Monday, March 31, 2008

Macbeth ~ Act Five - Study Guide

Macbeth by William Shakespeare

Answer all the questions IN DETAIL - Due April 1,2008

ACT FIVE - SCENE 1: (Macbeth's Castle - Dunsinane)

1. What visions plague Lady Macbeth?

2. How does Lady Macbeth's condition differ from Macbeth's at this time?

ACT FIVE - SCENE 2: (The countryside near Dunsinane)

Briefly explain the conversation of these Scottish noblemen, Menteith, Caithness, Angus and Lennox.

ACT FIVE - SCENE 3: (Macbeth's Castle - Dunsinane)

1. What does Macbeth's opening speech reveal to us?

2. What does Macbeth's speech to Seyton reveal to us?

3. What does Macbeth resolve to do? Why?

ACT FIVE - SCENE 4: (Birnam Woods)

1. What news does Seyton bring Macbeth?

The final soliloquy of Macbeth is one of the most famous passages of this tragic drama. (to be memorized)

Tomorrow, and tomorrow, and tomorrowCreeps in this petty pace from day to dayTo the last syllable of recorded time;And all our yesterdays have lighted foolsThe 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 taleTold by an idiot, full of sound and fury,Signifying nothing.


2. list four things to which Macbeth compares life
  1. A
  2. B
  3. C
  4. D


3. How does Macbeth express the span of life?

  1. A
  2. B
  3. C

4. How does he express the futility of life?

ACT FIVE - SCENE 6: (Dunsinane - outside of Macbeth's Castle)

1. What is happening here?

ACT FIVE - SCENE 7: (within the castle walls)

1. Explain the action in this final scene and Malcolm's speech at the end.

A Dream comes true?

Living Without Them!

Everyone had a wish or dream hat they want to come true. Some want to become famous or rich. Other’s want to help the environment or the poor. My wish is that, for a week, there would be no adults! Life would be so much better, but only for a week, no longer. With no adults around, there would also be many problems!

With no parents there would be no rules. For example, you would be allowed to date who ever you want. Not only that but also you could go out whenever you want. Since there are no parents, you also don’t have a curfew. So you can come home when ever you want or maybe you don’t even come home. Maybe you decide to sleepover a friend’s house.

An advantage of all of this is the fact that you get to take care of yourself. You could say that you learn to grow up! This is the fun part! You get to grow up on your own, for a week, at least. Some on the other hand may not choose to grow up.

Believe it or not, there are more disadvantages than advantages. Most of the kids won grow up. They will just cause more problems! You’ll probably find them on the streets, drunk, at night. Seeing as there will be no laws, there will also not be order in the city. Like I said, everything will be crazy!

Though, I wished for no parents, I highly doubt it will happen. Thank God! If it did happen, it would be crazy and not in a good way. Maybe, just for a week, if I’m lucky! No adult for a week is a dream and it will stay a dream!


Another great essay from Alba. Alba was in the USA for some time before returning to Albania with her family. She hopes to return to the US and study in University there.

Sunday, March 30, 2008

"Read All About It, Teen Suicide Love Struggle!"

Verona Times

Everyone agrees that this is the hottest summer so far in our town! It’s also the hottest in gossip. If you haven’t already heard, Romeo Montague and Juliet Capulet have committed suicide. You might be wondering how two family enemies ended up together? Their love bound then together for eternity! Now, their families will have to live without them, but the big question is will the families of Romeo and Juliet make peace? Will they end the chaos they are causing with this absurd fighting?

When talking to the nurse, she instantly started crying. Juliet was like her very own daughter. They shared everything with each other. She also said that she had never seen a love as strong as Romeo’s and Juliet’s. When asked about the two different families, she stated “I really do hope that they find a way to settle the whole madness, before anyone else gets hurt!” in fact, this is true. Many have died from the families’ stubbornness.

After visiting the nurse, I ran into Benvolio, Romeo’s cousin. When asked about Romeo, he only said a few things. He said, Romeo was an honest boy and loved Juliet with all of his heart. “His eyes instantly lit up when her name was said.” he said. He too was in favour of ending the chaos between the two families. He even said that he really had no idea for the reason behind the fighting. Ii really doubt any of them know the reason!

Lastly, I spoke with our dear Prince of Verona. He too didn’t understand why the two families were fighting. Many were killed over a little fight. The horrible thing was that not only members of the two families were killed or injured but also incessant people on the street too! “This can no longer go on! We must stop the fighting!” stated the Prince. He is right, but it’s the families’ decision to make not ours!

So, Montague’s or Capulet’s, if you’re reading this, take things into reason! Stop the fighting! If not for the people of Verona, then do it for your families. Do it for the people you lost, Romeo and Juliet. They didn’t get to live their lives but let us live ours!

Good account, well thought out.

Alba H ~ Extra Credit Super Star

Regrets

Growing up is not an easy thing to do, especially when you’re a teenager! Your hormones drive you crazy and you can’t stop them. Almost everybody regrets something from their past. No one is perfect, so everyone really does shave something to regret. They wish that they could just go back for one second and change it all. Even if that were possible, they would soon find something else to regret! For the moment, I only regret one thing, not enjoying every moment of everyday! Seeing as I am only a teenager, I still haven’t done anything big with my life. Actually, I regret not having regrets!

You only live once, but still I don’t act like it. The reason for this is that I am so young and I feel like I have my whole life ahead of me. The reality is that life is short and it could be stopped at any time. It’s not up to us to decide when our time is up and it’s not up to no “God” either. It’s all up to luck and fait. That’s why good things happen to bad people and bad things happen to good people. To make it short, whatever happens happens and there is no way to stop it! So the only thing you can do is live life till the end but the type of person you want to be is all up to you, or is it?

Depending on what kind of parents you had, you will be either good or bad! Believe it or not you will end up being just like your parents because hats how you were raised to be. Sometimes this isn’t very good for some people because not all parents are good at their job. Some parents know that their children are bound to have mistakes or rebel, especially as a teenager. The only difference is that these parents accept their kids for who they are and don’t try to change them. People, especially teens need to find out for themselves what their mistakes are. Instead of doing this, some religious families, try to create rules that can’t be broken. This keeps their child from flourishing on their own.

It’s usually these kids that end up regretting a lot. This is because they were not able to live their life the way they wanted. They never got to try anything new. They never got to rebel. Unfortunately, I am one of these people. I can tell you myself that being under that type of control isn’t so fun. It’s not like these parents want me to not live life. I know that the only reason they do this is so that I don’t become a bad adult. At the end of the day, they want to be able to say, we have a great daughter. The only problem is that they don’t allow big mistakes. Why is that a problem? Well, you need these big mistakes to teach yourself about yourself, in fact. Every decision you make really does affect you, whether good or bad.

So, being a teenager is not easy. It may feel like you got so much to see and so much to do but it could all be over so soon! It only takes one drop of water for you to drown. It only takes one step to fall off a cliff. The only thing that you can do is be yourself. Take into consideration what your parents say because they truly are wise then you. Never ever forget that life is all up to you and in the end it’s not the regrets that mater. Think about all the laughs, friends, and love you’ve had in your life. Those matter the most. Therefore, take a couple steps outside yourself and live life to the fullest, taking the best path for yourself. I’m sure at the end of it all, lying in your grave; you won’t regret a single thing and with a smile on your face, walk to the other side, whatever it maybe!

 

Excellent essay Alba ~ well done. You have brought together your emotions, feelings and expressed them for us all to share! Great work.

Remember to Change the Clocks!

A simple reminder... clocks 'spring' forward one hour Sunday morning! Remember to change your clocks and watches.

What's the time in Albania now?

Albania - Time Zone ~ Central European Time (CET)
Standard Time = GMT+1
Summer Time = GMT+2
To see time in a separate window press here

Albanian clocks were on STANDARD TIME until: 01:00 GMT Sunday 30 March 2008 (when the clocks sprang forward one hour)


What time zone is Albania in?

Albania is in the Central European Time Zone.
Central European Standard Time (CET) is 1 hour ahead of Greenwich Mean Time (GMT+1).

Does Albania observe Daylight Saving / Summer Time?

Like most countries in Europe, Summer (Daylight-Saving) Time is observed in Albania, where the time is shifted forward by 1 hour; 2 hours ahead of Greenwich Mean Time (GMT+2).
After the Summer months the time in Albania is shifted back by 1 hour to Central European Time (CET) or (GMT+1)

Saturday, March 29, 2008

"It's All About Me..." ~ Gera, Year 10

Autobiographical PowerPoint®

Well actually that is not what Gera said... but her presentation really was 'All about me' in which she showed us the autobiography of Gera, Year 10.

Well done ~ interesting work Gera! (Only slightly edited... to protect the innocent!)

Friday, March 28, 2008

Alba H ~ Romeo and Juliet Summary

Alba H in 9A completed her review of the Shakespeare play Romeo and Juliet.


Well done Alba!

Senka and Marshela ~ Romeo and Juliet

Here is a beautifully crafted PowerPoint from Senka and Marshela in Year 9A which uses many of the stills from the 1996 Romeo and Juliet film staring Leonardo DiCaprio. Again and outstanding effort.

Congratulations on an excellent job!

Side note: I am trying a different video making program for this. Camtasia Studio 5


Created with Camtasia Studio - click to learn more!


The Raven - Resources

Edgar Allan Poe: The Raven

In there stepped a stately raven of the saintly days of yore. ... But the raven, sitting lonely on the placid bust, spoke only, ...
www.heise.de/ix/raven/Literature/Lore/TheRaven.html - 11k - Cached - Similar pages - Note this

The Raven - Wikipedia, the free encyclopedia

"The Raven" is a narrative poem by the American writer Edgar Allan Poe, first published in January 1845. It is noted for its musicality, stylized language, ...
en.wikipedia.org/wiki/The_Raven - 102k - Cached - Similar pages - Note this

The Raven (1963)

Directed by Roger Corman. With Vincent Price, Peter Lorre, Boris Karloff. A magician who has been turned into a raven turns to a former sorcerer for help in ...
www.imdb.com/title/tt0057449/ - 48k - Cached - Similar pages - Note this

TeachersFirst - The Interactive Raven

TeachersFirst's interactive presentationi of Poe's classic poem lets students learn the vocabulary and literary devices in Poe's writing.
www.teachersfirst.com/share/raven/ - 4k - Cached - Similar pages - Note this

The Raven : the poem

The Raven. by Edgar Allan Poe. First Published in 1845. Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume ...
www.houseofusher.net/raven.html - 15k - Cached - Similar pages - Note this

Selected Works - PoeMuseum.org

The Raven brought to you by the Edgar Allan Poe Museum in Richmond, Virginia. A printable version is also available.
www.poemuseum.org/selected_works/the_raven.html - 23k -

The Raven - Edgar Allan Poe

 

Once upon a midnight dreary, while I pondered weak and weary,
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
`'Tis some visitor,' I muttered, `tapping at my chamber door -
Only this, and nothing more.'


Ah, distinctly I remember it was in the bleak December,
And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow; - vainly I had sought to borrow
From my books surcease of sorrow - sorrow for the lost Lenore -
For the rare and radiant maiden whom the angels named Lenore -
Nameless here for evermore.

And the silken sad uncertain rustling of each purple curtain
Thrilled me - filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
`'Tis some visitor entreating entrance at my chamber door -
Some late visitor entreating entrance at my chamber door; -
This it is, and nothing more,'

Presently my soul grew stronger; hesitating then no longer,
`Sir,' said I, `or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you' - here I opened wide the door; -

Darkness there, and nothing more.
Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortal ever dared to dream before
But the silence was unbroken, and the darkness gave no token,
And the only word there spoken was the whispered word, `Lenore!'
This I whispered, and an echo murmured back the word, `Lenore!'
Merely this and nothing more.

Back into the chamber turning, all my soul within me burning,
Soon again I heard a tapping somewhat louder than before.
`Surely,' said I, `surely that is something at my window lattice;
Let me see then, what thereat is, and this mystery explore -
Let my heart be still a moment and this mystery explore; -
'Tis the wind and nothing more!'

Open here I flung the shutter, when, with many a flirt and flutter,
In there stepped a stately raven of the saintly days of yore.
Not the least obeisance made he; not a minute stopped or stayed he;
But, with mien of lord or lady, perched above my chamber door -
Perched upon a bust of Pallas just above my chamber door -
Perched, and sat, and nothing more.

Then this ebony bird beguiling my sad fancy into smiling,
By the grave and stern decorum of the countenance it wore,
`Though thy crest be shorn and shaven, thou,' I said, `art sure no craven.
Ghastly grim and ancient raven wandering from the nightly shore -
Tell me what thy lordly name is on the Night's Plutonian shore!'
Quoth the raven, `Nevermore.'

Much I marvelled this ungainly fowl to hear discourse so plainly,
Though its answer little meaning - little relevancy bore;
For we cannot help agreeing that no living human being
Ever yet was blessed with seeing bird above his chamber door -
Bird or beast above the sculptured bust above his chamber door,
With such name as `Nevermore.'

But the raven, sitting lonely on the placid bust, spoke only,
That one word, as if his soul in that one word he did outpour.
Nothing further then he uttered - not a feather then he fluttered -
Till I scarcely more than muttered `Other friends have flown before -
On the morrow he will leave me, as my hopes have flown before.'
Then the bird said, `Nevermore.'

Startled at the stillness broken by reply so aptly spoken,
`Doubtless,' said I, `what it utters is its only stock and store,
Caught from some unhappy master whom unmerciful disaster
Followed fast and followed faster till his songs one burden bore -
Till the dirges of his hope that melancholy burden bore
Of "Never-nevermore."'

But the raven still beguiling all my sad soul into smiling,
Straight I wheeled a cushioned seat in front of bird and bust and door;
Then, upon the velvet sinking, I betook myself to linking
Fancy unto fancy, thinking what this ominous bird of yore -
What this grim, ungainly, ghastly, gaunt, and ominous bird of yore
Meant in croaking `Nevermore.'

This I sat engaged in guessing, but no syllable expressing
To the fowl whose fiery eyes now burned into my bosom's core;
This and more I sat divining, with my head at ease reclining
On the cushion's velvet lining that the lamp-light gloated o'er,
But whose velvet violet lining with the lamp-light gloating o'er,
She shall press, ah, nevermore!

Then, methought, the air grew denser, perfumed from an unseen censer
Swung by Seraphim whose foot-falls tinkled on the tufted floor.
`Wretch,' I cried, `thy God hath lent thee - by these angels he has sent thee
Respite - respite and nepenthe from thy memories of Lenore!
Quaff, oh quaff this kind nepenthe, and forget this lost Lenore!'
Quoth the raven, `Nevermore.'

`Prophet!' said I, `thing of evil! - prophet still, if bird or devil! -
Whether tempter sent, or whether tempest tossed thee here ashore,
Desolate yet all undaunted, on this desert land enchanted -
On this home by horror haunted - tell me truly, I implore -
Is there - is there balm in Gilead? - tell me - tell me, I implore!'
Quoth the raven, `Nevermore.'

`Prophet!' said I, `thing of evil! - prophet still, if bird or devil!
By that Heaven that bends above us - by that God we both adore -
Tell this soul with sorrow laden if, within the distant Aidenn,
It shall clasp a sainted maiden whom the angels named Lenore -
Clasp a rare and radiant maiden, whom the angels named Lenore?'
Quoth the raven, `Nevermore.'

`Be that word our sign of parting, bird or fiend!' I shrieked upstarting -
`Get thee back into the tempest and the Night's Plutonian shore!
Leave no black plume as a token of that lie thy soul hath spoken!
Leave my loneliness unbroken! - quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my door!'
Quoth the raven, `Nevermore.'

And the raven, never flitting, still is sitting, still is sitting
On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon's that is dreaming,
And the lamp-light o'er him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
Shall be lifted - nevermore!

HW: Macbeth Year 10

The following is the homework project for Year 1o - Macbeth:

In pairs or on your own - create a PowerPoint Presentation on ‘Macbeth'– There are many examples online.

  • Have a minimum of 12 slides, maximum 20 slides.
  • Do NOT use video inserts
  • Keep transitions at a basic / simple level.
  • Introductory slide, title page. / Bibliography Slide + Credits
  • Select
    o a) one theme for the presentation or
    o b) make it a review of the Movie or
    o c) the play.

    DUE DATE: APRIL 8th

Thursday, March 27, 2008

Charge of the Light Brigade - Links

 

Charge of the Light Brigade - Wikipedia, the free encyclopedia

For the movies about the charge, see The Charge of the Light Brigade (1936 film) and The Charge of the Light Brigade (1968 film). ...
en.wikipedia.org/wiki/Charge_of_the_Light_Brigade - 67k - Cached - Similar pages - Note this

The Charge Of The Light Brigade by Alfred, Lord Tennyson - 20:36

Charge of the Light Brigade, by Alfred, Lord Tennyson.
www.nationalcenter.org/ChargeoftheLightBrigade.html - 11k - Cached - Similar pages - Note this

The Charge of the Light Brigade

Rode the six hundred. "Forward, the Light Brigade! "Charge for the guns! ... Honor the charge they made, Honor the Light Brigade, Noble six hundred. ...
eserver.org/poetry/light-brigade.html - 4k - Cached - Similar pages - Note this

The 13th at Balaclava: Charge of the Light Brigade

Long, detailed, and illustrated examination of the role of the 13th Hussars.
www.pinetreeweb.com/13th-balaclava2.htm - 74k - Cached - Similar pages - Note this

BBC - Arts - Poetry: Out Loud

The Charge of the Light Brigade, Requires Real Player. ... Rode the six hundred. 'Forward the Light Brigade! Charge for the guns!' he said: ...
www.bbc.co.uk/arts/poetry/outloud/tennyson.shtml - 7k - Cached - Similar pages - Note this

Background to the Charge of the Light Brigade

It is curious that ... the charge of the Light Brigade should loom so large in British legend. Only 673 men were involved, and they lost 157 men out of 20 ...
www.uea.ac.uk/edu/learn/braysher/charge.htm - 6k - Cached - Similar pages - Note this

"The Charge of the Light Brigade"

Includes images of the original manuscript in Tennyson's own hand.
etext.virginia.edu/britpo/tennyson/TenChar.html - 4k - Cached - Similar pages - Note this

The Charge of the Light Brigade (1936)

Directed by Michael Curtiz. With Errol Flynn, Olivia de Havilland, Patric Knowles. A major countermands orders and attacks to revenge a previous massacre of ...
imdb.com/title/tt0027438/ - 51k - Cached - Similar pages - Note this

BBC NEWS | Magazine | Why the Charge of the Light Brigade still ...

On the 150th anniversary of the Charge of the Light Brigade, why should anyone still be interested in what was a relatively minor military blunder, ...
news.bbc.co.uk/1/hi/magazine/3944699.stm - 42k - Cached - Similar pages - Note this

The Charge of the Light Brigade

The result was the Charge of the Light Brigade on 25 October 1854. This narrative begins after Raglan has sent the order to Lord Lucan. ...
www.victorianweb.org/history/crimea/chargelb.html - 25k - Cached - Similar pages - Note this

The Charge Of The Light Brigade

 

by Alfred, Lord Tennyson

Memorializing Events in the Battle of Balaclava, October 25, 1854
Written 1854

Half a league half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred:
'Forward, the Light Brigade!
Charge for the guns' he said:
Into the valley of Death
Rode the six hundred.


'Forward, the Light Brigade!'
Was there a man dismay'd ?
Not tho' the soldier knew
Some one had blunder'd:
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do & die,
Into the valley of Death
Rode the six hundred.


Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volley'd & thunder'd;
Storm'd at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.


Flash'd all their sabres bare,
Flash'd as they turn'd in air
Sabring the gunners there,
Charging an army while
All the world wonder'd:
Plunged in the battery-smoke
Right thro' the line they broke;
Cossack & Russian
Reel'd from the sabre-stroke,
Shatter'd & sunder'd.
Then they rode back, but not
Not the six hundred.


Cannon to right of them,
Cannon to left of them,
Cannon behind them
Volley'd and thunder'd;
Storm'd at with shot and shell,
While horse & hero fell,
They that had fought so well
Came thro' the jaws of Death,
Back from the mouth of Hell,
All that was left of them,
Left of six hundred.


When can their glory fade?
O the wild charge they made!
All the world wonder'd.
Honour the charge they made!
Honour the Light Brigade,
Noble six hundred!

 

Note: This poem, including punctuation, is reproduced from a scan of the poem written out by Tennyson in his own hand in 1864. The scan was made available online by the University of Virginia.

English Assignment – Senka – 9A


Senka wrote this free subject essay on a common question... Well done Senka!

Why do people lie?

Everyone, no matter how innocent they look, has lied at least once in their life. Whether it was for avoiding a responsibility, getting out of trouble, helping someone or just for fun. Lying is a part of everyone’s life. Most of the time, lying is done on a way that isn’t dangerous but it really hurts people if you don’t use it correctly or use it repeatedly. Everyone seems to think that lying is not a mayor thing and when you are not comfortable or in a bad situation is the only way out of it. Or the easiest way.

One of the reasons people lie is to avoid stuff. Have you experienced that when you are having fun and someone tells you to do your homework, you suddenly lie and say I have already done them even though you haven’t even started them? Or when someone asks you to do a job you say I’m busy? Many people lie when they are lazy. This kind of lying doesn’t exactly hurt people but may make things harder for you. This is because that job is to be done even if you do it later. However it is used to procrastinate.

Another mayor reason for lying is to escape trouble. This reason is common when you are younger and trouble is everywhere! One of the main examples is when teacher catch you doing something bad and you kind of lie your way out of it. Or when your parents ask you who did this and you say you don’t know. This kind of lying actually gets you out of trouble instead of getting you in. However, it is easy and very simple to discover. And most people don’t buy it which means they already know you lied. It is still harmless most of the time.

A White Lie is a harmless lie which you do so you don’t hurt someone’s feelings. These are usually small and not too tragic. They are commonly used when your friends ask for your opinions. For example, if a friend asks you how are my hair today, you always say yes even if you totally think they suck. These kinds of lies have a good intention and positive reason. However things can get pretty nasty if your friends find out.

Lying to someone when you want to joke or scare him in a playful way isn’t exactly lying. It is invented for fun and it is accompanied by laughs. These are very common in everyday life. Kids will try to lie the people around them. However you should know the limit. Things can get out of hand if you don’t manage the situation.

The last reason and the most dangerous one is lying for bad purposes. This is when, for example you have started smoking and don’t tell your parents. Or if you did something forbidden and keep it a secret or lie to cover it up. Kidnappers and criminals also use this kind of lies. They will trick you to coming with them etc. These kinds of lies put your life in danger and are also where most mistakes happen. The best advice is to never use them.

In conclusion, lying takes different forms depending on the situations you use it. However you should be very careful to not damage or hurt anyone including you. Don’t do something you can regret later. Lying can be a powerful weapon or a deadly trap. It all depends how you use it!

This is my father’s job - Student Essay ~ Aglaia

This essay was written by Aglaia from Year 9. Aglaia has improved her English greatly over the course of the last 18 months:

My father is a businessman. He owns a company in Albania: The name of the company in the Agna Group. He started 17 years ago in 1991 when he was still studying Economics in university. This was a turbulent time and was the time communism in Albania was falling and the political system changed to a new democracy. During that period of time my father was in Greece visiting his brother Xristo.

When he came back he brought with him two boxes of chewing gum. One of the boxes had inside 200 pieces of gum ~ he gave them to his friends and his family. The second box he sold in the market. He gained some money from that so the second time he went to Greece he bought 10 boxes and then 30,50,100. Each time he went he brought back more and more boxes of gum.
That was very difficult for him because he had to go from Tirana in Gjirokastr in one day and another day from Gjirokasetr to Janina because the transport then was very bad. Naturally he had the same amount of time to come back. So it was that he made new clients.

This is how he started out. At that time he didn’t have a place to put the products or store them so he had to use his parent’s house. My grandparent’s house became his first warehouse where they were sleeping together with the products! Over time he kept bringing different products that Albania needed. The products were a lot and my father had lots of work to do so he called Xristo and Kosta- his uncles to work together with him. After some time they opened their first company “Anonime Kakavia”. Soon after creating this company they brought more and more products eg: ‘Pepsi’, ‘Amistal’, different detergents, etc. In 1992 with Jorgo Zoidhis – a close friend he opened the second company “Alpha” S.A. In 1995 they got ‘Karelia’ cigarettes and they became famous here.

In 1996 they bought the ‘Glina’ factory in Gjirokastra and in 1998 they bought ‘Albartex’. ‘Albartex’ is an outdoor advertizing company. In 1998 the main ‘Pepsi’ company in America asked if we could produce ‘Pepsi’ in Albania. My father replied that they could and asked them to let him do so. Soon we were making Pepsi by ourselves and not importing it any more from other countries. Later the company asked if we could make ‘Lipton Ice Tea’ again we tried and again it was a success.

In 2000 my dad and his partners opened ‘Anga Investor’ and they built the ‘Twin Towers’ in the center of Tirana. Once the Greek company AMC came to Albania my dad became the distributor for ‘Alba-Card’ and later, in 2002 he created a new company called ‘Tecom’ which has everything you need in the electronic devices range eg: Cable phones; Cel Phones; iPods; CD Players, MP3 and MP4 players etc.

By 2005 my dad and his partners had seven companies and they decided to put them under the general name of AGNA, these were: Alpha S.A., Anonime Kakavi, Albartex, Tecom, Agna Investitot, Alpha International Construction and On Time Concept.

The name AGNA comes from a combination of the two names: AGlaia and NAci. My father used the name of his mother to do this because she was the person who had inspired him, kept him in school, made him work hard and taught him to be a success. My grandmother is a VERY special person.

HW: Merchant of Venice

The following is the homework project for Year 11 - Merchant of Venice:

In pairs or on your own - create a PowerPoint Presentation on ‘The Merchant of Venice’ – There are many examples online.
  • Have a minimum of 12 slides, maximum 20 slides.
  • Do NOT use video inserts
  • Keep transitions at a basic / simple level.
  • Introductory slide, title page. / Bibliography Slide + Credits
  • Select
    o a) one theme for the presentation or
    o b) make it a review of the Movie or
    o c) the play.

    DUE DATE: APRIL 7th

Year 11 - Merchant of Venice Discussion

Class Discussion and brain storming for Thursday 27th of March:

Since we have watched the movie and read the play let us discuss the social under currents and themes we observed.

From the viewing of ‘The Merchant of Venice’

The new Merchant of Venice movie is one of my favorite Shakespeare adaptations, up there with Orson Welles and Baz Luhrmann (yes, really). Here is a quick interpretation, it is full of spoilers but if you really don't know the plot they will more likely help you than ruin the fun...

1. There is textual evidence that Shakespeare was anti-Semitic, but anti-Semitism is not the primary point of the plot.

2. Shakespeare uses stereotypes about Jews to mock his audience and to mock anti-Semites. Most of all he is pointing the joke back in the faces of the bigots. "Who is the merchant and who is the Jew?" is one of the central lines of the text. And it is no accident that the play is named after the merchant, not after Shylock.

3. Shakespeare shows most of the play's Christians to be mean, hypocritical, and full of lies. They have every bad quality that they accuse the Jews of having, and more. This is a very dark comedy.

4. The stories concerning the rings should be followed carefully. The film mentions briefly (too briefly, perhaps) that Shylock treasured and kept the ring from his wife. Compare this to how the Christians treat their rings.

Aglaia and Alba - Romeo and Juliet

Alba and Aglaia returned with their interpretation of Romeo and Juliet. Great graphics and good content!

Congratulations!

Wednesday, March 26, 2008

Merchant of Venice REVIEW materials

Literature Unit

The Merchant of Venice
by William Shakespeare(Grades 8-11)

Book Report Form
The Merchant of Venice book report form (PDF File)
Customize the The Merchant of Venice book report

Mixed Review Literature Unit
The Merchant of Venice mixed review - print all section questions at once (options for multiple keys)

Extended Activities
Extended Activities

Word Wall
The Merchant of Venice Word Wall

Act 1 Review
Quiz and writing prompts (PDF File)
Edit the quiz questions and vocabulary using edHelper's quiz tool
Vocabulary
Spelling and vocabulary review (options for multiple keys and pages per key)
Crossword Puzzle (PDF and options)
Word Search (PDF and options)
Crossword Puzzle (HTML)
Word Search (HTML)
Circle the Correct Word
Build Words
Fill in the Missing Letter
Unscramble the Words
Vocabulary Quiz (PDF)

Act 2 Review
Quiz and writing prompts (PDF File)
Edit the quiz questions and vocabulary using edHelper's quiz tool
Vocabulary
Spelling and vocabulary review (options for multiple keys and pages per key)
Crossword Puzzle (PDF and options)
Word Search (PDF and options)
Crossword Puzzle (HTML)
Word Search (HTML)
Circle the Correct Word
Build Words
Fill in the Missing Letter
Unscramble the Words
Vocabulary Quiz (PDF)

Act 3 Review
Quiz and writing prompts (PDF File)
Edit the quiz questions and vocabulary using edHelper's quiz tool

Vocabulary
Spelling and vocabulary review (options for multiple keys and pages per key)
Crossword Puzzle (PDF and options)
Word Search (PDF and options)
Crossword Puzzle (HTML)
Word Search (HTML)
Circle the Correct Word
Build Words
Fill in the Missing Letter
Unscramble the Words
Vocabulary Quiz (PDF)

Act 4 Review
Quiz and writing prompts (PDF File)
Edit the quiz questions and vocabulary using edHelper's quiz tool

Vocabulary
Spelling and vocabulary review (options for multiple keys and pages per key)
Crossword Puzzle (PDF and options)
Word Search (PDF and options)
Crossword Puzzle (HTML)
Word Search (HTML)
Circle the Correct Word
Build Words
Fill in the Missing Letter
Unscramble the Words
Vocabulary Quiz (PDF)

Act 5
Quiz and writing prompts (PDF File)
Edit the quiz questions and vocabulary using edHelper's quiz tool

Final Review Quiz (PDF File)
Final Review Quiz
Edit the quiz questions and vocabulary using edHelper's quiz tool

Vocabulary
Crossword Puzzle (PDF and options)
Word Search (PDF and options)
Crossword Puzzle (HTML)
Word Search (HTML)
Circle the Correct Word
Build Words
Fill in the Missing Letter
Unscramble the Words
Vocabulary Quiz (PDF)

Merchant of Venice: Advanced Questions


Year 11 Students ...


Your mission, if you choose to accept it, is to find the University library. And, once you've found it, to find the computers and CD-ROMS available within. First, go to BIBSYS and get on-line. Find one secondary source for Shakespeare's Merchant of Venice. Then, find out the MLA CD-ROM and find one article on Shakespeare's Merchant of Venice. This is not a 'formal' assignment, but it might be good practice for those of you going on for hovedfag. Let me know what you find!


1. How are the marriage and trial plots similar? Can they be paralelled? Explain.

2. How can characters like Antonio and Bassanio, Salerio and Solanio, etc., claim that love and money are compatible? In any case, why do they do so throughout the text?


3.
...to you Antonio
I owe the most in money and in love,
And from your
love I have a warranty
To unburthen all my plots and purposes
How to get
clear of all the debts I owe.
....
Oh my Antonio, had I but the means
To hold a rival place with one of them,
I have a mind presages me such
thrift
That I should questionless be fortunate.
(I.ii.130-34,
173-76)


Do a close-reading of these lines and then relate it to a theme in the play as a whole. How are these lines symptomatic of attitudes within the play and of this character in particular?


4. How is xenophobia expressed in this play and how is the problem eventually resolved? Is the characterization of Shylock a demonstration of anti-semitism, per se, or of xenophobia more generally?

5. Why is the idea of mercy so important in this text? Who is it most important to and why? (Notice, in particular, who talks about it most.)

6. Is Jessica a 'good' character? That is, do you think she is commendable or reprehensible. Why?

7. Why do the women, Nerissa and Portia, play the ring trick at the end of the play? What is their purpose and what do they achieve?

8.
Ho no, no, no, no: my meaning in saying he is a good man, is to have you
understand me that he is sufficient,--yet his means are in supposition: he hath
an argosy bound to Tripolis, another to the Indies, I understand moreover upon
the Rialto, he hath a third at Mexico, a fourth for England, and other ventures
he hath squand'red abroad,--but ships are but boards, sailors but men, there be
land-rats, and water-rats, water- thieves, and land-thieves, (I mean pirates),
and then there is the peril of waters, winds, and rocks: the man is
notwithstanding sufficient,--three thousand ducats,--I think I may take his
bond. ....
I will be assur'd I may: and that I may be assured, I
will
bethink me... (I.iii.13-24, 26-27)

Do a close reading of this passage and then relate it to a theme we have discussed in class. Again, think about its location in the play and who is speaking.


9. What is the difference between Jewish fiscalism and Christian mercantilism? Talk about how these two ideals are set up in the text and how they are worked out through the ending. (You might also address this as a social class as well as religious issue.)

10. How is music used in this play? It comes up on several occassions: most notably, when Bassanio is choosing his casket and in the final scene at Belmont. Why?

Merchant of Venice: Study Questions & Essay Topics

Study Questions

1. Discuss Shylock’s dramatic function in The Merchant of Venice. What do critics mean when they suggest that Shylock is “too large” for the play? Does he fulfill or exceed his role?


2. In the end, how comic is The Merchant of Venice? Does the final act succeed in restoring comedy to the play?

3. Discuss the relationship between Jessica and Shylock. Are we meant to sympathize with the moneylender’s daughter? Does Shakespeare seem ambivalent in his portrayal of Jessica?

Suggested Essay Topics

1. Discuss the relationship between Antonio and Bassanio. What does their friendship reveal about their characters?

2. Examine Shylock’s rhetoric. Pay special attention to the quality of his language—his use of metaphor and repetition, for instance. How do his speeches reflect his character as a whole?

3. Compare and contrast Venice and Belmont. What is the significance of these distinct settings in the play?

4. Analyze the way that time passes in The Merchant of Venice, paying special attention to conflicts between time in Venice and Belmont. Are there any inconsistencies, and if so, how does the play handle them?

5. To what extent is Shylock defined by his Jewishness? To what extent is he defined by his profession?

6. Discuss Portia’s character. How does she compare to the men around her? Is Bassanio a worthy husband for her?

7. Discuss how the trial scene reveals a conflict between justice and mercy. Is the conflict resolved? If so, how?

Romeo and Juliet Act Five (study guide)

ACT FIVE - SCENE ONE

1. How does Romeo's dream, which he describes in his opening speech, compare with the news brought to him by Balthasar?

2. How does Romeo convince the apothecary to sell him poison?

3. What does he plan to do with the poison?

ACT FIVE - SCENE TWO

1. Explain the conversation between Friar Laurence and Friar John.

2. What does Friar Laurence now plan to do?


ACT FIVE - SCENE THREE


1. Why does Paris come to Juliet's burial place?


2. What happens when Romeo and Paris meet?


3. Romeo enters the tomb and sees Juliet. He takes the poison, and no sooner does Romeo die, than Friar Laurence comes along - but too late.WHAT HAPPENS WHEN JULIET WAKES UP?


4. Complete this paraphrase of Friar Laurence's speech.(lines 229-269)


I will be _________, for I don't expect to ________ long. Romeo and Juliet are ___________ and __________. I ____________ them in ________, and that same day was _____________ killed and _____________ banished. Juliet pined for her bridegroom and not for _________. You (Capulet) while trying to make her _________ promised her to _______ and would have ________ her to marry him. Then she came to me asking that I ___________ ___________ ___________ to prevent her second marriage, or she would have __________ herself right there in my cell. So I gave her a _________ ________ which was intended to make her ___________ _________. Meanwhile, I wrote a letter to _________ telling him to come __________ to take _________ from her borrowed grave when the potion __________ _____. But Friar John, who was sent to _______ the ________, was detained and brought the letter back to me. So I came alone at the time when Juliet was to __________ _____ to take her from the vault and hide her in ______ ________ until I could send another ___________ to ___________. When I got here, just a few minutes before _________ should awaken, I found both ________ and ___________ dead. Juliet woke up, and I tried to get her to leave. I heard some __________ and was ___________ away, but Juliet would not _______ _______ _____. It seems that she _________ __________. This is the whole story, and Juliet's _________ also knew of the _____________. If this is all my _________ let me be sacrificed to the full extent of the ______.


5. Describe the conclusion of the drama and explain how poetic Justice operates in the play.


6. What is Romeo and Juliet's tragic flaw? How does it lead to their destruction?


GENERAL


The entire course of action in this drama took place within five days. Starting with the first street brawl which occurred early Sunday morning, trace the day by day events of the drama.

Books to Read


Here is a wonderful presentation on books that has been complied by BreitLinks. I recommend all our students - especially our younger ones to visit this EXCELLENT web site. In the meantime watch the condensed book list below and see how many of these wonderful titles you have read and remember!

If you have not read many of them I suggest you plan a good reading scheme and set forth to discover these valuable literature links.



Compile a list of the books you have read and your recommendations - we will publish it here!

Romeo and Juliet with DiCaprio!

Romeo and Juliet (1996)A Film Review by James Berardinelli



United States, 1996U.S.
Release Date: 11/1/96 (wide)
Running Length: 2:00
MPAA Classification: PG-13 (Mature themes, violence)
Cast: Leonardo DiCaprio, Claire Danes, Brian Dennehy, John Leguizamo, Pete Postlethwaite, Paul Sorvino, Miriam Margolyes, Diane Venora, Harold Perrineau
Director: Baz LuhrmannProducer: Gabriella Martinelli and Baz Luhrmann
Screenplay: Craig Pearce and Baz Luhrmann based on the play by William Shakespeare
Cinematography: Donald M. McAlpine
Music: Nellee Hooper
U.S. Distributor: Twentieth Century Fox

In Looking for Richard, actor/director Al Pacino expresses his great hope for his film -- to extend his enthusiasm for the Bard's plays to a broader audience. In a very different way, that's what Baz Luhrmann (Strictly Ballroom) is attempting to do with this radical approach to "Romeo and Juliet". Luhrmann hasn't fashioned this motion picture with the stodgy, elitist Shakespeare "purist" in mind. Instead, by incorporating lively, modern imagery with a throbbing rock soundtrack and hip actors, he has taken aim at an audience that would normally regard Shakespeare as a chore to be endured in school, not a passionate drama to ignite the screen.

Make no mistake, this Romeo and Juliet isn't the match of Franco Zeffirelli's unforgettable 1968 classic. While Leonardo DiCaprio and Claire Danes make an effective couple, their romance doesn't burn with the white-hot intensity of Leonard Whiting and Olivia Hussey's. Nevertheless, this interpretation is so fundamentally different from anything to have come before it that there's no danger of repetition. By the same token, there have been two different "Richard III"s in the past twelve months, and no one is complaining.

For those who aren't aware, "Romeo and Juliet" tells the tale of two "star-cross'd" teenage lovers who secretly fall for each other and marry. Their families, the Montagues and Capulets, have been fierce enemies for decades, and, even as Romeo and Juliet say their wedding vows, new violence breaks out between the clans. In the end, their love is doomed. When Romeo mistakenly believes Juliet is dead, he poisons himself. And, when Juliet discovers that he is dead, she too commits suicide.

Luhrmann's Romeo and Juliet (properly titled William Shakespeare's Romeo and Juliet) takes the play and deposits it in a modern Verona Beach that is part decaying Miami and part Mexico City. By the director's own admission, this is a created world, borrowing aspects of its unique visual style from such diverse periods as the 1940s, 1970s, and 1990s, and using a variety of classic films (most notably Rebel Without a Cause) for inspiration. Fast cars with roaring engines replace horses. Guns stand in for swords and daggers. The resulting hybrid background is startling.

Romeo and Juliet's camera is restless, always moving. There are times when the rapid cuts and raging soundtrack might cause understandable confusion between the movie and a rock video. Indeed, with all the camera tricks, special effects (such as a roiling storm), and riotous splashes of color, it's easy to lose the story in the style. Luhrmann's intent was never to drown Shakespeare's dialogue in technique, but it happens, especially early in the film. In the process, the more subtle intangibles of the romance are irretrievably lost.

The movie settles down when Romeo (DiCaprio) and Juliet (Danes) first come face-to-face, gazing at each other through the transparent panes of an aquarium while a love ballad plays in the background. It's a delicately romantic moment whose magic is never quite matched by any other scene in the film. Danes makes a breathtaking Juliet, merging strength and fragility into one. DiCaprio isn't quite as successful as Romeo; there are times when his delivery of Shakespeare's dialogue sounds forced, and, on at least one occasion (when he learns about Juliet's supposed death), he goes way over-the-top.

The supporting cast has its share of successes and failures. John Leguizamo plays a particularly effective Tybalt, Juliet's Latino cousin. Despite a terrible accent, Miriam Margolyes gives a delightful interpretation of Juliet's nurse. In a daring move that works, Harold Perrineau's Mercutio is presented as a high-energy drag queen who gets a chance to strut his stuff to a disco tune with Shakespearean lyrics. Pete Postlethwaite (as Father Laurence) and Vondie Curtis-Hall (Captain Prince) are both at ease in their roles. Brian Dennehy's presence is, as always, imposing, but, as Lord Montague, he doesn't have more than a handful of lines. Less successful are Paul Sorvino's cartoon-like portrayal of Lord Capulet and Diane Verona's Blanche DuBois-flavored version of his wife. And a pair of characters, Paul Rudd's Paris and Jesse Bradford's Balthasar, are so ineffectual that they're virtually invisible.

There are moments of comedy in Shakespeare's play, and Luhrmann tries to transfer some of these over, in addition to adding a few of his own. One in particular, with Romeo ineptly scaling a trellis for the famous balcony sequence, is ill-placed. Also, there are times when the director gets a little too cute. A run-down theater in Verona is called "The Globe" (the name of the locale where Shakespeare's plays were originally performed), and the astute viewer will catch visual references to "The Merchant of Verona Beach", "Rozencranzky's", "Wherefore L'Amour", and "Out, Out Damn Spot Cleaners".

Ultimately, no matter how many innovative and unconventional flourishes it applies, the success of any adaptation of a Shakespeare play is determined by two factors: the competence of the director and the ability of the main cast members. Luhrmann, Danes, and DiCaprio place this Romeo and Juliet in capable hands. And, while such a loud, brash interpretation may not go down in cinematic history as the definitive version of the play, hopefully it will open a few eyes and widen the audience willing to venture into any movie bearing the credit "based on the play by William Shakespeare."


© 1996 James Berardinelli

Silvester Reports on Merchant of Venice

From Year 11, Silvester took to heart the assignment to be a reporter on the 'Venice Herald' and cover the story of Portia's marriage


Well done Silvester!

Monday, March 24, 2008

Reminder of Student Responsibilities...

We are heading towards the last couple of months of school and things are becoming somewhat hectic... however now is a good time to remind ALL students of their responsibilities within English. Please read carefully and make sure you participate 100% in class.

Materials: You are required to bring the materials necessary for class participation to class every day. This includes:
· notebook paper, binder, pens and/or pencils;
· a reading book;
· all work/handouts/notes related to what we’re currently working on in class;
· textbook or class novel, as needed.

You need to have at least two sections in your binder or two books dedicated to this class: one for classwork, and the other for homework - both will have handouts/assignments added.

All handouts/assignments must be kept in order in your books so that you can find them to refer to later.

Reading: We will start spending the first 10-15 minutes of every double class period reading silently. Points will be given for independent reading. You must bring a book of interest to read EVERY DAY. You will be accountable for at least ONE book every six weeks.

Class Guidelines: You are expected to be prepared for every class by completing the assignments on time and bringing all required materials to class. You are expected to behave in a way that promotes a positive learning environment for everyone in the class. You are expected to follow the guidelines we come up with together as a class.

Ask questions! Asking real questions will provide you with real answers you’ll actually remember and be able to use, for this class and well into the future. Finish as much work as possible during class so you can ask questions, of me and of your classmates. Finish all uncompleted work at home in order to be ready for the next class.

Grading: Grading is done on a standard scale – 90-100% = 5, 80-89% = 4, 70-79% = 3, etc. I highly recommend you keep all graded work in your books until semester grades are given. Should something happen to my computer/grade book, or if there is a discrepancy of any kind, you will have evidence of points earned. If you choose to throw away your assignments, it is at your own risk.

Missing/Late Assignments: LATE WORK WILL NOT BE GRADED. You will get one late assignment pass each six weeks. This allows you to turn in one assignment the class period after it is due, without penalty. This eliminates ALL excuses (such as “my printer didn’t work,” “my computer crashed,” etc.). If you make it all semester without using your late assignment passes, you may turn them in at the end of the semester for extra credit.

Any late work without a pass will be recorded without a grade. Extra credit work will occasionally be offered, but will only be available to those who have all their assignments in.

Following an absence, it is your responsibility to get missing assignments and complete all required work. You will work with an assigned partner in this class; when you return to class from an absence, check with your partner about the work you missed. Also check the class website.
Absences do not excuse you from, or provide an extension on, work assigned before your absence. For excused absences, you are allowed the number of classes you missed plus one to turn in work assigned while you were gone. If an absence is due to a school function, or otherwise prearranged, you are expected to get work BEFORE you are gone.

Class Website: Most handouts and upcoming deadlines, as well as other useful information, can be found on this website: http://drrodenglish.blogspot.com. Also, feel free to email me with any questions you may have: (You have my email address) I will generally get back to you within one school day (I don’t check school related email on weekends/holidays).

Other details: I recommend that you bring your own art materials such as colored pencils, glue, rulers, markers, scissors, etc. A very limited supply of these and other materials are available in the school for use ONLY if permission has been given. Materials must be used carefully and respectfully; if materials are wasted or left untidy, they will no longer be made available. In the library there are some reading books available for you to borrow, as well; however, you must check it out before taking it.

Cell phones, headphones, etc.: It is MIST policy that cell phones, music devices, headphones, etc. are not allowed in the classroom. Cell phones may only be used outside the building. If you have a cell phone or other electronic device in class, whether it is turned on or not, it will be reported to the office.

Food and Drink: Eating candy or any kind of food is not allowed in the classroom. Water may be brought to class in a sealable bottle. No pop, juice, sports drinks, etc. are allowed in class.

Year 11 Extra Credit - March

Year 11 Guide:

You can get extra credit at any time by writing a paper about any topic we discuss in class, or about any subject or piece of literature that we address in class. The papers must be typed, double-spaced, and in 12 point font. All extra-credit projects must show evidence of hard work and extra effort. You must see me before starting any extra-credit assignment.

You can and should be extra creative about your extra-credit projects as well. You can, for instance:

  1. Write a persuasive essay that attempts to get someone else to try an activity that you are passionate about.
  2. Tie in other subjects, creating a project that connects what you are doing in other classes w.ith what we have been doing (be creative!).
  3. Paint or draw a picture or comic strip about the literary work we are studying, or about something that interested you in class.
  4. Write a small play and produce it for the class.
  5. Write a song or poem about something we do in class.
  6. Create a speech about any subject you are passionate about and deliver it to the class.
  7. Develop a dance routine (maybe a Yoruba dance?) that relates to what we are studying.
  8. Write a letter that may have been passed between literary characters.
  9. Write a movie, book, or album review that could appear in a local newspaper or magazine.
  10. Do anything else that you feel is creative and relates to English in an interesting way. This opportunity is an open canvas on which you can create your very own masterpieces.

OUTSTANDING HW ASSIGNMENT:


Write a standard 8-sentence "body" paragraph that answers this question:

"What is the greatest musical act in history?"

("Musical act" can include: rock band, singer, rapper, rap group, boy band, etc...)

PLEASE:

Type your paragraph, double spaced
Use our standard GRAPHIC ORGANIZER to format sentences correctly
Edit your paragraphs using our 5 mechanical rules handout

Year 9 Extra Credit - March

Extra Credit for Year 9 ONLY

Over the last 7 months we have devoted a lot of time to discussing several short stories and various movies, and during that time we have examined the difficulties faced by several of the characters in those stories. In several instances, those difficulties are caused by poor decisions made by the main character. It is something we can all relate to.

Your extra credit assignment, then, is to examine a decision from your own life which you regret. Read the following prompt and write a well-formed, thoughtful essay.

Each person has been in trouble at one time or another because he or she did something bad or said something wrong. Write a multi-paragraph essay describing an instance when you did something wrong you later regretted and the lesson you learned in the process.

Before writing, you should:

  1. brainstorm your thoughts or create an idea web
  2. Select a topic worthy of writing about
  3. Sketch out a rough organization for your essay

The essay is due April. 1st

To complete this writing assignment, open up a Microsoft Word document and write it there. You will hand in an electronic copy of the assignment.

Year 10 Extra Credit - March

After reviewing your essays, I've noticed several comma and other punctuation problems. One way to improve in this area is through repetition and quizzing on the skills. Below are three online quizzes that will test your knowledge in the use of commas and punctuations.

This next week, complete all three and print the screen after you do it, so I know you completed it.

Each quiz carries Extra Credit Points! (Year 10 ONLY)

Friday, March 21, 2008

Crossword Answers

Here are the answers to this weeks crossword puzzle.


How well did you do?

Essay - 9B - Xhoia

My Best Friend.

My best friend is called Sara. She’s 13 years old. She’s taller than me and neither fat nor thin. She’s a brunette with dark brown eyes and shoulder-lengthed hair. When she was a small girl she was blonde and tall too. She’s very sociable and loves meeting new people.

I first met her when I was 13 and she was 11. We didn’t like each other at first, because a friend of mine didn’t like her and even I didn’t know her so we didn’t talk to each other. On the other hand she didn’t like me too, because I seemed selfish to her (something that I’m not!). But, when I realised who that friend of mine really was, I began talking to Sara and going out with her so we became best friends.

Now that we’re best friends, we stay together most of the time, especially on weekends. We go to the cinema, stay and sleep at each other’s houses, go shopping, etc. We like to stay together and talk about everything…

We have a lot of friends. Most of them know us both. But, Sara has more friends than I do. As I said she is very sociable and likes very much making new friends. She makes friends everywhere she goes and it’s not a problem for her to talk to complete strangers. Nowadays we have had our friendship for more than two years, and we we’re going very well. We hope we’ll be best friends forever…BFF 4 3V3R…

Getting the 'News'

Sources and Resources!

Getting the news can be a difficult search. News is, or should be, different to propoganda, yet as we know much of the reporting today is tainted by the views and opinions of those who write it and even by governments and multi nationals. Here is one News Source that you might find interesting:


The OneWorld network and portal brings you the latest news, action, campaigns and organisations in human righs and global issues across five continents and in 11 different languages, published across its international site, regional editions, and thematic channels.
Many of these are produced from the South to widen the participation of the world's poorest and marginalised peoples in the global debate.
From their home page you can launch into all the OneWorld sites in English: Africa, Canada, Latin America, South East Europe, South Asia, UK, U.S., or in other languages... América Latina, en Catalunya, España, maailma.net, Nederland, Makendonski, Unimondo.org, UnSeulMonde.ca

Essay Assignment - Mario 9B

My First Flight

I was ready to fly.I was going to fly from Albania to Turkey. I was scared and at the same time I was very excited. We went to the airport. There, I saw a lot of people waiting for the plane. I saw men guarding the airport.

We went to the immigration booth. There, a policeman took our passports. There were a lot of people. We stood in a line and waited for our turn. I was with my family, my mother, my father, my sister, my aunt and my cousins. After we passed the policeman, we left our baggage at the check-in. Then the policeman checked us. We were clean. Now, we had to wait for the plane.

I saw a lot of big planes. But only one of them was ours. We went to the plane. There were a lot of passengers. The pilot wanted to talk with us. Then, a stewardess demonstrated to us how to use the lifejacket, the oxygen mask and how to put the seat belt.

The plane was moving. I was at the window side. I could see the ground. We started moving faster and faster. Then we rose up in the air. After we spent some minutes in the air, a stewardess with a cart with water, tea and other things, came. She asked us if we wanted anything.

From the window of the plane I could see the clouds in the air. It was wonderful. We arrived in Turkey and we went in the airport. We found a lot of big shops there. After 10 days we returned to our dear Albania. Anyway, it was a great experience for me and my family.

Essay Assignment 9A

I Play a Musical Instrument
by Enxhi


I play a musical instrument called the piano which is a shortened form of the word pianoforte.

The piano was invented by Bartolomeo Cristofori of Padua, Italy in 1700. During the Mozart-era many changes were made to the piano that led to its modern form. The tonal range also increased from the 5 octaves to the 71/3 or more octaves found on modern pianos. Some earlier pianos had shapes and designs that are no longer in use such as the square piano or the very tall cabinet piano. There are two types of modern pianos: the grand piano and the upright piano. The grand pianos have a frame and strings placed horizontally with the strings extending away from the keyboard. The upright pianos, also called vertical pianos are more compact because the frame and strings are placed vertically extending in both directions from the keyboard and hammers.

I started playing the piano when I was 5 years old. I remember my parents buying me my first keyboard. My first teacher was called Nora. She was an old lady with silver hair and light wrinkles on her face. She was a sweet old woman but when it came to piano she became strict. She always pushed me to play better and gave me hard pieces to play. For example at the age of 6she taught me how to play the first part of Fur Elise. She was a great teacher who taught me the basics of piano. During these years I have changed many teachers who all taught me something new and at different levels.

“Enxhi keep your back straight, loosen your fingers, don’t keep your legs crossed”, they would say. C minor, D minor, A sharp, F sharp. All these terms that filled my head and stayed there during the whole day. 1,2,3,4 the beat raced in my head while I played.

I now have an upright piano. It is made out of wood and carved in beautiful old style designs. C. Rordrorf & C. = Zurich is written under the book holder which I don’t know what it means. When I touch the black and white keys my fingers slide softly as I begin to play or as it is also referred to as sometimes “tickling the ivories”. Forte or piano as I strike the keyboard it produces sound by striking steel strings with the felt hammers. While you play your emotions get inside the music filling it with feelings and the other way around: the music alternates your emotions. When it is low and bass it makes you feel angry and scared. When it is allegro it makes you feel light and fast. When it is soft and piano it makes you feel calm and in harmony.

The piano is my favourite instrument because it is a simple implement and it can produce all types of music. Great music has been written by virtuous composers on the piano. The greatest musicians to live all played it such as Mozart, Beethoven, Chopin, Tchaikovsky etc.

Although playing a piano piece may be hard and frustrating at first, when you learn it very well you feel good after you have achieved such a task. I aspire to someday be a very good pianist.

Essay Assignment 9A

The meaning of freedom
by Marshela Joti


Freedom, a word seen from different dimensions. A word of no boundaries, or at least hard to be seen and applied in everyday life. A word which carries a huge world in its back full of thoughts, ideas and people’s opinions, trying to define its meaning. A courageous step to take.

Freedom is like a world of dangers but taking different shapes in different people’s eyes. Something mysterious everyone wants to have but at the same time fears it. A fear which comes to the surface, as soon as unauthorized people take wrong steps. In other words when the meaning of freedom is mistaken.


When this happens ‘freedom’ is turned into hell and in front of you lays a world of difficulties, where decisions need to be made and destiny isn’t on your side. A more realistic example could be a person using freedom as in free to do everything, but this acquires self control and a formidable character, and yet freedom is more than that, more than something people want and try to manage their way.

More than that, freedom comes from inside the heart sending a message of life to the person receiving it. Such a person’s place belongs to a quieter world, a meaningful one where sense is found everywhere and freedom lays magically and affects every aspect of life. Everything reaches its optimum value and you suddenly ask yourself the question, “where have I been?”


In other words true freedom is a status of mind where peace is being present and you feel free and sure about your aims. Following every step one by one by the most logical way you think, and what you’ll get will be the boundary of your true freedom, something precious and tremendously valuable. The meaning of freedom is much more sophisticated than what people think it is, you have to look into yourself, deep inside and you will automatically understand it.

To me, freedom is a synonym to the word happiness and as every other thing in life it has to be earned.