Don't make people pay for music, says Amanda Palmer. Let them. In a passionate talk that begins in her days as a street performer (drop a dollar in the hat for the Eight-Foot Bride!), she examines the new relationship between artist and fan.
Good luck, have fun, and happy posting!
There are a number of ways to earn extra credit in our English class. Let's start with grammar.
It is surprising just how many grammar mistakes we pass by every day. Signs that are missing their apostrophes (or have apostrophes when they shouldn't). Newspaper articles with obvious misspellings. Advertisements littered with dangling modifiers and prepositions left to fend for themselves at the end of sentences. So why not point out these mistakes and get some extra credit in the process!
See a sign with a grammar mistake? Take a picture, email Ms. Ward with an explanation of the mistake, and she will post your pic here. We're looking for local examples here, not pictures that you pull off of a Google search or random websites. Keep it local.
Every day there will be a new word of the day posted on our board. Use it in a sentence, find it in song lyrics, find it in a book and you'll earn a point of extra credit. Write down the sentence where you found our used the words of the day and bring it for the next class period to earn a point of extra credit.
Finally, you can earn extra credit by using our unit vocabulary words outside of class. So head into World Cultures and use our vocabulary words when you talk with Mr. McCauley. If you do, write down the sentence you said, have your teacher sign it, and you earn a point of extra credit. Find your vocabulary words in books or lyrics, and it is extra credit!
This is our space to share ideas, collaborate on projects, and reflect on the themes of our 10th grade honors English course. Adding content and sharing has never been easier! We will build the knowledge on this site together by:
Overall, this site should help us reflect on the themes and goals of the 10th grade English course, celebrate our accomplishments, and streamline how we share and learn information.
Review your definition of archetypes and some of the archetypal characters that we have been introduced to so far. You may want to watch the videos below for a refresher. Then discuss the archetypal characters found in Gilgamesh so far.Continue
Over the course of the next two weeks, we will be reading the epic story of Gilgamesh along with exploring some contemporary myths. We be looking to the stories of our past and present to explore the themes that connect us. What is it that people value regardless of the area of the world they are from? What stories have been told throughout time? What are the stories that we all tell?
As we read, we'll be looking for how particular stories in our study fit into the mythic tradition and connect with the hero's cycle. We will be analyzing stories for their theme, and we'll be exploring how writer's use literary devices to create the tone and mood found in their stories. Lastly, we'll be using our study of these writers to help us with our own writing as we work on polishing a piece of our own writing to submit out for publication.
Take a few minutes to watch this short clip of an interview with mythology scholar Joseph Campbell. In it he talks about how myths help guide our own stories. After you finish watching, read the excerpt from Bill Moyers’ interview with Joseph Campbell found in our shared Google Drive folder. Make a copy of the document for yourself, and then use the “Comments” function to define all highlighted words. You will also annotate this text. As you read, keep in mind your purpose for reading: “What is the hero’s adventure, and how does it connect with our lives?”
Introduction to the Hero's Cycle
Although I didn't know him and he didn't know me, I took a curiosity in him. He sat in the back of the church by himself without bothering anyone. Nobody seemed to take an interest in him and nor did anyone give the acknowledgement that…Continue
On Monday, September 29th, Mr. Michael Herskovitz shared his story of survival with Haverford High School students. Mr. Herskovitz's life was forever changed when German soldiers walked into his hometown in Czechoslovakia one sleepy March morning in 1944. Within a month, Mr. Herskovitz's family along with other Jewish families living in Botfalva, Czechoslovakia, were kicked out of their homes and forced to live in a ghetto. Shortly after losing his home, 15 year old Michael and his entire family were forced onto cattle cars which transported them to the Auschwitz-Birkenau Death Camp. It is here that Michael lost his parents and his younger brother. In late 1944, as Russian troops advanced into Poland, Michael was transferred to two camps in Austria, Mauthhausen and Gunskirchen. It was in Gunskirchen that he heard shots ring out and saw British troops handing out food. He was freed.
With the support of the Philadelphia Holocaust Awareness Museum and Education Center, Mr. Herskovitz has been a frequent visitor to the halls of Haverford High School. Mr. Herskovitz has been meeting with Haverford students each year since 2008, helping students connect the lessons of history with the voices of those who bore witness to the atrocities of World War II. His harrowing personal tale, told with such grace and strength, never fails to move all those who hear it.