English Notebook

English Notebook

6 Tips on Writing Dialogue

Tip #1: Watch your dialogue tags

Tip #2: Realistic doesn't mean real

Tip #3: Distinct speech patterns

Tip #4: You don't have to start at the beginning or end at the end of the conversation. 

Tip #5: Punctuate correctly (Begin a new paragraph each time a character speaks. Use tags. If you end with an action use a period or a comma for a dialogue tag)

Tip #6: In a novel, dialogue should reveal character's relationships to one another, move the story forward, increase the tension, develop underlying emotion of a character and their character traits. 

To Kill a Mockingbird Sketchnotes and Discussion

1. Who does Atticus think caused Bob Ewell's death?

At first Atticus thinks that Jem was the one who managed to kill Bob Ewell, but since they were right in front of the Radley place, he realizes that it was most likely Boo Radley.

2. Why does Heck Tate insist that Bob Ewell's death was self-inflicted?

Heck Tate insists that Bob Ewell's death was self-inflicted or else Boo would have to go through legal procedures, and he wants to spare him from that so he can stay innocent.

3. Is Heck Tate right to spare Boo the publicity of an inquest? Give reasons for your answer.

I think Heck Tate is right in sparing Boo because he saved Jem and Scout's lives and he has suffered through a lot.

4. How do the events of the final chapters explain the first sentence of the novel?

The events of the final chapters explain how Jem broke his arm, which leads to the rest of the story.

5. How does Scout make sense of an earlier remark of Atticus's as she stands on the Radley porch?

She realizes by what he means by not killing mockingbirds means not to mock, judge, maim or kill innocent people not deserving such treatment.

6. How surprised were you to discover what Boo Radley is really like? Has the story before this point prepared the reader for this discovery?

I was not that surprised because at multiple points in the novel they imply that Boo is not as scary as he was known as, and knowing how the town miscountrues other people, Boo was just another mockingbird.

7. Who are the metaphorical mockingbirds in Harper Lee’s novel? There are several so push yourselves to really think about the various characters.

You could say that many of both the major and minor characters can be seen as mockingbirds. It could include Boo Radley, Tom Robinson, the Cunninghams, the Ewells, Atticus, the whole black population of Maycomb, Raymond, Mrs. Dubose, and Scout and Jem.

Chapter 28 Discussion Questions

1. Why does Scout feel shame during the pageant? What happened?

Scout feels shame during the pageant because she fell asleep as the teacher explained the history of Maycomb. She runs out onto the stage, ruining the pageant and making the audience laugh. The teacher gets mad at her and Scout doesn't feel anything but shame.

2. How does Harper Lee build suspense as the kids walk home? What writing techniques does she use in this chapter to create suspense?

Harper Lee builds suspense through multiple techniques. She constantly reiterates how they can't see or move very well. She describes what they hear but not what they can see. Jem's sudden change in nature throws off the reader and Scout and tells them something is amiss. Making the kids think it is just Cecil also alarms the reader because they worry the kids that it 

3. In the struggle, there are small clues about who attacked the kids? What clues does Harper Lee give the reader about their attacker before his identity is confirmed?

Small clues that give away who attacked the kids are that he smelled of stale whiskey and that he had cotton pants. Since Bob Ewell was a heavy drinker, it can be inferred that he is the one sneaking up on them, which makes sense since he has a motive. 

4. What happened to Jem in the struggle? What happened to Scout? What happened to their attacker?

Jem got a concussion and a broken arm. Scout got hit in the head. Their attacker, Bob Ewell, got stabbed and died.

5. Who saved the kids? Why is this ironic?

Since they were in front of the Radley Place, most likely the person that saved them was Boo Radley. This is ironic because throughout the book the kids are scared of Boo, and there is even a sense that he is the one attacking them at first.

Chapter 18 and 19 Takeaways
Chapters 18 and 19 continue the courtcase and bring in the key witnesses, the victim Mayella Ewell and the accused, Tom Robinson. The Ewells are a family that are considered "garbage", which is the only way that Tom has a chance against them in court in the 1930's, considering he is a black man. The justice system has many prejudices based on race, gender, wealth and education. Tom's testimony fills in the holes of the other testimonies. It turns out he was just doing favors for Mayella until she harassed him and tried to kiss him, then she got beat up by her father when he found her out. Everything is going okay for Tom and Atticus until Mr. Gilmer cross-examines Tom and asks him why he was doing favors for Mayella. He says that he felt sorry for her, which causes the crowd to gasp. They think it horrible how a black man could feel sorry for a white woman. Then Dill has a sudden breakdown, most likely because he is not used to Maycomb's blatant racism and prejudice all being directed towards Tom. 

The Sixth Extinction: An Unusual History

Prologue:
One species has the capacity to name things and has a small population, not particularly strong but are resourceful. This species was humans. They adapt and innovate. As the species grows they encounter animals twice, thrice bigger than them, but they quickly wipe them out. This goes on for thousands of years until the species covers the globe. Homo Sapiens. Humans change the composition of the atmosphere, destroying ecosystems. No creature has altered the planet this much, only natural events. The Big Five Extinctions. Humans may cause the next extinction, the Sixth Extinction. The first part of the book talks about the past, the second part about the present.

Chapter VI: The Sea Around Us

Castello Aragonese: An island in the Tyrrhenian Sea

It is located in between the African and Eurasian plates, so a lot of geological activity happens there. Ex: volcanic eruptions and fissures Almost all of the gas that comes from these fissures is Carbon Dioxide dissolves in water to form in acid. As the author investigates the acidified bay, they can see that closer to the fissures, the less species live.

Humans have added about 365 billion metric tons of carbon dioxide into the atmosphere. Each year we add another 9 billion or so and deforestation has added 180 billion tons. These amounts of carbon could lead to a 3 ½ to 7 overall fahrenheit increase in global temperature. Humans are constantly adding Carbon Dioxide into our oceans because the amount in the atmosphere is not in equilibrium with the amount in the atmosphere. Every day about every american is dropping 7 pounds of carbon into the sea. On the ph scale, the oceans acidity has gone from 8.2 to 8.1, or a 30% rise of acid in oceans. By the middle of this century, if this continues, oceans will be at an 8.0 and by the end, at 7.8.

Humans can change the level of pH in their blood, but other organisms do not have the capacity to do that. They are affected by their environment.

Hall-Spencer came up with the idea of using Castello Aragonese as a place to study pH levels when he went there on a trip. He realized that since the pH lowered the closer you got to the vents, it would be like a spectrum of how pH levels affected organisms and ecosystems. It took him some time to get funding, but when he finally could do his research they got substancial results. They found an array of species in the 8.1 zone, and further in there were less and less. At the 7.8 zone, there were a third of the species missing.

Larger animals will have trouble surviving, as the lowest levels of their food chain are highly susceptible to mass extinction under ocean magnification. These food chains could be wiped out, leading to a loss of biodiversity. This is one of the major signs of the beginning of global extinction.

Ocean acidification will have many effects. It affects internal processes, will make light pass through the ocean easier, make the ocean louder, and promote the growth of toxic algae. It will greatly affect calcifiers (organisms with an outer shell). They have to combine carbonate ions with calcium ions to make their shells, but with acidification, there are less carbonate ions to work with. Nearly three quarters of the species missing in the 7.8 zone of the harbor were calcifiers. There were none in the area where the carbon dioxide was coming from directly.

A third of carbon dioxide in the air is now in our oceans. Adding all this carbon at such a high rate has greater effects, as natural processes take too long to counteract.

Chapter VII: Dropping Acid

The author makes their way to a different part of the world to an island on the coast of Australia. The island is called One Tree Island even though there are many trees along with coral rubble.

The research station on One Tree Island is only made up of two research stations and some cabins. Scientists come from all over the world to research there.

Captain James Cook was the first European to come visit Australia and on his way there the hull of his ship ran into the Great Barrier Reef. He knew they were animals, but he wasn’t sure how they had grown to such size. Lyell theorized that corals grew on the rims of underwater volcanoes. Darwin studied them when he stopped at Moorea, which was surrounded by coral reef. He predicted that if the island were to sink away, then the reef would be an atoll, or a circle around the island. He told his theory to Lyell once he got back, but Lyell knew he wouldn’t be believed. This debate continued to the nineteen fifties when the U.S. navy drilled cores into an atoll of the coast of Enewetak.

Reefs are almost a paradox, as they are part animal, vegetable and mineral. They are made up of tiny gelatinous creatures, but they make up ship destroying barriers. Corals are made up of millions of polyp creatures, that then make up a giant structure.

Unlike human structures, instead of taking space, they create ecosystems. Thousands or even millions of species rely on corals, yet they may be extinct at the end of the century, some scientists say even less than that. It will be the first major ecosystem to die out in the modern era.

Ken Caldeira, the leader of the project, is known for coining the term ocean acidification. He gained interest when he was hired by the Department of Energy. Caldiera calculated how the ocean’s pH would change due to deep sea injection.

Every 12 hours, the samples at DK-13 (named after an Australian Researcher’s initial) needed to be collected. The idea was to measure different properties of the water and the calcification rates from the 1970’s to present day.

Around the island were thin coral reefs, nicknamed the pie crust. Even though the author went at night, there was still a diverse amount of species at the coral site.

The Great Barrier Reef is the largest coral reef, followed by Belize. Yet the first evidence to show what Carbon Dioxide does to coral came from Arizona, in a glass structure known as Biosphere 2. It was made to prove that a biosphere could be recreated, but it failed due to photosynthesis not being able to keep up with the carbon. The carbon reached three thousand parts per million and the facility collapsed. Professor Langdon wanted to find out what was happening, and began experimenting with the ocean, trying to lower its pH so that the ocean life could survive.

Along with pH, scientists use the term “saturation rate in terms of calcification/aragonite” to determine if organisms can survive. People used to think that corals didn’t care about this rate, but Langdon found that they did. He set up an experiment where the growth of corals was measured in different parts of the tank with higher or lower saturation rates. He found that four and five were the ideal rates, while they couldn’t survive past two. This has devastating implications for our world, as nothing is above four and is quickly dropping. Coral cover in the Great Barrier Reef has dropped by fifty percent.

It is estimated that nearly nine million species spend at least part of their lives in the coral reef. Tropical waters should be an underwater desert because of low level nutrients, but corals overtake this rule and create a trading ground for species.

There are other threats to the species, such as overfishing, agricultural runoff, deforestation, and dynamite fishing. These stressors also make them susceptible to disease. Another is climate change, because the waters get too warm and the zooxanthellae that have a symbiotic relationship with the polyps is broken and this turns the coral white.

Graham, the station manager, would pick up pieces of trash and make them visible for visitors so people could see “what our race is doing”.

Later on, the author gets to see a mass spawning of coral, which reproduce asexually and are hermaphrodites. The scientists collected some samples of the coral larvae, as they subjected them to different pH’s. All their results pointed to a lesser population growth of coral if we continued on the path we were on.

*For these sets of notes, we were given the task of writing everything out as sketchnotes, or notes with drawings all sketched together to make up infographics.

Chapter VIII: The Forest and the Tree

Chapter IX: Islands of Dry Land

Chapter X: The New Pangea 

Body Paragraph #1 Notes for Environmental Research Paper

Topic Sentence: The 1st sentence of the body paragraph. Should clearly state the problem you are focusing on for the paper. If someone just read the topic sentence, they should know what the whole paragraph is about. Should be clear, to the point, not have unanswered questions or be too wordy or confusing.

Ex: The rapid decline of the bee population in the United States poses a serious threat to global agriculture.

Whole paragraph is to cement the topic, get the reader to understand what it actually is you are trying to solve.

Things to keep in mind:

Do not use second or first person (I, we, our, you, your)

Get to the point, don’t dance around it

Use powerful vocab

Make sure to answer the “why”

Concrete Detail #1

IMMEDIATELY back up your claim with a evidence that you first introduce.

Try to highlight the credibility of your research in your introduction and end with an in-text MLA citation.

For MLA citation, use the author’s last name or the webpage the information was found.

Commentary

You then dissect the quote and give analysis and commentary to what was previously stated, tying it into claim.

Repeat this entire process for the other pieces of evidence you have.

Then when you finish, end with a concluding sentence. This sentence should restate the main claim and transition into the next body paragraph.

Claim: States a Position

Needs to be specific and answer the "why"
Keep wording specific and concise
If you only present one claim about a literary text, include the title and author

Intro Quotes: You need to orient your reader and provide context

Who is speaking to whom? 

What is happening in this moment(that might not be obvious from the quote) 

What is the emotional state of the characters? 

Things you should know

Write in 3rd person

No contractions 

Not using the word "things" 

A minimum of 2-3 sentences per quote 

Example: In Ray Bradbury's novel Fahrenheit 451, he uses short sentences and personification to build suspense and create tension when Montag runs from the police. When Montag arrives at Faber;s home out of breath and upset, he laments, "..." (Bradbury, 130).

Avoiding Plagiarism

Direct Quotation: integrating all or part of an original quote into your own writing by surrounding it with quotation marks and proper mla citation

Paraphrasing: Putting a quote from another source in your own words. A paraphrase must still be credited to the original source. It is usually shorter than the original passage and usually a more broad statement. The most common way of plagiarizing is by paraphrasing. 

Summarizing: Putting main points in your own words. It is still necessary to cite as long as it's not your own idea. They are usually much shorter than the original material. 

Plagiarism: Represent ideas from another source as if they were your own, intentional or unintentional. So always cite, cite, cite. 

Direct quotations should be done sparingly. Be sure to do it only when necessary. You should paraphrase and summarize most of your information, especially in the background. 

Pages 62 - 80

Tension, Suspense and Mystery 

Moments of suspense can be found in large portions of Bradbury's work. One instance is when someone is at the door, and they're not sure if it is Beatty. It turns out to be the hound, which still adds to the mystery, since you never know what the hound is going to do or tell the other firefighters. 

Motifs

One of the recurring motifs in the novel is that the books and ashes are being compared to animals. It adds imagery, such as ashes being dead moths, but also it adds to the idea of killing. It adds sympathy to the books, imagining they are birds being eaten by poisonous vipers, and describes how the books are being hunted down.

Setting

Dogs and animals are replaced with robots and machines. It's more normal to have machines than to have animals. It rains constantly, making the setting more gloomy and dark which adds to the tone. Montag mentions that they have fought and won two atomic wars, meaning that fighting with nuclear weapons is normal and the country he lives in is a global powerhouse. He also mentions their country being the only one who has any wealth, meaning that everyone else is starving and barely surviving, so there isn't really peace. 

Pages 40 - 62

Futuristic/Dystopian 

There are air propelled trains, and medicine has reached a level where death can practically be reversed. Bradbury slowly hints at advanced technology that we aren't familiar with today. There are jets that cause earthquakes, mechanical hounds but the society is cold. People have the capacity to talk to others all across the world, but they still keep to themselves, only having unsatisfying relationships. People have no empathy for each other, killing each other like it's nothing.

"Sometimes I'm ancient. I'm afraid of children my own age. They kill each other. Did it always used to be that way? My uncle says no. Six of my friends have been shot in the last year alone. Ten of them died in car wrecks. I'm afraid of them and they don't like me because I'm afraid. My uncle says his grandfather remembered when children didn't kill each other. But that was a long time ago when they had things different. They believed in responsibility, my uncle says.”

Characters 
Montag is starting to develop as a character with curiosity, empathy and wanting to change the society he lives in. His perspective is slowly changing as time goes on.
The fireman Captain Beatty knows more than all of the other firemen, knowing the history of books, but still conforming to society and the government.

Conformity vs. Non-conformity
Conforming - following everyone else
The biggest non-conforming action taken in these pages is Guy Montag taking the book from the burning building.
This is drastically different from when Guy Montag said that it's against the law to read books earlier in the book, so he never has the curiosity to try to read what he burns.

Pages 20 - 39

Motif - continuing themes

One of the recurring themes is nature, since a lot of the technology is described as if it were animal. 

Another theme is nature and how humanity is running away from nature and toward technology. Technology is more precedent than nature in society. 

Role of Technology in Society

Fear, especially with the mechanical hound. After the dog attacks Montag, he talks to the chief. The chief sees it as a rifle, which inhibits Montag's fear since it has its own thought patterns. The dog might think for itself or know more than it needs to. 

Themes

There is a personal disconnection between people. People ignore Clarisse because she is odd, and she goes on to say how people don't take the time to get to know each other, they don't take the time to make strong connections. An example of this is Mildred and Montag, who don't really talk about each others problems. There are so many people that human connections have been overlooked. Montag starts to realize how everyone just keeps to themselves. Bradbury is focusing on the flaws of society and warning not to walk away from nature. 

Pages 1 - 20 of Fahrenheit 451

Characters 

Montag is an ignorant man who doesn't understand the history of his world, just letting the government push him wherever they want him. He has no previous knowledge about firemen. Even when Clarisse tells him that firemen used to put out fires, he still thinks he knows more. 

Clarisse is a mysterious young girl who Montag meets while walking home. She knows more than most people, and tries to give Montag information, but he won't listen. 

Mildred is Montag's wife. She doesn't seem connected and close, and there is evidence that Montag tried to commit suicide. The marriages in this world might be arranged. Mildred is dependent on technology, the exact opposite of Clarisse. 

Paramedics in this world seem uneducated, not caring about the people. They act like people are just machines. 

Setting 

A futuristic dystopian society, sometime in the fall in the suburbs. There is technology that doesn't exist but could, the strawberry smell he encounters is "not normal for that time of year" pointing to a fall or winter season, and it is against the law to read books, which is not something a normal society would dictate. 

Everything seems like the opposite of what it is today. 

Suicide attempts happen constantly. It seems commonplace, Mildred doesn't even remember taking more pills than she should have. 

They seem like a technological but ignorant society. 

Strangers come and do things that seem like they shouldn't like replacing all their blood or cutting hearts in half. 

Figurative Language

"With this great python spitting its venom upon the world" personification and imagery. 

"He strode in a swarm of fireflies" sets a calming mood, metaphor, symbolism. The fireflies are really the ashes from the building. 

"Her face shone like a mirror" describes Clarisse with a simile. It shows how his true emotions just reflected back to him, while also describing her complexion. 

Technology and people being machines is a motif. 

Hook Strategies
Examples of Hooks written by students: 
"Four hundred and fifty children are killed by their parents" (USA Today). Shock,
"According to Dailymail.com..." 
The killer of Romeo and Juliet is identified in the statement, "Miscarried by my fault, let my old life..." The classic story of Romeo and Juliet was misinterpreted as a suicide, while Friar Laurence himself admitted to the blame. Quote = English strategy
In the play, Romeo and Juliet, Capulet says, "For, by my soul, I'll ne'er acknowledge thee, nor what is mine shall never do thee good... trust to't bethink you; I'll not be fursworn" (35, 192-196).
"79% of murders reported to the FBI are committed by friends, family or loved ones."(Eichelberger). 
"The FBI estimates that 1/3 of initial rape suspects are excluded because DNA samples failed to match." (Genetic Science Learning Center).




Shakespearean Sonnet
Sonnet = "little song" in Italian
All of a poets sonnets' are numbered
We looked at Shakespeare's Sonnet 116
Shakespearean Sonnets are very strict in their structure. The rhyme scheme is always ABAB, 14 lines long and ending in a couplet, or a gg rhyme. Even if it doesn't sound like it rhymes, the pronunciation might be altered so that it fits. 
The sonnet is separated into three quadrants, each ending after the end of each pair of rhyming verses, and ends in the couplet. The first quatrain asks a question or presents a problem. The second quatrain develops the problem or explains the situation in greater detail. Quatrain #3 is the turning point. The couplet is the answer to the question, or the take away.

Split Time 

Today we split time between our teachers to learn about different set of skills. In Mrs. Tucker's class we learned the basics of reviewing an essay so that we could fix our Psychoanalysis essays. She told us that it is very important that our tone was formal, so we should not use contractions, any perspective other than the third, and to not use conventional tone. She also said that the topic sentences should be able to tell the entirety of the essay and the basics of a thesis statement was the name of the author, literary work, main idea and optionally, the 3 main points of the essay. 

Then we went to Mrs. Neto's room, where we used the Science Assessment we took last class to learn some skills to help take a multiple choice quiz. 

Step 1: See what the question is really asking

Step 2: Write everything you know about the question

Step 3: Mark True or False next to each answer

Step 4: See if the answer REALLY answers the question

Elizabethan Era Acting and Theater

1562-1642

A lot of inns had theaters in them, a lot of social life was based in the theater, mostly for high class. The theater was important because it provided warmth, a place to stay, and entertainment.

At first, plays were made for the common man. 

Acting and theater was a low-end job, there wasn't any respect for them even though they were well known. 

Women were not allowed to act. The people in them never got money. 

The most popular theater was the Globe theater. As the theaters came along, there was a higher diversity in 

The most popular forms of literature were plays, poems, and sonnets. Usually, the plays were two hours long. There were a lot of sonnets in the play. They are 14 lines long. Shakespeare wrote a lot of poems and sonnets that weren't included in plays. He had higher respect because of him writing poetry. 

The lower class had to stand at the bottom. There were seats on the stage for the most wealthy. The highest nobility got to sit at the top. There's no roof so they could use sunlight for their plays. It was always symbolic. There was a trap door to symbolize death and the underworld. There weren't a lot of props, so they mostly used donations from the higher class. 

Elizabethan Era Entertainment

Most popular Bear Batting- dogs attacking a captured bear

Fencing- a popular game for nobles. They fought with swords

Theatre was popular for all classes, you would have to sit in different playhouses. The plays had no women actors, scenery or lighting but very fancy decorations. One of the most popular writers were Shakespeare.

Festivals- usually involved with the Church. Thye were celebrations for holidays such as Easter, All Hallow's Eve etc. 

Cockfighting - Only rich people could do it. It was a blood sport, where chickens would fight each other to the death. 

Horse racing - a big event. Someone would gamble for their favorite racer. Sometimes they would put 

Children would play handy-dandy- they would put something behind their back. Hoodman-bling: basically tag but with a blindfold. 

Recreational drugs - Drinking, was used for coping, lots of people smoked tobacco and cannabis

Archery - was a noble sport. In the Elizabethan Era, if you were 16 - 60 you had to learn how to do archery

Lottery - tickets were ten shillings each (expensive) if you had a ticket and you did a minor crime, you would be pardoned. People were very slow in buying their tickets so it wasn't very successful. 

Hawking - Noble people would train their hawks to hunt. 

Tennis and Football - For nobles. Instead of rackets, they would use filled gloves. They were mainly individuals playing each other. (Like American Football) Football was a rough game, they could hurt each other. 

Chess and Checkers got popular around that time. 

Elizabethan Era Clothing and Hygiene

Monarch bought the most expensive clothing (purple, red, blue) the more felt you had, the more power you had. Any gold signified wealth. Nobility were right underneath, they wore less fabric and not the same colors. They still wore more than servants. Merchants bought most colorful cloting they could afford, and wore feathers and gems etc. Gentry: gentlemen: Less poofy clothing, bright fabric, gold trimming, silver tracing. Knights wore a little armor and capes, while esquires wore armor every day. 

Most peasants bathed once a year. No running water, no hot water. They would all share the same bath. No toilets, they would just go in chamber pots and in the river. The monarchy had more acess to water. They would put roses and herbs into the tub. To brush their teeth they would use citrus leaves. 

Laborers wore wool, sheepskin and linen, they wore very mundane colors(cheaper). No silk or velvet trimmings. Romeo and Montagues were high and upper class and also the Juliet and Capulets.They wore slightly poofy dresses, trimmings of gold and silver and bright colors. The Nurse and Servants would probably wear mundane colors. 

Elizabethan Era Plague and Other Illnesses

The Bubonic Plague: The Black Death Killed more than 10 million people, which caused a huge effect on Europe for a long time (14th century to 16th century) There were small epidemics of it. One instance killed 10,000 people in London, spreading and affecting Europe for several hundred years. The Death Cart would pick up the bodies that were killed by the Bubonic Plague. Once you got the plague, it was less than an 18% chance of dying. It usually went from fleas to rats to people. 1/3 of the population died because of it. They would either burn the bodies or pile them on top of each other, sometimes they would catapult bodies to cities they wanted to conquer. Symptoms: Abdominal pain, vomiting, high fever and it would create bumps. They might cut the bumps and put tree resins, white lilies, and human waste on the swelling, they would drink their own urine twice a day, and they would shower in vinegar and roses.

Two other illnesses were typhoid and dysentery which came from human waste and poor hygiene. Dysentery: Puss, mucus and blood in waste. Typhoid: fever, severe rash, untreated 1 in 4 died, treated, 1 in 100 end in fatality. Other treatments they used were herbs.

Elizabethan Era Classes

Upper Class: Only high level women could get a higher education or own an estate. 

Monarch: THe monarch was Queen Elizabeth, and showed that a woman could be strong and powerful. 

Nobility: You would be born into the nobility ex, Romeo and Juliet

Gentry: Worked to become knights and squires

Middle/Lower Class: Could only buy necessities. 

Yeomen: Workers, Literate, artisans, worked on the land 

Women were not allowed to attend college or higher education, their only role was to marry, single women were considered witches. Women were expected to work for the men. 

Laborers: Homeless, low class jobs 

Literacy was a high class only, 

In Romeo and Juliet, the high class people will talk in meter and rhtym. 

Elizabethan Era England in the World Stage 

They hated Spain because it was their rival and they were Catholic. They also hated France, because Elizabeth's cousin who ruled over france and scotland and said she should be the ruler of England.

Elizabethan Era Monarchy Queen Elizabeth

The Virgin Queen- never married 

Born in September 7th, 1533 - 

It was a monarchy, where Elizabeth was the ultimate power, with advisors to help her. 3 levels of Government, Divine Right of Kings gave Elizabeth power, Disobeying the Queen was treason

Queen  - Make all the decisions, passed laws, the religion of the country, war issues, food, and clothes

Three branches, Privy Council, Star Chamber, Parliament

Privy Council - 20 people chosen by Queen, noble, rich, educated men

Discussed laws to do with economics, home policy, foreign policy, religion and security/military

Star Chamber - Justice, political issues, witnessed most important trials of nobility, treason, no jury, more of the Queen's decision, ruthless, no evidence in writing, very strict, no right to appeal

Parliament - Nobility and higher clergy 

House of Commons - the common people 

legislation, advice, vote taxation if it went through Parliament it became a law

After 44 years, Queen Elizabeth died, King James I 

King James didn't support the middle class, brought together Scotland and England, Earls led the government

All together, this relates to Romeo and Juliet because it shows how in the time period, noblemen had a great amount of power, and everyone wore and ate the same food in fear of the Queen.

Romeo and Juliet Notes

Act I scene i

Poetic Devices

line 30 - metaphor

line 92 - metaphor

Line 72 - paradox

Line 93 - metaphor

Line 109-110 - couplet

141 - personification

201- metaphor

242 - paradox

212 - couplet

Summary: The servants of Montague and Capulets encounter each other and they insult each other. Benvolio intervenes. Tybalt starts another fight. Lady Capulet and Lady Montague try to intervene, and then the Prince intervenes.

Romeo’s father is wondering what’s wrong with Romeo. He’s always sulking, doesn’t take part in anything, locks himself up, he’s wandering around while it's still dark (insomnia). He cries a lot.

Benevolio wonders why Romeo is so depressed, so he asks him. Romeo tells him that he’s in love with a woman, but she doesn’t love him. He thinks that he wouldn’t fall in love with another women. He’s showing signs of depression. He’s talking about death (foreshadowing).

Collers: Coal Dealers, dirty, insult line 2

Choler: angry, line 3

Quarrel: fight brawl line 21

poor-john : a salted fish, considered only for poor people to cut

Heartless hinds: cowardly servants line 68

Have at thee: Defend Yourself

Going to shrift: Going to church

Taking away Maiden-head: Taking away virginity

Scene ii

10 - personification

Lots of couplets in Capulet’s monologues

25 - paradox

103 - couplet

Summary: Paris wants to marry Juliet, but her father thinks she’s too young. He lets her court her at a feast he is having. Capulet gives his servant a letter, but he didn’t know how to read so he has Romeo read it. Benvolio wants to crash the party so that he can tell him that Rosaline isn’t as good as the other women.

Wooing: Courting someone

Sirrah: servant

Rest you merry: stay happy

Whither: where

God gi’ go-den: God give you a good evening

Act i Scene iiii

Summary: Romeo, Mercutio and Benvolio go to a party. Romeo is still depressed and says that they shouldn’t go to the party because he had a dream foreboding it. Mercutio goes on and on about Queen Mab and how she is a fairy that controls dreams.

Poetic Devices:

Line 5: Scaring the ladies like a crowkeeper

Line 16: I have a soul of lead

Vocab: heavy: sad

Betake: legs, dance

Atomies: tiny creatures

Joiner: carpenter

Act i Scene v

Summary: Romeo falls for Juliet just by seeing her, and Tybalt sees him, but Capulet tells him not to do anything about it.

Poetic Devices: Line 87: Anaphora

37 and 40 Anaphora

39-58 couplets on every line

60-64 more couplets

Lots of foreshadowing (line 51)

Marzipan: almond paste

Trencher: wooden plate

Corns: ugly and painful growths on the toes

Cock-a-hoop to make everyone mad

Scathe: to harm

Choler: anger

Act 1 Scene 1

Act II Scene i

Conjure: use magic to call him

To be...night: to join with the night is as gloomy as romeo

Medlar: a fruit similar to an apple

Romeo...found: mercutio jokes that he will go to his child bed

Allusion: Adam’s Cupid

King Coputea: A folk tale

Line 21-22: Imagery

Line 21-22: Couplet

Couplet and Personification: 34-35

Act 2 Scene 2

Vocab

Two of...not night: Romeo compares Juliet’s eyes to stars in the sky

O that...Speaks Romeo shifts between confessing his love for Juliet

How...wherefore: How did you get here, why are you here

Line 175 hush: to be quiet

104-110: You might think I fall in love too easily

Poetic Devices

2 It is the East, and Juliet is the Sun! Metaphor

3 Arise, fair sun, and kill the envious moon Metaphor

15 The brightness of her cheek would shame those stars Hyperbole

A thousand times goodnight Hyperbole

173 Love goes towards love just like school boys goes to books, like magnets Simile

204-205 Parting is such sweet sorrow Paradox


Act 3 Scene 1, 2, 3, 4
Summary: The two find out about his banishment. It emphasizes how silly they are acting, and how overdramatic it is. 
Act 3 Scene 2 
Act Scene 4
Act 4 Scene 5
Act 5 Scene 1 
Act 5 Scene 2: 

Summary: Tybalt comes to Mercutio and Benvolio and Mercutio starts taunting him. Tybalt wants to fight Romeo, but Romeo wants peace with the Capulets. Tybalt and Mercutio fight and Mercutio dies. Romeo takesnge and kills Tybalt. Lady Capulet finds Tybalt dead, and insits that Romeo be punished so he is banished from Verona. 
Poetic Devices Scene 1
98 anafora
102-3 metaphor
157-158 anafora 
Vocab


Poetic Devices Scene 2 
Line 12 yond light is nor daylight paradox
Poetic Devices:
Poetic Devices: 
Poetic Devices: 
Poetic Devices: 

Paradoxes: 85 "A damned saint, an honorable villain!"
136-137 couplet
145-146 couplet 
Poetic Devices 3  and 4 36-37 Anaphora: More validity, more courtship lie
97-98 Personification: his tears are crying he is so sad 
146 Personification: kill love 
Summary: The house is depressed. They think that planning a wedding, so Capulet says that Paris and Juliet should marry the next Thursday. Capulet is so sure that Juliet will accept the proposal that he calls him son.


Line 38 more light more light more dark more dark anaphora
Line 24: Allegory Lady Capulet says she will die if Juliet is dead, even through before she took her for granted.
Summary: 
Line 3: Personification
Line 7: Alliteration

Line 36 For in a minute there are many days hyperbole 
Line 60 Dry sorrow paradox 
Line 76-77 Some grief shows much love paradox
167 how, how, how, how anaphora
205 hyperbole, alliteration
260 alliteration 
Vocab: 
jocund: Cheerful, lighthearted
afray: frighten apart 
discourses: memories 
fickle: changing frequently 
Act 4 Scene 1
Poetic Devices: 
Line 51 Anaphora 
Line 46 Alliteration
Line 85-95 Juliet says hyperboles to talk about how she would rather die than marry Paris. 
Line 109-110 metaphor comparing Juliet's eyes to shut windows, lips and cheeks like roses, explaining how she'll look when dead
Alliteration: Line 56 
Summary: Paris kisses Juliet after talking about how she has to marry him. After he leaves, she pulls out a knife and talks about how she would rather die. Friar Lawrence makes a sleeping potion that will make her seem dead for 42 hours. Romeo will get a message that Juliet is not actually dead and coming to grab her. 
Vocab:
Pensive: serious thought 
Prorogue: discontinue a 
Inundation: To cover with large amounts of water
Abate: To reduce in size, amount, or intensity, to diminish or subtract

Act 4 Scene 2
Poetic Devices: 
Alitteration ll
49: Well, I will walk alliteration
51: Oh my heart is light! metaphor
Summary: 183-187: Capulet is planning the wedding. Capulet refers to his own daughter like an object. (11) He knows she went to see Friar Laurence, but he thinks that she is just going to shrift. Juliet asks for pardon. (19-24) Capulet is so happy he changes the wedding from Thursday to Wednesday. (25) He praises the Friar, ironically even though he is the reason for all of Romeo and Juliet's schemes. Capulet is so giddy that he plans to plan the wedding himself (48) This affects the plan Juliet and the Friar made, because Romeo may not get the message before the plan is carried through. 
Vocab: 
Gadding: to wander from one place to the other
Behest: A person's order or command
Cockatrice: A mythical animal depicted as a two headed dragon
Forswear: Formally reject a belief
Bedaubed: Smear or daub with sticky substance 
Act 4 Scene 3
 Poetic Devices: 
17-18 metaphor
49-simile shrieks of mandrakes, driving people mad
She's having a panic attack
Summary: Juliet asks that she can spend the night alone. She questions the potion and starts to have an anxiety attack. She thinks it might be a poison. She also fears if Romeo doesn't come for her, and she'll be stuck in the tomb with her dead family. She is having hallucinations. 
Vocab: 
Orisons: Prayer
Culled: select from a large quantity
Behoveful: Useful, beneficial 
Conceii: Pride/Love for one self, vanity
Receptacle: Repository, store house, in the play its a tomb 

Line 9 irony
Line 28-29: Anaphora, adding emphasis: she's dead
Line 33: Death lies on her like an untimely frost - simile
Line 92-93 couplet
Line 96: Anaphora- Our 
Summary: 
Vocab: 
Loggerhead: A turtle, also used as an insult
Slugabed: A lazy person who stays in bed 
Lamentable: Full of sorrow or grief

Vocab: 
Presage: to predict 
Deflowered: To deprive a woman of her virginity
Accursed: Under a curse
Beguiled: To charm or enchant someone

Line 9: Paradox When but love's shadows
67: Personification 
Summary: Juliet is found dead in her room, even though all she did was drink a sleeping potion. Balthazar tells Romeo that she is dead. He doesn't get the letter that the Friar sent him, so he doesn't know she's not dead. 
Vocab: 

Summary: The friar learns that his letter did not get to Romeo, so he runs to Juliet's grave so she doesn't get mad at him. 
Vocab: 
Took post: To ride fast
Writ: One's authority
Act 5 Scene 2:
Poetic Devices: Simile: Line 38 -39 He says that his intention is hungrier than a tiger
Hyperbole: 39 He's more unstopabble than thetiger or sea
Line 40: Alliteration
Line 68-69 couplet
Line 117: The doors fo breath sealed with a righteous kiss metaphor
228 Simile Sephulcur is a place where dead people are buried
Line 222 and anaphora

Summary:
 Page 217-223- Paris goes to visit Juliet’s tomb. He orders the servants to whistle if someone comes near the tomb. Once Paris enters the tomb, the servant whistles, signaling someone is near. It just so happens to be Romeo and Balthasar. Romeo gives Balthasar the suicide note to give to his father. “Hold, take this letter. Early in the morning.See thou deliver it to my lord and father.” (Page 219, Line 23). Romeo does not signify directly to the servant that he is there to kill himself but instead says, “Is partly to behold my lady’s face, But chiefly to take thence from her dead finger. A precious ring- a ring that I must see.” (Page 219, Lines 29-31).

Romeo then asks the servant to leave and never come back, but the servant hides, disobeying Romeo’s order. Romeo opens the tomb, coming across Paris. Paris thinks that Romeo is there to harm the body. “And here is come to do some villainous shame. To the dead bodies, I will apprehend him.” (Page 221, Lines 54-55). This is Paris’s way of challenging Romeo but Romeo declines Paris’s challenge. Romeo and Paris fight anyway and Romeo kills Paris. Romeo realizes that Paris was supposed to marry Juliet, so he puts Paris next to Juliet’s seeming lifeless body. “Death, lie thou there, by a dead man interred.” (Page 223, Line 90). Romeo then rambles on about how Juliet is and how much he loves her.

237-239: Friar Lawrence has come to fetch Juliet but finds Romeo and Paris dead, he got scared out of the tomb and she killed herself “Unto Rigor of severest law” = I should suffer the worst punishment

Balthasar explains that he delivered the message and Romeo came from Mantua to the tomb and threatened him if he didn’t leave Romeo alone. The prince wonders where the county’s page is on the letter and asks what his master was doing there. Page explains that he wanted to spread flowers on his lady’s grave and then someone came to the tomb and he ran to call the watch = call the officers / street parol

Prince reads the letter confirms everything Friar claimed and explains that because of the hate between the two families, their children are dead. Capulet and Montague families make peace, Montague wants to make a statue of Juliet and Capulet will make a statue of Romeo so that everyone in Verona can remember their story. “Poor sacrifices of our enmity” = “poor sacrifices of our rivalry

They go to talk about the events that just happened and claims that there will never be a story full of more pain.

225-227:

Romeo finds Juliet in the tomb however he doesn't know that she is actually alive because

Vocab:

Mattock: a tool used for loosening hard ground
Dateless: Internal, never ending,
Unthrifty: Unlucky
Sepulcher: A place that should be peaceful, usually a tomb
Attach: To arrest or apprehended
Startles: to be alarmed
Borrowed: Temporary
In post: To travel at full speed, fastest on a horse
Jointure: dowry, or payment of a bride's father to the groom

The China Study Chapter 17: Big Medicine: Whose Health are they really protecting? Annotations

"Four words: money, ego, power and control." (pg. 321) These are the supposed reasons for Big medicine to prescribe people drugs instead of nutrition. An example of doctors who are trying to fight against the system are Dr. Esselstyn and Dr. McDougall. Referring to Ess's mentors: "But, as Ess remembers, despite being "health experts," all four of these men were "ravaged by cardiovascular disease." His own father had a heart attack at age forty-two and Dr. Brook had a heart attack at age fifty-two" (pg 323). 
"So often, Ess~ patients did not regain their health, even after his best efforts. As Ess described it, he had "this haunting feeling that was really beginning to bother me" (pg. 323). He began to doubt the modern medical system, and started to treat his patients with a whole foods plant based diet. He was doubted by a large part of the scientific community. Some people considered it too extreme.  "You can't get frustrated. These aren't evil people. There are sixty cardiologists [at the Cleveland Clinic] , any number of whom are closet believers in what I do, but they're a little afraid because of the power structure" (pg. 325).  The doctors were more focused on treating the symptoms of the disease than the disease itself. Dr. Esseltyn knew that no one would listen to him immediately, people weren't going to turn on the years of education they went through to suddenly treating patients with diets.  "In 1985 the United States National Research Council funded an expert panel report that investigated the quantity and quality of nutrition education in U.s. medical schools.4 The committee's findings were clear: "The committee concluded that nutrition education programs in U.s. medical schools are largely inadequate to meet the present and future demands of the medical profession." (pg. 327) Doctors barely get any scientific nutrition education, and the little they get is sponsored by big companies (who in the author's POV, they sell unhealthy food). McDougall worked at Hawaii, and noticed that his patients weren't getting any better. The younger ones were more opt to diseases, since they were the ones eating a more western diet. He started prescribing his patients with a whole foods plant based diet. He almost got kicked out by the Chief of Medicine for his choices. He decided that he would prove that his prescribing nutrition would work. The problem is that the medical industry is paid for by the medicinal industry, and the studies to see if those pills are healthy can be rigged. Doctors may prescribe a certain drug more because drug companies are paying him to do it. There are practically no studies done on non-drug prescriptions. Dr. Mcdougall went to a hospital that was vegetarian, and they gave him a few people to work with, but he wanted more. Eventually, he left the job, and instead began writing a free newsletter and making a diet plan. Dr. Esselstyn wanted to work at the Cleveland Clinic on the preventive cardiology program, but they didn't like his idea, so he started working out of his own home. Many people started going to him, doctors from the Clinic. Overall, this chapter was about how two doctors were kicked out from their jobs at hospitals, since the hospitals were run by the money of drug companies, and they were fighting against the norm. 

Taste Test

Butter number 1: The first butter was a pale, white color, more natural. It had a bit of salt, but not an overwhelming amount, and was harder to cut.  It was more creamy and milk like.

Butter number 2: The second butter was very yellow, probably artificial. It had lots of salt, and was easy to cut but rather thick.

Yogurt number 1:  Thick, had chunks. It smelled like a strong vanilla, with a slight after smell of yogurt.

Yogurt number 2:  Thin, nothing much in it. It was creamy, and smelled like cottage cheese.

Claim:  If a cow is fed grass, then the cream product that they produce

will be thicker, tastier, and more healthy because the cows are fed nutritious grasses that the rumens in their stomach can fully digest and put into the milk they lactate.

"High-fat dairy products from grass-fed cows are among the best sources of Vitamin K2 in the diet. "

"According to one study from Australia, where cows are grass-fed, individuals who ate the most high-fat dairy products had a 69% lower risk of death from cardiovascular disease, compared to those who ate the least (32)."

"Lactic acid bacteria used to ferment milk into yogurt have now been shown to take some of its fatty acids and convert them into conjugated linoleic acid (CLA).(...) Research is linking our CLA intake to decreased risk of many health problems, including heart attack, blood sugar imbalance, excessive inflammation, and loss of bone mass."

"Repeated studies on live culture yogurts show the ability of yogurt to help regulate the steadiness of food passage through our digestive tract, and to support the digestion and absorption of food through increased metabolism by healthy bacteria in the gut."

Works Cited:

Gunnars, Kris, BSC. "Why Grass-fed Butter is Good For You". Authority Nutrition, 2016. Web., 12 Oct, 2016.

"Yogurt, grass-fed", World's Healthiest Foods, 2016. Web., 12 Oct, 2016.