Halloween Horror Films From the Past

Roger Corman films:

The Raven(1963)
The Terror (1963)

Samuel Z. Arkoff films:

Beast with a Million Eyes (1955)
I was a Teenage Werewolf (1957)
Attack of the Puppet People (1958)
Teenage Caveman (1958)

Two of my personal favorite Vincent Price films (which never really were horrifying, but fun, nonetheless):
The Abominable Dr. Phibes (1971) Here's the trailer.

Dr. Phibes Rises Again (1973) Here's the trailer.

Arkoff's Partner Nicolson's last picture was:
Legend of Hell House (1973) a particularly entertaining and effective horror film.

Alfred Hitchcock films:

Rear Window (1954)
Vertigo (1958)

John Carpenter films:
Halloween
The Thing and a good horrible clip from the film.
Prom Night (1980)
The Fog (1980)

Stephen King films (films based on Stephen King's work)
Creepshow
The Shining and a clip.
Carrie

Other horror films:

Blackula (1972)
Tales from the Hood
The House on Haunted Hill (1999)
Friday the 13th
The Exorcist

Spoon River & a Diversion

Today 3rd period, after we hear the last 3 speeches, we will work on preparing our poem performance of Spoon River.

Then something else 4th period.

Last of the Speeches; Spoon River

Today we will complete our speech delivery. Afterward, please sign up for one of the character poems from Spoon River. More information to follow in class.

Speech Delivery (continued)

Today we will continue and conclude our speech delivery. Please complete Spoon River and choose 3 poems--one of which you will orally interpret.

Speech Rehearsal & Delivery

Please use 3rd period to rehearse your speech.

Effective speech is largely based on knowing well what you wrote. Being familiar with the words you used and how to pronounce them are helpful. In addition, sincerity, effective volume, eye contact, effective pacing, effective gestures and posture can help make your speech more effective and interesting.

Get into pairs and "rehearse" your speech. Deliver your speech to one another, taking turns. The listener should give you feedback about effectiveness. What parts of the speech are weak, vague, or badly delivered? Where does the listener stop listening in the speech? Does the opening of the speech effectively hook or interest the listener? Critique each other.

During 4th period, we will begin delivering speeches. I'll take volunteers first, then random performers.

Speech Rehearsal/Spoon River

To begin class, we will complete the character building exercise.

After which we will spend some time reading Spoon River. During period 4, we will prepare and rehearse our speeches. Plan to deliver these speeches beginning next class.

Preparing Your Speech

Today, you should finish up and print a copy of your speech. When you finish this, please cut your speech into sections and post on index cards. Then get together in groups of 2 or 3 and take turns rehearsing your speeches.

2nd period we will pick up Spoon River from the library.

Homework: None.

Speech Writing

Speech writing is not easy. A speech writer needs to know what his/her goal is. Luckily, most speeches come in only a few types. Some speeches are used to inspire or inform, others are used to persuade, introduce, or entertain. As you watch President Obama's speech, consider what you think his goal is in giving this speech.

When writing a speech, a speech writer uses what is called Rhetorical technique or Rhetoric.

Rhetoric is broken down into three distinct tactics to persuade or inspire a listener or reader.

1. Logos (logic): this is the logical, sense argument inherent in the speech. Logic appeals to our rational mind. It makes us think and in thinking, we understand how one thing causes another. Listen for facts or statistics, listen for examples, listen for the word "think" or "consider". When you hear these type of words, that's the speech writer telling you that he/she is using logos. Good speech writers are subtle.

2. Pathos (heart/passion): this is the heart-felt argument in the speech. Pathos appeals to our feelings. It makes us sympathize or consider the argument for how it can affect us as listeners or readers. Listen for personal accounts, personal challenges, listen for words like "imagine" or "feel". Listen for the speaker to sympathize with his/her audience. Listen for testimony (opinions from famous role models). Often a speaker will use second person POV to help create pathos.

3. Ethos (confidence/strength of character): this is the speaker's skill and confidence that what he or she is saying is important, relevant, or necessary for a listener or reader. A good speaker sounds like he or she KNOWS what the issue is all about, that the subject is well researched and the speaker is knowledgeable. Also, watch the speaker's eyes, his posture, the way he stresses his words, the way he delivers the speech. Is there anaphora in the speech (a repetition of a phrase or statement)? This builds pace and stresses the important parts of an argument.

These three rhetorical techniques, by the way, are also used in essay writing. Next time you write an English paper or Social Studies paper, try using rhetoric to create your essay.

Check here for tips on writing and delivering speeches!

Today we will begin writing speeches. Please write a 2-3 page speech (double spaced) concerning one of the following themes:

Elements of Raising A Well-Adjusted and Highly Motivated Child Today
(What are some of the family elements that must exist while raising a well-adjusted and highly motivated child today?)

Youth Wish List for Changes for the World
If you could lead the world for a day, what three (3) changes that impact youth would you make and why?

The Importance of a University degree
What is the importance of a university degree?

Impact of African-American Inventors
African-American inventors: what impact did the invention have on our lives in the 19th and 20th centuries? Research one of these and explain its significance.

Offering of Advice for Elders from Generation Y
If you could give three (3) pieces of advice to the elder generation, what would that advice be and why would that advice be important?

HOMEWORK: End of Sudden Fiction: We will be getting a new book next week. Please complete the rest of Sudden Fiction on your own.

Catching Up

Please complete the writing assignments. For those of you who have completed everything, please read Sudden Fiction: pp. 135-138 "The Personal Touch" and write a story where you include an epistle (a personal or business letter) in the text of the story. Use "The Personal Touch" as a model. Or you may choose 129-132 "Things I Did to Make it Possible" and write a story and make a list of several things that your protagonist did to accomplish some task.

For everyone else, please complete the class notes, and the poetry exercises. These are past due.

HOMEWORK: Sudden Fiction: pp. 128-185. Please read the stories in this section for homework. Respond to 3 of the stories IN YOUR JOURNAL.

Class Notes Exercise & Poetry

Please continue to work on and complete the Class Notes story exercise from last class. You may also work on the poetry word bank exercise if you have not yet completed it. Both exercises should be turned in and completed today by the end of class.

If you finish early, please take a look at the following poetry exercises (you may choose 1, 2, or 3 and write 1, or 2, or 3 or more poems):

Please watch this video about Naomi Shihab Nye.

Naomi Shihab Nye (1952 - present)
Naomi Shihab Nye is a poet and songwriter born in 1952 to a Palestinian father and American mother. She grew up in St. Louis, Missouri, Jerusalem, and San Antonio, Texas. Both roots and sense of place are major themes in her body of work.

Half-And-Half by Naomi Shihab Nye

You can't be, says a Palestinian Christian
on the first feast day after Ramadan.
So, half-and-half and half-and-half.
He sells glass. He knows about broken bits,
chips. If you love Jesus you can't love
anyone else. Says he.

At his stall of blue pitchers on the Via Dolorosa,
he's sweeping. The rubbed stones
feel holy. Dusting of powdered sugar
across faces of date-stuffed mamool.

This morning we lit the slim white candles
which bend over at the waist by noon.
For once the priests weren't fighting
in the church for the best spots to stand.
As a boy, my father listened to them fight.
This is partly why he prays in no language
but his own. Why I press my lips
to every exception.

A woman opens a window—here and here and here—
placing a vase of blue flowers
on an orange cloth. I follow her.
She is making a soup from what she had left
in the bowl, the shriveled garlic and bent bean.
She is leaving nothing out.

Hidden by Naomi Shihab Nye

If you place a fern
under a stone
the next day it will be
nearly invisible
as if the stone has
swallowed it.

If you tuck the name of a loved one
under your tongue too long
without speaking it
it becomes blood
sigh
the little sucked-in breath of air
hiding everywhere
beneath your words.

No one sees
the fuel that feeds you.

Poem Activity #1:

After reading Half-and-Half, in a poem, discuss two aspects of yourself (or your personality, belief, culture) that seem on the surface at odds with one another. Describe this topic through a short narrative (story) poem. Embed dialogue in your poem where appropriate.

Poem Activity #2:

After reading Hidden, start a poem with the subordinating conjunction “If…” You may use an “If…then…” statement, if you’d like. Start with a stanza describing a literal or concrete event or fact from nature. Naomi Shihab Nye uses the description of a fern placed under a stone. Your second stanza should be more metaphorical, as Naomi Shihab Nye’s second stanza is as she describes the transubstantiation of a loved one’s name into blood. Finally, end your poem with a wise observation that connects both stanzas.

Poem Activity #3:

Write a poem made up of snatches of conversations you have overheard. For this exercise, you may wish to bring your journal around to lunch period or throughout the day and record what you overhear.

Homework: Sudden Fiction: Please read pp. 128-

A Little Reading, A Little Writing

Today, we are going to start our class with a poetry prompt exercise.

Creating a word bank for poetry

Go to the following website:

http://www.loc.gov/poetry/180

Read poems #1-7. As you read, choose 3 words from EACH poem and make a list. (The best way to do this is either in your journal – where you will get credit; or you may keep a word document open and minimized on the bottom of your screen to collect the words).
Choose interesting or “powerful” words—words that draw YOUR attention; the best 3 single words in the poem. Avoid phrases.

Once you have a list with 21 words, use your word bank to create a poem of your own.
• You DO NOT have to use all 21 words in your poem.
• Your poem should make sense. Try to avoid sentence fragments. (Consider your character, setting, theme, conflict, etc. to help write a story...yes, even poetry has a story.)
• You may include as many OTHER words as you’d like.

Class Notes. Let's read this story in Sudden Fiction (pp. 122-125). Writing exercise: for this class or a fictional class (you may mix and match) write a story like Class Notes. Project into the future the fate of your classmates. Make sure to include yourself. Try to include at least a class of 15.

HOMEWORK:
Sudden Fiction: pp. 103-127. Please read the stories in this selection for Thursday. Pages 122-125 have already been read in class.