Happiness Project Continued

Maddie is Fabulous

MLA Preston Paper

MLA Preston Paper (1)

Masterpiece Academy Question

     Regarding espoused learning, I think I have been able to learn but also experience it. Some people experienced learning and connection in Yosemite. Meeting our once only virtual British friends and getting to hike trails and listen to their music all as one community. For me, My experiencing learning was sitting in the chair as the salon lady cut off my hair. I had never "gone so far" for a school project. It actually changed me. My hair yes, but also being able to have a class where I was able to feel the connection with my real life was impressive to me. Also I enjoyed Shakespeare! I wish we had more time to go over it in class but I even though we didn't I have a growing appreciation for Shakespeare as a writer, this is not something I would have ever said last year. 

     The trust level in the students has been very high and I feel that sometimes we didn't deserve it. The one part that sticks out to me is when Preston showed up to class unannounced and we were not on task. We were doing other homework or chatting with friends. That is when I feel like we let Preston down. However after that, most of the time the class did do work, delegating tasks to each group to get the homework done quicker; I mainly remember doing this with Macbeth questions. As seniors, I think we felt that we earned trust, but Preston might have not always felt that way but he trusted us anyway. Once we learned our lesson, with Preston spontaneously dropping in, then we  honored the trust Preston had in us and took it seriously.

      Books that tell the truth to me are Macbeth and Pride and Prejudice. Lady Macbeth is a root of all evil type of character. I don't want to get into the terrible things she orchestrated in the play, but I do want to say how it related to me. Evil for Lady Macbeth equals Senioritis for Elizabeth. It was a struggle for me to study for tests. A pain to open a book and flip through pages numbly reading. I am very grateful for the outcome of this year and some of it was possible only because of those late night reading sessions and less than five hour sleeps. Senioritis is not evil but a huge inhibitor to get things done and is such a good word to describe my feelings senior year. I kind of wish senioritis doesn't exist just like I would like evil not to exist. I know both really do exist and will never go away. I know Lady Macbeth was filled with evil (from the moment she threw away her conscience) and I can most closely relate this to the seniors who battled through senioritis everyday of school and who now have another three years until the dreaded but almost welcome excuse of senioritis hits again.  Macbeth is the good versus evil. Macbeth made me feel that there is some original good in everything. His mind tells him the King really isn't evil or bad, so why should he kill him? I like that he is the character with sense. Though it is not long before Lady Macbeth brainwashes him into a zombie killer guy, I appreciate that at first, he doesn't feel the need to agree with killing the king like Lady Macbeth suggests. He has a backbone and expresses his opinion. I feel I don't always know how my opinion on something so instead of really thinking about how I feel about it, I listen and follow what others think. My undecided opinion could be influenced by a Lady Macbeth in real life, which scares me. From this book I made the decision to try to come up with my own opinions more and listen to other people's opinions only after I have my own. Elizabeth from Pride and Prejudice is the next character that it important to me. First, we have the same name! Second, she is a character who is so witty and stubborn and she always knows what is best for her. She is no nonsense person. Elizabeth turns down a marriage proposal, falls for a rich man and has no insecurities. I love her personality and my personality is not like hers at all, but I think she sets a great example as a strong and confident woman.

      A passion of mine is medicine and health. Through the class this year, I was able to donate my hair as a part of my masterpiece. I wasn't directly affecting my medical career, but I do know I was helping someone who is involved with cancer. The most important part to me is making others smile and helping make each day better for them. Hopefully one day, it will impacting a patient's days as a physician, but for now I am happy to do something semi-big (a girl's hair is important to her) to make a small but bright mark on someone's life. I think I will keep letting my heart lead me. I usually know when it is possible to make a difference and I hope I will have the confidence and courage to take chances and change lives.

     Something that made me laugh out loud was the story Mile's gave about bagels, cream cheese and lox. I am still looking forward to watching his videos because that moment from fall final, I just remember the laugh that just kind of made the whole class roll.

     There are always unseen but important details that make up a person's life.The theme between presentations was an evolution in some way or another that connected people. Shailynn's is the most illustrative of the examples. She showed us pictures of herself from when she was little to when she was grown up. To me, I see that everybody has a back story, content that is not always available to the viewer, only to the writer. I think this connected us in that everybody had a childhood and pieces of that childhood shaped who we are today. Next most illustrative in Aaron and Matthew's twin presentation, which I found out after was presented by Matthew instead of Aaron! Their presentation showed how they grew together and even now, have a cool "psychic" connection with each other. Jisu and Naomi connected by intertwining their passions (music and poetry) to create a cool song with Frozen. Side note that many Frozen lover's were connected to this presentation as well when the Frozen back up music came on. Next was Noah's presentation, that connected everybody in the sense that we feel constantly dominated by people who say, " You're too young". It seems like such an invalid argument because no matter what we do, we cannot change that we are young. Would it make those people happy if we aged ten years in two days, and maybe then they could take us seriously! We should tell them " You're too old (and dull minded)" to see the difference we could make if we were given a chance. And sure we would fail, probably a lot, but at least we are trying. So sorry for the rant, every teenager has felt the "younger generation is doomed" pressure and it is absolutely ridiculous. Last but not least, Mellany and Daniel's presentation gave the class the " It's over" feeling but also the, "Wow, we did some great stuff" feeling as well. It reminisced us with the good times that high school contained, no matter how many times we tweeted how much we loathed it. It was a tornado of truths. It reminded me of the new beginning too. With every closed door, their is another peeping open.

       I hope I am a hero to some people. This doesn't relate to my hero's journey, but I have tried my best to set good examples and always be a person with a listening ear. My call to adventure was probably from Preston's class and life. Preston was the masterpiece and connecting my passion to a lesson and something I could say I completed. Life called me to an adventure with college; fall semester grades, college applications, scholarships and picking a university that be suited me.

     My mentor was my mom. She is a first generation college student who went on to complete her doctorate, she traveled the world and then came back to have me and my brothers. I find her very inspiring and go to her for advice on college and life. She is a permanent mentor to me, which I am very grateful for.

     I conquered the challenge of cutting my hair and also being "done" with college and life choices for the moment. It was probably one of the most stressful things was tossing colleges around in my head. Considering the pros and cons, the amazing opportunities at each, that I knew I would have to miss out on because you can choose one college, not four.

      I feel I have returned enlightened. I have learned a lot about myself. First, I am risky because I chopped off all my hair for a (very worthwhile) school project (!) and second that family is important to me. I was guided to my college choice by following something I grew up with which is agriculture. It is something that I love and is another passion of mine. I enjoy every minute being a cowgirl and wearing boots and I feel it is something that I don't display to others, but it is probably the closest thing to my heart besides family. I am such a country girl and that is how Cal Poly was able to convince me to attend. They have something special.

      Wow, I just realized I am a completed bildungsroman. I just summed up my completed story. I have come so far this year and am proud to have made it through this journey. During the moment, it felt never ending, but here it is. 

Revisiting Journal

1. Literal Interpretation: He got what he wanted but was it foul?

Symbolic Thematic interpretation: Banquo knows hamlet has done something to get where he is but he is suspicious 

2. . Literal Interpretation: He has a bland crown and septor

Symbolic Thematic interpretation:

Banquo and son will really have the powe, he really he nothing but a blank crown and throne

3.Literal Interpretation: It is better to kill to get a spot rather than be killed by someone who wants they spot

Symbolic Thematic interpretation: They would rather be foul than fair

4.Literal Interpretation: It's better to be with someone, it is better to have peace, than to think about what might have happened, at least you tried

Symbolic Thematic interpretation: Macbeth was okay with his decision. 

5.Literal Interpretation: He is in too deep and it is impossible to return

Symbolic Thematic interpretation: He is too far in killing people an can't go back to the person or people he was with before. 

“Tomorrow, and tomorrow, and tomorrow”

Speech: “Tomorrow, and tomorrow, and tomorrow”

BY WILLIAM SHAKESPEARE

(from Macbeth, spoken by Macbeth)

Tomorrow, and tomorrow, and tomorrow,

Creeps in this petty pace from day to day,

To the last syllable of recorded time;

And all our yesterdays have lighted fools

The way to dusty death. Out, out, brief candle!

Life's but a walking shadow, a poor player,

That struts and frets his hour upon the stage,

And then is heard no more. It is a tale

Told by an idiot, full of sound and fury,

Signifying nothing.

Macbeth Reading Notes

Macbeth only feels guilty for a short time before he discovers he is ready to do whatever it takes to get the crown
He thinks about what the witches said and decides he must kill Banquo and his son as to not allow the crown in his hands
Macbeth's soliloquy
Macbeth gets set in his ways of killing Banquo and son
Now feels very guilty about killing Duncan
That also is motivator for other people to take over crown from him
Macbeth has murderers
They will pounce on Banquo and Fleanace
Macbeth is still feeling very guilty
Talks to Lady Macbeth
Looks like her role in leading him to kill people is done
Now he wants to eliminate anyone who threatens him
In the woods/forest, murderers wait
They kill Banquo but Fleance escapes
Murderer tells Macbeth at gathering that Banquo is dead and Fleance is gone
Macbeth is mad Fleance is on the loose
Then Banquo's ghost starts haunting Macbeth
Macbeth goes crazy talking to the ghost
Witches have new plan for Macbeth, there is a new witch who is in control now
Next day, Fleance is blamed for murder, but men are suspicious of Macbeth
They are onto him
Macbeth feels threatened again and is ready to fight to keep his crown

Macbeth Character Map

What About My Masterpiece

I have decided to do a lot of simplification(ing) to my project. I wanted it to be elaborate and crazy but I see it is almost May and May will fly by too so this is what I have decided. I want to donate my hair to someone with cancer. I have done this before (three times), but I thought I was done. However, over this past year, friends have been effected by cancer more than I could ever imagine. I think this is a lesson to me about selflessness and understanding you have to put others first to sometimes appreciate my own value too. So I think if I can make one girl's day happy with a wig that will boost her confidence and make her feel beautiful, that is so amazing and more than I can ever ask for. Cancer is crazy because it takes away your confidence inside your body and outside when you look in the mirror and see no hair. I know I love my hair but I also know someone else will be able to love it more. I also am thinking I will ask around and see if anyone else is interested in participating.

Love Is Blind

What does Macbeth see in Lady Macbeth? How did they even get together? I am speculating it was an arranged marriage because he can't be a great warrior yet have no clue that he is married to a maniac. Macbeth must trust her and believe her, because he was sane until she got a hold of him and told him to do crazy things such as kill a king who had done nothing to provoke him. The audience can see Lady Macbeth is evil and cuts herself off from her own conscience, and maybe that is why Macbeth listens to her, but at some point, he must realize she is off her rocker. She is bloodthirsty.

Act 1 Study Questions

I-1

1) Beginning the play with a dialogue between the witches sets the mood to be dark, evil, and mysterious. This foreshadows the plot, theme, and mood for the future of the story in the same manner. In comparison of Shakespeare's other plays, Macbeth requires more ambiguity and the syntax and diction used needs to be more bleak. For example, Hamlet highlighted the themes of betrayal and complexity of relationships and power. Even though, the theme falls in the same ballpark with Macbeth, the gloominess of the plot of Macbeth overpowers that of Hamlet. In the beginning of the play, the witches were going to meet Macbeth at the "ere of sunset." Line 10 was "Paddock calls" and line 11 was "Anon." The phrase paddock class means a toad, which symbolizes transformation. The word anon means soon or shortly. The "toad" and it's transformation could metaphorically be compared to Macbeth and his evolving and transforming to be a completely different person or even having a transformation in his status and power. The witch's response as anon signifies how Macbeth will shortly have a transformation - to be declared a thane. 

I-2

1. The bloody seargent indirectly characterizes Macbeth by glorifying his actions towards Macdonwald. Macdonwald is a rebel who was executed. He tried to attack them. Macbeth executed macdonwald with his sword. This did not end the fight with the rebels, the Norwegians are still attacking.
2. The traitor was the Thane of Cawdor, as we learn from Ross. Duncan says that its a relief the thane of cawdor was executed and that Macbeth now owns his previous title.

I-3

1. The witches speech gives a first look at Macbeth and his wife without saying who they are. Indirect characterization of the two. Similar to Hamlet where he gives a mini synopsis early in the story. "Weird" in Shakespeare's day meant future seers not weird as we know it, prophecy and destiny. Shakespeare means that Macbeth's wife has him by the balls. They  cast a spell to control his destiny. 
2. Macbeth says something very similar to what the witches said at the beginning of the play. This could be him falling into the destiny the witches set up. Dried, chapped fingers, gender ambiguity, hairy, old, they have literal beards. The witches tell Macbeth that he will thane of Candor and eventually King, right then he finds out he is thane of Cawdor. Banquo asked the witch why they had nothing for him, they told him he is lesser but greater than Macbeth. We knew he was thane before he was thane.
3. Banquo says the witches were a figment of their imagination that they lie or that they are hallucinating. Macbeth learns that he is thane of Cawdor from Ross and Angus. During lines 114-156 he was going over his plan in his head and how everything had just happened to him. He acts very happy and shows no incredulity at being thane. Macbeth's aside shows him rationalizing what happened to him and he begins to think that he is going to be King soon. Macbeth tells Banquo that he is happy and excited and nothing more he explains his behavior by saying he is confused.

I-4

1.Cawdor was executed after openly confessing his treason and pleading for mercy. Malcolm tried to stick up for the thane, but the king responds by basically saying that you can't trust a man according to his face. He doesn't believe the thane was truly repentant.

2.The king greets them by saying that he can never repay them enough for their good deeds, but announces he will leave all his estate and names his son, Malcolm, prince of Cumberland. He then proposes that they go to Macbeth's castle at Inverness. Macbeth tells himself that the only way to be king is to get rid of Malcolm, and even though he'll be appalled at his action, he must do it.

I-5

1. Macbeth was honest with his wife when he informs her of his new title as "Thane of Cawdor." He refers to the witches as "weird sisters" probably because he doesn't want her know that he is associated with the "evil servants."

Lady Macbeth responds by saying that she thinks Macbeth is playng things off as if everything is fine. By saying "but be the serpent under't", she describes him as someone that lies to make everything appear under control. This doesn't really match the characterization of Macbeth so far in the story which implies that there is something the audience doesn't know about him. 

2. The wife was confident about the guests visit. She also seemed prepared and a little cocky about the way her and her husband would handle it.

3. Lady Macbeth. Yes she wants to kill Duncan. No, he isn't sure whether he wants to follow through with Lady Macbeths orders or not. She tells him not to let Duncan see tomorrow. 

4. The question appears to answer itself. 

I-6

1. The opening speeches (1.6.1-10) describe how the surroundings of the castle are "pleasant" and the air is sweet-maybe even too sweet. From the outside, the castle appears to be paradise.
Lady Macbeth's welcome is formal. Her language is totally different from her language in the previous scene which shows how fake and dishonest her welcome was.

I-7

1. "If it were done when 'tis done then 'twere well." If it were done when it was done it was done well. (Meaning if he completed the death quickly and efficiently and with no complications then he did the job well.) Macbeth is determined to kill the king and be done with him but in lines 1-12 he is fearful of how the "inventor" will judge his actions. He's violating the hospitality of his kinship and responsibilities as a host towards his guest by trying to kill his guest instead of protecting them. The motivation that Macbeth attributes to himself in lines 25-28 is the attribute of an Arabic heaven-like God. He will be seen as a "God" and that is his source of motivation to get the job done. 

2. In lines 28-30 she is complaining about him leaving the chamber because it was  almost time for dinner. Macbeth responds to her complaining by saying did he ask for me? And lady Macbeth says don't you know he did? The positions are lady Macbeth is ready for the King to be killed while Macbeth is still hesitant and on the fence about it. Macbeth convinced Lady Macbeth by explaining that he is an respected person and doesn't want to lose his honor while Lady Macbeth convinces Macbeth by convincing him to gain the power and kill the king. The stronger person in the scene is Lady Macbeth because  she's more verbally confident in her argument while convincing Macbeth to kill the King. 

Meet Macbeth

Series 1-3

Questions

Indirect and direct characterization

The way he battles and fights is something that describes Macbeth. He is a strong courageous warrior. He chooses to talk to the witches. He is kind of afraid of them but when they mention becoming Thane of Cawdor he is interested. His asides give characterization and insight into Macbeth's mind. Ross and Angus talk about Macbeth and describe him.

Foreshadowing

He is probably going to get killed. The witches provide the most foreshadowing. In the beginning of the poem, it hints towards meeting him and possibly killing then. They also predict before news have spread, that Macbeth will be crowded thane of Cawdor. Also foreshadowing about getting the throne, and what that entails. Macbeth feels he will have to complete an evil deed to be crowded king.

Exposition
Shakespeare likes to use other characters to build the knowledge of another one. Macbeth finally comes into Scene three, but we have already found out information through witches and Duncan .

Shakespeare Tone of Characterization
 I am not sure about yet about Shakespeare's tone in describing character's, so far mainly Macbeth. I need to read more to fully understand it because at this point, it could be any tone.

Themes Appear Evident
I think themes tinted with evil or wrongdoing will be a theme. However, Macbeth started out with a heroic battle and is crowded king. His conduct so far is chivalrous and makes me think he stands up against what he sees wrong in society. Macbeth seems noble, he is given power, but has not flaunted it around. He is so far, humble about the position he has been given and seems happy about it. It is really hard for me to see exactly what themes will continue through the book because I haven't read enough yet. One theme I can think of the the use of witches in foreshadowing to let the reader know what to expect next.

Thane of cawdor

Won noble position

Lady Macbeth true evil in play

She drives people to do evil things 

Symbolism

Thane of cawdor (irony)

Prophecy of Macbeth

Prophecy of banquo

Why does Macbeth get prophecy

Indirect characterization 

Foreshadowing

Macbeth promised greater legacy scene3

Come what come may

Time and the hour runs through the roughest day

My Macbeth Resourcese

1. http://www.sparknotes.com/shakespeare/macbeth/

2. http://www.nosweatshakespeare.com/blog/macbeth-infographic-foul-facts/

3. http://www.bardweb.net/language.html

4. https://quizlet.com/3993121/macbeth-flash-cards/

5. Book from library on Macbeth

Macbeth Intro Notes

The great chain of being

God

King

Citizens

Animals

Different classes

Grand displays of every idea

Horses ate each other

Witches

Fair is foul and foul is fair

Witches carried out evil

Realistic representations at the time

Win only one persons approval. The king's

Prose Essay

Young Goodman Brown is an example of someone who is conflicted. He is seen experiencing pulls from the good and evil side of himself. Though the climax of the story is blurry, it seems evil has won, or at least changed his perspective for the rest of his life.Young Goodman Brown's body leads him one way, yet his mind leads him another. This fits the central theme, that everything is evil or has evil in it. Even young Goodman Brown's body is infested with the sin, by attending this meeting that he knew was evil,  he could not keep his feet from moving.

Young Goodman Brown seems naive as he travels on the path. He wants to be good and godly but doesn't know the power it takes to  stay true to his beliefs . There is evidence that Young Goodman Brown wants to be good. He is able to stop himself at times and try to reflect on what he is doing, why, and where he actually wants to be, at home with Faith. Then there is the part of him that has faith in people that they are not all evil. Towards the beginning, Young Goodman Brown is ashamed of the trip he is about to take. He thinks he is the first to take this tumultuous journey out of the members of his family. He feels his is betraying his God and himself. The theme includes betrayal as everyone is revealed to Young Goodman Brown of being evil and filled with the devil. The walking buddy, who was called the devil by a passerby, revealed Young Goodman Brown's father and his grandfather had taken similar walks with him and had always come out of the forest fine. This shows how strong of a hold the devil is able to attract him and others, who wanted to be godly at one point.

Sin holds him in chains. Even through every thought of Faith and not wanting to betray his God, he still continues on the path to darkness. Young Goodman Brown is unable to keep himself from the temptation of evil. At the point where Young Goodman Brown realized Faith is also involved with the evil happenings, he rushes to the ceremony when the shock and horror of what is happening becomes real. Young Goodman Brown is at the ceremony, yet still really doesn't want to be there, but it seems that there has been a societal pull for him to attend.

Young Goodman Brown is a character with a good heart, but is unable to let the beliefs he believes in shine through. He is ashamed to be attended the meeting and at many points wants to stop. He realizes that he is not a fit for what the meeting will do or change about his life. Yet Goodman Brown treks on through the forest. Even though he wanted to resist, his body would not listen. Young Goodman Brown demonstrates the theme that evil is innate, It is in us and even with a stronger resistance than Goodman Brown's, could stop someone for attending the meeting.

Poetry Essay

Read the following poem carefully. Then write a well-organized essay in which you analyze how the poet uses language to describe the scene and to convey mood and meaning.

 Spring is like a perhaps hand
 E. E. Cummings, 1894 - 1962
Spring is like a perhaps hand (which comes carefully out of Nowhere)arranging a window,into which people look(while people stare arranging and changing placing carefully there a strange thing and a known thing here)and changing everything carefully Spring is like a perhaps Hand in a window (carefully to and fro moving New and Old things,while people stare carefully moving a perhaps fraction of flower here placing an inch of air there)and without breaking anything.

Language: suggests the idea and it becomes an accepted idea throughout the poem
Scene: a shop window, along with the changing weather
Mood: methodical, communist like, people need something to control them
Meaning: routine, need something to tell them, new beginning, fresh start

The poet uses language in a convincing way. Suggesting that spring is a gentle but necessary push to society. Through imagery in the poem, a picture is painted with words, mainly the hand which switches things around. The author creates a vision of the hand moving swiftly but carefully as the new season is dictated by it. The hand introduces new things. The hand and spring has a kind of control over people.

 The people outside the window are described as watching intently. As the hand moves moves one object into view and another one out, people can sense change in the air. A window is mentioned, which brings the idea of a shop window, one once decorated with cool tone colors now being changed into bright ones.

Spring is like a perhaps hand

Spring is like a perhaps hand

E. E. Cummings, 1894 - 1962

Spring is like a perhaps hand 

 (which comes carefully

 out of Nowhere)arranging 

 a window,into which people look(while 

people stare 

arranging and changing placing 

 carefully there a strange 

 thing and a known thing here)and

 changing everything carefully 

 spring is like a perhaps 

 Hand in a window

 (carefully to 

 and fro moving New and 

 Old things,while 

people stare carefully 

moving a perhaps 

 fraction of flower here placing 

 an inch of air there)and

 without breaking anything.

Happiness Project Inspiration #2 (PARTAY!)

Happiness Project Inspiration #1

Dover Beach TPCASTT

Dover Beach  TPCASTT:  Poem Analysis Method:   title, paraphrase, connotation, diction,  attitude, tone, shift(s), title revisited and  theme
Titleof poem means	"Dover Beach" is a location and the scene where the author reflects upon the sea, its metaphor  and how that is connected to people
Paraphraseparts of the Poem	As much as we try to see happiness and brightness in the world, it is false. The dark and dreary parts of the world will always be lingering .
Connotationof some of the words – changing literal meaning to implied or associated values	"girdle furled"- the sea was filled to the brim"land of dreams"- pursuit of happiness and love "breath of the night-wind"- the steady but quiet tick-tock of the surroundings
AttitudeWhat is the attitude of the author, characters or yourself?	The attitude of the author seems to know the impending doom of where he is about to go with this poem. He has a pessimistic view of the world and uses something as beautiful as the sea to demonstrate his realization of society's unreachable goals.
ShiftAt first we think or feel one way – then there is a shift:  identify the shifts and explain them	"Where the sea meets the moon-blanched land, Listen! you hear the grating roar" There are escalating shifts in this paragraph but this is the first one. I choose it because of a shift in diction. It went from soft words to more harsh words.
Title revisitedAny new insights on meaning or significance of title?	I looked up Dover and it is some sort of water way in England or between England and France. No new meanings or insights.
Theme	The darkness of the world is a permanent stain.

Tobermony Explained

The tone of the last line was dark and vengeful. Clovis felt like Appin had but so much grief and a feeling of doom on the guests shoulders, that Appin deserved being killed after he tried getting the elephant to speak like a human. The people at the party thought they were inviting someone to the party who they felt they could poke fun and laugh at. Instead, Appin flipped the situation and was there to be entertained by the other guests, who in horror, listened as Tobermony gave up all their private conversations. 

The theme is nasty people with secrets can't deal with the real consequences of their actions and hope those who brought on those consequences get what they deserve. Appin was a clever guy whose experiment surprised his onlookers more than they could have thought possible. Because of their dismay, they automatically wanted to clean everything up. Though secrets have been splattered on the wall, they thought by pouring bleach all over it, somehow all that they thought had gone wrong can be scrubbed clean. This included the perpetrators to die to hide the evidence of their embarrassment.  

Courageous Incoming Freshman

I have a little friend, who I show cows with at the fair, named Alex. She keeps her show animals at my house so I see her almost every day. Today she called me, outraged that St. Louis de Montfort Catholic School only allows SJHS sweatshirts to replace uniform tops but no sweatshirts representing any of the other schools. She has decided ERHS will be her home for the next four years and in response to "receiving wind" of this info, she wrote this letter to the principal of her school.

• Sweatshirt Segregation?

By Alexandra Thompson

Segregate: seg•re•gate v. 1. To separate or isolate from others or from a main body or group. 2. To impose the separation of (a race or class) from the rest of society. – Seg•re•ga•tion, n. (Webster’s New Reference Library [Webster’s New Dictionary of the English Language], 375) I have attended St. Louis de Montfort Catholic School for nine years. My fellow students and I as well know that I am not a normal student; I differ drastically from my grade eight class mates. I am not a part of the Catholic faith, though I began my education at a Catholic school to shield myself from concepts such as segregation or discrimination until I reach the appropriate age. When I entered the front gates, I believed to have a safe, happy nine years free of such topics. I thought I would be treated just the same as any other student. To my surprise, I was appalled to receive wind that after nine years free of this, I am faced with it for the first time. Segregation is outlandish for Catholic schools because the teachings of their religious program state that this concept is against God’s Law, the school should always respect the student’s decisions, and all American citizens have the right to free speech and press.

I will enter Ernest Righetti High School next school year, and am very proud of my choice. I stand out from my other friends, whom will be attending St. Joseph’s Catholic High School instead. Taking into account that SLDM is the main feeder school for SJHS, I realize and understand that SLDM fully supports SJHS, hence them wanting to advertise the high school by allowing eighth graders that are enrolled for the next school year to wear the SJHS school sweatshirts. What I do not understand is why they are taking this support all the way to the point of segregation. Yes, they allow eighth graders to wear Saint Joe’s wear, yet they ban spirit wear from all other schools. This is a Catholic school; have I not been taught that segregation is wrong for nine years straight? In fact, just today the school participated in the Stations of the Cross, the same as every Wednesday during Lent. During the Stations, I heard a wise statement that caught my full attention: “Would I really have stood up for you, Jesus, even if I knew it was right?” Well, does this not explain that the idea of segregation is wrong? I do not own a Righetti sweatshirt, yet the concept of this rule fails to clear in my mind. The whole grade has chosen their paths for the future, whether it be SJHS, ERHS, or OAHS, the majority SJHS. The school supposedly supports every one of these decisions, but continues to show that this is not so. By banning some sweatshirts yet allowing others, the school portrays that they really do not agree with the student’s decisions. As for the sweatshirts, the United States of America grants each and every citizen the freedom of speech and press. By supporting the high schools, we use our freedoms, yet some of us are deprived of them due to discrimination.  Figures of admirable leadership such as Martin Luther King, Jr. devoted their lives to resolve segregation, yet it continues to become a problem all over the world.

Some say that because SLDM is a Catholic school, they should therefore only support a Catholic school. This is actually quite the contrary, because two students or more are attending a non-Catholic school for high school, therefore the school should be supporting each and every high school being attended by an eighth grade graduate. Whatever a student chooses, that school has to respect the decision and not discriminate the child.  Why would one school deserve more support than another? This is especially wrong when the child’s rights are impacted. No child is less important than another. Why is segregation happening at our school? To be frank, I know not.

A Catholic school should remain faithful to Christ’s teachings, especially if this happens to be what they are expressing to students as spiritually parallel. Discrimination is against God’s will, therefore should be omitted from the school policies. I did not write this essay for myself, but for all the children suffering from segregation and discrimination based on small acts, such as sweatshirts. Freedom of speech and freedom of press are important to us Americans, yet can be destroyed with discrimination. Lives can be impacted by small acts. All this over a sweatshirt!

Works Cited

Webster’s New Reference Library, 1990

Unknown, Gwen; The Stations of the Cross with Children, unknown date

P.S. we are learning persuasive essays with Mrs. Matasci right now and I thought this was a perfect opportunity to practice!

Masterpiece and Passion

Most people know about my masterpiece but I'm not sure if even I know what my passion is. What I do know is I want to be a doctor or biology teacher but I think it isn't so much the occupation, but more the effect I want to have on my students. It is centered around biology because Mrs. Wingerden is amazing and through her class I discovered my interest in biology and the careers that follow. However, it wasn't her love for biology that inspired me, it was the care she had in passing on her knowledge to me. 

I think I have always known I would become a teacher. When I was little, my nan would always get us bear related things because she was British. One of these bear things was a small ceramic bear that was sitting or standing and had a little clasp thing at the bottom that could open it up. Anyway, she got it for each of the kids in my family. So long story short, mine was a bear teacher. So I guess this has been a long time coming, it was just hard to see at first. 

Even if I did become a doctor I thought after I was "old" and done being a doctor, I could be a doctor teacher and teach at a med school. 

Back on track with my masterpiece, I think it is fitting closer and closer to who I am first I love helping people, making them smile and have fun and another thing is I love fitness. I love sports and workouts and having the overall feelin of healthy. Over the summer, Victoria and I went to a 5:45 class in the morning at the YMCA. It was so much fun! We were the youngest people there and we jumped and danced and did weird moves. Another great thing was the music they use is a variation of "today's top hits" from pandora pretty much. So as most of the adults are bouncing around not knowing what they are hearing, we know what we are hearing and we are either singing along or cringing. 

The combination of both of my favorite things are what have made this project something I look forward too. Even though little is planned out, I am so excited for it and want to learn more. 

Jiro Dreams of Sushi

Don't complain about your job

Never stop mastering your skill

That is how you will be regarded honorably 

Son  says it takes making an effort every day and repeating it

Rest depends on how hard you work

He wants to get back to work

It has to be better than last time

High self standard

Always looking ahead

Aspire to improve skis

Impatience. They are leaders not collaborators

Seeking Mentor

Recently, I have been interested in fitness things and want to do a two part masterpiece instead of one. I still want to do the happiness project and a good mentor for that I think would be a positive blogger. I like reading blogs, sometimes, so if I can find someone inspirational and upbeat, I think that may help me come up with fun creative ideas to help inspire others and make them happy. Someone like this would be Victoria, because I love reading her blogs and commenting and then getting a response! I am hoping to find an older blogger, but Victoria is very inspirational at the moment.
For the fitness mentor, I have discovered this trainer from Australia named Kayla Itsines. She has her own ebook of workouts that she sells and is an entrepreneur. I follow her on twitter and instagram where she always had funny, positive things to say while also motivating others. I feel like she is a great model for me to follow.
My question is do I have to talk to these people who I consider a mentor? Victoria will talk to me but if I find a public figure type of person, it may be hard to get a response. I think finding people on the internet would be great because that is what this class is centered around, and if I find people that motivate me to complete my masterpiece, I think it would be great even if I never talked to them.

BNW Essay

Brave New World highlights the issue of an inner and outer self, even though only a few characters can actually see this.  Bernard is one of the only ones to be not okay with how life in the new world is going. He is having conflict but has a hard time exposing his distaste to the socitey; when his inside is so much like their outside, imprinted with lessons of the controlling world they live in. 
Bernard is an example of a character who seems to be the most human in the beginning of the book. While other characters seem less aware of the pseudo perfect world they live in, Bernard is one of the only one taking strokes against the current.  Everyone around him looks like they are living a dream life because they fit in their class. Bernard feels left out because he is unlike others in his class. He feels his inferior looks separate him from the other Alpha Pluses. Many joke of him being given the wrong mix of injections and that is what made him different. Also, a drug called soma is used by many to create the feeling of happiness whenever their contentedness falls. Bernard isn't interested in this drug. Also the rest of society feels it is okay to sleep around and have orgies whenever, but Bernard doesn't. Bernard values connection between people and doesn't believe in sleeping around. the people enjoy this world because they are happy and can fufill their (sexual) desires whenever they please. Bernard feels very content fitting into his own society rather than someone else's perfect world. Bernard shows the 
At times though, Bernard is frustrated he can't fit in. He wants to be someone who isn't singled out because he isn't normal. When Bernard is jutted into fame after he returns from the Reservation with the salvage, Bernard begins to conform more with the world he so vehemently disliked before. He began breaking the beliefs he used to stand for. He participated in what society labelled as okay, which included sex and soma. 

Ask me no question, I'll write you a thesis

Theme

• Those who don't conform are the only ones who can see conformists not making choices

Once the class looked at the question and we kind of created our own outline in our head, that was when we were more ready to write. If we had sped read the question them jumped into writing, we would have missed opportunities to answer the question well. We were all thinking of using examples, but without getting our theme down, our examples couldn't be used to prove our point. By analyzing the question, we were able to avoid one of the traps the AP test has which is the time limit. By sacrificing some time to give the AP reader what they really want to hear, the essay can be written with much more purpose and impact.

Brave New World highlights the issue of an inner and outer self, even though only a few characters can actually see this. Something John, an unconditioned "savage" is able to see is that not everyone is okay with how life in the new world is going. Some are having conflict but are having a hard time showing that on the outside, when their inside is so much like their outside, imprinted with lessons of the controlling world they live in. 

Literary Terms #6

simile- comparing 2 things with specific words
soliloquy- extended speech delivered by a character alone on stage
spiritual- folk song, usually religious
speaker- narrator
stereotype- cliche, simplified, standardized conception with a special meaning and appeal for members of a group; formula story
stream of consciousness- style of writing that attempts to imitate the natural flow of a character's thoughts, feelings, reflections, memories and mental images as they're experienced
structure-planned framework of a lit selection; apparent organization
style- manner of putting thoughts into words; characteristic way of writing or speaking
subordination-couching of less important ideas in less important structures of language
surrealism- style in lit and painting that stresses the subconscious or the nonrational aspects of man's existence characterized by the juxtaposition of the bizarre and banal
suspension of disbelief- suspend not believing in order to enjoy it
symbol-something which stands for something else
synesthesia- the use of one sense to covey the experience of another sense
synecdoche- another form of the name changing, in which part stands for the whole
syntax- arrangement and grammatical relations of words in a sentence
theme- the main idea of a story, its message
thesis- a proposition for consideration, especially one to be discussed and proved or disproved; the main idea
tone- the devices used to create the mood and atmosphere of a literary work; the author's perceived POV
tongue in cheek- a type of humor in which the author feigns seriousness; aka dry or deadpan
tragedy- in literature: any composition with a somber theme carried to a disastrous conclusion; a fatal event; protagonist usually heroic but tragically (fatally) flawed
understatement- opposite of hyperbole; saying less than you mean for emphasis
vernacular- everyday speech
voice- the textual features, such as diction and sentence structures, that convey a writer's or speaker's persona
zeitgeist- the feeling of a particular era in history

Literary Terms #5

parallelism - noun similarity by virtue of corresponding
parody - noun humorous or satirical mimicry; a composition that imitates somebody's style in a humorous way; verb make a spoof of or make fun of; make a parody of
pathos - noun a quality that arouses emotions (especially pity or sorrow); a style that has the power to evoke feelings; a feeling of sympathy and sorrow for the misfortunes of others
pedantry - noun an ostentatious and inappropriate display of learning
personification - noun the act of attributing human characteristics to abstract ideas etc.; representing an abstract quality or idea as a person or creature; a person who represents an abstract quality
plot - noun a secret scheme to do something (especially something underhand or illegal); the story that is told in a novel or play or movie etc.; a chart or map showing the movements or progress of an object; a small area of ground covered by specific vegetation; verb plan secretly, usually something illegal; make a plat of; make a schematic or technical drawing of that shows how things work or how they are constructed
poignant - adj. keenly distressing to the mind or feelings; arousing affect
postmodernism - noun genre of art and literature and especially architecture in reaction against principles and practices of established modernism
prose - noun ordinary writing as distinguished from verse; matter of fact, commonplace, or dull expression
protagonist - noun the principal character in a work of fiction; a person who backs a politician or a team etc.
pun - noun a humorous play on words; verb make a play on words
purpose - noun an anticipated outcome that is intended or that guides your planned actions; the quality of being determined to do or achieve something; what something is used for; verb reach a decision; propose or intend
realism - noun the attribute of accepting the facts of life and favoring practicality and literal truth; (philosophy) the philosophical doctrine that physical objects continue to exist when not perceived; (philosophy) the philosophical doctrine that abstract concepts exist independent of their names; an artistic movement in 19th century France; artists and writers strove for detailed realistic and factual description; the state of being actual or real
refrain - noun the part of a song where a soloist is joined by a group of singers; verb resist doing something; choose not to consume
requiem - noun a Mass celebrated for the dead; a musical setting for a Mass celebrating the dead; a song or hymn of mourning composed or performed as a memorial to a dead person
resolution - noun finding a solution to a problem; a decision to do something or to behave in a certain manner; analysis into clear-cut components; a formal expression by a meeting; agreed to by a vote; (music) a dissonant chord is followed by a consonant chord; the subsidence of swelling or other signs of inflammation (especially in a lung); (computer science) the number of pixels per square inch on a computer-generated display; the greater the resolution, the better the picture; the trait of being resolute; something settled or resolved; the outcome of decision making; a statement that solves a problem or explains how to solve the problem; the ability of a microscope or telescope to measure the angular separation of images that are close together
restatement - noun a revised statement
rhetoric - noun study of the technique and rules for using language effectively (especially in public speaking); using language effectively to please or persuade; loud and confused and empty talk; high-flown style; excessive use of verbal ornamentation
rhetorical - adj. concerned with effect or style of writing and speaking; of or relating to rhetoric
question - noun the subject matter at issue; an informal reference to a marriage proposal; an instance of questioning; a sentence of inquiry that asks for a reply; uncertainty about the truth or factuality of existence of something; a formal proposal for action made to a deliberative assembly for discussion and vote
rising - adj. newly come into prominence; advancing or becoming higher or greater in degree or value or status; coming to maturity; sloping upward; noun organized opposition to authority; a conflict in which one faction tries to wrest control from another; a movement upward
action - noun something done (usually as opposed to something said); the most important or interesting work or activity in a specific area or field; an act by a government body or supranational organization; the operating part that transmits power to a mechanism; the trait of being active and energetic and forceful; the series of events that form a plot; the state of being active; a military engagement; a judicial proceeding brought by one party against another; one party prosecutes another for a wrong done or for protection of a right or for prevention of a wrong; a process existing in or produced by nature (rather than by the intent of human beings); verb institute legal proceedings against; file a suit against; put in effect
romanticism - noun impractical romantic ideals and attitudes; an exciting and mysterious quality (as of a heroic time or adventure); a movement in literature and art during the late 18th and early 19th centuries that celebrated nature rather than civilization
satire - noun witty language used to convey insults or scorn
scansion - noun analysis of verse into metrical patterns
setting - noun the context and environment in which something is set; the physical position of something; the state of the environment in which a situation exists; arrangement of scenery and properties to represent the place where a play or movie is enacted; a mounting consisting of a piece of metal (as in a ring or other jewelry) that holds a gem in place; a table service for one person

Literary Terms #4

ENTER WORD LIST BELOW:

interior monologue inversion juxtaposition lyric magical realism metaphor metonymy modernism monologue mood motif myth narrative narrator naturalism novelette onomatopoeia oxymoron pacing parable paradox

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interior - adj. of or coming from the middle of a region or country; inside and toward a center; situated within or suitable for inside a building; located inward; inside the country; noun the United States federal department charged with conservation and the development of natural resources; created in 1849; the inner or enclosed surface of something; the region that is inside of something

monologue - noun a (usually long) dramatic speech by a single actor; a long utterance by one person (especially one that prevents others from participating in the conversation); speech you make to yourself
inversion - noun the act of turning inside out; turning upside down; setting on end; a term formerly used to mean taking on the gender role of the opposite sex; (counterpoint) a variation of a melody or part in which ascending intervals are replaced by descending intervals and vice versa; (genetics) a kind of mutation in which the order of the genes in a section of a chromosome is reversed; the layer of air near the earth is cooler than an overlying layer; a chemical process in which the direction of optical rotation of a substance is reversed from dextrorotatory to levorotary or vice versa; abnormal condition in which an organ is turned inward or inside out (as when the upper part of the uterus is pulled into the cervical canal after childbirth); the reversal of the normal order of words
juxtaposition - noun the act of positioning close together (or side by side); a side-by-side position
lyric - adj. expressing deep personal emotion; used of a singer or singing voice that is light in volume and modest in range; of or relating to a category of poetry that expresses emotion (often in a songlike way); relating to or being musical drama; noun a short poem of songlike quality; the text of a popular song or musical-comedy number; verb write lyrics for (a song)
magical - adj. possessing or using or characteristic of or appropriate to supernatural powers
realism - noun the attribute of accepting the facts of life and favoring practicality and literal truth; (philosophy) the philosophical doctrine that physical objects continue to exist when not perceived; (philosophy) the philosophical doctrine that abstract concepts exist independent of their names; an artistic movement in 19th century France; artists and writers strove for detailed realistic and factual description; the state of being actual or real
metaphor - noun a figure of speech in which an expression is used to refer to something that it does not literally denote in order to suggest a similarity
metonymy - noun substituting the name of an attribute or feature for the name of the thing itself (as in `they counted heads')
modernism - noun practices typical of contemporary life or thought; genre of art and literature that makes a self-conscious break with previous genres; the quality of being current or of the present
monologue - noun a (usually long) dramatic speech by a single actor; a long utterance by one person (especially one that prevents others from participating in the conversation); speech you make to yourself
mood - noun verb inflections that express how the action or state is conceived by the speaker; a characteristic (habitual or relatively temporary) state of feeling; the prevailing psychological state
motif - noun a design that consists of recurring shapes or colors; a theme that is elaborated on in a piece of music; a unifying idea that is a recurrent element in a literary or artistic work
myth - noun a traditional story accepted as history; serves to explain the world view of a people
narrative - adj. consisting of or characterized by the telling of a story; noun a message that tells the particulars of an act or occurrence or course of events; presented in writing or drama or cinema or as a radio or television program
narrator - noun someone who tells a story
naturalism - noun (philosophy) the doctrine that the world can be understood in scientific terms without recourse to spiritual or supernatural explanations; an artistic movement in 19th century France; artists and writers strove for detailed realistic and factual description
novelette - noun a short novel
onomatopoeia - noun using words that imitate the sound they denote
oxymoron - noun conjoining contradictory terms (as in `deafening silence')
pacing - noun walking with slow regular strides; (music) the speed at which a composition is to be played
parable - noun (New Testament) any of the stories told by Jesus to convey his religious message; a short moral story (often with animal characters)
paradox - noun (logic) a statement that contradicts itself

omniscient point of view