Required Reading Humanities 10
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The document provides instructions for the required summer reading and writing assignment for 10th grade Humanities class. Students must read Poisonwood Bible by Barbara Kingsolver and create a quotation journal analyzing quotes from the novel relating to the major characters of Orleanna, Nathan, Rachel, Adah, Leah, and Ruth May. The quotation journal is due on August 25th and should be typed. The document also provides a list of optional additional summer reading selections.
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2011 Humanities 10
The document provides information about the required summer reading and writing assignment for 10th grade Humanities - English students. Students must read Poisonwood Bible by Barbara Kingsolver and create a quotation journal analyzing major characters through selected quotes and paragraphs. The quotation journal is due on the first full day of classes, August 24th, and should be typed. The document also lists optional additional summer reading selections in fiction and drama.
12 summer rdg rev hum 10
The document provides instructions for required summer reading and assignments for 10th grade Humanities class. Students must read Poisonwood Bible by Barbara Kingsolver and annotate the text, identifying important elements. They will complete an objective test and writing assignment on the novel in class. The document also lists optional additional summer reading in fiction, drama, and poetry genres.
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The document provides instructions for required summer reading and assignments for 10th grade Humanities class. Students must read Poisonwood Bible by Barbara Kingsolver and annotate the text, identifying important elements. They will complete an objective test and writing assignment on the novel in class. The document also lists optional additional summer reading in fiction, drama, and poetry genres.
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The document defines genres and subgenres of writing. The 5 main genres are nonfiction, fiction, folklore, drama, and poetry. Nonfiction includes persuasive writing, informational writing, autobiography, and biography. Fiction includes historical fiction, science fiction, realistic fiction, and fantasy. Folklore includes myth, legend, tall tale, fairy tale, and fable. Drama includes comedy and tragedy. Examples and descriptions are provided for each subgenre.
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This document appears to be a quiz about literary genres and forms. It contains 10 multiple choice questions testing understanding of concepts like:
- The relationship between literary form and genre
- Examples of different genres (e.g. science fiction, mystery)
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- Appropriate titles for different genres (e.g. a science fiction title)
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The document defines 50 different literary terms with examples for each term. Some of the terms defined include adventure novel, allegory, allusion, analogy, apologue, autobiographical novel, blank verse, caesura, children's novel, Christian novel, coming-of-age story, detective novel, dystopian novel, end-stopped, enjambed, and epic. Definitions are provided along with examples of works that demonstrate each particular literary term.
BCQC Literature Open Prelims
This document provides instructions and questions for a literature quiz. It lists 23 questions attributed to Ranajeet and 2 questions for Avaneendra. It provides instructions to mark starred questions, notes that partial credit will be given, and thanks those who helped compile the quiz. It begins the quiz by asking for the three jewels and related book from Tolkien's works.
Classification of Literature by Dr.Jeanneath D. Velarde
This document provides a classification of different literary genres including fiction, non-fiction, and poetry. It discusses various sub-genres such as novels, short stories, myths, diaries, autobiographies, speeches, essays, biographies, odes, narratives, epics, sonnets, comedies, tragedies, melodramas, farces, masques, historical plays, ballads, metrical tales, metrical romances, elegies, lyrics, songs, and essays. It also describes different forms of poetry such as narrative poetry, lyric poetry, sonnets, and dramatic poetry. Prose genres like novels, novelettes, short stories, legends, fables, anecdotes
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English: key texts and background resources for senior studies, including the area of study Belonging.
Helen Sykes has been an English teacher, a bookseller, a publisher, and an author and editor of resources for English teaching. She is a life member of the English Teachers Association of New South Wales.
Genre Studies.pptx
This document discusses different genres in language studies and literature. It divides language studies into three strands: language, linguistics, and literature. Literature is composed of verse and prose and can be divided into four main genres: poetry/drama, fiction, non-fiction, and subgenres of each. Some key subgenres of fiction discussed include science fiction, romance, fantasy, horror, detective fiction, westerns, children's literature, and more. Examples of major authors and works in each genre are provided.
SHORT STORY FROM HISTORY TO ELEMENTS
Short stories originated from oral storytelling traditions such as Homeric epics. Early short stories were published separately in the late 18th century, but the first true short story collections emerged in the early 19th century across several countries. Edgar Allan Poe is considered a pioneer of the modern short story form, arguing they should be short enough to read in one sitting. The growth of magazines and journals in the late 19th century increased demand for short fiction of 3,000 to 15,000 words. Famous 20th century American short story authors include J.D. Salinger, Flannery O'Connor, and Raymond Carver.
Writing about literature1(2)(3) 1
This document provides guidance on writing literary analysis papers, including defining what constitutes a literary argument and thesis statement. It offers tips for choosing topics, conducting research, using secondary sources to support arguments, and following MLA format conventions. Stress surrounding the writing process is also addressed, with suggestions for pacing one's work and allowing time for breaks to avoid negative stress.
Here is the list of assigned poemsDogs Death by John Updike,.docx
Here is the list of assigned poems:
“Dog's Death" by John Updike,
"The World is Too Much with Us" by William Wordsworth,
“Shall I compare thee to a summer’s day?” by William Shakespeare,
“The Facebook Sonnet" by Sherman Alexie,
“Do Not Go Gentle into That Good Night” by Dylan Thomas,
“Form" by Elaine Mitchell,
“Shooting the Horse" by David Shumate,
“A Red, Red Rose” by Robert Burns,
"this morning (for the girls of eastern high school)” by Lucille Clifton,
“Because I could not stop for Death” by Emily Dickinson,
“The Road Not Taken” by Robert Frost,
“Pied Beauty” by Gerard Manley Hopkins,
“Harlem” by Langston Hughes,
“Written in Disgust of Vulgar Superstition",
“The New Colossus” by Emma Lazarus,
In this course you have been exposed to many authors, genres, writing styles and themes. For your Key Assignment, you will reflect on what you learned from the works of fiction, poetry and drama you have read and consider the impact literature has had—and will hopefully continue to have—on your own life.
Please write
a final paper of 1500 words or more
discussing the following questions. Be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the assigned readings, and conclude your paper with a restatement of your thesis and closing remarks. As always, be sure to maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.
Short Stories: Analyze the elements of fiction, including setting, characters, point of view, plot, symbolism, themes, tone and irony. Cite specific examples from the assigned stories for each element. Which of the short stories we read was your favorite, and why? Give several reasons.
Poetry: Break down the elements of poetry, including imagery, figurative language, symbolism, word choice, themes, tone and sound. Cite specific examples from the assigned poems for each element. Which of the poems we read was your favorite, and why? Share several reasons.
Drama: Review the elements of drama, including setting, characters, plot, stage directions, symbolism, themes and dialogue. Cite specific examples from
Trifles
for each element. How has reading the play deepened your understanding of live performances, television dramas and movies?
Values and Morals: Values and morality have been recurring considerations in many of our assigned works. Talk about personal values and moral codes as they are conveyed in each of the following: one short story (chosen from the Phase 1 or Phase 2 reading lists), one poem (chosen from the Phase 3 reading list), and the play,
Trifles
.
Which of all the works we've read is your favorite and why? In what ways do you think it will make a lasting impact on you personally and professionally?
Final Considerations: Discuss how literature can provide “a reflection of life” which can help us understand our own struggles, triumphs, values and m.
Printz Award Winner Evaluation
Meg Rosoff's 2005 Michael L. Printz Award winning novel How I Live Now tells the story of 15-year-old Daisy who is sent from America to live with relatives in the English countryside. The story follows Daisy as she forms a romantic relationship with her cousin Edmund and experiences the horrors of war after a third world war breaks out. The book explores Daisy's coming of age and maturation as she is forced to confront the realities of violence, loss, and surviving in a war-torn environment. Through Daisy's unconventional narration, Rosoff examines themes of first love, independence, and coping with trauma and uncertainty in a brutal new world order.
The absolutely true diary of a part time indian
The document provides an overview of classroom activities and assignments related to reading and analyzing Sherman Alexie's novel The Absolutely True Diary of a Part-Time Indian. It includes discussion questions about characters, events, and themes in the novel. Students are tasked with keeping notes, completing reflections, analyzing characters psychologically, finding evidence, and defining unfamiliar vocabulary words. The document also reviews literary terms to aid in understanding and writing about the book.
David Lodge The art of fiction
The articles with which David Lodge entertained and enlightened readers of the Independent on Sunday and The Washington Post are now revised, expanded and collected together in book form.
The art of fiction is considered under a wide range of headings, such as the Intrusive Author, Suspense, the Epistolary Novel, Time-shift, Magical Realism and Symbolism, and each topic is illustrated by a passage or two taken from classic or modern fiction. Drawing on writers as diverse as Henry James and Martin Amis, Jane Austen and Fay Weldon and Henry Fielding and James Joyce, David Lodge makes accessible to the general reader the richness and variety of British and American fiction. Technical terms, such as Interior Monologue, Metafiction, Intertextuality and the Unreliable Narrator, are lucidly explained and their application demonstrated.
Bringing to criticism the verve and humour of his own novels, David Lodge has provided essential reading for students of literature, aspirant writers, and anyone who wishes to understand how literature works
KQA Pilferages 2014
This document appears to be a quiz on popular fiction and crime novels. It contains 40 questions about authors, characters, plots and other details related to well-known works of fiction in the crime and mystery genres. The questions cover topics like James Joyce, Sidney Poitier, John Steinbeck, specific novels like The Shadow of the Wind, Cape Fear, and authors like John Grisham, Ruth Rendell, and Agatha Christie among others. The quiz is intended for teams of 2 people and includes prizes for the top 3 teams.
Genre lesson
The document discusses genres and subgenres of writing. It identifies the 5 main genres as nonfiction, fiction, folklore, drama, and poetry. For each genre, several subgenres are defined. Nonfiction subgenres include persuasive writing, informational writing, autobiography, and biography. Fiction subgenres are historical fiction, science fiction, realistic fiction, and fantasy. Folklore subgenres are myth, legend, tall tale, fairy tale, and fable. Drama subgenres are comedy and tragedy. The document provides examples and descriptions to illustrate the different genres and subgenres.
Brain sutra final
The document describes a 5-round literary quiz competition with rounds on classics, visual identification, mythology, title guessing, and rapid-fire questions. It provides sample questions, outlines scoring for each round including bonuses for faster title guesses, and notes the quiz master's
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Here is the list of assigned poemsDogs Death by John Updike,.docx
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L3 daviddunham
David Dunham, the publisher of Texas Monthly Magazine, will give a presentation and answer questions on February 28th at 12:25 PM in the Upper School Library. Students are invited to bring their lunch and attend. The event will feature David Dunham discussing his role as publisher of Texas Monthly Magazine and taking questions from the audience.
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eBrary searching
Searching ebrary requires using the advanced search features to input search terms or subjects into multiple search boxes, as the default search looks broadly across text and key fields. Searching by title, author, or subject will provide the most useful results, and terms can be combined across boxes or limited further by subjects. However, searches may become too specific and only return a single remaining resource.
AASL Fall Forum 12 Jansen
This document discusses how school librarians can help connect students' informal learning experiences in participatory culture to formal education. It mentions librarians participating with teachers to help students learn skills across platforms and media. It also discusses ensuring all students have access to skills for full participation in society. The document contains photos and references collaborating on projects and assessing student work.
Ebrary setup
The document discusses the history and current state of the conflict between Israel and Palestine over land rights in the region. It notes that both groups claim historical and religious ties to the land, and that there have been numerous attempts at negotiations and peace agreements over decades but the core issues of borders, settlements, security, and the status of Jerusalem and Palestinian refugees have remained unresolved. The ongoing disputes over land and political control have led to repeated outbreaks of violence and neither side has been willing to make the compromises needed to reach a final peace agreement.
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To insert footnotes in Microsoft Word, select the "References" tab and click "Insert Footnote" where you want the footnote marker. Word will automatically number footnotes in superscript. Footnotes are typed at the bottom of the page in single spacing, but the footnote section should be double spaced. In Google Docs, use "Insert > Footnote" which places a number where the cursor is and a box for the footnote text. Footnotes in Google Docs will properly convert when downloading the document as a Word file.
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This document discusses how to write effective research papers by focusing on essential questions rather than just reporting facts. It emphasizes that research papers should be based on new ideas and synthesis, not just summarizing other work. Effective research questions are higher-order and lead to discovery rather than simple coverage of information. They generate multiple perspectives and interpretations instead of single answers. Examples of good research questions are provided that are thought-provoking and lead to further interest in the topic.
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The document summarizes a discussion on the skills students will need in the future. Participants emphasized that students will need strong critical thinking, problem solving, and communication skills to analyze information from different cultural and linguistic backgrounds. They will also need to be adaptable to changing technologies and able to focus in distracting environments. Being organized, resilient, and able to apply knowledge across different contexts were also highlighted.
Student centered classroom
This document discusses an education project where students worked to save a local beach. It compares this project to more traditional teaching methods. The project took a student-centered approach where students had voice, choice, and participated collaboratively on authentic tasks. In contrast, traditional methods are more teacher-directed where some students participate on isolated facts. This project allowed students to practice skills like critical thinking, analysis, and working in meaningful contexts rather than just memorizing out-of-context learning. It asks teachers to find ways to incorporate relevant content and tools to involve students in a more participative manner.
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The document outlines the required summer reading and work for students taking Humanities 11, which includes both U.S. History and English components. For history, students must read Empire of the Summer Moon and write a 3-page paper exploring how the book has changed their understanding of Texas or American West history. For English, students must read one of four listed books and write a 3-page paper answering questions about the protagonist and their world. Both assignments are due on the first day of school in August and will count as test grades, with late papers penalized 10 points per day.
12 summer rdg rev english 12.horne.pinkston
The document outlines a summer assignment for English 12 students consisting of three parts: 1) Read Jon Krakauer's book "Into the Wild", with the 1997 paperback edition recommended. 2) Watch the 1989 TV miniseries "Lonesome Dove" starring Robert Duvall and Tommy Lee Jones, based on the novel by Larry McMurtry. Options are provided for viewing it. 3) Write a 2-3 page reflection paper considering provided questions about themes of the frontier and ideas of escape depicted in the two works. Details and recommendations are given for completing each part of the assignment over the summer.
12 summer rdg rev hum 9
The document provides information about the required summer reading assignment for English 9 students. It details that students must read the novel "Akhenaten: Dweller in Truth" by Naguib Mahfouz. The novel tells the fictionalized story of the Egyptian Pharaoh Akhenaten who tried to change Egypt from worshipping many gods to worshipping only one god, Aten. Students are advised to actively read the novel by taking notes and marking important passages. For assignments, students must create a character list describing the people Akhenaten knew along with whether they supported or opposed him. Students must also write a 8-12 sentence paragraph answering one of three questions about characters, Akhenaten's beliefs, or
12 summer rdg ap latin
Students taking AP Latin are required to read translations of two books over the summer: Vergil's Aeneid and Caesar's De Bello Gallico. Any available translation of each work is acceptable. Students with questions should contact the teacher, Ms. Luongo, by email.
12 summer rdg ap euro
This document outlines the required summer reading and assignment for an AP European History course. Students must read the book "A World Lit Only by Fire" and write responses to 6 questions about Martin Luther and the Reformation and Magellan's explorations. Their written answers to the questions are due on August 27th and must cite examples and passages from the book to support their responses.
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12 summer rdg rev english 12.horne.pinkston
1. Seniors are assigned a summer reading project for their English 12 pilot course involving reading the book "Into the Wild" by Jon Krakauer, watching the miniseries "Lonesome Dove", and writing a 2-3 page reflection paper connecting the two works.
2. For the reflection paper, students must choose one of two essay prompts about the frontier myth and how the works affirm or disprove it, or about the purpose and effects of escaping to the frontier.
3. The teachers provide guidance on acquiring the materials, taking detailed notes while watching the film, and writing a knowledgeable paper that directly quotes and references both the book and movie. Students are encouraged to find the assignment engaging
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Students can choose from 14 different world history time periods for their final project including Japan, China, Africa, Vikings, Middle Ages, Renaissance, Reformation, Age of Exploration, Enlightenment, French Revolution, Napoleonic Era, Industrial Revolution, Rise of Nationalism, Age of Imperialism, World War I, World War II, and Cold War.
Time periods
This document provides a list of 14 European history time periods that students can choose from for a final project, including major eras such as the Middle Ages, Renaissance, French Revolution, Industrial Revolution, World War I, World War II, and the Cold War.
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Required Reading Humanities 10
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