English 9 Quest

The Outline

2008-04-07T07:52:00.001-07:00

The Outline for your research paper is due Tuesday, April 8th.

Here are some resources for you if you have questions:
Organizing the Research Paper: The Outline
Adjusting the direction and mapping it out

• The outline combines the "bones" of your thesis or question with the "flesh" from your research and insights to construct a unified essay body.

• An outline is the organizational plan for your paper. You know your starting point: your introduction and thesis/research question. You know your destination: some sort of summative and thoughtful conclusion. But how are you going to get from one to the other? What's your vehicle? See, an outline doesn't just help you articulate what you plan to say, but also how you're going to move from supporting paragraph to supporting paragraph, how you're going to get where you want to go.

• The beginning is the introduction containing your thesis statement; the end is the conclusion; and the middle or body of the essay contains the argument, supported by evidence or example and designed to prove your thesis.

• The research paper should progress towards the conclusion. At this stage, all you are preparing is the outline, which will take you from one end of the essay to the other, like a road map. It should be constructed to keep you from losing your sense of direction as you research and write the paper. A good outline will ensure that everything you write in the research paper supports your thesis, preventing you from wandering off into the tempting byways of irrelevance.

• Construct your outline by listing all the important points you want to cover in your essay. You should provide one main point for each paragraph. Start with the introduction, under which you will write out your thesis statement and work through logically, point by point, until you reach the conclusion. Categorize your points according to their importance, keeping in mind the method of organization you intend to use.

• Group related ideas together under general headings and arrange them so they follow a logical progression of thought. Some essays read as if each point had been written on an index card, then the pile thrown down a flight of stairs to determine the order. Make clear why one point follows another: each point in your outline should connect with the next; each main category should be linked to your thesis; and each sub-category should be linked to the main category. Focus your outline by discarding anything not useful or pertinent to your thesis.

• One of the most helpful things about a full outline is that it will quickly make clear to you where the gaps lie. If you don't yet have enough support in one area, you will know that you have more reading or thinking to do. Remember that sometimes your reading will unearth new facts or idea--and you will modify your essay to reflect them.

The importance of outlines:
• If you can't articulate your paper even in point form, you won't be able to do it effectively in prose and it will take you much longer to write an inferior draft

• If you do find structural problems or gaps as you outline, it's easier to fix them now than to try and totally revamp a 3rd draft. Face it, it's always easier (translation: less intellectually painful) to scrap a note than a paragraph or whole essay

• Any teacher will tell you that you will lose more points for lack of substance than for lack of writing style; outlines are all about the crux and direction of substance

• Should things click into place, an outline gives you confidence. It helps you to realize that, yes, you really do know what you're talking about!

• Stream-of-consciousness writing can be published and fascinating as creative writing, but not as a research paper.

• Outlines make drafting less stressful not only by describing the relationship of your ideas to each other and to the thesis or question, but because you now have small manageable chunks to tackle.

How to write your outline
• Carefully read the notes you took from the last step. Try to find classifications for your findings that relate to your thesis or research question. Look for common trends. They're going to be separated from each other but gather them together. It doesn't really matter how you classify. For a 5,000 word paper, you may find two huge headings. Great, now see what could fall under each. And don't forget to look back at the original assignment for clues about sub-groups your professor might be looking for.

• You can classify using a variety of techniques. If you like putting notes on index cards, then paper-clip ones that go together and shuffle them around to achieve the best order of ideas. You can also do this on paper: use different-coloured symbols or highlighters or cut your sheets into strips (if you wrote on only one side of the page). On the computer, use some of the techniques suggested by our OWL handout on Writing With Computers.

• With several piles of related concepts before you, think of other ways of grouping that might make equal sense.

• Once you're happy with what you've got, you may find that some sections are strong and fleshed-out whereas others are weaker. Do some more research where needed or see if two "weak" sections just couldn't fit under one stronger heading. Perhaps as hard as you try, your points fit together but not with the overarching argument you're making. In that case, don't be afraid to re-evaluate your thesis; it may just need a qualification. Your evidence may be great but if it supports a different thesis, your readers won't see how great it is because they'll be expecting something else.

Summary:
An outline is:
* A logical, general description
* A schematic summary
* An organizational pattern
* A visual and conceptual design of your writing

An outline reflects logical thinking and clear classification.
Purpose
• Aids in the process of writing
• Helps you organize your ideas
• Presents your material in a logical form
• Shows the relationships among ideas in your writing
• Constructs an ordered overview of your writing
• Defines boundaries and groups

Process
Before you begin:
• Determine the purpose of your paper.
• Determine the audience you are writing for.
• Develop the thesis of your paper.

Then:
• Brainstorm: List all the ideas that you want to include in your paper.
• Organize: Group related ideas together.
• Order: Arrange material in subsections from general to specific or from abstract to concrete.
• Label: Create main and sub headings.

Theory
An outline has a balanced structure based on the following principles:
• Parallelism
• Coordination
• Subordination
• Division

Parallelism
Whenever possible, in writing an outline, coordinate heads should be expressed in parallel form. That is, nouns should be made parallel with nouns, verb forms with verb forms, adjectives with adjectives, and so on (Example: Nouns: computers, programs, users; Verbs: to compute, to program, to use; Adjectives: home computers, new programs, experienced users). Although parallel structure is desired, logical and clear writing should not be sacrificed simply to maintain parallelism. (For example, there are times when nouns and gerunds at the same level of an outline are acceptable.) Reasonableness and flexibility of form is preferred to rigidity.

Coordination
In outlining, those items which are of equal significance have comparable numeral or letter designations: an A is equal to a B, a 1 to a 2, an a to a b, etc. Coordinates should be seen as having the same value. Coordination is a principle that enables a writer to maintain a coherent and consistent document.

Correct coordination
A. Word processing programs
B. Database programs
C. Spreadsheet programs

Faulty coordination
A. Word processing programs
B. Microsoft Word
C. Page Maker

Explanation: Word is a type of word processing program and should be treated as a subdivision. Page Maker is a type of desktop publishing program. One way to correct coordination would be:

A. Types of programs
1. Word processing
2. Desktop publishing
B. Evaluation of programs
1. Word processing

a. Word

b. Word Perfect

2. Desktop Publishing

a. Page Maker

b. Quark Express

Subordination
In order to indicate levels of significance, an outline uses major and minor headings. Thus in ordering ideas, you should organize it from general to specific or from abstract to concrete- the more general or abstract the term, the higher the level or rank in the outline. This principle allows your material to be ordered in terms of logic and requires a clear articulation of the relationship between component parts used in the outline. Subdivisions of each higher division should always have the same relationship to the whole.

Correct subordination
A. Word processing programs
1. Microsoft Word
2. Word Perfect
B. Desktop publishing programs
1. PageMaker
2. Quark Express

Faulty subordination
A. Word processing programs
1. Word
2. Useful
3. Obsolete

Explanation: There is an A without a B. Also 1, 2, and 3 are not equal; Word is a type of word processing program, and useful and obsolete are qualities. One way to correct this faulty subordination is:

A. Word
1. Positive features
2. Negative features
B. Word Perfect
1. Positive features
2. Negative features

Division
To divide you always need at least two parts; therefore, there can never be an A without a B, a 1 without a 2, an a without a b, etc. Usually there is more than one way to divide parts; however, when dividing use only one basis of division at each rank, and make the basis of division as sharp as possible.

Correct division
A. Personal computers: hardware
1. Types
2. Cost
3. Maintenance
B. Personal computers: software

Faulty division
A. Computers
1. Mainframe
2. Micro
a. Floppy disk
b. Hard disk
B. Computer uses
1. Institutional
2. Personal

Form
• The most important rule for outlining form is to be consistent!
• An outline can use topic or sentence structure.
• A topic outline uses words or phrases for all entries and uses no punctuation after entries.
• Advantages: presents a brief overview of work and is generally easier and faster to write than a sentence outline.
• A sentence outline uses complete sentences for all entries and uses correct punctuation.
• Advantages: presents a more detailed overview of work including possible topic sentences and is easier and faster for writing the final paper.

Source:
“Research Papers: Outline.” The Owl at Purdue. 2004. Internet Public Library. 11 February 2005.

Wednesday, March 19

2008-03-19T09:48:00.000-07:00

Today, we read Death of a Salesman in class.

Hour One read through page 37 and the first two paragraphs on page 38.
Hour Three read through page 40 and then through the first paragraph on page 41.
Hour Five read through page 40.

Homework: continue working on your research paper note cards!

Death of a Salesman Setting Assignment

2008-03-18T05:45:00.000-07:00

Re-read the setting description from the first two pages of the play. Draw a picture of the important setting details. Think about if you were creating the setting for this play, how would you design it? Include all the important images that the audience would need.

Death of a Salesman Challenge Projects

2008-03-18T05:44:00.000-07:00

Choose one of the following Challenge projects to complete. Make sure to research the topic that you choose and cite those sources correctly.
The proposal is due ______________________________ .
The Challenge Project is due ________________________.

1. Interview a traveling salesman. Ask him/her about the pressures and the conditions of the job, etc. Does the job have an impact on their personal lives? How? Present a report of the interview and a personal reflection of the project.
2. Write a paper about what is interesting about Miller’s handling of time and memory in the play. Discuss how this adds to your understanding of the characters.
3. You are Willy. Write 4 one-page diary entries about your life based on the events given in the play.
4. Write the next chapter to the play. What happens to the Lomans? What becomes of each character?
5. Write a commentary on the Requiem showing what it adds to the play.
6. Write an essay about the following idea: “Biff’s rejection of Willy’s ideas is the climax of his self-discovery.”
7. Watch and write a film review of the film version of Death of a Salesman directed by Wolker Schlondorff in 1985. How does the director make certain decisions with the play that may differ from your own when reading the play?
8. Write an essay about any character/relationship in the play, which you find particularly interesting.
9. Discuss what is the function of sound and music in the play. What music would you include if you were responsible for the sound and music for the play?
10. Discuss the importance of the flashback scenes in the play. Rewrite or add a flashback scene.
11. “Willy’s death shows that the American dream is a phony dream.” Discuss this idea and find other examples of the American dream. Create a project that exhibits the American dreams both failed and those achieved.
12. Research Arthur Miller’s life and write an essay reflecting your research.
13. Read another play by Arthur Miller. Compare/contrast that play and the themes used to Death of a Salesman.
14. Find literary criticism on Death of a Salesman. How was Death of a Salesman received by audiences?
15. Design a 3-D stage set on a small scale. Include the characters in costume for this play using textual evidence. Provide a rationale for the choices you make.
16. Write 4 one-page entries into Linda’s journal. React to what has been happening with your life, your husband, your sons, your finances, etc. Reflect how she is able to escape the tyranny of dreams.
17. Write a scene, complete with stage directions, examining an exchange between Charley and Bernard regarding Willy’s behavior. (To be set into the play after the exchange between Willy and Charley in the office Act II).
18. Write a two to three page paper on how Willy’s life would have been different had he gone with Ben to Alaska.
19. Create a video collage of the American Dream and how it has changed over the years. Use parts of old TV shows, commercials, old photos, interviews, etc.
20. Willy has died. Write a 2-page monologue in which either Happy or Biff is describing what his father was like to one of their children who never met their grandfather.
21. Your own great idea!

"Death of a Salesman" Journal Assignment

2008-03-18T05:43:00.002-07:00

Choose ONE of the following characters: Willy, Linda, Biff, or Happy. For each reading assignment, answer the following questions for the ONE character you choose to write about for the play. Use textual evidence to support your claims.

1. Motivation: what does this character want? What is this character trying to get, do, or be?
2. What does this character say, do, or think that shows the character's motivation?
3. How successful is this character in getting what s/he wants?
4. Who or what helps your character get what s/he wants? Explain how that character helps your character.
5. Who or what is holding your character back? Who or what tries to stop your character from getting what s/he wants? Who stops them from succeeding?

The Research Paper Assignment!

2008-03-18T05:43:00.001-07:00

Research Paper
Spring 2008

The assignment
The theme for the second semester is the INDIVIDUAL IN SOCIETY. For your research paper, you will investigate and then write about a situation in which an individual or group of individuals within society faces the challenge of fitting into, being accepted by, society as a whole OR is in protest against the whole society.

Sample topics:
• A group of immigrants moving into a neighborhood which had not been integrated before their arrival.
• Senior citizens, once retired, looking for acceptance in a society in which others feel they are irrelevant in the public arena
• Women in the military
• Women or people of color in top executive positions in the business world
• A person who has contributed outstanding service in a particular career or mission: e.g. Cesar Chaves in migrant workers’ rights; Albert Einstein in scientific research; Vincent Van Gogh in painting
• A major U.S. or world writer—what have her/his books contributed in literature in content and style?

Note: These are just examples that can be used. This is not an exhaustive list by any means. Please research something that you find interesting and will be able to sustain your interest for the period of time that this project will cover.

Requirements:
Length 4-6 pages
Typing Papers need to be typed. Make sure you have enough black ink. Use only one side of the paper. You should always make a copy of the paper for yourself.
Format Use 81/2 x 11-inch paper. Except for page numbers in the upper right hand corner of your paper, leave one-inch margins at the top and bottom and both sides of the text. Indent the first word of a paragraph five spaces from the left margin. The entire paper should be typed in 12-point font in either Times or Times New Roman.
Spacing The entire paper, including the heading, needs to be double-spaced. Additionally, there should be two spaces between end punctuation and the next sentence.
MLA Format All papers need to have use an MLA heading. Beginning one inch from the top of the page and flush with the left margin, type your name, the instructor's name, the course name, and the date. Double space and center the title. Do not underline the title or put it in quotation marks or type it in all capital letters.
Textual evidence/ sources Proper citations for every source need to be included whether it is direct quotations being used or paraphrased information. Paper must include citations from at least FIVE sources from books, periodicals, Encyclopedias/internet/software, media (TV, radio), or interviews. You CANNOT use more than 2 Internet sources.
Page Numbers Number all pages consecutively throughout the paper in the upper right-hand corner one half inch from the top. Do not add a period, hyphen, or any other mark or symbol to the number.
Works Cited Page Include a works cited with your paper. Please see separate handout for more information.

9 Quest
Ms. Peifer
2008

Research Paper Schedule

• Have notecards (at least 150) __________/10 points
Due: No later than Monday, March 10

• Chosen topic __________/10 points
Due: No later than Monday, March 10

• Bibliography source cards __________/25 points
Due: Monday, March 17

• Thesis statement __________/10 points
Due: Monday, March 24

• Notecards (at least 100) __________/50 points
Due: Friday, March 28

SPRING BREAK—WORK ON YOUR PAPERS! READ!

• Outline __________/25 points
Due: Tuesday, April 8

• Rough Draft __________/100 points
Due: Friday, April 11

• Peer Editing __________/40 points
(Peer edited two papers and had two people peer edit your paper)
Due: Friday, April 11

• Final Draft ¬¬¬ __________/150 points
Due: Wednesday, April 16

Total points: 420 points

Questions while I am gone...

2008-01-25T11:45:00.000-08:00

If you have questions while I am gone, you can post a question under the comments section here or you can email me: lindsay.peifer@spps.org

The Piano Lesson Challenge Projects

2008-01-07T08:10:00.001-08:00

August Wilson’s The Piano Lesson
Challenge Projects
Remember to include a works cited page for every project!

1) A 3-4-page research paper that details your own heritage (go back to your great grandparents) and your observations about how that heritage and their legacy has affected your identity. How is this similar or different from the play?

2) A 3-4-page research paper on the historical facts of segregation and Jim Crow Laws in the south, drawing on at least three reference sources. One may be your social studies textbook.

3) A 3-4-page research paper on Pittsburgh in the 1930s drawing on at least three reference sources.

4) A 3-4-page research paper on the oral tradition in different cultures drawing from at least three reference sources. What place does oral tradition have in maintaining a society’s, a people’s, history or identity? Present a story in the oral tradition in class.

5) Turn one scene of this play into a movie. Provide a soundtrack, a storyboard, and a written rationale for the project.

6) Create a symbol for the main characters of this novel and provide a quote from the book that embodies that character.

7) Act out a scene from the play or from a short story that is related to the play. Give rationale for either why you chose that particular scene or why you how the short story you chose relates to the play.

8) Read another August Wilson play. Compare and contrast the themes from the play of your choice and The Piano Lesson. This paper should be at least 2 pages long.

9) Read The Glass Menagerie by Tennessee Williams. Compare and contrast this play to The Piano Lesson. Find literary criticism to support your analysis. This paper should be at least two pages.

10) In the introductory video on August Wilson, Wilson said that “he has no particular method of writing his plays, but admits to relying on what he calls the "4 B's": the Blues; fellow playwright, Amiri Baraka; author, Jorge Luis Borges, and painter, Romare Bearden to tell what he needs to tell.” Research ONE of the four “B’s” and explain how EITHER the Blues, Baraka, Jorge Luis Borges, or Romare Bearden influence is seen in August Wilson’s work.

11) Research different views and political stances on assimilation and integration into a larger/dominant society. Wilson believes that the melting pot is a myth, “which was never relevant to the black experience—only working for people that are ethnically European. What do other experts believe? What do you believe? Use at least three different sources for this paper.

12) Research the idea of white privilege in America. Wilson says, “It is a cultural war that he is a participant in”. Use at least three different resources to write a paper about what it is and how it affects you, your parents, and/or society in general. How does this idea affect politics and thus the government that governs us?

13) Your own create project.

The Piano Lesson Journal Assignment

2008-01-07T08:08:00.001-08:00

Journal Assignment for The Piano Lesson

Characterization is the creation of believable fictitious personalities. The basic methods of characterization include these:

• Explicit statement by the author
• The character’s appearance
• The aspects of setting which reflect influence of the character
• The character’s actions including mannerisms
• Reactions of and to the character
• The character’s thoughts
• What the character says
• What others say about the character

Your Assignment:
• Choose one character from The Piano Lesson.
• Trace the above descriptions of characterization for that character throughout the play. How does the characterization of your particular person help develop and shape the story? What is your character’s motivation and how does that motivation influence or effect or conflict with others?
• In the final journal, explain why you believe that character is either believable or not believable.
• Use standard English and correct sentence structure throughout your journals.

August Wilson The Piano Lesson Schedule

2008-01-07T08:07:00.000-08:00

January 2008

Monday Tuesday Wednesday Thursday Friday
31 1 Happy New Year! 2 Start The Piano Lesson—video, check out book, notes 3
Handouts: Journal assignment, CP

Finish notes on drama and August Wilson 4
Independent Reading

HW: Work on Challenge Project!

7
Read Act One of play

HW: Character Journal 8
Finish reading Act One

HW: Character Journal 9
Read Act Two

HW: Character Journal 10
Finish Act Two
Assign Paper

HW: Character Journal 11
Challenge Project Proposal due

14
Journals Due

HW: Work on Paper! 15
Challenge Projects Due

HW: Paper and study for test

After school: Cocoa and Cram with Link Leaders 16
Final Test for The Piano Lesson

HW: Paper 17
Finals 1, 2, 3
Final Paper Due 1, 3 18
Finals 4, 5, 6
Final Paper Due 5

21
Martin Luther King Jr’s Day—No School 22
Grading Day—
No School 23
Second Semester Begins!

If you were absent...

2007-12-20T15:48:00.000-08:00

Thursday, Dec 13
Map out the neighborhood in House on Mango Street. Include textual evidence. Present projects

Friday, Dec 14
Independent Reading Day
Turn in reading log

Monday, Dec 17
Discuss House on Mango Street themes and major ideas.

Tuesday, Dec 18
Neighborhood project due
Present projects and discuss House on Mango Street

Wednesday, Dec 19
Discuss House on Mango Street.
Discuss test.

Thursday, Dec 20
Challenge projects due.
Present projects.
Study for test.

Friday, Dec 21
House on Mango Street Final Test

If you were absent...

2007-12-12T18:28:00.000-08:00

Tuesday, December 11
Finish discussion from yesterday.
Continued talking about book.

Wednesday, December 12
Challenge project proposal due.
Continued talking about the book.
Start the Mango Street map.

If you were absent...

2007-12-10T06:03:00.000-08:00

Friday, November 30:
Independent reading--turn in a reading log

Monday, December 3
Lord of the Flies final test
You have until December 10th to make this up!

Tuesday, December 4
Start House on Mango Street: handouts include the unit calendar, journal assignment, challenge project options, and we checked the book out of the library

Wednesday, December 5
Early release day, which means a shortened hour.
Discussed the meaning of names--see vignette in HOMS "My Name."

Thursday, December 6
Definition of vignette added to literary devices notes
Find three examples from the text that shows precise and delicate writing.
Share in small groups and then discuss these quotes in large group discussion

Friday, December 7
Independent reading--turn in reading log

Monday, December 10
Think about the following topics relating to House on Mango Street
• Identify—finding one’s own self/voice, learning to accept one’s own self, valuing one’s self
• Choices—who makes our choices? What keeps us from making choices? How important is one’s identity to the making of good choices?
• Power—who has it? Who uses it? How do they use it? How is power abused?
• Loss and Grief—loss of culture, loss of identity, loss of language, loss of voice
• Surviving—Who survives and who doesn’t—and why?
• Culture—the importance and place of traditions, ceremonies, religion
• Gender conflict/masculine and feminine roles
• Awakenings
• Being an outsider
• Friendship—with opposite gender and with same gender
• Appearance
• Names
• Prejudice and stereotypes
• Risk-taking
• Parenting—nurturing, caring, physical or emotional neglect, abuse
• Values—love, honor, family, friends, money, materialism, education, work, country
• Role models/guides
• Shame—what it is and how it affects us
• Passion—love, hate, indifference
• Honesty
• Sexuality
• Energy
• Abuse—physical, emotional

Assignment for today:
Choose one vignette that you like the most because of its relevance to your own life. Write about this chapter in terms of that relevance bringing in any of the appropriate topics from the list above. Make connections to other books, characters, and incidents. Be prepared to talk about this vignette in class.

Next, share your journal with one partner. What did you learn from your partner? What do your journals have in common? How are they different?

Discuss in class--if we have time. Turn in your journals

If you were absent Thursday, Nov 29

2007-11-29T15:02:00.000-08:00

Lord of the Flies Challenge Projects were due today. We presented the projects and then returned to Golding's Nobel Lecture.

The Assignment: Write a reaction to the Lecture. Attach this reaction to the back of the notes you took on the speech and turn it in.

If you were absent Wednesday, November 28

2007-11-28T16:43:00.000-08:00

Today we turned in the Lord of the Flies paper. Then, we continued discussing Golding's Nobel Lecture. Homework for tonight: finish reading the article and finish the challenge project that is due tomorrow.

If you were absent Tuesday, November 27

2007-11-27T09:30:00.000-08:00

We started reading the lecture Golding gave when he won the Nobel Prize for Literature in 1983.

You can find the article at NobelPrizeorg. Search for under William Golding and then click on his lecture.

Please read the article, highlight the most important points of the speech, and write both the questions and the comments that you have while reading in the margins.

When you finish the article, write a summary of Golding's main points and write a reaction to them.

If you were absent Monday, November 27

2007-11-27T09:26:00.001-08:00

Peer Editing day!

If you missed this day, make sure you get your paper checked off with me, a peer editing form, and find two people to edit your paper outside of class.

If you were absent Tuesday, November 20 or Wednesday November 21

2007-11-21T17:30:00.001-08:00

We worked on drafting the Lord of the Flies paper. By the end of the hour Tuesday, you should have completed the thesis statement, the introduction (of which the thesis statement is a part), and half of the body paragraphs.

By the end of the hour on Wednesday, you should have completed the body paragraphs and the conclusion.

Remember, each step needs to be checked off.

The first draft of the paper is due MONDAY. We will be peer editing so it is very important to have your paper completed by Monday.

Have a great Thanksgiving!

If you were absent Monday, November 19

2007-11-21T17:29:00.000-08:00

Independent reading day--make sure you turn in a reading log for this day!

If you were absent Friday, November 16

2007-11-16T09:09:00.001-08:00

In class, we watched (or in first hour anyway--attempted to watch) a video on characterization in fiction.

We then worked on your paper for Lord of the Flies. Focus on two or three characters that have a CONFLICT in the book, explain what the conflict is and what it causes.

I am checking each step off as you write it. Today, you should have gotten your thesis statement checked off.

Have a great weekend!

If you were absent Thursday, November 15

2007-11-16T09:06:00.000-08:00

In class, we discussed Chapters 8, 9, and 10 in the book. We covered Simon, Samneric, and what Piggy's glasses symbolize, among other things.

Please note that your journals for Lord of the Flies are due MONDAY! Also, remember that independent reading has been moved from Friday to next Monday--just for this week.

If you missed the notes on Freud...

2007-11-16T09:05:00.000-08:00

• Background info: Sigmund Freud 1856-1939
• Developed techniques of psychoanalysis
• March 12, 1938: German troops marched into Austria and Nazis assumed power
• June 4, allowed through numerous international interventions, to emigrate to London with wife, youngest daughter, and two other people.
• Notes on conscious, preconscious, unconscious
• Conscious: what you are aware of at any particular moment: your present perceptions, memories, thoughts, feelings.
• Preconscious: works closely with conscious, "available memory", anything that can easily be made conscious, the memories you are not at the moment thinking about but can readily bring to mind.
• Unconscious: all things that are not easily available to awareness. Instincts, drives, and things that we can't bear to look at such as memories and emotions associated with trauma. Source of our motivations. We are often driven to deny or resist becoming conscious of these motives, and they are often available to us only in disguised form.
• Notes on id, ego, and superego
• Physical needs as base.
• Id: fully unconscious, full of wishes or instincts, motivational forces. Primary process: need to wish. Pleasure principle: demand to take care of needs immediately.
• Ego: Mostly conscious, problem solving id's desire = secondary process, reason, Reality Principle: take care of what I need when it is appropriate. Mediates Id and superego.
• Superego: Record obstacles and aides in world, rewards and punishments, mom and dad's rules, society and its norms, internal moral judge, pertly conscious, 7 years old (generally) when this is developed, some people it is never completed. Recorded in two parts: 1) Conscience: internalization of punishment and warnings, 2) ego ideal: rewards and positive models. Communication to ego: feelings like pride, shame, guilt, etc.
• Find evidence from the book of how Ralph, Piggy, and Jack represents the Ego, Superego, and Id, respectively.

If you were absent Wednesday, November 14

2007-11-14T05:47:00.000-08:00

Students wrote one question they had for chapter eight, nine, and ten.

We compiled the questions into baskets--one for each chapter--and then discussed each chapter.

Homework: Challenge project proposal due tomorrow!
Also, read chapter 11 and write your journal.

If you were absent Tuesday, November 13

2007-11-14T05:46:00.001-08:00

Small groups met to review quotes from chapter. Each small group looked to see what idea or image was repeated in the quotes and then discussed the effect of the repetition and the connotation of the idea or image that was repeated.

Then, each small group presented the quotes, repeated ideas/images, and explained the connotation and effect of repetition.

The quotes have been posted in class.

If you were absent: Monday, November 12

2007-11-12T08:12:00.000-08:00

Today we looked at the importance of setting in the book. The class divided into small groups and found all the textual evidence that describes the setting. Each small group focused on one chapter. Then, those quotes are gathered and written on paper to post in class. We will share these quotes tomorrow, talk about how the setting contributes to the meaning of the book, and talk about chapter 9, which is tonight's homework

If you were absent in hour one, you can find the setting information for chapter one or chapter nine.
If you were absent in hour three or hour five, you can find the setting information for chapter nine.

Lord of the Flies Paper Assignment

2007-11-11T19:43:00.001-08:00

The Assignment:
Choose two to three characters from the novel Lord of the Flies. Explain the character relationships with each other. Explain the conflicts and why they develop. Use textual evidence to support your ideas.

Follow the steps below to write your paper. After completing each step, get it checked off with Ms. Peifer. You will turn this check in sheet in with your paper so do not lose it!

Step One: Write your thesis __________________________

Step Two: Include your thesis in an introductory paragraph that introduces all the main points of your paper. __________________________

Step Three: Write your paper. Make sure that each body paragraph starts with a topic sentence, states a claim, and then has evidence from the text to support your claim.
__________________________

Step Four: Write your conclusion. __________________________

Step Five: Edit your paper. Correct any spelling errors, punctuation problems, and any other errors. Make sure all first and second person references are taken out. __________________________

Step Six: Draft your final paper. __________________________

Step One: Write your thesis __________________________

Step Two: Include your thesis in an introductory paragraph that introduces all the main points of your paper. __________________________

Step Three: Write your paper. Make sure that each body paragraph starts with a topic sentence, states a claim, and then has evidence from the text to support your claim.
__________________________

Step Four: Write your conclusion. __________________________

Step Five: Edit your paper. Correct any spelling errors, punctuation problems, and any other errors. Make sure all first and second person references are taken out. __________________________

Step Six: Draft your final paper. __________________________

Reading Response Journals

2007-11-11T19:41:00.000-08:00

Directions: You should write a reading response journal after each night's reading assignment. Remember to use textual evidence to support your claims. Each journal should be at least one page long.

1. Summary: summarize events you read about. This should be short: about one paragraph long.

2. Characterization:
The creation of imaginary persons so that they seem lifelike.
There are three fundamental methods of characterization: (1) the explicit presentation by the author of the character through direct exposition, either in an introductory block or more often piecemeal throughout the work, illustrated by action; (2) the presentation of the character in action, with little or no explicit comment by the author, in the expectation that the reader can deduce the attributes of the actor from the actions; and (3) the representation from within a character, without comment by the author, of the impact of actions and emotion on the character's inner self. (Holman 80)

• Explain how characterization is used in the novel you are reading.
• For the characters you meet:
• Explain what is said about them through description of the author
• Document what the character does.
• Document how the character thinks.
• Explain how these things influence your understanding of the character(s)?
• Use textual evidence.

3. Literary Devices: Symbolism/Imagery, Metaphors, Similes, Personification, etc. How does the author use literary devices? Cite evidence of these literary devices and explain how these devices are important.

4. Themes: How is personal identity shown through the novel? What other themes do you see in the novel? Cite evidence that supports these themes. This might be difficult for the first few paragraphs but do your best. It will get easier to see this as you progress through the book.

Lord of the Flies Challenge Projects

2007-11-11T19:38:00.000-08:00

1. Write a 2-3-page paper exploring the concept of “pig” in several cultures. Compare/contrast those concepts with the use of “pig” in Lord of the Flies.

2. Create a replica of the island in Lord of the Flies based on details from the story. Write a one-page paper explaining the significance of the island and its physical features for the story.

3. Construct a replica of the Lord of the Flies. Write a one-page paper explaining its symbolic significance.

4. Create a topographical map of the island large enough to display in the classroom. Label sites of significance in order of their occurrence in Lord of the Flies. Provide a key, explaining the thematic significance of each site.

5. Compose a musical score, depicting one major event in Lord of the Flies. Perform for the class. Write a one-page paper explaining the event and the reason you chose each musical effect.

6. Create a drawing or painting of one of the characters in Lord of the Flies, expressing his personality. Write a one page paper explaining the artistic techniques used to communicate the character’s personality.

7. Choreograph a ritual dance that could have been used in Lord of the Flies. Perform for the class. Write a one-page paper explaining the relationship of the choreography to the story.

8. Develop masks for the major characters in Lord of the Flies. By changing masks, illustrate the changing of the characters. Demonstrate to the class. Write a one-page paper explaining the symbolic value for the masks in relation to the characters.

9. Investigate the use of ceremonial sounds such as the conch, the trumpet, bells, etc. to begin or end rituals. Demonstrate for the class. Write a one page paper explaining what you learned.

10. Demonstrate the symbolic relationship of clothing and civilization in Lord of the Flies for the class. Do the same for the current civilization. Write a one-page summary of the relationship of clothing and society.

11. Write a 2-3-page paper examining the concepts/images of mysticism in Lord of the Flies.

12. Write a 2-3-page paper analyzing Christina ethics/symbols in Lord of the Flies. Conclude by determining whether Golding believed in Christianity or not.

13. Prepare a recording of island sounds that may have occurred during the Lord of the Flies adventure. Write a one-page paper explaining your sound montage and play your tape for the class.

14. Prepare an island feast for the class, using foods or simulations of foods that were detailed in Lord of the Flies. Explain the significance of each food item in a one-page paper.

15. Choose one major character and psychoanalyze his personality. Use actual psychological terms and support your analysis with evidence from Lord of the Flies in a 2-3-page paper.

16. Videotape interviews with the major surviving characters appearing on a talk show to relate their adventure to the t.v. audience. Use events from the book. Write a one-page paper explaining the significance of the events you choose to share with the t.v. public.

17. Videotape a grand jury preliminary hearing determining whether there is enough evidence to investigate Piggy’s death as a murder. Use actual characters and details from the book, as well as your own characters for your grand jury and court personnel. Write a 2-3-page script for this videotape.

18. Write three conflicting newspaper accounts by three different reporters detailing the vents on the islands as told by to the media by the boys after being rescued.

19. Research William Golding’s life and in a 2-3-page paper, relate any details that could have influenced his writing of Lord of the Flies.

20. There are no female characters in Lord of the Flies. Write a 2-3-page paper, speculating upon how the story would have changed with the introduction of a female character. Also, try to determine why Golding did not include female characters and whether this is a compliment or an insult to women.

Lord of the Flies Reading Schedule

2007-11-11T19:34:00.000-08:00

29
Lord of the Flies notes, journal assign, challenge project handout

30
Finish notes, check out books
Read Ch 1

HW: Finish Ch 1 and Journal

31
Early Release Day
HW: Ch 2 and journal

1
HW: Ch 3 and journal

2
Independent Reading—reading log due
HW: Ch 4 and journal

5
HW: Ch 5 and journal

6
HW: Ch 6 and journal

7
HW: Ch 7 and journal

8
HW: Ch 8 and journal

9
Professional Day—No School for Students

12
HW: Ch 9 and journal

13
HW: Ch 10 and journal

14
HW: Ch 11 and journal

15
Challenge project proposal due
HW: Ch 12 and journal

16
Independent Reading—reading log due

19
Journals due
Assign paper and start drafting paper

20
Draft paper

21
Draft paper

22
No School
Thanksgiving

23
No School

26
Draft paper

27
Peer edit

28
Paper due!

29
Challenge projects due—present

30
Independent Reading—reading log due

3
Lord of the Flies Final Test

Reminders...

2007-10-23T14:53:00.000-07:00

Remember--Your multi-genre chapbook for The Catcher in the Rye is DUE tomorrow!

Also, your final test for the book is Thursday so study, study, study!

Your thoughts on technology...

2007-10-08T18:50:00.000-07:00

What is your generation talking about in regards to technology? What is new out there that I might not know about since I grew up in a different era? How do you think technology can be used to enhance your learning process? Please comment and tell me your thoughts!

Parent Participation

2007-10-08T18:47:00.000-07:00

Do you want extra credit points? It is really important to me that this blog is useful not only to you, but also to your parents. I want you to show them this blog so that it is a resource for them too and help them make a comment--if they don't know how to do this. This means you have to figure it out too!

If you have your parents post a question or a comment onto this blog, I will give you 5 extra credit points. They can ask a question about the literature we are reading, an assignment you are working on, or comment on the use of technology in the classroom.

Character Notes Due Tomorrow!

2007-10-08T18:46:00.003-07:00

Don't forget to finish your character notes tonight because they are due tomorrow!

Challenge Project Proposals

2007-10-01T15:26:00.000-07:00

There are three things you need to include in your challenge project proposal:
1) Description of your project
2) Explanation of why you are interested in the project and what you hope to learn.
3) Your preliminary research (in MLA format--see the first entry of your reading log and the half sheets you got in the library on citations)

Challenge project proposals, as well as the challenge project itself, must be typed! They will never be accepted if they are not typed. They are never accepted late--so make sure you get this in on time!

Challenge Projects for The Catcher in the Rye

2007-09-26T19:32:00.000-07:00

All final assignments must be typed. Proposals must be typed. Look at the calendar for the due date. If you fail to turn in a proposal, a project will not be accepted. NO proposal or Challenge Project is EVER accepted late.

Choose ONE of the following topics for your challenge project:

1. Write a description of Holden through the eyes of a female his age. Use Holdenese. 3-4 pages minimum.
2. Draw a portrait of Holden or any other character in Catcher. Explain the technique used to convey your subject’s personality in a 1-2-page essay.
3. Write a paper describing the political climate of the fifties. Mention political slogans, presidential accomplishments, and legislative triumphs. 3-4 page minimum.
4. Create a video of TV segments reflecting the values of the fifties. Explain these values and Holden’s reactions to them.
5. Dress dolls in fashions of the fifties. Explain how these fashions reflect values/ life of the time in a two to three page essay.
6. Draw, exhibit photos, or show models of cars from the fifties. Explain how these cars influenced or reflected fifties’ values.
7. Play live or taped music of the fifties. Explain how the music reflects or influenced the fifties.
8. Video a scene from Catcher, using narration to represent Holden’s thoughts.
9. Serve the class popular foods of the fifties. Explain their social significance in a two to three page essay.
10. Video Central through the eyes of Holden. Narrate in Holdenese.
11. Keep a journal in Holdenese, covering one day in your life. Two to three page minimum.
12. Write a paper on the standards of censorship, comparing censorship in the fifties and censorship today.
13. Visit a treatment center for today’s teenagers and compare the services available now with the services available to Holden. Two to three page minimum.
14. Write a paper determining what parts of Holden and J. D. Salinger’s life are the same. Explain how these things are autobiographical to J. D. Salinger in a three to four page essay.
15. Write a three to four page paper explaining how Catcher would be different if written from the point of view of a female.
16. Teach the class two favorite dances from the fifties.
17. Analyze the words from three songs of the fifties. Explain how these songs reflect the values/life of this time.
18. Develop ten questions based on Holden’s viewpoint. Interview someone who was a teenager in the fifties. Do their views match Holden’s? Why or why not? Total of three to four pages minimum.
19. Rent Thirty-Nine Steps. Evaluate the film in Holdenese. Two to three page minimum.
20. Design your own challenge project. Must be pre-approved by Ms. Peifer.
21. Design a poll to reflect student and adult reactions to Catcher. Summarize your conclusions, trying to determine reasons for your findings.
22. Write a book review for Central’s school paper. Submit a copy to the paper as well as a copy to Ms. Peifer.
23. Compare/contrast the beginning of David Copperfield with Catcher. Why does Salinger mention David Copperfield? Three to four pages.

The Catcher in the Rye Dialogue Journal

2007-09-26T19:27:00.000-07:00

Note: Choose a partner that you trust. You will journal with each other about The Catcher in the Rye. It is very important that both partners fulfill their responsibility to journal or you both will get a lowered grade due to less dialogue in your dialogue journal.

Here is what you do:

Write a journal of about 1/2 to 3/4 of a page long.
You can ask questions, write about their thoughts on Holden or the other characters Holden interacts with. You may write about the themes or the actions of the book. You may agree or disagree with Holden's thoughts. You may ask literary questions about the characters motivations. Basically, you need to react to what you read.
Your partner then reads this journal and responds. Write about what the first person journaled about either commenting, agreeing, or disagreeing with the journal. Then add your own ideas and thoughts so we can continue the process of responding to the text. This journal should be about 1/2 a page to 3/4 of a page as well. Make sure you give this back to the first journal-er and so on.
You will then respond to your partner's journal when he/she is responding to your journal. Each journal will then be a page to a page and a half long.

You should have at least 8 entries per person. You may choose to write shorter but more frequent journals. This is fine as well as you are responding to the text. Also, you may journal via e-mail as long as you follow the same criteria and you print the emails out to turn in.
The final journal should have minimum: 8 entries per person, 8 pages in length. These journals do not need to be typed but they must be legible for me to grade them. You will be graded on the depth of insights and the ideas generated.

The Catcher in the Rye Schedule UPDATED (10/15)

2007-09-26T19:10:00.000-07:00

9 Quest The Catcher in the Rye Calendar
September/October

September 27:
In class--Finish autobiography presentations
Start Catcher in the Rye (check out books)
Handouts include: Journal handout, Challenge Project handout, Characterization notes handout

HW: Read Ch 1-3 and write in journal, and start characterization notes

28
In class--Independent Reading day
Reading Log Due

HW: Rd Ch 4-6 and write journal, continue with characterization notes

October 1
In class--Characterization notes and vocabulary assignment

HW: Rd 7-9 and write in journal

October 2
In class--Discuss book

HW: Rd Ch 10-13 and journal

October 3
In class--Challenge Project Proposal Due!

HW: Rd Ch 14-16 and journal

October 4
In class--Vocabulary 2 assignment

HW: Rd Ch 17-19 and journal

October 5
In class--Independent Reading day
Reading log due

HW: Rd Ch 20-22 and journal

October 8
In class--Discuss themes

HW: Rd Ch 23-26 and journal

October 9
In class--Work on paper
DUE: CHARACTERIZATION NOTES (please add this to the schedule I passed out in class!)

HW: finish journals…work on challenge project

October 10
In class--Journal due!

HW: work on paper/challenge project

October 11
In class--discuss book

HW: work on paper/Challenge project

October 12
In class--Independent Reading day
Reading log due

HW: work on paper/Challenge project

October 15
In class--Discuss book
Start Multi-genre paper

HW: work on paper/finish Challenge project

October 16
In class--Challenge Projects Due—
Presentations
Continue working on paper

HW: work on paper

October 17
Testing...
No class hour one and three
Hour five: continue working on paper

HW: work on paper

October 22
Work on paper

HW: finish paper

October 23
Paper Due!
Present papers

October 24
Final Catcher Test--don't forget to study your literary terms as well.

Independent Reading

2007-09-19T20:07:00.001-07:00

Don't forget to bring your independent reading book to class on Friday! This is the book you are reading on your own with the theme personal identity.

Also, so many of you have asked me in class, "What do you mean by personal identity?" Remember back to our discussion on what makes a person's identity as well as when you created your personal identity visuals and wrote your personal identity essay. If that still leaves you stumped, here are a few definitions that I liked that I found on the web:

identity: the distinct personality of an individual regarded as a persisting entity; "you can lose your identity when you join the army"
wordnet.princeton.edu/perl/webwn

identity: The collective aspect of the set of characteristics by which a thing is definitively recognizable or known

The set of behavioral or personal characteristics by which an individual is recognizable as a member of a group.

The distinct personality of an individual regarded as a persisting entity; individuality. http://www.answers.com/topic/identity?cat=health

A note about the reading log--
You do not have to write a long summary. A paragraph is fine for this entry. You should concentrate on the personal response and the literary appreciation sections of your reading log. The personal response should be at least two paragraphs long. The literary appreciation section should fully explain the quote, what it means to you, and why you liked the phrase you selected. Remember to cite the page number the quote comes from!

Autobiography Assignment

2007-09-19T20:00:00.000-07:00

The autobiography project is due Tuesday, September 25th. Please have all the major components with you in class on Monday, September 24th to review the separate pieces and then put your project together. Also on Monday we will create your coat of arms and talk about your personal quotes.

Here are the things you should have with you in class:

Title page
Table of contents
Timeline--this is the timeline that includes both your personal lives and what is happening around the world during the same time frame.
The story of your birth OR your first memory
Your two "I Am" poems
Your personal composition--this is the 3-5 page essay about one major event in your life that we peer edited in class on Wednesday, September 19th.
100 dreams list
"One Step Closer" journal
At least 3 more journals

Welcome to English 9 Quest

2007-09-19T19:45:00.000-07:00

Hello students!
This is a place where you can re-read the assignments for class and ask questions. You can post your questions under "comments" and then other students can learn from those questions and post their own comments to them.

Hopefully, this will be a great place to learn from each other and share ideas too. Don't be shy--ask questions, post comments, share your thoughts!

Ms. Peifer