I would like you to have a separate
notebook for this class. I recommend
that it be the type that has multiple sections.
I would also like you to have a folder for English. You will receive many handouts through the
course of the year. You will want an
easy method of filing and locating these.
Syllabus – English II
Areas
1
– Vocabulary units
Terms, roots, prefixes, suffixes, language in context
2
– Writing units
Persuasion, description, reflection
3
– Literature units
Content, comprehension, interpretation
4
– Poetry project
5
– Grammar throughout
Unit I
(Aug/Sept)
Part A – Science Fiction
“The Price of Progress”
Bergeron,
Summer,
(Content quizzes)
Test – Comprehension and interpretation
Part B – Nonfiction (Oct)
Essays
Dial,
(Content quizzes)
Test – Comprehension and interpretation
Part C – Essay #1
Persuasion (Opinion)
Unit II
(Oct/Nov)
Part A – Other Cultures
“Cultural Crossroads”
S. Africa,
(Content quizzes)
Test – Comprehension and interpretation
Part B – Essay #2
Descriptive/reflective
Unit III (Nov/Dec)
Part A – Poetry
Literary techniques and devices,
sound and sense
Test – Comprehension and application
Part B – Project and presentation
Monday (8/25/08)
Read
pages 43 – 53 and take notes. Be
especially aware of point of view, connotative words, double meanings, images,
figurative language, allusions, form, structure, sound, and rhythm.
Tuesday (8/26/08)
The
class reviewed examples for rites of passage of both social status and stage of
life as compiled yesterday. The class
detailed the list of events observable from close reading. We delved into explication as to point of
view, connotative words, images, allusions, and structure.
Assignment: Review your notes from class. Add and clarify for later review.
Wednesday (8/27/08)
Students
read “There Will Come Soft Rains” on page 52.
We identified the use of alliteration, consonance, onomatopoeia,
personification, imagery, repetition, and symbolism. We discussed the cumulative effect of these
on the poem and its theme. Students
wrote a half page or more in their writing journals as to their individual
responses to the material and ideas we have read to this point. Students completed a 20-question quiz on “By
the Waters of
Assignment: Read pages 58 – 66.
Thursday (8/28/08)
I
presented notes on mood and tone. We
looked at the writer’s attitude toward the reader and the writer’s attitude
toward the subject matter. I gave
students examples to show the use of word choice, sound, image, implication and
association for both the positive and negative connotation levels in a piece of
writing. We identified unusual blends,
the appeal to the senses, and the use of figurative language to accomplish
this. Students then worked in small
groups to identify and place on the board words and phrase of both positive and
negative connotation for writer’s tone as presented in last night’s reading.
Assignment: Read “a Sound of Thunder” (71 – 81). Be especially aware of the writer’s
tone. Watch for foreshadowing.
Friday (8/29/08)
Students
were introduced to Freytag’s Pyramid for mapping story development. Notes and examples were presented for
sequencing, characters with supporting lines, lists of sensory words and
phrases, sensory descriptions used in the story, foreshadowing, and figurative
language used to develop the story.
Assignment: Rework and develop your notes from class
presentation. Reread, if necessary, “A
Sound of Thunder” so you are ready for next week’s test.
Tuesday
(9/02/08)
We completed the notes on
foreshadowing, theme, and tone. I
presented the chaos theory and the butterfly effect to class. We discussed this in relationship to “A Sound
of Thunder” and man’s history.
Assignment: List five serious items that you believe fit
in the same category as those discussed in class.
Wednesday
(9/03/08)
Students worked on review
packets to prepare for Friday’s comprehension and interpretation test. Students may work in small groups or
alone. Vocabulary is included on
Friday’s test.
Assignment: Complete the review packet. Review “A Sound of Thunder” for a short,
content quiz tomorrow.
Thursday
(9/04/08)
Students completed a short
content quiz on “A Sound of Thunder.” We
worked on processing the correct/accurate answers for the review packet. We did not complete the packet so the test
has been moved back to Monday.
Assignment: Review the answers to your packet. Make changes and improvements. Begin studying for your test.
Friday
(9/05/08)
We completed the correction and
explanation of the review packet. We
reviewed vocabulary words and application.
Assignment: Study for your test.
Monday (9/08/08)
Students
completed the comprehension and interpretation test on material read to this
point. Vocabulary was included as part
of the test.
Assignment: Read pages 86 – 93.
Tuesday (9/09/08)
I
presented notes on Bradbury’s “There Will Come Soft
Rains.” These ranged from word choice to
personification, framing, literary allusion and more.
Assignment:
Read pages 95 – 100.
Wednesday (9/10/08)
Students
worked in small groups to identify story elements and supporting evidence. Students identified details or statements
from the story linked with knowledge from the reading or personal experience to
support accurate inference.
Assignment: Complete the observation chart with details
from “The Pedestrian.”
Thursday (9/11/09)
Students
turned in their homework for evaluation and grading. I presented explanation and examples of
inference. Students completed a worksheet
on inference as identified in “The Pedestrian” or “There Will Come Soft
Rains.” Students read “Dial vs. Digital”
(pp. 107 – 110), “Once More to the
Assignment: On Friday there will be a content quiz on
“The Pedestrian,” “There Will Come Soft Rains,” “Dial vs. Digital,” and “Once
More to the
Friday (9/12/08)
Today, the class took
a short quiz on “There Will Come Soft Rain,” “Once More to the
Assignment: Study the vocabulary in “Once More to the
Monday (9/15/08)
Students worked on inference and
evaluated inference and details worksheet.
Students identified the key elements of the memoir using the Venn
diagram.
Assignment: Read “
Tuesday (9/16/08)
Shortened classes
today (In-service). Students
worked on vocabulary terms used in “Montgomery Boycott.” Students developed sentences at the board
which used the terms correctly. We
discussed and, at times, modified these.
Assignment: Vocabulary exercise (1 – 10) on page 134.
Wednesday (9/17/08)
We reviewed vocabulary words and
use. We discussed the contents and
sequence of ideas presented in “Montgomery Boycott.” We read aloud part of M. L. King’s speech and
analyzed it for construction. We read
Margaret Walker’s poem, “Sit-Ins.”
Students began work on a short packet for “Montgomery Boycott.”
Assignment: Complete 1 -14 of the packet.
Thursday (9/18/08)
Students corrected and turned in the
vocabulary work from page 134. We read
Robert F. Kennedy’s eulogy to Martin Luther King, Jr. Students presented answers to the study
packet questions for C. S. Kings’ “Montgomery Boycott.” This lead to some interesting discussion
about the civil rights movement then and today, the rights of various groups of
people, tolerance vs. intolerance, and the right to disagree.
No assignment tonight. Be certain your packet is completed.
Friday (9/19/08)
We finished the correction of the
“Montgomery Boycott” review packet.
Students turned these in for grading.
I read “Through the One-Way Mirror” by Margaret Atwood to students. Students completed a pros and cons comparison
and contrast chart as I read. We
discussed this essay. I presented an
example of a vivid memory which could be use as the focus of the type of essay
students will be writing next week.
Assignment: Read “The Border: A Glare of Truth” by Pat
Mora (pp. 174 – 177). Also, decide on
the incident or event you will use as the focus of your writing next week.
Monday (9/22/08)
I presented thirteen types of graphic
organizers with examples to students for mapping thoughts prior to writing. I discussed this week’s writing assignment
and student topics. Each student
completed a graphic organizer for his/her topic and cleared it with me prior to
beginning the rough drafting process.
Assignment: Prepare notes to be used tomorrow in class to
write the rough draft.
Tuesday (9/23/08)
Each student was given a writing folder
in which to keep all segments of this writing assignment. Today each student placed in this folder a
neat, copy of his/her graphic organizer.
I reviewed with students the writing project, asked for and answered all
questions. Students used class time to
write as much of the rough draft as possible.
Those who finished early worked on revisions.
Assignment: Students may come in before or after school
to work on their writing. Study halls
may also be used for writing.
Wednesday (9/24/08)
I presented additional notes concerning
the writing such as: 1) Do not write about the entire vacation, trip or day;
2) Write about the event, character or
setting; 3) Do not write about the entire picnic; 4) Write about the fall from
the tree from the moment the limb snaps to the moment of ground impact. Examples of good vs. poor opening sentences
were presented in addition to other notes.
Students worked in the computer lab finishing the rough draft, revising
and typing it to the initial typed rough draft.
Assignment: Continue to work on your paper during study
halls or before or after school.
Thursday (9/25/08)
Students worked in the computer lab on
various stages of the writing project. I
consulted one on one with students.
Assignment: Get the rough draft typed and edited.
Friday (9/26/08)
I extended the deadline for the final
copy of the essay to Monday (9/29/09). Students
worked in the computer lab on various stages of the writing project. I consulted one on one with students. I placed on the board every step for project
completion. Each step is to be in the
writing folder.
Assignment: Edit and revise the essay.
Monday (9/29/08)
Students worked in the computer lab
typing and editing the final paper.
Particular attention was given to opening statements, elimination of
passive voice, and sentence structure.
Assignment: The final paper is due tomorrow no later than
3:30. Continue to revise and improve.
Tuesday (9/30/08)
Students made final revisions and
corrections to their papers. Packets
were organized and turned in. Final
essays were submitted for evaluation.
Good work. No assignment.
Wednesday (10/01/08)
Each student was assigned a new copy of
the Prentice Hall Writing and Grammar textbook. Students began their grammar review on page
338 and made notation of pages and material that each on an individual level
feels that additional explanation is needed for complete understanding. I will begin addressing these questions next
week.
Assignment: Bring a book cover for this book to class
tomorrow.
Thursday (10/02/08)
Students read “Fish Cheeks” on pages 184
– 186. Students wrote a brief comment on
the tone and which phrases produced it best.
Students read “Marriage Is a Private Affair” on pages 188 – 193 and
record the vocabulary into their notebooks.
Each then wrote a ten step or more sequence of the events in the story.
Assignment: Read “Love Must Not Be Forgotten” on pages
196 – 209 and record the vocabulary into your notebook. Record two or more passages
(multiple lines) that identify cultural characteristics in the story. Reread page 196 before doing this part of the
assignment.
Friday (10/03/08)
Today was a free reading day. The purpose is to emphasize the value and
pleasure of reading; to improve reading fluency with practice; to gain an
appreciation of the peace, contentment and pleasure that comes from reading;
and to encourage lifelong reading.
Monday (10/06/08)
In pairs, students compared their
responses to the readings from page 184 – 209.
I returned essays to students visiting with each about possible
improvements for the paper.
Optional Assignment: Due no later than this Friday students will
rewrite and improve the reflective essay.
The improvements are to be highlighted in yellow. Both the rewrite and the graded essay must be
turned in. This is for extra credit for
writing improvement.
Tuesday (10/07/08)
Students completed the first part of the
GATES test. I finished returning all
essays and explaining areas for improvement to students individually.
Wednesday (10/08/08)
I presented notes on tone and cited
lines in “Fish Cheeks” to demonstrate identification of the tone of
embarrassment present in this selection.
I explained the difference between analysis and explication when writing
about a piece of literature. Students
listed the steps sequencing the events in “Love Is a Private Affair.” Students also shared cultural characteristics
identified in “Love Must Not Be Forgotten.”
Thursday (10/09/08)
Students
completed the second part of the GATES test which evaluates reading
comprehension and interpretation.
Friday (10/10/08)
Students
worked on vocabulary from “Marriage Is a Private Affair” and “Love Must Not Be Forgotten.” Overheads
were used for practice. I presented a
series of questions for each story that prompted discussion about the thematic
material concerning cultural for each story.
Monday (10/13/08)
We
worked on grammar. We reviewed abstract,
concrete, collective, common and proper nouns.
We reviewed personal, reflexive, intensive, demonstrative, relative,
interrogative, and indefinite pronouns.
We reviewed action, linking, transitive, intransitive verbs and verb
phrases. This review covers pages 340 – 367 in the Prentice Hall Writing and
Grammar book.
Assignment:
Preview pages 368 – 403 to identify any questions you may have.
Tuesday (10/14/06)
We
reviewed proper, compound, indefinite adjectives and the participle. We reviewed adverbs and the adverbial
noun. In addition, we reviewed
interjections, articles, prepositions including the compounds, and coordinate,
correlative, subordinate and conjunctive adverbs. I presented examples, notes on the board and
material in the grammar book. Be certain
to bring your literature book to class tomorrow.
Wednesday (10/15/08)
We
studied subordinate conjunctions and conjunctive adverbs. Students worked with several examples
identifying the conjunctions, punctuation, application, and clauses. Students read “Grudnow” on page 166 in the
literature book and worked with inference.
Assignment: Read “Son from
Thursday (10/16/08)
I
presented notes on “The Son from
Assignment: Complete reading “No Witchcraft for
Friday (10/17/08)
Students
research individual topics. All work in
the computer lab researching the school databases and websites concerning their
assigned areas.
Monday (10/20/08)
Students
were given a copy of the rubric for the project. Presentations will begin next Monday. No presentation is to be longer than twenty
minutes. We will draw names for the
order of presentation. Students research
individual topics. All work in the
computer lab researching the school databases and websites concerning their
assigned areas.
Tuesday (10/20/08)
In-service
day caused the shortening of classes.
Student names were drawn from a box to determine the order of
presentations. Presentations begin next
Monday. Students were reminded of the
test this Thursday over vocabulary, grammar, and stories in the culture
unit. We discussed “No Witchcraft for
Assignment: Work on your project; study for your test.
Wednesday (10/22/08)
We
reviewed vocabulary in class. I gave note
cards to those who wanted them to make flashcards. We reviewed the grammar concerning the parts
of speech, recognition and use of each.
We reviewed the stories in the culture unit: “No Witchcraft for
Thursday (10/23/08)
Students
completed a test on the elements of grammar, vocabulary, and the
interpretation/comprehension of the stories in the culture unit.
Assignment: Work on the visuals for your presentation.
Friday (10/24/08)
Students worked in the lab and the room
putting final touches on PowerPoint presentations and posters.
Assignment: Be prepared to present on Monday.
Monday (10/27/08)
Student presentations began today. Students are directed to be attentive and to
take notes about each presentation. A
question and answer period will follow each presentation.
Assignment: Review the rubric and project directions to
be certain that you are ready in every area.
Tuesday (10/28/08)
Student presentation continued. Students are directed to be attentive and to
take notes about each presentation. A
question and answer period will follow each presentation.
Assignment: Cover your Writing and Grammar
book. Covers are available in the room.
Announcement:
I will not be available for Parent-Teacher Conferences this
Thursday. I will be here next
Thursday. Anyone desiring a meeting at
another time need only call me, call the school, or e-mail me and we will
arrange a meeting time.
Wednesday (10/29/08)
Student presentation continued. Students are directed to be attentive and to
take notes about each presentation. A
question and answer period will follow each presentation.
Announcement:
I will not be available for Parent-Teacher Conferences this
Thursday. I will be here next
Thursday. Anyone desiring a meeting at
another time need only call me, call the school, or e-mail me and we will arrange
a meeting time.
Thursday (10/30/08)
Student presentation continued. Students are directed to be attentive and to
take notes about each presentation. A
question and answer period will follow each presentation.
Assignment: Read, review and study pages 410 – 430 in
your Writing and Grammar book.
Friday (10/31/08)
Student presentation continued. Students are directed to be attentive and to
take notes about each presentation. A
question and answer period will follow each presentation. Students were given time in class to record
the key concept definitions and at least one example for each concept from page
425 – 430.
Monday (11/03/08)
Students
worked on sample sentences identifying subject, predicate, direct object, indirect
object, and objective complement.
Students presented projects researched to the class. Presentation should conclude this
Wednesday. A test is scheduled for this
Friday over the content of presentation given in each class. Students are responsible only for the
material presented in their class.
Tuesday (11/04/08)
Student
presentations continued. We studied the
identification of predicate nouns and predicate adjectives. Students discussed the value of the
alternative medicines project in consideration of the time factor.
Assignment: Read and take notes on pages 432 – 434.
Wednesday (11/05/08)
Students
were given a list of 15 review questions for grammar thus far studied. In classes that have completed all presentations,
I returned evaluation sheets and held a one-on-one consultation with each
student as to his or her present standing in the class. In other classes, presentations continued.
Assignment: Prepare a short 2 to 3 minute summary of your
presentation. Prepare 3 multiple choice
questions that address the main points of the area you presented.
Thursday (11/06/08)
Concise
definitions for each and every alternative medicine presented in class were
placed on the board for students to check their notes. This will be part of tomorrow’s test. Students submitted multiple choice questions
in their area that addressed the most important information presented. These were read to the class as part of the
review and to highlight in their notes as study material for tomorrow’s test.
Assignment: Study the definitions for those areas
presented in your class. Study your
notes and the review material. Test
tomorrow on alternative medicines.
Friday (11/07/08)
Today was a reading
day for students to enjoy the pleasure of reading a novel without any pressure
of a test or interview. I am always
impressed with how much students enjoy these days.
No assignment.
Monday (11/10/08)
Students completed a
short test on alternative medicines. I
presented an overview of the new unit:
the study of poetry.
Assignment: Read each of the following, evaluate and
write a response to each: 1 – “Woman” p.
259, “Piano” p. 229, “Birches” p. 839, “War Is Kind” p. 580, “Look at This” p.
648, “Winter Sundays” p. 230. Response may include any or all of the
following: 1) Personal reaction; 2)
Identifying theme and commenting on it;
3) An explication of the literary elements and the numerous pieces that
are used to create the effect of the poem.
Tuesday (11/11/08
I presented notes for
use in the explication of a poem in the upcoming project. Areas presented today were as follows: diction, denotation, connotation, imagery,
rhythm as to iambic, trochaic, anapestic, dactylic, and spondaic feet, meter as
to monometer, dimeter, trimeter,
tetrameter, pentameter, and a bit of figurative language such as metaphor,
personification, and allegory.
Assignment: Revie