Ms. Neville's Class Resources

Your job for this weekend, my dear 8th graders, is this:

Revise the creative writing you did in class yesterday (and had returned to you today) to make your sentences flow better. You can do this in various ways that will all show evidence of what you’ve learned this year, and I encourage you to use as many as possible. However, your points on this assignment will come from being able to demonstrate in class on Tuesday at least TWO places where you COMBINED sentences using the punctuation marks we’ve learned about, a conjunction, or both. 

Your revised copy must be TYPED in a 12-point font, double-spaced, and be stapled on top of your original handwritten copy. Don’t forget to put your name in the top left corner.

I’m looking forward to seeing what you come up with! Have a fun and safe long* weekend.

(* I intentionally didn’t put a comma between “safe” and “long” because “long weekend” is a compound noun; thus, the rule about two adjectives describing the same noun needing a comma is trumped.) 

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To prepare for your final, please review the following:

* 1984 notes (especially terms, characters, etc.)

* Dystopia notes

* Glossary of Film Terms (ALL terms on the handout)

* The Matrix: http://www.imdb.com/title/tt0133093/?ref_=fn_al_tt_1

* V for Vendetta: http://www.imdb.com/title/tt0434409/?ref_=sr_1

Be ready for your test on Friday!

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Ok remaining APers, here’s what you need to do tonight.

You’ve already written your brief first impression of what’s going on in this image:

For the second part, please review your notes on FEMINIST LITERARY CRITICISM and write a 1-page analysis of the image from that particular perspective. It’s fine to hand-write this as long as it’s legible; however, typing is of course also an option.

For the third phase, pick ONE OTHER TYPE OF LITERARY CRITICISM to use as a lens for analyzing this image. Again, generate approximately a page of analysis using that perspective.

Yes, this is for points!

The more you get done tonight, the more time we’ll have for other fun stuff during your last day of class tomorrow. Hint hint! Nudge nudge!

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Yes, EVERYONE will be doing summer reading this year. I will be in all junior English classes over the next few days to introduce the assignment and answer any questions you may have, but for those of you who would like a preview here is all of the information you (class of 2014) need:

CHHS AP Lit Summer Assignments 2013-14

CHHS ENG. IV Summer Assignment 2013-14

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AP students, you might enjoy listening to the lyrics of this song as you finish up your take-home test over 1984:  http://youtu.be/vLbSAci4vrI

On a personal note, I was 18 when this song & video were released. It is funny — disorienting, almost —  to me to see it now as a fossilized historical document of sorts.

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AP Lit, here is the answer sheet you should use for your test over 1984. It’s an updated version that includes the questions/prompts for sections two and four, so you now have everything you need.

AP LIT 1984 TAKE-HOME TEST ANSWER SHEET

Oh, and thanks for the cards. 🙂

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Please read Act III, scene I and complete the corresponding questions on this: Hamlet Quote Challenge Act III

If you need to read a modern translation to help you, please see the tweet I sent around 2:45 today for a link (if you don’t use Twitter, just look on the right side of this page for my Twitter feed).

Have a good weekend!

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For those of you I didn’t track down & give a hard copy of this to today, here’s the list you need to look over before tomorrow’s class so you won’t be lost when I use some of the terms: NOVEL TYPES TO KNOW.

It would also be a very good idea for you to find your copy of Frankenstein and bring it to class with you tomorrow.

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Ideas for AP Poetry Essay 2

This should be enough to get you started — choose your big idea and two poems to have ready for class on Tuesday.

Some links that may be helpful if you need to search for additional poems:

http://www.poets.org/

http://www.poetryfoundation.org/

http://www.bartleby.com/verse/

Email or tweet me ASAP with any questions!

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I’ll keep this as succinct as possible so you can get to work!

First, for the two of you who were at Mock Trial today (hope that went well), here is the assignment you missed:

Read “Sonnet 30” by Edmund Spenser, then give yourself 30 minutes to write about the analogy (how it is developed, etc.) and the tone (how it is created, where & how it changes, etc.).

And now for everyone: Complete the Perrine’s reading specified on your calendar first to give you some perspective on your writing. The rough draft you need to bring with you on Monday needs to accomplish the following: (1) Include a paragraph exploring the title of the poem (unless it’s untitled); (2) include a paragraph-long synopsis of your poem; (3) make an overall statement (thesis) in your introduction regarding something your poem DOES; (4) Include multiple paragraphs discussing how the various features of the poem work together to make the poem DO what you’re claiming it DOES.

I do recommend finishing it off with a conclusion, but this time around I’m fine with it if you don’t have one in the initial draft.

Finally, please bring an extra copy of your poem with you on Monday.

If you need any clarification, please email or tweet me. I will be out of town attending some family responsibilities for most of Saturday, but will be back to chaperone the dance that evening.

I’m looking forward to seeing what each of you writes.

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