WHAT I THINK WHEN I THINK OF ACT ||| (AP English)

SCENE |
-I think it's kind of funny that nobody knows why Hamlet is so upset...gee, I wonder why, it's not like anybody he loved was murdered by his uncle (Claudius) and his mom (Gertrude) get married as soon as she could. Oh wait! that's what's going on.
-I understand why Rosencrantz and Guildenstern would want to tell Hamlet's uncle and mom about his emotional state but couldn't they just say "Your mom and uncle are worried about you. What's going on?"
-Why does Claudius want to spy on Hamlet and Ophelia? creepy. There's a thing called privacy.
-When Hamlet says, "and thus conscience makes cowards of us all", is he talking about the way Claudius reacted?
-Hamlet was an a**hole telling Ophelia to go to a convent so she could give birth to sinner.
-Polonius is kind of annoying because he is dumb

SCENE ||
- I'm impressed with Hamlet's intelligence in creating a play that shows whats going on in his life.
-If I were Claudius I would get the hint that Hamlet knows the truth.
-Does Horatio know about Claudius killing Hamlet Sn? How does he know? What does he think?

SCENE |||
-Claudius is right in being worried about Hamlet's actions.
-Claudius is an evil step dad, he just sends Hamlet to England...
-Does Claudius love Gertrude?
-Hamlet shows his trust for revenge when he is willing to wait to kill his uncle

SCENE IV
-Gertrude is a bad mother in agreeing with Polonius (I think)
-what is wrong with Gertrude that she didn't react to Hamlet killing Polonius?
-Did Gertrude helped Claudius Kill Hamlet sn? Does she suspect anything?

LITERATURE ANALYSIS #3 (AP English)

1. Briefly summarize the plot of the novel you read according to the elements of plot you've learned in past courses (exposition, inciting incident, etc.).  Explain how the narrative fulfills the author's purpose (based on your well-informed interpretation of same).
The protagonist of this book is Antonio Marez. The setting is Guadalupe, New Mexico. His father, Gabriel Marez, a "vaquero" (cowboy), would like to see his son grow up and follow in the same path that he did, but Antonio's mother, Maria Luna (a devout catholic and daughter of farmers), would like Antonio to become a priest. When Ultima, comes to stay with the family, she teaches Antonio about the earth around him and the basics of her craft.  After watching Tenorio shoot Ultima's owl, her spiritual guardian, Ultima herself begins to die. She asks Antonio to bury her owl, and he does so in honor of Ultima. In the end we see how Antonio looses his innocence and becomes a grown up.

2. Succinctly describe the theme of the novel. Avoid cliches.
A theme can be to be yourself and not let other people decide for you. (self-discovery?)

3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).
The tone is one of comprehension.
 "I had been afraid of the awful presence of the river, which was the soul of the river, but through her (Ultima) I learned that my spirit shared in the spirit of all things"

"I could not lie. I knew he would find the lie in my eyes if I did. But maybe there were other gods? Why had the power God failed to cure my uncle?"

"The sun was good. The men of the llano were men of the sun. The men of the farms along the river were men of the moon. But we were all children of the white sun."

"There are so many dreams to be fulfilled, but Ultima says a mans destiny must unfold itself like a flower, with only the sun and the earth and water making it blossom, and no one else meddling in it."

4. Describe a minimum of ten literary elements/techniques you observed that strengthened your understanding of the author's purpose, the text's theme and/or your sense of the tone. For each, please include textual support to help illustrate the point for your readers. (Please include edition and page numbers for easy reference.)
Symbolism: Golden carp, Ultimas owl, Virgen de Guadalupe, the last name "Luna"
Diction: Anaya uses phrases and sayings that have spanaish words on it.
Direct Characterization: the way that Ultima is described
Indirect Characterization: the actions that Ultima does and the way people react to her.
Metaphor: the way Anaya says that the Lunas are people of the land and the Marez come from the sun.
Synesthesia: They way Antonio described the way the soil felt.
Aphorism: The way that Antonio's brothers acted when they come back from the earth.
motif: loss of innocence

Literature Analysis #3 (Expository)

A CHILD CALLED IT 

TOPIC(S) and/or EVENT(S)

1.     As we have discussed in class, a book is said to be nonfiction if its content is based on facts or events.  What is your book about?  [a]. Try writing a paragraph first to capture your thoughts.  

This book is about a boy who's mother abused him. In this book all the horrific things his mom did to David are exposed. 

[b]. Then see if you can boil it down to one clear statement.  (Even if you feel like you can just skip to [b], please do both; remember that your reader doesn’t know what you know.

This book is about the live of David Pelzer. In this book (the first of the trilogy), he relates the torment he lived up until he was 7/8 years of age.

2.     Why did your author choose to write about this topic, person or event?

To help people see the horrible things an abused kid went through. 

3.     Why did you choose this book?  What about the book appealed to you the first time it came to your attention (and how did it come to your attention)?  What about the book made you want to keep reading once you began?

I choose this book because I read the second book and I wanted to have all the details from the first book present while I read the second part. I decided to read this book because my friend recommended it to me. This book made me keep reading because I could imagine the suffering David was going through and it made me feel  sympathy.

4.     Did you find the book realistic?  Did you make any connections between people/events you read about and people/events in your own life?  Why or (if you didn’t) why not?

I found this book to be realistic because the sad truth is that many kids are abused. Fortunately, I could not relate any of the events and people in this book because that I know of, no one I know suffers from abuse. 

PEOPLE

1.     Since this book is nonfiction, the theory goes that the author didn’t create characters.  But that’s not entirely true, is it?  Doesn’t the author report his/her own interpretations based on personal observations?  If we met his/her subjects for ourselves we might see them completely differently.   What do the author’s choices say to you?  Why did s/he choose to write about this book?  What is the author’s tone, and what (if anything) does it say about the author and his/her subjects?

David presents the characters in this book the way he saw them when he was a child. If I were to meet the "Mother", I hope I could see her for what she truly is. An abuser. Since the story is told from a kid's point of view, it's understandable that David put some characters personalities different from what a grown up would see them. 

2.     Describe two or three people from the book.  What do they look like?  How do they act?  How would you write them as fictional characters (would you use direct or indirect characterization?

-Father: alcoholic and submissive to mother

-Mother: alcoholic, abusive, emotionally unstable, controlling 

I would make Father resemble a guy who has a nice face but looks like a homeless person. I would make Mother resemble an old women who has bushy hair. kind of like a witch.

3.     What about these people makes them interesting enough to write about?

Their ability to hurt an innocent child and not be tormented by it. 

1. Describe two examples of direct characterization and two examples of indirect characterization.  Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)? 

direct:

-when the author gives a physical description of how he looks like

-when the author tells the reader how his mom looked before she began to drink.

indirect:

-the way the author describes the "games" Mother played with him reveal that she was psychologically sick.

-the description of Father just looking away from David reveals that looking at David is something his dad can't deal with because he is not able to do anything to help David but he doesn't even try. 

2. Does the author's syntax and/or diction change when s/he focuses on character?  How?  Example(s)?

The author's diction goes from saying his dad is his hero to calling his mom "The Bitch" and calling his mother "momie" when she didn't abusive him to "Mother" whenever he talked about the "games" she played.

3. Is the protagonist static or dynamic?  Flat or round?  Explain.

dynamic and round. Throughout the book David is forced to grow up and anticipate his mom's next move so that he can be prepared.

4. After reading the book did you come away feeling like you'd met a person or read a character?  Analyze one textual example that illustrates your reaction.

I feel like I know David and that I would like to follow up with his life at the present moment. 

STYLE

1.     Did the author use any tools from fiction writing (such as foreshadowing or symbolism), or did the author use a journalistic style? Example(s)?
I think he uses both tools, fiction and nonfiction like interviews at the end of the book and direct & indirect characterisation.

2.     Does the author use lengthy descriptions of places and people,or does s/he focus more on action or dialogue?  What overall effect do these choices have on the book?

He uses the descriptions of places to make an association of the way he felt. It's used to make a connection.

3.     What tools does the author use to demonstrate tone and create a mood?
he uses diction and syntax.

4.     What do you think the author’s attitude was toward the subject, or the characters, or the audience (i.e., you)?  Why?
I think he wants to create awareness of a problem through his memoir.

5.     What resources (newspaper articles, interviews, historical documents, e.g.) does the author offer?  Did it matter in your thinking?  Why/why not?

He uses dates and places I sort of know. I think this affects me because it makes it feel like is more realistic. 

ENDURING MEMORY

Write a paragraph in which you describe the one or two ideas from this book that you expect to remember for a long time.  Explain your choices and their importance.  Share a passage or two that give your reader a taste of the same effect..

Something I think I will remember for a long time is all the suffering that David went through and now he is a well-known author.

In your book, what do the key people learn?  How do they do it?  How do you know?

David learns how to cope with his pain and he does it by withdrawing within himself. I know this because he says that he didn't have friends and since he couldn't talk to anyone, one can assume he withdrew within himself. 

Vocab 8

cursory- not thorough or detailed

impetus- force with which a body moves.

pinnacle- a high pointed piece of rock.

contumely- insulting language or treatment.

bereavement- mourning

cache- a collection of items of the same type stored in a hidden or inaccessible place.

consummation- the point at which something is complete.

calamity- a disaster

avarice- extreme greed for wealth or material gain.

fortify- strengthen with defensive works so as to protect it against attack.

erratic- irregular in pattern or movement

ubiquitous- seeming to be everywhere.

fortitude- courage in pain or adversity

nonchalant- appearing casually calm and relaxed.

affect- make a difference to

effect- a change that is a result or consequence of an action of other cause.
misappropriate- unfairly take for one's own use.

pragmatic- dealing with things in a realistic way that is based on practical considerations.

metacognition- awareness and understanding of one's own thought process.

devoutly- showing deep religious feeling or commitment

10/16-10/18

The first reading my group did was Hamlet's Soliloquy.  My part was to do activities 1-4 which start on pg. 5 of the value of life unit.

**Since we are on the value of life unit, I think this video is related to this.**

VALUE OF LEARNING/VALUE OF LIFE

This week I will be reading at least 2 articles in this class. One of the articles I want to read is the life calculator one. I am also going to do the activities for Hamlet because in the AP class, I am going to have to memorize it and I feel like the more I know about it, the easier memorizing it will be.

GREEN EGGS AND HAMLET (AP English)

a) What do you know about Hamlet, the "Melancholy Dane"?

I know that the phrase "to be or not to be" comes from a soliloquy that Hamlet says. Also that he is struggling with his feelings after his father died and his mom married his uncle (his dad's brother).

b) What do you know about Shakespeare?

I Know that he is the author of Romeo and Juliet, he wrote tragic dramas, and that his works are hard to understand.

c) Why do so many students involuntarily frown when they hear the name "Shakespeare"?

Because Shakespeare has a bad reputation with students. When they hear his name, students connotate him with difficult to read plays that are boring. (is it just me?)

d) What can we do to make studying this play an amazing experience we'll never forget?

We can have disscusions to make sure we can understand the text and we can find the way to relate the play with our lifes.

LITERARY FICTION & EMPATHY (AP English)

."..after reading literary fiction, as opposed to popular fiction or serious nonfiction, people performed better on tests measuring empathy, social perception and emotional intelligence — skills that come in especially handy when you are trying to read someone’s body language or gauge what they might be thinking...The researchers say the reason is that literary fiction often leaves more to the imagination, encouraging readers to make inferences about characters and be sensitive to emotional nuance and complexity."

*This part of the article made me think about what I learned in my child developmental psychology. I learned that the female brain has a better connection between the two lopes, making them better at recognizing emotions. I think that since the number of women tested is unknown, there is a possibility that the reason that people were better at identifying emotions is because they were women.

*Since the expository class I'm taking focuses on nonfiction...should the curriculum be changed?

*When I read fiction or nonfiction, I feel sympathy towards the character regardless of the genre of the book.

*In the article it says, "Maybe popular fiction is a way of dealing more with one’s own self, maybe, with one’s own wants, desires, needs.” Does this mean that people who enjoy popular nonfiction are selfish and/or egocentric?

LITERATURE ANALYSIS 2 (AP ENGLISH)

Title: LUNA Author: Julie Anne Peters

1. Briefly summarize the plot of the novel you read according to the elements of plot you've learned in past courses (exposition, inciting incident, etc.).  Explain how the narrative fulfills the author's purpose (based on your well-informed interpretation of same).

This book is about a transgender guy named Liam who calls him(her)self Luna. The exposition of the story
is portrayed as a series of flashbacks. The narrator of the story is Luna/Liam's sister. This book gives the reader an insight on the struggle that Liam and Regan go through in order for one another to discover who they really are.

2. Succinctly describe the theme of the novel. Avoid cliches.

A theme of this novel is acceptance. This theme is present through out the whole novel because Luna wants to be accepted by society and specially his(her) father.

3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).

A. Lucid (easily understood: "Her eyes found me and she smiled. An aura framed her, a glow."
B. wry: "Pretty. A word for girls. The way handsome described boys. Liam was right; people did use boy and language. They expected different behaviors. When kids acted out of role,' as Liam put it, they were labeled tomboys or Sissies. "

C. Didactic (inclined to teach): "This isn't a good-bye. It's hello. I think of it as a new beginning because that's what it is for me. A rebirth."

4. Describe a minimum of ten literary elements/techniques you observed that strengthened your understanding of the author's purpose, the text's theme and/or your sense of the tone. For each, please include textual support to help illustrate the point for your readers. (Please include edition and page numbers for easy reference.) 

1. analogy: The butterfly in the cover is a metaphor between Liam and the "transition" he wants to experience.  "I want to be free. I want to transition."

2. Internal Conflict: "'no one will ever know the person I am inside. The true me. The girl, the women. All they see is this...this nothing.'....'Liam.' He let out a short laugh. 'Who's that? A caricature I've created. A puppet, a mime, a cartoon character. I'm this male macho version of a son that Dad has in his head.'"

3. External conflict: "Luna held her head high, waiting. Almost daring him to do it. seconds ticked away. Years. Then, slowly, Dad released his fist. My lungs collapsed. Luna reached for the door knob. 'Excuse me,' she said. Right in her ear, Dad said, 'If you walk out of that door, don't bother coming back.'"

4. Character vs self: "'Dad is my her. Doesn't he know that? I feel like I spend my whole life trying to prove it. "'

5. Foreshadowing: "'why did you dress at school?' I asked her. 'why did you have to do that?' She lowered her eyes. "You said it; I had to. I had to test myself. To see if I could go through with it. I needed to know that I had the self-confidence, the will to do it everyday."'

6. Flashback: "'Liam. Lia Marie. Please.' My eyes well with tears. Please."  His left hand reaches out and snags the football helmet beside him. He holds it up to me by the faceguard. Inside is a mound of pills. Blue, purple,orange, white. 'I can't do it," Liam says. 'I can't even do it. I can't do anything right. I'm wrong. All wrong."'

7. Point Of view: The point of view is by the sister of the main character. "You're such a freakshow.". ..'I Know,' she murmured in my ear. 'but you still love me, don't you?'. .. yeah, I loved her. I couldn't help it. She was my brother." (pg.3)

8. resolution: "I took a step back, then another. I turned around. I walked, walked faster. Ran. Toward the door. The Exit. The entrance. 'Good-bye, Liam'"

9. Dialogue: The whole book has dialogue..

10. symbolism: The butterfly in the cover symbolizes Luna's desire to be herself.

CHARACTERIZATION 

1. Describe two examples of direct characterization and two examples of indirect characterization.  Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)?

DIRECT:
1. "you are kind and generous, compassionate and caring." (Luna to Regan.)

2. "you are a strong and beutiful person."

INDIRECT:
1. " What would I do without you?" (Liam, Aly, and Elise to Regan.)

2. "I deliberately avoided taking classes taught by the teachers Liam had, since he was like their wunderkid.'

2. Does the author's syntax and/or diction change when s/he focuses on character?  How?  Example(s)?
Yes. When the author speaks about Liam, the tone is usually nostalgic because Liam in apathetic to the things that happened around him. When the author speaks about Luna, she uses words that portray confidence. 

3. Is the protagonist static or dynamic?  Flat or round?  Explain.
If Regan is the protagonist, she would be a dynamic and round character. Through out the book Regan understands more the struggle that Liam goes through. 

4. After reading the book did you come away feeling like you'd met a person or read a character?  Analyze one textual example that illustrates your reaction.

After reading the book, I Feel like I know Luna as if I were here friend. I think it's because I have a friend who is a transgender and thinking of the struggles Luna went through, I can imagine what he went through. 

LITERATUE ANALYSIS 2 (Expository)

Title: THE LOST BOY Author: David Pelzer

TOPIC(S) and/or EVENT(S)
1.     As we have discussed in class, a book is said to be nonfiction if its content is based on facts or events.  What is your book about?  [a]. Try writing a paragraph first to capture your thoughts.  [b]. Then see if you can boil it down to one clear statement.  (Even if you feel like you can just skip to [b], please do both; remember that your reader doesn’t know what you know.

A. My thoughts on this book are that a mother should
ALWAYS love their kids. This book is about a a boy named David who is physically and psychologically abused by his mother.This is the second book, following"a child called it". In this book, the author talks about his struggles to find somewhere to call home.

B.
This book is mainly about a boy's journey through the foster care system.

2.     Why did your author choose to write about this topic, person or event?
I think that the author wrote this book because he wanted to rell his story.

3.     Why did you choose this book?  What about the book appealed to you the first time it came to your attention (and how did it come to your attention)?  What about the book made you want to keep reading once you began?
I choose this book because I read the first book and I wanted to read more about David's life.

4.     Did you find the book realistic?  Did you make any connections between people/events you read about and people/events in your own life?  Why or (if you didn’t) why not?
I do find this book realistic because child abuse is something that happends everyday. I am thankful that I can not relate to this book.

PEOPLE
1.     Since this book is nonfiction, the theory goes that the author didn’t create characters.  But that’s not entirely true, is it?  Doesn’t the author report his/her own interpretations based on personal observations?  If we met his/her subjects for ourselves we might see them completely differently.   What do the author’s choices say to you?  Why did s/he choose to write about this book?  What is the author’s tone, and what (if anything) does it say about the author and his/her subjects?
I think that I would feel the same way as I do about Davi's mother as I do now. The tone David uses is one of nostalgia.

2.     Describe two or three people from the book.  What do they look like?  How do they act?  How would you write them as fictional characters (would you use direct or indirect characterization?
If I were to write about Ms. Gold, Mother, and Father as fictional characters, I would use direct characterization.

3.     What about these people makes them interesting enough to write about?
Ms. Gold is interesting to write about because she was the one who let David out of his personal hell. I would write about Mother because I would like to know what was going through her head when he was hurting David. I would write about Father because I would like to know how he stayed with mother while he saw all the bad things she did to him.

 MORE ON CHARACTER/PEOPLE

1. Describe two examples of direct characterization and two examples of indirect characterization.  Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)?
When David describes his mon when he was smaller, he calls her Mother and when he remembers the "old" times, he calls her mommy.

2. Does the author's syntax and/or diction change when s/he focuses on character?  How?  Example(s)?
When David describes his mon when he was smaller, he calls her Mother and when he remembers the "old" times, he calls her mommy.

3. Is the protagonist static or dynamic?  Flat or round?  Explain.
The character is dynamic and round. He is dynamic because through the course of the book, he goes from 12 yrs to 18 years.

4. After reading the book did you come away feeling like you'd met a person or read a character?  Analyze one textual example that illustrates your reaction.
I feel like I know David and that I would like to follow up with his life at the present moment.

STYLE
1.     Did the author use any tools from fiction writing (such as foreshadowing or symbolism), or did the author use a journalistic style? Example(s)?
I think he uses both tools, fiction and nonfiction like interviews at the end of the book and indirect characterisation.

2.     Does the author use lengthy descriptions of places and people,or does s/he focus more on action or dialogue?  What overall effect do these choices have on the book?


3.     What tools does the author use to demonstrate tone and create a mood?

4.     What do you think the author’s attitude was toward the subject, or the characters, or the audience (i.e., you)?  Why?

5.     What resources (newspaper articles, interviews, historical documents, e.g.) does the author offer?  Did it matter in your thinking?  Why/why not?

He uses dates and places I sort of know. I think this affects me because it makes it feel like is more realistic.

ENDURING MEMORY
Write a paragraph in which you describe the one or two ideas from this book that you expect to remember for a long time.  Explain your choices and their importance.  Share a passage or two that give your reader a taste of the same effect.

I think that once I have my house and my career, I am going to offer myself to foster kids in needs. I feel like it would be the human thing to do for the kids who are being abused.

THE COMPARISON'S TALE (AP English)

explain how at least one of the tales you learned about from other groups shared Chaucer's choices of style/theme/tone with the tale your group read. 

I wasn't in class today so I have nothing to compare my tale to.

TO BE OR NOT TO BE (Expository)

°I "translated" the soliloquy on a different piece of paper that I will be uploading later (tomorrow)

As I became familiar with the text, I realized that I understood the meaning in a different level. For example, I did not see the soliloquy as a way for Hamlet to tell everyone he wanted to kill himself until after Dr. Preston said it. The first time I read it I thought that Hamlet was undecided on nether or not to live his life the way he was. Later on, I found out that I wasn't totally wrong. For example, Hamlet had decided to kill his uncle but for some reason or another, he didn't.
The meaning I liked the most was the one that can be used as a way to go through metamorphosis in a physical and/or psychological way.

TALE OF A CANTERBURY TALE (AP English)

The Cook's Tale

Perkin Reveler was an apprentice from the same town as the cook. Perkin Reveler was a short, dark man, who sold food and loved to dance. He enjoyed the tavern more than the shop. Every time there was a procession in Cheapside, he would leave the shop immediately to go dance, and not return back to the shop. Perkin Reveler was also a thief, who often stole from his master. One day Perkin Reveler's master decided to let him go due to the fact that Perkin Reveler was a bad apprentice. However, Perkin Reveler was happy to have been let go because he was now free and was able to do as he wished. Reveler then met a companion who he had a lot in common with. His companion loved to dice, kept a wife for show, and had a shop.


1. Explain the central character of the tale by analyzing five (5) examples of indirect characterization. (Maria Luna)

1. "At every wedding he would sing and hop" This characterizes Perkin as a person who is loud and that liked to have fun.
2. "He loved the tavern better than the shop" This is saying that Reveler was lazy and he would rather party thab do his job.
3. "there was no apprentice in the town who better rattled dice and threw them down than Perkin Reveler" This shows that he was a gambler.
4. "his master easily had learnt this in the shop, for that is where he often found his box completely bare." This characterizes him as a thief.
5. "Who loved dice. to revel and disport." This characteristicwas used to describe Perkin's ally but since the cook said they were the same, on can imply  that Perkin was like this too.


2. What is Chaucer's purpose in telling this character's tale? Is he satirizing society, giving the voiceless a voice, or trying to accomplish a different goal? [Support your argument with textual evidence]
Chaucer's purpose in telling this tale is to ultimately show that people aren't always what they seem to be. I believe that Chaucer is trying to demonstrate the fact that one's character is based on their characteristics. The way one acts and presents themselves is who they really are as an individual. "He love to tavern better than the shop," indicates that Reveler did not enjoy working, but only liked to have fun.

I worked in the questions with MARISOL DUARTE

TO ACT OR NOT TO ACT (Expository)

out of both assignments, I enjoyed reading the article better than the sililoquy. A difference is that the speech tells anecdotes and the sililoquy lets the readers know that Hamlet is feeling.

DEAR STEVE (Expository)

personally, I really liked the speech. When he talked about connecting the dots, I looked at my life so far and realized that I can't connect them...yet. I don't know if not being able to connect them is a bad thing or not, but I'm sure someday I will be able to. During the second story, I was reminded of the times I have moved schools and as a result loosing some friendships. The anecdote relating to death, I feel like I should life my life like that but I don't know what I would do differently. If today were my last day, I would still go to school, but not because I LOVE school, but because I don't know what else to do. . .

CHARACTER STUDY (III) (AP English)

The first football game of the season was being held there and she was exited. When she was in school, she wasn't the type of girl who would go to the games. Before the game started, she went to the cafeteria and eat a taco that many students claimmed it was the best ones. When she was in the cafeteria, she heard some people heading there. When the unexpected guest entered, she was a bit angry to see that three guys that came in were from the opposite team. . .

THE VALUE OF CHOICE (Expository)

In this unit, I want to focus on the soliloquy because it is something that is alluded to very often. ("to be or not to be.") The way I want to learn it is not by reading it and taking a test on it but by having discussions and other interactive activities about it. By the end of the Unit, I would like to have my own opinion of the value of life in a well-structured way that can be backed up with facts and not only with "I'm entitled to my own opinion."

CHARACTER STUDY (II) (AP English)

All the way, Maria was trying to convince herself that this school had excelent teachers and that if she needed help in her first year as a teacher, her collegues were going to help her through it. The thing she was most exited to do was bond with her students. She wanted to be more than a teacher, she wanted to inspire and generate trust in her students.

CANTERBURY TALES (I) (AP English)

 In a post to your blog entitled CANTERBURY TALES (I), list any observations about the Prologue.  These may include questions, vocabulary, predictions, literary techniques, and quotes/elements that you found especially effective or memorable.  *Which character's story do you most want to read?

*

CHARACTER STUDY (I) (AP English)

As I look around my room to double check I am taking everything I need.. When I reach for my door, I felt a thightening sensation in my through and chest. I don't know if its because I'm scared or because I'm excited that the moment I have been anticipated has come. As I close the door to my apartment, I tell myself that this school year is going to be amazing because I will get to meet new students.