literarian, n. One engaged in literary pursuits.

Hard Times Vocabulary

Define all words in context. Most of the common vocabulary terms here are selected because the author uses them in their secondary or tertiary definitions, and I want you to learn these uses. Pay attention to the part of speech (n., v., etc.) to help you know which definition of a word to use. Always read with a dictionary, notepad, and pen or pencil within reach.

Book I

Chapters I – V

monotonous (adj. 5)

lustrous (adj. 7)

indignant (adj. 9)

afforded (v. 10)

elucidate (v. 13)

plaudits (n. 13)

sonorous (adj. 16)

lofty (adj. 17)

edifice (n. 21)

Book I

Chapters VI – X

precocious (adj. 26)

superciliously (adv. 28)

vulgar (adj. 30)

patron (n. 33)

orator (n. 37)

deferential (adj. 40)

reconcile (v. 43)

idiosyncrasy (n. 51)

Book I

Chapters XI – XVI

feint (n. 56)

impiety (n. 61)

relish (n. 61)

evasively (adv. 63)

eluded (v. 64)

secreted (v. 69)

inexorable (adj. 71)

dispassionate (adj. 76)

inscrutable (adj. 81)

auspicious (adj. 84)

Book II

Chapters I – IV

prevalent (adj. 86)

insinuated (v. 88)

alluded (v. 91)

edifice (n. 94)

enervated (adj. 96)

jocular (adj. 97)

epitome (n. 98)

impassive (adj. 101)

despotism (n. 106)

orator (n. 108)

incredulous (adj. 108)

Book II

Chapters V-VII

discordantly (adv. 112)

indict (v. 115)

deference (n. 122)

rustic (adj. 128)

caprice (n. 132)

Book II

Chapters VIII-XII

relinquish (v. 139) “relinquishing” = present participle

disseminate (v. 140)

discreet (adj. 141)

benefactor (n. 149)

beneficent (adj. 150)

injunction (n. 153)

sagacious (adj. 156)

remonstrate (v. 162) “remonstrating” = present participle

irrevocably (adv. 164)

Book III

Chapters I – IV

blatant (adj. 167)

importune (v. 171) “importuning” = present participle

sanguine (adj. 175)

propitiatory (adj. 180)
pernicious (adj. 185)

Book III

Chapter VII - IX

catechism (n. 214)

contrition (n. 218)

prescience (n. 220)

pensive (adj. 221)

Saturday Reading Schedule

9/10 Writing/Literature Intensive Reading Schedule August - September 2012
S	M	T	W	T	F	S
26	B	28	29	30	31	1 Introductions Begin Hard Times
2	3	4	5	6	7	8 *Hard Times* pgs. 1-55
9	10	11	12	13	14	15 *Hard Times* pgs. 56-112
16	17	18	19	20	21	22 *Hard Times* pgs. 112-165
23	24	25	26	27	28	29 *Hard Times* pgs. 166-222

Outline Format for Weekday Classes

Your outline should adhere to standard MLA guidelines (typed, double-spaced, etc.) and should include the following parts:

I. Summarize the relevant parts of the debate. In your outline, only include the basic sentences. Use a template for summarizing (e.g. “In [essay title], [author’s title] [author’s full name] argues...”).

II. State your thesis in 1-2 sentences. Use a template for agreeing, disagreeing, or qualifying.

III. State the topic sentence for your first body paragraph. Include a bullet point list of each supporting detail, e.g.:

IV. Repeat the previous step for each body paragraph.

V. State the 1-2 sentences that will be the “meat” of your conclusion. Use one of the templates below.

Conclusion Templates:

______________ is important because ______________
In the end, what’s at stake with ______________ is ______________
______________ has significant consequences for ______________
Although ______________ may appear trivial, it represents a larger problem of ______________

Homework for Saturday Class due 7/28

§ Finish reading and annotating Outliers

§ Post 3 comments/questions on Edmodo

§ Study vocabulary A501-625

§ Complete sections 4 and 8 of SAT Practice Test 1

§ Read and do exercises in Critical Reading Lesson 5 Packet

§ Write “Down with Homework!” response essay.

Essay details:

1.5-2 pages, typed, MLA

In paragraph 1, briefly summarize Kohn's and Gladwell's positions using the summary template we discussed in class ("In [essay title], [author's title] [author's full name] [action verb, e.g. argues]...")

After summarizing Kohn and Gladwell, use one of the templates below to state your thesis

Use the body paragraphs of your essay to support your position and contribute something new to the debate.

Templates for Disagreeing

§ X’s claim that _________ rests upon the questionable assumption that ____________________

§ In arguing ____________, X is mistaken because he/she overlooks ______________________

Templates for Agreeing

§ X’s theory of _______ is extremely useful because it sheds light on the difficult problem of __________________

§ Those unfamiliar with this school of thought may be interested to know that it basically boils down to ____________________

Templates for Qualifying (Okay, but...)

§ Though I concede that _______________________, I still insist that _____________________

§ X is right that ___________________, but he/she seems on more dubious ground when he/she claims that ________________________

Homework for Saturday Class due 7/21

Write a two-paragraph essay in response to chapter four of Outliers. In paragraph one, summarize Gladwell's theory of "cultural advantage"; in paragraph two, discuss how cultural advantage has helped you achieve a specific form of success in your life. Include two quotations in the essay using the four-part "Quotation Sandwich" we discussed in class (introduce, quote, interpret, analyze). The essay should be typed and MLA-formatted.
Complete sections 3 and 9 of Practice Test 1.
Read Writing Lesson 4 and complete all exercises.
Post three comments and/or questions on Edmodo.
Study vocabulary A1-500. The cumulative quiz will be this Saturday.
Read and annotate Outliers chapters 5-7. (Don't forget to write a 2-3 sentence chapter summary on the first page of each chapter.)

Example Integrated Quotation

This is my response to today's in-class activity. Notice how all four "sandwich" elements (introduction, quotation, interpretation and analysis) are present in this passage.

Saki's short story "The Interlopers" explores the consequences of an archetypal, southern-style feud between characters Ulrich and Georg. Cultural theorist and best-selling author Malcolm Gladwell considers an analogous feud in his book, Outliers. Here, Gladwell defines a "culture of honor" as a "world"--such as that of "The Interlopers"--"where a man's reputation is at the center of his livelihood and self worth." In this world, a man "has to be willing to fight in response to even the slightest challenge to his reputation" (167). In other words, an individual living in a culture of honor prizes his reputation above everything else, and is ready to fight to the death to protect it.

Reputation is key for both Ulrich and Georg, whose bitter fighting perpetuates a long-held family feud. Gladwell's "culture of honor" thesis goes a long way to explain the violent and sometimes irrational behavior of both men...

Assignment due Friday, 6/22

Using Christopher's description of the garden on pages 68-69 of The Curious Incident of the Dog in the Nighttime as a model, write a one-paragraph description of something in nature (a sunset, a backyard, a plant or tree, etc.). In your description, use sensory details, logical organization, and simile to create an image of the thing you are describing.

Formatting: This assignment must be typed and must adhere to standard MLA formatting guidelines.
Due-date: This assignment is due in class on Friday, 6/22.

Wayfarer's Guide Collaberative Project

Scroll down to view the project guidelines for your class. Tuesday/Thursday is posted first; Saturday is below.

The Wayfarer’s Guide to Nearly Everything

Collaborative Project

Tuesday/Thursday

As we read Douglas Adams’s The Hitchhiker’s Guide to the Galaxy, we will work together to create our own interactive online encyclopedia. Through this project, you will:

§ work collaboratively with your classmates

§ interact with your classmates and me online

§ learn how to write in the comedic, satirical style of Douglas Adams

§ create four polished encyclopedia entries that will be published online*

Each of your entries must be two paragraphs long (standard MLA formatting). Each should be clear enough and include enough relevant information that a very bright seventh-grader could read the entry and understand your topic. In addition to being informative, each entry should also incorporate humor and satire where appropriate.

PROJECT DETAILS

All entries must be submitted to me via email by the due dates listed below. Each entry must be in final-draft form: polished, free of grammatical and spelling errors, and MLA-formatted. Send your completed entries as attachments to melissa.n.schulz@gmail.com.

Entry #1: Literature

Due: Monday, 5/7 (email) / Wednesday, 5/9 (email revised draft)

Choose one book to describe and critique. This entry should include: a rough outline of the book’s plot; relevant information about the book’s genre and historical context; background information about the author; and your assessment of the book.

Entry #2: Grammar

Due: Monday, 5/14 (email) / Wednesday, 5/16 (email revised draft)

You will be assigned a grammatical concept to explain. Your explanation should include both a discussion of the concept and two or three examples. Keep your bright seventh-grade audience in mind here: make your explanation and examples interesting, conversational, and informative.

Entry #3: Personal Interests

Due: Monday, 5/21 (email) / Wednesday, 5/23 (email revised draft)

Write two paragraphs about something that interests you and about which you know more than the average person. Some ideas: a hobby (fencing, building ships in bottles, philately, parkour); a band, movie, or TV show you enjoy; a type of food; a sport; an academic subject (outside of English and literature); a historical period or figure; an artist or artistic movement; etc. You must clear your topic with me by Tuesday, 5/15.

Entry #4: Apocrypha

Due: Monday, 5/28 (email) / Wednesday, 5/30 (email revised draft)

Create a fictional object, event, person, phenomenon, sport, etc. to describe as though it were real. Consider all aspects of your fictional item and provide enough information to make it credible. For example, if you choose to create a fictional person, provide that person’s name, birth and death dates, biographical history (what important things did he do?), historical relevance (what was his legacy?), and one or two quirky personal details to make the entry entertaining. You must clear your idea with me by Tuesday, 5/22.

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The Wayfarer’s Guide to Nearly Everything

Collaborative Project

Saturday

As we read Douglas Adams’s The Hitchhiker’s Guide to the Galaxy, we will work together to create our own interactive online encyclopedia. Through this project, you will:

§ work collaboratively with your classmates

§ interact with your classmates and me online

§ learn how to write in the comedic, satirical style of Douglas Adams

§ create four polished encyclopedia entries that will be published online*

PROJECT DETAILS

Entry #1: Literature

Due: Friday, 5/11 (email) / Sunday, 5/13 (email revised draft)

Entry #2: Grammar

Due: Friday, 5/18 (email) / Sunday, 5/20 (email revised draft)

Entry #3: Choose either “Personal Interests” or “Apocrypha”

Due: Friday, 5/25 (email) / Sunday, 5/27 (email revised draft)

Personal Interests

Apocrypha

Jekyll and Hyde Unit Final Assignment: Mr. Poole’s Perspective

We have read two accounts of the dramatic last night of Dr. Jekyll’s life, those of Mr. Utterson and Mary Reilly. Now, we get to hear from Mr. Poole, Jekyll’s staid, stiff butler. Your job is to write Mr. Poole’s account of the event. To do this, follow these steps:

1. Re-read the sections in both books that describe the night Mr. Poole and Mr. Utterson break into Dr. Jekyll’s cabinet.

As you read, keep a sheet of notes in which you:

(1) plot the sequence of events, and

(2) write down Mr. Poole’s actions, words, expressions, reactions, etc.

The night in question can be found on:

§ pages 38 – 47 of The Strange Case of Dr. Jekyll and Mr. Hyde and

§ pages 246 – 249 of Mary Reilly

2. Review your notes and create a rough outline for your story. As this is an adaptation of a very popular piece of literature, it’s important that you get all the details right. In your outline, be sure to include what Mr. Poole says and when: you’ll need to include his actual dialogue in your own story.

3. Write a rough draft of your story. Keep your notes on Mr. Poole in front of you as you write to help you stay true to his character. Your story should be written from Mr. Poole’s first-person perspective and should provide insight into both his character and the event itself.

4. Let at least one day pass before you begin revising.

5. Revise your story. Look for grammatical errors and awkward sentences, but also think about the degree to which you have managed to write a convincing Mr. Poole.

6. Bring all components of the assignment (final draft, rough draft, outline, and notes) to class on Thursday, 4/26 or Saturday, 4/28, and be prepared to share your story with the group.

Formatting:

This assignment must adhere to standard MLA guidelines. This means:

§ Typed

§ Times New Roman, size 12

§ 1” margins on all sides

§ Double-spaced

§ Title centered on the first page

§ Your name, my name (Ms. Schulz), class (9/10 Book Club), and date in upper left hand corner

§ Your last name along with the page number on each page

§ STAPLED!

For help with formatting, refer to the formatting handout.

The Strange Case of Dr. Jekyll and Mr. Hyde Vocabulary

Define all words in context. Most of the vocabulary terms here are selected because the author uses them in their secondary or tertiary definitions, and I want you to learn these uses. Pay attention to the part of speech (n., v., etc.) to help you know which definition of a word to use. Always read with a dictionary, notepad, and pen or pencil within reach.

mortify (v. 5)

apocryphal (adj. 8)

pedantically (adv. 10)

relish (n. 11)

geniality (n. 12)

protégé (n. 12)

à propos (adv. 15)

troglodytic (adj. 16)

iniquity (n. 17)

lurid (adj. 23)

odious (adj. 24)

connoisseur (n. 24)

benefactor (n. 27)

ken (n. 31)

allusion (n. 32)
inscrutable (adj. 34)

mien (n. 35)

sedulous (adj. 40)

malefactor (n. 43)

eccentric (adj. 46)

pungent (adj. 50)
tincture (n. 50)

incipient (adj. 51)

accoutrement (n. 52)

enigmas (n. 53)

turpitude (n. 54)

perennial (adj. 55)

pecuniary (adj. 59)

feint (n. 62)

obsequiously (adv. 67)

callousness (n. 69)