SUMMER READING ASSIGNMENT: incoming 12th graders

Summer Reading Assignment
Seniors English High Level (IB)
DUE: The Second Day of School
(August 11, 2009)

Incoming Seniors:
We will be focusing on literary criticism: how do we read deeply into literature and pull out the important stuff? What do certain symbols or motifs mean? How are texts from different times and places inherently similar? Why do authors include certain elements (characters, plot events, language, etc.)? We will have lots of fun really reaching into and dissecting literature.
The following summer assignments are part of the mandated coursework for our IB class, and will help alleviate some of the work over the rest of the schoolyear.
Remember, this course offers rewards far beyond the ordinary class so please don't be daunted by the work. Have fun completing the summer readings and assignments! See you in August for the beginning of our great adventure!

NOTE: The IB English High Level examination requires extensive preparation and reading. Your summer reading is an important part of that preparation to help you grow as a reader and thinker. As IB scholars, you should consider that students who read more, score significantly higher on standardized tests such as AP Exams, ACTs, and SATs. In addition, reading helps to develop your vocabulary and your ability to connect ideas. Finally, reading will help to avoid the summer “mush” that our brains tend to become when we do not exercise them.

Assignment #1: Read and complete the study guide questions for William Shakespeare’s Hamlet. (TOTAL: 50 points)
Read this play carefully, but because it is Shakespeare, you are not expected to understand each and every word. By all means, take advantage of using study aids, such as “spark notes” or Cliff notes, or using a version that has “modern English” alongside the actual text. The main focus over the summer is to acquaint yourself with the story of Hamlet, so that we can delve deeper into language issues in the Fall. I strongly suggest also viewing a film-version of the play to help you better grasp the overarching story lines. (Kenneth Branaugh has an exceptionally faithful adaptation, but beware of inappropriate scenes.)
You will need to demonstrate your basic comprehension of the play by answering the attached study guide questions for Acts One-Five.
Please label your papers carefully, including the Act and Scene # at the very top. You do not need to rewrite the questions, but your answers should be complete sentences (of course).

Assignment #2: Read How to Read Literature Like a Professor by Thomas C. Foster (TOTAL: 60 points)
This book will help get you into the mindset of literary analysis. You do NOT need to read the entire book, but you MUST read the assigned chapters and answer the prompts that follow. In doing so, you may respond informally. I recommend that you write this as you would a journal, chronicling your answers as you read through the book. These short writing assignments will let you practice your literary analysis, and they will help us get to know your literary tastes. Whenever I ask for an example from literature, you may use short stories, novels, plays, or films (Yes, film is a literary genre). If your literary repertoire is thin and undeveloped, use the Appendix to jog your memory or to select additional works to explore. Be sure to follow the Directions at the top of the assignment sheet.

Assignment #3: Read The Girl of the Golden Horn by Kurban Said (TOTAL: 60 points)
This translated novel is part of our upcoming unit on Gender Roles; however, you will want to start drawing comparisons between this text and the other texts we read last year for our unit on the Hero’s Quest.
-- Write a 1,000-word Reading Response journal
-- Choose an aspect of the novel to explore: father-daughter relationship, husband-wife, men-women, tradition versus modernity, power of religion, assimilation, ethno- centricism, Islam in Europe, etc., and write a THREE-page paper on this self-selected topic.

Do the math – and realize that this entire Summer Assignment makes up for 125 points of your first semester in Juniors English HL! Do not take this lightly.
Although this may seem like an overwhelming and daunting task, don’t forget you have the entire summer to spend working on this – and you’ll have plenty of time to relax as well. Just consider that you are at an important stage in your high school career, and there just may be a few more things more important than sleeping all day and watching movies all night! ☺
For extra credit, you are welcomed to join the Summer Reading Challenge, which means reading an additional 10 books (of high school level), for a total of 30 points. If you have any questions or comments, or if you need help finding the novel, or if you are stuck in writing a response, or if you just want to tell me about your summer, e-mail me at sistersalma@gmail.com.
Good Luck!
Sr. Salma

Hamlet Study Guide Questions
Act I Questions
1. As the play opens, what is the mood? Looking closely at the text, what words or phrases can you find that Shakespeare uses to help set the tone and prepare us for what's to come?
2. Part of Horatio's job in 1.1 is to provide exposition. What has happened that might warrant a ghost stalking the castle?
3. From what you see in 1.2, what kind of a king is Claudius?
4. Hamlet is in stark contrast to the festivity of the coronation. Compare and contrast the physical, emotional, mental, and spiritual differences between young Hamlet and Claudius's court.
5. Read Hamlet’s soliloquy. What is his main concern in this soliloquy?
Act II Questions
1. In Act 2.1. Ophelia is greatly concerned over Hamlet's behavior. What evidence does he give that something is wrong? What are the possible explanations given by Polonius in 2.1 and 2.2? Do you agree with his reasoning?
2. Who are Rosencrantz and Guildenstern and what are they doing at court? How are we supposed to feel about them?
3. One of the play's major themes, illusion versus reality (transformation), begins to take centre stage in Act 2. Where do you find evidence of this theme being explored? What possible messages could Shakespeare be trying to convey?
4. What are your impressions of Polonius ? Give evidence from Act1 and 2 to support your ideas?
5. When the players arrive, at Hamlet's request they reenact a selection from Aeneas and Dido. Why this play? How does it echo Hamlet's main storyline?
Act III Questions
1.3.1 is perhaps most well known for its "To be or not to be" speech. What ideas does Hamlet express in this speech?
2.The idea of Hamlet's madness takes greater hold in this act. Is it merely an idea, though? What support can you find for Hamlet actually being mad? For him faking madness?
3.What is the significance of the inclusion of the play within the play?
4.What function do the players serve? Beyond performing the play in which to catch the king, what themes do they underscore? How do their actions mirror the other characters in the play
5.Why doesn't Hamlet kill Claudius? Should he have used his opportunity?
Act IV Questions
1. As act IV unfolds, Claudius is becoming more and more uncomfortable with having Hamlet around. How does he try to get rid of Hamlet, while continuing to look innocent?
2. Hamlet shows a great deal of wit and cleverness in this act. Where can you find examples of Hamlet's nimble brain?
3. 4.4 has Fortinbras moving over the countryside. Where is he going? Why? What about this journey upsets Hamlet so much? What does seeing Fortinbras do to Hamlet? How is he moved by what he sees?
4. Hamlet's questionable madness is starkly contrasted with Ophelia's real madness in Act 4. What has precipitated her madness? Was it necessary for her to go insane
Act V Questions
1. What purposes do the gravediggers' exchange (with each other and with Hamlet) serve? How do they function in the story? What themes and issues do they introduce?
2. Why do Hamlet and Laertes fight in Ophelia's grave?
3. How did Hamlet escape being killed in England? How does he feel about having Rosencrantz and Guildenstern killed in his stead?
4.What does Hamlet mean by "the readiness is all" (5.2.218)? What does such a statement reflect about him?

How to Read Literature Like a Professor Journal Questions
Directions:
1. DO NOT bother to read every chapter (unless you have a lot of spare time….)
2. Read the following chapters: Introduction, 1, 2, 5, 8, 14, 18, 19, 20, 26, and 27
3. Respond to each prompt on separate sheet of paper. Your responses may be informal, but should be at least 100-150 words long.
*Introduction: How'd He Do That?
You don’t have to write a mini-essay. Just think about it...
How do memory, symbol, and pattern affect the reading of literature? How does the recognition of patterns make it easier to read complicated literature? Has there ever been a time when your appreciation of a literary work was enhanced by understanding symbol or pattern? Jot down a few notes; we’ll be discussing this in class in the Fall.
*Chapter 1: Every Trip Is a Quest (Except When It's Not)
Consider the five aspects of a QUEST and then apply them to something you have read (or viewed). Use the list on p. 3-5 to structure your response.
*Chapter 2: Nice to Eat with You
Choose a meal scene from a literary work (or film) and apply the ideas of Chapter 2.
* Chapter 5: Now, Where Have I Seen Her Before?
Define intertextuality. Discuss 2-3 examples that have helped you in reading specific works.
* Chapter 8: Hanseldee and Greteldum
Think of a work of literature that reflects a fairy tale. Discuss the parallels. Does it create irony or deepen appreciation?
*Chapter 14: Yes, She's a Christ Figure, Too
Apply the criteria on page 119 to a major character in a significant literary work. Try to choose a character that will have many matches. This is a particularly apt tool for analyzing film -- for example, Star Wars, Excalibur, Malcolm X, Braveheart, Spartacus, Gladiator and Ben-Hur.
* Chapter 18: If She Comes Up, It's Baptism
Think of a "baptism scene" from a significant literary work. How was the character different after the experience? Discuss.
* Chapter 19: Geography Matters...
Discuss at least two different aspects of a specific literary work that Foster would classify under "geography."
* Chapter 20: ...So Does Season
Find a poem that mentions a specific season. Then, discuss how the poet uses the season in a meaningful, traditional, or unusual way. (Attach a copy of the poem)
* Chapter 26: Is He Serious? And Other Ironies
Find an ironic literary work (long or short – poetry is always good for a quick dose of irony) or film. Explain the “multivocal nature” of the irony in the work.
* Chapter 27: A Test Case
This one will need to be about 2 pages (at least) and must be done AT THE END of your reading!!!!
Read “The Garden Party” by Katherine Mansfield, the short story starting on page 245. Complete the exercise on pages 265-266, following the directions exactly. Then compare your writing with the three examples. How did you do? Write a brief reflection on what you missed and why. After reading the essay comparing Laura with Persephone, do you understand the story better? Are you confused? What (if anything) does it add to your appreciation of Mansfield's story?

money may 26

Agenda:

Take survey in Lab

New teacher presentation

We came to the lab and took a survey ON blog spot for sister 

salma about the year and what we learned. 

Then we went back to the class for Mr. Ansawri to teach us a class 

because he is trying out for a teaching position here.

he brought this poem called "dream Variations" and we talked about 

it and we analyzed it. them we wrote our own kind of poems.

then the bell rang.  

tuesday 19, 2009

Agenda
1. mohammed paket disscusion
2. Nawal's IOP
HW: do Mohammed work

First we copied down the agenda then we got into a circle to disscuss the memorim
of Matrtin Ling. WE each gave our opinion on a question or comment on each page of
the paket. WE did about half the paket. Then we all listened to Nawal's IOP.

Friday, May 8th, 2009

Agenda

1- Spelling Test #30

2- Ambersons Quiz

HW: 1- The Magnificent Ambersons assignment #3 (due Monday!)

We took our LAST spelling test! And then we took our Amberson quiz and were dismissed. :)

Friday, May 15th, 2009

Agenda

1- IB Question

HW: 1- Mohammed book

We spent the whole class writing our IB questoin, understanding and answering it to prepare for the actual IB question we may be getting at the end of the year (for finals...which is next week!) :D

Scribe Notes Weds. 5/13/09

Agenda:
1-Ambersons:
--> George as a hero
--> Effect of Modernization
--> Critic Response

HW:
1- Your own critique due Friday

Today we discussed the different ways that George is a hero, and what made him so, based on the final essay we wrote. After that, we took out the charts we made yesterday about two characters and the effect of modernization on them. For the critic response, we should read the critiques at the back of the book and make three comments on each. Then, for homework, we should write our own critique on The Magnificent Ambersons, due Friday.

Agenda Wednesday 5/6/09

Agenda:
1- Meet Me in St. Louis: socio-historical context
2- Magnificent Ambersons: George's two sides

HW:
1- vocab ex 4
2- Ambersons: assignment #2 due Fri.

First we discussed the socio-historical context of the time, focusing on how technology affected people in their daily life, as well as their original lives: how do they deal with each other, what do they wear, eat, how do they act, what do they do for entertainment, etc. Then we watched part of the film Meet Me in St. Louis and wrote down what applied for each category. After this, we made a chart about George and his two sides: his angelic side, and his demonic side. We wrote some actions he did, general traits, and his theories of life. For homework, we should do vocab exercise 4 and work on the second reading assignment for Magnificent Ambersons, which is due Friday.

Thrsday Agenda

Thrs. 5/7

1. Fadhelah's IOP: Beowulf
2. Magnificent Ambersons: Georges two sides.

HW: 1- finish vocab packet
2- finish chapters. 13-24 MA.

-------

After writing down the agenda, Fadhelah went up to present her IOP which was on Beowulf. She wrote down a poem based on his strengths.
Then we went back into our groups and finished the George posters we made of him with his Angelic and Diabolic sides.

Monday 5/04/09

SCRIBE NOTES
1) Vocabulary Lesson 30
We took the pre-test for our LAST EVER vocab lesson. We then completed and correted exercise 1

2) The Magnificent Ambersons
We shared the different sections fo the intro that we each read and summarized with the rest of the class.

3) IOP: Alia
Alia presented her IOP concerning how one's class affect their lives, drawing examples from Les Miserables.


HW: Vocab ex 2
Finish Magnificent Ambersons part 1

Cinco De mayo =]

Agenda

Magnificent Ambersons

->reading quiz

-> Socratic seminar

Hw: Vocab ex4

Read M.A Chapters 13-24

First we turned in our reading responses for chapter 1-12

then we took our reading quiz for the material that we read

on the Magnificent Ambersons. after that we got into A circle then

we discussed what we read about, and we shared our favorite part

of the story.

Scribe Notes Weds. 4/29/09

Agenda:
1- Les Miserables: final exam

HW:
1- vocab ex 4
2- work on film analysis (Due Friday)

Today we took our final exam on Les Miserables, consisting of short answer questions and an essay. Because we didnt finish the essay in class, we came during last period to finish it. For homework, we should do vocabulary exercise 4, and work on the film analysis which is due Friday.

Monday 4/27/09

SRIBE NOTES

1) Vocab Review: Chapters 27-28
We reviewed for the vocab test by placing all the words from the two lessons into a ingle alphebatized list, and writing short definitions/synonyms for each.

2)Les Miserales: Film
we continued to watch Les Miserables, getting a kick out of the scenes where Marius and Cosette first saw each other. That scene is also where we left off.

HW
1) Study for vocab test
2) Film Review: Select a scene from the movie, and see how its protrayed in the book vs movie how does it protray certain themes?

Agenda:
1- Les Miserables: Part V quiz
-> Socratic Seminar: theme?
2- Team Essay C

HW:
1-vocab ex 3
2- finalize self-selected topic
3- finish team essay C

First we took the reading quiz for part 5 of Les Miserables. After that, we went straight to working on the team esssays. We will do the socratic seminar tomorrow. for homework, we should do vocab, exercise 3, finalize the topic for our essays, and finish writing team essay C.

SCRIBE NOTES 4/20/09

AGENDA
1) Spelling Test #27
We completed out spelling test becasue we werent able to tkae it friday. We then read the next lessons words, and did exercise 1. Lots of accent marks were involved.

2) Team Essay C
We started to have a socratic seminar about team essay prompt C. It was about whether hugo seems to reflect in his writing whether people are inherently good or evil. After the discussion class ended. We split into teams and sis salma told us tht we would meet with our teams and work on the essays tomorrow.

HW. 1) Vocabulary ex 2
2) les Miserables Part 5: reader response and reflection essay.

Scribe Notes Weds. 4/15/09

Agenda:
1- Les Miserables: Socratic Seminar
--> The Paris Revolution of 1832
2-Choosing a self-selected topic
--> prewriting

HW:
1- Vocab ex 4.
2- work on prewriting
--> topic choice, rationale


We began class talking about Section 4, St. Denis. We discussed our feelings in general about the section, then we began to talk about the language the characters use, how it affects them and what we can draw from it about the characters. Specifically, we focused on Marius's letter to Cosette, and the slang that Gavroche and the criminals use. We did not discuss the Paris Revolution of 1832. We will be writing an essay on a self-selected topic related to Les Miserables. For homework, we should brainstorm a few topics as well as the rationale behind our choosing it. Also, do vocab exercise 4.

MONDAY 4/1/09

SCRIBENOTES
1) Vocab Review: Crossword puzzle
we worked all period on creating crossword puzzles for lessons 25 and 26 to prepare for the vocab test tomorrow.

2) Les Miserables: Team Essay C
Since we didn't complete team essay b yet, we need to complete the final draft by Wednesday insha-allah

homework:
1) review for vocab test
2) finish Les Miserables part 4

Scribe Notes Weds. 3/25/09

Agenda:
1- Guest Speaker: Br. Abdullah

HW:
1- vocab ex 4
2- Part III work (due Tues 3/31)

Today we had a guest speaker, Br. Abdullah. He shared with us the poem "Nothing Gold Can Stay" by Robert Frost, and we discussed the themes present in the poem, and other points of analysis. For homework, we should do Vocabulary exercise 4, and work on the Part 3 work for Les Miserables due next Tuesday.

MONDAY march 23,2009

SCIBE NOTES
1) Vocabulary test:
Sister Salma wasn't here and the copy machine wasn't working so we weren't able to ork on our vocabulary tests.

2)Les Mis: Symbolism
We split into groups and looked into parts 1 and 2 for any symbolism used in les miserables. we made a chart in which we incuded the stmbol textual refrences, and the significance.

hmwk
work on final draft of myth paper due Wed.

Friday, March, 20th, 2009

Agenda

1- Spelling Test#23

2- Les Mis: Part 2 Quiz
--> discussion

HW: 1- work on final draft of myth paper

We took the spelling test, as always, and then we took our second Les Miserables quiz. We talked about it for a few minutes before the bell rang and we were then dismissed.

Agenda Tuesday 23, 2009

Agenda

Vocab test #23-24

-start lesson 25

Les mis: symbolism

Hw:vocab

-FINISH Final draft of English

We copied the agenda and quickly studied some of the words for our vocab test.

Then we took the test. After that we took the spelling pretest then did exercise 1

and corrected it. Then we put away the vocab book and took out our notes form the previous

day, about Symbolism in Les miserable. we went over them, and added some new ones.

the bell then rang and we left.

Scribe Notes Wednesday 3/18/09

Sister Salma wasn't here today, and we couldn't find the agenda that was supposed to be there, so we read Part two: Cosette of Les Miserables.

For Homework, we should finish the Part 2 work, due on Friday, and work on our vocab packets.

Agenda

Les mes:
-> charchter comparsion
-> Socratic Seminar
HW: Vocab ex 3
2. LM: Part 2 due Friday


we first copied the agenda then we took out our comparison that we did on Javert and Jean val-jean. Then we split up into groups and we did the big Character sketch of each man, one for Jalvert and one for Jean. Areeba and Nawal were in one group and Alia and Saliha were in another group. when we were done we moved on to a brain storm essay about Jalvert until the bell rang.

MONDAY March 16,2008

Scribe Notes
1) Spelling Test #23
Because we're a bit behind, we took last weeks spelling test today and then started on lesson 24. We took the pre-test, did exercise 1, and the analogies at teh end of the lesson.

2)Mini-Research PPts
Alia and Fadhelah presented their mini-research powerpoints on "The Reign of Terror" and "French Romanticism", respectively.

HW
1) Vocab ex 2
2)Create a chart comparing and contrasting Valjean and Jalvert in four specefic areas. It can be anything from childhood, to personality, to role n society.

Friday, March 13th, 2009

Agenda

1- Les Miserable Part one quiz
--> discussion

HW: Les Miserables Part II (due Thursday)

We didn't take a spelling test this week, so we took a short quiz on part one in Les Miserables to make sure we understood what we read in it so far. After that we discussed what we read in class and were dismissed.

Friday, March 7th, 2009

Agenda

1- Spelling Test #21

2- Mythological final guide

3- Les Miserables: compile power point

HW: 1- Les Miserables: Part one (reading response and essay due Friday)

We took our spelling test and worked on Mythological research. After that we worked on our powerpoint presentations and were dismissed.

MONDAY March 9,2009

Scribe Notess
1)Student Presentations
Salijha, Areeba, and Nawal presented their mini-research powerpoints in the computer lab.
2)Passage Commentaries:
We split into two groups, Fadhlah adn Areeba in one, Nawal and saliha in the other. (Alia was absent) we then read a passage in the book about the guilotine. We then had to write a commentary on it, referring to it's main points, it's representation of major themes, it's importance to the story, and any literary devices used in it. Because we didn;t finish it, we'll be given time to work on it tomorrow.

Homework:
review for vocab test
finish reading and asignments for part one of les miserables.

Scribe Notes Weds. 3/4/09

Agenda:
1- Les Mis: Mini-research work
--> Read Part I

HW:
1- vocab ex 4
2- work on myth paper (rough draft due friday)

We spent the first half of class in the computer lab working on our mini-research presentations. Then we went back to the class and read from Part I of Les Miserables for the rest of the period. For homework, we should do vocab exercise 4, as well as work on the rough draft of the myth paper.

Monday March 2, 2009

SCRIBE NOTES
1)Spelling PreTest 22
2)Research Project
3)Les Misrables: Reading Time

HW:
1)vocab ex 2
2)Work on research paper rough draft due friday

We stared off witht eh spelling pretest and exercise 1 for vocab. The hwe went to the computer lab to work on our mini-research power point projects. Finally, we moved into the classroom and read Les Misrables independantly. FOr homework, we need to work on our rough drafts for our research papers by Friday.

Thursday 2/26

Agenda:

1. Les Miserables
-->into novel unit
--->begin Part I
HW: 1- finish vocab
2- work on Task#4
--> rough draft (task5) due next friday.

--------------

Sister Salma passed out 5 worksheets to us. The 1st three were the same thing. they were Internet Evaluation Sheets. the 2nd one was the Intro of Les Miserables and activities we will be doing for it. the 3rd one was due dates for responses and finish readings.
After explaining to us about the Les Miserables and the curriculum for it, Sister Salma had us start reading the novel.

Friday, February 27th, 2009

Agenda

1- Spelling test #21

2- Les Miserables: internet research

HW: 1- Task #4
2- Les Miserables: Part 1 due Thursday!

We started off by taking our spelling test, as usual, and then we went over to the computer lab to start our research. Each person had their own topic to research on.

Friday, February 20, 2009

Agenda

1- Spelling Test #20

2- Anglo-Saxon riddles
--> Kennings

HW: 1- type up 10-line start of your own epic
2- work on annotated bibliography
--> due Tuesday

We started off class by taking our spelling test and then we went over random Anglo-Saxon riddles in class, each got their own. We went over kennings as well, and then were dismissed.

Scribe Notes Weds. 2/25/09

Agenda:
1- Mythological Research:
--> outline of essay
--> work on research

HW:
1-vocab ex 3
2- finish part 3, part 4 due Monday

Sister Salma started class by talking about the outlines of our essays. She gave us a worksheet with several different outlines we could use. After that we went to the computer lab and worked on our research, doing task three. Task 3 is due tomorrow, and task 4 is due Monday. We should also do Vocab exercise 3.

Scribe Notes Wednesday 2/18/09

We did not have class today because we were on a field trip to the Sacramento State Library. However, we should be working on our vocab packets, our Beowulf study sheet projects, (due Thursday) and our annotated bibliography for our epic project (due next Tuesday). Also, we should have done some research for sources while at the library.

scribe notes feburary 17, 2009

Agenda

*writting a literary epic

->research 3 epics

HW: Vocab ex. 3

Beowulf projects (due thurs.)

word and annotated biblo[5 sources 2 books] due tues.

Sister Salma wrote the agenda and we copied it. Then we asked her
a few questions about task 2 for your literary epic essay.
After that we went to the computer lab to start our own short epics
and heroes. so we went there to find any 3 epics and copying the first
10 lines of them, so we can see how they are written.
then the bell rang.

Fin.

MONDAY February 16, 2009

SCRIBE NOTES

1) Spelling Pre-test 19
2)Review Beowulf parts 32-43
3)Mythologicl Research: Complete part 2

HMWK
1)vocab ex 2
2)Complete part 2 of research
3) beowulf projects due Wednesday


Sis Salma was not here today. We went over the spelling owrds, and then we went to the computer lab to research and complete part 2 of our research projects. For homework, we have to finish it.

Friday, February 15th, 2009

Agenda

1- Spelling Test #19

2- Beowulf

HW: 1- Passage commentary
2- Study sheet questions
3- Annotated bibliography (due next NEXT Tuesday)

We started off, as always, by taking our spelling test. After that, we just read as much as we could in Beowulf and were dismissed.

Thursday Feb. 12, 2009

Agenda:

1. Guest Speaker: Brother Ibrahim
--> Power of Myth

HW: 1- finish vocab.

----------------------

In Brother Ibrahims lecture on the Power of Myth, we learned what a myth was which is something not true and a sacred narrative. We also learned why studying myths are important and we learned different approaches. Brother Ibrahim also passed out some worksheets that have short myth stories :)

Scribe Notes Weds. 2/11/09

Agenda:
1- Beowulf: 32-43
2- Myth Research

HW:
1-vocab ex 4
2- stufy sheet # 5

Tofay we read from Beowulf up to part 36. then we went to the computer lab and did some reseaerch for our myth essay project. for homewok, do vcab exerfcise 4 and begin stufy sheet 5.

Scribe notes feburary 10, 2009

Agenda

1.vocab test #17-18

-->spelling pretest

2. Beowulf study questions

--> work on study guide

HW: Ex. 2

-finish the project

we copied the agenda then we started our vocabulary test. after we finished we did work pages in the vocab book (pages 119-120). After we finished we did a spelling pretest (lesson 19). then we did exercise 1 and corrected them. After that we took out our homework (the questions from the previous night) and went over the answers and corrected someone Else's. after that we worked on the study guide packet.

the end

Friday, February 6th, 2009

Agenda

1- Spelling Test #18

2- Beowulf: review parts 19-26
--> continue reading: from parts 27-31

HW: 1- Part 19-26 project
2- Task #1 in research--have one course ready
3- sign agenda
4- Scribe duty for me :)

We took our spelling test at the beginning of class and then we read as much as we could from parts 27-31 untli the end of class.

Thrs. 2/5

Agenda:-

1. Beowulf: read to the end of Part 26
2. Mythological Hero Research.

HW: 1-finish vocab packet/ stdy for sp. test
2- finish study guide
--> project due monday
3- research task #1 due monday.

---------------

When everyone was settled down, we took out Beowulf, and continued to read untill the 27th part. After that, Sster salma took us to the library to research ad ind a ancient hero.

Scribe Notes Wednesday 2/4/09

Agenda:
1- Mythological Heroes: research paper
2- Beowulf: Parts 19-26
--> Study Sheet 3

HW:
1- Vocab ex 3-4
2- Finish writing and type commentaries

We began class by discussing our research paper on mythological heroes. Sister Salma gave us the paper detailing what we need to research for it. After we talked about it, we began reading Beowulf, each of us reading one part. Sister Salma also gave us the next study sheet with the questions and project for this section. These won't be due until at least Friday. For homework, we should do vocab exercises 3 and 4, as well as finish up and type the commentaries we began yesterday. We should also do some research on different cultures and epics in preparation for our project.

Tuesday Feb 2, 2009

Agenda:
Beowulf
-> The Hero's journey
-> Begin part 19-26
HW:
Vocab ex. 3
Finish study questions
Finish project

We started with coping doing the agenda (as usual) then sister Salma started to explain a up coming project paper that we have to do on Heroes, we have to pick a culture and write about
a famous hero in that culture. Them sister Salma had some notes on the projector about heroes.
It was a basic definition of heroes or charteristics that all hero's have.
some things that they have is:
1. An unusual birth and childhood
2. They have some call to adventure
3. They have an amulet
4. They have to cross some kind of thershhold
5. They are faced with tests/ challenges
6.they have some kind of Partner/helper in their quest
7. Climax/final battle
8. The flight ( when they escape from battle or just leave )
9. Returns to everyday world
10. Able to offer blessings

After this we started on in class commentaries where we chose 15-40 lines
to comment on.
the end.

Thrs. 1/29

Agenda:

1. Beowulf: Part 1-10
--> cont. to part 18

HW: 1- finish vocab pkt
2- work on study guide pkt

---------------------

After writing down the agenda, we went over the homework questions and then we continued to read Beowulf.

Friday, January 30th, 2009

Agenda

1- Spelling Test #17

2- Beowulf: continue to Part 18

HW: 1- Complete project(s)
2- Study guide packet (prologue-part 18)
--> due Tuesday
3- sign agenda
4- (for Fadhelah) Scribe notes

We started, as usual, by taking our spelling test, and then we read in Beowulf, reflecting and analyzing the writer's use of alliteration, kinnings, and other language.
We are to finish the rest of the reading at home since we didn't get to finish in class, up until Part 18.

Scribe Notes: Wednesday 1/28/09

Agenda:
1- Beowulf:
-Old English
-Prologue
-Part 1-10

HW:
1- Vocab ex 4
2-finish reading parts 1-10, answer question
(projects due next Monday)

We began class with a discussion about Literary Epics, and what it is that makes a literary epic a literary epic. We looked at several books including The Aeneid, The Oddysey, and Beowulf, and came up with a list of similarities. We also took notes, included below. After that we looked at Old English. Sister Salma gave us a sheet with the prologue to Beowulf in Old English on one side and translated into modern English on the other. We humorously attempted to read it, but failed miserably. So instead, we listened to a recording of the prologue read in Old English. After this, we began talking about the prologue, and we discussed the questions we answered for homework last night, and this is where we ended class. For homework, we should do vocab exercise 4. We should also read parts 1-10 of Beowulf and answer the questions on the worksheet that Sister Salma gave us. Also, we have a project to work on, defined on the bottom of the worksheet, due next Monday.

NOTES ON LITERARY EPICS:
A literary epic is:
-an oral tradition repeated through time until finally being written down
----> ex: The Bible, Gilgamesh, The Odyssey
-long narrative poem celebrating the feats of a legendary or traditional hero
-reflects values of society
----> Ex: fairy tales-Little Red Riding Hood teaches us, "Don't talk to strangers."
-contains a hero who is stronger, braver than anyone else, and exemplifies the traits admired by the people
----> Ex: strength, skill in battle, courage, loyalty, generosity, etc.
-tells of a hero's journey in which he has to save people
-written in a serious poetic style
----> alliteration
----> kenning: using compound words to describe (and substitute) the original noun ex: whale road= sea
-author is usually anonymous

Thrs. 1/22/09

Agenda:

1. Macbeth: Final Assessment

HW: 1- Finish vocab packet/ study
for spelling test.
2- UPDATE LOGS!

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After writing down our agendas, Sister Salma checked our homework notes we did for the worksheet she passed out the day before. She circled the ones we were to do now and for the rest of the class period we worked on two short passages and wrote commentaries.

Friday, January 23rd, 2009

Agenda

1- Spelling Test #16

2- Macbeth: words of the play
--> heroes?

HW: 1- Identify three "heroes": write (50 words each) explaining what makes them heroic.
2- Read intro of Beowulf and answer questions
3- (for Fadhelah) SCRIBE DUTY! :)

Aaaah. Finally. Back to spelling tests and vocab packets. We started off with taking our oh so lovely weekly spelling test. After that we discussed Macbeth and closed our semester reading of Macbeth by making a bubble graph thingy on words that describe the different themes of the whole play.

These are the questions for homework (on Beowulf):

1- Why is it considered an "aristocratic" poem?
2- What were the basic virtues prized by the Anglo-Saxons? Why?
3- Account for the scene's sharp descriptions.
4- How is the poem drawn from both Christian and pagan sources?

Scribe Notes 1/21/09

Agenda:
1- Journal
2- Macbeth: in-class preparation for assessment

HW:
1- vocab ex. 1-3
2- finish notes on two passages

We started class by looking over our finals. Then we moved on to journal entries. The prompt said, "Relate your 'Inauguration Story'. Where were you? Who was with you? What did you see? How did you feel?" We wrote in our journals for about ten minutes. After this, we went over our Macbeth commentary and discussed Macduff and Macbeth. Tomorrow we will have an assessment ending our segment on Macbeth. Sister Salma gave us a paper with five passages from the play. As we didn't have time in class, we should, for homework, take notes on two of the passages. Of these, we will write a short commentary on one of these passages, and on another that we did not take notes on. We should also do vocab exercises 1-3.

Thrs. 1/15

Agenda:

1. Macbeth: SCASI V.3-8

HW: Act V scene v Macbeth. Comment on
what he's saying about life on lines: 20-31.

----------

After writing down the agenda, we took out our Macbeth books and quickly did SCASI for scenes
three to eight. After finishing SCASI, sister salma explained the homework and then let us go.

Friday, January 9th, 2009

Agenda

1-Macbeth: Finish reading

HW: 1- update logs

All we did in class, practically, was read the rest of Macbeth (listening to audio CD) and got ready to study for the big test (finals) on Monday, and were assigned to complete logs up to the end of Act IV.

Agenda

Thursday 1/8/2009!!

1. Macbeth:
--> review Lady Macbeth
--> V.2-5

HW: update logs!

--------------------

After writing down the agenda, we got our homework out from the day before where we had to look at quotes from earlier scenes and compare it to V.1 Lady Macbeth. We went over them all, giving a summery of the earlier quote of what was happening, and how Lady Macbeth felt when delivering the line.
After the homework, sister salma put the radio drama on and we finished up to the third scene and did SCASI.
The homework is to update logs! logs due on first day of finals!

Scribe Notes: 1/7/09

Agenda:
1-Macbeth: V. 1
-->radio version
-->review SCASI
-->"Lady Macbeth Now and Then"

We listened first to the radio version of Act 5, scene 1, then reviewed the SCASI that we worked on yesterday. After that, we began a worksheet on Lady Macbeth then and now. The worksheet took lines from Lady Macbeth's sleepwalking comments in act 5, scene 1, and placed them next to lines that she said before that were very similar. We had to write a summary of the context and feelings of the character for each line. If you did not finish in class, then you should complete it for homework.
We should also continue to update our logs, and Sister Salma will collect them on the day of the final exam.
***************************************************
SCRIBE NOTES: 12/24/08

Agenda:
1-Macbeth: IV. 3
--> SCASI

HW:
1- update logs to end of Act IV

We listened to the radio version of Act 4, scene 3 and then discussed it. We then completed a SCASI for it. For homework over spring break, we should update our word and reading logs until the end of Act 4.

MONDAY January 5, 2009

SCRIBE NOTES

1) MACBETH: read act 5 scene 1
do SCASI for scene 1
HW. be prepared for a discussion on SCASI for scene 1
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SIster Salma was absent today. We read over scene 1, and acted it out. =)
We then divided SCASI among us:
Saliha: Setting
Nawal: Character
Fahdelah: Action
Areeba: Ideas
Everyone did style.

We must be prepared to discuss this tomorrow.