacerun: yes"> </span>For instance, studies prove that, “Students who participate in sports or art early in the day perform better on standardized tests” (Weiland 223).<span style="mso-spacerun: yes"> </span>So, practices that, at one point, kept students away from home in the late evenings could be moved to morning hours to accommodate a change in the schedule, and that physical activity early would be more beneficial than the same activities in the afternoon hours.</p> <p class="MsoNormal" style="line-height:150%"><span style="mso-tab-count:1"> </span>Students will benefit from the change in schedule.<span style="mso-spacerun: yes"> </span>“In a landmark decision, Western School in East Occidental, Maine recently changed their schedule to accommodate the sleep patterns of their students,” writes Christopher Crowley (178).<span style="mso-spacerun: yes"> </span>This change resulted in an immediate increase in test scores, and “Western School’s principal, Louisa Louis, earned a Nobel Prize for Education when the school’s standardized test scores doubled the average of all other schools in the United States”(Crowley 115).<span style="mso-spacerun: yes"> </span>With such incredible results in Maine, other schools should be anxious to change schedules.</p> <p class="MsoNormal" style="line-height:150%"><span style="mso-tab-count:1"> </span>Standardized test scores are not the only statistics that improve when a school changes its schedule.<span style="mso-spacerun: yes"> </span>In fact, “Teson High School in New Mexico has completely replaced all of their teachers with peer educators” as a result of their decision to change schedules (Weiland 208).<span style="mso-spacerun: yes"> </span>The students at Teson began creating lesson plans that far outshined those of the staff at Teson, and class presentations often created more of a stir than the classes planned by the teachers.<span style="mso-spacerun: yes"> </span>After several instances of students correcting the misinformation that the teachers were providing, the administration took the bold step of employing the top five percent of the school instead of the existing faculty.<span style="mso-spacerun: yes"> </span>Since then, Teson has recorded the highest college placement record in New Mexico’s history.<span style="mso-spacerun: yes"> </span>With standardized test scores and college placement improving as a result of the schedule change, it is clear that the schedule benefits students, and when students who used to struggle can thrive to the point of leading a classroom of their peers, it is clear that the adjustment of class schedules can lead to a brighter future.</p> <p class="MsoNormal" style="line-height:150%"><span style="mso-tab-count:1"> </span>Though many people feel that a major overhaul of the school schedule would create insurmountable obstacles, the science and the evidence shows that teenagers would greatly benefit from a school schedule more compatible with their natural Circadian Rhythms.<span style="mso-spacerun: yes"> </span>Teaching has long been a source of creativity and innovation, and the education system has a chance to usher in a new era of success.<span style="mso-spacerun: yes"> </span>Teaching strategies are necessarily fluid to accommodate the hardwiring of human beings and the multiple intelligences present in the classroom, and the schedule of a school day is the last mainstay of resistance to unlocking the full potential of young learners.<span style="mso-spacerun: yes"> </span></p> <!--EndFragment--><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4422429638947058742?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-87369274067596057912009-11-02T20:14:00.000-08:002009-11-04T11:06:26.635-08:00Attendance <div>Prayer</div><div><span class="Apple-style-span" style="color:#3333ff;">MLA Check (HONORS ONLY)</span></div><div><span class="Apple-style-span" style="color:#3333ff;">Library visit (HONORS ONLY)</span></div><div>Submit Homework</div><div>Vocab Quiz<span class="Apple-style-span" style="color:#3333ff;"> (HONORS QUIZ WILL BE WEDNESDAY)</span></div><div>New Vocab</div><div>Read-a-long/discussion of "The Necklace"</div><div>Pop Quiz</div><div><br /></div><div><span class="Apple-style-span" style="color:#cc0000;">Homework:</span></div><div>Write one (1) sentence for each new vocab word</div><div><!--StartFragment--><p class="MsoListParagraphCxSpFirst" style="TEXT-INDENT: -0.25in; mso-list: l0 level1 lfo1"><span style="FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'font-family:'Times New Roman';" ><span style="mso-list: Ignore">1.<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><b style="mso-bidi-font-weight: normal"><span style="font-family:'Times New Roman';">c cessation</span></b><span style="font-family:'Times New Roman';"><i style="mso-bidi-font-style: normal">noun</i> The act of ceasing or stopping; a halt.</span></p><p class="MsoListParagraphCxSpFirst" style="TEXT-INDENT: -0.25in; mso-list: l0 level1 lfo1"><span style="font-family:'Times New Roman';"><span class="Apple-style-span" style="font-family:Georgia, serif;"><span style="font-family:'Times New Roman';"><em></em><strong> commence</strong><em> trans. verb</em><span style="mso-spacerun: yes"> </span>To begin; start.<span style="mso-spacerun: yes"> </span><i style="mso-bidi-font-style: normal">intrans. verb</i><span style="mso-spacerun: yes"> </span>To come into existence; have a beginning.</span></span></span></p><p class="MsoListParagraphCxSpMiddle"><span style="font-family:'Times New Roman';"><?xml:namespace prefix = o /><o:p><span class="Apple-style-span" style="font-family:Georgia, serif;"><b style="mso-bidi-font-weight: normal"><span style="font-family:'Times New Roman';"> deter</span></b><span style="font-family:'Times New Roman';"> <i style="mso-bidi-font-style: normal">trans. verb</i> To prevent or discourage from acting, as by means of fear or doubt.</span></span></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="TEXT-INDENT: -0.25in; mso-list: l0 level1 lfo1"><span style="font-family:'Times New Roman';"><span class="Apple-style-span" style="font-family:Georgia, serif;"><span style="FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'font-family:'Times New Roman';" ><span style="mso-list: Ignore">4.<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><b style="mso-bidi-font-weight: normal"><span style="font-family:'Times New Roman';">h hamper</span></b><span style="font-family:'Times New Roman';"> <i style="mso-bidi-font-style: normal">trans. verb</i> To prevent the free movement, action, or progress of; limit.<span style="mso-spacerun: yes"> </span><i style="mso-bidi-font-style: normal">noun</i> A large basket, usually with a cover.</span></span></span></p><p class="MsoListParagraphCxSpMiddle" style="TEXT-INDENT: -0.25in; mso-list: l0 level1 lfo1"><span style="font-family:'Times New Roman';"><span class="Apple-style-span" style="font-family:Georgia, serif;"><b style="mso-bidi-font-weight: normal"><span style="font-family:'Times New Roman';">obs obstruction</span></b><span style="font-family:'Times New Roman';"> <i style="mso-bidi-font-style: normal">noun</i> An obstacle; something that blocks or gets in the way.</span></span></span></p><!--EndFragment--></div><div>Review Diagnostic Preview answers from blog</div><div><br /></div><div><span class="Apple-style-span" style="color:#3333ff;">HONORS ESSAY ASSIGNMENTS:</span></div><div>Annotated Bibliography due November 10.</div><div>this <a href="http://owl.english.purdue.edu/owl/resource/614/01/">website</a> is a great resource to help you figure out what an annotated bibliography should be. For another site, click <a href="http://www.library.cornell.edu/olinuris/ref/research/skill28.htm">here</a>.</div><div><br /></div><div>Researched Essay rough draft due Monday, November 16. </div><div><br /></div><div>Researched Essay final draft due Tuesday, November 24.</div><div><br /></div><div><span class="Apple-style-span" style="color:#009900;">Diagnostic Preview Answers:</span></div><div><span class="Apple-style-span" style="color:#009900;"><br /></span></div><div>1.which spans the East River between Brooklyn and Manhattan in New York City-adjective clause</div><div>2.The bridge was designed and built by John Roebling and Washington Roebling, a father-and-son engineering team-independent clause</div><div>3. that resembles a spider web-adjective clause</div><div>4. What impresses many people-noun clause</div><div>5. that are supported by concrete-filled shafts-adjective clause</div><div>6. Although she was not an engineer-adverb clause</div><div>7.that construction work could be both slow and dangerous-noun clause</div><div>8. Because they were required at times to work underwater in airtight chambers called <i>caissons</i>-adverb clause</div><div>9.Since they were used to working ships' rigging at great heights-adverb clause</div><div>10. John Roebling injured his foot at the work site-independent clause</div><div>11. compound sentence</div><div>12. compound-complex sentence</div><div>13. compound sentence</div><div>14. complex sentence</div><div>15. complex sentence</div><div>16. simple sentence</div><div>17. complex sentence</div><div>18. simple sentence</div><div>19. simple sentence</div><div>20. compound-complex sentence</div><div></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-8736927406759605791?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-86460100345253320182009-10-29T15:02:00.001-07:002009-10-29T15:07:44.378-07:00Attendance<br />Prayer<br />Reflection on Interview Papers<br />Submit Drafts<br />Research Paper Assigned<br />Chapter 14 Test<br />In Class Reading of "The Masque of the Red Death"<br />Halloween Treat<br /><br /><span style="color:#cc0000;">Homework:</span><br /><br />Research Proposal due Monday<br />Proposals come in varying degrees of detail. For your proposal, I simply want you indicate what topic you plan on exploring in your research paper. You may wish to tell me what information you expect to uncover during your research. You may include opposing arguments to your viewpoint. The proposal should be no less than one paragraph and no more than one page.<br /><br />Bring your MLA handbook to class on Monday.<br />ISBN: 978-1-60329-024-1<br /><br />Chapter 15 Diagnostic Preview<br />#1-20 on pages 490-491 in Elements of Language<br /><br />Vocab Quiz Next Class<br /><br />Read "The Necklace" on page 190 of <em>Adventures in Reading</em><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-8646010034525332018?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-26960360407065299102009-10-29T14:58:00.001-07:002009-10-29T15:08:07.374-07:00Attendance<br />Prayer<br />Chapter 14 Test<br />New Vocab<br />In class reading of "The Masque of the Red Death"<br />Writing scary stories<br />Halloween Treat for Y'all<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Chapter 15 Diagnostic Preview<br />#1-20 on page 490-491 in <em>Elements of Language</em><br />Vocab Quiz next class<br />Read "The Necklace" in <em>Adventures in Reading</em>. page 190<br /><span style="color:#009900;">Period 3: Finish Parts A and B on the Chapter 14 test.</span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2696036040706529910?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-8734347000951551792009-10-29T10:45:00.001-07:002009-10-29T10:45:55.174-07:00Typed12 point font<br />Times or Times New Roman<br />Double spaced, but do not "double-double" after a paragraph<br />1 inch margins on all sides the document<br />Last name and page number in the upper right hand corner of each page<br />Please use black inkthree (3) to five (5) pages<br />You must have a title for your report, and it should be centered. Do not underline it or put it in italics or quotation marks.<br />Do not waste a lot of paper space with your title.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-873434700095155179?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-85002787797975054202009-10-28T08:54:00.000-07:002009-10-28T08:56:32.698-07:00Agenda:<br /><br />Attendance<br />Prayer<br />Vocab Review<br /> -collect worksheets<br />Vocab Quiz<br />New Vocab<br />Grammar Review<br />Grammar Quiz<br />Reading List Check<br />In Class Reading<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Chapter 14 Test Next class<br /><br /><span style="color:#3333ff;">HONORS:</span><br /><br />Interview Paper Final Draft due October 29.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-8500278779797505420?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-6997479790736031192009-10-23T09:57:00.000-07:002009-10-23T10:07:49.710-07:00Attendance<br />"The Fall of the House of Usher"<br />new vocab<br /> -vocab worksheets<br />Grammar Review<br /> -study guides<br /><span style="color:#3333ff;">HONORS PEER WORKSHOP</span><br /><span style="color:#3333ff;"> A peer workshop is the reason for the importance of a due date for a rough draft. Those of you who failed to produce a rough draft missed out on this valuable opportunity to discuss the essay with a classmate.</span><br />Prayer<br /><br /><span style="color:#ff0000;">Homework:</span><br /><span style="color:#ff0000;"></span><br /><span style="color:#000000;">- Vocab Quiz Next Class</span><br /> - The vocab worksheets will be collected for a grade<br /> <span style="color:#3366ff;">Because of a clerical error, I distributed the wrong worksheets to the HONORS class. </span><br /><span style="color:#3366ff;"> Please make the effort to get the correct worksheets before Tuesday.</span><br /><br />- Chapter 14 Quiz Next Class<br />- Chapter 14 Test Class After Next<br /><span style="color:#ff0000;"><span style="color:#000000;">- Update your reading lists; they will be graded next class</span>. Grading will take place as follows: One student will be chosen "at random." If that student has a complete reading list, everyone gets credit. If that student does not have complete reading list, NOBODY gets credit. You had been asked to exchange contact information with two (2) of your classmates. A good strategy would be to get in touch with those two (2) friends and make sure they have a complete reading list.</span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-699747979073603119?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-1894200526616463872009-10-21T15:10:00.000-07:002009-10-21T15:26:08.614-07:00Attendance<br />Prayer<br />Vocab Quiz #9<br />New Vocab<br /><br />1. ambiguous<br />2. baffle<br />3. convoluted<br />4. dilemma<br />5. enigma<br /><br />"The Black Cat"<br /> *Please update your reading list to reflect "The Tell-Tale Heart" and "The Black Cat"<br /><br />Answers to Homework...excercises 4,5,6,7,8<br />Ex. 5<br />Participial Phrase Word modified<br />1. Hoping to be the first to reach the South Pole Robert Scott<br />2. Leading Scott, a British explore, by sixty miles expedition<br /> commanded by Roald<br />3. Learning about Amundsen Scott<br />4. Plagued by bad weather and bad luck Scott<br />5. Reaching the pole on January 17 British<br />6. Weakened by scurvy, frostbite, and exhaustion explorers<br />7. overcome by exhaustion and injuries member<br />8. leaving the camp at night member<br />9. sent to find out what had happened mission<br />10.acclaimed for its heroism expedition<br />Ex. 6<br />Gerund Participle<br />1 subject 3 scout<br />2 indirect object 4 sister<br />5 subject 7 ballerina<br />6 predicate nominative 10 he<br />8 object of preposition<br />9 direct object<br />Ex. 8<br />to perform-adverb<br />to travel-direct object<br />to leave-adverb<br />to drive-direct object<br />to forgive-subject<br />to excel-adverb<br />to go-adverb<br />to learn, to live-adjective/predicate nominative<br />to eat-adverb<br />to improve, to practice-adjective/predicate nominative<br />Ex. 9<br />Infinitive phrases/clauses<br />to read I Know Why the Caged Bird Sings/predicate nominative<br />to write a report on Maya Angelou’s descriptions of her childhood/direct object<br />To grow up in Stamps, Arkansas, in the 1930’s/to know great hardships/subject/predicate nominative<br />to show the everyday lives of African Americans during the Great Depression/direct object<br />To accomplish this purpose/subject<br />to capture vivid details in her writing/adjective<br />us see her grandmother’s store through the eyes of a fascinated child/direct object<br />to experience life beyond her hometown/adverb<br />her to achieve success as a writer, a dancer, and an actress/direct object<br />to dramatize her African American heritage/subject<br /><br /><span style="color:#ff0000;">HOMEWORK:</span><br /><br />Read Pages 483-484 in <em>Elements of Language</em><br />Excercise 10 and Chapter 14 Chapter Review (1-40) in <em>Elements of Language</em><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-189420052661646387?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-1776806524448516142009-10-20T12:43:00.000-07:002009-10-21T09:17:05.334-07:00Ex. 1<br />Adjective Phrase -Word Modified<br />1. for Caesar’s military -successes reason<br />2. of ancient Rome -roads<br />of the empire- corners<br />3. of hard stone -blocks<br />for most major routes -foundation<br />4. in military roads -interest<br />of the vital importance -understanding<br />of communication- importance<br />5. among the empire’s provinces -communication<br />of the Roman rulers -power<br />6. for roads -need<br />7. of the road system -surfaces<br />8. of the highways -use<br />9. from the old empire -roads<br />10.of roads -miles<br /><br />Ex. 2<br />toward the summit<br />across the road<br />During Ramadan, from sunrise, to sunset<br />down the river, on a raft<br />past many beautiful meadows and streams<br />beneath the waves<br />across the international date line<br />after dinner<br />out of control, into the powdery snow<br />beside the river<br />Ex. 3<br />Adverb Phrase Word Modified<br />1. On Friday -were alarmed<br />by the plaintive sounds -were alarmed<br />from the abandoned house -came<br />2. inside the whole house -searched<br />from the dusty attic -searched<br />to the cold, damp basement -searched<br />3. in the basement -found<br />4. for food -were crying<br />5. by them -had been made<br />6. in the corner -found<br />in it -placed<br />7. with their temporary home -happy<br />8. to our house -took<br />9. with some soft, old towels -lined<br />in the warm kitchen -set<br />10.from our house -come<br />At all hours of the night and day -come<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-177680652444851614?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-78852871133374162532009-10-19T14:42:00.001-07:002009-10-19T14:45:53.295-07:00Attendance<br />Vocab <br /> -Worksheets<br />Pop Quiz on Fratek's Pyramid<br />Prayer<br />Bud's Notes on Edgar Allan Poe<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />In Elements of Language, read pages 472-482.<br /><br />In Elements of Language, complete exercises 4,5,6,7, and 8.<br /><br />Prepare for a vocab quiz on lesson #9<br /><br /><span style="color:#3366ff;">HONORS:</span><br /><span style="color:#000000;"></span><br />Rough draft of your Interview Paper is due on Friday October 23.<br /><br />Your paper should be 2 to 4 pages in length.<br /><br />Standard MLA format as we have written all our compositions.<br /><br />Refer to the example paper posted a few blog posts back.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-7885287113337416253?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-29758523837795125502009-10-19T08:31:00.001-07:002009-10-19T08:46:10.376-07:00<a href="http://1.bp.blogspot.com/_Ax_EpTK3h8A/StyJtl7I7XI/AAAAAAAAACI/YoeCJwxx1TI/s1600-h/Untitled_1.jpeg"><img id="BLOGGER_PHOTO_ID_5394337870050291058" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 320px; CURSOR: hand; HEIGHT: 240px; TEXT-ALIGN: center" alt="" src="http://1.bp.blogspot.com/_Ax_EpTK3h8A/StyJtl7I7XI/AAAAAAAAACI/YoeCJwxx1TI/s320/Untitled_1.jpeg" border="0" /></a><br /><div></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2975852383779512550?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-50058675701480889252009-10-15T15:52:00.001-07:002009-10-15T16:02:30.867-07:00For the Honors class, you have been asked to compose an interview paper. Your experience should consist of the following steps:<br /><br />Decide on a career you may one day want to pursue.<br /><br />Arrange an interview time with somebody who works in that profession.<br /> <span style="color:#3333ff;">You may conduct an interview in person or on the phone, or you may choose to conduct your interview through email. Email will make it very easy for you to use exact quotes in the essay, but interviewing somebody one-on-one will allow you to elaborate on questions and make note the interviewee's tone and body language.</span><br /><span style="color:#3333ff;"> Should you choose to use a recording device for your interview, be sure to clear that with your interviewee first. Some people do not like being recorded, and you must not record somebody without their permission. Either way, be prepared to take accurate notes. After the interview, take time to look over your notes, expand on areas where you used shorthand, and clarify anything that is written sloppily.</span><br /><br />Prepare a list of questions that will help you obtain information that may help in writing an essay that could persuade a reader to pursue the career in question.<br /><br />Conduct the interview.<br /> <span style="color:#3333ff;">Keep in mind "etiquette." I suggest you do not ask, "How much money do you make?" in your interview. Instead, be more tactful. Ask, "What can a beginner expect to earn in this career?" You could ask, "What is the earning potential for this career?"</span><br /><span style="color:#3333ff;"></span><br /><span style="color:#3333ff;"></span><br /><br />Draft a persuasive essay that explains important information about the career and explains why somebody would want to work in that career field.<br /><br />Use direct quotes from the interview to support your thesis.<br /><br />The following is an example of an interview paper:<br /><br /><br /> In today’s competitive job market, many young people often find themselves flailing in desperation. Even with a college degree from esteemed universities such as Harvard, Brown, and West Virginia University, many young Americans will end up flipping burgers for several years before they find a career that will allow them to combine their intelligence, creativity, and ambition in a positive work environment that provides competitive pay and decent benefits. One job market that many educated Americans have overlooked in the past is professional Zombie. Of course, many people avoid this job because of the immense personal sacrifice involved. As an interview with veteran Zombie Dewey Bloodstone shows, however, this field, in which demand for serious professionals has risen considerably, has been a constant source of pride and satisfaction in the worldwide workforce for thousands of years.<br /> The primary reason so many young people overlook this career option is that the sole employer in the field, Supernatural Rites of Cannibalism Inc., has been engaged in an intense legal battle for the right to obtain and store human souls. This lawsuit, brought against the company by the Anti-Undead Coalition of America, has been costing the SRC millions of dollars a year, and the SRC has had to make severe budget cuts. The majority of these cuts, according to Dewey Bloodstone, the current CEO of the company, have been “Gangrenous infections that have spread uniformly across the advertising department.” Bloodstone went on to state that the company has been “Disabled to the point of having to withdraw its corporate sponsorship of popular figures in the music industry like Marilyn Manson, Ozzy Osborne, and Brittany Spears.” Obviously, without these powerhouse recruiters in their corner, and with little money to purchase billboards or television time slots, the company’s numbers have been decimated.<br /> The number of personal changes the job requires usually turns off the few humans that do apply for employment. The most drastic of these personal changes is that the applicant must undergo a life extraction. Bloodstone said “Technology in the life extraction process has come a long way since A.D. 950” when his life was removed through the use of six gallons of crude oil, two yards of goat intestine, one 304 pound stone, and a very large precipice. According to the veteran, the current process is “Relatively painless, with only minimal emotional damage.”<br /> Some of the other drawbacks of the industry are simply side effects of the life extraction. Though different from death, a life extraction forces some lifestyle changes. For instance, the Zombie is force to remain underground during daylight hours, or he/she will suffer very painful and irreversible boiling skin, which, in many cases, ends a Zombie’s career. Another huge change is that of diet. After the life is taken, the new Zombie can only exist on a highly regimented diet that is exclusively composed of brains. Many prospective Zombies feel like they would not like the lack of choice, but Bloodstone claims that “Depending on the education of the individual, brains come in a variety of flavors that puts Baskin-Robbins to shame.” So, perhaps the brain diet is not as restrictive as it seems.<br /> In fact, education is not the only source of variety in the Zombie diet. Bloodstone explained, “Different countries tend to have distinct flavors, as well.” Of course, most people, when thinking of becoming a Zombie, figure that the opportunities for travel are minimal. Bloodstone explained that this is one of the biggest “Misconceptions about the entire industry.” Apparently, though autumn is the only big season for Zombies in America, some places, like Jamaica and particular European and African countries, employ SRC’s Zombie on an exchange basis throughout the rest of the year. Thus, as Bloodstone stated, “The chances for travel and variation are great, indeed”. This fact explains SRC’s current motto, “Eating the world, one brain at a time.”<br /> Opportunities for advancement are yet another enticing aspect of the Zombie profession. Bloodstone mentioned, “In our depleted state, the company is ready and willing to fill a number of middle-management positions within the Fright Farm [the company’s headquarters located in Death Valley, CA].” Furthermore, Bloodstone mentioned the fact that the world’s population is growing by leaps and bounds, and the need for smaller regional headquarters is growing. The experienced Zombie confided, “If a young Zombie were to scrape and claw long enough, he might just be head of a new base in such exotic locales as Bangkok or the French Riviera.” Obviously, young people with administrative abilities and people skills could easily fulfill their dreams.<br /> “When it comes right down to it, we all want to make a dollar and a cent in this business. We facilitate that, and this company also manages to keep our employees,” said Bloodstone about the financial potential for a new Zombie. Within the SRC, the average income is $75,000 a year, and the company also offers a very healthy benefits package. Bloodstone said, “Nearly every district office is located within spitting distance of some of the prettiest scenery around, and our buildings are equipped with all modern luxuries.” After their office hours, many Zombies relax in the state of the art multimedia entertainment rooms that give the SRC employees access to music, television, movies, and internet. Furthermore, the SRC offers overtime pay for up to two hours of self-improvement activities. Thus, the Zombies that take advantage of the company’s million-dollar fitness center get paid for bulking up while others can earn when they learn foreign languages from fellow Zombies. “We are a competitive company, and we want to prove that by having the best undead employees around,” said Bloodstone in reference to the incredible incentive programs designed to improve current employees and recruit diligent, young Zombies. Bloodstone offered this mission statement to any interested youths: “As we move through the 21st century, in a nation wrought with conflict and instability, Supernatural Rites of Cannibalism vows to continue to be the best employer for the best employees; a thousand years running.” Clearly, SRC stands alone as a company dedicated to excellence in its field and its employees.<br /> Professional Zombie is a high paying and satisfying career that is currently a hot opportunity for interested youths. As the interview with long time Zombie Dewey Bloodstone proves, the field is demanding and difficult, but opportunities for hard working individuals are limitless. The intense competition of the job market is sometimes enough to make a person lose his or her mind, and working at Happy Burger may not provide the professional opportunities sought by today’s workforce. Being a Zombie, however, offers the alternative to break on through to the other side and gain a career.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-5005867570148088925?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-23989602427187161682009-10-15T15:38:00.000-07:002009-10-15T15:42:41.549-07:00Reflection<br />Attendance<br />Materials Check<br />Vocab Quiz #8<br />New Vocab #9<br /><br />1. abnormal adjective Not normal.<br />2. conventional adjective Customary; conforming to most standards.<br /><br />3. idiosyncrasy noun An unusual habit or mannerism of one particular person.<br />4. orthodox adjective a. Adhering to commonly accepted tradition. b. Adhering to an established religious faith. c. Sound; true; authoritative.<br /><br />5. precedent noun An action that can be used as an example for subsequent similar cases.<br /><br />Chapter 14 notes on Prepostional Phrases, Adjective Phrases, and Adverb Phrases<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />Read pages 467 to 471 in <em>Elements of Language</em><br /><br />Exercises 1,2, and 3 in Chapter 14 of <em>Elements of Language</em><br /><em></em><br />Prepare for a Pop Quiz on Fratek's pyramid and all related terms<br /><br /><span style="color:#3366ff;">HONORS</span><br /><br />Interview Paper Rough Draft Due October 23<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2398960242718716168?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-77301064566567940042009-10-09T14:41:00.000-07:002009-10-09T14:43:48.300-07:00Agenda:<br />Chapter 13 Test<br />New Vocab<br />Read "The Tell-Tale Heart"<br /><br />Homework<br /><br /><span style="color:#3366ff;">HONORS:</span><br /><span style="color:#3366ff;">Observation paper due next class</span><br /><span style="color:#3366ff;"></span><br /><span style="color:#000000;">Everybody:</span><br /><br />copy all the "rules" from chapter 14 in <em>Elements of Language</em>. Start on page 466 and copy the rules as labeled 14a through 14l. The rules are in red in your book.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-7730106456656794004?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-40200215542406820352009-10-07T15:48:00.000-07:002009-10-07T15:49:44.742-07:00I still have 21 Observation Paper rough drafts on my desk. That means 21 members of the HONORS class have yet to seem for a one-on-one conference to discuss their essay. This conference is very helpful for your writing, and you should not expect to be able to complete a great observation paper without a conference.<br /><br />We have a shortened X period tomorrow, and I will be available after school.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-4020021554240682035?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-81352365105608648842009-10-07T15:11:00.000-07:002009-10-07T15:38:10.164-07:00Agenda:<br /><br />Attendance<br />Prayer-in our prayer today, we focused on seeing trials and difficulty as a chance to prove ourselves rather than using difficulties as an excuse for poor behavior.<br /><br />materials check<br /><br />Vocab Quiz<br /><br />New Vocab<br /><br />Reading List: In order to keep track of what we've read for English, I am requiring you to use a reading list. At this point, you should have the following on your reading list:<br /><em>The Jungle Book</em> Rudyard Kipling<br /><em>Treasure Island</em> Robert Louis Stevenson<br />"The Most Dangerous Game" Richard Connell<br />"The Lady or the Tiger?" Frank R. Stockton<br />"The Cask of Amontillado" Edgar Allan Poe<br /><br />Fratek's Pyramid<br /><br />The Fratek's Pyramid is a scalene triangle used as a visual representation of the important parts of a story. <br /><br />Part 1, the long incline of the scalene triangle symbolizes the <strong>Exposition</strong>, or Rising Action. The exposition of a story is the part that gets us interested. It tells us about the characters, setting, and conflict. <br /><br /><strong>Characters</strong> are not always human, but of course, we generally think of characters as humans. They are the subjects of the story, and it's our relationship with the characters that makes us care about the outcome of the story. <br /><br />Characters can be thought of as <strong>protagonists</strong> or <strong>antagonists</strong>. Protagonists are main characters. A protagonist is the character whose story we follow, it's the protagonists quest that we care about. A protagonist is not always a "good" guy. For instance, in "The Cask of Amontillado," Montresor does something evil, but he is the protagonist of the story.<br /><br />Antagonists are any characters who clash with the protagonist or get in the way of the protagonist's efforts to complete his or her quest. <br /><br />Other characters may not be protagonists or antagonists; they are simply supporting characters.<br /><br />Characters can be seen as <strong>round </strong>or <strong>flat</strong>. A <strong>round </strong>character has clearly developed personality. Positive or negative, we know a lot about the character, and he or she seems to come alive from the page. Examples would include Jim Hawkins, Long John Silver, Zaroff, Rainsford, and Montresor. <br /><br />A <strong>flat</strong> character is not a clearly developed personality. They are based on stereotypes or generalities. Ivan would be an example of a flat character, as would Israel Hands.<br /><br />Otherwise, characters can be thought of as <strong>dynamic</strong> or <strong>static</strong>. A dynamic character experiences a change in his or her core personality. Jim Hawkins, for instance, starts <em>Treasure Island </em>as a young, innocent, immature boy, but by the end of the novel, he has become a grown man. He has been attacked, killed a man, stole a ship, and found a buried treasure. Long John Silver, on the other, behaves in different ways, but he remains the same basic person. At first, he is nice and earns the admiration of Jim Hawkins, but then he becomes evil and threatens Jim. Later, Long John Silver seems respectful and cooperative with Dr. Livesey. His behavior changes, but at the root of his personality, Long John Silver is still the same; he's an opportunist. He will do whatever it takes to take care of his own hide. <br /><br />So, Jim is a Dynamic, Round, Protagonist, but Long John Silver is a Static, Round, Antagonist.<br /><br />Ivan is a Static, Flat, Antagonist, but Rainsford is a Dynamic, Round, Protagonist.<br /><br /><strong>Setting</strong> is where and when a story takes place. Novels and short stories can explore many settings, but you can usually locate one general location for a short story. Setting could be as general as "earth" or as specific as "room 16 in Crespi Carmelite High School." Sometimes setting is very important to a story, and it can have a real effect on a character. In some other stories, setting is simply a background. Setting can refer to century, year, month, day or hour. Think of how each might have an impact on the action of a story.<br /><br /><strong>Conflict </strong>is what drives a story forward and keeps your interest. In most stories, the protagonist has a problem that needs to be solved, and it's that quest to solve the problem that keeps your interest. Think how boring it would be to read a story about somebody who sits on a couch and eats Cheetohs. The story might get better when they run out of Cheetohs and need to visit the store.<br /><br />Conflicts can be classified as man vs. man, man vs. nature, man vs. self, man vs. technology, man vs. society, or man vs. supernatural. Some classes reduce this classification system to only three, while other scholars choose to use an expanded, more specific list. For our purposes, think of how the confilicts in the stories we read fit into one of those six.<br /><br />The high point of the <strong>Fratek's Pyramid</strong> is the <strong>Climax</strong>. That is the point of most interest in a story. That is the point where the central conflict comes to head and is either solved or proven insoluble. <br /><br />The last part of the <strong>Fratek's Pyramid</strong> is the <strong>Denouement, Falling Action, or Resolution</strong>. Either of those three names can be used to discuss the point in the story where the loose ends are tied up. In a fairy tale, that's when the narrator says, "They all lived happily ever after." Some of our stories have very abrupt denouements. These stories leave your imagine to wander in concluding how things ended up for the characters.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-8135236510560864884?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-38273183518623735842009-10-06T12:40:00.000-07:002009-10-06T12:49:10.676-07:00As the last class period on an even day, Period 2 would have had the opportunity to read the blogs and speak to four other class periods. Thus, the students of period 2 should have known to come to class prepared. <br /><br />Aside from the opportunity to figure out what we were going to do in class, students in period 2 should follow the instruction of the syllabus and bring their textbooks to class each day.<br /><br />Be that as it may, nearly half of the students in period 2 failed to bring an <em>Adventures in Reading</em> book to class today. I offered those students the opportunity to get their books from their lockers, and still, some students were unable to produce a textbook. <br /><br />That, combined with excessive talking and irresponsible behavior during class forced us to be short on time in period 2. Every class has an excuse for a lack of productivity. The first class of the day is still tired, the second class of the day is hungry, the third class of the day is excited from lunch, and the fourth class of the day is excited for the end of the day. None of those excuses are acceptable. Period 2 has been developing a trend of laziness and misbehavior that must be corrected as a group and individually. <br /><br />Please understand that class is your job. You must come prepared to work. That means have your materials, but it also means that you must come with a mindset ready for work.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-3827318351862373584?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-30031067798596054692009-10-05T14:52:00.000-07:002009-10-05T15:00:43.553-07:00Agenda:<br /><br />Attendance<br />Prayer<br /> Our prayer today focused on patience and listening. I think that we often get so caught up in performing and producing a finished product that we fail to listen to instructions, advice, or even our inner self telling us how things might be done differently. Furthermore, when we get to busy, we often forget to listen for God's guidance which can come as a subtle whisper amidst the din of our lives. <br />pencil check<br /><br />New Vocab<br />Return Materials<br />Homework Review<br />In Class Reading<br /><br /><span style="color:#ff0000;">Homework:<br /></span><br />Chapter 13 chapter Review on page 463 of <em>Elements of Language</em><br /> #1-50<br /><br />Re-Read <em>The Cask of Amontillado</em> in Adventures in Reading page 95.<br /><br />Vocab Quiz #7 next class<br /><br /><span style="color:#3366ff;">Honors:</span> Your observation paper has been interrupted by a few scheduling problems, so I have backed the due date up to Tuesday, October 13. Please take the initiative to stop by Room 16 after school or during an X-period to benefit from a one-on-one conference with me regarding your essay. I'm usually in my room until 3:30, and the meeting should take about ten minutes.<br /><br /><span style="color:#33cc00;">Period 1:</span><br /><span style="color:#33cc00;">TV NOTES#3 are due Wednesday.</span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-3003106779859605469?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-23440632247818415332009-10-01T15:38:00.000-07:002009-10-01T15:40:14.197-07:00Prayer<br />Attendance<br />Standardized Test Paperwork (Filling out the first few pages of the upcoming EXPLORE test to alleviate the work on the actual testing day)<br />Vocab Quiz #6<br />New Vocab<br />Grammar Homework Review<br /><br /><span style="color:#ff0000;">Homework:</span><br /><br />TV Notes #3 Please refer to older posts to see what kinds of television shows are acceptable for this assignment.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-2344063224781841533?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0tag:blogger.com,1999:blog-1091848059296771965.post-82902540450793335682009-10-01T09:34:00.001-07:002009-10-01T09:35:46.554-07:00Because we had a fire drill, period 1 was unable to complete copying down the vocabulary words. Here they are:<br /><br /><br />1. Cosmopolitan adjective Sophisticated in an international way.<br />2. Geopolitics noun The study of the relationship between geography and politics<br />3. Impolitic adjective Unwise; not exhibiting good judgment.<br /><br />4. Megalopolis noun A unified urban region comprising several large cities and their surrounding areas.<br />5. Metropolitan adjective Pertaining to a major city. noun A high-ranking bishop.<br /><br />Period 1, please bring your homework by after school!<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1091848059296771965-8290254045079333568?l=crespifreshmanenglish.blogspot.com' alt='' /></div>Mr. Swaneyhttp://www.blogger.com/profile/09546230838715163097noreply@blogger.com0