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Assignments - English 10(Archived)
TPCASTT Analysis for Poetry
Due Date: 5/18/2018
Subject: English 10

Julius Caesar Act III Scene 2 Questions about Rhetoric
Due Date: 3/12/2018
Subject: English 10

Speech 1 (Act 3, Scene 2, Lines 12-33) Read Brutus’s Speech that he used to start the funeral.

1. Please wait until I finish. Romans, countrymen, and friends! Listen to my cause, and be silent, so you can hear.

What’s the purpose of this line?

2. Believe me based on my honor, and have respect for my honor, so you can believe. Judge me in your wisdom, and wake up your senses, so you can be a better judge.

What’s the false logic in this line?

3. If there is anyone in this assembly, any dear friend of Caesar's, to him I say that Brutus' love to Caesar was no less than his love. If then that friend demands why Brutus rose against Caesar, this is my answer,

Paraphrase this line:

4. Not that I loved Caesar less, but that I loved Rome more. Would you rather Caesar were living, and you all die slaves, than that Caesar were dead, so you all live freemen?

Identify rhetorical devices

  •   Underline parallelism

  •   Circle a hyperbolic word

  •   Star by the rhetorical question

  •   Recreate the two analogies:

    _________: _________ :: _________: _________ _________: _________ :: _________: _________

5. As Caesar loved me, I weep for him; as he was fortunate, I rejoice at it; as he was valiant, I honor him; but, as he was ambitious, I killed him.

Parallelism – What’s the grammatical pattern? How many times does it repeat?
What’s the organizational/text structure?

6. There are tears for his love; joy for his fortune; honor for his valor, and death for his ambition.

Parallelism – What’s the grammatical pattern?

7. Who is here so low that they would rather be a slave? If there are any, speak, because I have offended him. Who here is so rude that they wouldn’t be a Roman? If there are any, speak, because I have offended him. Who is here so vile that he will not love his country? If there are any, speak, because I have offended him.

Identify rhetorical devices

  •   Circle a hyperbole

  •   Star by the rhetorical question

  •   Underline repetition

  •   What’s the pattern:

8. I’ll stop so you can reply.

What’s the purpose of this line?

Analyze Speech 1 (Act 3, Scene 2, Lines 12-33) by answering the questions below.

1. What’s Brutus’s main claim (what’s his point)?

  1. What

  2. What

  3. If you

  4. If you

do you think Brutus’s strongest point was? do you think his weakest point was?

were Brutus, what would you add to this to make the argument stronger? were Antony, what would your rebuttal (comeback) to this argument be?

a. b. c. d.

What are his reasons to support his claim? Does he include evidence?
So is this more logical or emotional?
Is the speaker biased? How?

2. Is his
a. If stated, which line?

thesis statement stated or implied? b. If implied, what’s the thesis?

3. What

  1. tone (speaker’s attitude)?

  2. purpose?

  3. mode?

  4. audience?

is Brutus’s

Write a one sentence summary of the speech:

Write a one sentence critique of the speech:


Speech 2 (Act 3, Scene 2, Lines 73-107) Part 1 of Antony’s Funeral Speech

1. Friends, Romans, countrymen, listen to me; 2. I come here to bury Caesar, not to praise him.

Ironic or sincere? Underline parallelism.

3. The evil that men do lives after them;
4. The good is often buried with their bones. 5. So let it be with Caesar.

What type of figurative language is line 3?

Recreate the analogy:
__________: ____________ :: ____________: ___________

The noble Brutus
6. Has told you that Caesar was ambitious. 7.
If it’s true, it was a serious mistake;
8. And seriously Caesar has paid for it.

Paraphrase this: Why “IF”?

9. Here, with the permission of Brutus and the rest,

10.Because Brutus is an honorable man; 11.And they are all, all honorable men,12.I come to speak in Caesar's funeral. 13.He was my friend, faithful and just to me.

Why did he say line 9?
Why does he call them
What does he SAY his purpose for speaking is?

14.But Brutus says he was ambitious; 15.And Brutus is an honorable man.

Paraphrase this:

16.Caesar brought many captives home to Rome, 17.Whose ransoms filled the national treasury. 18.Did this seem ambitious in Caesar?

What type of evidence is this?
What’s the point of including the rhetorical question?

19.When the poor have cried, Caesar has wept. 20.Ambition should be made of stiffer stuff. 21.Yet Brutus says he was ambitious;
22.And Brutus is an honorable man.

Line 19 text structure?
Highlight the rebuttal (or conflicting idea): Line 21-22- Sincerely or ironically?

23.You all saw that, on the feast of the priest Lupercus,

24.I presented a kingly crown to him three times,

25.Which he refused three times. Was this ambition?

What type of evidence is this?
What’s the point of including the rhetorical question?

26.Yet Brutus says he was ambitious; 27.And, sure, he’s an honorable man.

Line 26-27- Sincerely or ironically?

28.I don’t speak to disprove what Brutus spoke, 29.But I’m here to speak what I know.

Line 28- Sincerely or ironically?

30.You all loved him once,not without reason. 31.What reasons keep you, then, from mourning

judgment, you’ve turned into brutish beasts, 33.And men have lost their reason!

Paraphrase this:

Bear with me;
34.My heart is there with Caesar in the coffin, 35.And I must pause until it comes back to me.

What’s the purpose?

Analyze Speech 2 (Act 3, Scene 2, Lines 73-107) by answering the questions below.

  1. What’s Antony’s main claim (what’s his point)?
    a. What are his reasons to support his claim?
    b. Does he include evidence?
    c. So is this more logical or emotional than Brutus
    ’ speech? d. Did he offer counterarguments/rebuttals to the other side? e. Is the speaker biased? How?

  2. His thesis/main idea is implied, not stated. Why is that?

  3. Did Antony follow Brutus’s rules?

  1. What a. b. c. d.

  2. What

  3. What

  4. If you

  5. If you

is Antony’s...
tone (speaker’s attitude)?

do you think Antony’s strongest point was? do you think his weakest point was?

were, Antony what would you add to this to make the argument stronger? were Brutus, what would your rebuttal (comeback) to this argument be?

Write a one sentence summary of the speech:

Write a one sentence critique of the speech:

Journal Entries 3rd 9 Weeks
Due Date: 3/6/2018
Subject: English 10

Journals will be due Tuesday March 6 for a major grade. All journal entries for the third nine weeks (35-52) are expected to be done for a full grade. Journal entries must be on topic and complete to receive credit. Journal numbers, dates, and word count are essential for full credit.

JE 35. (1/8) Rewrite a poem you wrote in an earlier journal. Change the wording so that there is a pattern of syllables in each line (meter). Write the number of syllables at the end of each line. Example:

The earth, sea, children, (5)

And people make a (5)

Universe like a (5)

Big pot of chili. (5)

JE 36. (1/9) Write an eight line poem about someone who has a job. Describe what they do and their attitude about their job. You should use strong images and descriptive detail. The poem should capture something of the person's life through the description of the occupation.

JE 37. (1/10-11) Write a twenty line poem from the point of view of an animal. You should enter into the life and thoughts of the animal in a way that seems real.

JE 38. (1/12) Free write Friday. Write 100 words or a 10 line poem. Use the sentence starter "It's Friday and I'm so ready for..."

JE 39. (1/22) Brainstorm about a topic you would be interested in to write an argumentative paper about. Why is that an interesting topic to you?

JE 40. (1/23) Write a thesis statement and three reasons for your topic.

JE 41. (2/6) 100 words. Write about an advertisement you have seen that uses a fallacy. What is the fallacy?

JE 42. (2/7-8) 150 words. Write about an argument you had with someone in which they used a fallacy. What was the fallacy they used? How did you try to prove them wrong?

JE 43. (2/12) 100 words. Respond to the quote, "Power corrupts, and absolute power corrupts absolutely." Do you agree or disagree? Use reasons and evidence in your response.

JE 44. (2/13) 100 words. Respond to the quote, "A person should never compromise his or her ideals, beliefs, or values." Do you agree or disagree? Use reasons and evidence in your response.

JE 45. (2/14-15) 100 words. Respond to the quote, "Political leaders should have the right to break or bend the law for the good of their countries." Do you agree or disagree? Use reasons and evidence in your response.

JE 46. (2/16) 100 words. Free write Friday. Write about anything (as long as it is school appropriate).

JE 47. (2/22) 150 words. If a political leader has abused their power, is it right to remove them from their position by any means necessary?

JE 48. (2/23) 100 words. Free write Friday. Write about anything (as long as it is school appropriate).

JE 49 (2/26) 100 words. What is the main conflict in Julius Caesar? Based on this, who do you think the protagonist of the play is? Why?

JE 50 (2/27) 100 words. What is the main conflict in Julius Caesar? Based on this, who do you think the antagonist of the play is? Why?

JE 51 (2/28-3/1) 150 words. In your opinion, who is the most interesting character in Julius Caesar? Why?

JE 52 (3/2) 100 words. Free write Friday. Write about anything (as long as it is school appropriate).

Extra credit: If you went to see the play, King Lear, (and I know if you did or not) write 100 words about what your experience was like and what you thought of the play.


Assignment Image

Shakespeare Analysis Vocab
Due Date: 2/16/2018
Subject: English 10

1. Simile

2. Personification

3. Allegory

4. Pun

5. Oxymoron

6. Metaphore

7. Parado

8. Rhetorical Shif

9. Parallel Structure

10. Anachronism

11. Allusion

12. Apostrophe

13. Parody

14. Blank verse15.


16. Inversion

Logical syllogism and fallacy notes
Due Date: 2/9/2018
Subject: English 10

Valid propositional forms of logical syllogisms

Modus ponens

One valid argument form is known as modus ponens, not to be mistaken with modus tollens which is another valid argument form that has a like-sounding name and structure. Modus ponens (sometimes abbreviated as MP) says that if one thing is true, then another will be. It then states that the first is true. The conclusion is that the second thing is true. It is shown below in logical form.

If A, then B


Therefore B

Before being put into logical form the above statement could have been something like below.

If Kelly does not finish his homework, he will not go to class

Kelly did not finish his homework

Therefore, Kelly will not go to class

The first two statements are the premises while the third is the conclusion derived from them.

Modus tollens

Another form of argument is known as modus tollens (commonly abbreviated MT). In this form, you start with the same first premise as with modus ponens. However, the second part of the premise is denied, leading to the conclusion that the first part of the premise should be denied as well. It is shown below in logical form.

If A, then B

Not B

Therefore not A.

When modus tollens is used with actual content, it looks like below.

If the Patriots win the Super Bowl, there will be a party in Boston that night

There was no party in Boston that night

Therefore, the Patriots did not win the Super Bowl



Hypothetical syllogism

Much like modus ponens and modus tollens, hypothetical syllogism (sometimes abbreviated as HS) contains two premises and a conclusion. It is however, slightly more complicated than the first two. In short, it states that if one thing happens, another will as well. If that second thing happens, a third will follow it. Therefore, if the first thing happens, it is inevitable that the third will too.[3] It is shown below in logical form.

If A, then B

If B, then C

Therefore if A, then C

When put into words it looks like below.

If it rains today, I will wear my rain jacket

If I wear my rain jacket, I will keep dry

Therefore if it rains today, I will keep dry

Disjunctive syllogism

Disjunctive syllogism (sometimes abbreviated DS) has one of the same characteristics as modus tollens in that it contains a premise, then in a second premise it denies a statement, leading to the conclusion. In Disjunctive Syllogism, the first premise establishes two options. The second takes one away, so the conclusion states that the remaining one must be true.It is shown below in logical form.

Either A or B

Not A

Therefore B

When used A and B are replaced with real life examples it looks like below.

Either you will see Joe in class today or he will oversleep

You did not see Joe in class today

Therefore Joe overslept

Disjunctive syllogism takes two options and narrows it down to one.



Constructive dilemma

Another valid form of argument is known as constructive dilemma or sometimes just 'dilemma'. It does not leave the user with one statement alone at the end of the argument, instead, it gives an option of two different statements. The first premise gives an option of two different statements. Then it states that if the first one happens, there will be a particular outcome and if the second happens, there will be a separate outcome. The conclusion is that either the first outcome or the second outcome will happen. The criticism with this form is that it does not give a definitive conclusion; just a statement of possibilities. When it is written in argument form it looks like below.

Either A or B

If A then C

If B then D

Either A or B

Therefore either C or D


When content is inserted in place of the letters, it looks like below.

Bill will either take the stairs or the elevator to his room

If he takes the stairs, he will be tired when he gets to his room

If he takes the elevator, he will miss the start of the football game on TV

Bill either takes the stairs or the elevator to his room

Therefore Bill will either be tired when he gets to his room or he will miss the start of the football game


Destructive Dilemma

There is a slightly different version of dilemma that uses negation rather than affirming something known as destructive dilemma. When put in argument form it looks like below.

If A then C

If B then D

Not C or not D

Therefore not A or not B

When content is inserted in place of the letters, it looks like below.

Bill will either take the stairs or the elevator to his room

If he takes the stairs, he will be tired when he gets to his room

If he takes the elevator, he will miss the start of the football game on TV

Bill either does not take the stairs or does not take the elevator to his room

Therefore Bill will either not be tired when he gets to his room or he will not miss the start of the football game


Fallacies and their Assumptions and Problems


A list of some logical fallacies


All logical arguments draw conclusions from given evidence. A logical argument is an argument that makes a reasonable assumption to get to its conclusion. An illogical or fallacious argument draws a conclusion that is not supported by the stated evidence. Most logical fallacies have a particular assumption associated with them. Any time you lay out an argument that commits that fallacy, the assumption will be the same. These assumptions are listed below.




Hasty Generalization- The argument assumes that if (#) members of a group have a characteristic in common, then all members of that group also have that trait.


Slippery Slope- The argument assumes that if _____ happens then the only possible outcome is _____ (the nightmare scenario the argument describes), and that that is not a desirable outcome (i.e. We do not want that to happen).


False Dichotomy- The argument assumes that there are only two choices or possible outcomes, and that one outcome is very undesirable, so the only reasonable choice is the other one. Whenever you cite a False Dichotomy you MUST give a counterexample, a third option or possible outcome, to prove that there are more than 2!


False Analogy- The argument assumes that if 2 things are similar in one way, then they are exactly the same in every other way and should be treated the same way. DO NOT WRITE: The argument is wrong because _____ has nothing to do with ________. You need to be more specific and descriptive in your response to show why it matters that the two things are unrelated.


Bandwagon- The argument assumes that if everyone else is doing something then it must be right. OR The argument assumes that the majority is right, but this is not necessarily true because what is popular is not always right and what is right is not always popular.


Non-Sequitur- This fallacy does not have a particular assumption attached to it. The assumption depends on the argument itself. In a Non Sequitur the assumption is usually the major premise of the argument, and it is unstated because it is clearly absurd.


Post Hoc- This argument assumes that if one event occurred before another event, then the first event must have caused the second event to happen. The argument implies that _____________ happened because of _____________, when that is not necessarily the case.


Arguing from Strength- This argument assumes that if a person has the ability to enforce their will/take what they want by force, then they have the right to get what they want. The argument assumes that “might makes right,” which is not always true.


Ipse Dixit- This argument assumes that _________ is an expert on __________, which is not true.


Arguing from Ignorance- This argument assumes that if something has not yet been proven to be true then it must be false/that if something has not yet been proven to be false then it must be true. This argument suggests that if something is possible, then we should act as if it is definitely going to happen.


Building a Strawman- This argument assumes that the opponent is saying __________, when they are really saying _____________. The argument exaggerates/distorts the beliefs of the opposition to make the opponent seem irrational/evil/unpatriotic/unintelligent/out of touch/monstrous/etc. This tactic oversimplifies the issue.


Tu Quoque- This argument assumes that if one person is wrong but the other person is more wrong, then the first person must be right.


Some fallacies try to distract the reader, to confuse the reader into making a decision based on emotions like fear or pity or scorn, rather than thinking about the argument’s merits and making a rational decision. When refuting these arguments you cannot use the normal refutation formula; you need to adapt to point out the flaw in the argument.


Ad Misericordiam- This argument seeks to distract the reader by making them feel a powerful emotion such as anger, fear, pity or patriotism, so that they will not think too hard about the argument itself. The argument uses provocative, emotional words like _________, __________ and _________ to evoke strong feelings in the reader’s mind that overpower their reason.


Ad Hominem- This argument seeks to distract the reader from the argument by mocking or insulting the opponent, instead of pointing out flaws in the opponent’s argument. (This does NOT include an argument that attacks something the person did or said if it has to do with the argument. It’s only Ad Hominem if it is irrelevant to the argument.)


Begging the Question- This argument begs the question of whether or not __________. (This author seeks to win the argument by pretending that the question has already been resolved and then using the answer as a premise for a further argument.)


A Few Other Things to Keep in Mind…


·         I know that you have had a long and passionate love affair with your favorite fallacy, Hasty Generalization, but you NEED to stop applying it to any argument that doesn’t have an obvious fallacy. If you don’t know the fallacy, KEEP THINKING! Don’t just fall back on your ‘safety fallacy.’


The Real Definition of Hasty Generalization:


A generalization is a statement about a whole group. (All Irish people have red hair; all of the Skittles in this bag are red; everyone in the room is wearing a hat; this class is going to suck)


“Hasty” means too fast, too soon


Hasty Generalization means making a statement about a whole group based on only a small sample of that group. (EXAMPLES: I know two Irish people and both of them have red hair, so all Irish people must have red hair; the first 4 Skittles I pulled from by bag were red, so this must be the best bag of Skittles ever, because they are all red; Adam and Courtney are in the room and wearing hats, so everyone in the room must be wearing a hat, too; the first 2 days of this class were awful, so this class is definitely going to be terrible, too.)


·         Use a variety of synonyms for “states” and “assumes” in your refutations to avoid sounding repetitious and robotic. You can also vary the sequence of the parts of your refutation.


·         End every refutation with a counterexample to show that what the author says is ALWAYS true can be false in some cases. The more specific and detailed your counterexample is the more persuasive your arguments will be.



Vocab Third Nine Weeks
Due Date: 1/12/2018
Subject: English 10

Vocab quiz and Frayer models on 1-15 due on 2/2, Test and Frayer models on all of them due 2/9

Vocab for argumentative writing


1. Rhetoric

2. Logos

3. Ethos

4. Pathos

5. Logic

6. Syllogism

7. Proposition

  • Valid Logical Syllogisms

8. Modus Ponens

9. Modus Tollens

10. Hypothetical Syllogism

11. Disjunctive Syllogism

12. Constructive Dilemma

13. Destructive Dilemma

  • Other words

14. Opposition

15. Fallacy

16. Plagiarism

17. Sophomoric

18. Pretext

19. Disreputable

20. Conclusive

21. Refutation

22. Valid

23. Irrelevant

24. Sound (in the sense of an argument)

  • Logical Fallacies

25. Slippery Slope

26. Bandwagon

27. False Dichotomy

28. Hasty Generalization

29. Non-Sequitur

30. Post-Hoc

31. Arguing from strength

32. Ipse Dixit

33. Arguing from Ignorance

34. Building a Strawman

35. Tu Quoque

36. Ad Misericordiam

37. Ad Hominem

38. Begging the question

39. Hasty Generalization

40. False Analogy


Create a flash card (or piece of paper if you have to) with four areas for each card. Words 1-7 and 14-24 are the only ones with a part of speech.

Part of speech








Mid Term Exam Review Guide
Due Date: 12/15/2017
Subject: English 10

Study Guide for Mid Term Exam

Mr. Donahue

English 10

The Indian Serenade

I arise from dreams of thee
In the first sweet sleep of night
When the winds are breathing low,
And the stars are shining bright.
I arise from dreams of thee,
And a spirit in my feet
Has led me—who knows how?—
To thy chamber-window, sweet!

The wandering airs they faint
On the dark the silent stream—
The champak odors fail
Like sweet thoughts in a dream;
The nightingale's complaint,
It dies upon her heart,
As I must die on thine,
O, beloved as thou art! 

O, lift me from the grass!
I die, I faint, I fail!
Let thy love in kisses rain
On my lips and eyelids pale.
My cheek is cold and white, alas!
My heart beats loud and fast:
O, press it close to thine again,
Where it will break at last!

Find an example of each term in the  poem:

1. Tone


2. Setting


3. Narrator


4. Line


5. Stanza


6. Syllable


7. Meter


8. Rhyme


9. Rhyme Scheme


10. Alliteration


11. Metaphor


12. Simile    


13. Assonance


14. Internal rhyme


15. Cacophony


16. Consonance


17. Allusion


18. Refrain


19. Onomatopoeia


20. Imagery

21. Hyperbole


22. Repetition


23. Personification


24. Ambiguity

25. Equivocation



By Leo Tolstoy

I had a small bulldog. He was called Búlka. He was black; only the tips of his front feet were white. All bulldogs have their lower jaws longer than the upper, and the upper teeth come down behind the nether teeth, but Búlka's lower jaw protruded so much that I could put my finger between the two rows of teeth. His face was broad, his eyes large, black, and sparkling; and his teeth and incisors stood out prominently. He was as black as night. He was gentle and did not bite, but he was strong and stubborn. If he took hold of a thing, he clenched his teeth and clung to it like a rag, and it was not possible to tear him off, any more than as though he were a lobster.

Once we went into the Caucasus [mountain range in Russia between Europe and Asia] to hunt the wild boar, and Búlka went with me. The moment the hounds started, Búlka rushed after them, following their sound, and disappeared in the forest. That was in the month of November; the boars and sows are then very fat.

In the Caucasus there are many edible fruits in the forests where the boars live: wild grapes, cones, apples, pears, blackberries, acorns, wild plums. And when all these fruits get ripe and are touched by the frost, the boars eat them and grow fat.

At that time a boar gets so fat that he cannot run from the dogs. When they chase him for about two hours, he makes for the thicket and there stops. Then the hunters run up to the place where he stands, and shoot him. They can tell by the bark of the hounds whether the boar has stopped, or is running. If he is running, the hounds yelp, as though they were beaten; but when he stops, they bark as though at a man, with a howling sound.

During that chase I ran for a long time through the forest, but not once did I cross a boar track. Finally I heard the long-drawn bark and howl of the hounds, and ran up to that place. I was already near the boar. I could hear the crashing in the thicket. The boar was turning around on the dogs, but I could not tell by the bark that they were not catching him, but only circling around him. Suddenly I heard something rustle behind me, and I saw that it was Búlka. He had evidently strayed from the hounds in the forest and had lost his way, and now was hearing their barking and making for them, like me, as fast as he could. He ran across a clearing through the high grass, and all I could see of him was his black head and his tongue clinched between his white teeth. I called him back, but he did not look around, and ran past me and disappeared in the thicket. I ran after him, but the farther I went, the more and more dense did the forest grow. The branches kept knocking off my cap and struck me in the face, and the thorns caught in my garments. I was near to the barking, but could not see anything.

Suddenly I heard the dogs bark louder, and something crashed loudly, and the boar began to puff and snort. I immediately made up my mind that Búlka had got up to him and was busy with him. I ran with all my might through the thicket to that place. In the densest part of the thicket I saw a dappled hound. She was barking and howling in one spot, and within three steps from her something black could be seen moving around.

When I came nearer, I could make out the boar, and I heard Búlka whining shrilly. The boar grunted and made for the hound; the hound took her tail between her legs and leaped away. I could see the boar's side and head. I aimed at his side and fired. I saw that I had hit him. The boar grunted and crashed through the thicket away from me. The dogs whimpered and barked in his track; I tried to follow them through the undergrowth. Suddenly I saw and heard something almost under my feet. It was Búlka. He was lying on his side and whining. Under him there was a puddle of blood. I thought the dog was lost; but I had no time to look after him, I continued to make my way through the thicket. Soon I saw the boar. The dogs were trying to catch him from behind, and he kept turning, now to one side, and now to another. When the boar saw me, he moved toward me. I fired a second time, almost resting the barrel against him, so that his bristles caught fire, and the boar groaned and tottered, and with his whole cadaver dropped heavily on the ground.

When I came up, the boar was dead, and only here and there did his body jerk and twitch. Some of the dogs, with bristling hair, were tearing his belly and legs, while the others were lapping the blood from his wound.

Then I thought of Búlka, and went back to find him. He was crawling toward me and groaning. I went up to him and looked at his wound. His belly was ripped open, and a whole piece of his guts was sticking out of his body and dragging on the dry leaves. When my companions came up to me, we put the guts back and sewed up his belly. While we were sewing him up and sticking the needle through his skin, he kept licking my hand.

The boar was tied up to the horse's tail, to pull him out of the forest, and Búlka was put on the horse, and thus taken home. Búlka was sick for about six weeks, and got well again.

26. What is the setting of the story?


27. Who is the protagonist?


28. Who is the antagonist?


29. Are there any helping characters? If so, are they helpers or foils?


30. What is the main conflict of the story?


31. What are two incidents that complicate the story and cause rising action?



32. What is the climax of the story?


33. What is the falling action?


34. What is the conclusion?


35. Name two subjects dealt with in the story?


36. What is Leo Tolstoy saying about those subjects?


37. What is some evidence in the story to support what you wrote in the previous question?


38. Write some commentary that explains how that evidence backs up the thematic statement.




General questions about writing essays

39.   Where should a hook sentence go?


40.   What should come after the hook sentence?


41.   Where should a thesis statement go in an introductory paragraph?


42.   What is a topic sentence?



43.   How many topic sentences should be in a typical five paragraph essay?


44.   What should come after a topic sentence in a body paragraph?


45.   What are the three main types of evidence that should be used in an essay?




46.   What should come after evidence in a body paragraph?


47.   What should be in a conclusion paragraph?




Questions on grammar

John from Birmingham is always getting in trouble at work.

48.   What kind of noun is “school” in the above sentence?


49.   What is the subject of the above sentence?



50.   “is” is what kind of verb in the above sentence?



51.   “at work” is what kind of group of words?



52.   “John” is what sentence part?



53.   What type of sentence is the above sentence?



54.   What is the purpose of the sentence?



55.   Which is the correct way to diagram the sentenc


Vocab for Quiz on Dec 1, and Test on Dec 8
Due Date: 12/8/2017
Subject: English 10









Rhyme Scheme



Simile    Assonance

Internal rhyme












Journal entries for second nine weeks so far.
Due Date: 12/5/2017
Subject: English 10

Journal Entries Second nine weeks

JE 16 (10/11-12) The setting of your story creates the tone. Describe the setting of your story from journal number 14.

JE 17 (10/17) What is a problem that you have faced recently? How did you handle it? Did you talk to others about it? What did you tell them?

JE 18 (10/18-19) Create a character with two features that make them stand out (can be facial features, tattoos, piercings, accessories, clothes etc.) Draw a picture of your character then describe how the features help identify what the character is like.

JE 19 Free write, 100 words. “It’s Friday and all I want to do is… because…”

JE 20 (10/24/17) 150 words. Write a story with an exposition, characters, conflict, rising action and climax. You may use the characters and setting from a favorite TV show.

JE 21 (10/25-26/17) Write the conclusion to your story from JE 20.

JE 22 (10/27/17) Free write, 200 words, “Growing up is like…”

JE 23 (10/31/17) 150 words for Honors. Write a story using Halloween as the setting. Have the main character remain static throughout the story.

JE 24 (11/1-2/17) 150 words. Write a story in which the main character is dynamic (goes through a change in the story).

JE 25 (11/3/17) 150 words. Free write Friday. “Some of my goals in life are… because”

JE 26 (11/6/17) 5 sentences. Write an AEC paragraph using evidence.

JE 27 (11/8-9/17) Write a five line poem using the five senses. Each line will use a simile linked to one of the five senses. Example: Sight: “My eyes are like two beacons in a lighthouse on the sea.”

JE 28 (11/13/17) Write an eight line poem describing your bedroom.

JE 29 (11/14/17) Write a 10 line poem using personification to describe a feeling. Make sure to use all five senses to describe the feeling.

JE 30 (11/15-16/17) Write an 8 line poem connecting an object with an emotion. For example, The Necklace of Anger. Use three of the five senses metaphors and similes.

JE 31 (11/17/17) Write an 8 line poem describing a person, Use the five W’s. Use simile and metaphor and three of the five senses.

JE 32 (11/28/17) Write an eight line poem demonstrating the link between a criminal activity, its motive, and its consequences by using a metaphor.

JE 33 (11/29-30/17) Write an eight line poem using an item from nature to describe a feeling. Describe how the item feels. Example: The angry tree of annoyance.

JE 34 (12/1/17) Write down four lines of a song you know. Then re-write them below in your own words. Be sure to change at least half of the words for your version. Then give a new name to your version.

Journal Entries for first nine weeks
Due Date: 10/3/2017
Subject: English 10

All journal entries should be written on separate pages in a composition notebook. All journal entries are to be 100 words long, unless otherwise noted.


Journal Entry 1 (8/23 – 24/17): What was your thought on the solar eclipse? Are you planning to go somewhere to see totality in 2024 for the next eclipse?

JE 2 (8/29/17): Is there anything in life that you regret doing or saying? What was it that made you realize you were wrong?

JE 3 (8/31/17): Free write about school using at least five vocabulary words, underline the vocab words. Vocab words: Connotation, denotation, thesis, theme, subject, imagery, diction, tone ,mood.

JE 4 (9/5/17): Describe the most difficult job you can think of. Is the job important or not? Why?

JE 5 (9/6-7/17 Eighteenth century minister Jonathan Edwards delivered his sermon now known as “Sinners in the Hands of an Angry God” in 1741 to his congregation in Connecticut. In a well-organized paragraph, analyze a rhetorical strategy Edwards uses in order to condemn his congregation for their current lifestyles and provide a pathway to salvation.

JE 6 (9/8) Free write. Sentence starter: “What they don’t understand about…”

JE 7 (9/12) Use AEC model to write about an event in your life that changed the way you think.

JE 8 (9/13) What is your reaction to reading chapter one of Douglass’s Narrative?

JE 9 (9/15) What really grinds my gears is… (200 words)

JE 10 (9/19) How does Douglass handle conflict? What would you do in his situation?

JE 11 (9/20-21) Look at paragraphs 3 and 4 of chapter 2 and analyze how Douglass uses the five senses to create tone.

JE 12 (9/22) Free write. Sentence starter: “I used to think… but now I think… because…”

JE 13 (9/26) Direct characterization. Write about someone you know (or a celebrity or imaginary character) explain what their physical attributes are and character traits.

JE 14 (9/27-28) Indirect characterization. Write a short anecdote with some dialogue and conflict to show what your character, you wrote about in Journal 13, is like.

JE 15 (9/29) Free Write Friday. Today I’m… but I wish I was… because…

Analyzing a Visual Text
Due Date: 8/18/2017
Subject: English 10


Analyzing a Visual Text


I. The title of the painting is_____________________________________________________.


The artist is________________________________________________________________.


One detail in the foreground is________________________________________________.


One detail in the background is________________________________________________.


II. Write a brief description of the scene depicted in the painting._______________________














pg. 9


Imagery consists of words or phrases that appeal to any of the five senses.


Mood is the emotional atmosphere in a literary work (how the work makes the reader feel).


Though we most often discuss the terms imagery and mood in connection with literary works,


they can be applied to visual texts as well.


III. Using details in the painting, complete the chart below.


IV. What patterns do you see in the imagery?_______________________________________












Taste Smell




pg. 10


Look at the words you wrote in the graphic above to describe the mood of the painting.


Think about that mood in the context of what is happening.


While Washington is standing tall and looking straight ahead, others in the painting are____




and the mood of the painting can be described as__________________________________,


which demonstrates the idea that_______________________________________________




The theme is the central message of a literary work, the idea the author wishes to convey about


the subject. It is expressed as a sentence or general statement about life or human nature. To


determine the theme of a work, the reader must think about all the elements of the work—


including mood—to make inferences about the themes implied in that literary work.


Though we most often discuss the term theme in connection with literary works, it


can be applied to visual texts as well.


V. Look at the idea you wrote above; then write a thematic statement about the painting,


Washington Crossing the Delaware. What does this picture have to say about human








List three or more specific details from the painting that support this theme.___________








Which detail in the painting most effectively conveys the theme? Justify your answer.




pg. 11


Washington Crossing the Delaware

By David Shulman


VI. A hard, howling, tossing water scene.


Strong tide was washing hero clean.


“How cold!” Weather stings as in anger.


O Silent night shows war ace danger!


The cold waters swashing on in rage.


Redcoats warn slow his hint engage.


When star general’s action wish’d “Go!”


He saw his ragged continentals row.


Ah, he stands—sailor crew went going.


And so this general watches rowing.


He hastens—winter again grows cold.


A wet crew gain Hessian stronghold.


George can’t lose war with’s hand in;


He’s astern—so go alight, crew, and win!


What type of poem is this?______________________________________________


What is its rhyme scheme?______________________________________________


Considering the poem rather than the painting, complete the mood graphic again.








Taste Smell




pg. 12


Review your theme statement from above. Does the same theme statement apply to the


poem? Justify your answer by citing 3 or more details from the poem._________________








VII. Writing Option


Review the thematic statements that you wrote for the painting and for the poem; then


write an essay that compares the depiction of Washington’s experience in the painting by


Leutze and in the poem by David Shulman.


*As a beginning point, you may want to consider what is emphasized, absent, or different in


the two texts, but feel free to develop your own focus for analysis.


*Develop your essay by providing textual evidence from both texts. You may use your notes.


*Adhere to the conventions of standard English.


pg. 13


Group Essay on Literary Analysis
Due Date: 8/18/2017
Subject: English 10

Structure for a Compare and Contrast Literary Essay

The students will work in groups of five. Each student is responsible to write one paragraph that they have agreed upon with their group.


     End the introduction with a Thesis expressing the focus of your essay:

     Example: Both Emerson and Collins recognize the value and mystery of each day, acknowledging the fleeting nature of time, Emerson relying primarily on the use of striking metaphors and Collins conveying his ideas through vivid imagery and language.

1st body paragraph (topic sentence focusing on the similarities or differences of the themes)

          Examples and commentary

2nd body paragraph (topic sentence focusing on Luetze’s use of imagery)

          Examples and commentary

3rd body paragraph (topic sentence focusing on Shulman’s use of vivid language and imagery)


Conclusion: Summarize your points, exploring the “so what” factor—perhaps the life lesson both poets explore to inspire the audience to be inspired to bravely overcome the obstacles of life . . .


Literary Analysis: Paper            Name






Introduction   and Thesis

Introduction begins with a general statement about   the topic of paper. Introduction includes title and author; thesis suggests   three subtopics to be analyzed; thesis is last sentence in introduction.


Meets most requirements, but with some weaknesses in
  introduction clarity of thesis or focus


Does not follow requirements of assignment clearly;   thesis is weak; paper lacks a clear focus


Each body paragraph begins with a clearly stated   topic sentence that directly connects to a subtopic of the thesis. Ideas are   organized logically and clearly discussed.

Coherence   is established in each paragraph. Paragraphs end w/ concluding sentence.


Meets most requirements, but with some weaknesses in   topic sentences and organization of ideas; one or more paragraphs lacking   adequate details and examples or quotations;

Significant weaknesses in more than one area:   introduction, organization of ideas, or conclusion; less than 3 body   paragraphs with little detail or examples OR few or no quotations used;   paragraphs lack coherence and sense of completion






Three body’s, each minimum 5 sentences, with clear   topic sentence, adequate specific details & examples, and quotations from   the literature validate argument; authors are correctly cited in parenthesis


At least 3 body paragraphs, but not all   complete with adequate details & examples or quotations; some weaknesses   in commentary quotations not consistently integrated effectively or too long

Fewer than one quotation used to support topic   sentences; problems with citations and quotations not always presented or   used effectively to develop ideas; very weak or little meaningful commentary




Appropriate, precise & concise word choice; no   informal use of you, contractions   or clichés; variety of sentence structure, varied beginnings, and advanced   structures


Problems with word choice; occasional errors in use   of informal wording, sentence structure lacks variety and sophistication

Vague or inappropriate word choice; use of slang,   informal wording, contractions; several sentence structure errors (comma   splices, run-ons), and little attention to sentence-expansion and variety




Very few errors in grammar, punctuation, or spelling.

several errors in grammar, punctuation, spelling, or   formatting

Numerous errors in grammar, punctuation, spelling,   formatting;


Grade/ Comments:



Introduction Paragraph
Due Date: 8/11/2017
Subject: English 10

Write a paragraph telling me your name, where you are from, what you like to do for fun, and anything else you think I should know about you.