P.E.E.L

Your Body Paragraphs Should Include:

P
Point
(Make your point)

E
Evidence
(Back it up. Support your point with evidence and examples)

E
Explanation
(Explain how the evidence supports your point)


L
Link 
(Link this point to the next point in the following paragraphs)


Possible Sentence Starters For Your Body Paragraphs (P.E.E.L)

To begin the first sentence of each body paragraph with a point/reason:

1. It can be argued that...
2. Historians have argued...
3. The sources Suggest...
4. We can infer...

To highlight your evidence
(To Show Order)
1. Firstly...
2. Secondly...
3. In addition...
4. Furthermore...
5. Moreover...

or

(To Show Difference)
1. However...
2. Conversely...
3. On the other hand...
4. Alternatively...
5. But...

To explain your point you can begin your sentence with:
1. This means that...
2. Therefore...
3. Consequently...
4. As a result...
5. Because...
6. So...

To conclude your body paragraphs and link it to your next point:
1. We can therefore see...
2. It is clear that...
3. The most important factor is...
4. In conclusion...

Readings To Be Used As Supporting Evidence in Your Paper 12/16/14

Roosevelt and the Great Depression/New Deal

Franklin Delano Roosevelt served as President from March 1933 to April 1945, the longest tenure in American history. He may have done more during those twelve years to change American society and politics than any of his predecessors in the White House, save Abraham Lincoln. Of course, some of this was the product of circumstances; the Great Depression and the rise of Germany and Japan were beyond FDR's control. But his responses to the challenges he faced made him a defining figure in American history.

Americans elected Roosevelt President in 1932 because they believed he could combat the Depression more effectively than his Republican opponent, President Herbert Hoover. Roosevelt promised a "new deal" and he certainly delivered. By implementing a variety of innovative policies, FDR was able to pull the United States away from the brink of economic, social, and perhaps even political, disaster—and lay the foundation for future stability and prosperity.

http://millercenter.org/president/fdroosevelt/essays/biography/9 (Source A)

Other key pieces of legislation during FDR’s first “Hundred Days” created some of the most important programs and institutions of Roosevelt’s New Deal, including the Agricultural Adjustment Administration (AAA), the Public Works Administration (PWA), the Civilian Conservations Corps (CCC) and the Tennessee Valley Authority (TVA). In addition to programs aimed at providing economic relief for workers and farmers and creating jobs for the unemployed, Roosevelt also initiated a slate of reforms of the financial system, notably the creation of the Federal Deposit Insurance Corporation (FDIC) to protect depositors’ accounts and the Securities and Exchange Commission (SEC) to regulate the stock market and prevent abuses of the kind that led to the 1929 crash.

In 1935, after the economy had begun to show signs of recovery, Roosevelt asked Congress to pass a new wave of reforms, known as “Second New Deal.” These included the Social Security Act (which for the first time provided Americans with unemployment, disability, and pensions for old age) and the Works Progress Administration. The Democratic-led Congress also raised taxes on large corporations and wealthy individuals, a hike that was derisively known as the “soak-the-rich” tax. 

http://www.history.com/topics/us-presidents/franklin-d-roosevelt (Source B)

Roosevelt’s Changes in Law

Under FDR, the American federal government assumed new and powerful roles in the nation's economy, in its corporate life, and in the health, welfare, and well-being of its citizens. The federal government in 1935 guaranteed unions the right to organize and bargain collectively, and the Fair Labor Standards Act of 1938 established a mechanism for putting a floor under wages and a ceiling on hours that continues to this day. It provided, in 1935, financial aid to the aged, infirm, and unemployed when they could

no longer provide for themselves. Beginning in 1933, it helped rural and agricultural America with price supports and development programs when these sectors could barely survive. Finally, by embracing an activist fiscal policy after 1937, the government assumed responsibility for smoothing out the rough spots in the American economy.

Writ large, the New Deal sought to insure that the economic, social, and political benefits of American capitalism were distributed more equally among America's large and diverse populace. The New Deal did this to a remarkable degree. But FDR's New Deal failed to cure completely the Depression-induced ills of the American economy. By 1940, the percentage of Americans without jobs remained in double digits and the American people lacked the purchasing power to jump start the economy. Only American entry into World War II ended this torpor.

http://millercenter.org/president/fdroosevelt/essays/biography/9 (Source A)

Roosevelt Strength at War

If FDR was elected in 1932 to fight the Depression, he was largely re-elected in 1940 because Americans believed he could guide the nation through a period of treacherous international relations. FDR correctly understood that Japan and Germany threatened the United States, which in turn endangered the cherished freedoms Americans enjoyed at home. With the onset of war in 1939, FDR ably guided America's efforts to aid its allies without formally entering into hostilities. When Japan and Germany forced his hand in December 1941, Roosevelt rallied Americans in support of a massive war effort, both at home and abroad.

FDR hoped that the war would produce a more secure and peaceful post-war world, and he became a major proponent of a post-war United Nations, in which the United States would be a leading member. FDR, however, left to his successors the thorny problem of relations with the Soviet Union, which quickly replaced Germany and Japan as America's chief global adversary. Nonetheless, a sea change had occurred in American foreign relations under FDR. By 1945, the United States had become a global power with global responsibilities—and its new leaders both understood this new reality and had the tools at their disposal to shape the world accordingly.

http://millercenter.org/president/fdroosevelt/essays/biography/9 (Source A)

As early as 1937, FDR warned the American public about the dangers posed by hard-line regimes in Germany, Italy and Japan, though he stopped short of suggesting America should abandon its isolationist policy. After World War II broke out in September 1939, however, Roosevelt called a special session of Congress in order to revise the country’s existing neutrality acts and allow Britain and France to purchase American arms on a “cash-and- carry” basis. Germany captured France by the end of June 1940, and Roosevelt persuaded Congress to provide more support for Britain, now left to combat the Nazi menace on its own. Despite the two-term tradition for presidents in place since the time of George Washington, Roosevelt decided to run for reelection again in 1940; he defeated Wendell L. Wilkie by nearly 5 million votes. 

http://www.history.com/topics/us-presidents/franklin-d-roosevelt (Source B)

Roosevelt Strength in Communicating With the Public/ Making White House Changes

FDR also reshaped the American presidency. Through his "fireside chats," delivered to an audience via the new technology of radio, FDR built a bond between himself and the public—doing much to shape the image of the President as the caretaker of the American people. Under FDR's leadership, the President's duties grew to encompass not only those of the chief executive—as implementer of policy—but also chief legislator—as drafter of policy. And in trying to design and craft legislation, FDR required a White House staff and set of advisers unlike any seen previously in Washington. The President now needed a full-time staff devoted to domestic and foreign policies, with expertise in these areas, and a passion for governance. With enactment of the Executive Reorganization bill in 1939, FDR changed the shape of the White House forever. In sum, President Roosevelt greatly increased the responsibilities of his office. Fortunately for his successors, he also enhanced the capacity of the presidency to meet these new responsibilities.

http://millercenter.org/president/fdroosevelt/essays/biography/9 (Source A)

Essay Prompt DUE on 12/19/14

Directions
Write a five-paragraph essay that addresses the following question:

What about FDR's character made him a truly outstanding president?

-Consider the arguments that the texts use in their characterization of President Roosevelt.
-Write an informative piece that addresses the question and supports your position with evidence from at least two of the three sources.
-Be sure to acknowledge competing views.
-You may give examples from the past and current events or issues to illustrate and clarify your position.
-You may refer to the sources by their titles (Source A, Source B)


For any questions regarding the paper email hustonenglish@gmail.com

Homework 12-3-14

Instructions:

Write your own theatrical review of the play based on the chart we practiced in class (i.e. Criteria, details of the play, tone (select one), and general opinion).

In other words, I want you to evaluate the play we've read. For criteria, you might choose to analyze the play and rate it based off its speeches or characters.

For details, you must list specific examples that will help you elaborate with your analysis from 'criteria.'

 Lastly, make sure you have a general opinion (pick a side: negative or positive?)


Your review should be a minimum of two paragraphs.

12-2-14

*Minimum: 8 Sentences


When is it beneficial to argue? What are some of the positive outcomes of arguments?

11-20-14: Homework

Congratulations! You've written two paragraphs that compare/contrast Brutus and Antony's speeches! Today for homework, I'd like you to highlight places in your paragraphs that you can vary the words you used in order to compare/contrast their speeches. Here's a list of words you can choose from to improve your paragraphs to make them flow better:  

11-19-14: Homework

Important note: Although you can't take the plays home to read I wanted to let you all know that the play is available online. If you Google "No Fear Shakespeare Julius Caesar," you'll find the complete text!


We read Brutus's speech in class and analyzed the persuasive strategies he used while speaking to the audience. We also evaluated how he validated some of the conspirator's reasons for killing Caesar.

For homework, read Antony's speech (Act III Sc. II) on "No Fear Shakespeare." (Link for text:
 http://nfs.sparknotes.com/juliuscaesar/page_126.html)
 The modern text will be on the right side. After reading the speech you must:

-Identify one persuasive strategy Antony uses
-Explain why you think it's that specific persuasive strategy
-A quotation that tells me which line best represents the persuasive strategy selected
-Write two paragraphs that compare/contrast Brutus's speech to Antony's.
-Cite the persuasive strategy that Brutus and Antony use the most when speaking to
the audience within those two paragraphs.
-Lastly, explain which one impacted you the most within those two paragraphs and why.

Julius caesar from ariannac

Homework

 

Homework: Based on the Julius Jigsaw, or your knowledge of the text, write two potential test questions.

1. Post them in the comment section of this blog.
2. Do not make questions that are too tricky or specific.
3. Questions can be Fill in the blank, Multiple Choice, or Short Answer.
4. I will choose the best 20 questions, if your question is chosen I will add 5 points to your score on the quiz that I create and you take tomorrow!

 

The Jigsaw Classroom (gummy bear style)

Act II. Sc. I: 7 Types of Narrative Conflict by Mark Nichol

1. Person vs. Fate/God: A person's internal struggle with larger external factors such as Fate


2. Person vs. Self A person’s struggle with his or her own prejudices or doubts or character flaws constitutes this type of conflict (Hamlet).

  3. Person vs. Person: Any story featuring a hero and a villain or villains (The Count of Monte Cristo) represents this type of conflict, though the villain(s) is/are often representative of another antagonist (the opp. for protagonist).

 4. Person vs. Society When the protagonist’s conflict is about confronting institutions, traditions, or laws of his or her culture, he or she struggles to overcome them, either triumphing over a corrupt society (I draw a blank here), rejecting it (Fahrenheit 451), or giving into to it (1984).

 5. Person vs. Nature In this conflict, the protagonist is pitted against nature (Robinson Crusoe) or a representation of it, often in the form of an animal (Moby Dick).

 6. Person vs. Supernatural: Conflict with the supernatural or a struggle with a constructed alter ego (Dr. Jekyll and Mr. Hyde).

 7. Person vs. Technology: characters use technology to gain power or in which technology takes over or becomes an evil on society (Brave New World).

 Homework: Choose one type of narrative conflict, and write your own narrative (personal story) that highlights how that conflict was created. Your narrative should be 100-200 words. Consider addressing the following:

 1) What things, events, or people brought on that conflict
2) How you may have resolved it
 3) A reflection of how you resolved it (was it the best method to resolve the conflict? Could you have done something else?)

Act I Scene III of Julius Caesar

Julius caesar introduction from ariannac

Note: First three slides were discussed in class.

Act I Scene II of Julius Caesar/Homework

Julius caesar introduction from ariannac

Note: First 11 slides were discussed in class.

Julius Caesar Act 1 Scene 2/Homework

Julius caesar introduction part two from ariannac

Act 1 Scene 1 of Julius Caesar slides/Homework

Julius caesar introduction from ariannac

Make A Prediction!

Tomorrow we're going to begin reading Shakespeare's play Julius Caesar. In order to prep ourselves for what's to come, you'll be in charge of writing a one paragraph response to this photo.

Directions for responses:
1. Describe everything you see before beginning your paragraph (do not include this part in your paragraph)
2. Make a one paragraph prediction based on the photo of Julius Caesar.
3. Consider beginning your paragraphs with the following opening words:
-I predict that
-I bet that
-I think that
-I wonder if

Ms. Cummings's Example for 6th Period

Thingling Meets Cougar

            My name is Gerald and I’m 21 years old. The cougars above ground, who are really old people that look like they’re 21, better know me as a thingling. A thingling is someone who doesn’t take their anti-aging shots and stays true to their age. The year is 3020 and men and women around the world are youth crazy. My parents have told me that people’s youth obsession all started because of the repeated anti-aging commercials that were marketed on TV years ago. They said that every other commercial that appeared on TV was selling some sort of anti-aging product. Men became even more obsessed with not becoming bald due to the countless commercials of “Hair For Men,” that featured dozens of smiling old men with heads full of hair.

            There were also the anti-aging commercials for women that were even worst than the men’s commercials in my opinion. These commercials were filled with a number of testimonials from multiple women who swore by these chemically laden creams. The anti-aging creams hypothetically smoothed out all their wrinkles the same way that an iron would smooth out the creases of a wrinkled shirt. All these creams and serums however never really seemed to work for long. After awhile, the men started losing their hair again and the women were starting to witness reappearing acts from their wrinkles.

            People started to grow angry and depressed then, and so in order to promote the happiness of all its people, the government decided that they would administer annual anti-aging shots created by the most advanced doctors. These shots were so strong, in a matter of a week of them sinking in, they would make any individual, at any age look like they were 21 again.

            Of course some people rebelled against the now mandated anti-aging shots that the government forced people to take every year, some of those people include my parents. My parents believed (and still believe) that there is more wisdom and grace in aging than there is in remaining young forever. For these reasons, they decided to move underground before the government could catch them and arrest them. That’s when I was born.

            Occasionally I visit the world above ground just to check out what’s going on, and to honestly just people watch. Awhile back, I met this girl named Sally, and she was one of the most interesting girls I’ve ever spoken to. The only problem was was that she was Cougar and I was a thingling. Sally was actually forty-five, but that didn’t really bother me. To me she was the sexiest, 21-yr-old-lookin,’ forty-five year old I’ve ever met.

            When I first met her, I lied to her and told her that I was a cougar too and that I just moved down the block. I played off this lie for months until one day she caught on, because she followed me back home, to my real home…

***

            After countless months of begging Sally to give me another chance and delivering handpicked dandelions to her door (her favorite flowers), she finally accepted my apology. We’ve been taking it slow ever since.

Science Fiction Narrative

Directions: You are going to write a science fiction story. The science fiction story is due Friday October 10^th. If you staple this paper to the back you will receive 5 extra points. If you type it an email it to me or put it on this padlet link (http://padlet.com/jonmhuston/f21ysodpgpb8), I will give you an extra 10. The story must have the following characteristics:

1. The impossible is made possible through science (ex: Space travel, time travel, teleportation, mutations, Ebola warfare, etc….)

2. Social Commentary (ex: anti-bullying, Pro-education, anti-government, anti-apathy, pro government etc…(ask yourself what is wrong with our society?))

3. Bizarre Events & Imagery (Spontaneous Combustion, Mutation, weird futuristic events.

I am going to use the following checklist to grade your paper. Each Item is worth 10 points.

                        _____Title, Name, & Date are present, Story is legible

                        _____ Well developed Characters

                        _____ A well developed conflict

_____A detailed setting that includes a description of the time and place

                        _____An exposition that introduces the characters and setting

                        _____Bizarre events &/or imagery

                        _____An impossible scientific scenario

                        _____A social message

                        _____The story makes sense and has a thoughtful ending/ resolution

_____adheres to the conventions of written English(Spelling, Grammar, & Punctuation)

RAC Survey

Honors Homework DUE on 10-1-14

In class today, we listened to a conversation between various individuals. The men and women in this video were stating their opinions on whether they cheer for Harrison and his actions towards the end of the narration. Many of them started out by pointing out likeable qualities that Harrison had, but they also pointed out dangerous qualities that he possessed, stating that he was too much of an authoritarian to be a good ruler. Some of your classmates added to that point by stating that Harrison would perhaps criticize individuals for being average, as opposed to being highly intelligent or above average.

Now it's your turn:

-Ask yourself the following questions (no need to write it it down unless that helps you process your thoughts):

What kind of leader might Harrison have been?

Would he have been a better or worse leader?


-After answering these questions to yourself, keep them in mind for the next step:

Based on your answers to the above questions, write a 100-200 word fictional editorial piece with one of the following as its title:

Mad Man Escapes Prison!

Hero Killed by the government!

***In your article you should include a brief sentence or two that summarizes what happens to Harrison in the story, followed by your opinion of it. Lastly, you should conclude your editorial piece by predicting whether the society in the narration would have turned out better or worst if Harrison succeeded in being "Emperor."***

Harrison Bergeron/Part II-III

Do Now:


What would happen if everyone were president? Would society remain in order or be completely chaotic? Support your answer with careful reasoning.

Homework:

 Periods 2, 5, 7, 8, 9:

 Read the following quotation from the text in order to draw a conclusion:

“‘Ladies and gentlemen—‘ said the ballerina, reading the bulletin. She must have been extraordinarily beautiful, because the mask she wore was hideous. And it was easy to see that she was the strongest and most graceful of all the dancers, for her handicap bags were as big as those worn by two-hundred-pound men” (41).

In a short response (3-4 sentences) answer the following question in order to respond to the quotation: 

Does the government of this society truly wipe out all differences that exist between individuals, or are character differences still visible? Cite evidence from the quotation to support your answer.

 6th Period: 

Watch the following video:  

Harrison Bergeron Discussion

In 1-2 paragraphs respond to the video by writing how your opinion of the society, or of Harrison Bergeron has changed now that you've heard an academic conversation of the short story.

Harrison Bergeron Part II-III/Define the Underlined

Define the Underlined!

1.     Latitude

2.     Exceedingly

3.     Timberland

4.     Intangible

5.     Pall

6.     Undulations

7.     Conjectural

1.     Global satellites use latitude and longitude to mark the locations of objects.

2.     Daja performed exceedingly well on her test despite not preparing for it.

3.     It was fall and the timberland that was once filled with plump green trees was now reduced to bare branches.

4.     Atheists question the concepts of a heaven and hell existing, because they feel it’s too intangible of an to support.

5.     A pall of gray hovered over the house, signaling that it was about to rain.

6.     The black waves of the ocean at midnight, rolling in gentle undulations, looked as if it were politely kissing the shore.

7.     Much of the U.S. media’s coverage on the war between Israel and Palestine remains conjectural. 

 

Lets Play Charades!

Instructions: Review the definitions you wrote for each vocab word within your group and plan how you will act out each vocab word.
Vocab in Charades
1. Vigilance
2. Wince
3. Consternation
4. Cower
5. Synchronize (You may use props to complete the action)
6. Neutralize (You may use props to complete the action)
7. Timberland
8. Intangible
9. Pall
10. Undulations


Homework!
Periods 2, 5, 6, 7, 8, 9: Finish "Text Says/I Say" Worksheet over the weekend and bring it to class on Monday.

Period 6: Read Kurt Vonnegut's short story, "Welcome to the Monkey House," and answer the set of questions on your worksheet.

Harrison Bergeron Part II/Define the Underlined!

Review

1) Drawing Conclusions: We draw conclusions from the text by referring back to the author's words, the world around us, and from comparing it to our own personal experiences. The three aforementioned strategies allow us to not only judge what we read, but to also fill in the gaps where things are left unsaid by the author.

3 Science Fiction Elements:
1) Bizarre events/ Imagery
2) Social Commentary
3) The impossible is made possible through science fiction

Harrison Bergeron 
Setting:
Characters:
Conflict:

Define the Underlined!

1.     Vigilance:

2.     Wince:

3.     Consternation:

4.     Cower:

5.     Synchronize:

6.     Neutralizing:

1.     Vigilance is required when texting behind books, under tables, or within one’s book bag during class. 

2.     Jay Z winced in the elevator after seeing Solange’s hand rise to strike him again.

3.     Much to the consternation of all his fans, Derek Jeter retired.

4.     She cowered in fear after the man stole her purse.

5.     The tapping of Uncle Ice’s feet synchronized perfectly alongside the beating of the clock.

6.     The cup of water that Jose was adding to his Ice Tea was neutralizing its overly sweet taste. 

Extra credit: Follow HONY (Humans of New York) on Facebook, Twitter, Instagram, or Tumblr

Homework!!! (Short answers: 2-3 sentences for each)

Draw Conclusions by comparing and contrasting the captions of these two photos!

 *Click the images to enlarge them

1)

Suggested Questions To Draw Conclusions Through Comparing and Contrasting Two Texts:

1)   What are some of the challenges that the man in the first photo is facing? What are some of the challenges that the woman in the second photo is facing?

2)   In what ways are their challenges similar? In other words, can these two individuals relate to one another's experiences?

       3)   Based on your answer to 1 and 2, do you think that one individual has it harder than the   other to adjust to what’s expected of them?

4)   Based on what you read, how do the attitudes of both individuals differ when it comes to improving themselves?

5) Challenge Question (optional): If you had to give your opinion on who you would consider to be more of an outsider based on the situation he or she highlighted, would it be the man in the first photo, or the woman in the second?