English Students: EOC Challenge

FOR THE RECORD: If 95% of my students pass their End-of-Course (EOC) exam, I will celebrate their achievement by dyeing my hair red AND shaving my sideburns into stars (starburns).

English Students: Weekend Reading Assignments

Pre-AP English II: Read through Chapter III (3) of Anthem.

English I (Pre-AP) Read the first chapter of Of Mice and Men.

Pre-AP English II: Ain't I a "Whatever" Essay

In class today, we worked on our own versions of Sojourner Truth's speech, "Ain't I a Woman."

In preparation for the assignment we listed stereotypes someone might have about some aspect of our lives (race/ethnicity, gender, occupation, neighborhood, size, athletic or intellectual ability, etc.) and how we don't fit that mold.

For instance, my information looked like this:

An area of my life where I defy/contradict stereotype:

• English Teacher

Three stereotypes typically believed about people like me.

1. English teachers are boring


2. English teachers always have their noses stuck in books


3. English teachers have perfect grammar and spelling

Six ways I defy/contradict those stereotypes:

1. I incorporate humor into my classes


2. I celebrate student achievement in weird and wonderful ways like wearing a prom dress or shaving my head


3. I watch a lot of television, especially cartoons and crime/mystery shows


4. Sometimes I write short stories


5. I frequently use grammar ironically or pronounce words they way they're spelled (high-per-bowl for hyperbole)


6. I'm human. I make mistakes.

The next step was to write an essay similar to Sojourner Truth's. Our first paragraph was devoted to establishing how we aren't like what other people expect. Our body paragraphs each addressed one of the stereotypes that we defy/contradict. Below is my opening:

Sometimes people make assumptions about me when they hear I'm an English teacher. Like they think they know me. Like they think I have to behave they way they expect. But I'm not that way ... for reals.

For instance, people think that I must always use proper grammar and spelling. But sometimes I don't, and ain't I an English teacher? Using slang and other colloquialisms makes the language fun, and I want my students to enjoy learning English. Still, people think that English teachers want the language to be stuffy. I'm not that way, and ain't I an English teacher?

You modify my introduction, or use a variation of Sojourner Truth's, or come up with your own.

Pre-AP English II: Sojourner Truth's "Ain't I a Woman"

If you lose your copy of Sojourner Truth's "Ain't I a Woman" speech, please print out another copy at the Internet History Sourcebook (Fordham University).

Pre-AP English II: Persuasion Presentation

Below is Monday's presentation on Persuasive Techniques. If you missed class, please make sure you are familiar with the content of the presentation and add the big ideas to your notes.

English I (Pre-AP): Vocabulary from Lightning Thief, Set 2

Look up the following words in the dictionary (or dictionary.com, online). Select the definition that best fits the context as used in the sentences, below. (If you need additional context, you’ll find the sentence at the page number indicated.) In some cases you may need to look up the root word and incorporate its meaning into your definition.

• Bristle (v.):
• Charisma (n.):
• Mesmerizing (adj.):
• Parapet (n.):
• Predicament (n.):
• Pretense (n.):
• Scheme (n.):

The hairs on my arms bristled. (p. 304)

Grover’s predicament got me moving again. (p. 304)

The Furies circled the parapets, high in the gloom. (p. 307)

He had the same intense eyes, the same kind of mesmerizing, evil charisma. (p. 309)

“You dare keep up this pretense, after what you have done?” (p. 311)

“Had I not sent my Fury ... Poseidon might have succeeded in hiding his scheme to start a war.” (p. 312)

Pre-AP English II: Anthem Background

Below is today's presentation on things that influenced Anthem. After viewing it, please write a quick paragraph exploring your personal anthem, bearing in mind that an anthem identifies and celebrates your personal values:

1. Identify a song that you relate to and makes you feel good about yourself;
2. If no song really does the trick, identify what your values are and how a song might celebrate those.

Due: Monday 1/28