NWSA English 3


October 2015

A note to students-End of the Quarter

Hello students,

I just wanted to remind you that today is the last day I am accepting late work. I have extended this from my original date of Monday, so I can help you out. Please remember that I also have a deadline, much like your assignments, and that is difficult for me to meet when I have TONS of late work turned in the day before the end of the quarter. I have called you all up to my desk so you should be aware of what you have missing (even if you don’t have access to PowerSchool). Please email me if your late work is not updated by Friday morning.

I appreciate your hard work over the first quarter. Let’s start second quarter off right! Have a great extended weekend!


Kind regards,

Ms. Strahan

“Why I Wrote the Crucible” due October 20th

Read the selection and respond to these questions.

Why I Wrote The Crucible


o Why do people continue to read, study, and perform it? What makes The Crucible relevant from decade to decade?

Tutoring Guide for Unit I Retest

Tutoring Guide for Unit I Test

Last call for tutoring/test retakes this week!

Hello students,

If you are not pleased with your test and you scored lower than an 80%, you may come and retest with me. The stipulation with retesting is that you must come in for ONE tutoring session before you retest. I have had both morning and afternoon tutoring sessions the last few days for you all. Tomorrow (8:15 until school starts, and 4:15-6:00PM) will be the last day of tutoring sessions/retake sessions. If you have any questions please email me.


Kind regards,


Sarah Strahan

Excerpt from “The Meaning of July Fourth…”

Annotate this text using your annotation notes. Make sure you follow all directions.


Excerpt from “The Meaning of July Fourth for the Negro”
The Life and Writings of Frederick Douglass, Volume II
Pre-Civil War Decade 1850-1860

Fellow Citizens, I am not wanting in respect for the fathers of this republic. The signers of the Declaration of Independence were brave men. They were great men, too great enough to give frame to a great age. It does not often happen to a nation to raise, at one time, such a number of truly great men. The point from which I am compelled to view them is not, certainly, the most favorable; and yet I cannot contemplate their great deeds with less than admiration. They were statesmen, patriots and heroes, and for the good they did, and the principles they contended for, I will unite with you to honor their memory….

…Fellow-citizens, pardon me, allow me to ask, why am I called upon to speak here to-day? What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? and am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits and express devout gratitude for the blessings resulting from your independence to us?

Would to God, both for your sakes and ours, that an affirmative answer could be truthfully returned to these questions! Then would my task be light, and my burden easy and delightful. For who is there so cold, that a nation’s sympathy could not warm him? Who so obdurate and dead to the claims of gratitude, that would not thankfully acknowledge such priceless benefits? Who so stolid and selfish, that would not give his voice to swell the hallelujahs of a nation’s jubilee, when the chains of servitude had been torn from his limbs? I am not that man. In a case like that, the dumb might eloquently speak, and the “lame man leap as an hart.”

But such is not the state of the case. I say it with a sad sense of the disparity between us. I am not included within the pale of glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you, this day, rejoice, are not enjoyed in common.ÑThe rich inheritance of justice, liberty, prosperity and independence, bequeathed by your fathers, is shared by you, not by me. The sunlight that brought light and healing to you, has brought stripes and death to me. This Fourth July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony. Do you mean, citizens, to mock me, by asking me to speak to-day? If so, there is a parallel to your conduct. And let me warn you that it is dangerous to copy the example of a nation whose crimes, towering up to heaven, were thrown down by the breath of the Almighty, burying that nation in irrevocable ruin! I can to-day take up the plaintive lament of a peeled and woe-smitten people!

The Crucible Guided Reading Questions

The Crucible Guided Reading Questions <- Click here for file

Quotation Sandwich Homework due October 5th

Writing your own quotation sandwich:


It is essential that each individual follow a personal moral code, no matter the consequence. Henry David Thoreau’s “Civil Disobedience” argues that citizens must follow their conscience and fight government in a peaceful manner. The government can be destructive to an individual’s conscious. Thoreau begins his argument by stating that the government “is at best but an expedient; but most governments are usually, and all governments are sometimes, inexpedient” (Thoreau, 390). The government in and of itself does not accomplish anything, except getting in the way of progress. Without the hindering presence of the government, the individual can advance by adhering to their own values.
Now it is your turn…
On a separate sheet of paper, select at least 3 quotations to create 3 different Quotation Sandwiches. You may use any of the texts we have read in class. I will be looking for each part of the “quotation sandwich” to be completed with elaboration and successfully written along within the Composition Guidelines and MLA Style Sheet. It is advised to write these three complete paragraphs, revise, and rewrite.

Annotation and Quotation Sandwich Notes

(a) Highlight adjectives.

(b) Using a second color, highlight verbs.

(c) Create a key at the bottom of your passage for the colors you’ve used.

(d) Given the evidence you’ve collected from the marking you’ve done of adjectives and verbs, comment on the author’s overall diction. Some suggested vocabulary for describing diction: concrete, abstract, concise, objective, formal, informal, neutral, precise, literal, figurative, connotative, symbolic, picturesque, sensuous, literary, colloquial, slang, inexact, euphemistic, grotesque, jargon, emotional, scholarly.

(e) Important: one passage at a time!! And, add to the examples already provided!

(a) In the left margin, [bracket] lines in which the author is creating images (think-word pictures). Make a marginal notation of the sense(s) to which the image appeals.

(b) Given the evidence you’ve collected from the marking you’ve done, comment on the author’s imagery. AP prompts often ask students to discuss the author’s imagery. The most successful student writers are able to categorize the images in a prose passage or poem. Such categorization may be articulated with precise adjectives like these: Gustatory (appealing to appetite, taste), olfactory (appealing to the sense of smell), tactile (appealing to the sense of touch), sensual, sacred, sexual, and auditory (appealing to the sense of sound, religious, animal, war/military, chaotic. Imagery may also be classified with nouns

(a) Box three important details that you think the author chose to clarify the purpose in the passage.

(b) Given the evidence you’ve collected from the marking you’ve done, comment on the author’s selection of detail. Ask yourself why the author would choose to include those pieces of information

(a) Using a third color, highlight any figurative language that appears in your passage. Make a marginal notation of the type of figurative language (simile, metaphor, personification, or hyperbole).

(b) Add this third color to the key you’ve created at the bottom of your passage.

(c) Given the evidence you’ve collected from the marking you’ve done, comment below on the author’s figurative language, including the extent to which he/she creates figurative language.

(a) Place an asterisk* to the right of all lines in which the author’s sentence structure is parallel.

(b) Use the space below to comment on the author’s syntax including sentence length, sentence beginnings, deliberate fragments, dashes, and any other features of purposeful sentence construction. Also look for polysyndeton and/or asyndeton.

(1) Choose a passage
(2) Using the data you have collected above, choose a purpose and an aspect of style.
(3) Carefully compose a chunk that connects style to purpose. Follow the guidelines for quotation sandwiches below.
(4) Write your chunk in the space below the guidelines for quotation sandwiches.
o The context in which a device appears in the text = the top slice of the quotation sandwich. Context provides the answers to the 5 Ws (who, what, where, when, and why).
o The example of the device, strategy, or aspect of style = the filling of the quotation sandwich.
o The connection of the device to meaning = the bottom slice of the quotation sandwich. Think about what the device shows (rather than tells) the reader.
o Avoid generic commentary. Examples: gets the reader’s attention, draws the reader in, puts a picture in the reader’s mind, shows the writer’s point, shows how the writer feels, etc.
o Use as models the two quotation sandwiches at the bottom of the page.
Passage: _________ Purpose: _______________________________________________________
Aspect of style: _____________________________________________________________________
Chunk connecting style to purpose:
The Quotation Sandwich

The Quotation Sandwich is composed of the following three ingredients:
1. The Top Slice: An Argumentative Claim
2. The Filling: A Quote that supports the claim
3. The Bottom Slice: Commentary about the quote

Claim. Quote. Comment.
Easy to remember.

• The claim is your opinion on the material, written as a statement of fact. Technically, you are making an interpretive statement, analyzing the poem, story, data chart, etc. The claim presents a smaller portion of the essay’s bigger argument.
• The quote provides concrete, textual support for the claim statement. NOTE: This does not mean that the wording you choose has to come from a spoken sentence written between quotation marks in the original text.
• The commentary functions to tie the quote to the claim. You are taking a sentence to explain why your evidence is important to your idea.

Parent Survey

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