Polson High School</div>

<div class=
  • Home
    • Control Panel
  • PHS Websites
    • Writers' Studio
    • All Star Writers
    • Moodle
    • OurSpace
    • PHS Flickr
    • PHS Wiki
    • PHS Google Group
    • Reservation Timeline
    • PHS Main Page
    • Photography Club
  • Umphrey
    • Email Umphrey
    • Control Panel
    • Umphrey's Blog
    • Heritage Project
    • Teaching Notes
  • Assignments
    • Assignment Calendar
    • List: Advanced English 11
    • List: English 11
    • List: AP 12
Template for a “Where I’m From” poem
  Capturing the "you-ness" of your life

Where Are You From?

“If you don’t know where you’re from, you’ll have a hard time saying where you’re going.” Wendell Berry, among others, has voiced this idea that we need to understand our roots to know our place in the world.

Give it a try. The prompts have a way of drawing out memories of the smells of attics and bottom-drawer keepsakes; the faces of long-departed kin, the sound of their voices you still hold some deep place in memory. You’ll be surprised that, when you’re done, you will have said things about the sources of your unique you-ness that you’d never considered before. What’s more, you will have created something of yourself to share--with your children, spouse, siblings--that will be very unique, very personal and a very special gift.

Brainstorm a list

Brainstorm a list of places that stick in your mind.
Next, go beyond places. Describe colors, people, and objects
Then, try to remember sayings from parents/friends
Keep going:

Items from around the house
Items from the yard
Items found in the neighborhood
Names of relatives
Names of foods, dishes that recall family gatherings

Organize some of them into a form, starting with the WHERE I’M FROM Template:

1. I am from _______ (specific ordinary item), from _______ (product name) and _______.
2. I am from the _______ (home description… adjective, adjective, sensory detail).
3. I am from the _______ (plant, flower, natural item), the _______ (plant, flower, natural detail)
4. I am from _______ (family tradition) and _______ (family trait), from _______ (name of family member) and _______ (another family name) and _______ (family name).
5. I am from the _______ (description of family tendency) and _______ (another one).
6. From _______ (something you were told as a child) and _______ (another).
7. I am from (representation of religion, or lack of it). Further description.
8. I’m from _______ (place of birth and family ancestry), _______ (two food items representing your family).
9. From the _______ (specific family story about a specific person and detail), the _______ (another detail, and the _______ (another detail about another family member).
10. I am from _______ (location of family pictures, mementos, archives and several more lines indicating their worth).

“Where I’m From” - the original poem
Audio of George Alyon reading “Where I’m From”

Posted by Michael L Umphrey on 09/29 at 12:03 PM
Permalink • Printer-Friendly • E-mail this page
Handouts •
Facebook and The Chosen Assignment
  Things to work on

Below I’ve copied samples from your last writing assignment that illustrate some problems we’ll go over in class.

First, here’s an example of a post that I gave an “A.” It has a clear topic sentence, it is unified, and it makes it’s point in a clear and direct way drawing both on the readings and on the writer’s personal experience:

I do not think Facebook contributes to ADHD. I think it gives people a chance to ignore the rules of society for once and just let ourselves go. I enjoy the freedom that networking sites offer because it allows us to write in our own dialect, of sorts, instead of a set of rules which have no reason to follow except for a grade in English class. I study hard for tests and I’ve been writing a novel for a number of years. I can say that writing correctly is easy to understand, but in this day and age, chat-speak and texting language is equally easy to make sense of. It’s kind of like how Reuven’s baseball team wears regular American clothing, and Danny Saunders wears the Hasidic uniform. Reuven’s team being the texting language, and Danny being grammatically correct English-- they are both respectable people, and they both make sense. I find it relatively easy to switch back and forth between English and American-chat-speak. I think that’s why I do so well in English, is because I make a bold line between the two. I don’t think it contributes to ADD or ADHD. It’s just like being multi-lingual. I catch myself mixing the Spanish and English language together more often than I mix chat-speak in with English. I think the reason Facebook users have lower GPAs is because they’re to the point where they just don’t care anymore. They have allowed themselves to be completely absorbed in American teenage society in which we use our American dialect. I enjoy our freedom to butcher the English language on networking sites.

Unity

Is Facebook and texting making kids dumber? In my opinion, there is no possible way that you can get dumber by using something that makes you think while you use it. Communicating by typing is a good way to use your typing skills and your spelling and grammer. I am a lazy person and I usually just call people, because it is just so much easier. How can typing on a computer give you ADHD? Typing on facebook would just put you to sleep. If it was true that people could get ADHD, probably at least half the word would have it.

Redundancy

In my personal opinion I do not think that Facebook or Texting has anything to do with ADHD.

Point of View

I do not think Facebook contributes to ADHD. I think it gives people a chance to ignore the rules of society for once and just let ourselves go.

At the same time though she is kind of right becuase grammar and spelling is getting worse as texting becomes more and more popular but it really doesn’t really matter much to me because I don’t even use proper grammar becuase it sounds like you think that you are smarter than everybody else.

Logic

Also this article stated, “College students who use the 200-million member social network have significantly lower grade-point averages.” What about people who aren’t in college. If you read the article you’d think everyone who uses Facebook has ADHD.

I don’t think that Facebook is making ADHD in people worse. I personally do not use facebook and i have ADHD.

I believe that Facebook is not causing bad grades or shorter attention spans in teens today. I think its just they were never taught how to correctly plan out how they should do things. I think that the article written about how kids are getting bad grades in school because of networking sites liked Facebook, Myspace, and other networking sites was one sided. Did they actually just talking to the parents of the teens?

There was a recent study by a doctoral candidate Aryn Karpinski of Ohio State University showing in her results of her study that people who use Facebook are more prone to having A.D.H.D.and not being as witty as people who don’t use these networks. I disagree with her on this because you can’t blame Facebook, Myspace, Bebo, texting, or any other socializing networks like that on having A.D.H.D. or not having a higher G.P.A. than others who don’t use them. There are people who have a 4.0 G.P.A. and they use Facebook and text daily.

Subject/Verb Agreement:

Does Facebook and texting make you smarter?

becuase grammar and spelling is getting worse as texting becomes more and more popular

There is a controversy going on about how internet social sights and texting is causing students of all ages to have lower grades than other students

Bad grammar and spelling mistakes has to do with discipline

There is medications for it but that changes who a person is

When there was no such thing as Facebook or texting people was doing other important things in their lifes

if your friend lives far from you, and facebook or texting are your the best way to make contact with them, you should use these stuff.

Pronoun Errors

I think that facebook and texting is contributing to an ADHD personality in people. It makes people used to a more fast paced life,

If anything, facebook would make you more active. Why would come to the conclusion that it’s only Facebook and texting. The computer and internet has been around for a while. What difference is it from back then to now.

Like if you forgot the homework assignment, you can just text your friend or teacher an get it right than an there. But it’s brief, and short messages.

depending on the amount of time a person is on Facebook or spends texting, the quality of their grade will be affected for the worse.

Run-on Sentences

Texting and Facebook haven’t changed how i study even in the slightest so therefore on the topic of Hamilton’s essay I don’t really agree with the topic of it causing ADHD but Facebook and texting can take away from what people do, such as if they are on the computer or texting someone they may not take the time to do homework or study but it doesn’t cause ADHD.

I think that who has ADHD was born with it. but it may lose you line of thinking becouse you might be doing something important and you get a text from someine you like then you drop that important thing and text then forget about the importance of the first thing.

Fused Sentences

I think that this is just a trend soon the problem of teens bad grades and shorter attention spans will be blamed on the next big thing.

Some people can get good grades while spending more time on Facebook then studying, others just don’t have that gift.

Comma Splice

Some of my friends are attached to the online world, they’ll be on for hours.

I am apart of millions an millions of text message users, It does help in so pretty enormous ways though.

I wouldn’t blame texting or these internet browsers, most of these kids are young adults and should be making choices for themselves.

Posted by Michael L Umphrey on 09/27 at 01:35 AM
Permalink • Printer-Friendly • E-mail this page
Grammar and Usage Guides •
Alice in Wonderland Resources
  Lewis Carroll Unit

Reading Schedule

You need to be familiar with the readings on the days listed
(these are due dates, not homework assignments)

Monday, Sep 28 Chapter 1-2
Tuesday Sep 29 Chapter 3-4
Wed Sep 30 Chapter 5-6
Thurs Oct 1 Chapter 7-8
Fri Oct 2 Chapter 9-10
Mon Oct 5 Chapter 11-12

Alice’s Treasure Hunt: These are the resources we found and linked to on OurSpace

“Jabberwocky” is a good example of the literary technique of “onomatopoeia.” It also illustrates the power of our romantic expectations for stories, as well as the power of rhythm and sound to create meaning even where meaning is missing.

Posted by Michael L Umphrey on 09/25 at 12:35 PM
Permalink • Printer-Friendly • E-mail this page
Readings •
Puritan resources
  Exploring the Puritan Mind

Write a 1000-word paper, with citations from at least 3 texts (including the video Desperate Crossing), in which you explore some aspect of the Puritan mind. You can focus on their response to adversity, their attitude toward education, their work ethic, their communal (rather than individual) orientation.

Along the way, include explanations of at least three of the terms from the Puritan Concepts handout.

Texts
Introduction to Puritanism
Set of reading by various Puritans (49-page PDF)
Excerpt from William Bradford’s “History of Plymouth Plantation”
Winthrop “A Model of Christian Charity”
Anne Bradstreet Poems
Mary Rowlandson’s “Narrative of the Captivity of Mary Rowlandson”
“A Model of Christian Charity” slides
“Narrative of the Captivity” slides

Background Essays
“Affliction”
“Mary Rowlandson and the Invention of the Secular”
“Captive Selves, Captivating Others”

Study Guides
Desperate Crossing Study Guide

Objectives: Know these words:

blasphemous
habeas corpus
inscrutable
magistrate
manifest
non-conformity
persecution
repression
seditious
theology
tolerant

Be able to answer these questions:

1. What was the core philosophy of the Separatists? Why were they so frustrated with the Church of England?
2. Why was King James I so opposed to the Separatists’ philosophy and practices? What was his philosophy of obedience?
3. Why do you think Bradford and his followers moved to Holland? What explanation is given for the tolerance of many religious views in Holland?
4. Why were Bradford and his followers unable to make their community work in Holland? How did they convince investors that they could be prosperous in
the New World?
5. What were three unexpected events that occurred in this documentary? How do you think the story of the Mayflower could have been different?
6. What was the Mayflower Compact and why was it important?
7. Before the arrival of the Mayflower, over 50 million Native Americans inhabited North America. What did the British think or know about these groups before
they arrived?
8. Describe the early encounters between the British and the Native Americans. How did they communicate with one another?
9. Do you think the Native Americans stood to benefit anything from cooperating with the British and vice versa? What obstacles prevented them from living peacefully?
10. At what point do you think the foundation of Plymouth was most imperiled? At what point do you think it was clear that Plymouth would survive?
11. How did this documentary change your view of the Mayflower and its journey?

Utopian Visions: Puritans and Quakers (Annenberg Video)

Posted by Michael L Umphrey on 09/25 at 08:26 AM
Permalink • Printer-Friendly • E-mail this page
Before 1800 •
Understanding Puritans
  Team Leaders

Team leader responsibilities: Chair the meeting

Agenda:
1. Decide on a plan to get the work done by Monday night.
2. Make assignments for the various tasks.

Period 2
Heather
Katey M
Jackie
Sarah J
Erin
Megan R
Megan W

Period 3
Kelsey H
Yannes
Stefan
Rashelle
Jake

Period 5
Joe
Chance
Amanda
Sam
Tasha
Ranier

Period 7
Jessica
Tina
Lisa
Danielle

Posted by Michael L Umphrey on 09/22 at 11:28 AM
Permalink • Printer-Friendly • E-mail this page
Before 1800 •
Glossary of concepts related to Puritans
  Terms of the Day

apocalypse - The end of the world as it is prophesied in the Bible, especially in the Book of Revelation. Viewing their experiences through the lens of biblical history, the Puritans understood themselves to be living in the “end time,” with Christ’s Second Coming at hand. They believed that their purity as a nation would actually bring about the Apocalypse, at which time Christ would return and reign for a millennium. Then, the earth would be destroyed, the elect would be ushered into heaven, and all others would be cast into hell. Puritan ministers performed complex analyses of scriptural predictions in order to pinpoint the exact day the Apocalypse would occur.

captivity narrative - A uniquely American literary genre, the captivity narrative recounts the experience of a white European or, later, an American, during his or (more usually) her captivity and eventual release from hostile enemy captors (generally Native Americans). Enormously popular since their inception in the seventeenth century, captivity narratives influenced the development of both autobiographical writings and the novel in America.

covenant theology - The Puritans believed that they had formed a “covenant,” or contract with God. Like the Old Testament Hebrews, they felt themselves to be a “chosen nation,” the people through whom God would fulfill his divine plan on earth. Their covenant, however, was not the same as the Old Testament covenant God had formed with the Israelites. The coming of Christ had changed the terms of the contract, enabling them to live under a “covenant of grace.” Right behavior would follow from their acceptance of and faith in the covenant. On an individual level, Puritans agonized over the status of their covenant with God, but as a group they were more confident. Having entered into voluntary church covenants, and thus into a kind of national covenant with God, they were assured of the centrality of their role in God’s cosmic plan.

election - The Puritan belief that some individuals were predestined by God to be saved and taken to heaven while other individuals were doomed to hell. One’s status as a member of the elect did not necessarily correlate with good works or moral behavior on earth, for God had extended a “covenant of grace” to his chosen people that did not have to be earned, only accepted with faith. Despite the apparent ease with which a believer could attain everlasting salvation, Puritans in practice agonized over the state of their souls, living in constant fear of damnation and scrutinizing their own feelings and behavior for indications of whether or not God had judged them worthy.

inner light - The Quaker concept of a manifestation of divine love that dwells within and thus unites all humans. Also called the “spirit,” or the “Christ within,” the inner light could be experienced without the mediation of a minister or the Bible and was thus powerfully egalitarian and radical in its implications. Quakers viewed the inner light as more important to spiritual development than the study of scripture.

jeremiad - A form usually associated with second generation Puritan sermons but which is also relevant to many other kinds of Puritan writing (Mary Rowlandson’s Narrative is often cited as an example of a jeremiad). Drawing from the Old Testament books of Jeremiah and Isaiah, jeremiads lament the spiritual and moral decline of a community and interpret recent misfortunes as God’s just punishment for that decline. But at the same time that jeremiads bemoan their communities’ fall from grace, they also read the misfortunes and punishments that result from that fall as paradoxical proofs of God’s love and of the group’s status as his “chosen people.” According to jeremidic logic, God would not bother chastising or testing people he did not view as special or important to his divine plan.

plain style - A mode of expression characterized by its clarity, accessibility, straightforwardness, simplicity, and lack of ornamentation. In early America, the plain-style aesthetic had broad cultural relevance, shaping the language of prose and poetry, the design of furniture and buildings, and the style of painting and other visual arts. Rejecting ornamental flourishes and superfluous decoration as sinful vanity, plain stylists worked to glorify God in their productions rather than to show off their own artistry or claim any renown for themselves. This aesthetic appealed to both Quakers and Puritans.

Puritans, Separatist and non-separating - All Puritans dreamed of creating a purified religious community, free from the hierarchies and worldly rituals they felt contaminated the established Church of England. While non-separating Puritans hoped that they could reform the church from within, the Separatists believed that they needed to break from the Church of England entirely. The Separatists represented a minority among Puritans, and they experienced even greater persecution in England than non-separating Puritans did. In America, the Plymouth colony led by William Bradford was Separatist while the Massachusetts Bay colony led by John Winthrop was non-separating.

typology - A Puritan method of both reading scripture and using it to understand the significance of historical and current events. In its strictest sense, typology refers to the practice of explicating signs in the Old Testament as foreshadowing events, personages, ceremonies, and objects in the New Testament. According to typological logic, Old Testament signs, or “types,” prefigure their fulfillment or “antitype” in Christ. Applied more broadly, typology enabled Puritans to read biblical types as forecasting not just the events of the New Testament but also their own historical situation and experiences. In this way, individual Puritans could make sense of their own spiritual struggles and achievements by identifying with biblical personages like Adam, Noah, or Job. But this broad understanding of typology was not restricted to individual typing; the Puritans also interpreted their group identity as the fulfillment of Old Testament prophecy, identifying their community as the “New Israel.”

weaned affections - This Puritan theological doctrine held that individuals must learn to wean themselves from earthly attachments and make spiritual matters their priority. Inappropriate earthly attachments included material possessions such as one’s home, furniture, clothing, or valuables. The doctrine of weaned affections could also proscribe things that we do not usually think of as incompatible with spirituality, such as a love of natural beauty, or a dedication to secular learning, or even an intense devotion to one’s spouse, children, or grandchildren. According to orthodox Puritan theology, anything tied to this worldeven relationships with family membersחshould be secondary to God.

Posted by Michael L Umphrey on 09/22 at 11:03 AM
Permalink • Printer-Friendly • E-mail this page
Before 1800 •
My American Dream
  Resources


The Pursuit of Happiness (2006)


Rocky Balboa (2006)


Dragon: The Bruce Lee Story (1993)


Rudy (1993)

Posted by Michael L Umphrey on 09/21 at 08:09 AM
Permalink • Printer-Friendly • E-mail this page
Writing Resources
  Readings, videos, handouts

Shaped by Writing: The Harvard undergraduate writing experience (15 minutes)

Posted by Michael L Umphrey on 09/20 at 09:00 PM
Permalink • Printer-Friendly • E-mail this page
Bean Trees Resources
  Barbara Kingsolver

Bean Trees Study Guide (18-page PDF)

Posted by Michael L Umphrey on 09/13 at 06:30 PM
Permalink • Printer-Friendly • E-mail this page
The Chosen Student Resources
  Handouts, assignments, schedules, etc.

Goals for Reading, Discussing and Writing about The Chosen

1. Students will learn about others by listening to them and asking them questions about their thinking
2. Students will learn how texts operate, how they shape our thought and manipulate our emotions
3. Students will learn about cultures and societies, their varying concepts of the “good life,” of love and hate, justice and revenge, good and evil, and other significant issues of human experience
4. Students should learn how context shapes meaning
5. Students should learn about the processes by which they make meaning (by thinking about literary texts or about life experiences)

Handouts

Reading Schedule
Study Guide Questions
Time article about Freud
Worksheet: questions about Freud article

Companion Poems

Her Head

How has Judaism contributed to Human Rights?

Anchor Texts

“Facebook Users Get Worse Grades” - Reflect on this article together with Chapter 14 of the Chosen

Posted by Michael L Umphrey on 09/02 at 09:02 AM
Permalink • Printer-Friendly • E-mail this page
Contemporary •

Google Apps
Writers' Studio
PHS Online (Moodle)
OurSpace (Ning)
PHS Flickr
Photography Club (Google)
Photography Club (MySpace)
Find more photos like this on OurSpace

Today's Assignments

English 11:

Wed, Sep 30
Assignment: Eng11 Study Guide: The Chosen

You should have finished the novel.

Objective: select specific sensory details to communicate important information about yourself

Go over writing a “Where I’m From” poem by following the steps in this worksheet. Work on the poem when you finish the test over the Chosen. tomorrow. This poem should be finished and placed in your profile on your OurSpace page.

Objective: Review the way theme emerges from plot

We will discuss any questions you have from your reading or from the study guide for the final test, which will be Wednesday.

Advanced English 11:


Wed, Sep 30
Assignment: Adv11 Desperate Crossing

Objective:

Annotating from video and text, interpreting notes in support of a theme

Continue Cornell notetaking on video Desperate Crossing.

Focus on one aspect of the “puritan mind” in preparation to write an essay on that topic drawing on both the video and William Bradford’s text.

AP English 12:

Wed, Sep 30
Assignment: AP12 Alice Chap 5-6

Alice’s Adventures in Wonderland
Reading Schedule

You need to be familiar with the readings on the days listed.

Monday, Sep 28 Chapter 1-2
Tuesday Sep 29 Chapter 3-4
Wed Sep 30 Chapter 5-6
Thurs Oct 1 Chapter 7-8
Fri Oct 2 Chapter 9-10
Mon Oct 5 Chapter 11-12

Table of Contents

(all posts, sorted by category}

Search


Advanced Search

Category Menu

  • Advanced Placement
  • Class Logistics
  • Forms
  • Extra Credit
  • Grammar and Usage Guides
  • Classes
    • American Literature
      • Announcements
      • Handouts
      • Readings
        • Before 1800
        • Romanticism
        • Realism
          • Red Badge Courage
        • Modernism
          • The Great Gatsby
        • Contemporary
        • Local Studies
    • Composition
      • Announcements
      • Handouts
      • Online Text
      • Readings
      • Samples of student writing
    • Speech and Media Arts
      • Announcements
      • Handouts
      • Media Studies
        • Advertising videos
      • Readings
  • Photography Club

Members:
Login | Register

Most recent entries

  • Snow Falling on Cedars
  • Charles Dickens
  • “A River Runs Through It” Student Resources
  • Films available
  • Things Fall Apart
  • Vocabulary: Red Badge of Courage
  • Red Badge of Courage Resources
  • F. Scott Fitzgerald
  • Great Gatsby Resources for Advanced English 11
  • Ralph Waldo Emerson
  • Emerson resources
  • Huckleberry Finn Resources
  • Huckleberry Finn Discussion Questions
  • Huckleberry Finn Handout: the moral sense
  • Huckleberry Finn Handout: Soloman and Frenchmen

Archives

  • Complete Archives
  • June 2010
  • May 2010
  • April 2010
  • March 2010
  • February 2010
  • January 2010
  • December 2009
  • November 2009
  • October 2009
  • September 2009
  • August 2009
  • May 2009
  • April 2009
  • March 2009
  • February 2009
  • January 2009
  • December 2008
  • November 2008
  • October 2008
  • September 2008
  • August 2008
  • June 2008
  • May 2008
  • April 2008
  • March 2008
  • February 2008
  • January 2008
  • December 2007
  • November 2007
  • October 2007
  • September 2007
  • June 2007
  • May 2007
  • April 2007
  • March 2007
  • February 2007
  • January 2007
  • December 2006
  • November 2006
  • October 2006
  • September 2006

RSS Feeds

  • Distance Learning
  • RSS 2.0
  • Atom