Grade 10: War Poem (due by midnight Wednesday, October 13th)

Not To Keep
By Robert Frost (1917--during World War I)

They sent him back to her. The letter came
Saying… And she could have him. And before
She could be sure there was no hidden ill
Under the formal writing, he was in her sight,
Living. They gave him back to her alive—
How else? They are not known to send the dead—
And not disfigured visibly. His face?
His hands? She had to look, and ask,
“What was it, dear?” And she had given all
And still she had all—they had—they the lucky!
Wasn’t she glad now? Everything seemed won,
And all the rest for them permissible ease.
She had to ask, “What was it, dear?”
“Enough,
Yet not enough. A bullet through and through,
High in the breast. Nothing but what good care
And medicine and rest, and you a week,
Can cure me of to go again.” The same
Grim giving to do over for them both.
She dared no more than ask him with her eyes
How was it with him for a second trial.
And with his eyes he asked her not to ask.
They had given him back to her, but not to keep.


Think about the poem and answer the following questions:

1. What has the man just returned from?
2. What is the relationship between the woman and the man in the poem?
3. Who has given the man "back to her"? Why can she not keep him?
4. How do you imagine the man and the woman are feeling? Why?

Grade 8: "Thank You, M'am" (Due by midnight Wednesday, October 13th; Part 2 Due by midnight Monday, October 18th--Ms. Soteres will explain in class!)

Make sure you have finished reading "Thank You, M'am" by Langston Hughes. Make sure that you have also underlined any conflicts that occur and if you can, label them as either "I" for internal or "E" for external.

Respond to the following questions:
1. Do you think Mrs. Jones agrees with the proverb we wrote about in class today? Why or why not?

2. Read the poem "If I Can Stop One Heart from Breaking" by Emily Dickinson at the end of the story. How might the speaker of this poem be similar to Mrs. Jones?

3. Lastly, post your best THICK question that you asked while reading.

If you forgot the story at school, here is a link to an online version: http://acasiday.wiki.hoover.k12.al.us/file/view/Thank+You+Ma

Also, if you're interested in learning more about Langston Hughes and the Harlem Renaissance, here is a short (3 minutes, 37 seconds) video: http://www.youtube.com/watch?v=tCbBn_X87Xw&feature=related

Grade 12 IB (Due before Wednesday, October 13th)

Finish reading Act I of Death of a Salesman. Come up with and post three discussion questions to present to the class about the first act.

Grade 8: Weekend Homework (due by midnight Monday, October 11th)

First of all, how was the quiz? Was it what you expected? Harder? Easier?

Now, I would like each of you to think very hard about how our class has gone so far (many of you began this activity at the end of class today). What are some things you really like about our class? What are some things you wish would change? Do you feel like it is challenging enough or too challenging? What would you like to happen in our class over the next month?

Answering these types of questions honestly will help to make our classroom a better place! Remember, be honest!

Grade 10: Preparing for your presentation (Due by midnight Thursday, October 7th)

Write one paragraph explaining your section of your group's presentation. In this paragraph, include your group's argument/thesis statement (that's the theme you will be proving!) and your particular analysis of it. This paragraph will reflect your portion of the presentation.

Grade 8: Quiz Preparation (Due by midnight Thursday, October 7th)

Complete one of the following in at least 5 sentences:

1. Summarize the plot of either "I Just Kept on Smiling" or "Harrison Bergeron."

2. Identify at least one character trait for any of the characters in either "I Just Kept on Smiling" or "Harrison Bergeron."

Whichever you choose, you must use details or examples from the text in your response. You must also use at least three of our vocabulary words from this week.

Study hard! Read and respond to one another's responses!

Grade 12 IB: Death of a Salesman (Due before Thursday, October 7th)

Read through page 33 in Death of a Salesman. Choose the lines (1-3 sentences) that you think is the most important in the first 33 pages. Then in 250 words, explain why you feel those lines are most important? What do they reveal?

If you have not yet posted for the last blog assignment, you must complete that also.

Grade 10: "2026: There will come soft rains" (due by midnight Tuesday, October 4th)

Write one cohesive, organized paragraph (with opening sentence, closing sentence, and details/examples from the text) comparing and contrasting on of the following:

–Bradbury vs. Teasdale on the aftermath of war
–Bradbury vs. Teasdale in their characterization of nature
–YOU MUST INCLUDE THE IMAGERY WE DISCUSSED AS PART OF YOUR PROOF!
–YOU MUST ALSO INCLUDE AT LEAST THREE TRANSITIONS.

Don't forget to complete Part 1, Unit 2 Vocabulary

Grade 8: "Harrison Bergeron" (Due by midnight Tuesday, October 5th)

As Ms. Soteres and I were looking through your THICK questions, there were several that really stood out. Uchenna, I hope you don't mind, but yours is a perfect example of a THICK question.

Class, read and consider Uchenna's question. Think about your own conlcusions about the author's message in the story and compose a response of at least 5 sentences (NOT counting any quotations you might choose to include).

Uchenna's question: The ending of "Harrison Bergeron" was a bad, sad, and senseless ending. Why did the author choose to end it in this way?

Use our blog space as a place to discuss your ideas and pose other questions to myself and your classmates. Always feel free to add questions or other comments to your response.

Please also remember to finish your journal assignment if you were not able to in class. If it is very messy, you should either rewrite or type it.

Grade 12 IB: Weekend Homework (due by midnight Sunday, October 3rd and midnight Monday, October 4th)

Interactice oral presentations will take place October 18th and 22nd. This weekend, decide on a topic with your group. Note that this weekend's blog assignment has several due dates.

1. By midnight on Sunday one representative from your group must post to explain the topic you have chosen. Please describe the topic, how you chose it, and how you will go about researching for it (i.e. what types of resources do you expect to use and why?).

2. By midnight on Monday the rest of the group members must post in response to other groups' topics. Give the other groups comments, questions, and anything else to think about. If you have recently come across an article that you think may be pertinent, link that group up to the article. Note that comments such as "The project looks great" will not receive credit. You must be critical and thoughtful in a way that will help your classmates.

A little confused? Take this example: Federico posts about 200 words on Sunday explaining what he, Angelica, and Dusan have chosen for their topic. Then, on Monday, Riccardo and Giulio respond to Federico's post giving him suggestions about how his group can narrow down their topic.

Still confused? Email me.