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
Welcome to CLHS for 2009 – 2010.
I hope this
will be a very productive and positive year for you. This year we have a new textbook and all of
the technology that accompanies it. The
learning potential is great. Stay
focused and on task. I would like to
have each student have a separate notebook for English II. There will be many notes during the year.
Monday – Friday
(8/17 – 21)
This week
our focus is on grammar. We are using a
series of transparencies which cover the following skills: apostrophes, capitalization, commas, end
marks, nonstandard usage, run-ons, semicolons, spelling, tense, verb forms,
quotation marks, underlining, double negatives, numbers, words often confused,
and more. From these exercises, each student
is compiling a list of problematic areas or weak areas that the student needs
to address so to improve.
Tuesday – Friday ( 8/25 – 8/28)
Students
reviewed the use of who an whom. I
reviewed for students the other eighteen areas of grammar covered last week: fragments,
parenthetical expressions, items in a series, subjunctive mood, parallel
construction, “Classes,” MNM BOPS, OWL’s,
affect/effect, you’re/your, and its/it’s, numbers, apostrophes, capitalization,
quotations, spelling, agreement, verb tense, commas, and semicolons.
Students
previewed how to use their new textbook, reviewed literary focus when reading,
analyzing visuals, and reading focus.
This is in our book on pages A36 – 9.
Students
received notes on literary and academic vocabulary for Collection 1. Students read aloud the short story “The
Pedestrian.” We emphasized reading focus
and literary focus throughout the story.
We also identified the strong use of sensory images, metaphor, and
similes. Students were assigned to write
a paragraph of response to the story in their journals.
Students
listened to the Bradbury story “There Will Come Soft Rains.” Students are to journal about this
story. Students are assigned to do one
of the following: 1) Create a collage
which shows the behaviors that society deems deviant, nonconformist, or
unacceptable contrasted to the behaviors society deems acceptable behavior; 2)
Create a series of colorful vocabulary cards with picture examples for the
following: illumination, ebbing,
specimen, antiseptic, regressive, aspects, credible, tension, evaluation, or 3)
Create a series of cause and effect cards for “The Pedestrian.” The minimum is 10 cards. One of these is due
by Monday.
Monday 8/31 – Friday 9/04
Students
continued to work on who and whom with worksheets and in-class activities. Students developed vocabulary skills working
with prefixes, semantic webs, and word applications. Students read “Contents of the Dead Man’s Pocket.” Using this story, students reviewed cause and
effect skills and worked on literary elements, literary vocabulary, literary
focus and reading focus. Students
completed a packet over the story which focused on these skills. Students at mid week took a short quiz on the
story and then on Friday completed a test with individual parts for each of the
areas studied.
Tuesday (9/8) – Friday (9/11)
We reviewed
and discussed vocabulary and prefixes, especially those on page 34. We previewed “The Leap,” its vocabulary,
literary focus and literary techniques.
I explained the writing technique of mythical settings with extended
examples from Wm. Faulkner’s writings and characters. Students read “The Leap” and focused on
finding examples of flashback and foreshadowing. We discussed and analyzed “The Leap.” We identified three examples of foreshadowing
on page 39, the employment of flashback on page 40, and examples of figurative
language on pages 41, 42, and 44, and the theme as presented strongly on pages
40, 41, 42, and 44. Students were assigned
to answer questions 11, 12, 13, and 14 on page 45. This was due on Thursday.
Thursday,
students were assigned “Writing Focus” on page 45. Students were given time in class to work on
this writing and get help. Contents of
the assignment are 1) At least two
paragraphs, 2) write about something that influenced your life , or 3)
influenced the life of someone you know, 4) opens in the present (present
tense), and 5) uses a flash back to the past.
Quality or strong papers will contain 1) foreshadowing, 2) figurative
language (maybe even onomatopoeia, metaphor, simile, allusion, etc.), 3) a
moral or theme easily recognized by the reader, 4) few or no grammatical
errors, 5) good organization and transition links, and 6) one or more
vocabulary words that we have studied effectively used.
Monday (9/14) – Friday (9/18)
Monday,
students were once again in the lab revising and improving their essays. I read a model essay for students and made it
available for them to read. Tuesday,
essays were turned in for evaluation. We
worked on “The Trip.” Vocabulary and
chronological order were emphasized.
Wednesday, students worked on visualization of events, details for
establishing mood, and quotations that lead to the theme of the reading. We
also reviewed both “The Leap” and “The Trip” for a test on Thursday. Thursday, students completed a test which
focused on comprehension, vocabulary development, literary focus, reading
focus, and vocabulary skills for these two stories. Friday, I previewed “By the Waters of
Babylon” for students and then students read along as a professional reading on
a CD was played for them. Complete the
reading for Monday. Students may have a
reading comprehension quiz on Monday.
Monday
(9/21) – Friday (9/25)
Students reviewed and discussed “By
the Waters of Babylon.” Focus was on
reading details, plot, theme, vocabulary, and literary development. Students were tested on the material
presented and discussed. Students read the folk tale “Coyote Kills the Giant.” I presented notes and explanation of the
comparison and contrast essay along with the content and structure of the folk
tale. I presented two model essays to
students of the different structures and approaches to the comparison and
contrast essay. I presented three models
of the structure and content of the folk tale.
Each student was given a packet of these notes and models. Students were assigned to write either a folk
tale or a comparison and contrast essay.
Students made their choices and I presented additional notes to aid in
the writing. Students worked in class to
write the rough draft of the selected work and then moved to the computer lab
to type this rough draft. Rough drafts
are due, typed, on Monday. The final
product is due by the end of the day on Monday.
Students will have class time to work and the computer lab will be
available to them.
Monday
(9/28) – Friday (10/2)
Students completed and presented
their c/c essays or their folktale for evaluation. Tuesday:
Read and take notes on pp. 79 – 85.
Complete 1 – 6, page 85.
Wednesday: Read and take notes on
pp. 86 – 94. Complete 1 – 7 on page 91
and 1 – 6 on page 93. Thursday: Read and take notes on pages 102 – 107. Complete 1 – 4 on page 95 and 1 – 16 on pages
96 and 97. No homework on Friday.
Monday
(10/5) – Friday (10/9)
Returned corrected homework from
last week. Reviewed
all answers. Presented
the overview for the new unit on character description and development. Involved students in identifying personality
components and character traits that one needs to consider prior to developing
a character. I distributed a packet of personality components and character
traits. I modeled for students how to identify character traits, motivation,
conflict from the dialogue and description of a story, using “Powder” by Tobias
Wolff. Students were given a chart to complete in their notebooks. Students read and discussed “Everyday Use” by
Alice Walker. I distributed a work
packet for language, literary focus, inference, vocabulary, literary analysis,
and character traits. Students were to
fill in a chart on this story for words and inference, motivation, conflict,
and character traits.
Monday
(9/12) – Friday (9/16)
We discussed the packets that were
assigned on Friday identifying each answers for the skill areas came directly
from a part of the reading. Students
were assigned to read “Where Have You Gone, Charming Billy?” by Tim
O’Brien. We identified character traits
of the main character and one minor character and linked each trait to a
quotation that generated the trait. The
objective was to demonstrate for students how good dialogue can produce good
character trait description. Students
were assigned to read Amy Tan’s “Two Kinds” and record the vocabulary in their
notebooks. With this selection we worked
on inference about a character’s motivation and character traits produced by
clear description and dialogue. We also
looked closely at how important conflict is to a story and that a story may
have multiple conflicts. Students were
assigned to read Bernard Malamud’s “The First Seven Years” and record the
vocabulary in their notebooks. With this
story we examined indirect characterization and direct characterization. Students were given a study worksheet to
complete for the actions, thoughts and words of the character, Sobel. The worksheet
also re-emphasized character trait identification, motivation, and
circumstances. We also did some work
with development of mood with this piece.
Early in the week I announced to students that next week they would have
a test over these readings covering the literary focus, comprehension, reading
focus, and vocabulary of each. Students
were assigned to read an excerpt from The Kite Runner by Khaled
Hosseini. In this reading we examined sensory
language, conflict, and character development along with inference. Students
were assigned to read “Escape from
Monday
(10/19) – Friday 10/23)
Monday, students read and take notes
on pages 189 – 203. Assignment is to
complete Informational Text and vocabulary for the material up to page 195 and
1 – 7 on page 195; complete Literary Skills on pages 197 – 198, 1 – 9; complete
Informational Skills on page 201, 1 – 7; and complete Context Clues on pages
202 – 203, 1 – 14. This material is to
be turned in on Tuesday for evaluation.
Tuesday students are given the rubric, directions and guidelines for the
character description writing. This is
one of two summative evaluations for this unit.
The second evaluation will be a test covering literary skills,
vocabulary, comprehension, reading focus, and reading
skills. This test will be Tuesday or
Wednesday of next week. Tuesday night
students complete their graphic organizer for the writing assignment; Wednesday
students work on completing the handwritten character description and discuss
improvements with me; Thursday students work in the computer lab typing and
improving their writing; Thursday night students make improvements and changes
to the material, using this typed copy; Friday students retype the rough draft
and have at least one peer read, initial, and react to the material as to the
completion and comprehensiveness of the points in the rubric. Monday students will type the final copy to
be turned in by the end of the day with all preliminary writing steps.
Monday
(10/26) – Friday 10/30)
Monday students revised the final
draft of the descriptive paper, had it peer edited, ran a final copy and turned
it in for evaluation. Tuesday we reviewed
Collection 2 readings for comprehension, literary techniques, interpretation
and vocabulary development. Wednesday
and Thursday were testing days for this material and these skill areas. Friday was a free reading day to encourage
student reading of novels.
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: Review and revise your notes and the examples
given.
Wednesday (11/12/08)
Notes and examples
continued in the following areas:
symbolism, paradox, hyperbole, litotes, irony, blank verse, caesura,
enjambment, metonymy, allusion, tone, musical devices, pattern, alliteration,
assonance, consonance, onomatopoeia, apostrophe, simile, and point of
view. PowerPoint examples were presented
to better explain and illustrate each area.Assignment: Revise and review your notes. Study for a possible quiz tomorrow or Friday.
Thursday (11/13/08)
I presented a mnemonic
aid for the various types of feet. We
read and discussed “Birches,” “War Is Kind,” “Look at This,”
and “Winter Sundays.” We identified the
various poetic techniques used in each.
I handed out the packet of poems that we will use for the presentation
project.
Assignment: Read a couple of the poems in the packet.
Friday (11/14/08)
I presented an
overview of many of the offerings which are listed in the packet for project
presentation. We read aloud the first
seven poems in the packet.
Assignment: Spend some time reading the material in the
packet.
Monday (11/17/08)
Shortened
classes today – football game. We
continued to work on the poetry packet.
We read aloud several poems to demonstrate voice and rhythm. I distributed a sheet which lists twenty-one
questions to address when studying a poem and attempting to understand all
elements of it.
Assignment: Read to the end of “Shark’s Parlor.” Try to apply some of the questions on the
handout to the poem.
Tuesday (11/18/08)
I distributed to
students a two-page handout which contains extended definitions and examples of
figurative language and figures of speech.
We continued working in the poetry packet addressing rhythm, sound, use
of white space and more.
Assignment: Read to the conclusion of Frost’s “Home
Burial.”
Wednesday (11/19/08)
We completed the
reading and discussion of the poems in the student packet. Tomorrow I will distribute materials for the
poetry project.
Assignment: If you wish to work with another person or
two on your presentation, secure this arrangement by tomorrow.
Thursday (11/20/08)
Students signed up
to work alone, with a partner, or in a small group of three for the poetry
project. Students selected a poet whose
work they will present in this project.
We drew names for the order of presentation. I distributed the guidelines for the project,
the rubric, the evaluation instrument, and a second worksheet to be used in the
explication of the material.
Assignment: Begin the selection process of your
material. Read multiple poems by your
poet.
Friday (11/21/08)
Today is a research and preparation day
for students in the room. Once material
is selected, students then are to complete two worksheets for each poem
selected.
Assignment: Research your poet’s life and times.
Monday (11/24/08)
Students worked on presentations,
completed worksheets and researched material.
The following sites may be helpful in your research:
http://www.english.uiuc.edu/maps/poets.htm
Professional commentary on selected poems
http://libraries.mit.edu/guides/subjects/literature/poetry.html
Lists several sites helpful for research
http://famouspoetsandpoems.com/poets.html
Gives picture of the poet and poetry
http://www.poets.org/page.php/prmID/59
Enter name of poem or poet for search
Complete this
research and answer the following in your notebook.
1)
Who
is Oedipus?
2)
Research
Oedipus and show his family tree.
3)
What
is an Oedipus complex?
4)
Why
is the Oedipus complex important to this play?
5)
How
did Oedipus punish himself for his “sin against nature”?
Assignment: Read pages
1026 -1031. This is Scene 1 and Ode
1. Rewrite what you read in your own
words in your notebook.
Friday (12/12/08)
Read pages 1032 – 1040.
This covers Scene 2 and Ode 2.
Rewrite this material into your own words in your notebook.
Monday (12/15/08)
Read pages 1041 –
1046. This covers Scene 3 and Ode
2. Write your understanding of the scene
and the ode in your notebook.
Tuesday (12/16/08)
Read pages 1047 –
1051. This is Scene 4 and Ode 4. Write your understanding of the scene and ode
in your notebook.
Wednesday (12/17/08)
I presented the
genealogy of Oedipus according to Sophocles and explained its relationship and
significance to Antigone.
Read pages 1052 –
1060. This is Scene 5, the Paean and
Exodus. Write your understanding of the
scene, the Paean and Exodus in your notebook.
Thursday (12/18/08)
I presented a Power
Point on the history of drama and term that students are responsible to know
Friday (12/19/08)
Snow
– No school.
Monday (12/22/08)
Snow – No school.
Tuesday (12/23/08)
Students are to complete the worksheet on Act I of Antigone. Merry Christmas! Have a safe and healthy break.
PERSUASIVE
WRITING UNIT
I presented writing notes to
students on parallelism with examples of ineffective and effective phrasing. I
presented notes and examples of stylistic devices used in effective writing.
These included phrases into long sentences, sensory details, figurative
language, rhythm and repetition, intriguing beginnings, stark contrasts,
contradictions, references, and repeating words. I presented an overhead on
argumentation with an example.
I presented material on both the
focused description essay and comparison and contrast essay. Webbing styles presented were Venn diagram,
spider web, standard outline format, and block brainstorming. We discussed the use of texture, the senses,
duration, condition, location, and value in the focused essay. We formulated on the board the A1, A2, A3, A4
then B1, B2, B3, B4 pattern verses the A1 and B1 then A2 and B2 then A3 and B3
patterns for comparison and contrast. I
presented material on transition devices on overheads and the following web
site: http://webster.commnet.edu/grammar/transitions.htm/ I encouraged students who are writing the
comparison and contrast essay to read and study the material on the composition
page: http://webster.commnet.edu/grammar/composition/comparison.htm
We
read through and discussed some of this material in class. We checked and
discussed the effects identified by students through the cause and effect
homework assignment. I gave each student a four-page review packet. This
material is specific to the test. It focuses on reading content knowledge,
comprehension and interpretation of material we have read. Students worked in
pairs discussing and answering these questions.
Assignment: Complete any unanswered questions to your
study guide packet and use these to study for tomorrow’s test.
We checked student responses on the
assigned study guide. We identified the most appropriate response for each
question. Students were directed to enter these answers onto their study guides
so each student had a completely and correctly filled in study guide. I presented
to students an example of experiential writing. I presented notes to students
as to how I wanted the web prepared for their writing.
Assignment: Study for your test.
Prepare a web for your persuasive story. Include people, place, time,
situation, and any repetition intended in this.
Students completed a comprehension test on
“Thunder” through “Dial.” I reviewed each student’s web for the persuasive
writing. I presented board notes on informal outline vs. the web. This may be
used by those who find it more applicable to their thought process than the
web. I distributed a sheet of directions for this persuasive writing
assignment. Students used the few remaining minutes of class to begin work on
the rough draft.
Assignment: Rework your web or informal
outline if need be before you begin to write the rough draft. Read the handout
closely. Come to class with ideas on paper and ready to write the rough draft.
I placed writing prompts on the board for students
who are still struggling for an idea or who have discovered that their initial
idea does not work and they need to start from scratch. I presented to students
a sample baseline plot for a persuasive story as a model each of them could
parallel with their ideas. Students worked during class writing the rough draft
of the story. I circulated, helped with ideas, and answered questions.
Assignment: Complete the rough draft in
longhand. Answer each of the following: 1) The point that I want to drive home
with my story is … 2) The conclusion or reaction that I want from anyone who
reads this story is …
I presented the rubric for the persuasive
story to students. Students wrote this in the writing section of their
notebooks. We discussed the different levels of the rubric. Students exchanged
rough drafts with a person of their choice, read and commented on the content
and composition of the draft. I distributed a twenty-point peer editing guide
sheet. We processed each point on the handout in relationship to student
drafts.
Assignment: Revise the rough draft and
type it.
I presented writing and composition notes
concerning the following: coherency, transition words, elaboration, effective
language, sensory words, figurative language, and sound devices. Coherency
notes stressed flow, relationships, word chains, parallel structure, and
transitions. Transition notes were grouped by organizational order:
chronological, spatial, degree, comparison, contrast, and cause & effect.
Elaboration emphasized the use of facts, statistics, sensory details,
incidents, examples, quotations, and answering who, when, where, what and how
questions. Effective language detailed the use of strong verbs and concrete
nouns. I presented a list of sensory word in each of the following areas for
student use: sight words, sound words, touch words, taste and smell words. For
figurative language we looked at the use of simile, metaphor, personification,
hyperbole, and understatement. Finally, the sound devices of alliteration, assonance,
consonance, and onomatopoeia were presented. All of these are options the
student has for enhancing his or her writing upon final revision tonight and
tomorrow.
Assignment: Using the above notes, revise
and improve your persuasive story. Bring this second typed revision to class
tomorrow.
I presented three types of evaluation for
students to use for the final proofreading of the persuasive story. The first
was evaluating the story elements of characters, setting, plot and theme. The
second evaluation sheet identified inferences because of details or statements
in the story. The final evaluation was an observation chart concerning visual
details, sounds, smells, tastes, and textures.
Assignment: Process your second typed
draft through each of these evaluations charts, improve your paper and type the
final story.
Today was a workday for students. Students
worked in the computer lab and in the classroom proofreading, editing, and
improving the final draft of their persuasive stories. Students turned in for
evaluation the entire process writing packet with the final copy on the top of
the packet.
Students worked at the board filling in
the Venn diagram on “Once More to the
Tonight’s reading focus on identity. I
prepared students by asking the following questions: 1) How far does the right
to keep a secret extend? 2) How far does the individual’s right to personal
identity extend? 3) If keeping a secret causes others to miss opportunities, is
this right? 4) Which is more important: the welfare of the community of man or
the identity of the group or individual? 5) Is destruction of any type ever
justifiable when in the pursuit of knowledge for the betterment of humanity? I
then presented a situation that parallels the reading. We had limited
discussion. Students began reading the assigned material. .” I
placed on reserve How to Learn Anything Quickly by Ricki
Linksman so students may read and learn more about
their individual learning style. We
previewed tonight’s reading by discussing cultural secrets, the right not to
share, mysterious cured, hidden knowledge, and the clash of cultures.
Students continued presenting their individual
findings concerning alternative medical treatments and their evaluations of
each. Students presented their reports on alternative medicines and treatments
for various ailments. Treatments varied
from homeopathy to nutrition therapy, acupressure, imagery, aromatherapy, food
therapy, herbal therapy, mineral and vitamin therapy, acupuncture, reflexology,
meditation, and more. Students then
presented their opinions as to the worth of each of these treatments.
We completed student presentations
concerning alternative medicines. I presented material on analysis of
literature. Always consider the following: plot, character, theme, point of
view, symbol, irony, emotion, fantasy, and scale of value. An excellent book to
own containing extensive examples of these is
I checked each student for completion of
the process writing packet: web, rough draft of the body, introduction, and
conclusion in longhand, two completed peer editing sheets, and a typed copy of
the revised first draft. I distributed a handout dealing with the writing of
numbers in essays. I covered twenty-two final revision and proofreading points
on and overhead with students. We worked in class on the following points to
improve students’ opinion/persuasive essays: clearly identify the issue, state
your opinion, list reasons along with supporting evidence, note possible
objections with responses, and types of introductions and conclusions. We also looked at the possible inclusion of
language that would enhance the sensory details of the work. I directed students to check closely for
sentence fragments, pronoun agreement, topic sentences, no digressions within
the paragraph from the topic sentence, and unnecessary repetition. We also
looked closely at the verbs and nouns used in the essay. I encouraged students to use strong action
verbs and concrete nouns. I instructed
students to use active voice. Finally, I
presented the ten-point rubric for evaluation of this essay and had each student
enter this into his or her notebook.
Students revised and improved their typed copy using these, then moved
to the lab to type the final copy.
Assignment: Turn in your final copy and
process writing packet. You have no homework for the weekend.
I presented notes on analysis to students
as to key words used in developing questions for analysis. These included
relationships, persuasive techniques, literary form, inconsistencies,
fallacies, main idea, theme, subordinate idea, ideas that justify the
conclusion, point of view, author’s belief or assumption, relevant or extraneous
statements, facts and opinions, the premise, the motive, distinguishing and
identifying.
Students
completed a comprehension and interpretation test on materials read. We began
the unit on modern poetry. I presented
students with a list of terms that they will need to know for successful
completion of this unit. Extended
definitions and examples of each of these terms may be found on pages 1124 –
1143.
POETRY
Notes with examples were presented on the
following: rhythm, meter (monometer, dimeter, trimeter, tetrameter,
pentameter, hexameter, heptameter, octameter), feet
(iambic, trochaic, anapestic, dactylic, spondaic, pyrrhic), onomatopoeia,
parallelism, personification, quatrain, repetition, rhyme (masculine, feminine,
off, internal), rhyme scheme, simile, sonnet (Elizabethan, Italian), stanza,
symbolism, and understatement.
Assignment: Use either the packet that I
distributed or go to
www.infoplease.com/ipa/A0903237.html/
scroll to the bottom, click on print, print a copy of these terms for your
notes, read through this list, and highlight what you know. What is left is
part of what you will need to learn by the end of this unit.
We
talked briefly about the upcoming poetry project. Notes with examples were
presented on the following: rhythm, meter (monometer, dimeter,
trimeter, tetrameter, pentameter, hexameter,
heptameter, octameter), and feet (iambic, trochaic,
anapestic, dactylic, spondaic, pyrrhic).
Assignment: Study the first page of the packet
of poetry terms that I gave you yesterday.
Read and analyze the following eight
poems: “Piano” (p. 228), “Those Winter Nights” (p. 229), Sonnet 18 (p. 233),
Sonnet 30” (p. 234), “Simile” (p. 255),“Moon Rondeau” (p. 255), “Woman” (p. 256), and “Eight Puppies”
(p. 274). Use your analysis sheet in your packet as a guide.
Read
and analyze the following poems: “Love Without Love”
(p. 347), “The Taxi” (p.348), “Tonight I Can Write …/Puedo
Escribir Los Versos…” (p.352-53), “Exile” (p.
434-36), “Lost Sister” (p.440-41) “Fifth Grade Autobiography” (p. 463),
“Remembered” (p. 464-65), and “Afro-American Fragment” (p. 495). Use the
analysis worksheet as your guide.
Students signed up for the poet and poem
of their choice from the distributed project packet. Students worked in the
computer lab researching the author, time period, world events, and criticism
of the selected material and poet. All documentation of material must follow
MLA style. Use primarily .org, .gov, or .edu sites.
During presentations each student is responsible to listen closely and take notes. At bare minimum these notes must contain the title of the work being presented, the author of the work, the theme, and what makes this work unique or special unto itself.
Students continued with presentations of individually prepared material. We are seeing PowerPoints, posters, overheads, and costuming. We are hearing records, cd’s, musical renditions of poems, and personal readings. Examples of the literary devices used in poetry are being effectively and presented.
Assignment: Work on typing you essay of analysis if you choose to submit this with your presentation to improve your score.
ANTIGONE
I presented notes on Greek drama and the overview of Antigone. We heard more presentations by individual students.
Assignment: Read pp. 1015 – 1025ofAntigone.
Draw a chart of the family tree for Oedipus and the people in the play.
I presented notes on drama to the class which included origins,
dramatists, Elizabethan, Restoration, 18th, 19th,and 20thcentury drama and Aristotle’s necessary
elements and definition of drama. Notes were also presented on dramatic
conventions and I presented to students the story of dramatic structure.
I presented
notes on Oedipus and the developments at
Assignment: Review the family tree of
Oedipus as given in class. Visit one or
more of the following sites.
http://academic.reed.edu/humanities/110Tech/Theater.html
http://pirate.shu.edu/~cottereu/sophocles.htm
http://www.watson.org/~leigh/drama.html
http://www.users.globalnet.co.uk/~loxias/antigone.htm
http://www.classicnote.com/ClasicNotes/Titles/antigone/about.html
http://www.users.globalnet.co.uk/~loxias/sophocles.htm
I presented additional notes on Sophocles and Greek drama. I distributed a worksheet for identifying lines that show each character’s involvement and outlook on life. This is due next Wednesday. We then listened to the first part of the professional reading of Antigone.
If you want to
test your understanding of what we have read, here are four online practice
quizzes. http://www.cliffsnotes.com/WileyCDA/LitNote/id-100,pageNum-137.html
http://academic.brooklyn.cuny.edu/classics/hansen/antigquiz.htm
http://www.ellatha.com/antigone/Quiz.html
http://vccslitonline.cc.va.us/antigone/
Tomorrow students will take a quiz on the characters in Antigone, their relationships, and the events surrounding the play. Students viewed a ten-minute video production of the prologue to Antigone. We discussed this. I then played the professional reading of scene 3 and beyond of Antigone. Students listened and recorded on their worksheets phrases that identify each character’s view of life.
Students took a short quiz on Antigone. We reviewed odes in the play. Students should by now have completed the reading of Antigone. I reminded students that the worksheet on characters and quotations is due tomorrow.
This is a good
sketch of the Greek amphitheater.
http://www.wwnorton.com/nrl/english/Lit8/theCourse/Drama/Files/StagesGreek.html
This site contains
information on origin, staging, and a timeline of writers and plays.
http://academic.reed.edu/humanities/110Tech/Theater.html
This site contains a map with hotlinks.
Some of the links are not currently available.
http://users.panafonet.gr/ekar/map.html
If you want
additional help with Antigone beyond the classroom, the following site
is excellent: http://www.classicnote.com/ClassicNotes/Titles/antigone/
. We reviewed the play by having a competition
between the guys and the girls as to who could most readily match the correct
character to a quotation. I reminded students of the test tomorrow. If you want
to test your understanding of what we have read, here are four online practice
quizzes.
http://www.cliffsnotes.com/WileyCDA/LitNote/id-100,pageNum-137.html
http://academic.brooklyn.cuny.edu/classics/hansen/antigquiz.htm
http://www.ellatha.com/antigone/Quiz.html
http://vccslitonline.cc.va.us/antigone/
Assignment: Study for the test on Antigone, Greek
drama, class notes, and assigned reading in the book just before the play that
explains different elements of Greek drama.
This is a good
sketch of the Greek amphitheater.
http://www.wwnorton.com/nrl/english/Lit8/theCourse/Drama/Files/StagesGreek.html
This site
contains information on origin, staging, and a timeline of writers and plays.
http://academic.reed.edu/humanities/110Tech/Theater.html
This site contains a map with
hotlinks. Some of the links are not
currently available.
http://users.panafonet.gr/ekar/map.html
If you are wanting additional help with Antigone beyond the
classroom, the following site is excellent:
http://www.classicnote.com/ClassicNotes/Titles/antigone/
FARCE
AND THE BEAR
I presented notes on drama and farce. We discussed the schedule for the rest of the semester. I previewed Chekhov’s The Bear. Students read the first few scenes of this farce while I played the professional reading of the play.
Assignment: Complete reading the play (pp. 284 – 299). Try to identify the elements of farce as applied in the play.
Students worked in pairs on the following worksheet: Directions: Locate ten quotations in the
play that demonstrate the employment of incongruity, exaggeration, or wit.
Character(s)
involved Quotation(s)
Why farcical or ridiculous
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
NOTES
I distributed to
students a packet of essay writing tips.
It addresses title, introduction, structure, transitions, coherency,
conclusions and strategies for preparing different types of thought
organizers. I also handed out a sheet on
writing the introduction and conclusion.
Students spent class time working on completing the rough draft,
revising and rewriting the conclusion and the introduction.
Students
completed the rough draft of the essay of contrast. Students checked the essay for the six mayor
components: ideas, organization, voice, word choice, sentence fluency, and
conventions of grammar. I checked each
completed draft, gave each student a twenty-point checklist for proofreading,
and returned the essay to the student.
Students
completed typing the rough draft of the essay of contrast. Each student then proofread this copy. Next, students exchanged papers and peer
edited their essays. Listed twenty points on the board to
check during peer editing. They
are spelling, overuse of words, limited or excessive content, punctuation,
capitalization, recognizable structure, title, variety of sentence beginnings,
introduction as “hook,” action verbs, tense consistency, conclusion,
paragraphing, transitions, quotations, run-on sentences, specific examples,
fragments, contrast not comparison, and variety of sentence structure.
I previewed
Romance literature for students. We
talked about Camelot and characters such as Arthur, Lancelot, Guinevere, Kay,
Morgan le Fay, Merlin, Uther, and Igraine. Students viewed a few minutes of Camelot. I divided students into three groups: moralists, military strategists, and
politicians. Students then grouped
themselves into groups of three for the research project. I distributed the packet explaining the
project and we discussed it and the evaluation instrument in class.
I reviewed the
two stories assigned thus far about Arthur and his knights. Students tested on The Bear. I again explained the requirements of the
present project. Class moved to the
computer lab. Students used the
remaining time to get organized as a team and to begin their research,
beginning with the web sites that I provided in the handout.
Presented the six
traits of good writing to the class (overheads)
Explained with
examples how each of these six applies to the opinion/persuasive essay which
students are presently writing
Six plus one Traits on
the www which you may view if you did not get all of the notes in class
Returned the essay of contrast and visited briefly with
each student concerning writing improvements.
Students may rewrite this essay during this week and resubmit it for
grade enhancement. Remember to highlight
improvements on the new draft of the paper.
Students worked in class in their groups finalizing their Arthurian
projects. All projects will be presented
tomorrow.
Assignment:
Continue reading stories about Arthur and his knights in your
textbooks. Complete the visuals for the
presentation. Be prepared to turn in all
preliminary work with the final product.
Today is the first day of the second semester. Presented an overview of
third quarter’s goals and materials.
Presented fifty possible research topics.
Assignment: By March 4th students will
complete a research paper, which explains the chosen topic in depth, along with
the various positions concerning the topic, and then taking a side, logically
present, support and argue to prove the superior correctness of the chosen
position.
Distributed a handout on the types of essays and
discussed the application of certain types to the research paper. Presented another hundred possible choices of
research topics to students and discussed several of these.
Assignment: Select
a first, second and third choice for your research topic. Narrow each topic.
Students were quizzed over yesterday’s handout on types
of essays. Next, students were pretested
on common writing errors identified in prior writings. Overhead transparencies were used to show the
corrections to these types of writing errors.
We began to identify the elements of good persuasion. We will continue with this tomorrow.
Assignment: Narrow your primary topic choice for your
paper and write a thesis statement for direction. E.g. To prove by providing evidence, presenting
facts, and using logic that . . .
Students were quizzed concerning titles and correct
underlining or use of quotation marks.
Mrs. Pope presented notes on the online databases that our school
purchases for the purpose of research.
She also distributed a handout which identifies user name and password
needed to access each of these sites. I
presented notes identifying elements of good persuasion.
Assignment: Study and commit to memory the elements of
good persuasion. Review and study the
notes presented by Mrs. Pope.
Took the class to the IMC computer lab
to research CLHS online databases, esp. the Congressional Quarterly
Researcher. Recorded student topics and
thesis statements for this paper.
Emphasized narrowing topics and focusing on what the problem is that the
paper will discuss and solve. Told
students to save to documents, print, or e-mail to themselves informative
articles each finds. Thursday we will
create the MLA documentation for each of these articles.
Assignment: Research the school’s online databases for a
minimum of thirty minutes. Print useful
documents.
Students were quizzed on the elements of good persuasion
and on the online databases
Assignment: Research these databases at home or during
a study hall for thirty minutes or more.
Bring to class two to four articles from the online databases.
Distributed handouts #1, 2, and 3 of
the research process. Discussed title page and presented examples. Discussed major sections of the paper.
Assignment: Complete the first page of handout #2 which
covers your knowledge of your topic.
Also, each student is use the MLA sample in the back of handout #2 to
complete documentation of one EBSCO article.
Presented an overhead which shows the
application of MLA directions for documenting online databases. Had each student create
an accurate documentation for one of their sites. Transferred this material
to a bibliography card. Explained how to correctly format note cards. Had each student created one note card from
the first source.
Remember that the second handout contains notes for this.
Assignment: Make a
bibliography card for each article you have from the school’s online
databases. This would be a minimum of
two. Do note cards for each article
(several).