English Notebook

TKAM Annotations

____________________________

Definiton of Rhetoric

Rhetoric (noun): is the art of effective or persuasive speaking or writing. With movies or other visual mediums, think about the use of figures of speech, images and music.

____________________________

Writing Dialogue (StudySync)

• Dialogue can illuminate a person's personality and characteristics
• Direct dialogue uses a character's exact words
• Example: “Please remember to do the laundry,” Elena said.\
• Indirect dialogue is paraphrasing a character's words
• Example: Elena asked Ron to do the laundry, and Ron assured her that he would.
• Use dialogue tags when it is not obvious who is speaking
• Always begin with a new paragraph when the speaker changes
• Consider the details that accomplany the dialogue:
• How did the speaker say it (do they have a particular accent?)
• What were they thinking when they said it
• Their actions as they say it (including body language)
• The way they said it (yelled? whispered?)

Activity:

_________________________________

Dialogue Activity

Click here for audio.

Written Dialogue:

“I like to YOLO everything and just live my life, so ya I think it’s good to live like you’re dying,” responded Sam to the given question.

“I don’t know, sometimes it’s important to live in the moment, other times it’s important to think ahead and plan,” answered Erika thoughtfully.

“I agree”, added Jordan. “Enjoying the little things is definitely important, but having long-term goals and plans is also important.”

“If I wanna go bungee jumping then I’m gonna go bungee jumping.  I wanna make the most of my youth when my joints still work.”

“And I think something like bungee jumping would need planning, however I think it's good to do things you want to as Sam said earlier, you only live once.” 

Jordan replied, “I think that it’s good to be sporadic and enjoy experiences, but at the same time planning for your future and knowing what you want to do in life is important.”

“But you don’t know how much of a future you’re gonna have yo,” countered Sam. “You gotta do whatcha can do before your times out.”

________________________________

Dialogue Notes

1. Watch your dialogue tags
• Dialogue tag = what you put before or after the dialogue such as "he said", "she asked", or "I replied"
• Adding an occasional dialogue tag can allow for more context
• Avoid overusing them like in a whole conversation, as they might take away from the actual dialogue
2. Realistic does not mean real
• Eliminate the "ums", hesitations, repetitions, and so on
• Supposed to be an impression of real speech but not a transcript of what is said\
3. Give characters distinct speech patterns
• A 13-year-old will speak differently from a 70-year-old
• Women and men usually sound different and may use different vocabulary
• Consider social background, education level, geographicial area, particular catch phrases, and verbosity
4. Get in late, leave early
• The small talk of introductions and farewells is not always necessary 
• Can begin after the "hi, how are you?" and things like that
5. Punctuate dialogue correctly
• Begin on a new line for each new speaker
• Have double of single quotation marks around the words
• Have punctuation inside the quotation marks
• End the dialogue with a coma if adding a dialogue tag, but with a full stop if action is added
6. In a novel, dialogue should do one, if not all, of the following
• Reveal characters' relationships to one another
• Move the story forward
• Increase the tension
• Develop underlying emotion of a character and their character traits
7. Other words for said to be used in dialogue tags

_______________________________

To Kill A Mockingbird Discussion Questions

4/24/17:

1. In chapter 9, we are introduced to the controversial case Atticus has been given. Who is he representing? What has this person been charged with? How does the town feel about Atticus taking this case? What does this reveal about the time period?
• Atticus = representing Tom Robinson (a black man)
• Robinson = charged of raping a white woman
• Atticus recieves lots of hate for taking case
• Dishonors family and town for supporting black man
• Lots of racism between blacks and whites
2. What is the significance of the scene with the dog? What does this scene reveal about Atticus and how the kids view their father?
• Shows that Atticus is an amazing shot
• Atticus has more talents than the kids knew about
• New appreciation for Atticus by Scout (Jem admires Atticus for being a gentleman)
3. How have the kids’ perception of Boo Radley changed?
• Kids do not talk about Boo Radley much anymore
• They think he might not be so evil (covered them in a blanket)
4. Atticus is the character that introduces the title explaining that his father told him it was “a sin to kill a mockingbird.” What do you think this means? Why might Harper Lee use this for her title?
• Killing Tom Robinsom may be a sin since he is innocent just like a mockingbird
• Could be foreshadowing his death
• Main plot is this case, so title makes sense if it plays out this way

4/26/17:

1. Why does Jem have to read to Mrs. Dubose? What is actually happening as he reads? Why does Atticus say Mrs. Dubose has “real courage”?
• Mrs. Dubose needs the distraction
• Mrs. Dubose = a morphine addict
• She has fits while Jem reads
• She fought against herself to break out of her addicition
• She had to face death "free" which was more painful than under her addiction
2. There are clear gender roles during this time period. How are girls and boys supposed to act? How to these expectations complicate Scout’s life?
• Girls are supposed to be polite and grow up to be ladies
• Scout = adventurous and fun and does not want to change her ways
• Jem does not want to hang out with her and claims she should obey him since she is a girl
• Forces Scout to find other friends - Calpurnia and Miss Maudie
• Others rebuke Scout for wearing overalls and playing
3. Why doesn’t Dill visit in the summer?
• Dill claims to have a new dad and they are working on a project together over the summer
4. Discuss the kids’ trip to church with Calpurnia? What do they notice about Calpurnia during this adventure? How are the kids treated at the African American church? What do they find out about Tom Robinson while they are there?
• The kids realized, like with Atticus, that Calpurnia has an other life
• Calpurnia talks "like a black" around them, despite her usual way of speaking being different
• Very few of the blacks can read - Calpurnia taught the Reverand
• Most people respect Scout and Jem because of Atticus supporting Tom Robinson
• Mr. Ewell had Tom arrested for apparently raping his daughter

4/28/17:

5/4/17:

1. Thinking back on Erikson’s Stages of Development (hopefully you have notes in your digital notebook), the theory behind the stages is that you have to complete one stage in order to start the next. What stage do you believe Mayella Ewell is at? What stage should she be at?
• Mayella exhibits anxiety, indicating she may not have trust in anyone which is reasonable given her family
• Lacks friends and relationships which is a necessary stage in early adolescence
• Should be at the young adult stage which involves intimate relationships, but she has never had a real relationship to begin with
2.  How do the themes race, education and wealth surface during the court scene? Find textual evidence to support your claimed theme. Do you think the court scene would have been different is Mr. Ewell was wealthy or educated? If so, what does that say about our justice system? Are there prejudices in the justice system?
• If Mr. Ewell was wealthy he would likely be educated, and if he was educated he may not have fallen into Atticus's traps
• Our justice system is just an extension of prejudices in society
• Nothing the court could do about Mr. Ewell being uneducated
3. Is Mayella Ewell like her father or different from him? In what ways?
• Mr. Ewell = cocky, whereas Mayella in anxious (a result of being raised by her father)
• Mayella tries to keep herself clean indicating she does care about her appearance in some fashion 
• Mayella may try to distance herself from her family in this way, although unsuccessfully
4. How does Atticus use Mr. Ewell’s literacy to build his case?
• Mr. Ewell does not always understand Atticus's questions, therefore Atticus can trick him into changing his case - makes case seem less strong
• Mr. Ewell = very proud of his apparent literacy and is anxious to prove that he can write, allowing Atticus to reveal him to be left-handed

5/12/17:

1. Why does Scout feel shame during the pageant? What happened?
• Scout falls asleep during the long presentation of Maycomb's history and misses her cue
2. How does Harper Lee build suspense as the kids walk home? What writing techniques does she use in this chapter to create suspense? 
• The tone is definitely eerie and the passage is drawn out
• The dialogue between the characters creates uncertainly
• The phrase: "This was the stillness before the thunderstorm" (Lee 260), contained lots of foreshadowing
• Imagery paints a picture of potential disaster
3. In the struggle, there are small clues about who attacked the kids? What clues does Harper Lee give the reader about their attacker before his identity is confirmed?
• Scrubble on chin - likely an older man
• Breath smelled of wisky - could be a drunk
• Someone coughed violently
• Flabby stomach
• Strong arms
4.  Who saved the kids? Why is this ironic?
• Boo Radley saved the kids
• Ironic because he is the one they were scared of and he actually saved them
• Also ironic that we was the one who came out to save them when he is never out

5/16/17:

1. Who does Atticus think caused Bob Ewell's death?
• Atticus thinks Jem did
2. Why does Heck Tate insist that Bob Ewell's death was self-inflicted? 
• Mr. Tate knows that Arthur did, but he wants to keep the blame from Arthur 
3. Is Heck Tate right to spare Boo the publicity of an inquest? Give reasons for your answer. 
• He said let the dead bury the dead - Mr. Ewell deserves to die because of his actions and Boo only did them a favor - he should not be force into the limelight because of this
4. How do the events of the final chapters explain the first sentence of the novel? 
• Novel starts talking about Jem's broken elbow, and the whole story is flashing back to how the incident happenned
• Mr. Ewell broke Jem's arm
5. How does Scout make sense of an earlier remark of Atticus's as she stands on the Radley porch? 
• Scout says that it would have been like killing a mockingbird if Boo had been punished for his innocent, good-intentioned actions
6. How surprised were you to discover what Boo Radley is really like? Has the story before this point prepared the reader for this discovery? 
• Boo = timid, shy
• Before described as scary, cynical
7. Who are the metaphorical mockingbirds in Harper Lee’s novel? There are several so push yourselves to really think about the various characters.
• Tom Robinson - he was sentenced to death for being nothing but innocent
• Boo Radley - the legends about him portrayed him as evil, when he was actually good-hearted and helped the kids
• Jem and Scout - were almost killed by Mr. Ewell despite being completely innocent

__________________________________________

Life Matters

"Black Lives Matter" is a giant movement that started on social media. This is a great representation of political movements and activism during present day, as a lot of it is catalyzed and spread through social media. The article "Social Media Helps Black Lives Matter Fight the Power" by Bijan Stephen describes the part social media played in the Black Lives Matter movement. Everything started with one shooting of an African-American man, that sparked controversy all throughout social media. Clearly the shooting was an accident, although activists saw it as something much more political. From then on anything directed towards African-Americans was blamed on race, and the offenders were considered racist. Social media captured it all, and soon changes were in effect, particularly with police officers. Now all police officers have to wear video cameras, to ensure no more accidents occur. Personally this article really resonated with me, as it shows the media can really paint the story any way they want. Every little thing that someone is offended by can start a major movement, whether or not politics were involved at all. I personally would like to believe that the few accidents that occurred were irrelevant to race at all. I believe that the police officers are really doing their best to protect us, and the instances must have been caused because of their feeling of unsafety. Certainly they should exercise shooting with more caution, but I do not think that race was the reason for the shootings. Race is just a random characteristic, just like hair color or eye color. Making it the premise for arguments and political movements should be unnecessary, since race does not define someone any more than their height or any other characteristic does. Anyway, the big takeaway of the article was that social media can be powerful in the spread of ideas, and allows people from all over to get involved. This can be dangerous, as people may feel more empowered and capable of threats through a screen. It certainly allows movements to spread, but it can create unnecessary hate and danger if not contained.

Source:

Stephen, Bijan. "How Black Lives Matter Uses Social Media to Fight the Power." Wired. Conde Nast, 31 Mar. 2017. Web. 10 Apr. 2017.

__________________________________________________

Lab Write-up Quality Improvement

As we near the end of the year, we are beginning to revamp up the self-assesing aspect of the core. We revisitted our Iron Chef and DNA lab reports, and discussed within groups common errors:

We also determined skills we had learned from the writing processes: 

After refreshing ourselves on the important things that come into each of these reports, we accessed ourselves on the DNA report. It was interesting to regrade ourselves months later, as we can look at our work with a different perspective. This report was also interesting to analyze since there was no concrete data, unlike most scientific labs. That made our comentary and evidence a little bit different for evaluating, but we had to take that into consideration when evaluating.

__________________________________________________

The Sixth Extinction

To view all activities and annotations relating to The Sixth Extinction by Elizabeth Kolbert, click the link here.

__________________________________________________

Review of Claims + Evidence

Claim: States a clear position

• Needs to be specific and answer the "why"
• Keep wording specific and concise
• If you only present one claim about a literary text, include title and author
• Ex: "In Ray Bradbury's novel Fahrenheit 451, he uses short sentences and personification to build suspense and create tension when Montag runs from the polic.

Intro Quotes: Orient your reader and provide context

• Who is speaking to whom?
• What is happening in this moment (that might not be obvious)?
• What is the emotional state of the characters?
• Ex: "When Montag arrives at Faber's home out of breath and upset, he laments, 'I've been a fool'...(Bradbury 130)."

Things you should already know...

• Write in 3rd person (No 1st or 2nd person!!)
• No contractions
• Stop using the word "things"
• 2 sentences of analysis per quote minimum

____________________________________________________________________

Avoiding Plagiarism

Because we are starting to write a big research paper for our environmental project, we discussed some necessities for conducting research. We did a short activity on StudySync and then watched a flipped video. Some important notes can be found below.

• Direct Quotation
• Involves integrating all or part of an original quotation from source material into your own writing with quotation marks and proper citation.
• Ex: "Dobby is free" (Rowling 338).
• Paraphrasing
• Involves putting a quote from source material into your own words. Still need to credit original source, meaning you still must do a proper citation.
• Most commonly seen plagiarism.
• Summarizing
• Involves putting the main idea(s) into your own words, including only the main point(s).
• Significantly shorter than the original source material
• STILL needs to be cited
• Plagiarism
• When you represent words, ideas, or information you obtained from another source as your won, by not including proper citation
• Can be intentional or unintentional, so when in doubt always cite!
• Key Points
• In research papers much of the research should be summarized or paraphrased, with direct quotes only done sparingly

__________________________________________________________

Fahrenheit 451 RSA Animation

In this RSA Animation, we explain the course of changes that society undergoes within Fahrenheit 451. 

__________________________________________________________

Fahrenheit 451 Discussion

To more fully comprehend each aspect of Fahrenheit 451, we are undergoing a process where different groups within larger groups analyze different sections such as Characters, Setting or Figurative Language. Our findings from each day will be found below.

Fahrenheit 451 Discussions (Click Below)

https://goo.gl/xzKeIa

__________________________________________________________

Fahrenheit 451 Annotations

Click the link below to view the Fahrenheit 451 text with annotations.

https://goo.gl/qDaL7d

__________________________________________________________

Romeo and Juliet Soundtrack Rock band U2’s song “Love is Blindness” correlates with many essential themes in William Shakespeare’s Romeo and Juliet. The verses, “Thread is ripping// The knot is slipping// Love is blindness” (U2) describe the both mental and physical reactions of love. It creates an overwhelming mixture of pain and comfort, as something is “ripping” within the person, but simultaneously the “knot”, or what once held the given person onto the planet slips away. This combination of intense feelings blinds the person to everything but their love. Similarly, both Romeo and Juliet are blinded by their love, bringing about their deaths; “And Romeo dead; and Juliet, dead // before, // Warm and new kill'd” (Shakespeare V.iii.96-99). Romeo and Juliet, whom had known each other but a few days, were so quickly blinded in their newfound love that they had forgotten what had once been a reason to live. They cast aside what was once important to them, as they were now blind to everything but each other. Just like the person spoken of in the song, both Romeo and Juliet fell to the depths of love and could not see the way out.

_____________________________________________________________

Shakespearean Sonnets

• Sonnet = "Little Song"
• 14 lines
• Rhyme Scheme = ABAB CDCD EFEF GG
• Ends with a couplet - two lines in a row that rhyme (GG)
• Quatrain = 4 lines except for in the case of the couplet (4 quatrains)
• First quatrain asks a question or presents a dilemma/problem
• Second quatrain develops the problem, or explains it more
• Third quatrain is the turning point (usually line 9)
• Last quatrain (couplet), is the resolution or take away

_____________________________________________________________

Test Taking Tips (Click Icon)

_____________________________________________________________

Emmy and Oliver by Robin Benway

SSR Book Chat 

Visual Representation:

Passage:

       The camera lights shone like high beams as a police car made an eerily silent path toward Oliver’s house. There were two figures in the backseat, one much taller than the other. I saw the outline of Maureen’s hair and realized with a sickening feeling that I didn’t recognize the other person at all.

And right then, I wanted it to stop. I wanted to go back to surfing yesterday afternoon and have Caro announce nothing more exciting than a pop quiz in calculus that she totally failed. I wanted the neighbors to mind their own business and to my complete horror, I realized I wanted Oliver to go back to New York. His disappearance had created such a huge chasm that it still hadn’t fully repaired itself, and I didn’t know if I was ready to have it ripped open all over again. As terrible as the past ten years had been, they were familiar. I wasn’t sure if I was ready to trade them in for a brand-new set of issues and worries.

The police car’s passenger-side door opened and Maureen climbed out, along with the officer in the front seat. Cameras descended like electronic locusts and next to me, I saw my mom grab my dad’s arm. There were tears in both of their eyes. The police did their best to clear a safe path up to Oliver’s front door, but they couldn’t stop the barrage of questions that the reporters began to yell.

“Are you angry with your father?”

“What was it like seeing your mother again?”

“Do you know where your father might be?”

“What’s the first thing you’re going to do now that you’re home?”

Oliver’s door opened and he stepped out.

He was a stranger.

Honest Reaction:

Emmy and Oliver is the sweet story of childhood best friends ripped apart and reunited ten years later, stirring love, confusion, and memories. I definitely enjoyed this read, as the main characters were both charming and fun to read about. The main story involving the reunion of the old friends in intertwined with the protagonist’s journey through her end of highschool, relationship problems with her parents, and a love for surfing. It lacked very much action, which is to be expected with a book of this genre. If uninterested in excessive amounts of talking between characters with little else going on, this novel is probably not for you. The plot was a little vague, as there was not so much a problem but simply a need for the characters to find themselves. This novel would certainly appeal to those who generally read books involving realistic romances, but furthermore to other readers looking for somewhat of a relaxed read. The literature was not very challenging and the predicaments were not exactly surprising, causing the book be a bit of a brain break. Even still, I found this to be an enjoyable read that many people at our age would probably enjoy as well.

Food Correlation:

The story is centered around Emmy and Oliver reuniting after being separated, leading me to choosing cereal for my food item. In Omnivore’s Dilemma we learned that the corn or wheat within the cereal is initially containing nutrients, until it goes through the process of industrialization, separating the nutrients from the cereal. Then the nutrients reunite with the cereal when additional nutrients are added to make the cereal healthier. A similar reunion occurs with Emmy and Oliver in the story after Oliver is kidnapped and separated from the town, and then returns later on. In addition to the cereal I brought milk because students play a joke on Oliver filling his locker with milk cartons. The significance of the milk cartons is the prospect of having ads for lost kids on the cartons, as Oliver surely had at one point.

_____________________________________________________________

Romeo & Juliet

Act I

 

Act I Scene iii:

The Nurse and Lady Capulet (Juliet's mother) are introduced. The Nurse is essentially the caretaker of Juliet, because Lady Capulet is of the upper class of whom generally do not care for their own children. The Nurse had her own daughter, Susan, who died in infancy, allowing the Nurse to take care of Juliet. Juliet has a much closer relationship with the Nurse rather than her mother. As Juliet is reaching age 14, Lady Capulet says she is reaching "pretty age" or the age where girls get married. Lady Capulet tells Juliet she should start thinking about marriage because Paris is interested in Juliet's love. Lady Capulet thinks that Juliet should look into Paris, as he is beautiful and rich, and could be great for her. As the guests are arriving Lady Capulet tells Juliet to see if they could be a possibility.

Act I Scene iv:
Romeo and his friends, Mercutio (Romeo's good friend) and Benvolio (Romeo's cousin & friend), are approaching the masquerade dance. They are all wearing masks, consealing the fact that they are Montagues among a dance of Capulets. Benevio and Mercutio are trying to get Romeo to agree to dance with them and to get into the partying spirit, but Romeo is reluctant and remains depressed. He says he just wants to stand on the side holding a torch. Benevio and Mercutio urge them forward because he is worried they will not arrive in time. There is a reference to dreams, and "Queen Mab" who essentially creates dreams.

Act I Scene v:
The scene opens with servants preparing for the party. Then Capulet welcomes his guests to the dance, trying to get the party going. Second Capulet (Capulet's cousin) and Capulet talk about when they have last worn masks and about how they are now too old to dance. Romeo sees Juliet from across the dance hall and is immediately hypnotized by her beauty. He claims that he has never seen beauty until now, and never loved before now (even though he has only just now seen her). Tybalt sees Romeo talking to a servant and automatically recognizes him as a Montague, and believes he is there to moch their party. Capulet is not worried and insists that Tybalt calms down, as he knows Romeo to be well-mannered. Capulet (Tybalt's uncle) gets annoyed with Tybalt, for he does not want him to stir up unneeded mutiny among the guests. At a point in the party Romeo finally gets to talk to Juliet, making an analogy about his hand being blessed to get to touch a shrine - her. Juliet feels the same and they kiss. Later on Romeo learns that Juliet is actually Capulet's daughter and Juliet finds from the Nurse that Romeo is a Capulet.

Act II

 

Act II Scene iii:

Romeo goes from Capulet's garden to the where Friar Laurence lives. The friar knows Romeo well and has given him advice in the past. In the beginning of the scene the friar is tending his garden. He talks about the good and bad uses for herbs. Romeo tells Friar Laurence that he loves Juliet and wants to marry her. The friar is shocked that Romeo forgot so quickly about Rosaline, for Romeo was in the depths of despairs last time Friar Laurence saw him. However, eventually he agrees to marry the two, hoping the marriage could bond the two families whom had a long feud.

Act II Scene iv:

Mercutio and Benevio discuss the letter Romeo received from Tybalt challenging him to a duel. Tybalt was clearly still bitter at Romeo crashing the party. Benevio says that Romeo will accept the duel, and the two mock Tybalt's fighting style, calling him "The Prince of Cats". Then Romeo arrives and Mercutio and Romeo tease each other, trying to see who can come up with funnier comments and more clever puns. Then Mercutio says how he is happy that Romeo has his playful self back. The Nurse and Peter then arrive in search of Romeo, and the men make fun of the Nurse, calling her a sail because of her petticoat, and saying she should cover her face with her fan. The Nurse tries using big words to seem of higher class than she is, and the men respond by using words wrongly on purpose. The Nurse grows angry of Mercutio's treatment of her, and then complains that Peter did not come to her defense. Finally the Nurse gets to talk with Romeo about the arrangements for the wedding that day, and she grows so excited and talks babbles about how perfect Romeo and Juliet will be. She mentions Paris's proposal, but knows Juliet would rather marry a toad.

Act II Scene v:

Juliet waits anxiously for news from the Nurse. She is nervous that the news might be bad, and the Nurse teases her as if the news will be bad. Finally the Nurse gives her the news, asking if she has permission to go to confession that afternoon and then to Friar Laurence's cell to get married. At the end the Nurse mentions how she must get a ladder so Romeo can get into Juliet's bedroom after the wedding to make the marriage official.

Act II Scene vi:

Friar Laurence cautions Romeo to be more sensible in his love for Juliet. When she arrives, the two confess their love to each other and prepare to be married by Friar Laurence.

Act III

 

Act III Scene i:

Romeo and Juliet have just been officially, secretly married. In this scene Mercutio, Benvolio and Romeo meet Tybalt on the streets. Tybalt insults Romeo, but Romeo remains calm and composed.  He tells Tybalt that their disagreement was not a big deal, and not something to get worked up about. He realizes that he is now related to Tybalt, and does not want to have a quarrel with him. Mercutio, however, grows furious and begins to fight with Tybalt at the insults. Romeo tries to separate them but Tybalt ends up stabbing Mercutio who later dies. Romeo then challenges Tyblat and kills him. He then flees, and the Prince arrives moments later. Benvolio explains to the Prince, Lady Capulet, and the citizens what occurred, but the Prince ends up banning Romeo from Verona.

Act III Scene ii:

The scene begins with a monologue from Juliet, who is waiting anxiously for the night to come so Romeo will climb through her bedroom window. She protests that she has undergone the marriage ceremony, but not yet got to enjoy the rewards. The Nurse comes, claiming that someone is dead but not really understanding what happened. She says that she saw the body herself, referring to Tybalt, but Juliet misunderstands and thinks Romeo is dead. Juliet tries to make sense of what the Nurse has said, and begins to morn for her dead cousin when she realizes what actually happened.  Juliet criticizes Romeo at first for killing Tybalt, but then she realizes that Romeo would have been killed the other way. She has now realized that Romeo is not actually dead, but banished. She feels such sorrow at his banishment.

Act III Scene iii:

Romeo approaches Friar Laurence and asks what his punishment is. When he hears that he is banished he says the death would be better since life without Juliet (who is in Verona) would be like death. The Friar grows angry at Romeo's response, reminding him that the Prince has been merciful with him. Romeo is in passionate sorrow, and the Friar tries to comfort him with some philosophical counseling. Then someone knocks and Friar Laurence tries to get Romeo to hide. The Nurse comes in and sees the state Romeo is in, saying Juliet is much the same. She demands he stands up to be a man for Juliet's sake. Romeo still speaks in a mixture of anger and sorrow, and draws a dagger to kill himself. Friar Laurence accuses Romeo of being "womanish" for having such thoughts, and tells him all the things he should be thankful for. He tells Romeo to go spend the night with Juliet, but to only stay before the guards take their posts so he can escape to Mantua. The Friar plans to tell the families about Romeo and Juliet's marriage at the proper time to hopefully mend things and get the Prince to grant Romeo a pardon. Romeo grows more hopeful with the plan, and sends the Nurse to tell Juliet he is coming and to get her ready to scold him.

Act III Scene v:
Romeo and Juliet have spent the previous night together before Romeo sets out for Mantua. A moment after he leaves Lady Capulet comes to speak with Juliet. She talks about how they will not be satisfied until Tybalt's killer, Romeo is killed. Then Lady Capulet tells Juliet that Capulet (her father) has decreed that Juliet will marry Paris. Juliet is immediately against this and Capulet enters saying that he is totally a worthy gentleman. He is unhappy that Juliet is not rejoicing about the decision. He goes into rage, calling her many violent names, and says Juliet will marry Paris or he will drag her to the church. The Nurse bravely stands up for Juliet but is rudely dismissed as a lowly servant. Capulet continues to mock Juliet and threaten/insult her. After Capulet and Lady Capulet leave Juliet worries to the Nurse about the sin of being married to two men. The Nurse responds advising Juliet to marry Paris since Romeo is no good to her anymore being banished. She thinks that Paris will be better than Romeo anyway. Juliet thanks the Nurse for her help, but curses her the moment she leaves for encouraging her to break her wedding vows and insulting Romeo after praising him moments earlier.

Act IV

 

Act IV Scene i:
Juliet arrives at Friar Laurence's home to seek a solution to her arranged marriage with Paris. She is unhappy to find Paris there making wedding arrangements for in a few days. He tries to get Juliet to confess her love for him and she is very carefully choosing her words as to not lie. When he leaves Juliet begs the Friar for a solution to her issue, claiming she would rather die than marry Paris. The Friar suggests she take a potion making her appear dead for two days. When her body is placed in a tomb the Friar will send a message to go retrieve her. Juliet agrees to go along with the plan.

Act IV Scene ii:
Capulet is making wedding preparations when Juliet arrives apologizing to Capulet for disobeying him. She says the Friar helped her realize she should marry Paris. Capulet is so happy that he insists on moving up the wedding to the following day. Lady Capulet asks for them to wait so preparations can be made, but Capulet says he will make them himself so long as they do it the following day. Lady Capulet goes with Juliet to find what she will wear to the wedding.

Act IV Scene iii:
With the wedding clothes picked out for the next day, Juliet asks the Nurse and Lady Capulet to leave her alone. We faces many concerns before taking the potion. She wonders if the Friar gave her poison, trying to hide the fact that he was involved in marrying her to Romeo and the scheme she is undertaking. She also is worried that she will wake up too early in the tomb and be surrounded by dead bodies such as Tybalt's. Finally she takes the potion and falls unconscious onto her bed.

Act IV Scene iv:
Everyone is excitedly making wedding preparations. The nurse is ordered to go wake Juliet.

Act IV Scene v:
The nurse comes to awake Juliet, joking that she is trying to get all her sleep now since Paris will not let her get much later. When she realizes Juliet is not going to wake up, she calls to everyone telling that Juliet is dead. Everyone grieves for Juliet, with Friar Laurence comforting them. (The Nurse is the most upset, having the closest relationship with her) He then tells them to do the customary things with her dead body. The Friar says that the fates are frowning on them for something wrong they did, and reminds them to not make any mistakes with her body. Capulet exhibits her lack of relationship with Juliet by immediately saying the materials for the wedding will be used for the funeral.

Act V

 

Act V Scene i:
Romeo remains in Mantua and speaks of a dream he had, foreshadowing the unfortunate events to come. When he wakes he receives word from Balthasar that Juliet has died. Because Romeo has not yet heard the plan from the Friar, since the note never arrived to him, he immediately believes him. Romeo plans to set out to Verona to die beside Juliet. He seeks out to find fast-acting poison from the Apothecary. The Apothecary sells it to him ill at ease, not agreeing with Romeo wanted to do but wanting money. Romeo then sets out with the poison to Juliet's grave.

Act V Scene ii:
A messenger approaches Friar Laurence and announced that the letter was unable to reach Romeo. This ruins all of the Friar's plans and he rushes to the Capulet vault to retrieve Juliet. He then plans on hiding her in his room before Romeo comes so he can explain to Juliet what happened.

Act V Scene iii:
Paris goes in secret to visit Juliet's grave and asks a guard to ensure nobody comes near. He promises himself he will decorate her grave with flowers every night. The guard then notifies Paris of others' presences, and he retreats into the darkness. Romeo and Balthasar then arrive and Balthasar goes to hide in the cemetery despite Romeo's orders to leave and send a letter to his father then following morning. Romeo curses at the tomb, angry that it took Juliet from him. Paris thinks Romeo is out to harm the bodies, and believes Romeo caused Juliet to die of grief from Tybalt's death. He then challenges Romeo although Romeo refuses, saying too many people have already died and he does not want to have to kill Paris too. They end up fighting and Romeo kills Paris, only realizing afterward that it was Paris who he had killed. He notes that Paris was also a victim of bad luck, and buries him with Juliet. Romeo cannot get over how beautiful Juliet looks, even in death, and with that he takes the poison and dies. Just after that Friar Laurence and Balthasar appear and there is some foreshadowing when they think something bad happened before going into the tomb. They then realize what happened and when Juliet awakes they tell her. Friar Laurence warns her to come out of the tomb and tells her he can find a place for her in a convent of nuns. Juliet is angry that Romeo did not leave any poison for her, and kisses his lips hoping to retrieve some of the poison. Then she kills herself with Romeo's dagger right before the watchmen enter the tomb. The watchmen see the dead bodies and arrest Friar Laurence and Balthasar as suspicious characters. They send others to alert the families and they all appear, making their own theories about what happened. Lord Montague mentions that his wife died of grief when Romeo was banished, and he does not think his situation could get any worse. Friar Laurence finally explains all of what happened and it is confirmed by the letter written to Romeo. Capulet and Montague agree to end their feud after all the unfortunate events, and agree to make statues for each of the other's child.

Poetic Devices: 

 

Metaphor - Act I - scene iv - line 16 - "With nimble soles; I have a soul of lead"
Motif (overarching symbol of significance) - Act I - scene iv - line 109 - "wind"
Metaphor - Act I - scene iv - line 74 - "Her chariot is an empty hazelnut"
Alliteration - Act I - scene iv - line 109 - "wind, who woos"
Anaphora - Act I - scene v - line 87 - "You'll not endure him? ... You'll make a mutiny...! You'll set..."
Anaphora - Act I - scene v - line 73-74
Cuplets - Act I - scene v - lines 49-58
Cuplet - Act I - scene v - lines 63-64 - "Now, by the stock and honor of my kin, To strike him dead I hold it not a sin"
Personification - Act II - scene iii - line 1 - "The grey-eyed morn smiles on the frowning night"
Couplet - Act II - scene iv - line 98
Alliteration - Act II - scene iv - line 17 - "blind bow-boy's butt shaft"
Simile - Act II - scene v - line 13 - "She would be as swift in motion as a ball"
Anaphora - Act II - scene v - line 58 - "Sweet, sweet, sweet nurse"
Cuplet - Act II - scene v - line 80-81
Anapohora - Act III - scene i - line 98 - "Ay, ay, a scratch, a scratch"
Simile - Act III - scene i - line 102 - "wide as a church door"
Paradox - Act III - scene ii - line 85 - "A damned saint"
Cuplet - Act III - scene ii - lines 153-154 - "Come, cords; come nurse. I'll to my wedding bed; And death, not Romeo, take my maidenhead!"      
Hyperbole - Act III - scene v - lines 202-205
Alliteration - Act III - scene v - line 60 - "me marvelous much"
Allusion - Act IV - scene i - line 10 - "For Venus smiles not in a house of tears"
Anaphora - Act IV - scene i - line 51 - "past hope, past cure, past help!"
Metaphor - Act IV - scene i - line 109 - "The roses in your lips and cheeks shall fade"
Metaphor - Act IV - scene ii - line 51 - "My heart is wondrous light"
Allegory - Act IV - scene v - line 22
Simile - Act IV - scene v - line 33 - "Death lies on her like an untimely frost"
Anaphora - Act IV - scene v - line 96-99
Oxymoron - Act V - scene ii - line 18 - "unhappy fortune"
Cuplet - Act V - scene ii - line 68-69

Vocabulary:

 

• Act I:
  
  • Heavy - sad (scene iv - line 12)
  • Joiner - carpentry (scene iv - line 75)
  • Plaits - braids (scene iv - line 96)
  •  Trencher - wooden plate (scene v - line 21)
  • Corns - ugly and painful growths on the toes (scene v - line 22)
  • Go to - stop, that's enough (scene v - line 86)
   
• Act II Scene v 
• Act II Scene vi:
• Chide - to scold
• Gossamer - something light, thin and delicate
• Wanton - carefree
• Ghostly confessor - a spiritual advisory
• Act III scenes i-iv
• Act III scene v and Act IV scenes i and ii
• Act IV scene iii
• Act IV scene iv & v, Act V scenes i & ii
• Act V 
• Dateless - eternal; never ending
• Unthrifty - unlucky
• Sepulcher - a place that should be peaceful
• Attach - arrest, seize, apprehend
• Startles - to cause alarm

_____________________________________________________________

Elizabethan Era Presentation Notes:

 

Plague and Other Illnesses:

1. The Bubonic Plague
• Also known as the black plague
• Killed tons of people in the 16th century
• Small outbursts occurred later, but not as bad in this time
• Started in flees, went to rats, and went to people
• Most people who got it died
• Killed a third of Europeans in this time
2. The Bodies
• Death Cart started to get dead bodies off the streets - done by lowest members of the church
• Burned so disease could not spread anymore
• Piled on top of eachother in mass graves
• Catapulted into beighboring, enemy cities
3. Treatments
• Baths in own waste
• Drink their own waste
• Cut off bumps
• Herbs
4. Other illnesses
• Dysentery
• Typhoid
5. How it Stopped
• Cold weather and giant fire in London killed much of flee population
• Invention of soap improved hygeine 
6. Connections to book
• One of the friar's got plague in story
• One of the cities got shut down in the story because of the plague
• Killed some of Shakespeare's family members
• Killed many actors who performed his plays

Clothing and Hygiene:

1. Monarchs
• Women wore very puffy dresses 
• Dressed the nicest of all the classes
• Wore specific, fancy collars
• Bright colors, specifically purple, because dye was expensive
2. Nobility
• Would be Romeo and Juliet
• Wore less expensive clothing than Monarchs, but still very expensive
3. Merchants
• Less expensive clothing as well, but just decent
4. Gentry
• Gentlemen and women, knights, and esquires (squires)
• Lace to signify they were higher than middle class but still not near nobility
5. Laborers
• Wool, Sheepskin and Linen were common fabrics
• Silk and velvet trimmings were slightly better
• Common colors: gray, blue, orange, russet, green yellow, brown, beige (leas expensive dyes)
6. Hygiene
• Was terrible for all classes, but especially the lowest
• Most peasants would bathe once a year
• No running water for anyone, so they got water from river
• They would go to the bathroom in the rivers
• Queen Elizabeth bathed once a week
• Would use citrus leaves to try and whiten teeth
7. Connections:
• Romeo, Juliet, Capulets were higher class
• Nurse and servants were lower classes 

Crime and Punishment:

1. Jails 
• Held people awaiting punishment or trial
• Detention periods were very short
• Held witnesses in a trial whose attendance was doubtful
2. Common Crimes
• Theft
• Begging
• Poaching
• Adultery
• Fraud
• Dice-cogging
3. Heretics
• Burned to death at stake
• In the late 1700s the government began seeking more humane punishments
4. Traitors
• Punished by hung then cut open alive
• Beheaded if of noble birth - heads hung on stakes
5. Torture Methods
• The Rack
• The Collar
• The Iron Maiden
• Branding Irons
6. Beliefs
• Beliefs different from that of the government were not allowed
• These people would be punished
7. Hangings
• Murderers hung in areas where murder took place
• Body left to hang to remind others to not repeat the act
8. The Greatest Punishment
• Treason considered the greatest punishment
• A series of torturous acts performed on person, ending in death

Professions, Gender Roles and Social Hierarchy:

1. Monarch
• Queen Elizabeth during this era
• Showed nations that an independent woman could rule
2. Nobility
• Had lots of money
• Born into nobility...cannot earn one's way into nobility
• Threw lots of parties
• Had lots of influence
3. Gentry
• People from the lower class that became knights or squires
• Worked their way into a higher position
4. Middle/Lower Class
• Most of the population
• Many could not afford even the most common foods
5. Yeomen
• The middle class
• Prepared the land that the nobles owned
• Farmers, craftsmen, etc.
6. Women
• If not married, thought to be a witch
• Only job opportunity was a wife
• Expected to obey the men
7. Laborers
• Lowest class
• Did all the dirty work
• Often homeless
8. Literacy
• Major difference between lower and higher class was only higher class were literate
• Higher class often spoke in a poetic way

Acting and Theatre:

1. Social Aspect
• Theater brought people together into inns and theaters
• Plays provided entertainment, warmth, and a place to stay in the inns
• Plays for higher audiences had more sophisticated audience
2. Actors
• A low paying job
• Actors were famous and well-known, but not respected
• Women were not allowed to act
3. Theaters
• Target audience initially was just the common folk
• Most popular theatre was the Globe theater
• With more theaters came a more diverse audience
• The noblity sat higher in the playhouses - balconies
• Most wealthy sat directly on the stage
• Lower class folk stood on the dirt ground
• Location of the theaters exhibited how nice they were, and what class they were approaching
4. Popular Forms of Literature
• Shakespeare, Marlowe, and Spenser were most popular play writers
• Poems, tragedies, sonnets
• Added credibility to an author if they wrote poems
5. Lighting
• Could not use candles for fear of fires
• Opening on top of theater to provide lighting
6. Props
• Lack of actual props
• Extravagant constumes

_____________________________________________________________

Omnivore's Dilemma Annotations

_____________________________________________________________

Samantha Moberly

Tucker/Neto

NEW

10/7/16

Blind Taste Test:

In this activity we are first comparing two different types of butter, and two types of yogurt without knowing the reasons for their differences.

Butter #1	Butter #2
Yellowish color Has some wrinkles and imperfections Bigger in size Sweet Smooth Less dense Light consistency Creamy Slightly salty	Smooth texture No crevices or imperfections Whitish color Thinner in size Compact Difficult to spread Sweet Smooth Slightly salty Kind of hard

Claim:

The butter from grass-fed cows is more natural than the organic butter, because the cows from which it was derived maintain a constant diet of grass, whereas the organic cows consume a variety of foods that cows historically do not eat.

Yogurt #1	Yogurt #2
More clumpy Thicker More rich in texture Fluffy consistency Sour Soft and smooth More of a cremish color	Thin Runny and Watery Much stronger smell Sour Strange aftertaste Less strong taste Whitish color

Claim:

The yogurt from grass-fed cows is more natural than the organic yogurt, given that the cows from which it originated maintained their native diet of grass, rather than synthetic ingredients.

Research:

Grass-Fed Dairy Products

Organic Dairy Products

Irish dairy cows graze outdoors on grass all day long for up to 312 days a year. In fact, Irish cows graze outdoors on grass for longer than almost every country in the world If beef or a dairy product is labeled “grass-fed,” it came from cows exclusively fed grass, hay and forage. No grains were included in the mix. It’s possible that pesticides were used on the grasses or hay, and it’s also possible that cows were given antibiotics or hormones. Grass-fed does not mean organic. Healthy grass-fed cows produce healthy micronutrient-rich meat, milk, cheese, yogurt, and butter Pastured animals sometimes graze on land that has been treated with synthetic fertilizers and even doused with herbicides

Organic cows are fed organic feed that could include grain. According to the USDA Organic Production and Handling Standards, the term organic requires that cows be unconfined and allowed to eat grass for the entire grazing season (not less than 120 days) and that at least 30 percent of their feed or dry matter intake must be from grasses. This leaves 70 percent of their food potentially coming from grains. The true benefit of organic foods is their ability to protect from potentially harmful toxins Natural food stores often sell organic beef and dairy products that are hormone- and antibiotic- free.  These products come from animals who were fed organically grown grain, but who typically still spent most of their lives (or in the case of dairy cows perhaps their whole lives) in feedlots.

Works Cited:

"What’s the difference between organic and grass-fed cows?" Reedy Fork Organic

Farm. N.p., 03 Dec. 2015. Web. 07 Oct. 2016.

"FAQ". Kerrygold. N.p., n.d. Web. 07 Oct. 2016.

“Miraculous Meat and Dairy: Organic vs Grass Fed.” Calton Nutrition: Discover Health.

Calton Nutrition, 17 Jan. 2016. Web. 10 Oct. 2016.  

Robbins, John. “The Truth About Grassfed Beef.” The Food Revolution Network. Food

Revolution Network, 19 Dec. 2012. Web. 10 Oct. 2016.

_____________________________________________________________

Grading Assessment Notes