Mr. Walker's Class

"The Cask of Amontillado"

2009-10-14T08:49:00.000-07:00

http://www.literature.org/authors/poe-edgar-allan/amontillado.html

"The Bass, the River, and Sheila Mant"

2009-09-29T15:05:00.001-07:00

Yesterday we took notes on theme, turned in our character chart from "Hunters in the Snow," and today we finished the short story, "The Bass, the River, and Sheila Mant." Your assignment was to answer questions 6-10 following the story, in complete sentences. If you missed this assignment, you must get a copy of the story from me, and you'll owe me some 24-hour coupons.

--Walker

"Hunters in the Snow"

2009-09-24T11:31:00.000-07:00

To print this story, click the "more" button and choose "print."

Hunters in the Snow by Tobias Wolff

"The Most Dangerous Game" link

2009-09-23T11:45:00.000-07:00

Look here for a better copy of the story.

Missing Pages

2009-09-21T22:16:00.000-07:00

The story that I posted last week is missing pages. I'll get the full copy up tomorrow.

2009-09-16T08:10:00.000-07:00

Hi folks,
We've been covering the elements of narrative stories. So far we've addressed Plot, Conflict, and Setting.

Here's your assignment for "The Most Dangerous Game."

The Most Dangerous Game Plot Graph

Conflict, "The Most Dangerous Game"

2009-09-14T15:30:00.000-07:00

PLOT (Continued)
Today we took notes on conflict, the thing that moves a narrative story along and adds excitement, interest, and suspense.

We also began reading the (long) short story "The Most Dangerous Game". Can anyone guess what it is? No? It's kickball.

Friday, PLOT

2009-09-11T15:58:00.000-07:00

Today we took notes on the stages of plot on the plot graph.
1. Exposition
2. Narrative Hook
3. Rising Action
4. Climax
5. Falling Action
6. Resolution

Then we applied these stages to the story "Big Boy" by David Sedaris. Sorry, I know it was gross, but it's nice and short and all of the elements are there.
--Walker

Diagnostic Essay

2009-09-10T16:26:00.000-07:00

Today we did some in-class narrative writing. I intend to use it as a sample of your abilities--kind of a starting point for our writing instruction.

We'll be starting the short story unit tomorrow.

-Walker

First post of the new school year 9/9/09

2009-09-09T15:54:00.001-07:00

Agenda
1. Syllabus (it's due tomorrow).
2. Class Expectations.
3. 24 Hour Coupons
4. Question and Answer

Be ready tomorrow with your syllabus, and bring some notebook paper. We'll be writing.

Text of Romeo and Juliet

2009-05-27T15:56:00.000-07:00

This link has the entire play in it's original form, plus a modern translation, side-by-side.

http://www.enotes.com/romeo-and-juliet-text

BOOK PROJECT FOR FRESHMEN

2009-05-11T13:29:00.000-07:00

Here are your book project requirements.

Your Google Documents presentation must include:

A brief summary or plot teaser. This is an overview, and not intended to be the bulk of your presentation. (20 pts.)
An analysis of the author's style and purpose. You should use language that is appropriate for literary analysis. This means you should be using terms like point of view, simile and metaphor, conflict, characterization (flat vs. round), etc. Support this section with direct information and quotes. (20 pts.)
A "What I've Learned" section. Discuss what you learned about culture, human nature, or society. This section must be supported with evidence. (20 pts.)
Your personal reaction and recommendation. Why did you like or dislike the book? Make a rating scale and rate the book. (20 pts.)
Clean visual elements throughout. You may cut and paste pictures into your presentation, or if you are an artist or an able designer, include your own stuff. Make sure your work looks professional and not last-minute. (20 pts.)

Links
Google Documents: www.google.com/docs
Walker's email: benjamin_walker@reynolds.k12.or.us (There is a direct link on the right hand side of this page)

After you design your presentation, don't forget to "share" the document with me. Enter my email address after you click the share option in Google Docs.

Please email me or ask in class if you run into difficulties.

LEARN IT!!!!!!!!!!

2009-05-06T15:30:00.000-07:00

Act 1, Prologue

PROLOGUE

Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross'd lovers take their life;
Whose misadventured piteous overthrows
Doth with their death bury their parents' strife.
The fearful passage of their death-mark'd love,
And the continuance of their parents' rage,
Which, but their children's end, nought could remove,
Is now the two hours' traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.

MLA Format

2009-05-06T15:17:00.000-07:00

Here's the guide I passed out for the OMAM essay last semester. It should help you set up MLA formatting for your hero story. Do not worry about the essay instruction. Just make your story LOOK like the example.

Emmitt Grogan

Publish at Scribd or explore others:

2009-04-21T14:39:00.000-07:00

By request:

Narrative Revision

Publish at Scribd or explore others: School Work Essays & Theses 2008 history

4/21/09 Odyssey questions from class

2009-04-21T12:37:00.000-07:00

The Odyssey p. 49-76 (Red Book)

1) What does the experience with Aeolus at Aeolia show us about both Odysseus and his men?
2) What similarities are evident between their experiences with the Laestrygonians and the Cyclops?
3) How many survive the Laestrygonians and how do the survivors react? What does this show about them?
4) Who helps Odysseus to avoid being bewitched by Circe? How?
5) Why do Odysseus’ men weep when they are leaving Circe’s island?
6) In the underworld, Odysseus talks to many shades.
a. What does Elpenor request of him?
b. What important information does Tiresias give him?
c. What does he learn from his mother?
d. What other heroes and warriors does he talk to?

For Juniors/Seniors in Multucultural Literature and Composition

2009-04-21T09:47:00.000-07:00

Here are your book project requirements.

Your Google Documents presentation must include:

A brief summary or plot teaser. This is an overview, and not intended to be the bulk of your presentation. (20 pts.)
An analysis of the author's style and purpose. You should use language that is appropriate for literary analysis. This means you should be using terms like point of view, simile and metaphor, conflict, characterization (flat vs. round), etc. Support this section with direct information and quotes. (20 pts.)
A "What I've Learned" section. Discuss what you learned about culture, human nature, or society. This section must be supported with evidence. (20 pts.)
Your personal reaction and recommendation. Why did you like or dislike the book? Make a rating scale and rate the book. (20 pts.)
Clean visual elements throughout. You may cut and paste pictures into your presentation, or if you are an artist or an able designer, include your own stuff. Make sure your work looks professional and not last-minute. (20 pts.)

Trojan War/Fall of Troy

2009-04-06T16:32:00.000-07:00

You must know the basics of the Trojan War and the Fall of Troy. This will set the stage for the Odyssey.

I ran out of copies for 6th period. Here it is, digitally. If you want to print, go to the "MORE" menu item in the embedded window. If you want to download the pdf, click the link entiled "Trojan War Fall of Troy" directly below.

Trojan War Fall of Troy

Publish at Scribd or explore others:

One Sentence Stories

2009-03-29T16:34:00.000-07:00

Put them in the comments section, here. Don't forget to identify yourself, and use your sentence stretchers to achieve proper punctuation.

Edit: I'm adding my in-class example stories below, plus one extra story that I finished yesterday.

Animal Outlaw

In the park one fall evening, the sky a pinkish hue, my dog, a stocky chocolate lab, absorbed in the ecstasy that can only result from chasing a tennis ball, ran full-steam into a middle-aged lady, knocking her down, the folding chairs that she was carrying sent flying, flopping, opening and closing down the grassy hill, and as she lay in a heap on the ground, gripping her ankle in anguish, she cursed the brown beast—at this point sitting patiently beside me, thumping his tail contentedly in the grass as little children coming from soccer practice patted his head and said, “You have a nice dog, Mister”—and she vowed, teary-eyed and hysterical, to report him to the authorities as a danger to the community, which, days later, led an animal control officer to my home to take mug shots . . . of my dog . . . cementing his status as one of Portland’s most wanted canine outlaws.

Retirement

It was difficult to do, but he did it, placing his tights, his cape, his antigravity boots, and the Red Ring of Rotzam—the one that broke him out of Dr. Diablo’s Doomsday Machine and defeated his arch-nemesis, Killjoy Roy, during the battle of Mt. Evermore—into the incinerator, set to OBLITERATE, with the full intention of ending this chapter of his life and settling into his alter-ego, Ken Dickerson: Mild-mannered insurance salesman, full-time, to relax in his newly mortgaged Palm Springs condo, but his as his finger reached, trembling, for the red button on the incinerator, he heard something beeping, faintly, from the mess of crumpled tights and cape inside; It was his utility belt, the two-way, sub-sonic communicator, his direct connection to city hall and the mayor, and he knew now that he must accept his fate, for supervillians don’t stop for retirement, so he mustn’t either.

He built the house out of Lincoln Logs, carefully, one log at a time, making sure the structure had proper support, enough windows, and a door high enough for the Imperial Storm Troopers and GI Joe action figures that would inhabit the dwelling; the car would be made of Legos, and he made tracks in the carpeting where the vehicle would drive on imaginary roads in the imaginary world that he created every day in the small toy closet, unaware that there would be a day when there simply wasn’t room for imagination, where first dates and first kisses and first jobs (reality) would be his priorities while the Transformers and the Legos and the Hot Wheels would collect dust, but this did not matter now because the task ahead of him was difficult and wonderful, even though he would tear it all down at the end of the day and begin again.

More notes

2009-03-10T12:39:00.000-07:00

characterthemepovetc

Publish at Scribd or explore others:

I'm back with something useful!

2009-02-24T14:23:00.001-08:00

Here are the notes that we've taken on plot and setting. Click on the iPaper menu within the embedded window to get to the printing option. Character/Characterization notes are next.

Lit. Elements Notes: Plot and Setting

Publish at Scribd or explore others: Other investment financial

Lord of the Flies Game!

2009-01-07T12:51:00.001-08:00

Test your knowlege of the book with this little flash game. Its fun AND educational.
Click Here

It's been a long time!

2008-12-10T14:05:00.000-08:00

Hi folks,

Sorry about the delay in the blog posts.

We are in the midst of Lord of the Flies, and boy are those kids savage. Poor Simon. Please be aware that you should be taking notes as you read and as we discuss the novel in class. Anything discussed in class is fair game for a test.

Here is a glossary.

Most of the difficult vocabulary is there, and there is a pronunciation guide to boot.

I hope to post again before the holidays, but let it be known that we'll be testing on this book soon.

November

2008-11-06T08:14:00.000-08:00

Don't forget, 5th and 7th period folks need to bring an outline of their Of Mice and Men essay on Friday/Monday.

Don't forget to use the P.E.E. technique to craft each body paragraph.

Point
Evidence
Explanation

Extra Credit Question #3

2008-10-16T14:02:00.000-07:00

Again, you can email it to me or bring it in to class on Tuesday/Wednesday (10/21,22)

What's the deal with the water snake that appears in chapter 1 (Steinbeck 7) and again in Chapter 6 (99)? Why would Steinbeck chose this imagery to begin and end the book? What is the significance of the heron that comes down and snatches the little snake at the end of the book? What (or who) do you think these animals could represent, symbolically? Read the passages and give it a shot. 5 points for a well-reasoned answer.

Thursday/Monday 10/16,20

2008-10-14T14:07:00.000-07:00

Alright, so we didn't have the quiz on Tuesday/Wednesday, but that doesn't mean that there won't be a quiz in store later this week.

Chapter 4 and the study guide for that chapter will be your homework for Thursday/Monday.

Let's try another shot at an extra credit opportunity (since there was such a paltry response for the last one). And guess what? To make things convenient, this time you can email your response to me. How's that for technological advancement? My email address is on the right side of the page. Please include your real name and class period; pUnkSk8trdood at gmail.com means nothing to me.

NOTE: Period SIX folks, if you are reading this before Wednesday, you can still do the Extra Credit question from the previous post. Periods FIVE and SEVEN, you've lost your opportunity for that one; try the new one below.

The question (5 pts. possible):

Please explain how the following quote from our good friend Crooks reflects one of the main themes of the book, The American Dream:

"I seen hundreds of men come by on the road an' on the ranches with their bindles on their back an' that same damn thing in their heads. Hundreds of them. They come an' they quit an' go on; an' every damn one of 'em's got a little piece of land in his head . . . Just like heaven. Ever'body wants a little piece of lan'. I read plenty of books out here. Nobody never gets to heaven, and nobody gets no land." (Steinbeck 74).

How does Crooks feel about the reality of the American Dream? Where do you think his attitude about this comes from? Do you think he is being realistic, considering his situation and perspective? What about George and Lennie and their dream? Do you think Crooks is right about George's dream? Use evidence from the text to support your answer. Again, your response can be by email, or you can bring it in, written, to class.

Thursday 10/9 and Monday 10/14

2008-10-09T11:45:00.000-07:00

Lookout, ranch hands! There may be a quiz a' blowin' in on Tuesday (A) and Wednesday (B). If the boss decides to harvest your knowledge, he might ask ya to know chapters one through three. Ya also might want to be familiar with the vocabulary we've been studyin'.

Thursday/Monday:
Discuss chapters 1-2 study guides.
Chapter three and the study guide for said chapter will be your homework.

Quote to ponder:

"I ought to of shot that dog myself, George. I shouldn't ought to of let no stranger shoot my dog." --Candy (Steinbeck 61 [in the hardcover edition])
Why does Candy feel this way? Why might this notion be significant for other characters in the novel? Hint: consider the possibility that Candy's dog might be symbolic.
5 pts. Extra Credit for anyone who comes in on Tuesday/Wednesday with a well-thought-out, written answer.

Friday/Monday October 3 and 6

2008-10-03T14:08:00.000-07:00

There will be a short quiz over the background info that we went over last class.
Your sensory writing homework is due. Go through the first two pages of Of Mice and Men and pick out examples of sensory language. Categorize the language into the five senses.
We'll be reading chapter 1 in class.
Have a safe weekend.
Stay warm and dry.
Lennie likes ketchup on his beans.

social commentary handout

2008-09-29T12:43:00.001-07:00

Social Commentary - Upload a Document to Scribd

Moral Conundrums

2008-09-29T11:46:00.000-07:00

Read through the hypothetical questions that I passed out last week and be prepared to defend your answer on Monday and Tuesday.

On the last two days of September we will be learning about:

Social Commentary in literature

Cultural Capital in School and Society

Theme

Grades

2008-09-29T11:43:00.001-07:00

I just wanted you to know that I am aware that there are no grades posted yet. They will be posted by October 3rd. That's the end of this week. Thank you for your patience.

Tuesday/Wednesday, Sep. 22-23

2008-09-24T08:26:00.000-07:00

QUIZ THURSDAY AND FRIDAY

We will cover:
Vocab from Black Boy by Richard Wright
and
perhaps there will be some questions about what we've covered so far in the Reading Self & Society unit.

I didn't post on Friday or Monday of last week, but on those days we read Black Boy by Richard Wright and practiced setting a purpose for reading. I'll finish checking your work on Thursday/Friday.

Here's a quick hint for answering questions in your English class:
Support your opinion. I often ask for your opinion or your interpretation. I'm interested in the answer, but I'm just as interested in how you came to that conclusion. What in the text led you to believe what you believe? Quotes and specific examples help. I DO NOT like general answers, ever.

quick note to period 6

2008-09-18T15:23:00.001-07:00

Period 6 has not discussed any vocabulary terms yet, so please don't worry about the words in the previous post. Yet. Do pay attention to the "Kevin Clarke" homework, however.

Setting a purpose, schema, and metacognition

2008-09-17T16:42:00.000-07:00

Schema - When we're using this term to describe reading and learning, schema refers to the knowledge we have before we read that will inform our understanding and interpretation of the material.

Metacognition - Put simply, it's thinking about the way we think. This is important to understand, because getting to know our own thought processes will help us overcome obstacles to logical thought and help us focus. For instance, if you tend to space out while reading, only to come back into focus five pages into the text, having no idea what you've just read, there may be some techniques and skills you can use to keep yourself on task (yes, we will discuss those techniques).

Homework: Read "Kevin Clarke." Take margin notes. Write down everything you are thinking about as you read. Write a letter to Kevin comparing his experiences with reading to your own. Due Friday/Monday.

Monday and Tuesday 9/15-16

2008-09-16T15:00:00.000-07:00

We've finished our summer reading presentations, and we're moving into the Reading Self and Society unit. We'll be looking at our own experiences with reading and exploring why we read and how we think about what we read.

In the next couple of weeks you will need to become familiar with following academic terms and concepts:

Schema
Meta-cognition
Monitor
Comprehension
Comprehend
Excerpt
Etc.
Literate
Illiterate
Summarize
Fluency
Inference
Infer
Visualize

We're developing a common language around reading which will help us leap into the next step: literary analysis.

Summer Reading Presentations/SSR

2008-09-11T15:39:00.001-07:00

Just a heads-up for the Froshies:
We'll start and finish the Summer Reading Presentations Monday and Tuesday. Don't forget your SSR books!

Next week marks the beginning of the Reading Self & Society unit.

SSR Reading Log

2008-09-03T11:34:00.000-07:00

You will need this to keep track of your in-class reading. In addition to the reading log, there will be projects and writing associated with SSR.

SSR Reading Log - Upload a Document to Scribd

Summer Reading Assignment

2008-09-02T12:31:00.000-07:00

9th Grade Pre AP Summer Reading List 2 - Upload a Document to Scribd

Freshman Syllabus

2008-09-02T10:42:00.000-07:00

Don't forget to get this back to me by the 9th/10th of September.

English 9 syllabus 2008 - Upload a Document to Scribd

Author Study Poster

2008-09-02T09:55:00.000-07:00

Here is a copy of the Author Study assignment. Remember that it is due on Friday, Sep. 5 for A-dayers and Monday, Sep. 8th for B-dayers.

Author Study (Summer Reading) - Upload a Document to Scribd