Advanced Writing and Literature
Shakespeare, Austen, Hemingway, Poe, Hawthorne, Dickens, Lewis.
Sound familiar?
In the past, this class has been taught at PIONEERS with primarily "canonical" American and British literature. While I have included some of those traditional texts in our curriculum for next year, I have also added new ones. The traditional "canon" of literature is ever-evolving. So rather than stick to what we have always done for no better reason than because we have always done it, I asked myself: What do my students most need to learn? As Christians, we have a responsibility to share the Good News and to bring light to a darkened world. Yet how can we know what our world needs if we do not know our world? How can we be the hands and feet of Jesus if we do not know the people who need Him? I believe that literature can help us to discover and better understand our world's past and present, and thus give us hope for the future. Yet quite often the history and literature we study is written by those in power. What of the "least of these," those whose voices are quieter yet equally human? What of the oppressed races, the women and children, the elderly and orphaned? What of "alternate histories" as well as current events taking place in our community, nation, and world?
My desire is that this class addresses these questions and brings awareness and empathy to you and me. Seeing through the eyes of oppressed people, we will be learning together through literature, research, discussion, writing, presentations, experiential learning, service learning, and teaching. My goals are that upon successfully completing this class, you will be able to:
relate to, sympathize with, and better understand people of different socio-economic, cultural, racial, and political
backgrounds.
express your own ideas, understanding, and passion in several different forms of writing.
argue clearly and effectively in writing with sufficient support from fictional and non-fictional texts.
analyze, synthesize, and evaluate fictional and non-fictional texts.
research effectively.
orally present information creatively and effectively with the aid of media.
use several forms of technology effectively.
develop into a life-long reader, writer, and learner.
As Paulo Freire said, "Yet only through communication can human life hold meaning. The teacher's thinking is authenticated only by the authenticity of the students' thinking. The teacher cannot think for her students, nor can she impose her thought on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible." It is true that you--my students--need me, but it is also true that I need you.
We're in this together.
Shakespeare, Paton, Weisel, Zusak, Hemingway, Rivers, Satrapi, Beah, Hoschild, Ung, Dau. Are there names in here you have never heard before? I hope so.
We are going to have an awesome year of learning together!
Mrs. Maher
Sound familiar?
In the past, this class has been taught at PIONEERS with primarily "canonical" American and British literature. While I have included some of those traditional texts in our curriculum for next year, I have also added new ones. The traditional "canon" of literature is ever-evolving. So rather than stick to what we have always done for no better reason than because we have always done it, I asked myself: What do my students most need to learn? As Christians, we have a responsibility to share the Good News and to bring light to a darkened world. Yet how can we know what our world needs if we do not know our world? How can we be the hands and feet of Jesus if we do not know the people who need Him? I believe that literature can help us to discover and better understand our world's past and present, and thus give us hope for the future. Yet quite often the history and literature we study is written by those in power. What of the "least of these," those whose voices are quieter yet equally human? What of the oppressed races, the women and children, the elderly and orphaned? What of "alternate histories" as well as current events taking place in our community, nation, and world?
My desire is that this class addresses these questions and brings awareness and empathy to you and me. Seeing through the eyes of oppressed people, we will be learning together through literature, research, discussion, writing, presentations, experiential learning, service learning, and teaching. My goals are that upon successfully completing this class, you will be able to:
relate to, sympathize with, and better understand people of different socio-economic, cultural, racial, and political
backgrounds.
express your own ideas, understanding, and passion in several different forms of writing.
argue clearly and effectively in writing with sufficient support from fictional and non-fictional texts.
analyze, synthesize, and evaluate fictional and non-fictional texts.
research effectively.
orally present information creatively and effectively with the aid of media.
use several forms of technology effectively.
develop into a life-long reader, writer, and learner.
As Paulo Freire said, "Yet only through communication can human life hold meaning. The teacher's thinking is authenticated only by the authenticity of the students' thinking. The teacher cannot think for her students, nor can she impose her thought on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible." It is true that you--my students--need me, but it is also true that I need you.
We're in this together.
Shakespeare, Paton, Weisel, Zusak, Hemingway, Rivers, Satrapi, Beah, Hoschild, Ung, Dau. Are there names in here you have never heard before? I hope so.
We are going to have an awesome year of learning together!
Mrs. Maher
Class Reading List:
This reading list has been carefully selected in order that we may explore the histories, current stories, lives, and cultures of oppressed peoples. We will explore racial discrimination (apartheid, segregation, genocide), age discrimination (youth and elderly), and gender discrimination (women) through these anchor texts as well as supplemental texts, research, and discussion.
Cry, the Beloved Country by Alan Paton
Night by Elie Wiesel
The Book Thief by Markus Zusak
The Old Man and the Sea by Ernest Hemingway
Redeeming Love by Francine Rivers
Persepolis: The Story of a Childhood by Marjane Satrapi
Hamlet by William Shakespeare
Choose ONE of the following:
A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
King Leopold's Ghost by Adam Hochschild
First They Killed My Father by Loung Ung
Lost Boy, Lost Girl: Escaping Civil War in Sudan by John Bul Dau
Cry, the Beloved Country by Alan Paton
Night by Elie Wiesel
The Book Thief by Markus Zusak
The Old Man and the Sea by Ernest Hemingway
Redeeming Love by Francine Rivers
Persepolis: The Story of a Childhood by Marjane Satrapi
Hamlet by William Shakespeare
Choose ONE of the following:
A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
King Leopold's Ghost by Adam Hochschild
First They Killed My Father by Loung Ung
Lost Boy, Lost Girl: Escaping Civil War in Sudan by John Bul Dau
Syllabus
Click here to view the Advanced Writing Course Standard.
Click here to view the Extra Credit Reading List.
Click here to view the Extra Credit Movie List.
Click here to register, read, and reply to class posts on Nicenet.
Fall Semester: (tentative)
Race: Apartheid/Segregation
Week #1 9.5.12
Intro. to class; Cry, the Beloved Country; Song: "Weeping" (Josh Groban); Segregation Photograph: Students will view and freewrite; Journals #1-2
Homework: Digital Storytelling Assignment: epals.com; G&L roots #1-5; Read CBC Ch. 1-11; Write Journals #3-4; Register and respond to post on Nicenet
Week #2 9.12
Discuss Cry, the Beloved Country; Film clip: "Eyes on the Prize"; Read aloud: "Glory & Hope" (Mandela); "I Have a Dream" (MLK, Jr.); "The End of Separateness" (Brink); Film clip: "Cry, the Beloved Country"; Journals #5-6
Homework: Read CBC Ch. 12-23; Research: Bring a poem to class on apartheid, segregation, or racism (poems.org, poetryfoundation.org, oldpoetry.com); G&L roots #6-10; Write Journals #7-8; Respond to post on Nicenet; epal
Race: Apartheid/Segregation
Week #1 9.5.12
Intro. to class; Cry, the Beloved Country; Song: "Weeping" (Josh Groban); Segregation Photograph: Students will view and freewrite; Journals #1-2
Homework: Digital Storytelling Assignment: epals.com; G&L roots #1-5; Read CBC Ch. 1-11; Write Journals #3-4; Register and respond to post on Nicenet
Week #2 9.12
Discuss Cry, the Beloved Country; Film clip: "Eyes on the Prize"; Read aloud: "Glory & Hope" (Mandela); "I Have a Dream" (MLK, Jr.); "The End of Separateness" (Brink); Film clip: "Cry, the Beloved Country"; Journals #5-6
Homework: Read CBC Ch. 12-23; Research: Bring a poem to class on apartheid, segregation, or racism (poems.org, poetryfoundation.org, oldpoetry.com); G&L roots #6-10; Write Journals #7-8; Respond to post on Nicenet; epal
Week #3 9.19
Discuss Cry, the Beloved Country; Read aloud Poetry: "Oppression" & "Theme for English B" (Hughes), "Caged Bird" (Angelou), "Nothing's Changed" (Tatamkhulu Afrika), "Leaders Great" (Mayihlome Tshwete); Students share poems
Homework: Read CBC Ch. 24-end; Read "Encounter With Martin Luther King, Jr." (Angelou); Writing Assignment:
Persuasive Speech or Poem; G&L roots #11-15; Write Journals #6-8; epal
Race: Genocide
Week #4 9.26
Present Speech/Poem; Discuss CBC; Intro. to Night; Film clip: "Schindler's List"; Personal Stories & ID cards
Homework: Read Night pp. vii-54; Writing Assignment: ID Card Narrative; G&L roots #16-20; Write journals #9-11; Study for Test #1; Respond to post on Nicenet; epal
Discuss Cry, the Beloved Country; Read aloud Poetry: "Oppression" & "Theme for English B" (Hughes), "Caged Bird" (Angelou), "Nothing's Changed" (Tatamkhulu Afrika), "Leaders Great" (Mayihlome Tshwete); Students share poems
Homework: Read CBC Ch. 24-end; Read "Encounter With Martin Luther King, Jr." (Angelou); Writing Assignment:
Persuasive Speech or Poem; G&L roots #11-15; Write Journals #6-8; epal
Race: Genocide
Week #4 9.26
Present Speech/Poem; Discuss CBC; Intro. to Night; Film clip: "Schindler's List"; Personal Stories & ID cards
Homework: Read Night pp. vii-54; Writing Assignment: ID Card Narrative; G&L roots #16-20; Write journals #9-11; Study for Test #1; Respond to post on Nicenet; epal
Week #5 10.10
CBC Test; Discuss Night; Film clip: "Schindler's List"
Homework: Read Night pp. 54-120; Write Narrative papers; Begin to research genocide: find a country that interests you (Holocaust Memorial Museum, GenocideWatch, Genocide Intervention); G&L roots #21-25; Write Journals #12-13; Respond to post on Nicenet
Week #6 10.17
Narrative Papers Due; Discuss Night; Receive actual ID card accounts; Film Clip: "Schindler's List"
Homework: Read The Book Thief pp. 3-184; G&L roots #26-30; Study: Greek & Latin Roots Quiz; Continue Research; Write Journals #14-15; Respond to post on Nicenet; epal
Week #7 10.24
Discuss The Book Thief; Receive actual ID card accounts; Greek & Latin Roots Quiz: Scavenger Hunt; Film Clip: "The Boy in the Striped Pajamas"
Homework: Read The Book Thief pp. 185-370; Writing Assignment: Research Paper on Genocide; Continue Research; G&L roots #31-35; Write Journals #16-18; Respond to post on Nicenet; epal
CBC Test; Discuss Night; Film clip: "Schindler's List"
Homework: Read Night pp. 54-120; Write Narrative papers; Begin to research genocide: find a country that interests you (Holocaust Memorial Museum, GenocideWatch, Genocide Intervention); G&L roots #21-25; Write Journals #12-13; Respond to post on Nicenet
Week #6 10.17
Narrative Papers Due; Discuss Night; Receive actual ID card accounts; Film Clip: "Schindler's List"
Homework: Read The Book Thief pp. 3-184; G&L roots #26-30; Study: Greek & Latin Roots Quiz; Continue Research; Write Journals #14-15; Respond to post on Nicenet; epal
Week #7 10.24
Discuss The Book Thief; Receive actual ID card accounts; Greek & Latin Roots Quiz: Scavenger Hunt; Film Clip: "The Boy in the Striped Pajamas"
Homework: Read The Book Thief pp. 185-370; Writing Assignment: Research Paper on Genocide; Continue Research; G&L roots #31-35; Write Journals #16-18; Respond to post on Nicenet; epal
Week #8 11.7
Discuss The Book Thief; Speaker: Lynne McCollum shares with us about Jewish history and faith
Homework: Read The Book Thief pp. 371-550; Continue Research; Write Thesis/Outline Genocide Research Paper; G&L roots #36-40; Write Journals #19-21; epal
** 11.11
Field Trip: Holocaust Memorial Center Zekelman Family Campus, Farmington Hills -- Holocaust survivor
Week #9 11.14
Thesis/Outline Due; Discuss The Book Thief; Film Clip: "Band of Brothers"; Read aloud Poetry: on Genocide, losing family/home; Intro. Lit. Circles: A Long Way Gone/King Leopold's Ghost/First They Killed My Father/Lost Boy, Lost Girl
Homework: Study for Test #2; Group Teaching Assignment: Research Genocide/Group Teach on novel; Read A Long Way Gone, etc. Ch. 1-10; G&L roots #41-45; Write Journals #22-24; Respond to post on Nicenet; epal
Discuss The Book Thief; Speaker: Lynne McCollum shares with us about Jewish history and faith
Homework: Read The Book Thief pp. 371-550; Continue Research; Write Thesis/Outline Genocide Research Paper; G&L roots #36-40; Write Journals #19-21; epal
** 11.11
Field Trip: Holocaust Memorial Center Zekelman Family Campus, Farmington Hills -- Holocaust survivor
Week #9 11.14
Thesis/Outline Due; Discuss The Book Thief; Film Clip: "Band of Brothers"; Read aloud Poetry: on Genocide, losing family/home; Intro. Lit. Circles: A Long Way Gone/King Leopold's Ghost/First They Killed My Father/Lost Boy, Lost Girl
Homework: Study for Test #2; Group Teaching Assignment: Research Genocide/Group Teach on novel; Read A Long Way Gone, etc. Ch. 1-10; G&L roots #41-45; Write Journals #22-24; Respond to post on Nicenet; epal
Week #10 11.28
TEST #2; Lit. Circles; Film clip: "The Killing Fields"
Homework: Read A Long Way Gone Ch. 11-16; Continue Research; Write Rough Draft of Genocide Paper; Work on Group Teach Assignment; G&L roots #45-50; Write Journals #25-27; epal
Week #11 12.5
Rough Draft Due; Peer Critique; Lit. Circles; Work with Group (Teaching)
Homework: Read A Long Way Gone Ch. 17-end; Work on Group Teaching Assignment; Write Final Draft of Genocide Paper; Write Journals #28-30; epal
Week #12 12.12
Papers Due; Groups Teach; Lit. Circles; Review for Exam
Homework: Study for Semester Exam
Week #13 12.19
SEMESTER EXAM
TEST #2; Lit. Circles; Film clip: "The Killing Fields"
Homework: Read A Long Way Gone Ch. 11-16; Continue Research; Write Rough Draft of Genocide Paper; Work on Group Teach Assignment; G&L roots #45-50; Write Journals #25-27; epal
Week #11 12.5
Rough Draft Due; Peer Critique; Lit. Circles; Work with Group (Teaching)
Homework: Read A Long Way Gone Ch. 17-end; Work on Group Teaching Assignment; Write Final Draft of Genocide Paper; Write Journals #28-30; epal
Week #12 12.12
Papers Due; Groups Teach; Lit. Circles; Review for Exam
Homework: Study for Semester Exam
Week #13 12.19
SEMESTER EXAM
Spring Semester: (tentative)
Age:
Week #14 1.9.13
Go over Semester Exam; Intro. to The Old Man and the Sea; Read aloud "The Christmas Memory" (Capote), Poetry: "Annabel Lee" (Poe), Joan Murray stories? More Poetry?
Homework: Read The Old Man and the Sea pp. 9-63; Greek & Latin roots #51-55; Write Journals #31-33; Greek & Latin Recipe Assignment; Respond to post on Nicenet; epal
Week #15 1.16
Discuss Old Man; Students Present G&L Recipe; Read aloud 2-3 Interview examples
Homework: Read Old Man pp. 64-end & "Miss Brill" (Mansfield); Writing Assignment: Interview a grandparent; G&L roots #56-60; Write Journals #34-35; epal
** 1.18
Field Trip: Visit Ganton Retirement Centers, Spring Arbor
Age:
Week #14 1.9.13
Go over Semester Exam; Intro. to The Old Man and the Sea; Read aloud "The Christmas Memory" (Capote), Poetry: "Annabel Lee" (Poe), Joan Murray stories? More Poetry?
Homework: Read The Old Man and the Sea pp. 9-63; Greek & Latin roots #51-55; Write Journals #31-33; Greek & Latin Recipe Assignment; Respond to post on Nicenet; epal
Week #15 1.16
Discuss Old Man; Students Present G&L Recipe; Read aloud 2-3 Interview examples
Homework: Read Old Man pp. 64-end & "Miss Brill" (Mansfield); Writing Assignment: Interview a grandparent; G&L roots #56-60; Write Journals #34-35; epal
** 1.18
Field Trip: Visit Ganton Retirement Centers, Spring Arbor
Age/Gender:
Week #16 1.23
Discuss Old Man & "Miss Brill"; Intro. to Redeeming Love; Film clip: "Taken"; Look at humantrafficking.org
Homework: Read Redeeming Love Prologue - Ch. 11; Write Grandparent Paper; Research human trafficking: Bring important info. to share with the class; G&L roots #61-65; Write Journals #36-37; Respond to post on Nicenet; epal
Week #17 2.6
Grandparent Paper Due; Discuss Redeeming Love; Students share human trafficking information
Homework: Read Redeeming Love Ch. 12-22 & "The United States vs. Susan B. Anthony" (Margaret Truman); Begin Research on a topic in Age/Gender discrimination; G&L roots #66-70; Write Journals #38-40; Respond to post on Nicenet; epal
Week #18 2.13
Discuss Redeeming Love & "U.S. vs. S.B.A."; Speaker: Human Trafficking
Homework: Read Redeeming Love Ch. 23-end & Poetry: on age/gender discrimination; G&L roots #71-75; Write Journals #41-43
Week #16 1.23
Discuss Old Man & "Miss Brill"; Intro. to Redeeming Love; Film clip: "Taken"; Look at humantrafficking.org
Homework: Read Redeeming Love Prologue - Ch. 11; Write Grandparent Paper; Research human trafficking: Bring important info. to share with the class; G&L roots #61-65; Write Journals #36-37; Respond to post on Nicenet; epal
Week #17 2.6
Grandparent Paper Due; Discuss Redeeming Love; Students share human trafficking information
Homework: Read Redeeming Love Ch. 12-22 & "The United States vs. Susan B. Anthony" (Margaret Truman); Begin Research on a topic in Age/Gender discrimination; G&L roots #66-70; Write Journals #38-40; Respond to post on Nicenet; epal
Week #18 2.13
Discuss Redeeming Love & "U.S. vs. S.B.A."; Speaker: Human Trafficking
Homework: Read Redeeming Love Ch. 23-end & Poetry: on age/gender discrimination; G&L roots #71-75; Write Journals #41-43
Week #19 2.20
Discuss Redeeming Love & Poetry; Intro. to Persepolis; Film clip: "Two Women"
Homework: Read Persepolis pp. 3-79; Presentation Assignment: Age/Gender Discrimination--continue Research; Begin Research for Final 8-10 page Research Paper; G&L roots #76-80; Write Journals #44-46; Respond to post on Nicenet; epal
Week #20 3.6
Discuss Persepolis; Read aloud "The Burka and the Bikini" (Aziz Poonawalla); Film clip: Empowering women in Bangladesh
Homework: Read Persepolis pp. 80-153; Complete Age/Gender Presentation; Research for 8-10 page paper; G&L roots #81-85; Write Journals #47-49; Respond to post on Nicenet; epal
Week #21 3.13
Age/Gender Presentations; Discuss Persepolis; Read aloud essay/article/news blog on oppression of women
Homework: Study for Test #3; Read Shakespeare handouts; Read Hamlet Act I; Research for 8-10 page paper; G&L roots #86-90; Write Journals #50-52; epal
Discuss Redeeming Love & Poetry; Intro. to Persepolis; Film clip: "Two Women"
Homework: Read Persepolis pp. 3-79; Presentation Assignment: Age/Gender Discrimination--continue Research; Begin Research for Final 8-10 page Research Paper; G&L roots #76-80; Write Journals #44-46; Respond to post on Nicenet; epal
Week #20 3.6
Discuss Persepolis; Read aloud "The Burka and the Bikini" (Aziz Poonawalla); Film clip: Empowering women in Bangladesh
Homework: Read Persepolis pp. 80-153; Complete Age/Gender Presentation; Research for 8-10 page paper; G&L roots #81-85; Write Journals #47-49; Respond to post on Nicenet; epal
Week #21 3.13
Age/Gender Presentations; Discuss Persepolis; Read aloud essay/article/news blog on oppression of women
Homework: Study for Test #3; Read Shakespeare handouts; Read Hamlet Act I; Research for 8-10 page paper; G&L roots #86-90; Write Journals #50-52; epal
Not so! Remember: We're learning together!
Gender:
Week #22 3.20
Test #3; Discuss Shakespeare handouts & Hamlet Act I; Film clip: "Hamlet"
Homework: Read excerpt from Half Humankind; Read Hamlet Acts II & III; Research/Write Thesis & Outline for 8-10 page paper; G&L roots #91-95; Write Journals #53-54; Respond to post on Nicenet; epal
Week #23 4.10
Thesis/Outline Due; Discuss Half Humankind and Hamlet Acts II & III; Film clip: "Hamlet"
Homework: Read Hamlet Act IV; Writing Assignment: Hamlet Literary Analysis; Write: Thesis & Outline for Lit. Analysis & Rough Draft of 8-10 page paper
Week #24 4.17
Hamlet Thesis/Outline Due; 8-10 page Paper Rough Draft Due; Peer Critique; Discuss Hamlet Act IV; Film Clip: "Hamlet"
Homework: Read Hamlet Act V; Write Lit. Analysis Rough Draft; Research for 8-10 page paper; epal
Week #22 3.20
Test #3; Discuss Shakespeare handouts & Hamlet Act I; Film clip: "Hamlet"
Homework: Read excerpt from Half Humankind; Read Hamlet Acts II & III; Research/Write Thesis & Outline for 8-10 page paper; G&L roots #91-95; Write Journals #53-54; Respond to post on Nicenet; epal
Week #23 4.10
Thesis/Outline Due; Discuss Half Humankind and Hamlet Acts II & III; Film clip: "Hamlet"
Homework: Read Hamlet Act IV; Writing Assignment: Hamlet Literary Analysis; Write: Thesis & Outline for Lit. Analysis & Rough Draft of 8-10 page paper
Week #24 4.17
Hamlet Thesis/Outline Due; 8-10 page Paper Rough Draft Due; Peer Critique; Discuss Hamlet Act IV; Film Clip: "Hamlet"
Homework: Read Hamlet Act V; Write Lit. Analysis Rough Draft; Research for 8-10 page paper; epal
Week #25 4.24
Hamlet Rough Draft Due; Peer Critique; Discuss Hamlet Act V; Film Clip: "Hamlet"
Homework: Write Lit. Analysis Final Draft; Work on 8-10 page paper-bring questions to next class; epal
Week #26 5.8
Literary Analysis Due; Work on 8-10 page paper: discuss student questions; Read aloud Poetry: Shakespearean sonnets, Renaissance poetry
Homework: Write 8-10 page Final Draft; Study for Final Exam (including Greek & Latin Roots Exam)
Week #27 5.15
8-10 page Paper Due; Take Final Exam (including Greek & Latin Roots Exam)
Week #28 5.22
Last Day Party!
Share Digital Storytelling and present what you learned from your epal!
Hamlet Rough Draft Due; Peer Critique; Discuss Hamlet Act V; Film Clip: "Hamlet"
Homework: Write Lit. Analysis Final Draft; Work on 8-10 page paper-bring questions to next class; epal
Week #26 5.8
Literary Analysis Due; Work on 8-10 page paper: discuss student questions; Read aloud Poetry: Shakespearean sonnets, Renaissance poetry
Homework: Write 8-10 page Final Draft; Study for Final Exam (including Greek & Latin Roots Exam)
Week #27 5.15
8-10 page Paper Due; Take Final Exam (including Greek & Latin Roots Exam)
Week #28 5.22
Last Day Party!
Share Digital Storytelling and present what you learned from your epal!
Resources
Writing/Reading Help
Dictionary.com: An online dictionary with phonetic spelling and pronunciation sound bites
Thesaurus.com: An online thesaurus with dictionary support and grammar filters
Purdue Owl: MLA In-text citation examples
Purdue Owl: MLA Sample Works Cited
Thesis Statement: How to write an effective thesis statement
Reading Poetry: How to read a poem
Project Gutenberg: Over 30,000 free ebooks you can download to your PC, iPhone, Kindle, or other portable device
Research Help (see Syllabus for more specific websites)
Google Search Basics: Basic tips to help you search
Poets.org: Search for American poets or poems
Oldpoetry.com: Search for poets or poems
poetryfoundation.org: Search for poets or poems
Holocaust Memorial Museum: Research the Holocaust and genocide in other countries
Genocide Watch: Research genocide
Genocide Intervention: Research genocide
humantrafficking.org: Research human trafficking
Presentation Help
iMovie: Create and edit your own films
Prezi.com: Create presentations online and either present online or download presentation to your computer
Dictionary.com: An online dictionary with phonetic spelling and pronunciation sound bites
Thesaurus.com: An online thesaurus with dictionary support and grammar filters
Purdue Owl: MLA In-text citation examples
Purdue Owl: MLA Sample Works Cited
Thesis Statement: How to write an effective thesis statement
Reading Poetry: How to read a poem
Project Gutenberg: Over 30,000 free ebooks you can download to your PC, iPhone, Kindle, or other portable device
Research Help (see Syllabus for more specific websites)
Google Search Basics: Basic tips to help you search
Poets.org: Search for American poets or poems
Oldpoetry.com: Search for poets or poems
poetryfoundation.org: Search for poets or poems
Holocaust Memorial Museum: Research the Holocaust and genocide in other countries
Genocide Watch: Research genocide
Genocide Intervention: Research genocide
humantrafficking.org: Research human trafficking
Presentation Help
iMovie: Create and edit your own films
Prezi.com: Create presentations online and either present online or download presentation to your computer
Student Work
This space is for your projects. I would love to share your work with others. Please send it to me or post it on You Tube and send me the url so I can share your amazing work! You guys are awesome and I love to show you off!
Here is Sarah Lehman's Hamlet Paper: For the Love of Laertes
Here is Sarah Lehman's Hamlet Paper: For the Love of Laertes
