English 12
Welcome to English 12...I’m glad you’re here!
The purpose of this course is to introduce you to some of the major British and American authors, to help discover a rich cultural heritage, and to develop a genuine appreciation for some of the most time-tested works of art in the English language. I’m hoping we can have some fun. The more deeply you understand yourself...the more deeply you will understand great poetry and great Literature. Exploring a great piece of poetry/Literature is really exploring a great part of your Self. That being said, Let's begin our Self-realization journey.
~Bert McCoy
Our class theme for the 2017-18 year will be "presence."
Which means...Being Present and Awake in the Here and Now!
Day #1
Class Orientation
School Assembly?
Day #2
Index Card Questions student info:
1. Your name (First and Last)
2. The name of this class and your grade level
3. Your current class schedule (on other side of your index card)
4. Are there any school sports you participate in?
5. Favorite Books and Movies?
6. Your class expectations?
a. English 12/Improvement in reading comprehension, writing, listening, and speaking, analyzing prose and Poetry.
7. Hobbies
8. Career goals and/or college considerations
Day 3
Amy Cuddy/Body Language in class and in life
TED Talk
In other words, "How should we sit in class?"
Above...go to 11:50
Journal #1
Watch Amy Cuddy's TED Talk above and journal what one can learn from her talk...Remember that self-reflection is extremely important for this journal assignment.
\Let's get started on our personal statement and the UC Personal Insight Questions.
Shonda Rhimes
Given the eight new UC Personal Insight questions and directions to follow, students will choose four of the personal insight questions they wish to answer.
Today we will watch Shonda Rhimes's TED Talk, "My Year of Saying Yes To Everything" and we will see the wisdom she learned.
Q: Have you ever said "yes" to something that was challenging at first; but, later realized that working through your challenge brought maturity and understanding?
Journal #2:
Q: Was there a time in your life a difficult challenge arose and instead of cowering down and hiding from that challenge you stood up and accepted that challenge and persevered?
Refer to the Snake and Rope story told in class!
Every difficult situation is teaching us...Please describe a difficult situation you experienced and "show" me what you learned from working through your challenge?
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Here they are...Here are the Freshman: Personal insight questions
What do you want UC to know about you? Here’s your chance to tell us in your own words.
Directions
Remember, the personal questions are just that — personal. Which means you should use our guidance for each question just as a suggestion in case you need help. The important thing is expressing who are you, what matters to you and what you want to share with UC.
1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.
Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking lead role in organizing an event or project. Think about your accomplishments and what you learned from the experience. What were your responsibilities?
Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?
2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.
Things to consider: What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem?
How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career?
3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
Things to consider: If there’s a talent or skill that you’re proud of, this is the time to share it. You don’t necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about, feel free to do so). Why is this talent or skill meaningful to you?
Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule?
4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that’s geared toward an occupation or a major, or taking advanced courses that interest you — just to name a few.
If you choose to write about educational barriers you’ve faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who are you today?
5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you’ve faced and what you’ve learned from the experience. Did you have support from someone else or did you handle it alone?
If you’re currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, “How has my life changed at home, at my school, with my friends, or with my family?”
6. Describe your favorite academic subject and explain how it has influenced you.
Things to consider: Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom — such as volunteer work, summer programs, participation in student organizations and/or activities — and what you have gained from your involvement.
Has your interest in the subject influenced you in choosing a major and/or career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)?
7. What have you done to make your school or your community a better place?
Things to consider: Think of community as a term that can encompass a group, team or a place – like your high school, hometown, or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?
Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community?
8. What is the one thing that you think sets you apart from other candidates applying to the University of California?
Things to consider: Don’t be afraid to brag a little. Even if you don’t think you’re unique, you are — remember, there’s only one of you in the world. From your point of view, what do you feel makes you belong on one of the UC’s campuses? When looking at your life, what does a stranger need to understand in order to know you?
What have you not shared with us that will highlight a skill, talent, challenge, or opportunity that you think will help us know you better? We’re not necessarily looking for what makes you unique compared to others, but what makes you, YOU.
What do you want UC to know about you? Here’s your chance to tell us in your own words.
Directions
- You will have 8 questions to choose from. You must respond to only 4 of the 8 questions.
- Each response is limited to a maximum of 350 words.
- Which questions you choose to answer is entirely up to you: But you should select questions that are most relevant to your experience and that best reflect your individual circumstances.
- All questions are equal: All are given equal consideration in the application review process, which means there is no advantage or disadvantage to choosing certain questions over others.
- There is no right or wrong way to answer these questions: It’s about getting to know your personality, background, interests and achievements in your own unique voice.
Remember, the personal questions are just that — personal. Which means you should use our guidance for each question just as a suggestion in case you need help. The important thing is expressing who are you, what matters to you and what you want to share with UC.
1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.
Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking lead role in organizing an event or project. Think about your accomplishments and what you learned from the experience. What were your responsibilities?
Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?
2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.
Things to consider: What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem?
How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career?
3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
Things to consider: If there’s a talent or skill that you’re proud of, this is the time to share it. You don’t necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about, feel free to do so). Why is this talent or skill meaningful to you?
Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule?
4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that’s geared toward an occupation or a major, or taking advanced courses that interest you — just to name a few.
If you choose to write about educational barriers you’ve faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who are you today?
5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you’ve faced and what you’ve learned from the experience. Did you have support from someone else or did you handle it alone?
If you’re currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, “How has my life changed at home, at my school, with my friends, or with my family?”
6. Describe your favorite academic subject and explain how it has influenced you.
Things to consider: Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom — such as volunteer work, summer programs, participation in student organizations and/or activities — and what you have gained from your involvement.
Has your interest in the subject influenced you in choosing a major and/or career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)?
7. What have you done to make your school or your community a better place?
Things to consider: Think of community as a term that can encompass a group, team or a place – like your high school, hometown, or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?
Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community?
8. What is the one thing that you think sets you apart from other candidates applying to the University of California?
Things to consider: Don’t be afraid to brag a little. Even if you don’t think you’re unique, you are — remember, there’s only one of you in the world. From your point of view, what do you feel makes you belong on one of the UC’s campuses? When looking at your life, what does a stranger need to understand in order to know you?
What have you not shared with us that will highlight a skill, talent, challenge, or opportunity that you think will help us know you better? We’re not necessarily looking for what makes you unique compared to others, but what makes you, YOU.
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Above...How to write a journal.
8/25 and 8/26
English 12a/Writing Diagnostic
Directions: You will have 45 minutes to plan and write an essay on the topic assigned below. Before you begin writing, read the passage carefully and plan what you will say. Your essay should be as well organized and as carefully written as you can make it.
“The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands in times of challenge and controversy. The true neighbor will risk his position, his prestige, and even his life for the welfare of others. In dangerous valleys and hazardous pathways, he will lift some bruised and beaten brother to a higher and more noble life.” -- King, Martin Luther, Jr.
*Explain King’s argument and discuss the extent to which you agree or disagree with his analysis. Support your position, providing reasons and examples from your own experience, observations, or reading.
Journal #3
Tonight your homework is to journal about the UC Personal Insight Question #1
Q: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.
Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking lead role in organizing an event or project. Think about your accomplishments and what you learned from the experience. What were your responsibilities?
Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?
*Above...Watch the Finding Forrester film clip above about writing with your heart first-then rewrite from your head.
Journal #4
Tonight your homework is to journal about the UC Personal Insight Question #2
Q: Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.
Things to consider: What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem?
How does your creativity influence your decisions inside or outside the class
For journal #4
Watch a couple of the short Jason Silva videos below...What, Where, When, and How do you experience the existential moment...The NOW...When are you happy and free, what are you doing, where are you?
I know some of you can easily incorporate some of Jason Silva's thoughts, phrases, and vocabulary words into your Personal Statements.
September 2nd/Class Meeting
Given Caroline Casey's TED Talk, "Looking Past Limits", Students will take notes, discuss, self-reflect upon, and journal (1 full-page) how Casey's challenges are similar to their own. Ultimately, This journal can be easily incorporated into one of the UC Personal Insight Questions.
September 2nd/Class Meeting
Given Neil Pasricha's TED Talk, "The Three A's of Awesome", Students will take notes, discuss, self-reflect upon (synthesize), and journal (1 full-page) how Pasricha's challenges are similar to their own. Ultimately, This journal can be easily incorporated into one of the UC Personal Insight Questions.
Auguries of Innocence
BY WILLIAM BLAKE
To see a World in a Grain of Sand
And a Heaven in a Wild Flower
Hold Infinity in the palm of your hand
And Eternity in an hour
A Robin Red breast in a Cage
Puts all Heaven in a Rage
A Dove house filld with Doves & Pigeons
Shudders Hell thr' all its regions
A dog starvd at his Masters Gate
Predicts the ruin of the State
A Horse misusd upon the Road
Calls to Heaven for Human blood
Each outcry of the hunted Hare
A fibre from the Brain does tear
A Skylark wounded in the wing
A Cherubim does cease to sing
The Game Cock clipd & armd for fight
Does the Rising Sun affright
Every Wolfs & Lions howl
Raises from Hell a Human Soul
The wild deer, wandring here & there
Keeps the Human Soul from Care
The Lamb misusd breeds Public Strife
And yet forgives the Butchers knife
The Bat that flits at close of Eve
Has left the Brain that wont Believe
The Owl that calls upon the Night
Speaks the Unbelievers fright
He who shall hurt the little Wren
Shall never be belovd by Men
He who the Ox to wrath has movd
Shall never be by Woman lovd
The wanton Boy that kills the Fly
Shall feel the Spiders enmity
He who torments the Chafers Sprite
Weaves a Bower in endless Night
The Catterpiller on the Leaf
Repeats to thee thy Mothers grief
Kill not the Moth nor Butterfly
For the Last Judgment draweth nigh
He who shall train the Horse to War
Shall never pass the Polar Bar
The Beggars Dog & Widows Cat
Feed them & thou wilt grow fat
The Gnat that sings his Summers Song
Poison gets from Slanders tongue
The poison of the Snake & Newt
Is the sweat of Envys Foot
The poison of the Honey Bee
Is the Artists Jealousy
The Princes Robes & Beggars Rags
Are Toadstools on the Misers Bags
A Truth thats told with bad intent
Beats all the Lies you can invent
It is right it should be so
Man was made for Joy & Woe
And when this we rightly know
Thro the World we safely go
Joy & Woe are woven fine
A Clothing for the soul divine
Under every grief & pine
Runs a joy with silken twine
The Babe is more than swadling Bands
Throughout all these Human Lands
Tools were made & Born were hands
Every Farmer Understands
Every Tear from Every Eye
Becomes a Babe in Eternity
This is caught by Females bright
And returnd to its own delight
The Bleat the Bark Bellow & Roar
Are Waves that Beat on Heavens Shore
The Babe that weeps the Rod beneath
Writes Revenge in realms of Death
The Beggars Rags fluttering in Air
Does to Rags the Heavens tear
The Soldier armd with Sword & Gun
Palsied strikes the Summers Sun
The poor Mans Farthing is worth more
Than all the Gold on Africs Shore
One Mite wrung from the Labrers hands
Shall buy & sell the Misers Lands
Or if protected from on high
Does that whole Nation sell & buy
He who mocks the Infants Faith
Shall be mockd in Age & Death
He who shall teach the Child to Doubt
The rotting Grave shall neer get out
He who respects the Infants faith
Triumphs over Hell & Death
The Childs Toys & the Old Mans Reasons
Are the Fruits of the Two seasons
The Questioner who sits so sly
Shall never know how to Reply
He who replies to words of Doubt
Doth put the Light of Knowledge out
The Strongest Poison ever known
Came from Caesars Laurel Crown
Nought can Deform the Human Race
Like to the Armours iron brace
When Gold & Gems adorn the Plow
To peaceful Arts shall Envy Bow
A Riddle or the Crickets Cry
Is to Doubt a fit Reply
The Emmets Inch & Eagles Mile
Make Lame Philosophy to smile
He who Doubts from what he sees
Will neer Believe do what you Please
If the Sun & Moon should Doubt
Theyd immediately Go out
To be in a Passion you Good may Do
But no Good if a Passion is in you
The Whore & Gambler by the State
Licencd build that Nations Fate
The Harlots cry from Street to Street
Shall weave Old Englands winding Sheet
The Winners Shout the Losers Curse
Dance before dead Englands Hearse
Every Night & every Morn
Some to Misery are Born
Every Morn and every Night
Some are Born to sweet delight
Some are Born to sweet delight
Some are Born to Endless Night
We are led to Believe a Lie
When we see not Thro the Eye
Which was Born in a Night to perish in a Night
When the Soul Slept in Beams of Light
God Appears & God is Light
To those poor Souls who dwell in Night
But does a Human Form Display
To those who Dwell in Realms of day
BY WILLIAM BLAKE
To see a World in a Grain of Sand
And a Heaven in a Wild Flower
Hold Infinity in the palm of your hand
And Eternity in an hour
A Robin Red breast in a Cage
Puts all Heaven in a Rage
A Dove house filld with Doves & Pigeons
Shudders Hell thr' all its regions
A dog starvd at his Masters Gate
Predicts the ruin of the State
A Horse misusd upon the Road
Calls to Heaven for Human blood
Each outcry of the hunted Hare
A fibre from the Brain does tear
A Skylark wounded in the wing
A Cherubim does cease to sing
The Game Cock clipd & armd for fight
Does the Rising Sun affright
Every Wolfs & Lions howl
Raises from Hell a Human Soul
The wild deer, wandring here & there
Keeps the Human Soul from Care
The Lamb misusd breeds Public Strife
And yet forgives the Butchers knife
The Bat that flits at close of Eve
Has left the Brain that wont Believe
The Owl that calls upon the Night
Speaks the Unbelievers fright
He who shall hurt the little Wren
Shall never be belovd by Men
He who the Ox to wrath has movd
Shall never be by Woman lovd
The wanton Boy that kills the Fly
Shall feel the Spiders enmity
He who torments the Chafers Sprite
Weaves a Bower in endless Night
The Catterpiller on the Leaf
Repeats to thee thy Mothers grief
Kill not the Moth nor Butterfly
For the Last Judgment draweth nigh
He who shall train the Horse to War
Shall never pass the Polar Bar
The Beggars Dog & Widows Cat
Feed them & thou wilt grow fat
The Gnat that sings his Summers Song
Poison gets from Slanders tongue
The poison of the Snake & Newt
Is the sweat of Envys Foot
The poison of the Honey Bee
Is the Artists Jealousy
The Princes Robes & Beggars Rags
Are Toadstools on the Misers Bags
A Truth thats told with bad intent
Beats all the Lies you can invent
It is right it should be so
Man was made for Joy & Woe
And when this we rightly know
Thro the World we safely go
Joy & Woe are woven fine
A Clothing for the soul divine
Under every grief & pine
Runs a joy with silken twine
The Babe is more than swadling Bands
Throughout all these Human Lands
Tools were made & Born were hands
Every Farmer Understands
Every Tear from Every Eye
Becomes a Babe in Eternity
This is caught by Females bright
And returnd to its own delight
The Bleat the Bark Bellow & Roar
Are Waves that Beat on Heavens Shore
The Babe that weeps the Rod beneath
Writes Revenge in realms of Death
The Beggars Rags fluttering in Air
Does to Rags the Heavens tear
The Soldier armd with Sword & Gun
Palsied strikes the Summers Sun
The poor Mans Farthing is worth more
Than all the Gold on Africs Shore
One Mite wrung from the Labrers hands
Shall buy & sell the Misers Lands
Or if protected from on high
Does that whole Nation sell & buy
He who mocks the Infants Faith
Shall be mockd in Age & Death
He who shall teach the Child to Doubt
The rotting Grave shall neer get out
He who respects the Infants faith
Triumphs over Hell & Death
The Childs Toys & the Old Mans Reasons
Are the Fruits of the Two seasons
The Questioner who sits so sly
Shall never know how to Reply
He who replies to words of Doubt
Doth put the Light of Knowledge out
The Strongest Poison ever known
Came from Caesars Laurel Crown
Nought can Deform the Human Race
Like to the Armours iron brace
When Gold & Gems adorn the Plow
To peaceful Arts shall Envy Bow
A Riddle or the Crickets Cry
Is to Doubt a fit Reply
The Emmets Inch & Eagles Mile
Make Lame Philosophy to smile
He who Doubts from what he sees
Will neer Believe do what you Please
If the Sun & Moon should Doubt
Theyd immediately Go out
To be in a Passion you Good may Do
But no Good if a Passion is in you
The Whore & Gambler by the State
Licencd build that Nations Fate
The Harlots cry from Street to Street
Shall weave Old Englands winding Sheet
The Winners Shout the Losers Curse
Dance before dead Englands Hearse
Every Night & every Morn
Some to Misery are Born
Every Morn and every Night
Some are Born to sweet delight
Some are Born to sweet delight
Some are Born to Endless Night
We are led to Believe a Lie
When we see not Thro the Eye
Which was Born in a Night to perish in a Night
When the Soul Slept in Beams of Light
God Appears & God is Light
To those poor Souls who dwell in Night
But does a Human Form Display
To those who Dwell in Realms of day
The Poems of William Blake Summary and Analysis of Auguries of InnocenceSummaryThe poet proffers the argument that the natural world can be regenerated in time and that nature itself can be an augury to the lost vision of innocence. The phrasing of the title is the strongest example of this theme, for here, the word “innocence” signifies man in the unfallen state.
The first quatrain is where this theme of seeing the world through different means is set forth. The infinite (“Heaven”) can be seen through something that is not human, but still life (“through a Wildflower”). This “wildflower” is a symbol for free love. Heaven is seen though love, the world is seen through the intellect, and the imagination is that which bridges the two. In the same sense, that which is not life nor human, the dehumanized world, is capable of revealing “infinity.” It may be worth noting the famous Blake line from The Marriage of Heaven and Hell: "If the doors of perception were cleansed every thing would appear to man as it is, infinite. For man has closed himself up, till he sees all things through narrow chinks of his cavern."
The remainder of the poem is basic imagery, each animal representing a different part of the humanized world. Below is a list of a few of the key associations:
Dog – the beggar
Horse – the slave
Cock – the soldier
Singing – an inward, spiritual possession
Lamb’s submission – Jesus’ sacrifice for mankind
Bat – human spectre
Owl – humankind lost in the darkness, fearing an unknown God
Caterpillar – humankind emerging from nature’s womb, the exit from Eden
Pass the polar bar – enter a new world
Waves – the sea of time and space
Emmet and Eagle – perception from close and afar; physical and imaginative perception
Analysis“The Auguries of Innocence” is a series of couplets that most Blake scholars and biographers agree were written in no particular order, but just gathered as such for printing in about 1803, a decade after “Songs of Innocence and Experience.” The interconnecting theme between the collection of couplets is universal interdependence, the principle idea that there exist a correspondence between equivalent entities that lie on completely different planes. Scandinavian mystic and poet Swedenborg was the major influence to this philosophical belief. In other words, there is a wisdom, or vision (“augury”) in seeing the world through two eyes instead of with one eye.
The first quatrain is where this theme of seeing the world through different means is set forth. The infinite (“Heaven”) can be seen through something that is not human, but still life (“through a Wildflower”). This “wildflower” is a symbol for free love. Heaven is seen though love, the world is seen through the intellect, and the imagination is that which bridges the two. In the same sense, that which is not life nor human, the dehumanized world, is capable of revealing “infinity.” It may be worth noting the famous Blake line from The Marriage of Heaven and Hell: "If the doors of perception were cleansed every thing would appear to man as it is, infinite. For man has closed himself up, till he sees all things through narrow chinks of his cavern."
The remainder of the poem is basic imagery, each animal representing a different part of the humanized world. Below is a list of a few of the key associations:
Dog – the beggar
Horse – the slave
Cock – the soldier
Singing – an inward, spiritual possession
Lamb’s submission – Jesus’ sacrifice for mankind
Bat – human spectre
Owl – humankind lost in the darkness, fearing an unknown God
Caterpillar – humankind emerging from nature’s womb, the exit from Eden
Pass the polar bar – enter a new world
Waves – the sea of time and space
Emmet and Eagle – perception from close and afar; physical and imaginative perception
Analysis“The Auguries of Innocence” is a series of couplets that most Blake scholars and biographers agree were written in no particular order, but just gathered as such for printing in about 1803, a decade after “Songs of Innocence and Experience.” The interconnecting theme between the collection of couplets is universal interdependence, the principle idea that there exist a correspondence between equivalent entities that lie on completely different planes. Scandinavian mystic and poet Swedenborg was the major influence to this philosophical belief. In other words, there is a wisdom, or vision (“augury”) in seeing the world through two eyes instead of with one eye.
*Summer reading assignment reminder...collected and to be recorded in powerschool.
We are starting unit 1
Weeks 3 - 5 (8/29 - 9/16)
We will read
"Want to go to college, learn to fail," "Hidden Intellectualism," (both in the brown ERWC book) and "Kid, I'm sorry."
As well, we are working on answering the 8 UC Personal Intention questions and ultimately a personal statement, Subway Job Application, resume, and cover letter.
Essential Question:
Common Learning Targets:
We are starting unit 1
Weeks 3 - 5 (8/29 - 9/16)
We will read
"Want to go to college, learn to fail," "Hidden Intellectualism," (both in the brown ERWC book) and "Kid, I'm sorry."
As well, we are working on answering the 8 UC Personal Intention questions and ultimately a personal statement, Subway Job Application, resume, and cover letter.
Essential Question:
- What are my post secondary options?
- What are colleges and the work force looking for?
Common Learning Targets:
- Create Academic/work Resume
- Cover letter
- brainstorm, write, and revise UC personal statement prompts focusing on show, not tell,
- Use descriptive details to show the writer’s persona
August 31/September 1st
Given Caroline Casey's TED Talk, "Looking Past Limits" students will take notes, discuss, and self-reflect a past experience like Caroline Casey's to expound upon for their UC Personal Insight Question, and ultimately a job interview answer.
Given Caroline Casey's TED Talk, "Looking Past Limits" students will take notes, discuss, and self-reflect a past experience like Caroline Casey's to expound upon for their UC Personal Insight Question, and ultimately a job interview answer.
Day #4
Filling Out a Subway Job Application
Filling out a job application correctly will help guide you to the fact that employers, trade schools, colleges, and universities will be looking at your past history to decide what kind of person you were, how productive you were, and ultimately what kind of person you will be in the future because...the best prediction of future behavior is past behavior. In other words, who a person is yesterday is approximately who he or she is today.
That being said, let's begin by correctly filling out a job application.
"The paradox of our time in history is that we have taller buildings but shorter tempers, wider Freeways, but narrower viewpoints. We spend more, but have less, we buy more, but enjoy less. We have bigger houses and smaller families, more conveniences, but less time. We have more degrees but less sense, more knowledge, but less judgment, more experts, yet more problems, more medicine, but less wellness.
We drink too much, smoke too much, spend too recklessly, laugh too little, drive too fast, get too angry, stay up too late, get up too tired, read too little, watch TV too much, and pray too seldom. We have multiplied our possessions, but reduced our values. We talk too much, love too seldom, and hate too often.
We've learned how to make a living, but not a life. We've added years to life not life to years. We've been all the way to the moon and back, but have trouble crossing the street to meet a new neighbor. We conquered outer space but not inner space. We've done larger things, but not better things.
We've cleaned up the air, but polluted the soul. We've conquered the atom, but not our prejudice. We write more, but learn less. We plan more, but accomplish less. We've learned to rush, but not to wait. We build more computers to hold more information, to produce more copies than ever, but we communicate less and less.
These are the times of fast foods and slow digestion, big men and small character, steep profits and shallow relationships.
These are the days of two incomes but more divorce, fancier houses, but broken homes. These are days of quick trips, disposable diapers, throwaway morality, one night stands, overweight bodies, and pills that do everything from cheer, to quiet, to kill. It is a time when there is much in the showroom window and nothing in the stockroom. A time when technology can bring this letter to you, and a time when you can choose either to share this insight, or to just hit delete...
Remember, to spend some time with your loved ones, because they are not going to be around forever. Remember, say a kind word to someone who looks up to you in awe, because that little person soon will grow up and leave your side.
Remember, to give a warm hug to the one next to you, because that is the only treasure you can give with your heart and it doesn't cost a cent.
Remember, to say, "I love you" to your partner and your loved ones, but most of all mean it. A kiss and an embrace will mend hurt when it comes from deep inside of you.
Remember to hold hands and cherish the moment for someday that person might not be there again. Give time to love, give time to speak! And give time to share the precious thoughts in your mind."
— Bob Moorehead
We drink too much, smoke too much, spend too recklessly, laugh too little, drive too fast, get too angry, stay up too late, get up too tired, read too little, watch TV too much, and pray too seldom. We have multiplied our possessions, but reduced our values. We talk too much, love too seldom, and hate too often.
We've learned how to make a living, but not a life. We've added years to life not life to years. We've been all the way to the moon and back, but have trouble crossing the street to meet a new neighbor. We conquered outer space but not inner space. We've done larger things, but not better things.
We've cleaned up the air, but polluted the soul. We've conquered the atom, but not our prejudice. We write more, but learn less. We plan more, but accomplish less. We've learned to rush, but not to wait. We build more computers to hold more information, to produce more copies than ever, but we communicate less and less.
These are the times of fast foods and slow digestion, big men and small character, steep profits and shallow relationships.
These are the days of two incomes but more divorce, fancier houses, but broken homes. These are days of quick trips, disposable diapers, throwaway morality, one night stands, overweight bodies, and pills that do everything from cheer, to quiet, to kill. It is a time when there is much in the showroom window and nothing in the stockroom. A time when technology can bring this letter to you, and a time when you can choose either to share this insight, or to just hit delete...
Remember, to spend some time with your loved ones, because they are not going to be around forever. Remember, say a kind word to someone who looks up to you in awe, because that little person soon will grow up and leave your side.
Remember, to give a warm hug to the one next to you, because that is the only treasure you can give with your heart and it doesn't cost a cent.
Remember, to say, "I love you" to your partner and your loved ones, but most of all mean it. A kiss and an embrace will mend hurt when it comes from deep inside of you.
Remember to hold hands and cherish the moment for someday that person might not be there again. Give time to love, give time to speak! And give time to share the precious thoughts in your mind."
— Bob Moorehead
Journal #5
Tonight your homework is to journal about the UC Personal Insight Question #3
Q: 3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
Things to consider: If there’s a talent or skill that you’re proud of, this is the time to share it. You don’t necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about, feel free to do so). Why is this talent or skill meaningful to you?
Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule?
Tonight your homework is to journal about the UC Personal Insight Question #3
Q: 3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
Things to consider: If there’s a talent or skill that you’re proud of, this is the time to share it. You don’t necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about, feel free to do so). Why is this talent or skill meaningful to you?
Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule?
Journal #6
Tonight your journal topic is to begin writing about the UC Personal Insight Question #4.
Q: Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that’s geared toward an occupation or a major, or taking advanced courses that interest you — just to name a few.
If you choose to write about educational barriers you’ve faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who are you today?
Day #5
The Job Interview
CPPChttps://careers.usc.edu/docs/handouts/Interview_What_Will_Ask.pdf
English 12
Mr. McCoy
Unit 1: What’s next after high school? Timed Write
Directions: You will have 45 minutes to plan and write an essay on the topic assigned below. Before you begin writing, read the passage carefully and plan what you will say. Your essay should be as well organized and as carefully written as you can make it.
“Society needs a mechanism for sorting out its more intelligent members from its less intelligent ones, just as a track team needs a mechanism (such as a stopwatch) for sorting out the faster athletes from the slower ones. Society wants to identify intelligent people early on so that it can funnel them into careers that maximize their talents. It wants to get the most out of its human resources. College is a process that is sufficiently multifaceted and fine-grained to do this.
College is, essentially, a four-year intelligence test. Students have to demonstrate intellectual ability over time and across a range of subjects. If they’re sloppy or inflexible or obnoxious—no matter how smart they might be in the I.Q. sense—those negatives will get picked up in their grades. As an added service, college also sorts people according to aptitude. It separates the math types from the poetry types. At the end of the process, graduates get a score, the G.P.A., that professional schools and employers can trust as a measure of intellectual capacity and productive potential. It’s important, therefore, that everyone is taking more or less the same test.”
-Louis Menand “Live and Learn”
Explain Menand’s argument and discuss the extent to which you agree or disagree with his analysis. Support your position, providing reasons and examples from your own experience, observations, or reading.
*multifaceted= having many different parts, features, or qualities
*aptitude= capability or ability to do something
*capacity= the ability or power to do, experience, or understand something
Checklist for Your Writing
The following checklist will help you do your best work. Make sure you do the following:
q Read the description of the task carefully.
q Organize your writing with a strong introduction, body, and conclusion.
q Use vivid details to tell your story.
q Use words that are appropriate for your audience and purpose.
q Vary your sentences to make your writing interesting to read.
q Check for mistakes in grammar, spelling, punctuation, capitalization, and sentence formation
Outline for your essay
Introduction paragraph
Hook: capture the reader’s attention with a bold statement, anecdote, or another strategy (avoid using questions)
Information: let the reader know the prompt and what it is asking the writer to do
Thesis: your opinion about the prompt and 3 reasons why you agree or disagree
Body paragraph 1, 2, 3 (use the same format)
Topic sentence: the (first, second, or third) reason why you agree with the author. Make sure you are using transition words.
Introduce evidence: Where is the information coming from? If you are using a movie or text, state the direct name and information about the text.
Evidence: this is where you add detailed information that would help support your argument. If you have textual evidence, you add it here. If you do not have textual evidence, you are summarizing a specific instance, movie, or example that would help support your argument.
Analysis: How is the example you are using supporting your argument? Why is it important? How does it prove that you agree or disagree with the prompt?
*Repeat the same outline for the next two body paragraphs.
Conclusion
-Revisit thesis: Revisit your thesis
-Review main points: summarize one or two important ideas from your essay
Mr. McCoy
Unit 1: What’s next after high school? Timed Write
Directions: You will have 45 minutes to plan and write an essay on the topic assigned below. Before you begin writing, read the passage carefully and plan what you will say. Your essay should be as well organized and as carefully written as you can make it.
“Society needs a mechanism for sorting out its more intelligent members from its less intelligent ones, just as a track team needs a mechanism (such as a stopwatch) for sorting out the faster athletes from the slower ones. Society wants to identify intelligent people early on so that it can funnel them into careers that maximize their talents. It wants to get the most out of its human resources. College is a process that is sufficiently multifaceted and fine-grained to do this.
College is, essentially, a four-year intelligence test. Students have to demonstrate intellectual ability over time and across a range of subjects. If they’re sloppy or inflexible or obnoxious—no matter how smart they might be in the I.Q. sense—those negatives will get picked up in their grades. As an added service, college also sorts people according to aptitude. It separates the math types from the poetry types. At the end of the process, graduates get a score, the G.P.A., that professional schools and employers can trust as a measure of intellectual capacity and productive potential. It’s important, therefore, that everyone is taking more or less the same test.”
-Louis Menand “Live and Learn”
Explain Menand’s argument and discuss the extent to which you agree or disagree with his analysis. Support your position, providing reasons and examples from your own experience, observations, or reading.
*multifaceted= having many different parts, features, or qualities
*aptitude= capability or ability to do something
*capacity= the ability or power to do, experience, or understand something
Checklist for Your Writing
The following checklist will help you do your best work. Make sure you do the following:
q Read the description of the task carefully.
q Organize your writing with a strong introduction, body, and conclusion.
q Use vivid details to tell your story.
q Use words that are appropriate for your audience and purpose.
q Vary your sentences to make your writing interesting to read.
q Check for mistakes in grammar, spelling, punctuation, capitalization, and sentence formation
Outline for your essay
Introduction paragraph
Hook: capture the reader’s attention with a bold statement, anecdote, or another strategy (avoid using questions)
Information: let the reader know the prompt and what it is asking the writer to do
Thesis: your opinion about the prompt and 3 reasons why you agree or disagree
Body paragraph 1, 2, 3 (use the same format)
Topic sentence: the (first, second, or third) reason why you agree with the author. Make sure you are using transition words.
Introduce evidence: Where is the information coming from? If you are using a movie or text, state the direct name and information about the text.
Evidence: this is where you add detailed information that would help support your argument. If you have textual evidence, you add it here. If you do not have textual evidence, you are summarizing a specific instance, movie, or example that would help support your argument.
Analysis: How is the example you are using supporting your argument? Why is it important? How does it prove that you agree or disagree with the prompt?
*Repeat the same outline for the next two body paragraphs.
Conclusion
-Revisit thesis: Revisit your thesis
-Review main points: summarize one or two important ideas from your essay
Resume
Cover Letter
Tommy Trainrobber
650 Childs Way · Los Angeles, CA 90089 · (213) 740-7481 · ttrojan@usc.edu
May 10, 2009
John Thomas, Chairman of the Board
Los Angeles Unified School District
One Figueroa Avenue
Los Angeles, CA 90089
Dear Mr. Thomas:
I am writing in regards to your search for a new Executive Director of the Los Angeles Unified School District. I believe that my combination of professional and academic experience makes me a well-qualified candidate for this position. My more than ten years of education policy and research experience with Operation Hope and the Youth Policy Institute has given me valuable insight into the practical ways that organizations such as the Los Angeles Unified School District can balance their forward-looking and broad mission-statements with the details of everyday operations.
This hands-on knowledge is complemented by my recently completed Master’s of Public Policy with an emphasis in education from the University of Southern California. My coursework as an MPP candidate exposed me to the latest theory, research, and analytical techniques within the field of education, and it has greatly contributed to my understanding of the unique position LAUSD holds within both the local community and the wider public-sector in general.
I am confident that the synthesis of my personal education and my work as a creator and implementer of education policy will enable me to make immediate and valuable contributions to the Los Angeles Unified School District, and help to take it from the nations greatest in size to the best in quality.
I appreciate the time you have taken to read this letter and to review the resume that follows. I look forward to further discussing with you, during a more extensive interview, the efficiency and effectiveness that I will bring to my work as Executive Director.
Sincerely,
Tommy M. Trainrobber
Enclosure: Resume
650 Childs Way · Los Angeles, CA 90089 · (213) 740-7481 · ttrojan@usc.edu
May 10, 2009
John Thomas, Chairman of the Board
Los Angeles Unified School District
One Figueroa Avenue
Los Angeles, CA 90089
Dear Mr. Thomas:
I am writing in regards to your search for a new Executive Director of the Los Angeles Unified School District. I believe that my combination of professional and academic experience makes me a well-qualified candidate for this position. My more than ten years of education policy and research experience with Operation Hope and the Youth Policy Institute has given me valuable insight into the practical ways that organizations such as the Los Angeles Unified School District can balance their forward-looking and broad mission-statements with the details of everyday operations.
This hands-on knowledge is complemented by my recently completed Master’s of Public Policy with an emphasis in education from the University of Southern California. My coursework as an MPP candidate exposed me to the latest theory, research, and analytical techniques within the field of education, and it has greatly contributed to my understanding of the unique position LAUSD holds within both the local community and the wider public-sector in general.
I am confident that the synthesis of my personal education and my work as a creator and implementer of education policy will enable me to make immediate and valuable contributions to the Los Angeles Unified School District, and help to take it from the nations greatest in size to the best in quality.
I appreciate the time you have taken to read this letter and to review the resume that follows. I look forward to further discussing with you, during a more extensive interview, the efficiency and effectiveness that I will bring to my work as Executive Director.
Sincerely,
Tommy M. Trainrobber
Enclosure: Resume
Upcoming
Unit 2
Weeks 6 - 9 (9/19 - 10/14)
Essential Question:
Common Learning Targets:
What’s Next? Thinking About Life After High School Texts:
Timed Writing Prompt:
Directions: You will have 45 minutes to plan and write an essay on the topic assigned below. Before you begin writing, read the passage carefully and plan what you will say. Your essay should be as well organized and as carefully written as you can make it.
“Society needs a mechanism for sorting out its more intelligent members from its less intelligent ones, just as a track team needs a mechanism (such as a stopwatch) for sorting out the faster athletes from the slower ones. Society wants to identify intelligent people early on so that it can funnel them into careers that maximize their talents. It wants to get the most out of its human resources.
College is a process that is sufficiently multifaceted and fine-grained to do this.
College is, essentially, a four-year intelligence test. Students have to demonstrate intellectual ability over time and across a range of subjects. If they’re sloppy or inflexible or obnoxious—no matter how smart they might be in the I.Q. sense—those negatives will get picked up in their grades. As an added service, college also sorts people according to aptitude. It separates the math types from the poetry types. At the end of the process, graduates get a score, the G.P.A., that professional schools and employers can trust as a measure of intellectual capacity and productive potential. It’s important, therefore, that everyone is taking more or less the same test.”
-Louis Menand “Live and Learn”
Explain Menand’s argument and discuss the extent to which you agree or disagree with his analysis. Support your position, providing reasons and examples from your own experience, observations, or reading.
- What is profiling?
- What impact does profiling have?
Common Learning Targets:
- Explore key concepts like Jim Crow, profiling, race, prejudice
- Understand various viewpoints such as for and against racial profiling
- Provide textual evidence from multiple sources to support claim(s)
What’s Next? Thinking About Life After High School Texts:
- “Want to Get into College? Learn to Fail” by Angel B. Perez, page 3
- “Hidden Intellectualism” by Gerald Graff, page 5
Timed Writing Prompt:
Directions: You will have 45 minutes to plan and write an essay on the topic assigned below. Before you begin writing, read the passage carefully and plan what you will say. Your essay should be as well organized and as carefully written as you can make it.
“Society needs a mechanism for sorting out its more intelligent members from its less intelligent ones, just as a track team needs a mechanism (such as a stopwatch) for sorting out the faster athletes from the slower ones. Society wants to identify intelligent people early on so that it can funnel them into careers that maximize their talents. It wants to get the most out of its human resources.
College is a process that is sufficiently multifaceted and fine-grained to do this.
College is, essentially, a four-year intelligence test. Students have to demonstrate intellectual ability over time and across a range of subjects. If they’re sloppy or inflexible or obnoxious—no matter how smart they might be in the I.Q. sense—those negatives will get picked up in their grades. As an added service, college also sorts people according to aptitude. It separates the math types from the poetry types. At the end of the process, graduates get a score, the G.P.A., that professional schools and employers can trust as a measure of intellectual capacity and productive potential. It’s important, therefore, that everyone is taking more or less the same test.”
-Louis Menand “Live and Learn”
Explain Menand’s argument and discuss the extent to which you agree or disagree with his analysis. Support your position, providing reasons and examples from your own experience, observations, or reading.