Mr. P’s English 9

“Business!” cried the Ghost, wringing its hands again. “Mankind was my business. The common welfare was my business; charity, mercy, forbearance, and benevolence, were, all, my business. The dealings of my trade were but a drop of water in the comprehensive ocean of my business!”

Here is Charles Dickens’ famous novella at Literature.org

http://www.literature.org/authors/dickens-charles/christmas-carol/

Though it is not as long as other books you may choose for Independent Reading this quarter, the famous tale of Ebenezer Scrooge and his ghostly visitors has remained popular for over 165 years.

Read the novella (short novel) and pass a quiz on December 22 and you will not have to write a report for your next Independent Reading project in January.

The quiz questions will come from the reading of the text.  Don’t expect to be able to answer them if you only see the movie.

Write back with any questions or comments in the Reply box below.

Thesis Paper Draft Outline

Our last assignment with the play will be a short thesis paper related to an issue of a student’s choice.  The notes attached below will provide details as we work on the paper in class and at home.

Once you have chosen your issue and have a thesis statement, share it with the class by writing a response to this post.

If you have any questions or concerns, please write a response with your issue as it may be shared by others in the class. 

Rough draft (handwritten or typed) in due Thursday December 10.

Final draft (typed) is due Monday December 14.

 Notes on the Thesis Paper

Notes on the Thesis Paper – Add to Page 2 of your chart.

 You will be expected to complete a first draft of 2-3 pages handwritten or typed by Thursday December 10.  A final draft is due in class by Monday, December 14.

• Your final draft should be typed, double-spaced with a 12 point font.
• Use one inch margins on all sides of the paper.  Your name and the page number should appear in the header in the top right corner of the paper.
• Your name, the date, our class, and my name should appear in the top left corner of the first page.
• An introduction paragraph that explains the issue to the reader with all necessary information about characters and events that will be necessary for the reader to understand.  You must include the author and title of the play in your in first paragraph.
• Your thesis statement should be the last sentence of your first paragraph.
• In the body paragraphs, you should develop your thesis through supporting reasons.  Each reason should have multiple examples of evidence from the play.
• Each example from the play should be followed by a citation, like this: (page #).  Each example should also be followed by commentary in your own words explaining how this relates to your reason, and therefore, your thesis.
• You should provide counterarguments to your point of view in a second to last paragraph, disproving points that someone could make against your thesis. 
• Your final paragraph should serve as a conclusion to your paper.  Summarize your reasons in support of your thesis in original language.  Do not simply repeat the thesis and your major reasons.

Please contact me by phone or e-mail if you wish to schedule a conference between 6:00 and 8:00 P.M. on Wednesday, December 2, or from 7:30 to 9:30 A.M. on Thursday, December 3.
Please call me at 231-5970 or e-mail me at tom_paleologopoulos@whps.org
You can also have your son or daughter sign up with me in class.
-Tom Paleologopoulos

Students should turn in all missing work by Friday, November 6, 2009

Independent Reading Project

English 9 – Paleologopoulos

Throughout this school year, you are encouraged to develop your independent reading as a habit of lifelong learning.  Your reading outside of class will complement our in class study of literature, and the habits of critical reading we put into practice during school should benefit you in your independent reading.  Another important reason for this project is the development of your vocabulary as both a reader and a writer.

Your assignment is to complete a reading project for each quarter of the school year.

As a reader, you may choose to:

• write a personal letter to an author explaining how his or her work changed their view of the world or yourself.
• write a book review for your classmates with reasons recommending or not recommending the book.
• create a poster or PowerPoint advertising the book complete with important scenes, characters, etc.
• write in a reader’s journal as your read to record your thoughts and feelings in response to the book.  This journal should reflect an understanding of the literary devices related to fiction and non-fiction that we will discuss in class.  Keep in mind that this format allows you to communicate what you think to the writer of the book, and that a retelling of the plot is not necessary.

Your written projects should be between one and two typed pages, double-spaced, with a font size of 10-12. Posters or PowerPoint displays need to be submitted to me for prior approval to earn credit .

Unfinished longer books can be used for your independent reading project, but significant progress in these books should be reflected.  Students reading more than two independent reading selections per quarter may choose which books that they want to use for the response.

-Mr. Paleologopoulos

*The format of the author letters corresponds to the Letters About Literature Essay Contest, and students are encouraged to write at least one letter for submission to the contest.

A Dream Deferred

by Langston Hughes

What happens to a dream deferred?

Does it dry up

like A Raisin in the Sun?

Or fester like a sore—

And then run?

Does it stink like rotten meat?

Or crust and sugar over—

like a syrupy sweet?

Maybe it just sags

like a heavy load.

Or does it explode?

A.   What is “a dream deferred?”

B.   According to the poet, how may a dream become unfulfilled?

C.   Describe the tone of the poem.

Welcome to Conard High School and to ninth grade English.

E-Mail me at: tom_paleologopoulos@whps.org

The Connecticut Young Writers Competition for high school students is designed to encourage young writers and poets in Connecticut. Now in it’s 13th year, the competition provides young poets and writers in each of Connecticut’s eight counties an opportunity to win cash prizes, and proceed to represent their county in a statewide competition.

There are poetry and prose categories.  And It’s really a big deal.  Since it’s only open to students between the ages of 13 and 1 8 in Connecticut , the odds of being noticed and recognized are greater than with others such programs. Last year’s winners were from Glastonbury, Torrington, Old Saybrook, Rockville, Simsbury…all over. Perhaps you know some talented students who deserve similar recognition.

More information, entry forms and promotional posters are available at: http://www.ctstateu.edu/community/ctyoungwriters.htm