Pre-AP English II: Quickwrite on Faber's "Three Things"

In "The Sieve and the Sand" Faber mentions that society needs three things in order for books to make a difference in the world:

1. Quality of information: Books must reflect life.
2. Leisure to digest it: Books must be thought about, though not necessarily agreed with.
3. The right to carry out actions based on what we learn from the interaction of the first two (the "life" in the text and the reflection upon it).

In 2-3 sentences, discuss whether you agree with Faber's three things and why you feel the way you do.

All Students: Half Price Books Coupon Week

Half Price Books is running a series of special offers this week. If you sign up for their mailing list you'll receive a set of coupons that lower their already low prices.

On Monday and Tuesday you'll save 40% on the most expensive item you buy either day.

Wednesday and Thursday the savings is 30%. Friday and Saturday it's 20%.

Sunday's the biggest savings (though on the least inventory): 50%.

Incoming Pre-AP English II students, consider getting any of these books: The Pearl by John Steinbeck, A Christmas Carol by Charles Dickens, or Lord of the Flies by William Golding.

English I (Pre-AP) students, pick up The Lightning Thief by Rick Riordan, Of Mice and Men by John Steinbeck, or Ender's Game by Orson Scott Card.

English students, if you haven't already acquired the current novel, don't wait for the big coupon on Sunday. Use the 40% coupon now and pick up a second book later on.

Here's a list of local stores.

Pre-AP English II: IWA Conclusion

Last week we looked at how to write a thesis paragraph and two body paragraphs (#1, #2). Today in class we looked at writing a conclusion. Essentially, the conclusion is a restatement of the thesis paragraph (make sure you use different words).

Here's an example:

In the end, Bradbury has created two highly-engaging characters in Faber and Montag. If the reader is unaware of the paper/pencil allusions in their names, the experience of reading is still more than worthwhile. If, on the other hand, the reader does have an awareness of the connection between the names and the pencil/paper and mentor/mentee relationships, it takes their appreciation of Bradbury’s work to a much deeper level.

You now have everything you need to write your IWA. Please compile the blocks of body text -- add some transitions of your choice to make it your own -- and turn it in in the inside front pocket of a plain two-pocket portfolio by Thursday, November 8.

English I (Pre-AP): Mythology Family Tree

If you missed the Mythology presentation or the Family Tree notes, please take a look below.

Here's the Family Tree:

And here's the presentation (it goes on more than we will get to in class; check it out for bonus knowledge!):

Intro to Greek Mythology on Prezi

Pre-AP English II: 451F (Part 2) Socratic Seminar Questions

Be prepared to discuss these questions in class on Friday, Nov. 2, 2012. Remember to support your answers -- even the World Connection questions -- with evidence from the book.

If you missed the seminar, submit well-thought out written responses to two questions (100%; one question=80%). You may NOT answer a close-ended question.

If you were in class and did not respond twice, use the back of your remaining half-sheets ("buns") to respond to the questions. If you respond to a question discussed in class, your response must refer to the text and add to the conversation we had. (+20 points for the first, +10 points for the second)

WORLD CONNECTION QUESTIONS
What would do if you knew a loved one was breaking the law? --M.P. (2nd)

If your house caught on fire, what would be the most important thing for you to save? --N.O. (1st)

If you had to choose between friends and family, who would win out? --N.B. (6th)


CLOSE-ENDED QUESTIONS
How does Faber react when Montag rips the Bible? --A.P. (2nd)

What did Montag think Beatty wanted to happen when he ordered Montag to burn his house --P.P. (2nd)


OPEN-ENDED QUESTIONS
What does "the sieve and the sand" represent in the second section of the novel? --J.M.S. (2nd)

Why does Granger trust Montag --O.M. (1st)

Why does Mildred think of the people in the parlor as "family"? --A.G. (6th)


UNIVERSAL THEME / CORE QUESTIONS
If you were running away from society, where would you go? --B.C. (2nd)

If the government required you to inform on your neighbor, what would you do? --Anon. (1st)

If you could memorize any book in the world, what would it be? Why? --Mr. Mikesell


LITERARY ANALYSIS QUESTIONS
What is the significance of the Phoenix in the novel (how does the symbol change from the beginning of the novel to the end)? --A.E. (2nd)

What does Faber's comparison between himself and a queen bee reveal about his character? --M.C. (1st)

English I (Pre-AP): Timed Expository Writing (Fear in Society)

Read the information in the box below.

In 1933, when taking office for the first time, President Franklin Delano Roosevelt announced in his inaugural address, “We have nothing to fear but fear itself.”

Sometimes fears become overblown, while other times they’re justified. Think carefully about this statement.

Write an essay explaining the role fear plays in society.

Be sure to —

• clearly state your thesis
• organize and develop your ideas effectively
• choose your words carefully
• edit your writing for grammar, mechanics, and spelling

Maximum length: 26 lines

Pre-AP English II: IWA Body Paragraphs, Pt. 2

Yesterday we looked at how body paragraphs should be written in an IWA. In general, each body paragraph should have two to three pieces of evidence from the text to support the main idea of the paragraph.

Yesterday's body paragraph carried the idea that the paper is dependent upon the pencil to give it meaning or significance (similar to the mentee's dependence on the mentor). Today, we'll create body text that shows how over time the mentee becomes more and more like the mentor. For instance:

In “The Sieve and the Sand,” Faber gives Montag instructions via ear-radio on how to get out of trouble. At one point he tells Montag to “‘Say ‘yes,’” and then “[Montag’s] mouth moved like Faber’s.” This simile indicates that people are seeing Faber’s influence on Montag,just as they would notice what is written on a piece of paper, rather than the paper itself.

Likewise

In the “Burning Bright” section of the book, the mentor-mentee (pencil/paper) relationship between Faber/Montag becomes complete. Montag symbolically becomes Faber when he “[dresses] in Faber’s old clothes and shoes,” escaping from the Hound at the river. Like a piece of paper virtually disappears when covered in writing, Montag becomes invisible and only what appears to be Faber remains.

(These two blocks of body paragraph text also demonstrate the direct answer/topic sentence, text evidence/support, commentary/connection of a good open-ended or short-answer response to an EOC question.)

Our body paragraphs need a bit more detail and transitional material, but they're in pretty good shape.

Next Monday: Conclusions