Wednesday, May 1, 2019

One That Stayed with Me

I'll never forget the way it grabbed me, holding me tightly in its clutches until the very end.  It was freshman year, and I was just thirteen years old when Arthur Miller's The Crucible first entered my life.

The verbose play about a small, Puritan New England village rocked by accusations of witchcraft was like nothing I had ever read before.  My freshman English teacher had our class read the first few scenes for homework, then come to class ready to discuss.  A young horror junkie who was ignorant of the actual historical basis of the play (and its allegorical design, meant to invoke the evils of McCarthyism and the House Un-American Activities Committee), I excitedly read the first few scenes that first night under the impression that I was going to read a play about witches and evil spirits.  What the play actually revealed was something far more sinister than any 'spooky story' I had encountered before.

At its core, The Crucible is really about how awful people can be toward one another, especially when they are confronted by the terrifying unknown.  Smothered by the oppressive nature Puritan society, the play's characters engage in finger-pointing, scapegoating, and plenty of outright lying simply to survive.  As a student transitioning from a tough time in middle school, unsure of what high school had in store, I related on a personal level to Miller's messages about the power of rumor, small-mindedness, and human cruelty.  The play has stayed with me for nearly twenty years because as I grow older, I see more and more clearly how the interpersonal dynamics illustrated in The Crucible are still being played out in mico and macro levels.

This is a play that is American to its roots - it takes place in a nascent country and was written in the 1950s to call out that very same country and its citizens for how little it had truly changed over the centuries.  I write this in 2019, a moment in the United States that can be described as divided by even the most optimistic citizen.  In times like these, I'm grateful for what I've learned from The Crucible about the dangers of pointing fingers.


Thursday, November 12, 2015

Wednesday, November 11, 2015

Section E - "The Pardoner's Tale" HW Questions due next class!

On a piece of loose leaf paper, please answer the following questions:
  1. At the beginning of "The Pardoner's Tale," what are the three rioters doing?
  2. What do the rioters find under the tree, and what do they decide to do as a result?
  3. What finally happens to the rioters? How does it happen?
  4. Situational irony occurs when there is a difference between the expected result and the actual result of a situation. Why is the ending of "The Pardoner's Tale" ironic?
  5. EXTRA CREDIT (10 points!) - Draw a picture of Death as you imagine him personified in the tale! The best ones will be displayed in the classroom!

Sections B, C, G - "The Pardoner's Tale" HW Questions - Due next class!

On a sheet of loose leaf paper, respond to each of the following questions. Use your RAPP strategy (restate, answer, prove, proofread) to ensure that your response is thoughtful and complete.
  1. Why do you think the rioters set out to kill death in the first place? Think about what they learn from the boy and the innkeeper, their view of themselves, and other factors that may influence or impair their judgment.
  2. Is the old man's statement that the rioters can find death under the oak tree true? If so, how?
  3. A literary theme is a large idea or universal message taken from a literary text. How does "The Pardoner's Tale" convey the theme that money is at the root of all evil?
  4. How is personification used in this tale?

Tuesday, November 10, 2015

Friday, October 30, 2015

Brit Lit Twilight Zone Writing Assignment - Sections B & C due Wednesday 11/4, Section G due Fri 11/6

As we discussed in class, satire does not always use humor, but it does always criticize human behavior. Think about the element of irony in "Eye of the Beholder," the episode of The Twilight Zone we viewed in class. In a brief writing piece (2 pages, double spaced minimum), respond to the following prompt:  

How does "Eye of the Beholder" use satire to criticize standards of beauty and appearance?

In your piece, you should include the following
  • An MLA heading (name, teacher's name, course, due date)
  • MLA page numbers (last name followed by page number, upper right corner of page)
  • An original title
  • An interesting, attention-grabbing hook, a clearly-stated thesis
  • paragraphs that include a topic sentence as well as concrete examples to illustrate your ideas
You may submit your paper via email or hard copy by the due date. If you need to re-watch the episode, it is available on iTunes or Netflix. You may also be able to find it on YouTube.

Wednesday, October 28, 2015

Journalism Ethics Group Project

Our project will be based on the Society of Professional Journalists' Code of Ethics. This code, though unable to be legally enforced, is an agreed upon list of guidelines that was adopted by the SPJ in 1996, "after months of study and debate among the society's members."

Your task will be to work with your section group to create a mini lesson on a portion of the code, which will be assigned to you to teach to the rest of the class. You will be responsible for either a PowerPoint or Prezi presentation to go along with your lesson. In addition, you must not only read off the bullet points, but incorporate hypothetical or real world situations to illustrate these points. You are encouraged to incorporate questioning of your "students," you may provide a handout, incorporate a game, present as a news broadcast, etc. Whatever you decide would be the best way to make your portion relatable and clear for your lesson is up to you.

Requirements
  • Your presentation must be at least five minutes in length and include a visual portion (PowerPoint, Prezi, handout, etc.)
  • Every member must present a portion of the lesson -- no one should be standing up there doing nothing
  • When you work in your groups, you must be WORKING -- that means focused, on task, in a seat, and only speaking to those in your group. In addition to your group's project grade, I will be giving you an individual grade based on your conduct and contribution to the group
  • WORK TOGETHER AND IN CLASS -- Don't just assign things for people to do--work together. Don't sit there and play games on your iPad or say you're going to do the work later. This is an in-class project, so it needs to be completed in class. There's always something you could be doing that is productive for the sake of your project. Sit together. Communicate clearly. Value everyone's ideas and negotiate in a professional manner.
Due Date: As of right now, I'm expecting you to be ready to present on Wednesday, November 4, after three and a half class periods dedicated to work. The deadline is flexible--if it needs to be moved up or down, it can be.

Asssignments:
  • The News Section will teach Seek Truth and Report It
  • The Sports Section will teach Minimize Harm
  • The Lifestyle Section will teach Act Independently 
  • The Entertainment Section will teach Be Accountable

Click HERE to view the Society of Professional Journalists' Code of Ethics.