Homework for Monday, Oct. 18 (Day 1), and Tuesday, Oct. 19 (Day 2)

Look at the independent reading assignment posted to the right and decide on your independent reading selection. Be prepared to tell me either the author or publication that you will (or did) read. Since you have no other reading this weekend, you may want to begin or even complete the reading component of this assignment.

Also, for the odd day class (Monday only), your revision of the narrative essay (either telling your own story or analyzing Gornick's The Situation and the Story) is due.

Homework for Thursday, Oct. 14 (Day 5), and Friday, Oct. 15 (Day 6)

In Henry IV, Part 1, read and annotate Act 5, scenes 1-3 (pp. 187-209). You do not have a writing assignment with this reading, but you may have a quiz on this section of the play.

Independent Reading Assignment Posted

To the right, you will find a link to the independent reading assignment, which is due the first week in November.

Even-Day Homework for Wednesday, Oct. 13 (Day 4)

Write 3-4 sentences for each component of a SOAPSTone analysis of either Hal's or Falstaff's rhetoric in Act 3, scene 3.

Odd-Day Homework for Oct. 12 (Day 3)

Write 3-4 sentences for each component of a SOAPSTone analysis of Hal's rhetoric in Act 3, sc. 2.

Homework for Friday, Oct. 8 (Day 2)

Write 1-2 pages in response to the following prompt: How does Hal try to convince his father of his sincerity? Analyze Hal's rhetoric in Act 3, sc. 2. Among other factors, you may consider Hal's audience, his purpose, his appeals, and his language.

Homework for Wednesday, Oct. 6 (Day 6), and Thursday, Oct. 7 (Day 1)

Finish revising the in-class essay. Bring in both the typed, revised version and the original.

Also, bring Henry IV, Part 1; we will read Act 3, scene 2 in class.

Homework for Monday, Oct. 4 (Day 4) and Tuesday, Oct. 5 (Day 5)

Do not finish revising your in-class essay. Bring it with you and we will revise it in class with the school laptops because I need to give your more guidance for your revision. If you have started revising it, that's fine; bring what you have already done (print it out, put it on a flashdrive, or email it to yourself).

I hope you enjoyed the performance of Henry IV, Part 1 in Boston. This weekend, read and annotate the following from Henry IV: Act 2, sc. 3, lines 39-67, and all of Act 2, sc. 4. You do not need to read to Act 3, sc. 2.

Homework for Monday, Sept. 27, and Tuesday, Sept. 28

In Advanced Composition Skills, complete Lesson 2. Be sure to read the introduction on p. 6 to prepare for the Paine and Jefferson readings. Be sure to answer the multiple choice questions on p. 9. Also, write a response to the Focus on Writing on p. 12. Do not spend more than 40 minutes writing this response. You may write it by hand or type it.

In class, we will work on revising your in-class essays on the summer reading, discuss the Paine and Jefferson readings, and read through Act III, scene 2 of Henry IV, Part 1 (we will skip some sections).

Homework for Thursday, 9/23, and Friday, 9/24

Read and annotate Henry IV, Part 1, from Act 1, sc. 3, line 199 to Act 2, sc. 2 (pp. 39-65). You may skip Act 2, sc. 1 if you wish, but be sure to read its summary on p. 50. Write a one-page response to the following prompt: The main purpose of Act 2, sc. 2 is to make the audience laugh. Regardless of your sense of humor, identify and explain specific lines that aim to establish the humor in this scene. How does Shakespeare's language attempt to make the audience laugh?

Homework for Friday, Sept. 17, and Monday, Sept. 20

Read and annotate Henry IV, Part 1, Act 1, sc. 2 (pp. 13-27). Write one typed page in response to the following prompt:

In Act 1, sc. 2 of Henry IV, we meet Prince Hal and Falstaff. What can you tell about their characters based on the language they use? Be sure to use quotes and refer to specific lines in this scene. Your response can consist of two paragraphs, one for each character.

See yourself in print

With the new school year, the Syracuse Post-Standard is resuming its Voices page, which features the writing of local high school students. I would love to open the paper one Monday morning and see the writing of one of my students. Imagine how proud I would be! Imagine how much I would brag about you! So, to get your writing published in the Post-Standard,  send an email to youthnews@syracuse.com for more information. According to their newsletter, "Upcoming topics include Overcoming Obstacles: ADD/ADHD; Opinions on the Islamic center and mosque being built near 'Ground Zero'; Reality TV; and Marching Band." The topic for today's issue (September 13) is What We Did over Summer Break.  Click here to read online today's student essays.

First Days

I thought you might appreciate a head's up about the due date for your essay in response to Vivian Gornick's The Situation and the Story. This essay will be due either Tuesday, September 21 (Day 1), or Wednesday, September 22 (Day 2).

Also, the odd day class meets first period on Day 1, and I'm very excited to see you guys first, but that is an abbreviated period. So, instead of writing an essay on the first and second days of school, as planned, both the even and odd day sections will write the essays on the second and third days of school. You can find the topics for these questions by clicking here.