NYCLU Stop and Frisk information

per our discussion today in English class, here is some more information:

http://www.nyclu.org/node/3249

Historias orales--recursos

Las siguientes enlaces les pueden ser utiles mientras trabajan en sus proyectos:

Story Corps http://storycorps.org/espanol/

Asociacion de Historia Oral de Argentina http://www.historiaoralargentina.org/

International Oral History Association http://iohanet.org/

Estas pueden ayudarte a pensar en buenas preguntas:

StoryCorps question generator http://storycorps.org/record-your-story/question-generator/

Smithsonian Folklife and Oral History Interviewing Guide http://www.folklife.si.edu/resources/pdf/InterviewingGuide.pdf

Oral History Questions from Read Write Think http://www.readwritethink.org/files/resources/lesson_images/lesson805/questions.pdf

Oral History Interview and Questions from Agrilife Extension at Texas A&M
http://fcs.tamu.edu/families/aging/reminiscence/oral_history_techniques.php

Poems we read in English 10

Here is a list of all the poems we read in class. If you lose a copy of something, you can easily find one on the Internet. Almost all of these poems can be found on either www.poets.org or www.poetryfoundation.org

"Some People Like Poetry" Wislawa Szymborska
"Autobiographia Literaria" Frank O'Hara
"In the Waiting Room" Elizabeth Bishop
"Hanging Fire" Audre Lorde
"My Papa's Waltz" Theodore Roethke
"We Real Cool" Gwendolyn Brooks
"A Song in the Front Yard" Gwendolyn Brooks
"homage to my hips" Lucille Clifton
"The Soul selects her own Society" Emily Dickinson
"They shut me up in Prose" Emily Dickinson
"A Display of Mackerel" Mark Doty
"The Negro Speaks of Rivers" Langston Hughes
"Theme for English B" Langston Hughes
"Facing It" Yusuf Komunyakaa
"St. Roach" Muriel Rukeyser

Poetry terms

Literary terms useful for talking about poetry

Meter the pattern of measured sound-units occurring more or less regularly in lines of verse. (ex. “My Papa’s Waltz” the whiskey on your breath / could make a small boy dizzy—iambic trimeter)

Rhyme the identity of sound between syllables or paired groups of syllables, usually at the end of verse lines. (ex. “We Real Cool,” We sing sin. We / thin gin.)

End-rhyme the last words of two lines rhyme (most common) (ex. “Theme for English B,” But we are, that’s true! / As I learn from you)

Internal rhyme rhyming words occur in the middle of lines (ex. “We Real Cool,” We sing sin. We / thin gin.)

Slant rhyme an imperfect rhyme: ex. “The soul selects her own society:

I’ve known her – from an ample nation –

Choose one –

Then – close the valves of her attention –

Like stone —

Enjambment the running over of the sense and grammatical structure from one verse line or couplet to the next without a punctuated pause. (ex. “We Real Cool,” We real cool. We / left school)

End-stopped line when the end of a verse line coincides with the completion of a sentence, clause, or other independent unit of syntax. (ex. “St. Roach,” But that we know you not at all.)

Speaker -the person that is talking in the poem (ex. in the waiting room Elizabeth Bishop’s “I” is the speaker)

Narrative- tells a story (ex. “My papas waltz,” “Theme for English B,” “We real cool,” “In the waiting room”)

Free verse- a poem that doesn’t have a specific meter or rhyme pattern (everything we read except “My Papa’s Waltz”)

Line – a line in a poem (ex. “My Papa’s Waltz,” The whiskey on your breath)

Stanza—like a paragraph in a poem

Anaphora – when a number of lines begin with the same word. ex. “The Negro Speaks of Rivers”

       I bathed in the Euphrates when dawns were young.

       I built my hut near the Congo and it lulled me to sleep.

       I looked upon the Nile and raised pyramids above it.

       I heard the singing of the Mississippi . . .

Refrain- a phrase or verse reoccurring regularly in a poem or song. (ex. “Hanging Fire,” momma’s in the bedroom with the door closed)

Figurative Language –terms which do not have the literal meaning they state. (ex, “A Display of Mackerel,”—the rainbowed school / and it’s acres of brilliant classrooms)

Metaphor—comparison between essentially unlike things without using words OR application of a name or description to something to which it is not literally applicable. (ex. “The Negro Speaks of Rivers,”—My soul is deep)

Simile—comparison between two essentially unlike things using words such as “like”or “as” (or “as though”). (ex, “In the Waiting Room”—“necks / wound round and round with wire / like the necks of light bulbs.”)

Poem memorization assignment

Read the article and browse through the suggested poems for one you would like to memorize and present to the class. If you would like to memorize a poem not on this list, just let me take a look at it first. Thanks!

http://www.poets.org/viewmedia.php/prmMID/17111

I'll come around with a calendar so you can sign up for a date to present your poem.

Espanol 3 -- actividad para hoy

Ve a http://www.choosemyplate.gov/en-espanol.html y lee las paginas que mas te interesa. Despues, haz (en una hoja de papel) una lista de:

--10 mandatos que ves, y la forma (Ud, Uds, etc)
--5 cosas sugeridas que ya haces
--5 cosas sugeridas que puedes hacer

No olvides estudiar para la prueba manana--usa las enlaces aqui para ayudarte.

-Ms. Holmes

English 10--Spring Break Assignment

Here is a copy of the assignment for the break. Remember to pick a major story that will be covered widely and to monitor the same five sources for five days. Have fun!
____________________________________________________________________________

Ms. Holmes/English 10

Spring break assignment—Comparing news media (30 points)

Select one story you see in the news over the course of the week and follow how it is covered in five (5) various news sources. Select from the following: a newspaper, commercial television network, The News Hour with Jim Lehrer on PBS, commercial radio, National Public Radio (either Morning Edition or All Things Considered), a newsmagazine and an Internet news site. Follow the same five news sources every day. As you track the story you select, fill in the chart below. After you have tracked your story for five days (any five days from Friday April 6—Sunday April 15), answer the analysis questions.

Story:

Summary of the story, including important developments that may have occurred throughout the week:

Analysis questions (answer after you have tracked your story for 5 full days!)

1)      Which medium(s) gave the most complete coverage of the issue? How so?

2)      Which one(s) left you with questions, wishing you had more information? Why do you think this was?

3)      Would getting all your news and information from any one medium make you an informed citizen? Why or why not?

 

Day 1(2, 3, 4, 5): ___________________________________________________________

	Pages, columns or minutes devoted to story	Main points of story, kinds of visual aids used, use of on-camera interviews or quotes from experts or others involved	Enough information to understand story? (If no, what was lacking?)
News source 1
News source 2
News source 3
News source 4
News source 5

Privacy and Tyler Clementi articles

Here are the links to articles for you to peruse this weeked. I highly recommend the New Yorker article. Yes, it is very long, but it is also very, very good, and I know you won't regret taking the time to read it. You may also notice that almost all of these are from the New York Times (teacher bias, anyone?) Feel free to look up other articles from other reputable news sources.

Happy reading!

How Privacy Vanishes Online
http://www.nytimes.com/2010/03/17/technology/17privacy.html

The Web Means The End of Forgetting
http://www.nytimes.com/2010/07/25/magazine/25privacy-t2.html

Bullying, Suicide, Punishment
http://www.nytimes.com/2010/10/03/weekinreview/03schwartz.html

Dharun Ravi Guilty of Hate Crime
http://www.nytimes.com/2012/03/17/nyregion/defendant-guilty-in-rutgers-case.html

overview and links to many other Times articles about Dharun Ravi
http://topics.nytimes.com/top/reference/timestopics/people/r/dharun_ravi/index.html

overview and links to many other Times articles about Tyler Clementi
http://topics.nytimes.com/top/reference/timestopics/people/c/tyler_clementi/index.html?inline=nyt-per

fantastic New Yorker article about the case
http://www.newyorker.com/reporting/2012/02/06/120206fa_fact_parker?currentPage=1


Here's are the two pieces we read already:

If It's 'Orwellian,' It's Probably Not
http://www.nytimes.com/2003/06/22/weekinreview/simpler-terms-if-it-s-orwellian-it-s-probably-not.html

Little Brother Is Watching
http://www.nytimes.com/2010/10/17/magazine/17FOB-WWLN-t.html?_r=1


And here's a copy of a handout we will look at in class next week: http://graphics8.nytimes.com/images/blogs/learning/pdf/2010/20101021_1984.pdf

English--Regent's Week assignment

http://www.guardian.co.uk/world/2010/oct/17/angela-merkel-german-multiculturalism-failed

http://www.reuters.com/article/2010/07/30/us-france-security-idUSTRE66T3D420100730

http://www.nytimes.com/2010/10/14/world/europe/14iht-germany.html

http://www.bbc.co.uk/news/world-europe-11020429

These two are not required, but suggested:

http://globalspin.blogs.time.com/2011/04/12/france-hate-crimes-on-the-decline-xenophobia-on-the-rise/#ixzz1hes4mWX9

http://www.nytimes.com/2010/01/11/world/europe/11italy.html

Regents Week Assignment (20 points)

Read all four articles.

Note that, 1) they are all dated within the past two years, and 2) citizens of the European Union have the right to travel freely in and out of all the countries that belong to the European Union.

As you read, annotate using a simple reader's punctuation method:

* = this seems important
? = I don't understand this
! = this surprises/shocks me

Answer the following questions in complete sentences on a separate sheet of paper.

1) What is the common thread (or threads) that ties these articles together?

2) Relate ideas from one or more of the articles to a theme (or themes) that we discussed regarding Animal Farm. (See your LGT for a list of themes.)

3) Relate ideas from one or more of the articles to a theme (or themes) that we discussed regarding Night. (See LGT for themes.)

4) What do you think Elie Wiesel would say in response to Chancellor Merkel and President Sarkosy’s statements? What would you say to them, if you had the opportunity?

5) Using the information from the articles, and what you know from living in the U.S, compare Europe and the United States in terms of the way we talk about immigration, race, ethnicity and/or religion. What do you think accounts for, or explains, the differences?

Class Friday, January 20th

The Spanish department has a meeting away from campus this morning, so . . . we'll watch the interview with Elie Wiesel on Monday, and you'll have an assignment over Regent's week. We'll do the next in-class essay after Regents, after we've completed another selection from a reading about the Holocaust.

For today, see my previous post with links to the Elie Wiesel Foundation, the Shoah Foundation and the U.S. Holocaust Memorial Museum. Working with a partner, explore one or more of these sites. You can watch taped interviews with survivors, read articles and testimonies, etc. Please work on something related to this class for the entire period. No homework. Thanks so much for your cooperation and patience!

Acentos--ejercicios de practica

Here's a link to some on-line interactive review exercises. I suggest you complete them before Friday's exam.

http://www.bowdoin.edu/~eyepes/newgr/acent.htm

Have fun!

English 10, Holocaust info.

Here's a link to the map in the back of your LGT. I think it's easier to read in color.

http://www.facinghistory.org/sites/facinghistory.org/files/European-concentration-camp-map.pdf

And here are a few more links related to this unit:

http://www.eliewieselfoundation.org/  Elie Wiesel's foundation, lots of information about his work today.
Also an essay contest.

http://dornsife.usc.edu/vhi/ The Shoah Foundation at the University of Southern California. Watch clips of interviews with Holocaust survivors.

http://www.ushmm.org/ The website of the United States Holocaust Memorial Museum in Washington, D.C. A wealth of information, including more survivor testimonies. 

Let me know if you find anything else worth sharing!

English 10--transitions

Here are the links for the handouts I gave you today, just in case you lose them.

http://owl.english.purdue.edu/owl/resource/574/02/

http://grammar.about.com/od/developingparagraphs/a/cohrevisepars1.htm