Tentative 10th grade Honors Syllabus



Tentative 10th grade Honors Syllabus

Hubbell

Student Copy 2015/ 2016

Phone – 812- 7778

email: Hubbell.tamara@

turnitin class ID number:

Password:

Required Items for this course:

← Spiral notebook for on-going information and notes

← two-inch binder- for this class only

← lined paper

← pencils

← variety of blue and black ink pens for essays and timed writing

← notepad for taking notes

← disk or flash drive to back up all of your work

← you need an email address for turnitin

← required novels brought to class everyday- That will be your only textbook

← all required handouts need to be available in a notebook

← Highlighters: green, yellow, pink, and green ( we can always use donations, too).

NOTE: not all quizzes, discussion, and/or timed writings will be listed in this syllabus.

If you are absent for a discussion, then you will need to make it up in essay form.

Please get the prompt from day the day your return, in order to get full credit.

All essays are due at the BEGINNING of the hour. If it is handed in after I have collected them, it will be considered late.

This is a TENTATIVE syllabus and WILL CHANGE....

Frankenstein Summer Assignment Due Dates:

Finish reading the novel as soon as possible, and MUST be finished by Monday August 3.

Vocabulary Chart is also due Monday August 3

The Dialectical Journal is Due Wednesday and Thursday August 5 and 6

The Literary short responses are due Monday August 10.

Monday, July 20:

Welcome

Syllabus

“What if “ Activity- Prize for the group with the most correct answers

Set goals- in a “ letter to yourself”

Get email for turnitin

Get class code and password for turnitin

Get Remind APP

Get Socrative APP

Sign up for all these things today….

Get-to-know-you Ice Breaker:

HW: Get a notebook for interactive notebook information

Finish reading Frankenstein-

Tuesday, July 21:

Open up with one of the two Ice Breakers left

Review the IB rubric

Look at samples from last year and color mark them or get some AP sample essays from college board

If you are absent, you can look at the examples for homework

Wednesday, July 23:Today is a BLOCK DAY

Thursday, July 24:

One last Ice Breaker to review names this time:

Then Writing Diagnostic Test: Synthesis Essay: Women’s roles changing in the A-Z book on pages 56-60. If you are absent, then get this from me when you return.

Give student 50 minutes and then another 15 to color mark and underline thesis etc…

Lesson: How Do I Write like an AP Writer:

Friday July 25:

Finish writing the practice essay about characterization Using the outline.

Must be finished by today and if finish early then can start color marking. Otherwise we will color mark and edit on Monday.

If you are absent, ask me for essay when you return and you can do it at home and bring it to me on Tuesday.

If NOT finished with the essay, then it is homework and to be brought back completed on Monday.

Homework: All your Frankenstein assignments should be completely done by this Monday…

Also the vocabulary chart is due Monday and the dialectical journal is due block

Monday July 27:

Vocabulary Unit #1 from blue workbook- do just 2 sections

NO TEST this week.... If you are absent, get the words from me tomorrow.

Color mark student essay.

Exchange with writing partner. Writing partner will make suggestions on the essay.

Make suggestions for the following ( put on the front board)

• Grabber

• Background about the character

• Complete thesis with both topic and issue

• Topic sentences are sub points supporting the thesis and everything in that paragraph are directly related back to that topic sentence.

• Evidence and elaboration is evident in the essay

• Conclusion: not summary but synthesis the main information

If you are absent, switch with someone else once you return and follow these instructions.

Homework: finishing editing at home

Tuesday July 28:

Lesson: How to write Introductions:

Write an introduction for the prompt . If you are absent, get prompt upon returning.

Now that you have seen examples, make improvements to your introductory grabber statement.

Wednesday/Thursday July 29 and 30:

Continue our practice and go onto a new practice AP prompt.

Fill out Pre Writing Sheet

Exchange with someone who wrote the same prompt and edit

If you are absent, get prompt when you return and exchange with someone and you can reedit their paper and they can edit yours.

More introduction practice: You should have read the introduction to the novel by now.

Write an introduction for this Frankenstein prompt:

“ Before the main plot of the novel begins, told from the point of view of Victor Frankenstein, Shelley includes letters between Walton and his sister, detailing Walton’s Arctic expeditions and then his encounter with the mysterious stranger. In terms of thematic, character, plot development, what does Shelley accomplish in this section? Be specific and include textual examples. Is this opening effective”?

If you are absent, please complete the introduction at home, using this prompt.

Friday July 31:

It is so important to: observe, provide prior knowledge, and make predictions.

Do a short activity. This cannot be made up.

New Lesson: Now how do your write a CONCLUSION:

If you are absent, see me for prompt and you can write a conclusion at home.

Homework: Finish reading Frankenstein by Monday. Hand in vocabulary Monday and the dialectical journal on block days

Monday, August 1: LAB today to work on Power Point

Hand in Vocabulary Chart for Frankenstein

Frankenstein quiz on the phone: Use Socrativ site. Make up Monday at lunch

If you are absent, complete your own Power Point on Group # 3s topic

Give students their assigned groups for the Frankenstein presentation.

Tomorrow we will work on it and then present on Wed/Thursday

This will be one of the few times that students may choose their own groups…

Group 1: Mary Shelley- new information that will not be in the BIO and her writing techniques

Group 2: French Revolution and the effects on the Frankenstein story

Group 3: Romantic literary Era and effects on Frankenstein . Romantic literary movement

Group 4: Gothic Era and effects on Frankenstein. Gothic elements in the writing

Group 5: How does science relate to this novel?

ALL groups will need to have examples from the novel within their presentation and does not necessarily have to be in the actual power point.

We start using the 20-10 rule today. 20 slides, not including Works Cited, and no more than 10 words per slide…

Tuesday, August 4: in LAB today

Continue working on power point and we will present during the block period this week

Wednesday/ Thursday August 5/6

Present the Power Point Presentations for Frankenstein. You are responsible for notes even if you are not here.

Last hour of the class: Build Your Monster:

Put students into groups of four by having them find one another by using facts from Frankenstein.

If you are absent, design your own monster at home using the instructions in this syllabus.

Then hand out instructions for making the “monster”

Also supplies: Half sheet of poster board, construction paper, glue and scissors

◦ Students will read, discuss, and analyze Frankenstein characters. Complete this task orally for right now.

◦ Students will write about Frankenstein characters. One person will take notes on the characters. Now write down your main points discussed about the characters.

◦ Students will discuss and analyze character motivation. Write down the list of motivations for each character

◦ Students will write down one prediction he/she had while reading the novel this summer. Make sure to write down each person’s prediction.

◦ Students will review major events by writing the five most significant and important events in the story 1-5.

◦ Students will use textual evidence to support opinions about the characters. At least one quote for each of the characters for question #1

◦ Also write a poem about this monster

Creating the Monster:

Homework: Literary response is due Monday

Friday, August 7: Presentations – Power Points

Monday, August 10: Hand in Literary responses for Frankenstein ( summer read)

Lecture #1 for Frankenstein and students will take notes:

BIO, theme subjects, symbolism etc

Phone Quiz #2 for Frankenstein

Continuing with our study of Frankenstein, we will do a Jig Saw Activity in groups of 4.

• If you are absent, type a one-page essay about: The novel begins with a series of letters in which the narrator of the novel is writing his thoughts and plans to his sister. What is the narrator’s point? Why has he chosen to make this voyage? Of what does the narrator dream?

• Why is this his goal?

o What are some additional examples in this novel proving that it contains elements of both gothic and romantic literary eras.

Jig Saw Activity.

Extra Credit Questions: Frankenstein Trivia

These will be good for Tickets Out…

Homework: Buy Death of a Salesman if you are going to buy it because we will start on it during this block period. Final for Frankenstein will be during the block period this week.

Tuesday, August11:

Finish the Jig Saw questions and discuss and end of hour in preparation for the final

Wednesday and Thursday August 12 and 13:

Final over the novel. If you are absent, you need to come to my classroom Monday during lunch

Last 25 minutes of the hour:

Journal, “ What is your American dream?” ( in spiral)

Journal, “ What elements seem stronger in a drama vs. a prose short story”

Theme Gallery: Death of a Salesman

Lecture :Take notes on Arthur Miller

Friday, August 14:

Get into small groups and discuss: If you are absent, type a two page essay discussing the following

a) What is tragedy?

b)Why would an audience enjoy watching tragedy?

c) How do society's values influence a person's idea of success?

d) Criticize or compliment America's Capitalist System

e) Is an American Dream real?

f) How do people attain an American Dream?

g) How does someone become successful?

h) How do parents influence our views and morals?

Pick a Cast to read Death of a Salesman- ACT I

pages 1- 15. IF you are absent, please read this ACT at home.

Monday, August 17:

Journal, “ Think of a movie you saw this summer that had definite symbolism in it. Choose one symbol, discuss the meaning, and the connection it had to the entire work”

Finish reading ACT I- Choose new Cast, If you are absent, please read this at home.

HW: Review ACT I for activity tomorrow

Tuesday, August 18:

Phone Quiz over ACT I

Make up on Monday at lunch and bring your phone

Small group discussion over the reading.

If you are absent, type a one page essay about what the purpose of ACT I is.

Wednesday and Thursday August 19 and 20

Lecture- ACT I

Start reading ACT II and choose new characters to read.

If you are absent, read at home

Quote hunt: With the same group as yesterday, complete this activity:

There are several themes that have been revealed so far in ACT I and part of ACT II.

Quote activity today and if absent, choose three of theses listed themes and provide three quotes for each of the chosen themes. Be sure to include the speaker, situation, and the significance of this quote.

THEMATIC SUBJECTS:

Dangers of Modern Capitalism

Madness

Regret

Nostalgia

Opportunity

Growth

Gender roles and relations

Friday, August 21:

Read ACT II and choose new characters or can keep same ones from yesterday. If you are absent, read at home.

Turn to the person next to you and discuss:

• If Willy is in his 60s and mentally and physically unable to work, why doesn’t he retire?

• Characterize Linda: Give three adjectives

ACT II- choose a new cast: Read at home if you are not here,

Discuss the end of ACT II

Monday, August 24:

Bell Work: Phone quiz over ACTS I and II. Make up Monday at lunch and bring your phone.

Circle Discussion Questions. Get into one large circle. I will throw out the question and students will get credit every time they participate with a significant comment and supporting examples.

If no one volunteers, then I will call on someone.

1) If you are absent, type a one page essay about: Go back to the beginning of the book and describe how Miller uses the opening sequences of the play to demonstrate the principal character relationships and conflicts?

Tuesday, August 25:

Journal: Questions

Finish the ending- Last Lecture

Start reading the essay by Miller about “ Tragic Hero and the Common Man”

If you are absent, please find this essay online and read and annotate.

Wednesday/Thursday August 26 and 27:

Continuing on with Miller’s Essay and complete Activity

After that hand out tic-tac-toe

Students will begin to work on Tic-Tac-Toe assignment

Friday, August 28:

Continue working on the end of the novel Tic-Tac-Toe assignment

Three completed activities are due this Tuesday and last workday is Monday

Monday, August 31: Finish the three Tic-Tac-Toe activities to be handed in tomorrow

Tuesday September 1: Hand in Tic-Tac-Toe Activities

Small group discussion: Students will get into groups of 5

• If you are absent, type a one-page essay about: What do we learn about Willy through his flashbacks, In what ways did living in the here and now impact Willy’s future,

Do you think that Biff should’ve thought about his future? How can pride be destructive in people and how can it negative and positive?

Do you think that he has an affair with the woman to compensate for feeling ugly and unpopular?

Then get onto phones to take a phone quiz on Death of a Salesman.

Make up quiz Monday and bring your phone.

Homework: Final essay is tomorrow and multiple-choice on Wednesday

Wednesday and Thursday September 2 and 3:

First part of final for Death of a Salesman: This will be multiple-choice and the essay will be completed on Friday.

40-minute final exam timed writing for Death of a Salesman:

Friday September 4:

Writing Lesson ( after the multiple-choice exam )

Hand out writing folders. Students will complete the SAME DBQ synthesis essay about women’s rights that they completed the first day of school

Reflection:

NO SCHOOL September 7: LABOR DAY

Tuesday, September 8:

Start the movie, Death of a Salesman

Wednesday/Thursday September 9 and 10:

Finish the movie Death of Salesman and discuss the differences.

For the last hour:

Writing Lesson:

(Suggested time—40 minutes. This question counts for one-third of the total essay section score.)

The need to memorialize events or people is complex; in some cases, monuments honor moments of great achievement, while in other cases, monuments pay homage to deep sacrifice. A monument’s size, location, and materials are all considerations in planning and creating a memorial to the past.

Read the following seven sources carefully, including the introductory information for each source. Then, in a well- organized essay that synthesizes at least three of the sources for support, examine the factors a group or agency should consider in memorializing an event or person and in creating a monument.

Make sure your argument is central; use the sources to illustrate and support your reasoning. Avoid merely summarizing the sources. Indicate clearly which sources you are drawing from, whether through direct quotation, paraphrase, or summary. You may cite the sources as Source A, Source B, etc., or by using the descriptions in parentheses.

Source A Source B Source C SourceD Source E Source F SourceG

(Savage)

(photo)

(Downes) (Kosareff)

(Musser)

(Roadside America) (Lin)

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2013 Source A

Savage, Kirk. Monument Wars: Washington, D.C., the National Mall, and the Transformation of the Memorial Landscape. Berkeley: U of California P, 2009. Print.

The following is excerpted from a book on monuments in Washington, D.C.

There is no doubt that the modern state has been built on the mass circulation of the written word. Public monuments, by contrast, offer an anachronistic experience: a face-to-face encounter in a specially valued place set aside for collective gathering. . . . [T]he public monument speaks to a deep need for attachment that can be met only in a real place, where the imagined community actually materializes and the existence of the nation is confirmed in a simple but powerful way. The experience is not exactly in the realm of imagination or reason, but grounded in the felt connection of individual to collective body.

In this way the monumental core in Washington functions somewhat like a pilgrimage site, where communities of believers actually come together in the act of occupying a holy site, seeing a relic, reenacting a sacred event.

The rhetoric of civil religion—pilgrimage, holy ground, sacred space—is often used to describe monumental Washington because it does seem to ring true. But we must not forget that in the disenchanted world of the modern secular nation, the monument is not, properly speaking, a sacred site. Typically it holds no relic or spiritual trace of a past presence. The site of the Lincoln Memorial, for instance, did not even exist in Lincoln’s lifetime; it sits quite literally on mud dredged from the Potomac River bottom in the late nineteenth century by the Army Corps of Engineers. The memorial itself contains no actual relic of Lincoln. It is pure representation—a colossal marble statue and the text of two speeches carved on enormous panels, all housed in a neoclassical temple . . . . One of those speeches, the Gettysburg Address, had already been reproduced ad infinitum in newspapers and readers and textbooks long before the monument was built. The major Union veterans’ organization had even sponsored a drive to put a bronze plaque carrying the full speech in schools and public places throughout the nation.

Why make a pilgrimage to a site with no historical significance to read a text that was already everywhere? The answer is simple: the monument manufactures its own aura. In the context of the Lincoln Memorial, the Gettysburg Address ceases to be a mere “mechanical reproduction” and becomes a treasure-piece by virtue of its hand carving in stone, at large scale, in a sequestered space, distinguished by lavish materials and aesthetic refinement. And the monument creates an actual, if temporary, community of readers, who must obey a particular decorum: they must stand at a certain distance to see the text panels in their entirety, which is not the way we ordinarily read—as photographers and filmmakers have observed to great effect . . . . Everything about the experience marks it as extraordinary and authoritative.

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Source B

The Christopher Columbus Monument in Riverside Park. Express-Times file photo. Deegan, Jim. “A History Lesson on Easton’s Christopher Columbus Monument.” . Lehigh Valley Express-Times, 15 Jan. 2010. Web. 20 Dec. 2010.

The following is a photo of a monument of Christopher Columbus in Riverside Park, Easton, Pennsylvania.

Express-Times/Landov

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QUESTIONS

Source C

Downes, Lawrence. “Waiting for Crazy Horse.”

New York Times. New York Times, 2 Sept. 2009. Web. 20 Dec. 2010.

The following is excerpted from an online opinion article published in a major newspaper.

The carving of this South Dakota peak into a mounted likeness of Crazy Horse, the great Sioux leader, has been going on since 1948. It’s a slow job. After all this time, only his face is complete. The rest—his broad chest and flowing hair, his outstretched arm, his horse—is still encased in stone. Someday, long after you are dead, it may finally emerge.

The memorial, outside Rapid City, is only a few miles from Mount Rushmore. Both are tributes to greatness. One is a federal monument and national icon, the other a solitary dream. A sculptor, Korczak Ziolkowski, worked at it alone for more than 30 years, roughing out the shape while acquiring a mighty beard and a large family. He died in 1982 and is buried in front of the mountain. His widow, Ruth, lives at the site and continues the mission with her many children.

I have to admit: Mount Rushmore bothers me. It was bad enough that white men drove the Sioux from hills they still hold sacred; did they have to carve faces all over them too? It’s easy to feel affection for Mount Rushmore’s strange grandeur, but only if you forget where it is and how it got there. To me, it’s too close to graffiti.

The Crazy Horse Memorial has some of the same problems: it is most definitely an unnatural landmark. Some of the Indians I met in South Dakota voiced their own misgivings, starting with the fact that it presumes to depict a proud man who was never captured in a photograph or drawn from life.

Kelly Looking Horse, a Sioux artist I talked with as he sewed a skin drum at Mount Rushmore, said there were probably better ways to help Indians than a big statue. He also grumbled that many of the crafts for sale at the memorial were made by South Americans and Navajos and sold to people who wouldn’t know the differences among Indian tribes, or care. Leatrice (Chick) Big Crow, who runs a Boys and Girls Club at the Pine Ridge Reservation, said she thought the memorial was one of those things that could go on swallowing money and effort forever.

But two other Sioux artists—Charlie Sitting Bull, a weaver of intricate beadwork, and Del Iron Cloud, a watercolorist—said they were grateful at least that the memorial gave them free space to show and sell their work. As for the loss of the Black Hills, Mr. Iron Cloud told me, without rancor, that there wasn’t much to be done about it now.

Looking up at the mountain in the golden light of late afternoon, it was hard not to be impressed, even moved, by this effort to honor the memory of a people this country once tried mightily to erase. I came away reminded that eternity is not on our side. The nearby South Dakota Badlands, made of soft and crumbling sediment and ash, will be gone in a geological instant.

The day may sooner come when most human works have worn away as well. When all is lost to rust and rot, what remains may be two enormous granite oddities in the Great Plains: Four men’s heads mysteriously huddled cheek to cheek—a forgotten album cover. And, far bigger, a full-formed Indian on a horse, his eyes ablaze, his long arm pointing out over his beloved Black Hills.

From The New York Times, 9/2/2009 © 2009 The New York Times. All rights reserved. Used by permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of this Content without express written permission is prohibited.

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QUESTIONS

Source D

Kosareff, Jason. “Cemetery Faces an Uncertain Future.” Whittier Daily News 25 July 2004. Print.

The following is excerpted from an article published in a local newspaper.

ROSEMEAD—Grandma Mary Pallett must be turning in her grave. The bones of Pallet (1796-1889) and thousands of other San Gabriel Valley pioneers buried at Savannah Memorial Park could be moved to make way for a future development.

“Unless something happens and we get the money from somewhere, I don’t know how we’re going to make it,” said Rosie Gutierrez, treasurer for the El Monte Cemetery Association, which owns the 4-acre graveyard at 9263 Valley Blvd.

The association has enough money to keep the place open at least two years, said Bob Bruesch, vice president of the association and a Garvey School District board member.

Developers have an eye for the cemetery site and the community of Asian businesses and residents nearby would like to see it gone because they think it brings bad luck, Bruesch added.

But Savannah is rich in history and should be preserved, Bruesch argues.

“The pioneers from the Santa Fe Trail would bring their dead along with them, preserved somehow, and bury them here,” he said.

More than 3,000 graves fill the cemetery, dated as early as 1847. Bruesch said more graves are scattered under Valley Boulevard and beneath area businesses. The area also was an Indian burial ground before the corpses of settlers filled the place, Bruesch said.

Bruesch said the association would go for historical landmark status with the state, but fears a lack of resources to pull it off. If the cemetery was sold for development, the association or developer would have to move the graves to another location and notify every relative. That task could cost millions of dollars, Bruesch said.

The association has about 200 more plots it could sell for $1,000 apiece, but it would not bring enough cash to keep Savannah running, Gutierrez said.

“I don’t know what the solution is, I really don’t,” Gutierrez said. “It’s going to take a city like Rosemead to take care of it.”

“Cemetery faces an uncertain future” by Jason Kosareff, from The Whittier Daily News, copyright © 2004 by Steve Lambert. Used by permission.

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QUESTIONS

Source E

Musser, Christine. “Preserving Memory: National Holocaust Memorial Museum Controversy.” . Media Inc., 30 Oct. 2008. Web. 20 Dec. 2010.

The following is excerpted from an article published on a Web site for freelance writers and journalists.

It had to be done, but is The Mall* in Washington, D.C. the proper place for a museum that is dedicated to victims and survivors of the Holocaust?

It is not surprising that immediate and intense controversy erupted when plans were publicized to build a

Holocaust museum on The Mall in Washington, D.C. The controversy grew from Jewish and non-Jewish communities, primarily due to the fact that a museum dedicated to the memory of the Holocaust would be built in the United States, who did little to stop the Holocaust from occurring, or as one protester said, “Imagine a Holocaust museum in the town whose political sages refused to lift a finger to halt the Holocaust or open our shores to the few survivors! How offensive to any informed individual!”

As the controversy grew, the supporters of the museum felt that building a museum on The Mall would enhance The Mall’s already diverse stories. For example, George Will, a political columnist, states, “No other nation has a broader, graver responsibility in the world . . . No other nation more needs citizens trained to look life in the face”. . . .

Holocaust Museum Design

The design of the building encouraged further controversy. Supporters did not want a duplicate of other buildings on The Mall, nor did they want something that would cause further anti-Semitism or to down play the atrocities of the Holocaust.

The Commission of Fine Arts refused the first design, stating the design was too “massive”. The members of the commission felt the massive building would overcome The Mall and take away the main purpose of the museum, which was meant to be a place of remembrance and not to overpower The Mall or its visitors.

Albert Abraham was ready to scratch the design until he realized that the design could still work by downsizing it. Still not overly enthused by the design, it was approved by the Commission. Eventually the Commission would decide not to use Abraham’s firm and asked James Ingo Freed to design the museum.

*The National Mall: a park in Washington, D.C., that stretches from the Lincoln Memorial to the United States Capitol. It contains a number of memorials, museums, and governmental buildings.

“Preserving Memory-National Holocaust Memorial Museum Controversy” by Christine Musser, from , copyright © 2008 by Christine Musser. Used by permission.

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QUESTIONS

Source F

“Obscure Monument to Lobsterdom: Washington, DC.” . Roadside America, n.d. Web. 20 Dec. 2010.

The following is an entry in an online guide to offbeat tourist attractions.

Washington, DC

H. Elroy Johnson made money trapping lobsters and lived in Harpswell, Maine. In 1939 he posed for a sculpture titled “The Maine Lobsterman,” kneeling before his favorite crustacean while pegging its claw. The sculpture was supposed to be cast in bronze and made part of the Maine exhibit at the 1939 New York World’s Fair. But Maine ran out of money, so the artist just slapped a coat of bronze paint over the plaster model and shipped it to New York. After the Fair ended, the fake bronze statue returned to Maine and spent several decades being moved from city hall to museum to museum. No one seemed to want the man and his lobster. The statue was vandalized, repaired, and ended up in a warehouse where it was eaten by rats.

It wasn’t until poor H. Elroy Johnson died that a bronze cast was finally made of the statue, and eight years after that (1981) it was moved to Washington, DC and dedicated in 1983. It was donated by the Camp Fire Girls of Cundys Harbor, Maine, and reportedly cost $30,000.

A close inspection may reveal tooth marks, but we aren’t promising anything.

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QUESTIONS

Source G

Lin, Maya. “Making the Memorial.” New York Review of Books. NYREV, Inc., 2 Nov. 2000. Web.

5 July 2011.

The following is excerpted from an online article by Maya Lin, designer of the Vietnam Veterans Memorial in Washington, D.C.

The use of names was a way to bring back everything someone could remember about a person. The strength in a name is something that has always made me wonder at the “abstraction” of the design; the ability of a name to bring back every single memory you have of that person is far more realistic and specific and much more comprehensive than a still photograph, which captures a specific moment in time or a single event or a generalized image that may or may not be moving for all who have connections to that time.

Then someone in the class [an architectural seminar Lin took during her senior year at Yale University] received the design program, which stated the basic philosophy of the memorial’s design and also its requirements: all the names of those missing and killed (57,000) must be a part of the memorial; the design must be apolitical, harmonious with the site, and conciliatory.

These were all the thoughts that were in my mind before I went to see the site.

Without having seen it, I couldn’t design the memorial, so a few of us traveled to Washington, D.C., and it was at the site that the idea for the design took shape. The site was a beautiful park surrounded by trees, with traffic and noise coming from one side—Constitution Avenue.

I had a simple impulse to cut into the earth.

I imagined taking a knife and cutting into the earth, opening it up, an initial violence and pain that in time would heal. The grass would grow back, but the initial cut would remain a pure flat surface in the earth with a polished, mirrored surface, much like the surface on a geode when you cut it and polish the edge. The need for the names to be on the memorial would become the memorial; there was no need to embellish the design further. The people and their names would allow everyone to respond and remember.

It would be an interface, between our world and the quieter, darker, more peaceful world beyond. I chose black granite in order to make the surface reflective and peaceful. I never looked at the memorial as a wall, an object, but as an edge to the earth, an opened side. The mirrored effect would double the size of the park, creating two worlds, one we are a part of and one we cannot enter. The two walls were positioned so that one pointed to the Lincoln Memorial and the other pointed to the Washington Monument. By linking these two strong symbols for the country, I wanted to create a unity between the nation’s past and present.

The idea of destroying the park to create something that by its very nature should commemorate life seemed hypocritical, nor was it in my nature. I wanted my design to work with the land, to make something with the site, not to fight it or dominate it. I see my works and their relationship to the landscape as being an additive rather than a combative process.

Reprinted with the permission of Simon & Schuster, Inc., from BOUNDARIES by Maya Lin. Copyright © 2000 by Maya Lin Studio Inc. All rights reserved.

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-9-

Do just the brainstorming for today’s grade

Friday, September 11:

Using notes from yesterday’s brainstorming, complete today’s synthesis essay, and “Zero Tolerance” pages 13- 19.

Be sure to go over the three verbs:

1) Defend: This would be to support what the author is trying to say in this DBQ. Give three reasons why you support the author throughout your essay.

2) Challenge: This one you will give three reasons why you don’t agree with the author’s purpose and point in this piece. You should have three significant reasons why you disagree with him.

3) Qualify: This one is a little tricky because it is both defending and also challenging. This one you will validate the author’s points that make sense to you and use evidence for all your points.

You want to explain why it is reasonable to support but also argue the points, which you feel, are not very logical and you disagree with. So this claim is both true and false.

EXAMPLE: “ Abortion is only right if the mother or child’s life or health is in danger.”

Students will begin on the “ Zero Tolerance” essay beginning with 15 minutes of brainstorming and then starting the essay. We will finish Monday.

Monday, September 14:

Finish writing the conclusion to “Zero Tolerance” essay and then color mark.

Exchange with writing partner for editing. Make sure to mark directly on the paper and sign your name at the bottom.

Tuesday, September 15:

And Wednesday/Thursday September 16 and 17;

BIO on Jonathan Swift before we start reading, “ Modest Proposal” : to point out the outrage he felt at the way that the British government treated the Irish, particularly the poor. During Swift's time, the Irish sought to join England, but were not permitted to, and the way England dealt in commerce with Ireland led to terrible living conditions for many, simply because economic opportunity was nonexistent.

“ Modest Proposal” is a satire/story with a defined and clear problem and solution. Swift provides a convincing argument supported by facts, examples, and opinions from experts. There are opposing viewpoints for you to consider while reading this.

Swift employed sarcasm, which, at that time, was not nearly as intertwined with social discourse as it is in our own time. As a result, most of his rhetorical argument went misunderstood. This essay would actually be the last that Swift would write about poverty in Ireland.

Pair/Share: Ask the students two write down two important political issues going on right now and a possible solution for each.

Put techniques on board for students to annotate for while reading the story.

• Tone

• Diminution which is a use of words that are less shocking than the actual word itself like

Collateral damage for human casualties during the war.

• Unique use of statistics

• Irony in Paragraphs 1-6 and then describe how the irony gets stronger and more effective

• Types of diction: scientific, technical, and didactic

• Voice that comes throughout the story

• Find types of arguments. For example if you look at Paragraph 7,

Swift states that a boy or girl of before 12 years old is not a saleable commodity. The argument gives two reasons: that humans can be saleable, but we have to consider age AND it discusses slavery. Now the point being made is not that slavery is bad, but the child must reach a certain age for slavery to be appropriate.

In class read “ Modest Proposal” about 10 pages. What you do not finish, take home copy and finish reading and annotating tonight and finish reading in preparation for a discussion tomorrow.

Discuss the questions that are in the back of the story in the book.

Then… In groups of 4, take one of the political situations discussed early and create a cartoon that is not only explaining the political issue but also giving its solution. Make sure you show use of satire as this essay does.

Here are some activities for student response to the lesson plan. ( possible)

1. Write a modern version of Swift's essay, addressing a social problem in our own time. You could also address poverty, or unemployment, but if you wanted to shift to an environmental or other topic and keep the abrasively ironic approach, that would be fine too. Two to three pages.

2. Write a screenplay portraying a scene that could happen if the ideas in this essay became policy. Remember that Swift is writing this as a serious expression of anger at the English treatment of Ireland, so maintain a serious purpose in your writing. There are all sorts of creative ways to express this theme, as this video indicates.

3. Pretend that you are a leader in the English government. After seeing this essay, what would you write in response?

4. This essay is clearly an example of verbal irony, or sarcasm. How does sarcasm affect its environment? How does sarcasm affect interpersonal relationships? How does it affect the moral of the people who use it, and who hear it?

Friday, September 18: Fish Bowl Activity #1:

Group 1 will be arguing college athletes being paid: blue spiral notebook

Page 34 in “ Mastering Synthesis workbook”

15 minutes to read the prompt and the six sources and take notes

Others students in the class will complete: ACT worksheets or PLEXERS. TAKE NOTES.

The rest of the class will be completing PLEXERS for fun. Each student should have a total of three by Friday.

20 minutes to argue in front of the class. I will assign two people to defend, two to support, and the other two to qualify

Monday, September 21:

Fish Bowl Group #2: Page 20: They will be arguing for the legislator to enact the legislation for the use of cell phones while driving.

15 minutes to read the prompt and the six sources.

20 minutes to argue in front of the class. I will assign two people to defend, two to support, and the other two to qualify

Tuesday, September 22

Fish Bowl group #3- page 41.

They will argue The U.S. Constitution should be amended to provide for the prohibition of desecrating the American flag.

15 minutes to read the prompt and the six sources.

20 minutes to argue in front of the class. I will assign two people to defend, two to support, and the other two to qualify

Wednesday/Thursday September 23 and 24:

Watch the movie: Eight Below

Friday, September 25: The last fish bowl group will go today

Topic to argue: legislators enacting legislation requiring mandatory national service for every American over the age of 18. This is on page 48.

15 minutes to read the prompt and the six sources.

20 minutes to argue in front of the class. I will assign two people to defend, two to support, and the other two to qualify

Fall Break Monday September 28- Friday October 9

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