English II Assignments

Review for 10th Final     (Key)

 (Julius Caesar) 1. The three members of the triumvirate (after Julius Caesar’s death). Lepidus, Octavius Caesar, Marc Antony

2. The names of the two pairs of husbands/wives. Julius Caesar/Calpurnia, Brutus/Portia
3. Caesar’s three major roles and adopted son. General, politician, orator; Octavius Caesar
4. The five major conspirators in the story. Cassius, Marcus Brutus, Casca, Trebonius, Decius Brutus
5. The general signs Caesar ignored in the story (three of the nighttime warnings too). Soothsayer’s “Beware the Ides of March,” Artemidorus’ letter, wife’s dreams, his own warning (lean men), the stormy night (graves open, hand burning, street lions)
6. The holiday/date at the beginning of the story. Lupercal (Feb. 15)
7. The date/location of Caesar’s assassination. Mar. 15 (Ides of March), 44 BC; Capitol in Rome
8. The Roman leader Caesar defeated earlier. Pompey
9. The main river in Rome. Tiber
10. Brutus’ and Cassius’ relationships to Caesar. Brutus loves him; Cassius is jealous/suspicious of him
11. Caesar’s two physical afflictions and view of himself. Epilepsy, deaf left ear
12. The major location someone compares him to. The Colossus statue at Rhodes harbor
13. How Cassius talks Brutus into joining the conspiracy. –flattery, flattering letters thrown into window
14. How Decius talks Caesar into going to the Capitol. –interpreting dream of Caesar’s blood differently/promise of crown
15. The first to stab Caesar and how many times total. –Casca, 33 times in play (probably 23 in real life)
16. Antony’s relationship to Caesar. –his bodyguard and confidant/friend
17. What he does right after the stabbing and a few minutes later. –flees to his house amazed, returns after servant’s visit
18. Brutus’ two requirements for Antony for giving his funeral speech. Speak second (praise him instead of blaming us)
19. Main points of Brutus’ speech. –loving Caesar, killing him for his ambition
20. Main points of Antony’s speech, how he repeatedly refers to the killers. –bury him, not praise him; “honorable men”
21. The tricks/lies he also uses on the crowd. –praises him; reveals Caesar’s will, stirs them to mutiny
22. The immediate result of these two speeches (in order). –plebeians want to make Brutus king, then kill conspirators
23. Where Caesar’s ghost appears to Brutus, what he says. –at Sardis in Brutus’ tent, “I will see thee at Philippi”
24. What happens in the final battle. –Conspirators’ side is defeated, Brutus-Cassius have help committing suicide

     (Punctuation/grammar—use back/separate sheet if necessary)  

5. List the three ways to punctuate 2+ main clauses. -End marks, semicolons, comma/conjunction
6. List three places to use a semicolon. In units w/inner commas, between main clauses, w/conjunctive adverbs
7. List three places to use a colon. After a formal salutation, after “the following” introducing a list, on clocks (time)
8. List two places to use a dash. -to show interruptions/sudden breaks, to set off parenthetical information
9. List three places to use a hyphen. Groups of multi-word adjectives/nouns, between connected dates, syllable breaks
10. List three places to use an apostrophe. Contractions, signify left-out letters/numbers, plurals of numbers/letters (“a, I, u”)
11. List the main usage of single/ double quotations. -Single: quotations inside quotations, double: dialogue
12. Know the difference between double quotations and underlines/italics in titles, etc. (list at least four of each)

DQ—short stories/poems, TV episodes, speeches/lectures, chapter titles, etc.  U/I—ship/plane names, publications, epic poems, TV shows/movies/plays/CDs/DVDs…

3. Define a noun (common and proper) -A word that names a particular/general person/place, thing (idea); proper—

     particular noun; common—general noun

(EOC) 34. Write the three most important tips for short-answer boxes.   -Fill box, use prompt, quote/paraphrase text

5. Write the three most important tips for full essays. (same but also organize, have 2-3 main points)

6. (To Kill a Mockingbird—Use Cliffs Notes if you want) The main parallels in the story to real life. –Lee’s lawyer father,

       her childhood friend Truman Capote (Dill), hometown Monroeville, AL (Maycomb)

7. The three main awards the book/movie won. –Pulitzer Prize; presidential medals, an Oscar/three Academy Awards
8. The time/place of the story. –summer 1933 to Halloween ’35; Maycomb, AL (references to Montgomery, AL; Meridian, MS)
9. The six main characters (and one’s significant disability). Narrator Jean Louise (Scout) Finch, Jeremy Atticus (Jem) F., father

       Atticus Finch, Robert E. Lee (Bob Ewell)—town drunk/child beater, daughter Mayella (19), Tom Robinson (crippled l. arm)

1. The four plans to get Boo out. –knock on door, rock him, strike a match under him, fishing pole w/a note
2. The main crises in the story. –shotgun blast near kids, rabid dog, Maudie’s house burns, Atticus threatened by lynch

      mob, Tom convicted of rape/shot to death, Finch kids attacked by Ewell, who’s killed by Boo

2. The main conflicting testimony at the trial, the verdict. –Tom’s raping Mayella; conviction
3. What happens to the defendant, Ewell, and the kids afterward. –Tom shot 17 times “escaping,” Ewell stabbed by his

To Kill a Mockingbird Project Ideas

(test grade due May 18 or do review sheet to replace it)

Do any one of the following (or more for extra credit)—essay/Powerpoint/poster..:

-A detailed summary of selected chapter/brief summary of previous/next chap.

-Specific story/video differences (at least 20 in sentence form or detailed list)

-Detailed author sketch (biography) of Harper Lee’s life (not Wikipedia)

-An in-depth character sketch of any main character in the story

-Criss-cross puzzle(s) from puzzlemaker.com (extra credit: word searches)

-A critique of the video or the trial (lies, violations, etc.)

-Color poster illustrating any scene (not just printed off Net, cut/pasted)

-A timeline of the main events of the story (at least 20 for full credit)

-A detailed comparison of any main characters like Atticus and Ewell

-A comparison of TKAM to nonfiction “Scottsboro 9” (or summarize “S 9”)

-A summary how Scout or Jem (or any main character) changes in the story

-List/explain in detail the major/minor crises in the story

-A detailed map of Maycomb and one of Alabama/Meridian, MS

-“Red flags” of Mayella’s setup of Tom/Bob’s response to it (see teacher with other ideas)

 All writing: at least five FULL paragraphs for possible A, 4 for possible B As with all essays, refer to any Net sources used, document them (See teacher for help).  Non-writing: document time spent (at least two hours for a possible 70, 2 1/2 for a possible 80, and three for a possible 90) and have parent confirm.    

Review for 10^th Test 8   Know the following:

(drama – Acts I-IV from The Tragedy of Julius Caesar)

1. The main characters (especially the triumvirate and conspirators, both wives)

     Julius Caesar (general, politician, orator); T-Antony, Octavius Caesar, Lepidus; C-Brutus, Cassius, Casca, Ligarius, Trebonius, Decius,

     Metellus Cimber, Cinna; W-Calpurnia (C), Portia (B); Artemidorus; soothsayer

2. The holiday at the beginning of the story, date/title/location of Caesar’s assassination

      Lupercal (Feb. 15), Mar. 15 (the ides of March), 44 BC; Capitol bldg. in Rome

3. The leader Caesar defeated, the main river in Rome, Brutus’/Cassius’ relationships to Caesar at the start

      Pompey, Tiber, Brutus loves Caesar, Cassius is jealous of him

4. Caesar’s six warnings/some specific signs during stormy night

      “Beware the ides of March, Artemidorus’ letter, wife’s dreams, no heart in animal, stormy night signs, Cassius’ look

5. Caesar’s two physical afflictions/view of himself (with historical references)

      “falling sickness” (epilepsy), deaf left ear; arrogant/proud (like the Colossus to others, Mt. Olympus to himself)

6. His specific response to being named emperor

      Refused the crown three times (each time gentler)

7. How Cassius talks Brutus into joining conspiracy

      Through personal flattery and flattering letters (letting him lead/make decisions)

8. How Decius talks Caesar into going to the Capitol

     By interpreting the “bloody-statue” dream as Romans drinking his reviving blood, saying he may not be crowned

9. The first to stab Caesar/how many times he was stabbed

     Casca, 33

1. Antony’s relationship to Caesar, response after stabbing

     His trusted bodyguard, confidant; fled to his house amazed/returned after assurance of safety, offers his life, shakes bloody

      hands, asks reasons for murder, accepts funeral speech

1. Brutus’ requirements for Antony for giving funeral speech

    He will escort body to the forum, speak second, not blame them, but may praise Caesar

2. Main points of Brutus’/Antony’s speeches

    B-loved Caesar but Rome more, slew him for his ambition, has same dagger for himself if necessary; A-calls killers “honorable

      men”/won’t wrong them (lies some about not praising Caesar/stirring them to mutiny as he does), reveals C’s will/bequests

3. Immediate result of these speeches

     Citizens accept B’s explanation/exalt-obey him, change to mutiny after A’ speech (lets evidence speak for itself)

4. Location/reason(s) for Brutus-Cassius’ argument/how they resolve it

    In Sardis tent, supposed bribery and soldiers’ pay miscommunication; they clarify it, apologize/reconcile, share wine

5. Bad news shared by Brutus at the end of the argument

    Wife Portia died from swallowing fire (hot coals) after his absence, stress of the assassination, etc.

6. Who appears to Brutus/where/the specific message given

    Caesar’s ghost appears in his tent to say he’ll see him at Philippi (NE Greece)

(revising and editing)

7. Be able to correct a passage/edit errors in a literary selection

(writing)

8. Be able to write a specific short answer in a nine-line box like practice EOCs from The Tragedy of Julius Caesar.

Julius Caesar Mini-project (test grade)  Due Date:  Friday Jan. 22                    

Option 1:  You may create a comic strip summarizing Act I of the play Julius Caesar.  You can draw your own or create one using a comic creator site on the Internet. ReadWriteThink.org has a website that allows you to create a comic strip. The comic strip must have the following:

At least 6 panels (20 points)                            

Physical appearance of characters match their personalities (10 points)

Thought/dialogue bubbles   (20 points)

Colorful  (10 points)

Title (your own creation using actual Act and Scene #)  (10 points)

Summary of a scene from Act I  (30 points)  (This must be in your own words but needs to accurately summarize the scene(s).)

Option 2:  You may write your own letter to Caesar similar to Artemidorus’, but you may incorporate other warnings too like the soothsayer’s “Beware…” warning and the stormy night with its signs.

Option 3:  You may do a blog conversation of equal length to a four-paragraph essay between any two characters (especially Brutus-Cassius). You must base it on the text but can modify it some too.

Option 4:  You may draw a detailed poster of any scene so far (especially the stormy night/signs) at least two hours total with signed parent note documenting it.

 (See teacher with other ideas).

Review for Engl. 2 Test 7 (Jan. 21)  (key)

Know the following:

(multiple choice section)

1. Shakespeare’s main distinction – greatest writer of all time

2. His birthplace/later hometown – Stratford/London, England
3. Wife’s/children’s names/which play was named for one of them--Anne Hathaway; Susanna, Judith, Hamnet (Hamlet)
4. His educational level –grammar school (like high school)
5. His acting company/theater & what happened to it—King’s/Lord Chamberlain’s Men; the Globe (burned)
6. The types of plays he wrote – histories, tragedies, comedies, romances
7. The cost of a play then –as low as a penny
8. How plays then differed from today’s (especially who played female roles)—little scenery, elaborate costumes, boys played female roles)

9. Julius Caesar’s jobs -- politician, orator, general
10. Parallels between him and Shakespeare’s time – strong ruler, threats against leader, chaos would reign if killed)
11. The main conspirators—Marcus Brutus, Cassius, Casca, Decius Brutus, Cinna (not the poet)
12. Other main characters—general Marc Antony, Octavius Caesar, Cicero
13. The two wives – Portia (Brutus), Calpurnia (Caesar)
14. Time/place settings of story –44 BC, Rome (street, capitol, public square, Caesar’s home), Sardis, Philippi
15. Caesar’s warnings (how Cassius looks)/his responses – soothsayer’s “Beware the Ides of March,” Cassius’ lean and hungry look (Caesar prefers fat men), Artemidorus’ letter, warning signs during stormy night (Calpurnia’s nightmares)
16. His physical/mental faults –deaf in left ear, has epilepsy, is arrogant
17. Brutus’/Cassius’ relationships to Caesar –Brutus & Caesar love each other, Cassius distrusts him, is jealous of him
18. How Cassius views him (historical reference) –like the Colossus statue at Rhodes, towering over them
19. How Cassius sways Brutus to join him –has complimentary letters tossed into his window, flatters him
20. The Roman leader defeated by Caesar/where the new emperor recently conquered –Pompey, Gaul (France)
21. Specific signs during the wild night –slave’s hand on fire/unscorched, owls in daytime, lion roaming street, shrieks, thunder/lightning, graves opening, 100 ghastly women
22. How Cassius plans to “deliver” himself/Rome –with a dagger (stab Caesar)
23. The date of the planned murder – March 15, 44 BC

(vocabulary) 24. triumvirate –three leaders (Lepidus, Octavius, Antony)

25. soothsayer –prophet foretelling future

26. portent/omen –sign predicting misfortune

27. Philippi –city in NE Greece (final battle)

28. Colossus –90’ tall statue in Rhodes harbor (Asia Minor, now Turkey)

29. Sardis –city in Asia Minor (Brutus-Cassius’ camp)

30. prodigious –monstrous, extraordinarily large

31. Lupercal(ia)/date—Roman fertility festival on Feb. 15

32. infirmity –weakness/failing

33. disconsolate –hopelessly unhappy

34. soliloquy –speech given alone on stage

35. aside –actor’s speaking thoughts quietly away from others

36. tragedy—calamity/disaster usually involving the downfall of the hero

(writing) Be able to revise and edit a selected passage from the play’s Act 2 and write a short-answer prompt on Julius Caesar similar to recent ones in an EOC box. (Extra credit will be given for class expectations and anything not covered this six weeks on the test.)

10^th Personal Inventory Project (two-part test grade, due Tuesday 12/8 end of class)

Part 1 (Google docs or written):

1.     Do a “personal inventory” by writing at least two-sentence answers to all four of these questions (or any like them) and using them in your answers:
2.  A. What are your values/do you value most in life and why? (pleasure/fun, money, honesty, kindness, etc.)

1.  B. What/whom do you love the most and why? (parents/grandparents/guardians, sisters/brothers, girl-/boyfriend, house/bedroom/game room, car/truck, Mp3 player, CDs/DVDs, pets, etc.) C. What is your goal this year/after high school/college (etc.) and why? D. What is your favorite animal/food/school subject (etc.) and why?

2. Define/explain poetry, including what really makes up good poetry (rhyme/rhythm…).

3. Define/explain symbol (and cut one from a magazine that represents you or your poem or draw it: an animal, place, job, etc.).

Part 2 (poster or unlined paper)

 4.  Now create a poem as long as you like (at least 16 lines preferably with rhyme/rhythm the best you can; I’ll help, or let your family-friends help). From magazines, cut out 5-10 words that describe you. Glue your words on the back of a full sheet of a poster or unlined paper. If you would like to share with the class after you finish for extra credit, let the teacher know.

Remember to keep track of how much time you spend and have parent/guardian document it (usual grade—two hours for 70, 2 ½ for 80, 3 for 90, 3 ½ for 100 with no errors). Also document any sources you use, quote/paraphrase them, etc.

Review for English 2 Test 5 (write answers for extra points before we go over them) (Key)

(Literature) 1. Poe’s his life dates 1809-49; home cities—Boston, Richmond, NYC, Baltimore; problems with parents—dad abandoned family or died, mom died when he was 2; his foster parents’ names—John/Frances Allan; his relationship with mother was close, estranged from/disowned by father; he attended U Virginia; his military branch was Army; his most famous poem was “The Raven,” his wife was his cousin Virginia Clemm, who died of tuberculosis.

2. In “The Pit and the Pendulum,” the setting is Spain during the Inquisition (Middle Ages); the religion represented is Roman Catholicism, whose authorities tortured/imprisoned/executed “heretics” (non-believers) and imprisoned the story’s main character in a dark cell 50 yards across with a pit in the middle and a slippery floor; he wants to die at first but resolves to figure out what the cell is like and almost falls into the pit. After sleeping, he finds bread and water, sees a light before sleeping. After waking, he’s strapped to a wooden frame under a pendulum blade with spicy meat and no water to “bait” him, but he rubs juice on the straps so that the rats eat the strap away. Once free, the blade is drawn up, the cell is heated, and a moving wall almost pushes him into the pit before General Lasalle of the French army grabs his hand. Spain’s enemy, France, is now in control.

From Farewell to Manzanar, the internment (NOT concentration), camps’ states were Arizona, Arkansas, California, Colorado, Idaho, Wyoming; the general populations of them were from 7318 to 18,789 (total: more than 112,581); Americans (1/16 Japanese-up) were sent there starting in Mar. 1942 for about 3-4 years because of the threat of sabotage/spying; male adults were able to leave beforehand if they enlisted in the military (European theater only); camp conditions were generally hot and cold depending on the season, dusty, with nothing fancy, virtually no privacy, many families in one room under President Franklin Roosevelt.

1. (Vocabulary: use dictionary)  confound          eloquent           lethargy              lucid          pervade             supposition
3. Writing) Be able to write a critique or analysis (NOT a summary) of any aspect of the stories since Test 4 like the two above, OR which were the most evil people/events in history and/or how humanity has overcome them, OR the decision to intern Japanese-Americans in WWII, how Orientals compare to non-Oriental Americans in general, OR the best way to change society specifically (6+ full sentences) with some kind of expert opinion/research, NOT just your opinion. Memorize some facts/statistics beforehand.

Nuclear Power Project/“What would make the world SAFER?”

 (text pp. 652ff., due Friday 10/23)

Options: 1. Full essay/feature of six or more paragraphs on these topics, specific

     reasons/examples why it is a good power source to use presently/in the future,

     how safe your school/town are, what can be done to stop school shootings, etc.  

2. 2. An oral summary/speech of comparable length (can be recorded).
3. 3. A storyboard of 5-6 detailed drawings and/or photographs with captions on any related topic/person.  

4. 4. A movie script or short video acting out any aspect related to the topic or people.

5. 5. A newspaper/magazine article/feature simulating a report you might read

about the topic and/or people.  

6. 6. A Power Point slide presentation about any related topic or significant

spokesperson with pictures, captions, etc.

7. 7. A debate with any other student (the teacher can take the other side).

          (see teacher with other ideas). 

Note:  On any of these, remember to log the time spent on non-essays/features

for parent/guardian to sign documentation (minimum time of two hours for

70, 2 ½ for 80, 3 for 90+). You MUST use/refer to/document at least one source (see teacher for specific format).

Do-It-Yourself English 2 Test 2  Due: 10/1

Instructions: Include a total of 50 questions from sections below with answers (five short answer, five matching, and one short-answer paragraph—see teacher's Test 1). Don't make them too easy with obvious wrong answers.

1. Grammar – Up to three definitions/examples for any of the seven parts of speech besides noun. 

2. Writing Tips – Up to three of the most important writing tips from sheet.

3. Editing symbols – Up to three of the most important ones from sheet.

4. Literature – five main parts of a short story--plot, two parts of setting, characterization, three points of view, theme/voice, etc., five “acts” of the plot, two main types of characters, two main types of major characters, misc. elements—symbols and figures of speech, Apollo 13, marriage/love quiz, “The Interlopers,” feuds (Hatfields/McCoys, Romeo and Juliet,) etc.

5. Writing -- Give a writing prompt with FULL paragraph with details on any topics discussed so far in short stories, literature since Test 1 (especially specifics about significance of each author and/or major work like the ones above or topics similar to the favorite teacher/grandparent essays).

NOTE: If you can’t come up with 40 or so literature questions, add two or three more each from grammar, writing tips, editing symbols, or add another writing prompt. If you still want to take my Test 2, let me know by Wednesday. You may take both tests.