Hamlet Act III Blog- Due December 16

Hamlet Act III Blog- Due December 16

Answer the following questions:

1. Hamlet gives advice about acting to the Players before "The Mousetrap" in Act III sc i. Do you agree with the acting advice he gives? Who is your favorite actress/actor? Why?
To not pretend act. Will Smith b/c he really gets into his characters.

2. Do you think Hamlet crosses the line in how he acts toward Ophelia, R & G, and Queen i.e. rudely? Even though he's the hero of the story, do you like him as a character overall? Do his flaws make him a more compelling character? Why or why?
Yes with Ophelia. I don't really like him, he is crazy. I think it kind of makes him as a character.

3. Claudius evidently feels guilt during Act III sc iii; however, he finds difficult to ask for forgiveness. Why is this so? Is there any any way Claudius can be redeemed?
He doesn't want to admit to everyone what he did for forgiveness.

4. Hamlet's fatal flaw in the inability to act, and his tendency to overanalyze situations. Think of other films/books you've viewed. What's one of the characters flaws? Do you think Hamlet can overcome his flaw by the end of the play?
Falling in love to easily. i don't think that Hamlet can overcome his flaw.

5. Was the Ghost actually in the room with the Queen or was he just imagining it? Why or why not?
No b/c she couldn't even see it and other people have seen it so it must not be there.

Hamlet Act II Blog- Due December 10th

Hamlet Act II Blog- Due December 10th

1. Based on what he does during Act II, how would you characterize Polonius?
He is a spy. he is way overly involved with his children

2. During his conversations with Rosencrantz and Guildenstern in Act II Sc ii, Hamlet describes his perceptions of reality? In your own words, describe Hamlet's worldview? Are you an optimist, pessimist, or a realist? Why?
He is pessimistic and depressed. I would say im an optimist but still a realist.

3. Is Polonius justified in how he plans to use Ophelia to find more about Hamlet?
No it is his daughter and he should not use her like that just to find out about Hamlet.

4. At this point in the play, do you think Hamlet is really crazy or his he pretending to be insane? How does Hamlet act differently when he's around people and when he's giving soliloquies by himself i.e. end of Act II?
I think he is trying to distract people. When he is by himself he lets go and says how he really feels. no one else knows how he really feels.

5. Why do you think Hamlet's so attracted to the theater/acting? Why do you think he uses the play as a way to test his theory? Is Hamlet right be angry at himself for not acting on the ghost's words? Why?
He can be a different person and doesn't have to face himself. So he can see his uncles reaction.

6. Are Rosencrantz and Guildenstern wrong for spying on Hamlet? Why or why not? How do you think Hamlet feels after they admit they were sent for by the Queen and King?
I think its wrong but they didn't really have a choice b/c the king and queen asked them and they can't really say no to them. I think Hamlet felt betrayed.

Hamlet Act I Journal- Due December 4th

Hamlet Act I Journal- Due December 4th

1. Pick a passage from Act I of Hamlet. Write it down. Practice citing it (Ham.Act.Scene.Line Numbers). Why did you pick this passage? What do you think it's trying to say?
I am thy father's spirit, Doom'd for a certain term to walk the night, and for the day confined to fast in fires, till the foul crimes done in my days of nature are burnt and purged away. But I am forbid to tell the secrets of my prison-house, I could a tale unfold whose lightest word would harrow up thy soul, freeze thy young blood, make thy two eyes, like stars, start from their spheres, Thy knotted and combined locks to part, and each particular hair to stand an end like quills upon the fretfull porpentine. (Hamlet.I.V.13-24)

2. The ghost is Hamlet plays a crucial role in setting events in motion? Are you a Horatio(skeptic of ghosts) or a Marcellus(believer in ghosts)? Why or why not?
I have never seen a ghost so its hard for me to believe in ghosts.

3. We get to know characters via a variety of channels: what they do, what they say, what they think, how they're described, and what others say/think about them. Do a character analysis of one of the following characters: Hamlet, Claudius, Horatio, Gertrude Find a specific passage for each of the following.


What They Say/Think:

Passage:

What They Do:

Passage:

How They're Described:

Passage:

What Other Characters Say/Think About Them:

Passsage:


Based on all of the textual evidence, what is your overall opinion about this character?


4. Put yourself in Hamlet's position, what would would do with the news from the ghost? Do you trust the ghost's word or do you need better evidence? Would you tell anyone else what the ghost said to you or would you keep it a secret?
I would probably believe the ghost and take it personal especially if it said it was my dad. I think i would keep it a secret if he wanted me to get revenge.

Hamlet Prediscussion ?'s- Due November 25

Hamlet Prediscussion ?'s- Due November 25

1. Is revenge sometimes the right approach in dealing with someone that has wronged you? Why or why not?
I think that a lot of people want revenge but I don't think that it is ever the right thing to do.

2. Is it better to think before you act or act before you think? Why?
I think that it is better to think before you act b/c if you don't you may say the wrong thing.

3. Is there one singular reality, or do each of create our own realities through our perceptions and attitudes?
I think that everyone has their own realities to an extent.

4. What are the qualities of a good friendship? Is it ever okay to spy on a friend if you are concerned about them?
Honesty and loyalty. If the friend is in danger or its not healthy what their doing.

5. Should parents let their children make their own mistakes and let them learn from it, or should they keep a close eye on them?
Children should be able to make some mistakes on their own but not mistakes they can't handle.

6. Should children always be supportive of parents if they decide to remarry after their spouse’s death or divorce?
It depends on the child and the situation they are in.

7. Is there ever a time when grieving process goes too far?
Yes it can sometimes you just have to move on but it is different times for everyone.

Matrix Blog # 2

Matrix Blog # 2

1. The character of Cypher makes a decision that returning to the Matrix and living in its alternative reality instead of being fully conscious of the reality. This goes against the decision made by the released prisoner from the Cave. Why do you think Cypher decided to go back to the Matrix instead of living fully aware? Is his reasoning valid? Is ignorance bliss? Why?
B/c the matrix is all was his alternate reality. Its what he always wanted in his real life. ignorance is bliss. If you are to ignorant it can come back to haunt you.

2. Neo is prophecized to be the one by Morpheus. Does Neo seem to accept this high profile role? What other character from literature you've read seems to be placed in this hero/savior role by others?
He doesn't think that he is the one. Harry Potter being the one to save everyone in every book/movie.

3. Humans are described by humans as a disease, imperfect, for a perfected technological program, yet the machine is viewed as the enemy/evil even though its reason and logic is supposed unflawed. What would the world be like if everyone was perfect and logical? What are other examples in movies and books where technology becomes the enemy/evil?
I think that the world would be very boring if everyone was perfect. War of the Worlds is about how machines try to take over the world.

Matrix Blog- # 1

Matrix Blog- # 1

Answer the following questions for Wednesday

1. Explain how Neo's experience in and out of the Matrix parallels the Allegory of the Cave. Be specific using examples from each text.
Before he goes into the matrix he thinks that the truth is all he sees. Once he gets inside the matrix he realizes that there is more to the world then what he used to know. The same thing also happened in the Cave. When he was inside the cave he thought that all the world was is inside the cave. Then when he gets released he realizes that there is more to the world and he doughs what is real and what is not.

2. Morpheus poses the question, "what is real? how do you define real?" We're going to read literature that poses that very question. What tools and indicator do we use to define and describe the world around us? Is reality a definite concept measurable and quantifiable, or is it a fluid concept defined by perceptions? Why?
I think that reality is your perceptions and you will believe what you think is real.

3. The Matrix is part of the science-fiction genre, and while we may not be controlled by technology in the literal sense as The Matrix describes, does our current society in 2008 parallel the the world of The Matrix in certain ways? Has technology actually the lessened the quality of life in some ways? Why or why not?
I don't think that we parallel The Matrix. I do believe that technology has lessened the quality of life because we don't have to do as much things on our own.

"The Cave"

"The Cave"

Go to the following website:

http://webspace.ship.edu/cgboer/platoscave.html

Read the "The Cave"

If you want to watch a cartoon version, go here

Answer the following questions after reading it.

1. Summarize what the allegory is about in your own paragraph
These people were chained in a cave. They think that the shadows were just part of the cave wall. They let one go and he is overwhelmed with all that he seen. He sees the sun and he firstly rejects what he sees. If he were to go back the other people in the cave would not believe him and they would probably kill him.

2. What do you think Socrates is trying to say about the nature of reality/truth?
That reality is not always what you think it is. If you see it you believe it. The way you were raised determines what you think that reality is. The truth isn't always reality.

3. How does this allegory relate to the learning process and education in general?
That the older you get the more world you see. It changes your viewpoint. You don't want to go back to your past now that you have experienced more.

4. Think about our modern day technological society; how does this allegory written thousands of years ago connect to our culture?
Once you have a cell phone you don't think you could ever live without it. Technology has distorted the reality of our lives. But I also think that it has brightened our horizons some. We are informed about the rest of the world and whats going on other than what we come in contact with every day.

Sentence Composing # 7- Delayed Adverbs Practice 2

Sentence Composing # 7- Delayed Adverbs Practice 2

Single Delayed Adverb: They smiled, delicately, like weary children remembering a party.
--John Steinbeck, Cannery Row

Multiple Delayed Adverb: He worked himself to death, finally and precisely, at 3:00 a.m. Sunday morning
--Ellen Goodman, Close to Home

Practice 2: Unscrambling to Imitate

In the model and the scrambled list, identify the delayed adverb. Next, unscramble and write out the sentence parts to imitate the model. Finally, write your own imitation of the model and identify and delayed adverb.

Model: As I watched him, he seemed to adjust himself a little, visibly
--F. Scott Fitzgerald, The Great Gatsby
a. a bit

b. she tried to excuse herself

c. when she told him

d. lamely

When she told him, she tried to excuse herself, lamely.

Own Sentence: I watched him, he seemed to be uncomfortable, vividly.

Practice 3: Combining to Imitate

In the model identify the delayed adverbs. Next, combine the list of sentences to imitate the model. Finally, write your own imitation of the model and identify any delayed adverbs.

Model: The cars traveled Reynolds Streets, slowly and evenly.
--Annie Dillard, An American Childhood

a. a girl crossed a street

b. The street was Washington Avenue.

c. She crossed the street confidently.

d. And she cross the street purposefully.

A girl crossed Washington Avenue, confidently and purposefully.

Practice 4: Imitating

Identify the delayed adverbs in the models and sample imitations. Then write an imitation of each model sentence, one sentence part at a time.

1. Still winder, Smith sat up, slowly,
--Robert Ludlum, The Moscow Vector

Sample: Almost finished, Peter speed up triumphantly.
triumphantly
Own Sentence: Nearly summer, Sam sweat, profusely.

2. We explored the streams, quietly, where the turtles slid off the sunny logs and dug their way into the soft lake bottom.
--E.B. White "Once More to the Lake"

Sample: We walked the streets, dreamily, where the sun set in the crystal sky and melted its way over the inky black skyscrapers.
dreamily
Own Sentence: She jumped rope, happily, as the sun was blazing down as the sweat glistened on her face.

3. He was clambering, heavily, among the creepers and broken trunks, when a bird, a vision of red and yellow, flashed upwards with a witch-like cry.
--William Golding, Lord of the Flies

Sample: She was running, desperately, between the road the railroad track, after a car, her hope for escape and rescue, passed by with an oblivious driver.
desperately
Own Sentence: She was dribbling, violently, past defenders, to the basket, but her disappointment rose as she missed the shot.

Sentence Composing # 6- Opening Adverb- Practice 2,3, and 4

Sentence Composing # 6- Opening Adverb- Practice 2,3, and 4

An adverb at the beginning of a sentence. A comma follows an opening adverb. All adverbs give information an action.

Adverbs that tell how an action happened(quickly, slowly, rapidly) always end in ly. Other adverbs tell when an action happened (now, then, yesterday), or where an action happened (Overhead, nearby, underneath)

How: Unfairly, we poked fun at him, often in his presence.
--Sue Miller, While I was Gonei

When: Then, Harry felt as though an invisible pillow had quite suddenly been pressed over his mouth and nose.
--J.K. Rowling, Harry Potter and the Goblet of Fire

Where: Outside, I found a taxi for her.
--Maya Angelou, The Heart of a Woman

Sentences can contain single or multiple opening adverbs.

Single opening adverb: Incredibly, the man was still chasing after us.
--Annie Dillard, An American Childhood


Multiple opening adverbs: Then, slowly, he fell to his knees and pitched forward onto the road, blood pooling red on the black asphalt.
Robert Ludlum, The Moscow Vector

Practice 2: Unscrambling to Imitate- In the model and the scramblist, identify the opening adverb. Next, unscramble a write out the sentence parts to imitate the model. Finally, write your own imitation of the model and identify the opening adverb.

Model: Suddenly, Alfred, who had heard the fight from the across the street, attacked from the rear with his favorite weapon, an indoor ball bat.
John Steinbeck, Cannery Row
Suddenly

a. sat up in the bed with her nightly snack

b. who had read the novel for over two hours

c. Jasmine

d. afterward

e. a mini Oreo cookie

Afterward, Jasmine, who had read the novel for over two hours sat up in the bed with her nightly snack, a mini Oreo cookie.

Own Sentence: Finally she stopped running after she had practiced for an hour.

Practice 3: Combining to Imitate

In the model, identify the opening adverb. Next, combine the list of sentences to imitate the model. Finally, write your own imitation of the model and identify any opening adverbs.

Model: Outside, the doctor's car was surrounded by the boy while Finny was being lifted inside by Phil Latham.
John Knowles, A Separate Peace
Outside
a. This happened inside.

b. The younger children were involved with games.

c. While they were involved, Laura was being tutored near them.

d. The tutoring was by their teacher.

Inside, the teacher tutored the younger children who were involved with games; Laura was being tutored near them.

Own Imitation Sentence:

Practice 4: Imitating
Identify the opening adverbs in the model and then write your own example.

1. Here, relatives swarmed like termites.
--Wallace Stegner, Crossing to Safety
Here

Own Imitation: After, the audience applauded like a herd of elephants.

2. Slowly, methodically, miserably, she ate the jellied bread.
Toni Morrison, Beloved

slowly methodically miserably

Own Imitation: Slowly, gracefully, patiently, she danced across the stage.

3. Very slowly and very carefully, Harry got to his feet and set off again as fast as he could without making too much noise, hurrying through the darkness back toward Hogwarts.
--J.K. Rowling, Harry Potter and the Goblet of Fire

slowly carefully

Own Imitation:

Argumentative Paragraph

During the medeval period queens would give knights tasks or quests. In the "Wife of Bath" the queen gave the knight a task. The knight transgressed, he raped a women, so for his punishment he was to go find the answer to a question. The question was what do women desire most. The knight had one year and a day to find the answer. He asked many people. Finally finding the answer from an old hag, the knights life was saved. This quest saved the knights life.

Setnence Composing # 5- Delayed Adjectives- Practice 4 and 5

Setnence Composing # 5- Delayed Adjectives- Practice 4 and 5

Practice 4: Imitating

Directions: Identify the delayed adjectives in the models and sample imitations. Then write an imitation of each model sentence, one sentence part at a time.

1. Dumpster diving is outdoor work, often surprisingly pleasant.
--Lars Eighner, "On Dumpster Diving"
often surprisingly pleasant.
Racing is hard work, but very rewarding.

Sample: Doing homework is necessary discipline, sometimes incredibly helpful.
2. The baby's eyes were the shape of watermelon seeds, very black and cut very precisely into her small, solemn face.
--Anne Tyler, Digging to America
incredibly helpful
Swimming is often enjoyable, sometimes very rigorous.

Sample: The unspoken pain was the weight of river rocks ,very heavy and embedded most certainly into her aching body.

3. I shivered as he tossed the feathered corpse of the dead chicken, limp as a cloth, into the back of the truck.
--Barbara Kingsolver, Animal Dreams
limp as a cloth
I laughed as she jumped over the rope, tight as elastic, so she didn't trip.
Sample: I stared as he threw the battered ball from the garbage can, smelly as a foot, into the field of the pitcher.

Practice 5: Expanding

The delayed adjectives are omitted at the caret mark (^) in the following sentences. For each caret, adda delayed adjective or adjective phrase, bleding your content and style wit the rest of the sentence.
1. The man topple to one side, crumpled against the railing, ^.
--Robert Ludlum, The Prometheus Deception
rapidly
2. The spiders like of their sides, ^ and ^, their legs drying in knots.
--Annie Dillard, "Death of a Moth"
round and fat
3. He was twenty-sex, dark haired ^, ^, ^, and ^.
--John Steinbeck, Cannery Row
handsome, tall, tan and hilarious

Sentence Composing # 5-Delayed Adjective Practice 1,2, and 3

Sentence Composing # 5-Delayed Adjective Practice 1,2, and 3

A adjective place after the word described is a delayed adjective. A delayed adjective may be a single word or the first word in an adjective phrase. An adjective phrase begins with an adjective and then continues the description.

Commas punctuate a delayed adjective--one comma if it occurs at the end of the sentence, two if earlier in the sentence.

Sentences can contain single or multiple delayed adjectives.

Single delayed adjective: People under the helicopter ducked down, afraid, as if they were being visited by a plague or a god.

--Barbara Kingsolver, Animal Dreams

Multiple delayed adjectives: Each snowflake was different, Sister Zoe said, like a person, irreplaceable and beautiful.

--Julia Alvarez, "Snow"

Delayed adjective phrase: A dog came bounding among us with a loud volley of barks, and leapt round us, wild with glee at finding so many human beings together.

Practice 1: Matching

Match the delayed adjectives with the sentences. Write out each sentences, inserting and underlining the delayed adjectives

1. Milk, sticky and sour on her dress, attracted every small flying thing from gnats to grasshoppers.

Toni Morrison, Beloved

2. It seemed dreadful to see the great beat lying there in agony, powerless to move and yet powerless to die.

George Orwell, "Shooting an Elephant"

3. The water in this pool has a dark clarity, like smoked glass, transparent but obscure.

Edward Abbey, "Aravaipa Canyon"

4. Picture poor old Alfy coming home from football practice every evening, bruised and aching agonizingly tired, scarcely able to shovel the mashed potatoes into his mouth.

Paul Roberts, Understanding English

5. I am an enthusiastic laudress, capable of sorting a hamper full of clothes into five subtly differentiated piles, but a terrible house keeper.

Nancy Mairs, Plaintext

a. scarcely able to shovel the mashed potatoes into his mouth

b. capable of sorting a hamper full of clothes into five subtly differentiated piles

c. sticky and sour on her dress

d. transparent but obscure

e. powerless to move move and yet powerless to die

Practice 2: Unscrambling to Imitate

In the model and the scrambled list, identify the delayed adjectives. Next, unscramble and write out the sentence parts of imitate the model. Finally write your own imitation of the model and identify the delayed adjectives.

Model: They ate like men, ravenous and intent

Toni Morrison, Beloved

a. They sang like angels.

b. The angel were pure.

c. And the angel were sweet

They sang like angels, sweet and pure.

Own Sentence: They danced like ballerinas, soft and graceful.

Practice 3: Combining to Imitate- In the model, identify the delayed adjective, Next, combine the list of sentences to imitate the model. Finally, write your own imitation of the model and identify any delayed adjectives.

Model: He forgot that his Lesser Warders were watching, afraid to interfere.

--Stephen King, The Eyes of the Dragon

a. She knew something

b. What we knew is how her sister were feeling.

c. Her sisters were happy to help.

She knew how her sister was feeling, happy to help.

Own Sentence: He knew what his wife was thinking, proud to serve.

Beowulf Paragraph

Beowulf is known a great leader in his time. He led the Geats in a very dreadful time. Beowulf saved them from many monsters. Beowulf had a ton of pride. But he could back it up. He had the strength of 30 men. That helped him to defeat the many creatures that he did. But having a lot of pride isn't always a good thing. Beowulf got a little to confident and tried to go kill the dragon. He did accomplish that but in the process he also got himself killed.

Episode 100- How to Write Numbers

Most style guides tell you to spell out the numbers 1-9 and use numerals for all the rest of the numbers. But there are many different style guides that tell you to do different things.
If you are writing a technical paper and you come across a sentence with 2 numbers in it then you would write the numbers the same way. Unless you have 2 numbers right next to each other then you would spell out one and write the other one numerally. It makes it a lot easier to read. When you put a number at the beginning of a sentence you should write out the word unless it is a ridiculous number then you would reword the sentence so the number isn't at the beginning. But usually you would write the numeral if it is the year but some people still recommend you use words even for years. When writing dialog you should spell out the numbers just so it looks better.

Sentence Composing # 4- Opening Adjective- Practice # 3, # 4, and # 5;

Sentence Composing # 4- Opening Adjective- Practice # 3, # 4, and # 5;

Practice 3: Combining to Imitate

In the model, identify the opening adjectives. Next, combine the list of sentences to imitate the model. Finally, write your own imitation of the model and identify any opening adjectives.

Model: Dark, velvety, the beauty of his mustache was enhanced by his strong clean-shaven chin.
--Toni Morrison, Beloved

a. His cautionary steps were slow.

b. His cautionary steps were weary.

c. His cautionary were caused by something.

d. The cause was the surrounding overexcited horses.

Slow and weary his cautionary steps were caused by the surrounding overexcited horses.
Fast and steadily she made her way to the finish line by passing many contenders.

Practice 4: Imitating

1. Identify the opening adjectives in the models and sample imitations. Then write an imitation of each model sentences, one sentence part at a time. Read one of your imitations to see if your classmates can guess which model you imitated.

Models:

1. Wordless, we split up.
--Annie Dillard, An American Childhood

Sample: Wet, the napkin fell apart
Bored, we walked away.

2. Cold, dark, and windowless, it stretched the length of the house.
--Jessamyn West, "The Child's Day"

Sample: Hot, humid, and muggy, the weather exhausted the stamina of the bikers.
Dry, windy and hot, the runners were exhausted running up the hill.

3. Afraid that we might hunt for a cheaper apartment for the next two weeks and find nothing better than this one, we took it

Sample: Happy that we would escape to a lovely beach for the upcoming one month and have nothing but good time, we left home.

Sad that we found out we can't swim or sit in the hot tub, we went back to our room.
Practice 5: Expanding

The opening adjectives are omitted at the caret mark(^) in the following sentences. For each caret, add an opening adjective or adjective phrase, plending your content and style with the rest of the sentence.

1. Frightened, I begain climbing the ladder's rungs, slightly reassured by having Finny right behind me.
--John Knowles, A Seperate Peace

2. Cold and miserable, he wandered about the many tents, only to find that one place as cold as another.
--Jack London, "To Build a Fire"

3. Excited and enthused, my limited reading helped me to know something of a world beyond the four walls of my study.
Christy Brown, My Left Foot

Sentence Composing # 4- Opening Adjective- Practice One and Two

Sentence Composing # 4- Opening Adjective- Practice One and Two

An adjective at the opening of a sentence. An adjective is any descriptive word that can fit into the this blank. Sam is a (blank) student.

Here are a few possibilities to describe the student: happy, sad, angry, glad, smart, sneaky, polite, disruptive, etc..

An opening adjective may be a single word or the first word in an adjective phrase. An adjective phrase being with a n adjective and then continues the description. Here are examples: happy to graduate, sad because her pet died, angry at not getting the job, glad about winning the spelling bee, smart as Einstein, sneaky at times, polite with elders and children, disruptive because he was beside his best friend, etc. A comma following an opening adjective where a single word or phrase.

Sentences can contain single or multiple opening adjectives.

Single opening adjective: Powerless, we witnessed the sack of our launch.
--Pierre Boulee, Planet of the Apes

Multiple opening adjectives: Bloodthirsty and brutal, the giants brought themselves to the point of extinction by warring among themselves during the last century.
--Armstrong Sperry, Call It Courage

Opening adjective phrases: Numb of all feeling, empty as a shell, still he clung to life, and the hours droned by.
--J.K. Rowling, Harry Potter and the Goblet of Fire

Practice 1: Matching

Directions: Match opening adjectives with the sentences. Write out each sentence inserting the opening adjectives

Opening Adjectives

A. Alive

B. Hot and justy and over-wearied

C. Lonesome

D. Able to move now

E. Frantic, never turning my head-- because the water buffalo had started his charged

Sentences

1. ^, I wanted to run away and be gone from his strange place.
--Keith Donahue, The Stolen Child

c

2. ^, I felt behind me, my hand pleading with the rifle
--Theodore Waldeck, "Certain, Sudden Death"

e

3. ^, the elephant was worth at least a hundred pounds, but dead, we would only be worth the value of his tusks, five pounds, possibly
--George Orwell "Shooting an Elephant:
a

4. ^, he rocked his own body back and forth, breath deeply to release the remembered pain.
--Lois Lowry, The Giver
d

5. ^, he came to our door and eases his heavy pack and asked for refreshment, and Devola brought him a pail of water from our spring.
--Bill and Vera Cleaver, Where the Lilies Bloom
b

Practice Two: Unscrambling to Imitate

Directions: In the model and the scrambled list, A. identify the opening adjective. B. Next, unscramble and write out the sentence part to imitate the model. C. Finally, write your own imitation of the model and identify the opening adjective.

Model: Speechless, Bryson scanned the small living room, frantically.
--Robert Ludium, The Prometheus Deception

a. hopefully

b. spotted the soft inviting sofa

c. Kendra

d. uncomfortable

Hopefully, Kendra spotted the soft inviting sofa.
Unfortunately, I had to clean my room.

Sentence Composing #2

The unscrambling of sentence parts helps you to see how those parts connected within the model sentence. As a result, you will glimpse the mind an author composing a sentence so you can go through a similar process when you compose sentences.

Directions: Unscramble the sentence parts to imitate the model. Then write your own imitation of the model (You are creating your own sentence using the same structure as the model)- Topic Idea: Anglo-Saxons or Old English

1. Model: Dumpster diving is outdoor work, often surprisingly pleasant.

--Lars Eighner, "On Dumpster Diving"

a.sometimes quite costly

b. is recreational activity

c. mall strolling

cb,a.

2. Model: Near the car, idling in front of the mortuary, was a huge Oldsmobile.

--Stephen King, Hearts in Atlantis

a. was a skittering gecko

b. behind the pool

c. zigzagging in back of the cabana

b,c,a.

3. Model: Above the field and pastures, the mountains were just becoming visible as the morning fog burned away.

--Charles Frazier, Cold Mountain

a. were just becoming interested

b. when the fire alarm sounded

c. after the cartoons and previews

d. the kids

c,dab.

4. Model: In the shallows, the dark, water-soaked sticks and twigs, smooth and old, were undulating the clusters on the bottom against the clean ribbed sand.

--E.B. White, "Once More to the Lake"

a. sweet and tasty

b. were beckoning to children

c. in their kiddie seats within their mom's grocery carts

d. on that aisle

e. the tempting, brightly colored candies and lifesavers

d,e,a,bc.

Anglo-Saxon/ Old English Blog

Anglo-Saxon/Old English Blog

After examining background information about the Anglo-Saxon period and Old English, write a paragraph comparing and contrasting Anglo-Saxon culture and/or Old English language with the culture you live in today. Are they completely alien of each other or are there interesting similarities?

For further insight into Anglo-Saxon life, go to http://www.youtube.com/watch?v=YuDa3xvt080

This a BBC program about Worst Jobs during the Dark Ages(Anglo-Saxon period). There are actually six parts, which you can navigate to if you look at the related videos. Watch at least one of these videos, and include information you learned in your answer.

Reply:

The Anglo-Saxon life was very dangerous and hard working. They would mine gold out of the mountains and that was very life threating. They had to start a fire in the mine and it would burn for about 3 to 4 days. The mine would get extremely smokey and very hot. Then they would put out the fire and the rocks would crack and fall. Today mining is done with machines and the miners just operate the machines. So it is not as dangerous but can still bring fatalities. Back in the Anglo-Saxon time they pretty much had to do everything for themselves. They even had to plow their own fields. Today we also use machines for our field work.