We have decided to postpone the Heart of Darkness exam until Monday and Tuesday. Tomorrow will be our final Book Club Meeting before the exam. On Monday, you will take an individual exam. On Tuesday, you will take a group exam. Please use your time wisely tomorrow.
Due Dates:
Tomorrow, 12/19: Creative Piece & Literary Response Folder are due.
Monday, 12/22: Individual Exam
Tuesday, 12/23: Group Exam
12/24-1/4/09: Winter Vacation--
1/5/09: AP Prompt Essay due using Heart of Darkness. This will be the first draft. You will not get full credit until the draft if returned with comments and you make appropriate revisions.
1/6/09: Heart of Darkness & Apocalypse Now Compare & Contrast Essay Due.
Reminder: Please bring your Literature, The Human Experience book to class upon return of vacation.
Thursday, December 18, 2008
Tuesday, December 16, 2008
Instructions for AIM Chat
My screenname is MsDalyELA. Please post your screenname OR add me as a buddy and send me an IM. I will then send the invitation to the Heart of Darkness chat.
The online discussion will be cancelled and disciplinary action will be persued if any participant acts in a disrespectful manner, breaks any school rules, or uses profanity.
Thanks!
The online discussion will be cancelled and disciplinary action will be persued if any participant acts in a disrespectful manner, breaks any school rules, or uses profanity.
Thanks!
Friday, November 28, 2008
Heart of Darkness
Use the link above to check out all the AP essay prompts since 1970. Heart of Darkness has been featured 12 times! Heart of Darkness by Joseph Conrad (71, 76, 91, 94, 96, 99, 00, 01, 02, 03, 04, 06)
You will have to choose one of these prompts to compose an essay, due Tuesday 12/23/08. Check them out!
Assignments
1. Literature Response Logs, due Tuesday 12/23/08
2. Self-Assessments & Group Assessments, due daily
3. Creative piece: Describe your journey into a "heart of darkness", due Tuesday 12/23/08
4. Practice AP essay: You will be graded according to the AP rubric. You will also be asked to take specific steps to follow the suggestions for improvement on your Death of a Salesman AP essay. Due Monday 1/5/2009!
5. Heart of Darkness Assessment, Tuesday 12/23/08
2. Self-Assessments & Group Assessments, due daily
3. Creative piece: Describe your journey into a "heart of darkness", due Tuesday 12/23/08
4. Practice AP essay: You will be graded according to the AP rubric. You will also be asked to take specific steps to follow the suggestions for improvement on your Death of a Salesman AP essay. Due Monday 1/5/2009!
5. Heart of Darkness Assessment, Tuesday 12/23/08
Book Club:: Schedule
Here's our upcoming schedule:
12/1 (Monday): Book Clubs will meet
12/2 (Tuesday): All Book Clubs must be up to page 25 (MINIMUM!) Be prepared to check-in with your literature response logs! Double Period:: Period 1- Book clubs meet // Period 2:: All Book Clubs will come together for whole-class discussion
12/3 (Wednesday): Book Clubs will meet
12/4 (Thursday): Whole Class Meeting
12/5 (Friday): Ms. Daly is absent. Book Clubs will meet
12/8 (Monday): Book Clubs will meet
12/9 (Tuesday): All Book Clubs must be up to page 75 (MINIMUM!) Be prepared to check-in with your literature response logs! Double Period:: Period 1- Book clubs meet // Period 2:: All Book Clubs will come together for whole-class discussion
12/10 (Wednesday): Book Clubs will meet
12/11 (Thursday): Whole Class meeting
12/12 (Friday): Book Clubs will meet
12/15 (Monday): Book Clubs will meet
12/16 (Tuesday): All Book Clubs must be up to page 100 (MINIMUM!) Be prepared to check-in with your literature response logs! Double Period:: Period 1- Book clubs meet // Period 2:: All Book Clubs will come together for whole-class discussion
12/17 (Wednesday): Book Clubs will meet
12/18 (Thursday): Whole Class meeting **Book must be FINISHED!!**
12/19 (Friday): Book Clubs will meet
12/22 (Monday): Final Book Club meeting
12/13 (Tuesday): Double Period, Period 1- Whole Class Meeting, Period 2- Assessment
12/1 (Monday): Book Clubs will meet
12/2 (Tuesday): All Book Clubs must be up to page 25 (MINIMUM!) Be prepared to check-in with your literature response logs! Double Period:: Period 1- Book clubs meet // Period 2:: All Book Clubs will come together for whole-class discussion
12/3 (Wednesday): Book Clubs will meet
12/4 (Thursday): Whole Class Meeting
12/5 (Friday): Ms. Daly is absent. Book Clubs will meet
12/8 (Monday): Book Clubs will meet
12/9 (Tuesday): All Book Clubs must be up to page 75 (MINIMUM!) Be prepared to check-in with your literature response logs! Double Period:: Period 1- Book clubs meet // Period 2:: All Book Clubs will come together for whole-class discussion
12/10 (Wednesday): Book Clubs will meet
12/11 (Thursday): Whole Class meeting
12/12 (Friday): Book Clubs will meet
12/15 (Monday): Book Clubs will meet
12/16 (Tuesday): All Book Clubs must be up to page 100 (MINIMUM!) Be prepared to check-in with your literature response logs! Double Period:: Period 1- Book clubs meet // Period 2:: All Book Clubs will come together for whole-class discussion
12/17 (Wednesday): Book Clubs will meet
12/18 (Thursday): Whole Class meeting **Book must be FINISHED!!**
12/19 (Friday): Book Clubs will meet
12/22 (Monday): Final Book Club meeting
12/13 (Tuesday): Double Period, Period 1- Whole Class Meeting, Period 2- Assessment
Tuesday, November 18, 2008
11/17 - 12/1
AP Literature Schedule
(Subject to change)
Monday, 11/17: Watch play. Collect important quotes and plot details.
Tuesday, 11/18: *Finish reading play in Jigsaw.
*Plot Review
*Socratic circle
Homework Assignment: In an essay, support or refute the idea that Willy is the victim of the American Dream. Minimum two pages typed. Final draft due Friday, 11/21.
Wednesday, 11/19: Death of a Salesman critical analysis activity.
Thursday 11/20: AP prompt, sample, and rubric.
Homework Assignment: Write AP essay using Death of a Salesman. Final draft due Tuesday, 11/25.
Friday 11/21: Homework Assignment from Tuesday due. Death of a Salesman review. Test Monday. Essay due Tuesday.
Monday 11/24: Death of a Salesman exam (Multiple choice & short answer)
Tuesday 11/25: AP prompt due.
Wednesday 11/26: Socratic Circle: How do the works we’ve read reflect the quotes found on page 77?
Monday, 12/1: Begin next unit: “Conformity & Rebellion”
Extra Credit Opportunity: Read Oedipus Rex. Answer “For Analysis” questions 1-6 on pg. 202. Answer “Making Connections” question 2. Due Monday, 12/1.
(Subject to change)
Monday, 11/17: Watch play. Collect important quotes and plot details.
Tuesday, 11/18: *Finish reading play in Jigsaw.
*Plot Review
*Socratic circle
Homework Assignment: In an essay, support or refute the idea that Willy is the victim of the American Dream. Minimum two pages typed. Final draft due Friday, 11/21.
Wednesday, 11/19: Death of a Salesman critical analysis activity.
Thursday 11/20: AP prompt, sample, and rubric.
Homework Assignment: Write AP essay using Death of a Salesman. Final draft due Tuesday, 11/25.
Friday 11/21: Homework Assignment from Tuesday due. Death of a Salesman review. Test Monday. Essay due Tuesday.
Monday 11/24: Death of a Salesman exam (Multiple choice & short answer)
Tuesday 11/25: AP prompt due.
Wednesday 11/26: Socratic Circle: How do the works we’ve read reflect the quotes found on page 77?
Monday, 12/1: Begin next unit: “Conformity & Rebellion”
Extra Credit Opportunity: Read Oedipus Rex. Answer “For Analysis” questions 1-6 on pg. 202. Answer “Making Connections” question 2. Due Monday, 12/1.
Wednesday, November 12, 2008
Work for 11/14
Due on Friday:
1. MySpace Project (webpage & expository essay)
2. "Show & Tell": Bring in something for show and tell. Also be sure to have your personal essays for college (whatever you have so far!)
In class activity:
1. Collection of MySpace projects.
2. Show & Tell activity to increase understanding of personal essays for college
1. MySpace Project (webpage & expository essay)
2. "Show & Tell": Bring in something for show and tell. Also be sure to have your personal essays for college (whatever you have so far!)
In class activity:
1. Collection of MySpace projects.
2. Show & Tell activity to increase understanding of personal essays for college
11/12 & 11/13 Work
Reminder: MySpace Project due Friday, 11/14. Details on blog.
Agenda:
1. Read pgs. 239-247, Act II Death of a Salesman
2. Choose one option to represent the scene between Willy and Howard:
*Option 1: Perform the scene. ACT don't read!
*Option 2: Create a visual representation of the scene.
*Option 3: Create a graphic organizer (timeline, plot diagram, etc)
**Students may work individually or as a group.
Agenda:
1. Read pgs. 239-247, Act II Death of a Salesman
2. Choose one option to represent the scene between Willy and Howard:
*Option 1: Perform the scene. ACT don't read!
*Option 2: Create a visual representation of the scene.
*Option 3: Create a graphic organizer (timeline, plot diagram, etc)
**Students may work individually or as a group.
Monday, November 10, 2008
MySpace Project Details
MySpace Page Project
Learning Objective: Students will be able to create a MySpace page for characters in classic play.
Task: Students will find textual evidence that supports characterization of a character in the play we’re studying. Students will then use that textual evidence to create a fake MySpace page that illustrates the traits of the character. Lastly, students will write an expository piece in which they defend their MySpace page choices with evidence from the text. (See steps below.)
Understanding: Literature reflects the human experience. Some stories are timeless.
Know: How to use textual evidence to define character traits AND to use this information to create a character profile.
Do: Use textual evidence to create a MySpace page for a character in classic play.
Rubrics:
MySpace Page 3 2 1 0
Effort, Care, Neatness, & Creativity
Accuracy of Character Traits
Fulfillment of Task
Regents Writing Rubric:
6 5 4 3 2 1
Meaning Insightful connections between the text and the task Clear and explicit connections between text and task Implicit connection Superficial connections Few or unclear connections Allusions to text, no direct connections
Development -develop ideas clearly and fully, making effective use of a wide range of relevant and specific details from the text -develop ideas clearly and consistently. Using relevant and specific details from the text -develop ideas inconsistently, using relevant details from the text -develop ideas simply, using some details from the text are largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or repetitive are minimal, with no evidence of development
Organization maintain a clear and appropriate focus
-exhibit a logical and coherent structure through effective use of appropriate devices and transitions -maintain a clear and appropriate focus
-exhibit a logical sequence of ideas through the use of appropriate devices and transitions maintain a clear and appropriate focus
-exhibit a rudimentary structure but may include some inconsistencies or irrelevancies establish, but fail to maintain, an appropriate focus
-exhibit uneven organization lack an appropriate focus, but suggest some organization show no focus or organization
Language Use are stylistically sophisticated, using original and precise language with a notable sense of voice and awareness of audience and purpose
-vary structure and length of sentences for effect use language that is fluent and engaging, with some awareness of audience and purpose
-show consistent use of sentences that are varied in length and structure use appropriate language, with some awareness of audience and purpose
-occasionally vary length and structure of sentences rely on language from the text and basic vocabulary
-rely on sentences that are unvaried in length and structure use language that is imprecise or unsuitable for the audience or purpose
-rely on sentences that lack variety and may be constructed incorrectly are minimal
-use language that is incoherent or inappropriate
-violate basic rules of sentence structure
Conventions demonstrate control of the conventions demonstrate control of the conventions, with very few minor errors that have no effect on comprehension demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension demonstrate partial control, exhibiting errors that occasionally hinder comprehension demonstrate a lack of control, exhibiting many errors that make comprehension difficult are minimal
-may be illegible or not recognizable as English
Steps:
1. Students will choose a character in the play.
2. Students will use a fiction reading strategy to determine the personality and traits of this character. (Hypothesis: Students will make a guess about the character’s personality. For example, “I think Tybalt is a violent character.”)
3. Students will search for and record all evidence from the text that supports their hypothesis. (For example, “I think Tybalt is a violent character. In Act I, Scene 2, line 15, Shakespeare writes that Tybalt says ‘I hate the word peace’.) Students should collect as much evidence as possible! The more evidence, the stronger the argument!
4. Based on the information gathered from the text, students will develop a concrete thesis. (For example, “Tybalt is a violent character.”)
5. Based on the thesis and the textual evidence, students will think creatively to make a fake MySpace page. The details to be included are found on the back of this sheet.
6. Next, students will defend their MySpace page using their textual evidence. (For example, I made Tybalt’s MySpace page background be devil horns because he says he ‘loves hell’ (Act I, Scene 3, Line 15). Also, I created Tybalt’s screenname “H8Montagues” because it is clear in the play that Tybalt hates the Montagues. This is seen in Act I, Scene 2, where Tybalt says “I hate thee and all Montagues”)
7. Lastly, students will self-assess their work based on the rubric above.
Minimum required elements of MySpace Page:
-Character’s Screenname
-About Me:
-Who I’d Like to Meet:
-General:
-Music:
-Movies:
-Television:
-Books:
-Heroes:
-Comments by at least one “friend”
Learning Objective: Students will be able to create a MySpace page for characters in classic play.
Task: Students will find textual evidence that supports characterization of a character in the play we’re studying. Students will then use that textual evidence to create a fake MySpace page that illustrates the traits of the character. Lastly, students will write an expository piece in which they defend their MySpace page choices with evidence from the text. (See steps below.)
Understanding: Literature reflects the human experience. Some stories are timeless.
Know: How to use textual evidence to define character traits AND to use this information to create a character profile.
Do: Use textual evidence to create a MySpace page for a character in classic play.
Rubrics:
MySpace Page 3 2 1 0
Effort, Care, Neatness, & Creativity
Accuracy of Character Traits
Fulfillment of Task
Regents Writing Rubric:
6 5 4 3 2 1
Meaning Insightful connections between the text and the task Clear and explicit connections between text and task Implicit connection Superficial connections Few or unclear connections Allusions to text, no direct connections
Development -develop ideas clearly and fully, making effective use of a wide range of relevant and specific details from the text -develop ideas clearly and consistently. Using relevant and specific details from the text -develop ideas inconsistently, using relevant details from the text -develop ideas simply, using some details from the text are largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or repetitive are minimal, with no evidence of development
Organization maintain a clear and appropriate focus
-exhibit a logical and coherent structure through effective use of appropriate devices and transitions -maintain a clear and appropriate focus
-exhibit a logical sequence of ideas through the use of appropriate devices and transitions maintain a clear and appropriate focus
-exhibit a rudimentary structure but may include some inconsistencies or irrelevancies establish, but fail to maintain, an appropriate focus
-exhibit uneven organization lack an appropriate focus, but suggest some organization show no focus or organization
Language Use are stylistically sophisticated, using original and precise language with a notable sense of voice and awareness of audience and purpose
-vary structure and length of sentences for effect use language that is fluent and engaging, with some awareness of audience and purpose
-show consistent use of sentences that are varied in length and structure use appropriate language, with some awareness of audience and purpose
-occasionally vary length and structure of sentences rely on language from the text and basic vocabulary
-rely on sentences that are unvaried in length and structure use language that is imprecise or unsuitable for the audience or purpose
-rely on sentences that lack variety and may be constructed incorrectly are minimal
-use language that is incoherent or inappropriate
-violate basic rules of sentence structure
Conventions demonstrate control of the conventions demonstrate control of the conventions, with very few minor errors that have no effect on comprehension demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension demonstrate partial control, exhibiting errors that occasionally hinder comprehension demonstrate a lack of control, exhibiting many errors that make comprehension difficult are minimal
-may be illegible or not recognizable as English
Steps:
1. Students will choose a character in the play.
2. Students will use a fiction reading strategy to determine the personality and traits of this character. (Hypothesis: Students will make a guess about the character’s personality. For example, “I think Tybalt is a violent character.”)
3. Students will search for and record all evidence from the text that supports their hypothesis. (For example, “I think Tybalt is a violent character. In Act I, Scene 2, line 15, Shakespeare writes that Tybalt says ‘I hate the word peace’.) Students should collect as much evidence as possible! The more evidence, the stronger the argument!
4. Based on the information gathered from the text, students will develop a concrete thesis. (For example, “Tybalt is a violent character.”)
5. Based on the thesis and the textual evidence, students will think creatively to make a fake MySpace page. The details to be included are found on the back of this sheet.
6. Next, students will defend their MySpace page using their textual evidence. (For example, I made Tybalt’s MySpace page background be devil horns because he says he ‘loves hell’ (Act I, Scene 3, Line 15). Also, I created Tybalt’s screenname “H8Montagues” because it is clear in the play that Tybalt hates the Montagues. This is seen in Act I, Scene 2, where Tybalt says “I hate thee and all Montagues”)
7. Lastly, students will self-assess their work based on the rubric above.
Minimum required elements of MySpace Page:
-Character’s Screenname
-About Me:
-Who I’d Like to Meet:
-General:
-Music:
-Movies:
-Television:
-Books:
-Heroes:
-Comments by at least one “friend”
MySpace Project
http://www.myspace.com/msdalyela
Above is the URL for Ms. Daly's ELA MySpace page. You can add me as a friend to submit your MySpace page. BE SURE TO WRITE YOU REAL NAME ON THE PAGE OR POST! As the MySpace page is modeled after a character in Romeo & Juliet, I will not be able to give you credit unless you provide your real name!
You other option for handing in this project is to post the URL to your page on this blog
Lastly, you can print the page and/or draw the layout of the page and turn it in on Friday, November 14th.
Regardless of your choice, ALL PROJECTS MUST BE TURNED IN BY 3:00 PM on NOVEMBER 14th!
Above is the URL for Ms. Daly's ELA MySpace page. You can add me as a friend to submit your MySpace page. BE SURE TO WRITE YOU REAL NAME ON THE PAGE OR POST! As the MySpace page is modeled after a character in Romeo & Juliet, I will not be able to give you credit unless you provide your real name!
You other option for handing in this project is to post the URL to your page on this blog
Lastly, you can print the page and/or draw the layout of the page and turn it in on Friday, November 14th.
Regardless of your choice, ALL PROJECTS MUST BE TURNED IN BY 3:00 PM on NOVEMBER 14th!
Tuesday, October 28, 2008
Eudora Welty's "Death of a Traveling Salesman"
http://writing2.richmond.edu/jessid/eng423/restricted/2welty.pdf
Monday, October 27, 2008
Well-Read People Laugh More
Check out all of the references in modern day television to Death of a Salesman. Read the play, get more jokes! :)
Source: Wikipedia
***Death of a Salesman is alluded to in the Seinfeld episode "The Subway". Jerry Seinfeld reminds George Costanza not to whistle in the elevator (the same advice Willy gives Biff). Jerry then continued to call George "Biff" (This can also be seen in "The Boyfriend, Part 1" when Jerry mocks George's idea of becoming a buff, saying, "So Biff wants to be a buff."). Furthermore in "The Boyfriend, Part 2" George's date Carrie refers to him as Biff Loman; and at the end of the episode Jerry says to George, "So Biff, what's next?"
****In the Seinfeld episode "The Summer of George", after accidentally winning a Tony Award, Cosmo Kramer tells his new friends of a discussion with "Arty" that he should have called his play Life of a Salesman. Life of a Salesman is also the name of a song by the band Yellowcard, narrated by a boy looking up to his father
In the movie Soapdish, Kevin Kline's character, a formerly-famous soap actor, stoops to playing Death of a Salesman to near-deaf senior citizens in a dinner theater.
****In an episode of Family Guy, Meg Griffin plays the part of Linda, reciting the line "Willy Loman never made a lot of money, his name was never in the paper, but attention must be paid to such a person." Then a hitman, playing the role of Happy Loman, recites the following lines before attempting to assassinate Lois Griffin, the wife of the show's protagonist.
****During an episode of Curb Your Enthusiasm, Richard Lewis asks Larry David "Who are you, Willy Loman?", whilst Larry is selling cars at a car dealership. Larry David was the executive producer of Seinfeld, which also includes character references
****In the movie American Beauty, Carolyn Burnham (Annette Benning) tells Lester Burnham (Kevin Spacey) that "'the Lomans just moved out next door" - alluding to the family in Death of a Salesman.
****In "Burns, Baby Burns", the fourth episode of The Simpsons' eighth season, Mr Burns opens a door to a theatre in his home, an actor is saying "You can't eat the orange and throw the peel away - a man is not a piece of fruit." --- Willy Loman, Act 2, Death of a Salesman
****In another episode of The Simpsons Goo Goo Gai Pan, the family travels to China and sees a Chinese interpretation of the play, which includes dragons and Chinese opera. After the curtain closes, Homer says that he finally understands the play.
****In Stephen Sondheim's Assassins, John Wilkes Booth uses Linda's line, "Attention must be paid..." while talking to the suicidal Lee Harvey Oswald. Samuel Byck also uses Willy's frequent exclamation of "The woods are burning!" in one of his monologues.
****In an episode of Roseanne, a traveling salesman dies in the Connor's kitchen and Dan refers to the corpse as "Willy Loman."
****In the 1997 film Orgazmo, Mormon missionary Joe Young (Trey Parker) gets a job as a porn star and lies about it to his fiancée Lisa (Robyn Lynne Raab) by saying that he is starring as Biff in a Hollywood remake of Death of a Salesman. Later on in the film, Young continues the lie and claims that a sequel to Death of a Salesman is being made and that he will be playing Biff's evil twin brother.
****In the Buffy the Vampire Slayer episode 'Restless' Willow dreams that she and her friends are in a production of Death of a Salesman, although it appears as a parody - Riley is dressed as a cowboy and says : "I'm lookin' for a man! A sales man!"
****In the Jimmy Neutron episode Birth of a Salesman, Jimmy Neutron enters a candy bar selling competition in which he battles his archrival, Cindy Vortex, so that he, Carl, and Sheen can get tickets to Retroworld. After Goddard recommends creating a smarter salesman in order to outsell Cindy, Jimmy creates a sales robot which he calles the Willy Loman 3000.
****In the Arthur episode Buster's Sweet Success, Buster fails at selling chocolate and says "What happened to me, Mom? I used to be someone in this town. I was well liked!"
Source: Wikipedia
***Death of a Salesman is alluded to in the Seinfeld episode "The Subway". Jerry Seinfeld reminds George Costanza not to whistle in the elevator (the same advice Willy gives Biff). Jerry then continued to call George "Biff" (This can also be seen in "The Boyfriend, Part 1" when Jerry mocks George's idea of becoming a buff, saying, "So Biff wants to be a buff."). Furthermore in "The Boyfriend, Part 2" George's date Carrie refers to him as Biff Loman; and at the end of the episode Jerry says to George, "So Biff, what's next?"
****In the Seinfeld episode "The Summer of George", after accidentally winning a Tony Award, Cosmo Kramer tells his new friends of a discussion with "Arty" that he should have called his play Life of a Salesman. Life of a Salesman is also the name of a song by the band Yellowcard, narrated by a boy looking up to his father
In the movie Soapdish, Kevin Kline's character, a formerly-famous soap actor, stoops to playing Death of a Salesman to near-deaf senior citizens in a dinner theater.
****In an episode of Family Guy, Meg Griffin plays the part of Linda, reciting the line "Willy Loman never made a lot of money, his name was never in the paper, but attention must be paid to such a person." Then a hitman, playing the role of Happy Loman, recites the following lines before attempting to assassinate Lois Griffin, the wife of the show's protagonist.
****During an episode of Curb Your Enthusiasm, Richard Lewis asks Larry David "Who are you, Willy Loman?", whilst Larry is selling cars at a car dealership. Larry David was the executive producer of Seinfeld, which also includes character references
****In the movie American Beauty, Carolyn Burnham (Annette Benning) tells Lester Burnham (Kevin Spacey) that "'the Lomans just moved out next door" - alluding to the family in Death of a Salesman.
****In "Burns, Baby Burns", the fourth episode of The Simpsons' eighth season, Mr Burns opens a door to a theatre in his home, an actor is saying "You can't eat the orange and throw the peel away - a man is not a piece of fruit." --- Willy Loman, Act 2, Death of a Salesman
****In another episode of The Simpsons Goo Goo Gai Pan, the family travels to China and sees a Chinese interpretation of the play, which includes dragons and Chinese opera. After the curtain closes, Homer says that he finally understands the play.
****In Stephen Sondheim's Assassins, John Wilkes Booth uses Linda's line, "Attention must be paid..." while talking to the suicidal Lee Harvey Oswald. Samuel Byck also uses Willy's frequent exclamation of "The woods are burning!" in one of his monologues.
****In an episode of Roseanne, a traveling salesman dies in the Connor's kitchen and Dan refers to the corpse as "Willy Loman."
****In the 1997 film Orgazmo, Mormon missionary Joe Young (Trey Parker) gets a job as a porn star and lies about it to his fiancée Lisa (Robyn Lynne Raab) by saying that he is starring as Biff in a Hollywood remake of Death of a Salesman. Later on in the film, Young continues the lie and claims that a sequel to Death of a Salesman is being made and that he will be playing Biff's evil twin brother.
****In the Buffy the Vampire Slayer episode 'Restless' Willow dreams that she and her friends are in a production of Death of a Salesman, although it appears as a parody - Riley is dressed as a cowboy and says : "I'm lookin' for a man! A sales man!"
****In the Jimmy Neutron episode Birth of a Salesman, Jimmy Neutron enters a candy bar selling competition in which he battles his archrival, Cindy Vortex, so that he, Carl, and Sheen can get tickets to Retroworld. After Goddard recommends creating a smarter salesman in order to outsell Cindy, Jimmy creates a sales robot which he calles the Willy Loman 3000.
****In the Arthur episode Buster's Sweet Success, Buster fails at selling chocolate and says "What happened to me, Mom? I used to be someone in this town. I was well liked!"
Friday, October 17, 2008
I felt a Funeral, in my Brain
Please share your responses to this poem by leaving a comment on this post!
Tuesday, August 26, 2008
Visit These!
www.collegeboard.com (So much information for you!)
http://www.queenslibrary.org/index.aspx?page_id=45 (Get a library card!)
http://www.loc.gov/poetry/180/001.html (A poem a day keeps boredom away!)
http://www.bookcrossing.com/ (Find free books all over the city!)
http://www.poetry.com/ (Visit here for a chance to win $$$!)
http://www.ala.org/ (Find books you love!)
http://www.nytimes.com/learning/students/index.html (Stay on top of current events!)
http://www.pathwaysprep.org/
http://www.queenslibrary.org/index.aspx?page_id=45 (Get a library card!)
http://www.loc.gov/poetry/180/001.html (A poem a day keeps boredom away!)
http://www.bookcrossing.com/ (Find free books all over the city!)
http://www.poetry.com/ (Visit here for a chance to win $$$!)
http://www.ala.org/ (Find books you love!)
http://www.nytimes.com/learning/students/index.html (Stay on top of current events!)
http://www.pathwaysprep.org/
AP Meeting
AP Family,
We held a meeting today to discuss the benefits and challenges of our AP program. We discussed our expectations of the program and the rigor of the course. Thank you for those who attended and we missed those who could not be there. Here is a synopsis of the meeting:
*The course is designed to expose students to college level English. All students will be required to take a freshman writing/composition/literature course regardless of majors. If students do exceptionally well in this course, they will have the opportunity to take an AP exam. The exam is graded on a scale from 1-5. If students get a 3,4, or 5 on the very challenging exam, they may be offered 3 credits at a college. This equates to saved time and money! Even if students do not take or pass the exam, this is an extremely awesome opportunity for students to be exposed to this level of work. Being in this class will help students to succeed when they enter college, simply because they have been exposed to similarly challenging material.
*The course requires a great amount of independent work. I will provide students with 1/2 of what they need in the classroom, including shared texts, guided reading, skills, and strategies. However, students that will truly succeed will be those who go beyond the classroom. For example, students who choose to read the "classics" that are often referenced on the exam will have a higher likelihood of success than those who do not. Students who practice writing and take our exercises seriously will also have a higher likelihood of succees. The motto for AP will be "meet me half way!" Your education is in your hands! Empower yourself!
*The only requirement for the course was a willingness to participate. Congratulations for taking the first step! If you have any questions or concerns, you can email me at edaly@schools.nyc.gov
We held a meeting today to discuss the benefits and challenges of our AP program. We discussed our expectations of the program and the rigor of the course. Thank you for those who attended and we missed those who could not be there. Here is a synopsis of the meeting:
*The course is designed to expose students to college level English. All students will be required to take a freshman writing/composition/literature course regardless of majors. If students do exceptionally well in this course, they will have the opportunity to take an AP exam. The exam is graded on a scale from 1-5. If students get a 3,4, or 5 on the very challenging exam, they may be offered 3 credits at a college. This equates to saved time and money! Even if students do not take or pass the exam, this is an extremely awesome opportunity for students to be exposed to this level of work. Being in this class will help students to succeed when they enter college, simply because they have been exposed to similarly challenging material.
*The course requires a great amount of independent work. I will provide students with 1/2 of what they need in the classroom, including shared texts, guided reading, skills, and strategies. However, students that will truly succeed will be those who go beyond the classroom. For example, students who choose to read the "classics" that are often referenced on the exam will have a higher likelihood of success than those who do not. Students who practice writing and take our exercises seriously will also have a higher likelihood of succees. The motto for AP will be "meet me half way!" Your education is in your hands! Empower yourself!
*The only requirement for the course was a willingness to participate. Congratulations for taking the first step! If you have any questions or concerns, you can email me at edaly@schools.nyc.gov
Summer Reading
Dear AP Students!
REMINDER: You have been asked to read J.D. Salinger's Catcher in the Rye over the summer. Please be sure to have read the text by the first week of school! You will be asked to complete tasks that require having read the novel.
I'm looking forward to seeing you!
REMINDER: You have been asked to read J.D. Salinger's Catcher in the Rye over the summer. Please be sure to have read the text by the first week of school! You will be asked to complete tasks that require having read the novel.
I'm looking forward to seeing you!
AP Literature Recommended Titles
When choosing independent reading novels, please refer to the list found on this website. These are titles that you will be able to use on the AP exam.
http://homepage.mac.com/mseffie/AP/APtitles.html
http://homepage.mac.com/mseffie/AP/APtitles.html
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