Thursday, June 2, 2016

Dystopian Lit

Assignment: Dystopian Literature Comparison Paper

Description: Students will view a work of dystopian literature (The Giver), read a book as a class (1984) and read a second dystopian novel (a book of their choice). They will keep a reading log identifying characteristics of a dystopia and keeping track of how these characteristics are present in the three works. They will then write an essay comparing and contrasting the dystopian societies and protagonists of these three books and analyzing a common theme. 

Standard(s):
R1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
R9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
W2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Proof: Attach the following:
Published draft of essay
Rubric
Dillon Powers 
Dystopian Lit 
People chanting, guns firing, the city fights back against the dictators. Dystopian lit is writing which has a main character that sees society different. Usually society has no freedoms and is being oppressed by the government and the main character sees it as wrong, and saves the society. Typical themes include, heroism, and oppression. I read The Giver by Lois Lowry, 1984 by George Orwell, and Witch and Wizard. Witch and Wizard by James Patterson is the most different from the other two. The people know that things are bad and try to fight back against the government until like the other two stories. 
The protagonist in each story is very different. For example, in The Giver it is a boy that becomes the giver, a position in society only one person gets to fill, where he learns what life can be like when people have freedom of action and thought. He wants to get the memories and release them to everyone to free them from the oppressed society they all know. In 1984 it is a man known as Winston. He remembers a time when things weren't like this and questions things. This leads him into the thought police as he starts rebelling. They capture him and torture him until he accepts their beliefs and doesn't question their ideals. However, in Witch and Wizard everyone in society hates the government that is taking over. They all fight back and the whole country knows that life shouldn't be like this. This isn't the Same in the other two, there is an illusion of utopia and nobody is supposed to question anything. 
There are several similarities between the books. In The Giver and 1984 society is supposed to be great. Nobody is supposed to question society and the rules the government sets Because the government knows best and is trying to save you. People are punished and even killed for going against the government or for questioning their ideals and if they are best. In Witch and Wizard they claim that they are doing it for your safety, much like the other two. Also, if you question or revolt against the government they punish you similar to the other two. However, they lock you in a cell. They give you minimal food and force you to run through attack dogs to get to your water. There is one whole in the floor for a toilet, and that is the entire room. The government is controlling every aspect of human life in all three. In all three someone realizes that life shouldn't be the way it is now and fights back. They try to change the society and save the human race. 
There are also several differences between the stories. For example, in 1984 Winston doesn't succeed. He is captured and tortured almost to death. He is forced to face his worst fear and accept the party's ideals or die, and he chooses to conform. This is different from most dystopian novels, and certainly very different from the other two. In The Giver, the boy saves the society. He releases all of the memory's to the community, showing everybody how great life is with feelings and opinions. In Witch and Wizard they use their powers to escape the prison and join rebel forces to fight against the government and save the human race. As you can see, 1984 has very different plot twists, climaxes, and ultimately endings than the other stories we read and most of dystopian literature. 
Dystopian literature has some of the most memorable books to the genres name. The books are filled with action and suspense. You make connections with the characters and never see the next plot twist coming. I personally really enjoy dystopian literature and find that it has made some timeless classics. They are thrilling and I would recommend anyone a dystopian book as they fit all personalities and interests.  

  
Reflection:
What did you like/dislike about the project? I liked that I got to read a new genre of book
What was easy/hard about this project? It was easy as long as you paid attention and took notes
Do you believe you mastered the standard(s) being assessed? Provide proof of mastery, explaining SPECIFICALLY what you did in order to meet the standard(s), or describe SPECIFICALLY what you could do to achieve mastery in the future. I could have met R1 by using quotes in my paper. I met the others in my paper. I met the last two through the whole thing and the last four in my body paragraphs. Specifically paragraphs 3 and 4 where I compare all three books. 
What did you learn from completing the project?
That I enjoy dystopian literature. 


Tuesday, May 31, 2016

Book review

Assignment: Analytical Book Review

Description: Students will read a book of their choice, either literature or informational text. They will then write a review that analyzes the author’s development of a particular theme and evaluates the work as a whole as well as the author’s treatment of the topic. The review will include a brief summary, their opinions about the book, and a recommendation of who should read it. 

Standard(s):
R2: Determine a theme or central idea of a text and analyze is development over the course of the text; provide an objective summary of the text.
R3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
W2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Proof: Attach the following:
Published draft of essay
Rubric
Dillon powers 
Sniper One 
Bullets flying, men screaming, the battle for the pink palace rages on. Sniper One by Dan Mills is a book about bravery, freedom, war, and a mans will to live. It takes place in Iraq, with a British squad of men with the task of defending a highly vulnerable and hostile area. He comes from a long line of military heros, so joining the forces was a clear choice for him. He quickly rose to the rank of class 2 warrant officer and did tours of duty all over the world. One such tour took place in Iraq, where he had to face the real danger of war and the tragedys that come with it. 
Sniper One begins with Dan Mills, who is only a sergeant at the time, and his squad of men. They are tasked with the dangerous task of defending the Pink Palace, a central building that is difficult to defend, especially from the rocket and mortar fire. The team is made up of several specialists, Dan himself is an expert sniper, and each member has a pivotal role in the groups survival. While at the palace an ambush takes place, and Dan is forced to defend the palace with just his squad of eight men. Here we see dans true bravery, and leadership skill as he has to keep his men alive. He is barraged by Chinese 108mm rockets, mortars, snipers, and waves of hostile infantry. He is forced to make life changing decisions that save most of his teams lives, however he loses two men in the battle. His team successfully defends the palace and American reinforcements show up, but not without a price. Two of his best friends die in the fight and he is wounded by shrapnel. This takes a big tole on him and inspires him to write the book. 
Dan uses extremely vivid detail, making the reader feel as though they are really in the heat of battle. He is an excellent writer and conveys feelings and emotions well. The reader will feel the sorrow he felt seeing his friends die, he makes the reader build a bond with him and his squad so when something happens to them you feel it as well. He uses good transitions to make a smooth flow throughout the book, and language that makes certain events stick with the reader. If something is supposed to be remembered he highlights it, covering it over and over again and ensuring that the reader understands exactly what he was going through at that moment. 

One main theme in the book is fight or flight. This is a term used for the human instinct of either fighting your way out of a tough situation or just fleeing as fast as possible. He covers what goes through his head, and how his training has helped him to know when to flee and when to fight. His training taught him to fight his way out of everything no matter what, unless the situation is so bad he has no other choice. This is evident when faced with the challenge of defending the pink palace from the ambush. He decides to fight even against the overwhelming odds. He makes the correct choice, and saves the pink palace and makes a major difference in the war, as that was a major base of operations. He goes over what was going through his head and how he made the tough decision to fight. 

Dan Mills captures his and his squads bravery with exceptional detail. Sniper One is a book that I would recommend for any middle school aged child and up. Even adults would enjoy this thrilling heroic tale about one British squads journey during a surprise attack in Iraq. 
Reflection:
What did you like/dislike about the project? I liked being able to pick the book I read and report on it to everyone else 
What was easy/hard about this project? I thought it was easy as long as you read the book
Do you believe you mastered the standard(s) being assessed? Provide proof of mastery, explaining SPECIFICALLY what you did in order to meet the standard(s), or describe SPECIFICALLY what you could do to achieve mastery in the future. I met all of these standards in paragraphs 3 and 4. I covered A theme and showed how I could use proper gums. I analyzed the authors use of detail and how it improved over the paper. 
What did you learn from completing the project?
I learned that I really enjoy reading when it's a book I like and choose. 

Middle Ages essay

Assignment: Elizabethan England Research Project

Description: Students will complete an interest-based inquiry on a topic of their choice as it relates to Shakespeare and Elizabethan England. From their research, they will create some sort of product that demonstrates their learning, present their project to the class, and write a research paper with a minimum of five credible sources, cited in MLA format.

Standard(s):
W2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Proof: Attach the following:
Published draft of essay
Product (or picture of product)
Presentation (screenshots, upload, or link)
Rubrics for paper and presentation
Dillon Powers 
4/4/16
English essay 

Elizabethan weapons and armor 
Muskets firing, swords clashing, the war rages on. Elizabethan era weapons and armor are very different from the medieval era. These differences range from the use of Knights, to the ranged weapons they used, all the way down to the types of swords and armor used during combat. In the medieval era they used swords and knights in suits of armor to battle. Ranged weapons were limited to crossbows and bow and arrows. This technology evolved during the Elizabethan era. They gained many new weapons and armor choices that would revolutionize combat forever. 

During the Elizabethan era knightly combat began to fall out. Knights were used as machines of war during the medieval era but during the Elizabethan times they were used as a symbol of royalty. They were still used during combat but they were also expected to be highly cultured, and follow the code of chivalry. They competed in tournaments and had to earn the way to a knight. They would begin as a page, and then, after they had earned the title, they became squires. After being a squire for several years they finally earned the title of a knight. This was one of the highest titles, was only achieved through hard work and dedication. A knights suit of armor consisted of many articles of clothing for protection. For example, " Linen Under-shirt and under-pants. Woollen stockings, Sabatons - armor for the foot and consisted of riveted iron plates on the boots, The Aketon - arming doublet, Armor protecting the arms Layer of chain mail over the arms, Besagues which were small round 'shields' laced to the mail at the shoulder to defend the armpit, Rerebrace covering the upper arm, Vambrace for the defence of the lower arm, Armor protecting the legs Greaves - Protecting the calf and ankles, Poleyns -Protecting the knee cap, Cuisses - Protecting the thigh, Chest Armor - Breast Plate - Faulds were rings of armour which were attached to the breast plate and protected the hips, abdomen and lower back, Back Armor - The Backplate, Face protection - A Visor was a detachable piece of armor which protected the face and eyes, Hand Armor - The Knights wore gloves called Gauntlets, Spurs were attached to the heel by straps and used to 'spur' the Knights horse on in battle, Surcoat: A robe, with a belt around the waist, was placed over the body armor. The Knight's surcoat was emblazoned with the cote of arms or device of the Knight in order for identification purposes, Weapons - A Dagger and Sword were attached to the Knights belt and a shield was carried in defence displaying the Knights heraldic blazon". The Knights had a very large selection of armor to choose from. 

During the medieval times there were also several weapon upgrades. The old weapons and ways of war became irrelevant as the era turned to guns for weapons. This made large improvements for the way wars were fought. For example, "By 1595 all bows were ordered to be exchanged for muskets. The most popular firearm was called a Matchlock (this name derived as it was fired by the application of a burning match). It was inaccurate, slow to load and expensive. It was eventually replaced by the Flintlock. Canons were developed which replaced the heavy artillery of the Medieval years such as the ballista, trebuchet and the Mangonel.". This changed battle forever. Instead of being in the front lines and attacking each other with swords, ranged combat became easy and extremely lethal. 

Another major change was hand to hand combat, as it got less affective people used it for show. It was an important skill and all nobility were expected to know how to fence. "The weight of swords used during this era are usually presumed to be a lot heavier than they actually were. The use of the sword and the acquisition of fencing arts changed as technology increased and firearms were introduced and used for military warfare. The elegant rapier was used in preference to the older, clumsier cutting swords. A sword was an important part of a nobles apparel and it was important that he had adequate fencing skills.". The sword became less about lethality and more about style. Nobles used it as a way to show their expertise. They were the best of the best, and were expected to show it. Guns may have replaced swords on the battle field, but in day to day lives, they became the new accessory to every nobles outfit. 

During the Elizabethan era, many new innovations happened on the battlefield, guns replaced swords, warfare became cheaper, and troops became easier to train and cheaper to higher. Armor choices changed, Knights became less battlefield worthy, and the need for swords and close range combat became irrelevant. Ultimately, warfare changed forever during the Elizabethan era, and had it not been for the innovations made during the Elizabethan era, warfare may not be the same today. 

Reflection:
What did you like/dislike about the project? I liked learning about the Elizabethan times and how different things were.
What was easy/hard about this project? It was an easy project as long as you kept up with the research.
Do you believe you mastered the standard(s) being assessed? Provide proof of mastery, explaining SPECIFICALLY what you did in order to meet the standard(s), or describe SPECIFICALLY what you could do to achieve mastery in the future. I met the first three in the entire paper. These were standards that I met for writing and research. I also met L2 in my paper. In the other standards I met them by presenting. I conveyed what I researched and used an electronic presentation to show it.
What did you learn from completing the project?
I learned that war changed drastically in the Elizabethan time. That it was a revolution and lead to war the way it is today. 

Monday, January 11, 2016

Reading log

Assignment #3: Quarter One Outside Reading Book Reading Log

Description: Students will independently read a book with the theme of heroism and keep a log of quotes that support this theme, along with an analysis of each quote they choose.

Standard(s):
R1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Proof:  Copy and paste the most recent version of your assignment here, or upload a photo (if it’s on paper). 
 

Reflection:
What did you like/dislike about the project? I liked that we got to choose our books.
What was easy/hard about this project? It was an easy project as long as you read the book.
Do you believe you mastered the standard(s) being assessed? Provide proof of mastery, explaining what you did in order to meet the standard(s), or describe what you could do to achieve mastery in the future. Yes I did, I explained what each quote meant, and drew inferences from what the text said. I had to assume what they meant or implied when it wasn't specifically said. 
What did you learn from completing the project? That I can find quotes better than I thought and interpret quotes. 

Thursday, January 7, 2016

Beowulf essay


Assignment #4: Beowulf Comparison Essay

Description: Students will read two different versions of Beowulf and watch a film adaptation. Then, they will write an essay discussing the similarities and differences among the three versions, identifying which of the three they believe to be most effective and providing evidence to support their thesis statement.

Standard(s):

  • R7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text 
  • W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Proof: Dillon powers 

11/15/15

English essay 

Beowulf 

Swords clashing, men screaming, the fight rages on. We have either read or watched three different versions of Beowulf. Each one had its own interpretation on Beowulf and how it was meant to be portrayed. While each versions had several positives about the story, the movie is the best portrayed version of Beowulf. 


The first story was well done, it had several different aspects of Beowulf that I agreed with, however it just wasn't quite to par. It had several missing elements and wasn't as well told. There was a lot of missing story line that the others had that this version missed. Otherwise, it got deeper into emotions of the characters. It also had very descriptive detail, and many deep rooted pagan elements that are very prevalent. This story has a very strong emphasis on Beowulf and his hero status, where as the others didn't. For example, the queen. In this story she isn't mentioned but in the other two she is a much bigger part. 

The other story that we read was very different from the first. The story had several different focuses and takes on the characters. For example, the queen and her role in the story. In this story she was a bigger part, she plays an advisor to the King and has an important scene with Beowulf. However, she isn't mentioned outside of the one scene. She has a bigger role than she did in the last one, but not as big a role as in the movie. A further example is the pagan elements in this story. In the others there is a mix of the two and there isn't one that's more prevalent than the others. In this story however there are lots of deep rooted pagan elements. For example, Beowulfs hands are made of holy light that burns grendels arm off. This is just one example of many in the story.  


Finally, the movie was the best interpretation of the Beowulf story's. The movie has the best combination of Pagan and Christian elements. It also has a very progressive and twist filled plot line. For example, the connection between Beowulf Hrothgar and the queen. Hrothgar couldn't kill her, as she was to beautiful, so he slept with her and made Grendel. Beowulf ends up having to make the same choice, kill and be free or give into temptation and sleep with the "beautiful" woman. He makes the same mistake and doesn't kill the monster. The queen doesn't know this, but at the end we find out that Beowulf doesn't kill her and that he to made a son with her. They do an excellent job of coming full circle and explains the origins of the story and Grendel. 


Throughout all of the stories, it is clear that Beowulf is an epic hero that conquered an evil monster, and that it happened at a time when religion and ideals were changing. This is evident in the mix of Christian and Pagan elements, the mix of old writing and new, and the way modern and traditional ideals mix together to create the mythical tale of Beowulf, slayer of monsters, and men of men. 

Reflection:

  • What did you like/dislike about the project? I liked the project, it gave us three different sources and we watched a movie.
  • What was easy/hard about this project? It was an easy project as long as you read the story's.
  • Do you believe you mastered the standard(s) being assessed? Provide proof of mastery, explaining what you did in order to meet the standard(s), or describe what you could do to achieve mastery in the future. Yes I met the standards. Throughout the body paragraphs I compare and contrast three different versions. I say which is better, how they are alike and different and How they could improve. 
  • What did you learn from completing the project? That Beowulf is a classic story that has many different interpretations. 

Character blog

Assignment #5: Character Website

Description: Students will create a website for a character in the King Arthur tales. The website will include biographical information, images, narratives in the form of blog entries, and a page of references in MLA format. 

Standard(s):

  • W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in responses you  to ongoing feedback, including new arguments or information.

Proof: https://sites.google.com/a/ehornets.org/arthur-s-site/home/about-me

Reflection:

  • What did you like/dislike about the project? I liked the project and thought it was a creative way to show what we know.
  • What was easy/hard about this project? As long as you read the story's it was an easy project.
  • Do you believe you mastered the standard(s) being assessed? Provide proof of mastery, explaining what you did in order to meet the standard(s), or describe what you could do to achieve mastery in the future. I met the standards for this. I used very good details in my fourth and fifth entry's to describe how my character was feeling and thinking about everything going on. 
  • What did you learn from completing the project? How to use google sites well and write better from another perspective. 

Friday, December 4, 2015

Hero Portrait

Description: Students will identify an unsung hero in their own lives and interview him or her, using questions they compose themselves. They will use this information to write a mini biography of their hero and produce a visual representation of their hero. 

Standard(s):
W2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Proof:  Dillon powers 
English essay 
Hero
A hero to me is somebody who always does what's best or what needs to be done even if it's not what they want to do. For example, someone who works multiple jobs to pay their bills even though they would rather be having fun then working. My mother is that type of hero. She is always there for me no matter what, she works two jobs from seven in the morning until six at night, and she is always the best person she can be. 
As a child my mother grew up in an abusive home. She was a used by her mother and her father was the only one who would defend her. She always wanted to be a hair dresser in High school but never went to school for it. She graduated from Stevens high school in New Hampshire. However, Instead of being s hair dresser she found her calling as a day care provider. She started her own daycare and became a registered daycare shortly after. This meant that she could take kids in from DCF and kids with special needs. She had a very successful daycare for 15 years. 
During those 15 years she had ten families that she gave daycare for. She made a lot of money and even had my oldest brother and sister. She was able to stay home and raise them while running her business and making a living. She really enjoyed that part of the daycare. She loved working with the kids because it gave them a place to be loved and cared for which she didn't always have when she was growing up. After a while she grew tired of running the daycare because it was a lot of work and she moved to Vermont because she got married. Here in Vermont she applied and got accepted to the school. 
She has now worked at school for 15 years  and she loves it. She loves working with the kids and giving kids love which they don't always get at home. She just wants to make a difference in kids lives. She had fulfilled many different positions here at the school she has been a behavior interventionist or a BI a para educator, and the planning room coordinator.  She doesn't see herself as a hero, but knows she is as she has had five hero essays written about her. 
My mother has always been there for me since birth, she's been there to give me guidance, advice, and steer me in the right direction. She doesn't tell me what to do but gives suggestions, and is an all around good person. 

Reflection:
What did you like/dislike about the project? I liked the fact that I got to write a paper on my mom.
What was easy/hard about this project? The project was easy, I wrote a paper.
Do you believe you mastered the standard(s) being assessed? Provide proof of mastery, explaining what you did in order to meet the standard(s), or describe what you could do to achieve mastery in the future. Yes I did meet the standards, I used very clear and coherent writing to convey my moms expirences. This is evident throughout the paper, but is most evident in my body paragraphs. I go deep into detail about her expirences how she felt.
What did you learn from completing the project? That my mom is a very strong woman who has gone through a lot.