To take this test, go to CLASSJUMP and open up the Parts of Speech test. We did the first twelve (12) items in class on Monday morning.
There is also a Parts of Speech review sheet. This will probably help if you need to review the definitions of certain parts of speech!
Monday, June 3, 2013
Thursday, May 23, 2013
The Non-Fiction Presentation Project
Non-Fiction – Reading and Media Journalism
In your group (of 6, maximum),
Have everyone read some
articles (3-4 apiece) that pertain to your subject area. Have kids bring the articles in – either
online or in print. Discuss these
articles and come up with about four (4) that you think are representative:
Two contrasting print articles (i.e., written pieces)
One non-print piece (i.e., TV news; radio; online media,
such as YouTube)
At least one opinion
piece (any - print or non-print):
persuasion/editorial
Prepare and rehearse a 10-minute presentation in which you explain
the two print articles. Show your
non-print piece as a contrast to your print pieces, and talk about how media
journalism works (the same? Differently?) in relation to print journalism. Finally, share your opinion piece, and talk
about the role of Op-Ed writing in your chosen subject area (sports,
technology, travel, et al.). For
example, how does opinion about the
golfing world affect factual reporting
and/or factual events in golf?
The Areas:
THE ARTS
(“Team Kamila”)
SCIENCE
(“Team Caleb”)
MINNESOTA ISSUES (“Team Valeria”)
US/WORLD ISSUES
(“Team Grace”)
TRAVEL
(“Team Annika”)
TECHNOLOGY (“Team Emily/Kailey/Maiya/M/J”)
THE STOCK MARKET
(“Team Tanner”)
Tuesday, May 21, 2013
An Iliad, at the Guthrie Theater, May 19
Here are some shots of our illustrious group at the Big G...
The Group, at the end of the Endless Bridge!
Inspired by Homer!
Theatrical mavens on the loose!
The Producer and Impressario, so pleased with the show and our funny class!
Sunday, May 19, 2013
Dinner Before Tonight's Show
For all ILIAD theater-goers:
9th Graders and Families are welcome to join an optional pre-show dinner tonight at 5:00 p.m.
We plan to eat dinner at 5:00 p.m. at THE TEA HOUSE Szechuan Restaurant -- White Bear Ave. and I-94, at the eastern-most end of St. Paul, Minnesota!
The Tea House, in case you don't already know, is a wonderful restaurant. It is famous for its hospitality, and this includes hospitality to Western taste-buds!! I.e., If you don't wan't "spicy," the Tea House won't make you "eat spicy." On the other hand, if you DO prefer spicy, they have super-spicy waiting in the kitchen. It's up to each diner.
In any event, those who plan to eat at The Tea House should plan to spend roughly $10.00 per person.
And for all -- whether or not you dine at The Tea House -- we will still gather at Woodbury High School, North Entrance (by the American flag), at 6:00 p.m. for our 6:05 p.m. departure for the Guthrie.
Last but not least, Mr. Bratnober does still have some extra tickets, so last-minute additions of enrolled Honors English 9 students and/or family members is still an option, 100%
Tuesday, May 14, 2013
Please Bring Your $20.00 on Wednesday -- PRINT FORM from CLASSJUMP.
Here's the form. Please print out this form and bring it - along with your $20.00 - this Wednesday, May 15.
For the form, see the Class Downloads on Mr. Bratnober's ClassJump page for Honors Engl. 9.
P.S. If you have a hard time printing out this form, please bring the $20.00 anyway!!
For the form, see the Class Downloads on Mr. Bratnober's ClassJump page for Honors Engl. 9.
P.S. If you have a hard time printing out this form, please bring the $20.00 anyway!!
Sunday, May 12, 2013
Guthrie Tickets and Chaperones for Sunday, May 19
Student tickets for An Iliad are $20.00 apiece for the evening show on May 19. Please bring your $20.00 to school by Wednesday, May 15. Cash is fine, and so are checks (make checks payable to WHS).
For each parent chaperone who drives to the Guthrie, this admission is complementary. The comp ticket is to thank you for supporting the trip, and to reimburse you (artistically!) for your gas mileage.
All our 1st Period students except five (5) have indicated that they plan to take the trip. Mr. Bratnober will attend, needless to say, and one additional chaperone/driver has now signed up. (Thank you, Mrs. D.!!)
This means there are still six additional slots for parents or guardians to join our group. Please contact Mr. Bratnober right away (651-262-4119) if you are interested in becoming a chaperone/driver. It would .be great if we could add a minimum of three or four more committed chaperones.
Please call Mr. Bratnober with any lingering questions you may have about our Guthrie excursion. .
For each parent chaperone who drives to the Guthrie, this admission is complementary. The comp ticket is to thank you for supporting the trip, and to reimburse you (artistically!) for your gas mileage.
All our 1st Period students except five (5) have indicated that they plan to take the trip. Mr. Bratnober will attend, needless to say, and one additional chaperone/driver has now signed up. (Thank you, Mrs. D.!!)
This means there are still six additional slots for parents or guardians to join our group. Please contact Mr. Bratnober right away (651-262-4119) if you are interested in becoming a chaperone/driver. It would .be great if we could add a minimum of three or four more committed chaperones.
Please call Mr. Bratnober with any lingering questions you may have about our Guthrie excursion. .
Thursday, May 9, 2013
New Date for An Iliad: Sunday, May 19, at 6:00 p.m.
Owing to a schedule conflict at school, our Honors English 9 class will now see An Iliad on Sunday evening, May 19, 2013. This is a great development for our class, for we will now experience Homer's epic the way great theater was first intended: at sunset, when memories and dreams combine.
Please establish your plans soon, including - for some - a chance to join our wonderful class as we hit the road and see Stephen Yoakam perform tales of Troy, Achilles, Agamemnon, and Odysseus at America's first and finest regional theater company: The Tyrone Guthrie Theater, in Minneapolis, MN.
Here are copies of two reviews that appeared in Twin Cities papers on Thursday, May 9. These are not garden-variety reviews: they are raves!
St. Paul Pioneer Press review of An Iliad
Minneapolis StarTribune review -- a Two-Thumbs-Up RAVE REVIEW, by Graydon Royce
These are once-in-a-lifetime reviews -- the kind that actors only dream about. Please see, especially, Graydon Royce's admiring piece on An Iliad.
We'll go to the Guthrie on Sunday evening, May 19, gathering in the WHS Parking Lot at 6:00 p.m., and returning between 9:30 and 9:45 p.m.
PLEASE MAKE YOUR PLANS NOW TO ATTEND THIS RARE PRODUCTION. If you are interested in chaperoning, please call Mr. Bratnober immediately at 651-262-4119. The first to call will have a chance to join us at this extraordinary piece of live theatre.
Please establish your plans soon, including - for some - a chance to join our wonderful class as we hit the road and see Stephen Yoakam perform tales of Troy, Achilles, Agamemnon, and Odysseus at America's first and finest regional theater company: The Tyrone Guthrie Theater, in Minneapolis, MN.
Here are copies of two reviews that appeared in Twin Cities papers on Thursday, May 9. These are not garden-variety reviews: they are raves!
St. Paul Pioneer Press review of An Iliad
Minneapolis StarTribune review -- a Two-Thumbs-Up RAVE REVIEW, by Graydon Royce
These are once-in-a-lifetime reviews -- the kind that actors only dream about. Please see, especially, Graydon Royce's admiring piece on An Iliad.
We'll go to the Guthrie on Sunday evening, May 19, gathering in the WHS Parking Lot at 6:00 p.m., and returning between 9:30 and 9:45 p.m.
PLEASE MAKE YOUR PLANS NOW TO ATTEND THIS RARE PRODUCTION. If you are interested in chaperoning, please call Mr. Bratnober immediately at 651-262-4119. The first to call will have a chance to join us at this extraordinary piece of live theatre.
Monday, May 6, 2013
Our Trip to the Guthrie!! May 14, 2013
Dear First Period 9th Graders and Families,
I'm delighted to report that we are finally taking our Greek Field Trip! Now it's all Greek to me!
On Tuesday, May 14, at 9:30 a.m., we will climb onto a district school bus and cruise over to Minneapolis, to the Guthrie Theatre. Our plan? To fulfill our hopes and dreams that linger after reading The Odyssey this winter by seeing an extraordinary performance of Homer's epic poem, The Iliad -- to wit, the Guthrie's amazing new production, An Iliad!
The play, which stars Guthrie veteran Stephen Yoakam in a one-man rendition of Homer's vast poem, begins at 10:30 a.m. and ends, ninety-five minutes later, at 12:10 p.m. Stephen performs another matinee of An Iliad that afternoon, so we may or may not see him immediately after the show on May 14; however, Stephen has told me personally that he wants to meet our 9th graders and hear their impressions of An Iliad, so we may need to create a special arrangement to meet him... a live Skype connection to & from our classroom, perhaps!
In any case, the show ends at 12:10 p.m. that day.
From the Guthrie, we will take our time returning to WHS, because after all, when you see a Greek play you should have a Greek lunch. With that noble end in mind, we hope to stop at an affordable Greek place on our way back after the show, so I'm shopping around on the phone for a terrific & affordable place that can take thirty-four of us. It's Greek to Me, in South Minneapolis, is an old personal favorite, but we can check other options: perhaps there's one that you know!
When all is said and done, we'll return to school that day near the beginning of 6th Period. Students should carefully check with teachers in advance of this trip - especially 2nd, 3rd, 4th, and 5th Period teachers on May 14 - to start thinking ahead about homework, teachers' expectations for make-up work, and all the rest. Teachers respect our field trips the most when students anticipate classroom obligations and take care of them.
This is going to be a wonderful experience. I currently have room for two (2) additional parent chaperones, and I will happily bring the first two who apply. 651-768-5406. Chaperones' bus and theater tickets are complementary.
I will post additional material for this trip, but the big push now is to get Permission Forms and $$ together for this trip. Please see my ClassJump site for our course and click on this link: ClassJump. The document is called AAAAA GUTHRIE PERMISSION FORM. (On my computer, it's just above the box for Great Expectations!)
Families, please feel free to call if you have any questions or concerns about this adventure. In the days ahead, our class will discuss Homer, the history of the Guthrie in the Twin Cities, theatre etiquette, the great Robert Fagles (Stephen and his team have faithfully adapted this rendition from Fagles), and many other topics. And we will post online!
For example, this is the Guthrie's link to the production.
Best wishes,
Mr. Bratnober
Woodbury English Dept.
I'm delighted to report that we are finally taking our Greek Field Trip! Now it's all Greek to me!
On Tuesday, May 14, at 9:30 a.m., we will climb onto a district school bus and cruise over to Minneapolis, to the Guthrie Theatre. Our plan? To fulfill our hopes and dreams that linger after reading The Odyssey this winter by seeing an extraordinary performance of Homer's epic poem, The Iliad -- to wit, the Guthrie's amazing new production, An Iliad!
The play, which stars Guthrie veteran Stephen Yoakam in a one-man rendition of Homer's vast poem, begins at 10:30 a.m. and ends, ninety-five minutes later, at 12:10 p.m. Stephen performs another matinee of An Iliad that afternoon, so we may or may not see him immediately after the show on May 14; however, Stephen has told me personally that he wants to meet our 9th graders and hear their impressions of An Iliad, so we may need to create a special arrangement to meet him... a live Skype connection to & from our classroom, perhaps!
In any case, the show ends at 12:10 p.m. that day.
From the Guthrie, we will take our time returning to WHS, because after all, when you see a Greek play you should have a Greek lunch. With that noble end in mind, we hope to stop at an affordable Greek place on our way back after the show, so I'm shopping around on the phone for a terrific & affordable place that can take thirty-four of us. It's Greek to Me, in South Minneapolis, is an old personal favorite, but we can check other options: perhaps there's one that you know!
When all is said and done, we'll return to school that day near the beginning of 6th Period. Students should carefully check with teachers in advance of this trip - especially 2nd, 3rd, 4th, and 5th Period teachers on May 14 - to start thinking ahead about homework, teachers' expectations for make-up work, and all the rest. Teachers respect our field trips the most when students anticipate classroom obligations and take care of them.
This is going to be a wonderful experience. I currently have room for two (2) additional parent chaperones, and I will happily bring the first two who apply. 651-768-5406. Chaperones' bus and theater tickets are complementary.
I will post additional material for this trip, but the big push now is to get Permission Forms and $$ together for this trip. Please see my ClassJump site for our course and click on this link: ClassJump. The document is called AAAAA GUTHRIE PERMISSION FORM. (On my computer, it's just above the box for Great Expectations!)
Families, please feel free to call if you have any questions or concerns about this adventure. In the days ahead, our class will discuss Homer, the history of the Guthrie in the Twin Cities, theatre etiquette, the great Robert Fagles (Stephen and his team have faithfully adapted this rendition from Fagles), and many other topics. And we will post online!
For example, this is the Guthrie's link to the production.
Best wishes,
Mr. Bratnober
Woodbury English Dept.
Sunday, April 28, 2013
Essay on a Supporting Character in To Kill a Mockingbird
Dear 9th Graders,
Sorry I've been slow in posting this assignment. I will provide a copy to my substitute, Mrs. Moen, who will share copies with you in Monday's class.
THE ESSAY
Please compose a 2-3 page typed essay in which you share your written impressions of a supporting character in the novel. Most of you signed up for these in class on Friday, April 26. I will post our list on this blog so you can see who signed up for which character.
The following should be goals as you write:
Briefly explain your character's role in the community of Maycomb, Alabama -- particularly, in relation to the Finch Family. (An introductory paragraph or two). What is your character's place in society? Is he/she wealthy, middle-class, or poor? Is he/she someone who attends school? Works for a living? Lives in retirement? What does Scout or Atticus say about this person's role in Maycomb's little society? Good place for a quotation!! And once you quote, then also, please, make a comment. (I.e. Does Scout's characterization seem accurate? Exaggerated? Understated?)
Discuss any and all hints that Harper Lee provides regarding your character's age, appearance, education, and/or unique behavioral habits or quirks. (One or two more paragraphs) Here is another good place to quote from the novel and then comment on what your quoted passage means.
Discuss the way your character expresses himself or herself in words. (One or two paragraphs) Here is still another good place to quote from the novel and then comment on what your quoted passage means.
Discuss at least two defining actions that your character takes -- large or small. (One paragraph for each action.) This part can be more of a discussion, although it's naturally fine to quote from the text if it's easier to use Scout's words.
Last but not least, discuss the way your character contributes to raising or defining at least two main, recurring ideas in the book. (One paragraph for each main idea.) Main ideas... Well, here are a few suggestions... You will undoubtedly think of others, so please don't consider my list to be definitive or limiting! Main ideas naturally include growing up in a motherless family; growing up during the Great Depression; education; racism; justice and the law; small-town values; and the American South. Please talk about ways that your supporting character somehow brings out two of these themes. (And please remember: sometimes a character can bring out a theme by way of a negative example -- by doing something dumb or wrong or extreme. In other words, your character could bring out a theme by way of misbehavior.)
Concluding paragraph.
Your conclusion should sum up everything you have said so far. It would also be nice if you could end by observing something special you have learned about your character while writing this paper. This could be something large or small -- what you learn could be as minor as a word or a type of food, or as major as a defining theme that you had never considered before.
Good luck with this. Rough Drafts will be due in class this Wednesday, May 1, for proofreading. For maximum effectiveness, your rough draft should be typed.
Mr. Bratnober
Sorry I've been slow in posting this assignment. I will provide a copy to my substitute, Mrs. Moen, who will share copies with you in Monday's class.
THE ESSAY
Please compose a 2-3 page typed essay in which you share your written impressions of a supporting character in the novel. Most of you signed up for these in class on Friday, April 26. I will post our list on this blog so you can see who signed up for which character.
The following should be goals as you write:
Briefly explain your character's role in the community of Maycomb, Alabama -- particularly, in relation to the Finch Family. (An introductory paragraph or two). What is your character's place in society? Is he/she wealthy, middle-class, or poor? Is he/she someone who attends school? Works for a living? Lives in retirement? What does Scout or Atticus say about this person's role in Maycomb's little society? Good place for a quotation!! And once you quote, then also, please, make a comment. (I.e. Does Scout's characterization seem accurate? Exaggerated? Understated?)
Discuss any and all hints that Harper Lee provides regarding your character's age, appearance, education, and/or unique behavioral habits or quirks. (One or two more paragraphs) Here is another good place to quote from the novel and then comment on what your quoted passage means.
Discuss the way your character expresses himself or herself in words. (One or two paragraphs) Here is still another good place to quote from the novel and then comment on what your quoted passage means.
Discuss at least two defining actions that your character takes -- large or small. (One paragraph for each action.) This part can be more of a discussion, although it's naturally fine to quote from the text if it's easier to use Scout's words.
Last but not least, discuss the way your character contributes to raising or defining at least two main, recurring ideas in the book. (One paragraph for each main idea.) Main ideas... Well, here are a few suggestions... You will undoubtedly think of others, so please don't consider my list to be definitive or limiting! Main ideas naturally include growing up in a motherless family; growing up during the Great Depression; education; racism; justice and the law; small-town values; and the American South. Please talk about ways that your supporting character somehow brings out two of these themes. (And please remember: sometimes a character can bring out a theme by way of a negative example -- by doing something dumb or wrong or extreme. In other words, your character could bring out a theme by way of misbehavior.)
Concluding paragraph.
Your conclusion should sum up everything you have said so far. It would also be nice if you could end by observing something special you have learned about your character while writing this paper. This could be something large or small -- what you learn could be as minor as a word or a type of food, or as major as a defining theme that you had never considered before.
Good luck with this. Rough Drafts will be due in class this Wednesday, May 1, for proofreading. For maximum effectiveness, your rough draft should be typed.
Mr. Bratnober
Friday, February 22, 2013
The Romeo and Juliet Paper -- Round #2
Your assignment is to write another five-paragraph essay on part of a scene from Romeo and Juliet, this time comparing two presentations of Act III, scene 1, lines 1 through line 106 (up to ROMEO: "I thought all for the best.") -- one in print; one on YouTube. As you will see, the YouTube version comes from the same movie we've viewed all along: the 1968 film by Italian director Franco Zeffirelli.
Here's a link to the film version: http://www.youtube.com/watch?v=xgnKk8HNvXg.
Regrettably, the YouTube stops in the middle of the scene! Still, this leaves you with less text to study and discuss, which isn't all bad. (One hundred ten lines is actually four lines shorter than the Maskers' scene.) Watch the dueling scene as many times as you need to.
When it comes time to write your essay, use the same instructions I gave you for the Round #1 papers. For those who need to consult it, I'm posting the original Assignment on my ClassJump page tonight.
To improve your paper over your Round #1 paper, be sure to check out the Student Target Papers I posted on ClassJump. See the two 8s, the two 6s, the 4, and the 2, along with the comments on each paper. These, along with the 8-6-4-2 Scoring Rubric on the original Assignment, should serve as guides.
Above all, don't forget to cite good examples as you make your case. This was the biggest gap in many of the Round #1 papers. For example, you'll see that there are some interesting and significant cuts in the Zeffirelli film. By citing a few of the "lost" lines in your paper, you might better explain your response to Zeffirelli's treatment -- good? bad? indifferent? -- of Shakespeare.
Remember, too, that it's fine -- even preferred -- to cite lines of text you find to be especially effective, funny, sad, or memorable. It's a fencing scene, so 'poignant' might even be a good descriptive word for some of the lines!
These papers are due this Tuesday, February 26, at class time. Timely submittal is part of the grade. We'll take class time on Monday for Questions and (hopefully!) Answers about the assignment. For the best results, make a decent start this weekend and bring a draft to class on Monday.
Here's a link to the film version: http://www.youtube.com/watch?v=xgnKk8HNvXg.
Regrettably, the YouTube stops in the middle of the scene! Still, this leaves you with less text to study and discuss, which isn't all bad. (One hundred ten lines is actually four lines shorter than the Maskers' scene.) Watch the dueling scene as many times as you need to.
When it comes time to write your essay, use the same instructions I gave you for the Round #1 papers. For those who need to consult it, I'm posting the original Assignment on my ClassJump page tonight.
To improve your paper over your Round #1 paper, be sure to check out the Student Target Papers I posted on ClassJump. See the two 8s, the two 6s, the 4, and the 2, along with the comments on each paper. These, along with the 8-6-4-2 Scoring Rubric on the original Assignment, should serve as guides.
Above all, don't forget to cite good examples as you make your case. This was the biggest gap in many of the Round #1 papers. For example, you'll see that there are some interesting and significant cuts in the Zeffirelli film. By citing a few of the "lost" lines in your paper, you might better explain your response to Zeffirelli's treatment -- good? bad? indifferent? -- of Shakespeare.
Remember, too, that it's fine -- even preferred -- to cite lines of text you find to be especially effective, funny, sad, or memorable. It's a fencing scene, so 'poignant' might even be a good descriptive word for some of the lines!
These papers are due this Tuesday, February 26, at class time. Timely submittal is part of the grade. We'll take class time on Monday for Questions and (hopefully!) Answers about the assignment. For the best results, make a decent start this weekend and bring a draft to class on Monday.
Thursday, February 21, 2013
Go to ClassJump and Read the Six Student Essays
You can use this link to reach ClassJump.
These essays were chosen by 9th Grade English teachers as examples of papers scoring 8 (two examples), 6 (two examples), 4 (one example), and 2 (one example). Please read all six - including the teacher's commentary - and then award an estimated score to your own essay. Bring your scored essay to class on Friday, 2/22.
These essays were chosen by 9th Grade English teachers as examples of papers scoring 8 (two examples), 6 (two examples), 4 (one example), and 2 (one example). Please read all six - including the teacher's commentary - and then award an estimated score to your own essay. Bring your scored essay to class on Friday, 2/22.
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