English Notebook

5/18/17 - Dialogue 

• Dialogue is a speech between two or more characters, it is one of the main interactions used between characters in writing. 
• Can be used to provide details by showing off a character's personality, advancing the plot, leading to conflict or insight, or showing off the setting in a scene. 
• Direct dialogue: speech using character's exact words, placed in quotation marks
• "Don't forget to clean your room" mother said
• Indirect dialogue: second-hand report of something said or written, not in quotation marks
• Her mother reminded her to clean her room, she said she'd do it after dinner. 
• Should be clear who is saying what by using speech tags (he, she)
• Depending on the emotion and situation, author can use strong verbs, adjective phrases and adverbs to replace "he said" and "she said"
• Use indirect dialogue when there is need to paraphrase what the character said or did. 
• Always begin a new paragraph when someone new is saying something

5/12/17 - Let's Talk Dialogue 

5 tips for dialogue:

1. Watch your dialogue tags

      Dialogue tag is bit typed before and after dialogue

      Ex: "Jem said quietly, "My sister ain't dirty and I ain't scared of you" (Lee 106). 

2. Realistic doesn't mean real

      Eliminate "ums", hesitations and repititions. Doing this can make the reader think of the       character as uneducated. 

3. Use Distinct Speech Patterns

      Think about who the character is, how their going to speak and how they're feeling. This will allow the reader to better distinguish who is who in the conversation. 

4. Get in late, leave early

      The reader doesn't need to read the introduction to every conversation or the conversation tailing off. It can be powerful for the conversation to end early.

5. Punctuate Correctly

      Four big punctuation points: Begin new line when someone else speaks, Use double quotation marks in US (singles in UK), include punctuation inside quotation marks, and end with comma if adding a dialogue tag and end with a full stop if adding an action. 

To Kill A Mockingbird Annotations & Group Discussions



Chapter 28 Group Discussion:

• Scout felt shame during the pageant because she fell asleep and ran on stage at the end of the show in her ham costume. She was laughed at and felt so embarrassed, that she stayed later to make sure they could be the last ones to leave. 
• In the part of the chapter where Scout and Jem are attacked, the author builds up the suspense by describing the setting of a quiet wind blowing, it being dark, a faint sound of breathing. The author also used dialogue to help set the tone and really let the author know that these characters are scared. 
• During the attack, there are some clues as to who the attacker is before their identity is revealed, it's a man that was wearing thick cotton pants, heavy shoes and he smelled of whiskey.

Chapter 28:

• It's Halloween and the school is hosting a pageant for the children, Cecil Jacobs decides to scare Jem and Scout while they are coming to school
• Scout and Cecil hang out together at the event, visiting haunted houses and getting candy
• Scout sleeps through her entrance for the pageant, she runs onstage at the end, many laugh at her, the woman in charge claims that Scout ruined it
• Scout is extremely embarrassed from this, were they so hard on her because she is Atticus' daughter?
• Scout and Jem suspect that Cecil Jacobs is trying to scare them again on the way home but it's not him, their follower begins to run after them
• Scout and Jem now scream for help and run away from this person, Scout trips and Jem helps her back to the road
• Jem gets pulled away by the attacker and Scout is shoved away, there is screaming and strange noises. Scout sees someone taking Jem home 
• Once Scout is back home, Aunt Alexandra and Atticus are going crazy and calls Dr. Reynolds 
• The attackers gave Jem a broken arm and a head injury, will he be able to play football next season like he told Scout he would?
• Scout does not know the stranger that helped Jem back into the home
• Heck Tate comes over and shared the news that Bob Ewell was found dead with a knife under his ribs

Group Discussions 24-27:

• Scout has definitely changed a lot throughout the book and so has Jem. Scout seems to be a little bit more cooperative with Aunt Alexandra, she even wore a dress at her tea party. Jem seems to have become more of an adult, he stopped Scout from smashing a rolley polley because he understood that it was an innocent bug. Jem is a lot more obsessed with justice and equality after the trial which impacted him a lot. 
• Tom Robinson was caught attempting to escape the prison, therefore he was shot 17 times. This is not a surprise to Maycomb because they find it typical that a black man would do something like that. 

Chapter 27:

• Bob Ewell finds a job but loses it a few days later, of course he blames getting the job on Atticus
• Judge Taylor was home alone one day and claimed that he heard someone moving around, he found the screen door open and a shadow leaving
• Bob Ewell follows Helen Robinson to work, whispering horrible things to her
• Seeks revenge for what happened at the trial and can't let it go
• Deas threatens Bob Ewell if he doesn't leave Helen alone
• These events worry Aunt Alexandra, she thinks that Bob Ewell is holding a grudge over what happened with the trial and is tormenting everyone that was involved

Chapter 26:

• Now that Jem and Scout are going back to school, they're passing the Radley house again on their way to school
• Jem and Scout have grown a lot and experienced a lot more adult experiences and as a result they are no longer scared of this house
• Scout pointed out to her teacher that the way Hitler treated the Jews is a lot similar to how the white people in this society treat the black people
• This infuriates Jem who tells Scout to never mention the trial again, it's probably too much for Scout to handle now that Tom is dead and he probably wants to move on and forget it 

Chapter 25:

• At this point, Summer is coming to an end and it is the beginning of fall
• Scout finds a rolley polley and Jem stops her from smashing it because it never did anything wrong to deserve that. 
• Ever since the trial, Jem has changed and sees the world from a new perspective
• Scout finds this as a girlish act and believes Jem is turning more and more into a girl
• Dill told Scout that he and Jem ran into Atticus and Jem insisted that they accompany him to the Robinson household, Helen collapsed before she was even given the news
• The town of Maycomb doesn't find it surprising that a black man like Tom Robinson did what he did
• Mr Underwood however wrote about how he was an innocent man that did not deserve to die 

Chapter 24: 

• Aunt Alexandra has invited her missionary circle to have tea
• Scout has to wear a dress which she doesn't normally do due to her tomboy personality
• Scout behaves at the tea party and helps Calpurnia and listen
• Atticus informs the family that Tom Robinson was shot 17 times because he tried to escape, he is now dead, he has to be the one to tell the Robinson family that he is dead
• Why does Atticus need to be the one to tell them about it? 

Chapter 23 Group Discussion:

• Atticus teaches his children a valuable lesson in this chapter, that you don't really know someone until you've walked in their shoes. Atticus advises Jem and Scout to imagine themselves in Boo Radley's shoes to help them better understand him and maybe stop them from making false assumptions about him. This advice is probably one of the most popular morals of the book.
• Facing adulthood is something that the children both have to face head on in this chapter by discussing Maycomb's judicial system for the majority of the chapter.

Chapter 23:

• Atticus doesn't worry about Mr. Ewell's threats, he says it's only because he made him look like a fool during the hearing however the rest of the household is concerned
• Although Tom Robinson has been sent to jail, Atticus believes that he will be pardoned but if not then he will be sent to the electric chair
• Atticus talks to Jem about executing rapists, jury trials and how the white will always be more superior than the black men because of society's beliefs 
• One of the Cunninghams on the jury wanted to acquit, this makes Scout want to invite Walter to dinner as a way of saying thanks however Aunt Alexandra believes that they are trash and that this household should not associate with them.
• Scout grows very angry at Aunt Alexandra, Jem takes her to another room and talks about his chest hairs. Jem plans to try out for the football team.
• The children don't understand why certain people hate eachother and are starting to see the evil and unfairness in the world. 
• Jem mentions that he might now understand why Boo Radley doesn't leave the house

Chapter 20-22 Group Discussion:

• Mayella Ewell should be in the young adulthood stage where she should develop intimate relationships or suffer from isolation. Mayella currently is in this stage because she is very lonely and needs to find someone to be with.

• During the court scene, there is a lot of themes on race, education and wealth. If the Ewells were rich and well educated, then there wouldn't even be a court scene because Mr. Robinson would be immediately thrown in jail. Robinson is also accused of a crime he did not commit and he isn't given a lot of opportunities to prove his innocence because of his race. There are many prejudices in the justice system. 

• Mayella is very scared and wants to protect her father from being thrown in jail, she is similar to her father in some ways because she is blaming an innocent man for her something he didn't do because she's too much of a coward to face the truth or let other people see it.

• Atticus has Mr. Ewell write his name on the back of an envelope asking if her is literate. By writing his name, Mr. Ewell proves that he is left-handed which links to the case because Mayella was hit on the right side of the face, meaning she most likely attacked by someone who was left-handed.

Chapter 22:

• Jem is very distraught about the outcome of the trial and weeps
• The black community delivers a ton of food to Atticus' house to show their gratitude despite him losing the trial
• Miss Maude doesn't participate in the gossip and instead invites the children to come eat cake
• Jem once thought that Maycomb was great but after the trial finds that he doesn't believe that anymore. The trial really opened his eyes and maybe tarnished some of his innocence
• Bob Ewell isn't please with Atticus after the trial, even though he won he swears revenge on Atticus 

Chapter 21:

• Calpurnia informs Atticus that the kids haven't been home, Mr. Underwood tells him that they are watching from the colored balcony.
• Jem and Scout beg to hear the verdict but are told they can return when they are done eating
• Jury is still out when they return and they take a long time to decide, they must be indecisive about who they think is guilty
• When the jury returns, they don't look at Tom Robinson, meaning they convicted him
• The people in the colored section give Atticus their respect for being one of the few white people to treat them as equals and fight for them

Chapter 20:

• Mr. Dolphus Raymond isn't actually a drunk, he drinks cola from his sack. Why let everyone believe he is the town drunk? So that they can blame his lifestyle on something
• Atticus during his closing remark at the courthouse gets personal with the jury by mentioning that there's no concrete evidence or reliable witnesses. 
• Atticus says that Mayella fell for a black man and to hide this "unspeakable act" from the public she changed the story
• He mentions that what society thinks of black people is incorrect, that they aren't all criminals and that Robinson deserves justice

Chapters 18 & 19:

Chapters 15-17:

• After Atticus decides to be Robinson's lawyer, a group of men come to pay him a visit
• This is the most tense scene of the book, there are threats and arguments, the children watch from inside
• The public apparently have an issue with Atticus defending Robinson, they are concerned and want him sent directly to jail with no trial
• If the Ewells were more wealthy, there definitely would have been no trial
• Scout recognizes Walter Cunningham's father and talks to him
• The trial starts the day after the tense event with the other men, everyone comes to watch except for Mrs. Maudie
• After lunch, Scout and Jem try to sneak back in but Atticus sees 
• Gilmer is unsure about Heck Tate who claims that Bob Ewell encouraged him to go back to his house and and what was happening to Mayella. He arrived and found her in the condition she was in and that her bruises and wounds were mostly on the right side
• Bob Ewell claims he walked by the house and saw Mayella being raped, Robinson fled and he rushed into the house
• Atticus has Bob write his name, at first no one knows why this is relevant but soon enough they see that Bob Ewell is left handed, hinting that he was the one who beat Mayella

Chapters 12-14

• Jem is starting to grow older
• Dill should be arriving soon for the summer and Scout's very excited only to be disappointed that he can't come
• Calpurnia takes the children to a "colored" church
• At first, the public is skeptical but it's because of Atticus that they are more than happy to have the children there
• After the service, Scout learns that it's Bob Ewell that accused Tom Robinson of rape and she is very curious
• Aunt Alexandra decides to come stay with the children because she believes that they need a motherly figure to look up to, she thinks that Scout should be more girly and that this will help
• Aunt Alexandra is very involved in everything and has an opinion about everything, she doesn't mind helping even when it's not needed
• Due to the role that Attiucs is playing in the upcoming trial as Tom Robinson's lawyer, Scout and Jem are being given strange looks and being whispered about when they walk around town
• Aunt Alexandra wants to get rid of Calpurnia and Atticus quickly refused, Calpurnia is a part of the family
• When Scout goes to bed after a fight, she finds Dill under her bed
• Dill ran away from his mother and step dad didn't pay any attention to him
• Atticus welcomes Dill to the home, provides him food and informs his aunt of where he is

Chapters 9-11:

• Scout almost starts a fight with another classmate after saying "Scout Finch's daddy defends niggers"
• This comment comes after the town has heard about Atticus defending a black man accused of rape
• Scout begins to curse now that her uncle Jack has arrived, he instructs her not to do so in front of him 
• In chapter 10, Atticus reveals why mockingbirds are sacred. It's because all they do is sing and make music
• Mrs. Dubose continues to yell, Jem is forced to help her but later discovers that she is dying

4/20/17 - Active vs. Passive Voice

Grammar Video

• Writing in acting voice tends to make the writing feel more clear, crisp and powerful
• Active voice = subject of sentence is doing action
• Ex: Tucker loves coffee
• Tucker = subject
• What is Tucker doing? Loving coffee
• In identifying difference, first find subject (person, place or thing)
• Passive voice is when the subject receives the action
• Ex: Coffee is loved by Tucker
• Coffee becomes subject even though it isn't doing anything
• When switching from passive to active, look for word "by" which appears more often in passive voice
• Ex: The girl was attacked by the dog (passive)
• The dog attacked the girl (active)

4/4/17 - Lab Write-up



In groups we worked together to look at our old lab reports from the past two units and write down our most common mistakes. During this activity I learned about proper formatting for labs and also how to better contact professionals for lab reasons. Looking at other people's lab reports really helped me to understand how I can fix my mistakes and see how other people wrote theirs. Another common mistake that I learned about was which person to write in and that it's important to stay in that person throughout the lab. Finally, I learned about in-text citations when using evidence in the lab write-up because previously I did not cite any of my evidence that I used. 






3/27/17 - The Sixth Extinction Annotations
Opening task this morning was to listen to an excerpt from The Sixth Extinction by Elizabeth Kolbert. 

Prologue:

• A new species emerged over 200 thousand years ago, it's precarious and it's numbers are small but it grows
• These species are resourceful, the cross rivers, mountains. Gather, hunt, settle, innovate
• As it expands, it comes across species much larger than itself which are slow to breathe and wiped out 
• Process continues for thousands of years until it's covered the entire world, populations are doubling
• They resemble the biosphere, change the combination in atmosphere which changes the climate
• This species is humans
• The sixth extinction is an addition to the big 5, caused by humans

Chapters VI & VII:

Chapter VIII:

Chapter IX: 

3/6/17 - Flipped Writing Video
Research Paper Body Paragraph #1:

1. Topic Sentence
Reader should know what the paragraph should be about just by the topic sentence, should be clear and concise. Should state the environmental problem that is being focused on. 
Reminders: Write in third person, get to the point, use powerful vocabulary, ensure that you answer the Why?

2. Concrete Detail #1
Immediately back up the topic sentence with a quote from a professional source. Reminder: Introduce the quote and establish credibility, include an MLA in-text citation (authors last name or if there isn't an author, the title of the webpage) highlight the source's credibility (ex: doctor, professor, etc)

3. Commentary
Minimum of 2-3 sentences, pulling research apart and dissecting the quote to show how the quote supports the statement made in the topic sentence. 

4. Concrete Detail #2
Second quote should establish the problem

5. Commentary #2
2-3 more sentences explaining how the second quote supports the topic sentence

6. Conclusion Sentence
Wrap up paragraph, restating main points of paragraph and transition to the next paragraph (causes)

2/24/17 - Writing Notes
Claim: States a clear position

• Needs to be specific
• Keep wording specific and concise
• If you only present one claim about a literary text, include a title and author

Intro to Quotes: You need ot orient your reader & provide context

• Who is speaking to whom?
• What is happening in this moment (that might no be obvious from the quote).
• What is the emotional state of the characters?

Things you should already know:

• Write in third person
• No contractions
• Stop using the word "things"
• 2 sentences of analysis minimum per quote

Examples: 

1. Claim: In Ray Bradbury's Novel Fahrenheit 451, he uses short sentences and personification to build suspense and create tension when Montag runs from the police
2. Intro to quote: When Montag arrives at Faber's home out of breath and upset, he laments, "I've been a fool..." (Bradbury, 130).

1/17/17 - Shakespearean Sonnets
Sonnet means little song in Italian and is one of the most strictest types of poetry to write.
Sonnets always have 14 lines, always. It is easier to comprehend the rhyme scheme if the last word of the first line is labeled and then the other words at the end of other lines rhyme with that word then it gets labeled the same letter.



The last two lines of a Sonnet are always a couplet. A couplet is two lines in a row that rhyme. 

The Sonnets are broken up into quatrains A quatrain is 4 lines in a Sonnet that starts at the beginning. There are three quatrains in every Sonnet because there is 14 lines and a couplet at the end. In Shakespeare's Sonnets the first one always either asks a question or presents a problem. In the second one he develops the problem or explains it. The third quatrain includes a turning point and in the couplet of the Sonnet there is a resolution or something to take away. 



Examples of personification in Sonnets 118:
Personification: "Love alters not with his brief hours and weeks" (Line 11) Love cannot physically alter something therefore making that personification. 

"Wandering Bark" (Line 7) This is personification because in the sonnet, bark means boat and boats can't wander. 

1/17/17 - Vocabulary for Sonnets #1
These words were taken from Sonnets 18 and 116

1. Temperate: (adj) describes mild or moderate weather; not extreme, comfortable weather
2. Lease: (noun) a period of temporary ownership (like leasing a car for three years
3. Complexion: (noun) the skin and features of the face
4. Declines: (verb) to move in a downward direction, usually seen as a negative thing
5. Untrimmed: (adj) anything made or left plain, unadorned or disorderly (in Shakespeare it is often about someone's appearance)
6. Impediments: (noun) things that block or get in the way, obstacles, can be physical or metaphorical
7. Alters: (verb) to make different without completely changing
8. Tempest: (noun) strong severe storm, in Shakespeare it could be talking about a physical storm, but can also be an emotional stormy state
9. Bark: (noun) small boat
10. Compass: (noun) range expressed in curve or circular pattern, ex. beyond compass of cell reception. 
11. Internal Rhyme: (noun) a rhyme involving a word in the middle of the line and another at the end of the line or in the middle of the next. Ex: "Once upon a midnight dreary, while I pondered, weak and weary"
12. Alliteration: (noun) a stylistic device in which a number of words, having the same first consonant sound, occur close together in a series. Ex: "Whisper Words of Wisdom, Let it be" "Let it Be" by the Beatles 
13. Personification: (noun) a figure of speech in which a thing, an idea or an animal is given human attributes, qualities, characteristics, or abilities. Ex: The fire swallowed the entire forest 
14. Assonance: (noun) takes place when two or more words close to one another repeat the same vowel sound but start with different consonant sounds. Ex: I feel depressed and restless
15. Theme: (noun) a main idea or an underlying meaning of a literary work that may be started directly or indirectly. Ex: Love and friendship are  frequently occurring themes in literature. They generate emotional twists and turns in a narrative and can lead to a variety of endings: happy, sad or bittersweet.


1/12/17 - SAT Vocab #6
Video Notes:
Abominate: (verb) to hate violently
Anecdote: (noun) a brief account of something interesting, a short story
Candid: (adj) straightforward 
Deterrent: (adj) hindering from action through fear, stopping someone from doing something because there is a consequence
Fallible: (adj) capable of erring or errors
Incite: (verb) to rouse to a particular action, ex. rallies
Jargon: (noun) confused, unintelligible speech or highly technical speech, ex. yolo
Muddle: (verb) to confuse or becloud 
Perpetuate: (verb) to preserve from extinction or oblivion 
Refute: (verb) to prove to be wrong, like a rebuttal
Scarcity: (noun) insufficient of supply for needs or ordinary demands 
Subservient: (adj) servile, obsessively submissive or humbly obedient 
Transient: (noun) one who is only of temporary existence, synonym for homeless 
Virtual: (adj) being in essence or effect, but not in form or appearance, ex. not real in actuality
Efflorescence: (noun) state of flowering and blooming, 

Context Clues:
Abominate: Disaster, destroy, ruin
Anecdote: Memory, Idea, story
Candid: Private, Special
Deterrent: Obstacle, Something in the way
Fallible: Prone to mishaps, clumsy
Incite: Spark, Start, Ignite
Jargon: Slang, way of speaking
Muddle: Confusion, Wondering
Perpetuate: Teach, Suggest, Show
Refute: Prove
Scarcity: Having a shortage of something
Subservient: prone to, predisposed, related
Transient: limited
Virtual: essential
Efflorescence: Shiny, sparkly, glow

1/10/17 - Multiple Choice Questions

While taking a multiple choice test there are four steps that need to be completed to help guide the test taker to the correct answer. 

1. What is the question asking?
There are some trick questions that are worded in a way that is difficult for someone to understand fully. It is incredibly important to analyze the question and know what is being asked. 

2. Write down anything you already know about the topic whether it might be useful or not, it may help with collecting thoughts and idea to get the right answer. 

3. Mark the side of each answer with a T, F or ?. Mark an answer with a T if it is true, an F if it is false and a ? if unsure. This is a form of eliminating the wrong answers so that the test taker has less options to choose from. 

4. Decide which answer is best answering the question. If torn between two answers, try the one that's the longest and most detailed. 

Fun Fact! 75% of the right answers are the longer ones.

12/6/16 - Elizabethan Presentations
Theater and Acting:

• 1562-1642
• A lot of social interaction came down to the theater, people came because it was warm and there was entertainment, especially for higher class
• All the commoners went but it evolved to be more for higher class
• Acting in the theater wasn't a good job, no respect, yet they were famous
• Women were not allowed to act
• the globe theater was the most popular one, had to make bear bating on Thursdays so that there could be bear bating, the higher the playhouse, the higher the class
• most popular forms of literature were plays, marlow and sonnets
• plays roughly two hours long, many sonnets in Romeo and Juliet
• Sonnets are 14 lines, similar to short poem

Entertainment:

• Bear batting: blood thirsty game/ event many liked to watch. At least one arena in every city. Queen Elizabeth found the dogs attacking the bear interesting
• Fencing: upper class, used to be used for knight training and then evolved into a game
• Theater: vastly popular (connection to Shakespeare) any class could watch, just in different playhouses. Extravagant costumes, no female actors
• Festivals: many festivals, gave them something to look forward to, most involved with church others a celebration
• Cockfighting: expensive (only wealthy), sharpened metal on talons and put chickens in a cage together to fight to the death
• Horse racing: big event, crowd chose favorite racer, sometimes spikes on wheels
• Children's Games: (handy dandy) this game was an object in a hand behind the back and others would guess. Hood man-blind, put a hood on a person and playing tag
• Recreational drugs: drinking popular in Romeo and Juliet, there was also tobacco and cannabis
• Archery: used in wars and also as a game, some were forced to learn how to learn
• Lottery: government took advantage for money, expensive (only for rich people), wasn't successful in this era
• Hawking: form of hunting, expensive, training their birds to go in the woods and kill an animal for them (usually hawks)
• Tennis & Football: tennis involved gloves to hit tennis ball (only for nobles) football was rougher with no fouls
• Chess and Checkers: popular because Shakespeare put them in his plays, fascinating 

The Plague and Other Illnesses:

• The Bubonic plague (the black death) worst in Europe killed over 10 million, small outbreaks throughout sixteenth century (discussed a lot in Romeo and Juliet) Started in fleas, went to rats on ships, spread to people which caused death and was hard to treat at the time (18%) killed 1/3 of population
• Either burned bodies, pilled on top of each other in mass graves, catapulted bodies into cities they wanted to conquer 
• Symptoms: abdominal pain, fever, chills, vomiting, bumps (disease affected lymphocytes)
• Treatments: cut bumps and apply waste, drink urine 2x day, or bathe in vinegar
• Dysentery &Typhoid came from human waste
• Dysentery: 10% of individuals got sick (puss, mucis, blood in stool) infection in intestines
• Typhoid: 1/4 killed without treatment, with treatment: 1/400 symptoms: rash
• Other treatments: herbs (rose lavender, sage and basil), vinegar = cleansing agent
• Connections to Romeo and Juliet: killed 3 sisters, 1 brother, his son died @ 11, kill a lot of actors = financial struggles, saw inspiration from written pieces on plague, most stories on tragedies (due to his experience with death)

Clothing and Hygiene:

• Monarch (highest class) poofy bright clothing , purple = rich, more fabric = hihger class, jewels = wealth
• Nobility (Romeo and Juliet) couldn't wear http://psychcentral.com/disorders/manic-episode/, more clothing than monarchs
• Merchants, most colorful they could afford, told what colors feathers, gems to wear
• Gentry: (gentlemen, knights, esquires) bright fabrics like satin and velver, silver lace and gold trimming signifying high class but not highest, esquires had right to bear arms
• Hygiene: bathed once a year (no running water or way to heat water, everyone would share the same bath, monarchy had more access to water, Queen Elizabeth bathed once a week and had roses and herbs to smell better
• Laborer: wore wool, sheepskin, linen. No silk or velvet trimmings. wore gray, blue, orange, russet, green, yellow, brown, beige
• Connections to Romeo and Juliet: Romeo and Montagues = nobles, Nurse = servants

11/28/16 - Romeo and Juliet Notes

Act I Sc i
Poetic Devices:

Line 73 “I hate the word as I hate hell” This is a simile because it is comparing a word that the character hates to how much he hates hell

Line 109-110 “To know our father pleasure in this case, to old free town, our common judgment place” This is a couplet because the end of these two lines, case and place, rhyme.

Vocab:
Colliers on line 2 is a noun and it means "coal dealer" or dirty

Maidenhead is a noun and it means a woman's virginity

Act I Sc ii

Poetic Devices:
Line 10 "Let two more summers wither in their pride" This is personification because it giving a human characteristic of withering to summers who can't actually whither.

Line 10 “Let two more summers wither in their pride ere we may think her ripe to be a bride. “ This is a couplet because the ends of these two lines, pride and bride rhyme.

Line 23 “one more most welcome makes my number more" This is an alliteration because throughout this line the m sound is repeated.

Line 25 “dark heaven light" This is a paradox because heaven is described as dark and usually heaven is portrayed as bright.

Line 103 "But in that crystal scales let there be weighed your lady’s love against some other maid" This is a couplet because the last two words of those lines rhyme, maid and weighed.

Vocabulary:

Sirrah: a term used to address a servant

Rest you merry: stay happy, polite form of goodbye

Whither : where

Gof gi’ go-den: god give you a good evening

Act I Sc iv

Line 5 “scaring the ladies like a crow keeper” This is a simile because it is comparing how a character is scaring ladies to how a crow keeper scares crows.

Line 16 “with nimble soles i have a soul of lead" This is a metaphor because it is comparing two objects, without like then or as to compare a character's soul to lead meaning their soul is heavy.

Line 109 “wind" This is a motif because this term is used throughout the book and must be important

Vocab:

Heavy is an adjective that means sad

Betake legs means to dance

Joiner is a noun and means a carpenter

plates is a noun and means braids

Spinners legs means spiders legs

Act I sc v

Anaphora 87 “youll not endure him…”

Couplet 68 “a villan that is…”

37 & 40 anaphora

49-58 couplet

63 64 couplets

Foreshadow 151 my grave is like to be my wedding bed

Trencher = wooden plate

Marzipan = sweet made of almond paste

Go to= stop

Set cock-a-hoop = to cause everything to be upset

scathe=harm

choler=anger

towards=coming up

prodigious= abnormal

Act II Sc i

Line 15 "Young Abraham Cupid" This is an allusion because it is a reference to Cupid.

Line 16 "King Cophetua" This is an allusion because it is a reference to the king Cophetua.

Line 19-20 "By her high forehead and her scarlet lip" This is imagery because describing Rosaline's lips as scarlet, which is providing an image for the reader.

Line 34-35 "Blind is his love and best benefits the dark. If love be blind, love cannot his the mark." This is a couplet because dark and mark, which are the last words for these two lines rhyme.

Vocab:

Conjure on line 8 is a verb that means to use magic to call him

To be night on line 30 means to join to the night

Meddler is a fruit that looks like a small brown apple

Act II Sc ii

Hish: shush, be quiet

Gyve: shake

Line 132 personification (bud of love…)

Line 146 simile (bounty is as boundless…)

Line 75 metaphor

Line 64 personification (ear drinking)

Line 3 metaphor

11/28/16 - Elizabethan Era Notes
Elizabethan Monarchy

• Queen Elizabeth, virgin queen (never married) ruled at age 25, mom beheaded by father when Elizabeth was 2 years old. Born September 7, 1533 Died March 24, 1603.
• Famous statesman and politicians were advisers for the queen led the government in England. the divine right of kings gave the Elizabethan monarch immense power and authority. Disobeying queen considered treason.
• Queen's role made major decisions of country, approved all laws, decide religion of England (catholic), decided war-related decision, deciding what they could eat and wear
• 3 Branches of government, Privy council, Star chamber, parliament
• Privy: wealthy, powerful nobles, men (smart) , less than 20 members, chosen by queen. Discussed laws concerning economics, foreign policy, home policy, religion, security and military matters.
• Star: justice & political issues, witnessed important trials of royalty and nobility, had no jury, no right of appeal, no witnesses, evidence given in writing (strict) star = judge
• Parliament: nobility and higher clergy, house of commons consisted of common people main functions: legislation, advice, taxation, gave ability to vote taxation
• the new monarchy: after Elizabeth's death, king James ruled he didn't support middle class, had earls leading government, brought Scotland and England together

England's position on the world stage during Queen Elizabeth's rule

• Scotland: united countries with France, raised catholic, considered rightful monarch of England. Mary was Elizabeth's cousin and she connected the countries because of that
• Ireland: England made up of UK, Scotland, and southern Ireland in 1558-1603. Elizabeth believed Ireland was an unwelcome inheritance, she scattered it. Ireland was a catholic country and Elizabeth was pushing Protestant
• Spain: They were not on good terms, making more money
• France: constant pain through her rein, England lost last of territory to France, posed threat to England due to more power, Mary was married to king of France, when he died she still had high power in France, 
• Portugal: under Spanish rule 1580-1640 had different views on religion, eastern spice trade
• Netherlands: lost against Spain
• China (Ming dynasty): led an era that was told to be the "greatest orderly and social stability in all human history" These were the three of nineteen rulers during the Ming era. 

Social Hierarchy, Gender Roles & Professions in Elizabethan Era:

• Upper class monarch notabilities and dentries, could afford best clothes and food, threw big parties. 
• Women couldn't attend university, couldn't take over state except royals, went to schools on housekeeping
• monarch: Highest (queen) ruled everything, final say, ruler, used gender to sway deals with other nations
• Nobility: under monarch, involved in politics, had money, threw parties (romeo and Juliet = nobility) couldn't be accepted into status through merit or money
• Gentry: lower class able to join higher class through gaining land and working, educated, became knights and squires
• Middle/lower class: peasants, afford basic foods & clothing, no shoes, only milk and bread. Women unable to enter college, politics or professions.. only option was to marry. If still single they were thought to be a witch
• Yeomen: artisans, literate, lived and cared for land, unable to sell it
• Laborers: poorest classes, no high pay, poor lot made lower class go into factory to work to rid of homelessness, if child had to be apprentice to be laborer
• Difference between higher and lower class was literacy 

11/27/16 - Poetic Devices
Since we are reading Romeo and Juliette, there will be an assessment on poetic devices next class. Here are some notes in preparation for the assessment. 

1. Imagery: words or phrases that appeal to one or more of the five senses. There are 5 different types of imagery, visual, auditory, olfactory, gustatory and tactile. Example: Her big sparkly, white mustang sparkled under the sun. (visual)
2. Simile: Comparison using like or as. Example: Her eyes sparkled like diamonds.(comparing eyes to diamonds)
3. Metaphor: Comparison not using like or as. Example: She was drowning in a sea of grief. (There is no such thing as a sea that is not filled with water)
4. Onomatopoeia: The use of words that imitate sounds. Example: Boom!
5. Personification:  A figure of speech in which an animal or object is given human feelings, thoughts or attitude. Example: The candle's flame danced in the dark (a flame can't actually dance)
6. Hyperbole: Extreme exaggeration, Example: I'm so hungry I could eat a horse. 
7. Alliteration: The repetition of constant sounds in the beginning of words. Example: Carrie's cat clawed her couch, creating chaos.  
8. Irony: Real or literary situations or conversations where the evident meaning of a statement or action is incongruous with its intended meaning. Example: There are roaches infesting the office of a pest control service. (A pest control service office specializes in ridding other people of roaches yet they get them too, this is irony)
9. Paradox: A statement that defies intuition as it leads to seemingly irreconcilable contradictions. Example: Wise fool (suggesting a man is both wise and fool which is a paradox because wise and fool and antonyms)
   

11/8/16
Noticed that neto and tucker were very casual, addressed audience, assertive towards eachother, both present their opinions but welcome eachother's
Station 1: Tucketo Panel
This panel will include introductions for essays or other pieces of writing.
Both do their introductions last
Intro: Hook, transition, thesis (basic)
 Strong fact could be hook for science experiment write up (hook= topic sentence)
Arg. research paper hook: stats, quick fact
Unusual fact in society that relates to issue with transition that later analyzes (shows thinking outside the box and about not just book but world) (science and literary)

Transition: explain, analyze, tease out why, relevance (science & literature)
Intro: Why was study performed (science) what is research

ex: if the group with teeth (fact with dental decay or facts with soda) then go from there

Hooks: quotes (not cheesy but interesting and substantial and interesting )
focus on what essay will cover
explanation of quote will be difficult 
Transition tool: WHY (why is experiment happening etc.)
No questions as hook (good starting point, use it as crutch, no digging beyond that)
Yes questions: (hard to do well, when done well can be effective)
In lab report, questions should be present but not in lab report
questions good for title, needs to be deep, philosophical

Write a question but do it well, not a lazy question, not broad or vague, make it deep and

Overview:
Basic paragraph structure:
Hook: grab reader's attention
Transition: explanation & analysis- what is significant about hook? how does it connect to your thesis/hypothesis?
Thesis/Hypothesis: thesis=eng hypo=sci  Main assertion
Strategies: eng/sci
 1unusual fact + transition + thesis
2. thought provoking quote w/ citation + transition + theis

10/26/16 - The China Study 
Annotations on Chapter 7: Diabetes


Overall, this chapter explains that diets high in animal fat can lead to diabetes and other health complications like high cholesterol and obesity. By switching to a veggie diet, it can prevent and reduce the risk of diabetes and if someone who already has diabetes switches to this diet, they could possibly lower their medication by 40% in about 3 weeks. 

10/7/16 - Blind Taste Test
Mrs. Tucker wanted us to experience food without knowing what kind of food it was so she layed out two different types of butters and bread as well. 

Butter number 1 was softer and had a more pale color than number two. Butter number one tasted like real butter and tasted good.

Butter number 2 had a more thicker consistency and had a more yellow color to it than the other which led me to believe that it was either margarine or fake butter. This butter tasted funky and kind of salty, it was slightly obvious that it is not real butter. 

All in all, I enjoyed butter number 1 more than butter two however if butter number two were healthier I would probably buy that one over the other because the difference in flavor isn't that big of a deal.

Next Mrs. Tucker had the class taste yogurts, there were two different types of yogurts available to us. 

Yogurt number one was a thicker consistency with chunks in it, I did not taste it because I do not enjoy the taste of yogurt but I did smell them. Yogurt 1 smelled like vanilla or banana but I still don't know what the chunks in the yogurt were. 

Yogurt number two smelled extremely bitter which made me even more reluctant to taste it, the consistency was more thin compared to the first yogurt. Since it smelled so bitter my first thought was that it would be Greek yogurt however, usually Greek yogurt is more thick than this yogurt is so maybe it's another type of yogurt. 

Results:
After all the students had tasted her foods, she gave us information on what we had eaten and smelled. 

Butter 1: Clover Farms Organic Salted Butter
One serving size of this butter is one tablespoon which contains no sugars, proteins, carbohydrates, fiber or trans fat. This does contain 30 mg of sodium and cholesterol and 11 grams of total fat. The only vitamin that this contains is vitamin A.

Butter 2: Kerrygold Pure Irish Butter
The difference between this butter and other butters is that the cows the butter comes from have been fed grass which is why the color is more yellow than others. The only ingredients in this butter is pasteurized cream and salt. This butter contains no protein, sugar, fiber, carbohydrates or trans fat. This butter does contain 40 grams of saturated fat, 17g total fat, 4 of sodium and ten of sodium. This butter also contains vitamin A like in the other.

Yogurt 1: Nancy's Organic Whole Milk Yogurt
This yogurt's flavor was completely plain and is supposed to be rich, creamy and made of whole milk which is concerning to me because there were chunks in the yogurt and I don't know what they are. One serving size of this yogurt is 6 ounces, which contain 130 calories and 6 grams of total fat.

Yogurt 2: Maple Hill Plain Yogurt Cream on Top
This yogurt comes from grass fed cows and is described as zingy, tart and authentic by the manufacturers. This yogurt has 170 calories and has 10 grams of total fat. This yogurt definitely smells just like the description on the website.

Claim: 
If someone used yellow butter instead of white butter then they would have lower blood pressure because yellow butter comes from grass fed cows which are healthier than corn fed cows.