English II Honors - Debating

Hey guys!

Welcome back, and I trust that you had an excellent and productive break. Today we will begin our study of transactive writing - writing that features an active transfer of information from writer to reader. This is truly a wide-ranging area of the English language, as it encompasses everything from recipes to feature articles. To simplify it, we will separate them into the two categories that are recognized in the Kentucky Writing Portfolio - transactive writing (news, features, editorials, persuasive letters, etc.), and transactive with an analytical focus (essays, reviews, etc.).

For this unit, we will focus on the concept of persuasive transactive writing. While there may be other significantly persuasive types of writing, the most common are as follows:

Persuasive Letter - Simply put, a letter to change someone's opinion on an issue.
Letter to the Editor - Letter sent to a newspaper by a reader concerned with an issue.
Editorial - Letter written by the editorial board of a newspaper, publication, or group that states their position on a particular issue.
Speech - Style of writing is similar to a persuasive letter, but is written with the intention of addressing an audience.

The unit will cover the following over the next three to four weeks, in order:

- A discussion of persuasive techniques in writing and oration.
- The format and delivery of an academic debate.
- The preparation and writing of a persuasive letter.

The first part of the assignment, a review of persuasive techniques, will take place in class. The second part, the format and delivery of an academic debate, is discussed below. Finally, the preparation for the persuasive letter will take place in class, with the assignment being posted online at a later date.

DEBATE ASSIGNMENT

Debates are something that have existed for hundreds of years; in fact, debate was one of the best ways to showcase your academic skill and knowledge as far back as ancient Greek times. For this assignment, we will be utilizing the Australasian debate format - a format that I am roundly familiar with, as I functioned as an adjudicator for the statewide Private School Debating Competition in Melbourne, Australia this year.

1. As a group, you are to read the following webpages detailing each of the roles in the debate.

http://www.actdu.org.au/archives/actein_site/owndebate_.html#affirmative
http://www.actdu.org.au/archives/actein_site/basicskills.html#adefinition

Your group will consist of yourself and two others that have been put on your team. I am assigning the teams, as I want the teams to be evenly matched. It is important to consider that you will be debating for two reasons - one, your points depend on it, and two, your group's success (and their points) depends on it. As such, it is imperative that you prepare extremely well for these debates.

2. In groups, you will have to work out the role that you will be playing in the debate. I will give a pool of topics that can be considered, but I have to have two groups for a topic, and I have to have a group that is affirmative and a group that is negative. When selecting what speaker to have at each position, consider that your first speaker is not going to have to rebut, but your final speaker will have to rebut, so you can select for charisma to go first, with rational consideration to go last.

3. Research and prepare your material for the debate.

4. WIN YOUR DEBATE!

You will be graded on your presentations, with 120 points being available. I have a rubric that I will furnish you with in class that assesses your Rhetorical Awareness, Organization, Persuasive Techniques, Clarity and Tone, and Professionalism, with 25 being awarded for each section. A further 20 points will be set aside for rebuttals.

For those who are a little lost and still a little unsure of what this debating thing is all about, don't worry - we will cover it in class. Until then, you may also like to look at the presidential debates of last Fall at the following website:
http://elections.nytimes.com/2008/president/debates/first-presidential-debate.html

Good luck!
Mr. Parsons

English II Honors - 1984 FINAL

Hey guys!

The 1984 final questions will be 1, 2, and 3.

Good luck.

Mr. Parsons
GCHS English

English II Honors - 1984 Extra Credit

TASK:
You are to choose one of the following prompts and complete a typed response of not less than two-and-a-half typed pages in length. Your assignment will be worth a maximum of 50 points, with points assigned based on three categories: Organization, Creativity, and Mechanics and Usage.

PROMPTS:

- Write an excerpt from Winston's diary after one of the key events in the story (i.e. Mr. Charrington's shop, etc.)

- Write a research paper on the use of propaganda in political campaigns (past or present!).

- Write a book review of the novel 1984.



Please post these to Musketeer English no later than 3.30 p.m. on Wednesday, December 17. Late assignments will not be accepted.

Thanks,
Mr. Parsons
English II Honors

English II Honors - 1984 Essay Questions

Hey guys!

The 1984 final that will begin on Monday, Dec. 15, and conclude Tuesday, Dec. 16, will be the same format as the Caesar final - five essay topics to study, with the final being your choice of two of the the three that I have selected (revealed to you on Monday).

A few reminders before I get to the essay topics:

- I am still looking at your formatting!!!! Go to http://owl.english.purdue.edu/owl/resource/557/01/ if you have any questions about my requirements for formatting. THIS WILL BE PART OF YOUR GRADE.

- More quotes!!!! Justify everything that you are saying in your essay with quotes. NO EXCEPTIONS.

- Use the original text for the quote. Use the original text for the quote. Use the original text for the quote.

____________________________________

Now, for the essay questions:

1. Readers are often angered by the ending of 1984. Was the novel's ending appropriate? How does it contribute to the overall message of the novel?

2. The world within which Winston lives is replete with contradictions. For example, a major tenet of the Party's philosophy is that War is Peace. Similarly, the Ministry of Love serves as a department of war. What role do these contradictions serve on a grand scale? Discuss this and other contradictions inherent in the Party's philosophy.

3. In the afterword, the commentator describes 1984 as "a warning." Indeed, throughout the text, Orwell plants both subtle and overt warnings to the reader. What do you think are some of the larger issues at hand here?

4. Discuss the significance and nature of Winston's dreams. Deconstruct the dream wherein O'Brien claims that they "shall meet in a place where there is no darkness" (page 22), and the dream in which Winston's mother and sister disappear (page 26). What are the underpinnings of these dreams? What deeper meanings do they hold? Why do you think the author devotes as much time as he does to Winston's dreams?

5. Discuss Winston as a heroic figure. What qualities does he posses that could define him as one?

CONGRATULATIONS!

Hey guys!

Just wanted to thank you for the time and effort that you put into your blogspot responses for George Orwell's 1984. The book was well-received by most students, who appreciated the rawness of the ideas presented in the work. Those that did not like the novel can still appreciate the profound political message contained within it. I look forward to seeing your propaganda posters and their political messages, too. :)

Your syllabus says that we are scheduled to begin working on transactive writing after the break. Unfortunately, we are a little behind schedule and will now combine the transactive writing unit with the speech writing unit. We will begin this after break, with Night following soon after.

Thanks again for all your hard work.

Mr. Parsons

English II Honors - 1984 Book I Questions

Hi guys!

And so we begin one of the most compelling, politically-charged, multidimensional novels of the ages - George Orwell's classic, 1984.

Over the course of the next three school weeks, we will read the novel and analyze a series of questions relating to the novel, themes, context, and characterization within it. Please post your answers as a blogspot response, ensuring that you complete each question with a significant amount of care. Remember to answer in full sentences, restating the question in your answer, and include quotes to support your responses where appropriate.

Also, and perhaps most importantly...I am not related to any characters in the novel. ;)

BOOK I QUESTIONS

1. Read the biography of George Orwell at the following link: http://www.george-orwell.org/l_biography.html
Once you have done so, read the semi-biographical Orwell short story "Shooting an Elephant" at the following link: http://www.online-literature.com/orwell/887/
When you have completed these two readings, you will begin to understand the political backdrop for Orwell's writing.
Write a 300+ word response to the two readings linking them to your first impressions of 1984.

2. How is the name of Winston's apartment ironic? How might it indicate that things are not always what they seem in Oceania?

1. Describe the opening setting.

2. Privacy is something that seems to be missing from the opening of the novel. Why is privacy so important to the human existence? Do you have privacy in your life?

3. What does Winston Smith do that is illegal?

4. What does his room look like?

5. What does Winston write in his diary? Why is this problematic?

6. What are some ways in which the party controls the people in the story?

7. Who is Big Brother?

8. What does one do during 2 minutes of hate?

9. What does it mean to be vaporized?

10. Who are the following? Describe them in detail:

a. O'Brien

b. Parson Family

c. dark-haired girl

d. Comrade Withers

11. Who is Katherine? What happened to her?

12. Define the following:

a. Double Think

b. Newspeak

c. Duck Speak

d. Thought Crime

13. What is Winston Smith's job? What exactly does he do?

14. In what context is the Chestnut Tree Cafe mentioned?

15. What are the slogans of the party?

16. What is the antique shop and why is it unique?

17. Describe Winston Smith's encounter with the prostitute. Why is this relevant to the story?

18. What are proles? Inner Party? Outer Party?

19. Describe your reaction to the novel after reading the first Book.

20. This doesn't require any work...but is kinda interesting, and connected to the text. Go to the following link: http://www.uriahcarpenter.info/1984.html
Watch the video on the site.
Played only once, during the Super Bowl in 1984, this video introduced the world to Apple Macintosh - the precursor to the computer that you are viewing this text on. Filmed by iconic director Ridley Scott, the commercial was and is considered a masterpiece of advertising.

English II Honors - 1984 Book II Questions

Hey guys! 

You have now completed the questions for Book I and are progressing through the book. By now, the text should start to become a little clearer, as the important political and philosophical undertones are begin to resonate now that you have built a background of understanding around the work and author.

Please complete the following questions on Book II. They must be posted by 8 a.m., December 1st in order to get full-credit - the day that we return from Thanksgiving Break. In addition to completing the questions, I recommend that you finish reading the book over the Thanksgiving Break so that you will have plenty of time to complete the Book III questions during the week that we return. 

In addition to the workbook questions, you will be required to take an essay-based final on the unit, and complete an art project. These will be due the second week after we return from Thanksgiving Break.

Hope this clarifies what will be happening in class over the next few weeks.

Thanks,

Mr. Parsons

English II Honors

1. What is propaganda? When has it been used, and how? What role does propaganda play in the novel? Write a response of no less than 300 words that answer these questions.

2. What was the dark-haired girl's message?
3. How did Winston solve the problems confronting him in getting in touch with the dark-haired girl?
4. What caused the commotion in Victory Square?
5. Where did Julia get her first gift for Winston?
6. Where was the second meeting planned (time together-not passing in the street)?
7. What is "talking by installments"?
8. How did Julia view life?
9. What changes have taken place in Winston's life as compared to our first view of him?
10. What is the brotherhood?
11. Being with Julia, Winston discovered that understanding what the party was doing was so important. What understanding did Julia not have about the same thing?
12. Where did Winston first speak with O'Brien?
13. What memories did Winston's dream bring up?
14. What admissions did Winston make to O'Brien?
15. What great difficulties were contained in being a member of the brotherhood?
16. What caused the great flurry of activity at the ministry of truth during hate week?
17. What is "the book"?

18. Research a totalitarian regime of your choice and write a 300-word response comparing it to the regime that rules in 1984.

19. This is not required, but you might find it interesting - the poster images that I have been using come from a famous artist named Shepard Fairey. Fairey became famous for placing pictures of an ominous, Big Brother-esque face with the words "OBEY" across America in public places. He has since become a celebrity artist and has done several recognizable pieces, including the famous Barack Obama poster from the last election. You may wish to read more about his history or seek out more of his artwork online.

English II Honors - 1984 Book III and Appendix Questions

Hey guys!

By now you are finally realizing the magnitude of the political message in Orwell's 1984. Hopefully, the questions have been guiding your reading and it is all starting to make sense. With these final questions, you will be complete not only the assessment, but hopefully, your understanding of the novel, also.

There will be two additional assessments with the 1984 unit, beyond the workbook questions. You will be required to complete a propaganda poster (see the addendum to the workbook questions) and you will complete an analytical essay final similar to the final assessments for A Separate Peace and Julius Caesar.

The points breakdowns are as follows:

Workbook questions - 100 points each

Poster - 75 points

Essays - 200 points

Total: 575 points

The assessments will be due at the following times:

Workbook questions #1 - Nov. 17

Workbook questions #2 - Dec. 1

workbook questions #3 - Dec. 9

(December 8 will be the date of the English II Exam for all sophomore students)

Posters - Dec. 15

Final - Dec. 16

Nine weeks ends on Dec. 19.

BOOK III Questions

1. How would you feel if you were in Winston's shoes at the start of Book III? Are there any parallels that you can draw in your own life to try to understand his situation? Write a 300 word response in which you consider these questions.
2. What devices did the state have for enforcing total control?
3. What is Big Brother?
4. What thoughts did the woman hanging clothes in the yard cause Winston to have?
5. How had Winston and Julia been spied on?
6. Describe Winston's cell.
7. What crime did Winston's first cell mate commit? His second?
8. What appears to be the ultimate torture?
9. What methods of forcing confessions are used in the Ministry of Love?
10. What is O'Brien's job? How does this change our opinions of him?
11. Give one of Winston's "hallucinations" about the past?
12. Why does the party cling to power?
13. What is the picture of the future according to O'Brien?
14. What demonstrates the ultimate breakdown of Winston's rebellion?
15. How did Winston train himself to crimestop?
16. What sent Winston to Room 101? What is his ultimate terror?
17. Why did Winston and Julia not carry on their relationship after meeting again?
18. People are often shocked at the sexual content in 1984. Why does sex play such a large role in the novel? What could Orwell be suggesting by having Big Brother try to manipulate and control that part of people's lives?
19. What is the last sentence of 1984? What does it mean?
20. What are your final thoughts after having read the book? Write a 300-word minimum response in which you can discuss thoughts, feelings and details about the novel that you found difficult, interesting, profound, etc.

ADDENDUM: POSTER PROJECT

"Propaganda is aimed at influencing the opinions or behaviors of large numbers of people. As opposed to impartially providing information, propaganda in its most basic sense presents information in order to influence its audience. Propaganda often presents facts selectively (thus lying by omission) to encourage a particular synthesis, or gives loaded messages in order to produce an emotional rather than rational response to the information presented. The desired result is a change of the cognitive narrative of the subject in the target audience to further a political agenda.
Propaganda is the deliberate, systematic attempt to shape perceptions, manipulate cognitions, and direct behavior to achieve a response that furthers the desired intent of the propagandist."
—Garth S. Jowett and Victoria O'Donnell, Propaganda and Persuasion

As you know, we have been reading 1984, which features a great deal of propaganda in it. The propaganda era reached a zenith during World War II, which finished only four years before this novel was first published.

Read more about propaganda, and see examples, here: http://www.teacheroz.com/WWIIpropaganda.htm

I have shown you some more modern interpretations of propaganda in the works of Shepard Fairey. Fairey is a politically-minded street artist who has created some of the most compelling works of art of our time.

Using the knowledge that you have gained about propaganda, you are to create a propaganda poster of your own that will be displayed in our classroom and in areas around the school. You may do a modern revisioning of a an old poster, or you may create a new one. For example, the school has cameras everywhere - a poster with a picture of one and the message "Big Brother is Still Watching" would not only make an attractive poster, but provide a thought-provoking message, too.

You poster is to be completed on a poster-sized sheet of paper, and can be incorporate any medium - paint, photography, drawing, screen printing, etc.


Good Luck!

English II Honors - Creative Writing Activity

Hey guys!

Now that you have completed the dialogue activity and your narrative drafts, I am going to be spending a good deal of time with each of you individually on conferencing with your pieces. This is a time-consuming process, and is an important step to take before the rewriting process begins.

During this time, I would like you to complete the following assignment. On the surface, it appears quite morbid; however, with a little imagination, I think you can see that it is a worthwhile personal creative writing topic that ties in well with our current unit.

TASK

A eulogy is a speech or writing in praise of a person or thing. The word is derived from the Greek word εὐλογία (eulogia), meaning praise (εὐ meaning good or well and λογος meaning word, phrase, speech, etc).

The term "eulogy" may refer to a funeral oration given in tribute to a person or people who have recently died.[1] Eulogies may be given as part of funeral services, however some denominations either discourage or do not permit eulogies at services to maintain respect for traditions.

As a class, we have been privy to one of the greatest speeches ever given at a funeral - that of Mark Antony at the funeral of Caesar in Shakespeare's Julius Caesar. Simultaneously admonishing the conspirators in Caesar's murder, reminding the people of Rome of the debt they owed Caesar, and calling them to avenge his death, the speech is a remarkable example of how a person can be remembered at a funeral.

You are to write your own eulogy for this assignment. Think about it...if you had one last speech to give, and the people that mattered most to you were packed into the room, what would you say? What would you want to get across? Would you simply thank your family, or would you discuss and reflect on what your life was like and what you tried to do with it?

There are many eulogy websites out there to assist you with this assignment. I suggest that you Google two or three, read some famous eulogies, and get a sense of what I am asking you to do before you begin writing. 

The length of this assignment is 700-1000 words. Here is the caveat - you will not submit your paper - you will be asked to give your eulogy in class, as a speech. Your assignment is due Monday, Nov. 3, and from that point on, I will be having each of you stand in front of the class and give your eulogy. YOUR SCORE WILL NOT REGISTER UNLESS YOU READ IT IN FRONT OF THE CLASS - SEE ME IF THIS POSES A SIGNIFICANT ISSUE, AND WE WILL ADDRESS IT.

English II Honors - Dynamic Dialogue Writing Activity

Hey guys!

Sorry I won't be here today - I will be on a field trip to Lexington to tour the Herald-Leader newsroom with my Journalism class. While I am gone, I would like you to begin working on this dialogue activity that will help you to craft better dialogue in your stories. It is due on Tuesday.

DO NOT FORGET - NARRATIVE DRAFTS ARE DUE ON MONDAY. PRIORITIZE YOUR TIME...YOU WILL NOT HAVE TIME IN CLASS TO WORK ON THESE ON MONDAY. 

1. I would like you to explore the following link and read the Exercise labelled Exercise #1.
http://hollylisle.com/fm/Workshops/dialogue-workshop.html

2. Then complete Exercise #2.

This is to be submitted by Tuesday, Oct. 28. Minimum wordcount on Exercise #2 will be 400 words. Make sure that you include a title for your dialogue activity. Exercises are to be posted to Blogspot no later than when you are to arrive in class on Tuesday.

Thanks and good luck!

Mr. Parsons

English II Honors - Descriptive Writing Activity

Hey guys! 

I will be in and out of the classroom today working on the photography for our Postsecret Project, so I wanted to give you guys something to work on that would be creative, fun, and linked to the unit we are working on.

Personal narratives need to be very descriptive - the places, the people, the events, and the feelings involved all have to be explained with great accuracy and using beautiful language. For this exercise, I want you to work on your descriptiveness - the ability to delineate the characteristics of something, good and bad, and explain it to the world.

Please complete the following activity. It will be due on Monday, posted or handwritten. 

Like the Back of My Hand

Your task is to describe your hands in as much detail as possible. A page would be considered an appropriate length for this activity.

You may answer the following questions, or find other creative ways to express your descriptiveness.

1. Do you have any white spots on your nails? Which ones?

2. If your hands were flat in front of you, would the tip of your thumb reach the second knuckle on your index finger?

3. Are your fingers hairy, or devoid of hair?

4. Do your fingers have any scars or marks? How did you get them?

5. Which is longer, your index finger or your ring finger?

6. Do you have freckles or moles on your hands?

7. Are your fingers or hands callused? Why?

8. Do you bite your fingernails? Paint them? Are they dirty?

9. When your index finger is stretched out, how many wrinkles do you have in your middle knuckle?

10. Are the lines on the inside of the hand prominent?

11.  Are your hands big or small?

DO NOT SIMPLY ANSWER THE QUESTIONS - THIS ASSIGNMENT IS TO BE WRITTEN IN THE FORM OF A NARRATIVE, WITH A BEGINNING, MIDDLE, AND CONCLUSION.

Good luck on this activity...hope you find your descriptive abilities quite handy (Pun intended...groans optional).

English II - Transactive Writing Genre Characteristics

Hey Guys!

As you know, today we have been looking at transactive writing - the form of writing in which information is actively transferred between the writer and the reader. 

I have detailed the kinds of transactive writing that we will be looking at this year - news articles, feature articles, reviews, persuasive letters and editorials, and speeches. I would now like you to get a better understanding of the genres by reading several examples of each online.

1. Find three examples of each kind of transactive writing online.

2. Complete the following information for EACH example:

- Who wrote it?

- Where was it published? (Include URL and description)

- What is the purpose?

- Who is the audience?

- Summarize the information that is being shared with the reader.

3. Write a multi-paragraph entry on the differences you were able to notice between the genre types.

English II Honors - FINAL

Hey guys!

The selected questions for the Julius Caesar will be numbers 3, 4, and 5.

Good luck!

B. Parsons

Journalism - Ethics Assignment

Select from the following scenarios and based on the ethical decision-making process and explain, as a newspaper editor, whether or not you would cover the story. If you decide to cover it, show exactly how you would handle the research and coverage. You will then create a PowerPoint of NO LESS than 15 slides discussing the facts of the story, issues with covering the story, and why or why not you would proceed with covering the story, and how you would cover it.

 All the scenarios are based on events that occurred at high schools with student newspapers.

A. A female teacher in your school has been placed on administrative leave. Rumor is that she had an affair with a senior boy who is 18. Will you cover this story?

B. A local chapter of Planned Parenthood wants to advertise in your school newspaper. Will you accept the ad?

C. On a language club field trip to another country, two students are caught with alcohol. They, in turn, turn in the names of several others who also drank on the trip. The students involved include a few athletes, members of the band, and two newspaper editors. After the school punishes those involved with a five-day suspension from school and a one-month suspension from extracurricular activities, several teens come forward to say that drinking has occurred on field trips in the past as well. They accuse the advisers of negligence and question the severity of the suspensions. How will you cover this story.

D. A student at the school has contracted the HIV virus. Explain your coverage of this story.

E. A newspaper columnist writes an opinion piece about the unfair member-selection process of a high school club. She says it is based on popularity and personal connections rather than qualifications. The president of the club writes a letter to the editor stating that the columnist had tried out for the club two years earlier and had been rejected.

F. A student and a teacher are arrested for shoplifting in separate incidents. The teacher is accused of stealing lipstick without paying. The student is accused of stealing a leather jacket. Will you cover these incidents? How?

G. A newspaper features editor wants to do a story using a grade card that rates teacher in the school from an "A" to an "F". You're the editor-in-chief - how would you advise him to approach the story? 

H. An editor wants to do a story on cheating, but teachers are opposed as they view it as teaching kids how to cheat and encouraging them to target certain teachers for cheating. How should the topic be covered and what research is needed?

I. A parent attacks a teacher in the parking lot after school one day. What approach should be taken in covering this story?

J. A student is killed in a car crash. Another student was at the wheel. Accusations are being leveled at the student driving that he may have been racing another student. How does your staff proceed in covering the story?

K. A rumor circulates that a student at school has had an abortion. A pro-life student on the newspaper staff wants to write an editorial condemning abortion, with thinly-veiled references to the girl in question. What is your decision on the matter?

L. A teacher and student attended the same party on a weekend, although they were not together, with both consuming alcohol. Photos later surfaced on a student's Myspace page showing the teacher and the student, with both possessing alcohol. The school is considering disciplinary action against the teacher after a parent raised the issue with the school board. How do you cover the event?

English II Honors - Caesar Essay Questions

Hey guys!

The following five questions will be narrowed down to three for the test; however, since you will not know which three questions you will have to choose from, it is incumbent upon you to study and review for all of them.

A few reminders before I get to the essay topics:

- Don't forget to format the Word documents as directed at the start of the year. This is something I will be paying more attention to as the year progresses, and it may impact your grade if you are not following the specifications. 

- QUOTE. This is a simple one - if you are making a statement about the text, you must show where you came to the view that you are espousing in your essay. Don't view it as a 'one and done' directive, either - quotations must be incorporated into the essay frequently. 

- Use the '/' slash to indicate line breaks when quoting Shakespeare. Also, be sure to include the scene and line information. For example, from Act III, Scene i:

"If thou dost bend and pray and fawn for him / I spurn thee like a cur out of my way. / No, Caesar doth not wrong, nor without cause / will he be satisfied." - Act 3, Scene i, 50-55.

- Use the original text for the quote. Use the original text for the quote. Use the original text for the quote. 

____________________________________

Now, for the essay questions:

1. A tragic figure in Shakespearean literature is someone who is brought undone by their own fatal flaw(s). What are Brutus' fatal flaws, and how do they contribute to his demise?

2. Some would suggest that fate causes the tragic events of the play, while others might argue that the omens and supernatural phenomena only complement the existing drama. Choose a position and argue whether fate is the cause, or simply an image of, the evil in the work.

3. While they both contributed to the death of Caesar, Cassius and Brutus had very different reasons for killing him. What were they? Was one more honorable than the other?

4. Consider the rhetorical devices Antony uses in his speech at Caesar's funeral. How, without directly calling for it, does Antony turn the people against Brutus and the rest of the conspirators?

5. Using the character traits of the characters in the play, describe what qualities you would need to make a great leader of Rome, or any nation.

English II Honors - EXTRA CREDIT

Shakespearean Dialogue Writing

TASK:

You are to choose one of the following prompts and complete a typed response of not less than two-and-a-half typed pages in length. Your assignment will be worth a maximum of 50 points, with points assigned based on three categories: Organization, Creativity, and Mechanics and Usage.

PROMPTS:

- Pretend you are Cassius. Write a letter to Brutus that is designed to convince him to join the conspiracy against Caesar. Don't forget who signed the letter in the play!

- Pretend you are Brutus. Write a diary entry explaining your decision to join Cassius in the plot to kill Caesar, even though you had never been wronged by him.

- Pretend you are Caesar. As a ghost, return to visit your wife. Write a scene in which you discuss your murder, why you decided to continue to the Senate despite many warnings, and what you think will happen in Rome in your absence.

- Pretend you are Antony. You are about to offer Caesar the crown. Write a conversation between them that would take place prior to the crown offering. Because it will not be heard by the gathered throng, you can discuss motives and reasons for the refusal to accept the crown.

Please post these to Musketeer English no later than 3.30 p.m. on Monday. Late assignments will not be accepted. 

Thanks,

Mr. Parsons

English II Honors

English II Honors - Acts IV and V Questions

Hey guys!

Sorry I couldn't be there today, but I will return tomorrow. Until then, please be sure to work hard on getting through Act IV and V and completing the questions below.

Thanks,
B. Parsons


Act IV -

Scene 1.

1. What does Antony say they will do to Caesar’s will?

2.. What reason does Antony give letting Lepidus help in choosing who shall die?

Scene 2.

1. Why does Brutus suggest that he and Cassius talk inside the tent?

Scene 3:

1. Explain the turn in the relationship between Brutus and Cassius.

2. How does Portia die?

3. Explain the disagreement that Brutus and Cassius have about the battle strategy.

4. What unexpected visitor does Brutus see when everyone else is asleep? How does this relate to the theme of the supernatural in Shakespeare's work?

Act V -

Scene 1.

1. What are two things Brutus says he will never do, even if he loses the war?

Scene 2:
1. How does Brutus feel about the battle at this point?

Scene 3.

1. What does Titinius do when Messala goes to inform Brutus of Cassius’s death?

Scene 4:

1. Who does Lucilius pretend to be? Why?

Scene 5:

1. How does Brutus die?

2. According to Marc Antony, why is Brutus better than the other conspirators?

Journalism Activity - Libel and Slander (EXTRA CREDIT)

Complete the following activity relating to the first amendment for 50 bonus points, to be applied to your first semester grade.

1. Research the terms Libel and Slander. 

2. Define them, then research three cases when libel and slander has been applied in the field of journalism. 

3. Describe the cases in summary format and state what decision the judge made in the case, why, and whether you support or reject the decision made by the court.

English II Honors - Act III questions

Hey guys!

Hope you enjoyed the activities connected to Act III, Scene I. I am sure that you are very familiar with that scene now through having to approach it as an actor might. 

Here are the questions relating to Act III. Continue answering all questions in complete sentences, and be sure to read other's posts to see the quality of writing that is being produced by your classmates.

These responses will be due on Monday, Oct. 3.

Thanks,

B. Parsons

Scene 1 - 

1. How is fate aligned against Caesar in this scene? How does this reflect what has been said earlier in the play?

2. The famous lines "Et tu, Brute?" have been translated in a number of different ways. Find a translation and discuss the meaning and context behind this famous line.

3. Why did Brutus tell them to dip their swords in Caesar's blood and "wave our red weapons/o'er our heads"?

4. Why does Cassius not want Marc Antony to speak at Caesar's funeral?

Scene 2 - 

1. Summarize Marc Antony's speech at Caesar's funeral.

2. What impact does Marc Antony expect his speech to have? 

3. What role does the will have in changing the Roman crowd's point of view?

Scene 3 - 

1. There is a mixup in identity in Scene 3...describe the mixup and the consequences of the mistaken identity.

2. What are the angry mob planning to do after they deal with Cinna?

Journalism Activity - 1st Amendment

Hi guys!

I had planned to introduce our webquest on the role of the media in what happened during 9/11 today, but it is turning into a much lengthier assignment than I anticipated, and therefore, I need more time to prepare it. Instead, we will be continuing from our discussion of the Journalistic Code of Ethics with an assignment that examines the First Amendment.

First established to protect the rights of the religious groups that moved to America to escape the persecution they were subjected to in Europe, the First Amendment has become a pivotal element in the Constitution for journalists, as it governs and protects the right of free speech.

Please complete the following activities. There is a lot of reading involved - please ensure that you complete the readings and do not simply look to quickly answer each question. You will have the next four class periods to complete the readings, with Friday being the next planning meeting for our next issue. If you get finished with the assignment early, there will be an extension activity on LIBEL and SLANDER that will help you understand the difference between those and the rights protected in the constitution.

Good luck with the assignment!
B. Parsons

Title: The First Amendment - Can I Say That?

Student goals

• Students will introduce themselves to the First Amendment of the Constitution.
• Students will explore how they may exercise their First Amendment Rights in a school setting.

Objectives:

• Define the relationship of the First and 14th Amendment in regards to student rights in their own words.
• Analyze and evaluate their standings as U.S. citizens and scholastic journalists.
• Define prior restraint and prior review.

Activities

Student content below:

The First Amendment:

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people to peaceably assemble and to petition the government for a redress of grievances.

It sounds simple and straight forward doesn't it? Let's explore the issue more carefully.

Directions: Visit the following links in the order that they appear on the page. Carefully read through the materials on the site. Open a new Word Document and format as directed in previous classes. Ensure that all questions are answered, and to a suitable length and quality.

The following questions should be answered at the end of the assignment.

1. How as a student journalist am I able to exercise my First Amendment rights?
2. How far do my First Amendment rights go as a student?
3. Are my rights being infringed upon by school rules? State laws? My parents?

Task 1

• Visit the following site and answer the questions provided.
  http://www.ala.org/ala/oif/firstamendment/firstamendment.cfm
  http://www.law.cornell.edu/supct/html/historics/USSC_CR_0319_0624_ZO.html
• Don't get too carried away with this page. Simply read the First Amendment again. Follow any links that you want to, but they are not required. Try not to spend more than 10 minutes here.
• This provides a link to West Virginia Board of Education v Barnette. The court in this case found that it was unconstitutional to mandate students say the pledge of allegiance in schools. How do you feel about that? Should that be unconstitutional? Why? Write your answers in your Word document.
  

Task 2

• Visit the following links that discuss the First Amendment and the First Amendment in our lives. Do the assigned tasks and move to Task 3.
  FindLaw: U.S. Constitution: First Amendment (http://caselaw.lp.findlaw.com/data/constitution/amendment01/)
  
• This link provides a copy of the First Amendment and links to various areas of life that court cases involving it have touched.
• Follow three of the links to see how the court ruled. Be sure that the cases involve adults. Summarize the cases. Do you agree with the decisions? Think about why you agree or disagree. Add the cases that really interest you to your favorites to come back to later. Try not to spend more than 30 minutes here.

Task 3

• Visit the following links that discuss the First Amendment and the First Amendment in our lives. Do the assigned tasks and move to Task 4.
  FindLaw Constitutional Law Center: U.S. Const... (http://supreme.lp.findlaw.com/constitution/amendment01/06.html)
• This link provides information specific to freedom of speech and the press starting with Madison's views on the importance of freedom of the press. Think about why Madison must have felt this freedom must be protected. Do you agree with him?

Task 4

• Visit the following links that discuss the First Amendment and the First Amendment in our lives. Do the assigned tasks and move to Task 3.
  FindLaw Constitutional Law Center: U.S. Const... (http://supreme.lp.findlaw.com/constitution/amendment01/08.html)
• This link provides information on the differences between freedom of speech and freedom of the press. Which requires a higher standard for truth?

Task 5

• Visit the following links that discuss the First Amendment and the First Amendment in our lives. Do the assigned tasks and move to the Task 6.
  FindLaw Constitutional Law Center: U.S. Constitution (http://supreme.lp.findlaw.com/constitution/amendment01/09.html)
• This link provides discussion over the concept of "prior restraint." Define "prior restraint".
• Look for additional information on the differences between "prior restraint" and "prior review." Now write your definitions of both terms.
  

Task 6

• Read through the 14th Amendment provided below. Then do the assignment at the bottom of the page. The following text is the 14th Amendment of the U.S. Constitution. It is important because most First Amendment cases involving education only come before the Supreme Court if they are found applicable under the 14th Amendment. Usually such cases fall under the Equal Protection Clause or Due Process Clause in Section 1. Read through the amendment. If you need further clarification follow the links provided.
• 14th Amendment - Rights Guaranteed Privileges and Immunities of Citizenship, Due Process and Equal Protection Amendment Text
  • Section 1. All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
  • Section 2. Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice President of the United States, Representatives in Congress, the Executive and Judicial officers of a State, or the members of the Legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State.
  • Section 3. No person shall be a Senator or Representative in Congress, or elector of President and Vice President, or hold any office, civil or military, under the United States, or under any State, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any State legislature, or as an executive or judicial officer of any State, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability.
  • Section 4. The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any State shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.
  • Section 5. The Congress shall have power to enforce, by appropriate legislation, the provisions of this article.
    
• These two sites may help you understand the 14th Amendment more clearly. Visit them if you are having trouble understanding what you have read.
  FindLaw: U.S. Constitution: 14th Amendment (http://caselaw.lp.findlaw.com/data/constitution/amendment14/)
  Equal Protection Clause (http://caselaw.lp.findlaw.com/data/constitution/amendment14/18.html#1)

What role does the 14th Amendment have in the application of the First Amendment? How does this relate to Journalism? Write a summary, then discuss a scenario that you have researched where the 14th Amendment related directly to a Journalistic issue.

Assignment: It's time to respond. Class will complete questions that apply. Answer them honestly. Complete your answers this week - they will be reviewed two weeks from today. Be ready to share them in class.

English II Honors - Act II questions

Hey guys!

Your responses to the Act I questions were excellent! I am proud that you thoughtfully considered each one of the questions and put time and effort into your responses. I know that your Act II questions will be even better than your last responses, so I am very pleased at the way that we are traveling.

PLEASE ENSURE THAT ALL RESPONSES ARE IN COMPLETE SENTENCES.

Keep it up!

Parsons

Scene 1 - 

1. What does Brutus' soliloquy show us about his motives for killing Caesar?

2. Does this change the way you view Brutus? Describe him and discuss your views on his motives for killing Caesar. Is he justified?

3. Why does Brutus not want to take an oath with the other conspirators?

4. How does Portia react to Brutus' strange behavior at the end of the scene?

Scene 2 -

1. How does the weather reflect what is going on in the play?

2. Why does Caesar continue to go out despite his wife's dream?

3. Why is Brutus sad during his aside towards the end of the scene?

Scene 3 -

1. How does Artemidorius' letter represent both foreshadowing by the author and the role fate is playing in the work?

Scene 4 - 

1. Write a paragraph summarizing Portia's actions in Scene 4.

English II Honors - Act I questions

Honors II

Sorry I could not be in class today, but I have been called to work on some things for the English Department. Please complete the instructions on the board, then answer the following questions.

Thanks,

Mr. Parsons

Scene 1 -

1. Why are Flavius and Marullus so upset that the citizens of Rome are celebrating Caesar's return?

2. What is a pun? Find two examples of puns in Scene 1.

Scene 2 -

1. What event that occurs in Scene 2 could be interpreted as foreshadowing?

2. Why is Cassius being so overly complimentary towards Brutus?

3. Why does Caesar want Antonius to touch his wife during the race?

Scene 3 -

1. What does Casca say about Cassius' interpretation of the weather as being a sign calling for Caesar's overthrow?

2. What kind of a man is Cassius? Write two paragraphs based on his behavior so far.

Journalism Blog Response 9/8

Hey guys!

Well, we put our second issue to bed, and I am pleased to say that I consider it to be far superior to our first. The depth of the writing certainly picked up a notch, and we continue to improve on writing against a deadline.

I would like to thank each of you for the contribution that you make to the newspaper staff. Pretty soon, if not already, people will start recognizing your contribution to the school and will thank you for your efforts. Until then, let it suffice that I KNOW the good work that you are doing and I appreciate it.

For your blog response today, I would like you to find a local or state news story (within a five county area) from one of today's newspapers that you are interested in and write a 150 word response on it. You will most likely be access these articles by searching for a particular paper (i.e. Ashland Daily Independent, Portsmouth Daily Times, Lexington Herald, Cincinnati Enquirer, etc.) and roaming through their stories. YOU MAY NOT CHOOSE SPORTS STORIES - ONLY HARD NEWS STORIES WILL BE ACCEPTED. DO NOT CHOOSE AN EDITORIAL OR A FEATURE, EITHER. You may choose to journal on the content of the piece or the stylistic content of the piece, as long as you provide a little information on both. I would also like you to include the URL so that I can look at the article while I am assessing your posts.

Posts are to be a minimum of 150 words.

We are working on the radio show this week - more things to look forward to. 

Brenton Parsons

Journalism Teacher

English II - Personal Narrative Reflection

Hey Guys! 

Monday is the due date for the final draft of your personal narratives, and it has been a long and difficult road. The skills that we have learned on the way - using a planner to plot the organization of our work, incorporating reflection into our personal writing, using descriptiveness to accentuate the feelings and emotions in our work, etc. - will be useful in other writing tasks, too.

Now that you are almost finished, I would like you to reflect on the writing process that you went through. Discuss the hardships you faced, the challenges that you overcame, and the enjoyable parts of the process. Are you happy with the final piece? Did it help you grow in any way, either as a writer or as a human being? How? What could you have improved if you had it to do over again? Did you feel prepared for this activity? Did you have enough time?

This post must be a minimum of 150 words. If your login is not your name, be sure to type your name at the top of your post so I can easily identify that the post is yours. Remember, these posts have a point value, so it is important to make a good effort on these.

Journalism Students ONLY

Hi Guys!

Sorry I couldn't be at school today, but that doesn't mean that we won't be working. We put our first paper to bed on Friday, and I am very proud of the job that you guys did. Hopefully, even though I am extraordinarily pleased with how the first issue went, it will only get better from here. 

We had a few technical hitches with the website - they were attacked with an SQL virus on Friday, so all of our stories went into cyberspace and died. Fortunately, I came in on Sunday and fixed the problem, even though there are a few things left to fix (sorry Adria and Melissa).

I would like you to create a login for blogger.com and respond to the following post:

What did you think about getting our first newspaper out? What did you contribute? What could be improved? Do you have any additional story ideas you are interested in?

Respond to the post with a response of no less than 150 words.

**Please note: When creating your blogger account, it doesn't matter what you name your blog website (although keep it clean). Also, your username should be first/last name (i.e. BlakeRoberts).

Honors English II - Essay Topics

Hi guys, and welcome to the Musketeer English blog!

Your essay test on Monday will have three questions, of which two must be answered. I am offering you this advance on the questions because I want you to become familiar with the planning process in analytical writing (any writing that requires you to think about and analyze a book, idea, process, etc.). I will not typically offer this type of assistance, but I think it is only fair on the first assignment.

The three questions are as follows:

1. Why does the war provide a fitting backdrop for the themes and issues in A Separate Peace?

2. Does Gene ever show remorse for his actions towards Finny, and for the terrible things that befell him afterward?

3. Does Finny forgive and/or accept that Gene caused his fall?

Each essay must be approximately 1-2 typed pages in standard Times/Arial, double-spaced, with a font size no greater than 10-12 point. Only planning materials (organizers) and the novel will be allowed in the room during the test.

Thanks, and good luck!

Mr. Parsons

First Discussion Board Blog - Sophomore English

Hey guys!

Please get online and write a response comment to this question, with a minimum 200-word requirement. You are also able to respond to others in the class and it will count towards your word requirement.

NOTE: This posting is for my 6th and 7th Period Sophomore English classes ONLY.

Here are your questions:

What are your impressions of the story "Black Men in Public Space"? Did you enjoy it?Why/Why not? Did it change the way you view people, or help you understand another person's perspective? How?

Welcome to Musketeer English!

Hi!

My name is Mr. Parsons and I will be teaching English II and Advanced English II, in addition to Journalism, at Greenup County High School for the 2008-09 school year.

I look forward to working with some keen young students on some exciting projects this year...are you ready for a fresh and exciting way to approach learning English?

Keep your eyes on this blog for assignments, content, and writing related to our class!

Regards,

Brenton Parsons

GCHS English Faculty