English 12
Hamlet
1. Rough draft of synthesis paragraphs (good copy in-class tomorrow):

 Discuss how the "All the world's a stage..." monologue from As You Like It illuminates the notion of falsity in Hamlet.

JAQUES All the world’s a stage, And all the men and women merely players. They have their exits and their entrances, And one man in his time plays many parts, His acts being seven ages. At first the infant, Mewling and puking in the nurse’s arms. Then the whining schoolboy with his satchel And shining morning face, creeping like snail Unwillingly to school. And then the lover, Sighing like furnace, with a woeful ballad Made to his mistress' eyebrow. Then a soldier, Full of strange oaths and bearded like the pard, Jealous in honor, sudden and quick in quarrel,

JAQUES The whole world is a stage, and all the men and women merely actors. They have their exits and their entrances, and in his lifetime a man will play many parts, his life separated into seven acts. In the first act he is an infant, whimpering and puking in his nurse’s arms. Then he’s the whining schoolboy, with a book bag and a bright, young face, creeping like a snail unwillingly to school. Then he becomes a lover, huffing and puffing like a furnace as he writes sad poems about his mistress’s eyebrows. In the fourth act, he’s a soldier, full of foreign curses, with a beard like a panther, eager to defend his honor and quick to fight.

Seeking the bubble reputation Even in the cannon’s mouth. And then the justice, In fair round belly with good capon lined, With eyes severe and beard of formal cut, Full of wise saws and modern instances; And so he plays his part. The sixth age shifts Into the lean and slippered pantaloon With spectacles on nose and pouch on side, His youthful hose, well saved, a world too wide For his shrunk shank, and his big manly voice, Turning again toward childish treble, pipes And whistles in his sound. Last scene of all, That ends this strange eventful history, Is second childishness and mere oblivion, Sans teeth, sans eyes, sans taste, sans everything.

On the battlefield, he puts himself in front of the cannon’s mouth, risking his life to seek fame that is as fleeting as a soap bubble. In the fifth act, he is a judge, with a nice fat belly from all the bribes he’s taken. His eyes are stern, and he’s given his beard a respectable cut. He’s full of wise sayings and up-to-the-minute anecdotes: that’s the way he plays his part. In the sixth act, the curtain rises on a skinny old man in slippers, glasses on his nose and a money bag at his side. The stockings he wore in his youth hang loosely on his shriveled legs now, and his bellowing voice has shrunk back down to a childish squeak. In the last scene of our play—the end of this strange, eventful history—our hero, full of forgetfulness, enters his second childhood: without teeth, without eyes, without taste, without everything.

Criteria:

- Theme statement - Must reference both texts (4 quotations, properly integrated and cited, in total).

- Discuss theme, characters' motivations - Objective writing/proper paragraph format/grammar/punctuation

*You may bring in your rough draft tomorrow as a reference*

*Do NOT plagiarize -- using Sparknotes or online essays does not show me you understand the text or the task, and will result in "0"*

Psychology 11

Nature vs. Nurture, Childhood Development

1. Library (research).

2. Rough draft of Section 1 and 2 paragraphs (Snapshot Project).

Here's an example of how to apply theory to your own experience:

Section 1 – Nature vs. Nurture

Generations have asked the question – what has more influence on an individual, nature or nurture? Genetically, humans are 99.9% identical, but gene mutations lead to our differences (Blair-Broeker and Ernst (2003). For instance, my parents are both tall and both have blue eyes; as a result, my sister and I also share these physical traits. Beyond the obvious traits we inherit from our parents, special abilities and predispositions are also passed on. Thomas Spencer, of San Francisco State University asserts that “Smart kids come out of smart houses” but notes that it is not merely IQ that is (sometimes) inherited but also the nurture factor – parents often promote a love of learning (“American Baby”, 2008). I have always done well in school and have been called ‘gifted’ musically, and I attribute that to my parents encouraging reading for fun, engaging conversations about literature, history, and religion, and clear expectations of completing university (though, they did not have a specific field of study that I “had” to go into).

You would think that my sister and I would be exactly the same – raised in the same household, afforded the same opportunities, as well as the obvious, sharing the same parents. However, my sister and I vary drastically in terms of personality. According to the Family Constellation Theory, my older sister – the first born, should have been the high-achieving, example-setter and taken on responsibility for both herself as well as an example to her younger sibling. As the second born, I am “supposed” to be the risk-taker (Adler, 1964). However,…………….

**Ensure you're working on your Works Cited list as you go, so that you don't lose any of your sources throughout the semester. It should look something like this:

Badger, J., & Reddy, P. (2009). The effects of birth order on personality traits and feelings of 

     academic sibling rivalry. Psychology Teaching Review, 15(1), 45-54. 

Bertoni, A., & Bodenmann, G. (2010). Satisfied and dissatisfied couples: Positive and negative 

     dimensions, conflict styles, and relationships with family of origin. European 

     Psychologist, 15(3), 175-184. 

Carlson, J., & Slavik, S. (1997). Techniques in Adlerian psychology. New York, NY: 

     Routledge Taylor and Francis Group. 

Dinero, R. E., Conger, R. D., Shaver, P. R., Widaman, K. F., & Larsen-Rife, D. (2011). 

     Influence of family of origin and adult romantic partners on romantic attachment 

     security. Journal of Family Psychology, 22(3), 622-632.

**Citing Websites** (Ensure they are reputable - i.e. scholarly journals - not Wikipedia or forums):

General guidelines:

General format/sequence:

Author. (Date published if available; n.d.--no date-- if not). Title of article. Title of web site . Retrieved date. From URL.
Separate each item of the citation with a period and two spaces
Use hanging indents following the first line
List entries alphabetically by author, if no author list the title first

Example:
Landsberger, J. (n.d.). Citing Websites. In Study Guides and Strategies. Retrieved May 13, 2005, from http://www.studygs.net/citation.htm.

3. Tomorrow: Module 4 Quiz (open-book) - review pages 58-75.

English 10E

To Kill a Mockingbird

1. Work on rough draft of Chapter 6 Paragraph Quiz.

- Today: 

Find an example of Jem behaving differently at school than he behaves at home (review pages 15-17)

*Include a quotation 

Find an example of Atticus not being different (whether in public or in private).

*Include a quotation - review pages 44-47

2. Next, create a theme statement about private vs. public selves.

Example:

Many people assume a different persona in public so as to hide the truth.

3. Finally, write a thesis statement.

Example:

In Harper Lee's novel To Kill a Mockingbird, the author contrasts characters who have integrity with characters who present a false image to others.