Essays should be:
- double spaced
- written using 12-pt. Times New Roman or Garamond fonts
- left justified
- proofread (use turnitin's GradeMark spelling-, grammar-, punctuation-checker as a final check)
Mr. Mikesell’s Class Notes |
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In a well-developed essay analyze how John Steinbeck develops his theme in The Pearl. In your analysis you may wish to consider such literary elements as characterization, symbolism, imagery, etc.
Essays should be:
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Out of class essays need to be turned in via turnitin.com. Please register for your class period by creating an account (or adding the class to an existing account) using the information below:
The password for both classes is: mikesell360. In this project you will represent through words and images (at the very least) one of the sections of T.S. Eliot’s The Waste Land. Additionally, you will prepare a written summary detailing your interpretive decisions.
Storyboards/Project Each student must prepare a set of storyboards to outline his or her project. 10 storyboards is the minimum. 24 storyboards is the maximum. Each frame must have a visual interpretation of the text (literal, symbolic, hybrid); beneath the frame, the student should write the excerpt of text that corresponds with the image (include section, line numbers—(III, 4-5)—in parentheses for each). If a student only does storyboards, he or she should expect a grade no higher than 79. Higher grades will be awarded for slideshows, videos, well done PowerPoint/Prezi/etc. presentations, bound collection of illuminated pages, decorated cookies/cupcakes*, etc. (Storyboards are still required.**) Grading will be holistic; creativity and effort are valued but will not solely determine your grade. Twelve well-done images will score as well as (perhaps better than) twenty-four mediocre images. Summary Detail your purpose in choosing to approach your section of the poem the way you did. Discuss what you feel Eliot’s purpose in the passage is and why your approach is an appropriate choice to convey it. The summary should be no longer than one typed page (12 pt., double spaced), and must be turned in at the same time as the project. Collaborative Option Two students may work together on a project for a shared grade. The storyboard-only option is not available for collaborative work. Expectations will be higher for two-person projects. The grade for both students will be shared regardless of who did more (or less) work. Grades no higher than a 50 will be given for incomplete work. Due Date: Feb. 4/5, 2016 * cookies, cupcakes, etc., will not be returned. ** if you want to create a graphic novel-style project, a comic book script may be substituted for the storyboards. Two prep sessions are scheduled for February. Please attend either (or both!).
The first will be held at North Dallas High School on Feb. 6, from 8:30 to 2:00. Please complete the registration form at tinyurl.com/feb6prep. Transportation will be provided; info here. The second prep session will be for Townview students only and will be held at Townview on Feb. 20. Details are still be finalized, but plan on transporting yourself here by 8:00 and leaving around 2:00. There will be another district-wide prep session at Townview on April 2. Details pending. How does Booker T. Washington’s vision for a successful future for African-Americans differ from W.E.B. DuBois’? (Author’s Purpose)
How are they similar?
(If you do not think there are similarities between what Washington and DuBois want their audiences to do/think/etc., create dialectical journal entries for a second contrasting purpose.) Dialectical journals will be collected when we return from the long weekend (1/19 A Day; 1/20 B Day). In his article "Art forever changed by World War I," Reed Johnson claims that after the war "irony [rose] as a dominant mode of modern understanding." Write an essay that defends, challenges, or qualifies Johnson's assertion about the relationship between World War I and the emergence of irony as art's dominant tone/voice. Use specific evidence from T.S. Eliot's "Love Song of J. Alfred Prufrock" to support your position.
Turn it in at turnitin.com. Due date: 1/14 (A Day), 1/15 (B Day) at the end of the day (11:59:59pm). Sound and song is an important part of our novel, The Pearl, as you could tell from Chapter One (“Song of the Family,” “Song of Evil”). Much like Kino, you will make a “soundtrack” of the different parts of your school day, from start to finish. The steps for this project are outlined as follows:
1. Think of songs that you could relate with the 8 periods of your school day: -1st period: -5th period: -2nd period: -6th period: -3rd period: -7th period: -4th period: -8th period: On a clean sheet of notebook paper, write at least 3 sentences explaining your choice for each song, and why they are appropriate for those particular times. **Include the song title and artist. ** Ex: Track 1 (When marching band practices): “Downeaster Alexa” by Billy Joel. I chose this song because I hear it every morning during first period. At first it was kind of annoying (sorry band), but after Mr. Woody dedicated the song to me for the rest of the year, I’ve found renewed appreciation for it. The lyrics speak of “work[ing] my fingers to the bone” for the “people…who count on me.” These sentiments speak volumes about the work I do starting with First Period every day. 2. Print out the lyrics to all of the songs you choose, and highlight the parts you talk about in your explanation. ** Important: Your songs must be SCHOOL APPROPRIATE. It may be hard to find a song without an occasional curse word, BUT your song cannot talk EXPLICITLY about anything. Just remember, I can hold you responsible for anything you turn in and write.** Not having a computer is not an excuse. You can do this on a computer at the public library. You can make a friend. Note: One song may be in a language other than English (must be translated into English, and you should explain why you connect with the words in the foreign language more than a similar English expression or the translation) and one other song may be instrumental-only (you must explain how the rhythm, tempo, instrumentation, etc., are suitable for that class). EXTRA CREDIT: Burn a CD (or load a USB drive) with your 8 songs on it! (+10 points) Bonus Track: Include a song that summarizes your whole schoolday (+5 points) Zero Hour: If you have a zero hour class, relate a song to it, too (+5 points) Deadline: January 20, B Day) If you have questions, please talk with me before school or via email to clear everything up. Describe the effects of colonialism on Kino's tribe in The Pearl.
Four examples of pre-colonial values/customs of Kino and/or people. (Include textual support.) 1. 2. 3. 4. Four examples of colonial values/customs adopted by Kino and/or his people. (Include textual support.) 1. 2. 3. 4. Four examples of the effects (positive or negative) Kino experiences by replacing his people's traditional values with those of the colonists. (Include textual support.) 1. 2. 3. 4. If you cannot determine if behavior reflects traditional or colonial culture, do not list it for either (e.g., does Juana cook because it's part of her native culture, or because the colonists treat cooking as "women's work"? If the story doesn't indicate one or the other, it shouldn't be listed). If you notice a change in Kino's behavior/goals after he has found the pearl, attribute it to the adoption of colonial culture. Due Date: Monday, January 11, 2016 |
Important InfoMr. Mikesell teaches Pre-AP English II and AP English III. Please make sure you are accessing the correct assignment(s). Book ListStudents will need these texts this school year.
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