Mr. Martin - Archive - 09/2012

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Posted: April 26, 2012

Eng 112 - Chapter 4 Terms:  blatant (58),  taboo (62), sinewy (64), malevolently (71) 1. a) The destruction of the sand castles is significant.  Maurice feels a little uneasy about the destruction and forms ‘the uncertain outlines of an excuse’.  Explain.b)What is significant about Johnny’s behaviour? 2. Page 64.  Why do you think Jack’s painted face ‘liberated (him) from shame and self-consciousness’? 3. Jack claims that the boys ‘need’ meat.  Do you think this is his real reason for hunting? 4. Why is the bond snapped between Ralph and Jack, and strengthened between Ralph and Piggy? 5. Add to character profiles.  Begin Roger's profile.  

Posted: April 25, 2012

Eng 112 - Chapter Two Terms:  ebullience (38), recrimination (43),  tumult (43),  tirade  (45) Questions: 1. What does the conch symbolize? 2. Add any new details to your character profiles of:  Ralph, Jack, Simon, Piggy 3. Page 33.  Ralph asks the boys to put their hands up when they want to talk.  How secure is this rule?  On what is it based? 4. Page 35-36.  One of the littluns claims to have seen something. What is it?  What was the reaction of the group? 5. Page 38.  Piggy states that the boys are acting ‘Like a crowd of kids-‘  Is Piggy right?  What is the evidence? 6. Who is to blame for the child’s death?   Chapter 3 Terms:  oppressive (49),  inscrutable (49), vicissitudes (49),    declivities (54), rapt (54), tacit (55) Questions: 1. What do the huts symbolize?  Why is their collapsing significant? 2. Page 52  Explain the significance of the following quote:      “If it rains like when we dropped in we’ll need shelters all right.  And then another thing.  We need shelters because of the---     He paused for a moment and they both pushed their anger away.  Then he went on with the safe, changed subject." 3. What are Jack’s feelings on the idea of the beastie?  (page 53) 4.  Page 53   Explain the significance of the following quote:      "Jack had to think for a moment before he could remember what rescue was." 5. In this chapter, the different attitudes to life on the island for Ralph, Jack, and Simon are clarified much more deeply.  Discuss how each boy feels. 6.  Add to character profiles.

Posted: April 19, 2012

Eng 112 - Read "Lord of the Flies" chapter 2 and complete the work in your packet. The following questions were worked on in class today from chapter 1: Chapter One Terms:  efflorescence (12),  enmity (14),  decorous (15),  chorister (22),  bastion (29),  hiatus  (31)Questions:  1. Explain what the following passage reveals about Ralph’s feelings about his situation: Page 11  “Ralph danced out into the hot air of the beach and then returned as a fighter-plane, with wings swept back, and machine-gunned Piggy.” 2. Discuss the importance of the conch. 3. On page 30, Ralph, Jack, and Simon discuss the bushes around them.  What does each boy say about them?  What do their individual comments suggest about them? 4. Four key characters are met in this chapter:  Ralph, Jack, Simon, Piggy Create a character sheet to begin tracking these major characters in the novel.  It is also important to include the page numbers where you found evidence of the character trait. (using evidence from the book for your tests is critical, so get used to it!)

Posted: March 19, 2012

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Posted: March 13, 2012

Eng 111 - Reminder of LOTF assignment #2 due on Thursday the 22nd and #3 on Tuesday the 20th (yes, #3 is due before #2) Eng 112 - Romeo and Juliet Act 3 test is tomorrow. Today, students were assigned the following: Find examples of and explain: Mercutio's Pun on page 147 - Mercutio - paraphrase lines 105-106 pg. 149Romeo - copy lines 118, 119 - explain:     Foreshadowing     Dramatic Irony     Alliteration (2 examples)SCENE 2Juliet - soliloquy, paraphrase lines 21-25Foreshadowing on page 161 (quote it, explain)Oxymoron/paradox page 163 (in your words)Juliet - paraphrase lines 90-95, 98-99Apostrophe on page 165 (quote it, explain) SCENE 3 personification on page 171apostrophe on page 171 SCENES 4 & 5 Dramatic irony in this sceneJuliet - double meanings on page 199Extended metaphor on page 201

Posted: February 2, 2012

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In Act 1, scene 3 of “Romeo and Juliet”, the audience meets the character of Juliet for the first time. This creative extension of the scene illustrates that important first impression the audience would encounter through the beauty of dance. Callista Gilks and Jenna Henderson take the audience through the scene, and include Juliet’s interactions with both Lady Capulet and the nurse while exploring the proposition of marriage to Verona’s most eligible bachelor: Paris.
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A reinterpretation of Nathaniel Hawthorne’s short story “The Ambitious Guest” through choreographed dance. Emphasis is placed on the three main characters of the story by how the author portrays them and a visual representation of their personal ambitions/desires. Atmosphere is illustrated through music selection and the theme of the story demonstrated through the choreography and movements of the dance. Students: Callista Gilks, Jenna Henderson  

Posted: January 11, 2012

Eng 111 - Your short story project has been assigned. Due, January 17th.Eng 112 - Today we went throught parts 1 and 2 of Samuel Coleridge's "Rime of the Ancient Mariner". Review this and finish the questions (parts 1 and 2). Answer in complete sentences WITH quotes.

Posted: December 19, 2011

Eng 111 - Argumentative/Persuasive Essay DUE: January 9th, 2012 Do you think that technology makes lives easier or harder for humans? Apply your answer to Sara Teasdale's poem and Bradbury's story. References cited in MLA format will be expected.(you may also use the articles and conversations from class)   Eng 112 - Your assignment: DUE TUESDAY TO PASS IN - You are to write your own ode of no less than 20 lines of verse. - It must have a rhyme scheme, slant rhyme is fine. - Rhythm optional, but what would Mr. Martin want? - Review the main definition and criteria for odes and be sure to follow it. * To get you started, give yourself some pre-write time. Think of 6 different topics and write them down:           2 of a person (or family, profession etc.)                         2 of an inanimate object                         2 of a natural creature (or supernatural) use imagery, figurative language and a dignified style (elevated language, no slang)  

Posted: December 15, 2011

Eng 111 - Reading Focus for "Home Smart Home": Does technology make life harder or easier for humans? Answer this question in a half page response using specific evidence from the text to back up your opinion(s). Remember that we will be exploring this question tomorrow in class. Eng 112 - You are to compose an original Shakespearean sonnet of 14 lines, the given rhyme scheme and in iambic pentameter. "Did we learn all that today?" You sure did.  

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Added: Thu, Feb 2 2012