Thursday, September 2, 2021
Wednesday, May 5, 2021
Pourquoi Tale DUE: May 12, 2021
Complete the corrections of the pourquoi tale from classwork
Homework: Write your own Pouquoi Tale
1, 2, or 3 paragraphs -- your choice
Indicate 1 of each DRESS UP per paragraph
Indicate 1 of each OPENER per paragraph
Indicate 1 DEC in each paragraph
Indicate 1 M3 in each paragraph
Indicate 1 OWL in the whole essay
NOs are the same . . . . EXCEPT for dialogue . . . . Minimal dialogue is allowed
How to Write a Pourquoi Tale
There are several elements to a pourquoi tale. As you read these how and why stories, you’ll probably notice a pattern among the various folktales.
- The title should have “How” or “Why” in it.
- Animals, people, and elements of nature are at the center of the story.
- Animals or natural elements have human like-qualities, such as the ability to talk.
- The story begins with how things were, before i.e, “In the High and Far-Off Times the Elephant, O Best Beloved, had no trunk.”
- A character has a problem or a habit.
- A series of events occur causing a change.
- The folktale ends with the character or element of the world as it looks now.
There was once an old woman who was very poor and lived in a small mud hut thatched with mats made from leaves of the palm in the bush. She was often hungry, as there was no one to look after her.
In the olden days the moon used often to come down to the earth, although she lived most of the time in the sky. The moon was a fat woman with a skin of hide, and she was full of fat meat. She was quite round, and in the night used to give plenty of light. The moon was sorry for the poor starving old woman, so she came to her and said, “You may cut some of my meat away for your food.” This the old woman did every evening, and the moon got smaller and smaller until you could scarcely see her at all. Of course this made her give very little light, and all the people began to grumble in consequence, and to ask why it was that the moon was getting so thin.
At last the people went to the old woman’s house where there happened to be a little girl sleeping. She had been there for some little time, and had seen the moon come down every evening, and the old woman go out with her knife and carve her daily supply of meat out of the moon. As she was very frightened, she told the people all about it, so they determined to set a watch on the movements of the old woman.
That very night the moon came down as usual, and the old woman went out with her knife and basket to get her food; but before she could carve any meat all the people rushed out shouting, and the moon was so frightened that she went back again into the sky, and never came down again to the earth. The old woman was left to starve in the bush.
Ever since that time the moon has hidden herself most of the day, as she was so frightened, and she still gets very thin once a month, but later on she gets fat again, and when she is quite fat she gives plenty of light all the night; but this does not last very long, and she begins to get thinner and thinner, in the same way as she did when the old woman was carving her meat from her.
Wednesday, April 28, 2021
Writers Mark SSJ Class Homework DUE: 5-5-21
Write a persuasive essay (5 paragraphs).
VARSITY:
Indicate 1 of each DRESS UP in each paragraph
Indicate 1 of each OPENER in each paragraph
Indicate 1 DEC and 1 M3 in each paragraph
Indicate 1 OWL in the whole essay
ALL OTHERS:
Indicate 1 of each DRESS UP in the whole essay
Indicate 1 of each OPENER in the whole essay
Indicate 1 DEC and 1 M3 in the whole essay
EVERYONE: NO BANNED WORDS NO CONTRACTIONS NO DIALOGUE
Persuasive Model:
Intro
Attention
2) Background info
State three topics THESIS SENTENCE
Make Qs clear
P1 TOPIC W (CON)= Choose a topic for this paragraph that illustrates the OPPOSITE view of the author (you). At the end, question the position - sliver of doubt.
P2 TOPIC B (CON/PRO) = Choose a topic and details where either position is equally valid. Continue to question
Be sure to tell your reader thing that are equally valid (but disagree with P1)
P3 TOPIC C (PRO)= Move into the STRONGEST details that support YOUR opinion. Choose a topic for this paragraph that strongly support the writer’s (your) position
Conclusion
Restate the 3 topics of paragraphs
Argue: Discredit CON; reaffirm PRO
Clearly answer Q
Title repeats 1-3 words from final sentence, but DO NOT give away position
Wednesday, April 7, 2021
SSJ Writers Mark Class Homework DUE: Wednesday, April 14, 2021
Write a GREAT apologetics essay. 300 + words PLEASE.
If you are are a run of great info . . . stop at about 700 words if possible!
Possible resources at the bottom.
(THE FIRST POPE & THE CHURCH THAT JESUS' GAVE US)
Matthew 16:16-19: “Thou art Peter; and upon this rock I will build my church, and the gates of hell shall not prevail against it. And I will give to thee the keys of the kingdom of heaven.”
Jesus didn’t first write the Bible, he first came to found his Church. But he didn’t found thousands of different denominations. He founded one Church. It is a fact of history that this Church is the Catholic Church.
Some claim that Jesus’ Church apostatized* at some point. But this simply isn’t possible. Jesus is the wisest of builders. When he builds his house (and St. Paul tells us that “the house of God” is the church in 1 Timothy 3:15), it will never fall, no matter the storms (Mt 7:24-25). He builds his house – his church – on Peter, Petros (Greek for rock), and promises “the gates of hell shall not prevail against it.”
DEFINITION:
*to apostatize --> to renounce or reject
(APOSTOLIC TRADITION vs. SOLA SCRIPTURA)
2 Thessalonians 2:15: “Stand firm and hold to the traditions you were taught by us, whether by word of mouth or by letter” (similarly, 1 Corinthians 11:2, 2 Thessalonians 3:6).
The early Christian Church absolutely did not follow the Bible alone, but primarily followed the oral teaching of Jesus and the Apostles. Here, St. Paul clearly exhorts us to follow both the spoken (sacred tradition) and written (sacred Scripture) sources of divine revelation God has given to us.
As the New Testament was written, Christians relied on the Church that Jesus founded to properly interpret it. Following “Scripture alone” through private interpretation of the Bible was unheard of.
Stunningly, this idea of sola scriptura is not even found in Scripture. It is unscriptural itself, and so it is self refuting!
Additionally, there is no inspired table of contents in the Bible. We cannot possibly know which books belong in the Bible from Scripture alone. It was the Church in the late 300s that discerned by the Holy Spirit which books were truly inspired by God and belonged in Scripture. For the first four centuries of Christianity, Christians didn’t even have the Bible. To be a “Bible-alone” Christian was an impossibility. On top of this, before the printing press in the 1500s, all Bibles were hand copied and prohibitively expensive. Very few could afford their own private copy, and, either way, most could not read.
But perhaps the most compelling reason to reject sola scriptura is that it simply doesn’t work – and God never intended it to. If there is one Holy Spirit, one Bible, and one set of unchanging, universal truths, how is it that we now have thousands of different Protestant denominations (some estimate well over 30,000), each with very contradictory teachings on some very important doctrines – and all stemming from radically different interpretations of the same Bible. The fruit of sola scriptura has been utter Christian disunity, in total opposition to the unity Jesus prayed for in John 17.
SOLA FIDE = Faith Alone
We Are Not Saved by Faith Alone
James 2:24: “You see that a man is justified by works and not by faith alone.”
The second pillar of the Reformation was the doctrine that a person is “justified” or saved by their faith alone, apart from any good works. But the only place in all of Scripture where the words “faith” and “alone” come together is James 2:24, which unequivocally refutes this novel teaching, confirming that we are definitely not justified “by faith alone.” Good works are needed too.
SOLA FIDE continued
Grace-Inspired Good Works Are Necessary for Salvation
Romans 2:6-10: “God ... will repay everyone according to his works: eternal life to those who seek ... immortality through perseverance in good works.”
Like James 2:24 above, this verse clearly shows the necessity of good works for salvation as well. But to be clear, Catholics don’t actually believe in salvation solely by good works either. We believe that we are saved by the grace of God (cf. Acts 15:11), and that both faith and good works come primarily through God’s grace.
Similarly, when Jesus is specifically asked, “What good deed must I do, to have eternal life?” he replies, “Keep the commandments” (Mt 19:16-17) – i.e., do good works!
Possible resources:
https://www.catholic.com/video/why-is-sola-scriptura-unreasonable
Patrick Madrid
https://www.youtube.com/watch?v=NnwHATcBbNE
I will try to add more soon :-)
Tim Staples
https://www.youtube.com/watch?v=JiBA7qMS6ao
Wednesday, March 10, 2021
Writers Mark SSJ DUE: 3-17 ( 4-7 Have Portfolios Ready for First Review)
Our class is "on break" until 4 -7 -21
BUT! on 3-24 we will have a "touch base" zoom meeting.
Come on in at 1:00 on Wednesday 3-24. Please note that you do have an essay due on 3-17. <--- St. Patrick's Day
Reminder: Full Jabberwocky Recitation on 4-7-21 for Mason, Branson, Sammy, and Shiloh
•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞
1) ESSAY due March 17:
Aim at heaven and you will get earth thrown in. Aim at earth and you get neither.
~
•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞•∞
Everyone:
• Indicate 1 example of each DRESS UPs and
• Indicate 1 of each OPENER (NOVICE 4/7)
• Indicate 1 DEC and 1 M3
• T/C and TITLE/Clincher
• Clearly state the quote and author in your essay.
2) Here is more info about the Writing Competition that I told you about in class. YOU might win!
---> You will definitely gain great experience.
---> You will have a chance to show off your writing skills
Here is the link for the Writing Competition:
http://e3writingcompetition.com/
http://e3writingcompetition.com/
Wednesday, March 3, 2021
SSJ Writers Mark Class Homework DUE: Wednesday, March 10, 2021
Lots of sensory description
Regular stylistic techniques (listed below)
Complete each sentence.
Choose one as your writing prompt.
3 paragraphs
KWO by the weekend
checklist required
Talking quickly, the boy tried to _____________________________.
Yelling at the dog, _________________________________.
Opening her eyes, __________________________________.
Finally understanding the teacher, the student __________________________.
NOVICE
Indicate one of each DRESS UP
Indicate 3 of the 7 OPENERs
Indicate 1 DEC
Indicate 1 M3
T/C
checklist
JV
Indicate one of each DRESS UP in each paragraph
Indicate 5 of the 7 OPENERs in each paragraph
Indicate 1 DEC in each paragraph
Indicate 1 M3 in each paragraph
T/C
checklist
VARSITY
Indicate one of each DRESS UP in each paragraph
Indicate one of each OPENER in each paragraph
Indicate 1 DEC in each paragraph
Indicate 1 M3 in each paragraph
Indicate 1 OWL in each paragraph
T/C
checklist
ALL
NO banned words
NO banned words
NO contractions
NO dialogue
Wednesday, February 24, 2021
Writers Mark SSJ Class Homework DUE: Wednesday, March 3, 2021
1) Be ready to recite the first FOUR line of Jabberwocky.
Change the dialogue in As Fast As Words Could Fly to blue.
Change the wording to eliminate the dialogue in all but three cases. Keep those in blue.
Indicate ALL OPENERs in the story.
Indicate all DRESS UPs except QAs and SVs
Indicate the (D-SIM). If you added another, indicate that, also.
Highlight all sensory words in lime green.
3) Keep working on your portfolios!
As Fast As Words Could Fly
As Fast As Words Could Fly
by
Pamela M. Tuck
Trouble was brewing in Greenville, North Carolina.
By five o’clock, fourteen-year-old Mason Steele was rushing to finish his schoolwork. Pa would be home from his meeting soon, bringing a new problem. New problems meant more work for Mason. He didn’t mind, though, because helping Pa’s civil rights group made Mason feel real important. The screen door banged shut.
“Where’s Mason?” Pa asked as he scanned the kitchen.
“Willis, the boy’s doing his lessons.” Ma sighed.
“I need him to write another letter for me. Ma-s-o-n-n-n!”
“Yes, sir,” Mason called.
He hurried into the room with paper and a pencil.
“Whittaker’s Restaurant refused to serve Matt Duncan’s boys,” Pa explained. “We got to form another sit-in.”
Mason took notes while Pa rambled on about what had happened. Only Mason could make sense out of what Pa said. Later, Mason turned his notes into a business letter.
“This sounds good enough to send to President Lyndon B. Johnson himself,”
Pa boasted after he read Mason’s letter. One evening, after the screen door banged shut, Mason waited for Pa to call him. Instead, he heard Ma and Pa talking quietly. When Mason finally entered the kitchen, he could hardly believe his eyes.
“A typewriter!” he gasped.
“Yep,” Pa said. “The group wanted to give it to you. Said you been quite a little lawyer for us. Figured a typewriter might help you someday.”
Mason slid his fingers over the keys. Each row looked like little steps climbing up.
“It’s beautiful,” Mason whispered. “I’ll type the civil rights group a thank-you letter.”
“That’ll be the right thing to do,” Ma agreed.
Soon school was out. During the summer, Mason and his two older brothers, Willis Jr. and Henry, picked tobacco with a few of the white boys who lived nearby. Patrick and Daniel Jones were the only two who acted friendly. They often raced against Mason and his brothers to be the first to fill the mule cart. In the evenings, Mason was weary from the day’s work,
but that didn’t stop him from practicing his typing. Using his index fingers to pick out the keys, he learned where every letter and symbol was located on the typewriter. Summer flew by.
Before he knew it, Mason started his first year of high school. After the third week, Pa called him and his brothers into the kitchen one evening.
“Boys, I got some real important news for you,” he began. “We just won a case we’ve been fighting for a long time. It ain’t right for y’all to be bused twelve miles to Bethel Union High School when Belvoir High ain’t but three miles away.”
The boys’ eyes widened. “P-P-Pa, you, you know them white folks ain’t gonna like us going to their school not one bit,” Willis Jr. stammered.
“Like it or not, y’all’s going,” Pa replied. “Somebody’s got to make a change.”
The boys stared at one another in disbelief.
“The bus’ll be here early Monday morning, so be ready,” Pa said as he got up from the table and left the room.
Monday morning, Mason and his brothers were nervous. They watched the school bus come roaring up the road. The driver slowed down just enough for the boys to see the white students on the bus laughing at them. Then he sped up, blowing dust in the boys’ faces.
“They just don’t want us on their bus,” Willis Jr. said. “I don’t want to ride their bus noways,” Mason added.
The boys trudged back to the house. When they told Pa the driver hadn’t stopped for them, he was furious. The next day, the same thing happened. The third day, the bus stopped. Slowly the boys climbed the steps.
“Move it! I ain’t got all day,” the driver yelled.“And get to the back!”
The boys stumbled over one another as they hustled down the aisle. Henry spotted a familiar face. “Hey, Patrick,” he said. Patrick didn’t answer. He just looked straight ahead.
“You Steele boys are asking for trouble,” Daniel whispered.
The driver took off. The sudden motion threw the boys into their seats. When the boys arrived at Belvoir High, the principal, Mr. Bullock, barricaded the doorway. He looked as if he had smelled a skunk.
“Report to class after the bell rings,” he snapped, and thrust their schedules toward them.
“How will we know where to go?” Willis Jr. asked.
“You found a way to get in here, so find your way around.” Mr. Bullock turned and stormed into the building.
By the time Mason located the right room, the class had already started.
Cold stares and grimaces greeted him when he entered. Mason knew which seat was his: the one in the back corner. Against the odds, Mason did well in school. He especially liked typing class. The teacher, Mrs. Roberts, ignored him, but he paid strict attention when she helped others.
At home, Mason practiced what he had learned. It wasn’t long before he needed to earn some money to buy typing paper and other supplies.
Mason found out that the Neighborhood Youth Corps sponsored an after-school program that offered jobs. He applied and received a position in the school library
“What can you do, boy?” Mrs. Turner, the librarian, asked.
“I can type, ma’am,” Mason answered.
“Well, come over here so I can show you what to do.” Mrs. Turner took a stack of index cards and sat down at a typewriter. “Pay attention, because I’m not going over this with you a second time.”
Mason had to transfer the information on the spines of books onto the cards. Mrs. Turner typed one card and left him without further instructions.
Two hours later, Mrs. Turner approached Mason.
“How’s it coming, boy?” she demanded.
Mason handed her his stack of index cards.
Mrs. Turner’s eyes bulged. “My goodness! How many cards did you type?”
“I think about one hundred, ma’am,” Mason replied.
Mrs. Turner checked the cards. She couldn’t find a single mistake.
“Gracious, boy,” she said. “You type faster than Mrs. Roberts.”
Mrs. Roberts was pleased to be relieved from the library work. She became friendlier to Mason in typing class. She even allowed him to use the new electric typewriter. The first time Mason used the electric typewriter, the letters jumped onto the paper with the slightest touch.
He had to get used to pressing a button to return to the left margin of his paper.
He could type faster and more quietly on the electric typewriter,
but he missed the tinkling bell on the manual typewriter that signaled a new line.Mason continued to improve his typing skills. Before long he could type forty words per minute. His job was going well too,and he was earning the money he needed for typing supplies.
Then Mason was fired without explanation.
“They done messed with the wrong fella,” Pa fumed when he found out what had happened. “I’m gonna call Golden Frinks on this one. He’s a field secretary for the SCLC.” Mason had heard plenty of Pa’s stories about the Southern Christian Leadership Conference, the organization that coordinated nonviolent action to end segregation. Pa had said that field secretaries interviewed people who complained about unequal treatment. Then they organized a march, a sit-in, or a protest.
“Golden Frinks was personally selected by Dr. Martin Luther King Jr.,” Pa added. “And believe me, son, Mr. Frinks shakes ground.”
The next morning, Golden Frinks, Pa, and other civil rights workers went to the Board of Education.
An investigation began.
The Board of Education discovered that Mrs. Turner’s husband didn’t want her to stay after school with a Negro boy. The federal government was funding the Youth Corps and now threatened to stop giving the school money for the program because Mason was treated unfairly. Mason was rehired.
One day in typing class, Mrs. Roberts announced that there was going to be a typing tournament among some of the high schools in the county.
The fastest typist in the class would represent Belvoir High. The students fiercely competed against one another. Mr. Bullock reviewed the scores.
Then he announced the winner.
“Mason Steele will represent our school in the typing tournament.”
“How can a Negro represent our school?” a student blurted out.
“We can’t afford any more trouble with the Board of Education,” Mr. Bullock responded, stealing a glance at Mason.
Do I really want to do this? Mason thought. But then he recalled Pa’s words.Somebody’s got to make a change.
On the day of the tournament, Mr. Bullock and Mrs. Roberts drove Mason to Farmville High School. Upon entering the auditorium, Mason scanned the room. He tried to ignore the stares of the white students as he considered the selection of electric and manual typewriters. Mason knew if he chose a manual typewriter, he would lose time. He would have to take his left hand off the keys so he could hit the lever to start each new line.
All the other students sat down at electric typewriters. Mason had to make a decision. He closed his eyes to think. His typewriter at home flashed before him. Mason sat down at a manual typewriter. The judge went over the rules, then shouted, “Begin!”
Tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-DING.
Mason finished his first line. He couldn’t hear how fast the other students were typing. He focused only on his paper.
Tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-DING.
Tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-DING.
Mason’s fingers flew over the keys. His typing echoed throughout the auditorium.
BZZZZZZZZ!
“Time’s up!” the judge yelled. All eyes were on Mason as the judge collected the papers. After a long wait, the results were announced.
“I can’t believe this. I really can’t believe this,” the judge said into the microphone.“Mason Steele, from Belvoir High, has broken all previous records with a typing speed of sixty-five words per minute.”
No one cheered.
Mason just stared straight ahead.
Mr. Bullock accepted the typing championship plaque for Belvoir High. Not a single person in the audience applauded. Mason received nothing.
“That’s some skill you have, boy,” Mrs. Roberts complimented Mason on the drive back to school.
“Thank you, ma’am,” Mason responded.
“I just have one question,” Mr. Bullock said. “Why in the world did you choose a manual typewriter?”
Mason cleared his throat. “’Cause it reminds me of where I come from, sir.”
Neither of the adults said anything more to Mason the rest of the way. But Mason knew his words typed on paper had already spoken for him —
loud and clear..
Subscribe to:
Posts (Atom)