Eng.09.Sem.02.Assignments

Warm Up 1/11/11 Choose 1 of 3 writing options:

Choose one day of your break. List your senses (See, Smell, Taste, Touch, Hear) and describe your day.

Complete a plot chart of your winter break (Setting, people, beginning, rising action, climax, falling action, conclusion).

Complete a conflict/resolution chart of a problem you experienced during break. Write a small paragraph.

Syllabus Review

Cornell Notes1/11/11

English 09

What do you Expect? You are starting all over! Everyone has

straight A’s Now is YOUR time to review and rethink the

decisions you make in your school work. You know who I am, what I expect, and how

to succeed in my class Those who earned a failing or near failing

grade, should NOT fail this next semester.

Grading Breakdown• Assignments we always do:

Weekly Warmups (50 pts.) Cornell Notes, Introduction (30 pts.) Reading Strategies (40 pts.) Essays (50 pts.) Poster Projects (80 pts.) Exams (100 pts.) Choice Novel Project (200 pts.) ALWAYS DUE FRIDAY!

Makeup and Missing Work

• Makeup work will be given for excused absences only.

• If a student is absent he/she has three days to make up the assignment he/she has missed.

• Papers must be labeled “absent” to receive full credit.

• If an assignment was assigned before the absence occurred, it is due upon the day of return.

Absent?Students are responsible for obtaining

makeup work and arranging time to make up tests and quizzes during seminar study hour.

Extended absences require an independent study contract from the office.

Plagiarism Penalty Plagiarism: Cheating is a serious offense

and will be severely punished. Do not copy work off of a book, another

student, or a website First offense will result in a referral A second offence will result in removal from

the course with a withdraw/fail.

Discipline StepsClassroom Disruption Unexcused Tardies Truancies

Step 1 Warning Student-Teacher

conference

1st – 3rd TardyTeacher warning

1st TruancySWS

Step 2 Parent-teacher conference 4th & Subsequent

TardiesOffice referralSWS

Subsequent TruanciesSWSContact District Attorney; possible fine

Step 3 Office referral Discipline

contract

Step 4 Office referral SWS

Step 5 Office referral Possible

suspension

Positive Reinforcement• Candy for good grades once a week• Extra Credit for behavior

participation points• Call home/email with improvement

updates• Flexibility with extensions to class

work

Introduction to Writing• Textbook p. 466-471

– Preparing to Read Notes– “Theme for English B” RS :SMM

– “The Writer” RS: SOAPSTone

• Writing an Opinion Essay– Worksheet Brainstorm

Warm Up 1/12/11Since you are a writer, think about your

own experiences with the writing process-both its difficulties and its pleasures. Describe one or two of these experiences and your reactions to them.

Think of a topic of interest so that we can make a list for class writing.

Topics to Write about• Music• Iraq War• Science Fiction (human cloning)• Economy: It sucks• Fishing• Stem cell research: Federal Funding• Wrestling• Psychology: Racism• Autism: learning disorder• Socialism:

Topics to Write about• Religion• Food• Electro• Soccer• Teenagers (smoking, drama, privacy, drugs)• How to shop for the best shoes and mohawk gel• Stress• Depression (suicide…)• Peace (friendship, ending war, genocide, trust)

Introduction to Writing 1/12/11

• Textbook p. 466-471– Preparing to Read Notes– “Theme for English B” RS :SMM

– “The Writer”

• Writing an Opinion Essay– Worksheet Brainstorm

SOAPSTone• S: Speaker• O: Occasion• A: Audience• P: Purpose• S: Subject• Tone: Writer Feel? Lit Techs.

Warm-Up 1/20/11• Life’s but a walking shadow, a poor player

that struts and frets his hour upon the stage and then is heard no more.

• All the world’s a stage, and the men and women merely players; they have their exits and their entrances.

• We study Romeo and Juliet today because…

• Spell Shakespeare 17 times.

Update to Choice Novel 2• Change due date from Jan. 25th

to Feb. 10th (extra two weeks)• Modified for extra winter break,

furlough days, and MLK weekend.

• Creative proposal due Jan. 27th

Romeo and Juliet: Act 1.1-2

• Textbook p. 1001-1008• Complete Act 1 study guide

– Questions 10-20– Cite page numbers when

answering questions

Warm-Up 1/21/11• What kind of character is

Romeo? Name three adjectives and why.

• Predict the next scene (four plot points)

Warm-Up 1/24/11• Why do you think Mercutio

talks with such flowery language? Write a say, mean, matter analyzing his DICTION from p. 1009.

Warm-Up 1/25/11• Take your first inventory of

Romeo and Juliet’s “love.” Is it love at first sight? Is it “lust” at first sight? A combination? Analyze it.

Warm-Up 1/26/11• Take 4 lines from Act 2,

Scene 2 and put them in your own words


• Textbook p. 1020-1032– Balcony Scene– Friar Lawrence Meeting

• Video (30 min)

Warm-Up 1/27/11• What are some obstacles to

love today? Why are they obstacles? Are any the same for Romeo and Juliet?

• List 10 obstacles with explanations.


• Textbook p. 1033-1038– Street scene with Mercutio and

Nurse– Wedding Ceremony

• Video (30 min)

Warm-Up 1/28/11• When is the perfect age to

marry? What should the youngest age be? If you met your true love NOW, why wouldn’t you marry them?

Romeo and Juliet: Act 2.4-5, Act 3.1

• Textbook p. 1040-1052– Wedding Ceremony

• Complete Act 2 Study Guide (Due Monday!)

• Video (30 min)

Warm-Up 1/31/11• How might Tybalt’s death

and Romeo’s banishment change the tone of the play? List 5 adjectives and tell me why.

• Predict the next two scenes

Romeo and Juliet: Act 2.4-5, Act 3.1

• Textbook p. 1051-1060– Learning of Banishment

• Start Act 3 Study Guide!• Video (30 min)• Acts 1-2 Due Friday!

Warm-Up 2/1/11• Choose 1 line from Juliet’s

soliloquy (1051) and 1 line from Romeo’s soliloquy (1022) and compare/contrast them (SMM format).


• Textbook p. 1061-1070– Wedding Night… with who?

• Act 3 SG q. 6-10• Video (30 min)• Acts 1-2 Due Friday!

Warm-Up 2/2/11• Compare and contrast the two

pictures on p. 1063.• What mood is evoked in each

one?• Choose a quote from scene 5

that reveals the mood for each one the best.


• Textbook p. 1071-1081• SG. Act 4• Choice Novel RS 4 is due

tomorrow!

Warm-Up 2/3/11• What is your personal

boundary when it comes to concealing love from your parents? What advice would you give to R+J?


• Textbook p. 1080-91• SG. Act 4-5

– A series of near misses…

• Choice Novel RS 4 is due today!

Warm-Up 2/4/11“One fire burns out another’s

burning, One pain is lessen’d by another’s anguish.” (Act 1, Scene 2)

How might this quote apply in Act 5?


• Textbook p. 1092-end• SG. Act 4-5

– A series of near misses…

• Choice Novel RS 4 is due today!

Warm-Up 2/7/11What are your final thoughts on the resolution to Romeo and Juliet? Do you think that what happened to them is fair? Why or why not?

Romeo and Juliet: Baz Luhrman, ‘96

• Romeo and Juliet Movie Comparison Sheet:– Details (Think about staging, costumes,

pacing, expression, sets, props, esp. modern elements)

– How it compares to the ‘69 version.

• Comment on how it differs from the original play as well! (Essay)

Warm-Up 2/9/11Describe how the Mercutio death scenes in both interpretations unfold. Compare the intensity, tone, and style each narrative.

Warm-Up 2/10/11Compare and contrast the

death scenes of Romeo and Juliet. What is the same? What is different? What is the tone, setting, dialogue and symbols?

Romeo and Juliet Creative Project

• Due Tuesday, 2/22/11• Choose a creative project (alternative

interpretations may be accepted).• Prepare one note card for a summary

to present to the class.

Romeo and Juliet Study Guide

• Complete Movie Comparison Essay (Due this Friday)

• Complete R/J Study Guide for the Exam on Friday

• Pass back work, save until confirmed in Grade book.

Romeo and Juliet Exam

• DUE TODAY, 2/11/111. Romeo and Juliet Study Guides 1-5

2. Exam Study Guide (Stapled to back of Exam)

3. Movie Comparison Essay

4. Exam

• Pass back work, save until confirmed in Grade book.

• Remember, Choice novel is due Monday (with creative project)

Warm-Up 2/14/11• Analyze the following quote:

Love looks not with the eyes, but with the mind,

And therefore is winged Cupid painted blind.

• Do a SMM on the quote.

Shakespearean Sonnets• 14 lines long• 3 quatrains (4 lines) and a couplet (2

lines)• ABAB rhyme pattern• Iambic Pentameter: 5 stressed syllables

interspersed with 5 unstressed syllables

Questions for Sonnet Analysis

• What are some themes to Shakespearean Sonnets?

• How do the sonnets reflect the language used in Romeo and Juliet?

• How can you use a Shakespearean Sonnet for Valentine’s Day…..Gentlemen?

• What is the reoccurring imagery in Shakespeare's writing?

Warm-Up 2/15/11• How do the sonnets read yesterday

reflect the language of Romeo and Juliet?

• What is the power of poetry to convey ideas? Give 3 reasons and support with examples from the poems yesterday.

• Turn-in your Sonnet Worksheets

Maya Angelou Interview Worksheet

• On the front, take notes about her purpose and promises. On the back, write a five sentence paragraph:

In “A Pledge to our Youth,” Maya Angelou is saying America_______________________.

She promises by saying, “______________________.”

She means that ___________________.

This is important to youth because ___________.

In this poem, Maya Angelou inspires________________.

Maya Angelou Author Study

• Pg. 476-477• Take Cornell notes, one page, front and

back. • For each section: Why we study Maya

Angelou, Her Life, Her Times (timeline), her Literary Contributions,

• Make a timeline of her life. Each section should have about ten bullet points.

Maya Angelou Interview Worksheet

• On the front, take notes about her purpose and promises. On the back, write a five sentence paragraph:

In “A Pledge to our Youth,” Maya Angelou is saying America_______________________.

She promises by saying, “______________________.”

She means that ___________________.

This is important to youth because ___________.

In this poem, Maya Angelou inspires________________.

• Pg. 476-479• Take Cornell notes, one

page, front and back.

• For each section: Why we study Maya Angelou, Her Life, Her Times (timeline), her Literary Contributions,

• Make a timeline of her life.

• Each section should have about ten bullet points.

Warm-Up 2/16/11• Angelou: “I always feel that I’ve just started. The

work to be, the work that’s yet to come: that’s the one loyalty I can count on. Loyalty- not mine to the work, but of the work to me.

• “you may encounter many defeats, but you must not be defeated.”

• How are these two quotes related? Give an example from her childhood experience and conflicts throughout life, and how she overcame them.

“I know Why the Caged Bird Sings”

• Preparing to Read Cornell (p. 480)• Read “Caged Bird” p. 481-487• Create a t-graph reading strategy

– Voice of Author and Narrator

• Read the “Caged Bird” poem on pg. 488. – Draw and complete Comp. Chart

Warm-Up 2/17/11• "language is man's way of communicating with

his fellow man and it is language alone that separates him from the lower animals.

• “words mean more than what is set down on paper. It takes the human voice to infuse them with the shades of deeper meaning.”

• Compare and Contrast the two quotes. What is the universal meaning? How do we apply the meaning to this class?

“I know Why the Caged Bird Sings”

• Preparing to Read Cornell (p. 480)• Read “Caged Bird” p. 481-487• Create a t-graph reading strategy

– Voice of Author and Narrator

• Pg. 490, q. 1-6

“Caged Bird”Read the “Caged Bird” poem on pg. 488. Draw and complete

the following chart in notes:

Free Bird Caged Bird

Characteristics

Greater Meaning

Warm-Up 2/22/11• Choose one stanza from

“Caged Bird” (p. 488) and identify two lit techniques. Complete 1 say, mean, matter for each lit technique.

Encounter with MLK 2/22/11

• Read P. 500-504: “Encounter with Martin Luther King, Jr.” by Maya Angelou

• P. 504: Answer 1. (Comp. Check) 2-6• Complete Angelou “The Author’s

Style” p. 505– 1 smm for each “key Aspect”

Warm-Up 2/23/11• Who would you want to interview

from history or from current culture? A leader? A celebrity?

• What would you say? Would you want that person to fit his or her public image exactly?

“I have a Dream” Speech• P. 439: “Preparing to Read” Notes

• 2 SMM on Images of Freedom

• IR worksheet: Speech Chart, Words to Know, Text Structure

Tone Comparison: “Dream” Video

• Watch the “I have a Dream” Speech as MLK reads it.

• Describe the surprising inflections in his voice. What does he emphasize? Describe the journey of his voice. (1/2 page in your notes).

Emancipation Proclamation

• That on the 1st day of January, A.D. 1863, all persons held as slaves within any State or designated part of a State the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.

Warm-Up 2/24/11• What was the most powerful

phrase or thought in the “I Have a Dream” Speech?

• Do 2 smm from the speech.

“Glory and Hope”• Read p. 445: “Glory and Hope”

Nelson Mandela’s inaugural speech.• 2 smm on images of freedom

compared to “I Have a Dream”• P. 448: Q. 1-6• Finish IR Worksheet

Warm-Up 2/25/11• Turn to P. 445: “Glory and Hope”

Speech• 2 smm’s on the what it means to

be “African” from Mandela’s speech

• 1 conclusion sentence.

Due Today 2/25/11• IR Worksheet• Cornell Notes: (Angelou, MLK, Mandela)

– 2 SMM on “I Have a Dream”

– 2 SMM on images of freedom compared in “Glory and Hope”

• P. 448: Q. 1-6• Tone Analysis for both speeches (warm-ups)• Warm-Ups

Speech Tip 1 2/28/11• Have something prepared on Friday to

speak on. If you do not, you are still required to stand in front of the class and say SOMETHING for points.

• Read your speech 3-4 times out loud while you write, and another 3 times the day before. Listen for inflection.

To Kill a Mockingbird• TKAM Ch. 1-4

– Study Guide Questions and Summaries

– RS 1: Introduce Characters (1 SMM for each Character)

– RS 2: Establishing Setting (2 SMM)

Warm-Up 3/1/11• Did you ever have a

childhood superstition or fear? Was there a valid reason for fear? Describe your experience with the fear.

Speech Tip 1 2/28/11• When standing for your speech, make

sure to introduce your name and the title of your speech, and why you wrote it. This will give you time to adjust to being in front of the audience.

• Take deep breaths between every two sentences or so. DO NOT BE AFRAID of a few seconds of silence.

To Kill a Mockingbird• TKAM Ch. 2-5


– RS 3: Ewels’ Description – (1 SMM and prediction)– RS 4: Atticus Advice (1 SMM)

Warm-Up 3/2/11• Has a teacher ever made

you feel like you didn’t count? Describe the experience. Has a teacher ever inspired you to do your best?

Speech Tip 3 3/2/11• Underline the words or phrases in

your speech that you would like to EMPHASIZE. Speak those words slowly and with meaning.

• Consider the volume of your voice. Practice which sentences should be louder, and which should be quieter.

To Kill a Mockingbird• TKAM Ch. 2-6, p. 30


– RS 3: Ewells’ Description – (1 SMM and prediction)– RS 4: Atticus Advice (1 SMM)

Warm-Up 3/3/11• Prediction: How might the

Ewell family be significant to the narrative (p. 30)? Do a SMM on the Ewells, predicting their involvement in the story.

Speech Tip 4 3/3/11• Eye contact: Make sure that you look up

OFTEN from your text towards the audience. People trust people who look them in the eye, so look at your audience when you're speaking to them. Don't look at the floor -- there's nothing down there. Don't look solely at your notes -- the audience will think you haven't prepared. You appear more confident when your head is up, which puts your audience at ease and allows you to take command of the room.

To Kill a Mockingbird• TKAM Ch. 2-6, p. 41


– RS 5: Maudie’s Personality• (1 SMM, character description)

– RS 6: Jem’s Danger• (1 SMM, smart move?)

“I Have a Speech” Day!• Audience: (each out of 10)

– I: Intro, Eye Contact– P: Pacing, inflection– V: Volume– C: Content (what is being said?)

• Turn-In writing after speech

What is Due: 3/4/111. Warm-Ups 2/28-3/3

2. Speeches (for those who finished)

3. Grades for Speeches (IPVC)

4. WB Check (133-143)

5. Ex. 10 Poster

Warm-Up 3/10/11• Reflect on the CAHSEE practice

test:– What are your areas of strength?– What are areas you need to work

on? (Be specific, an example of a type of question.)

To Kill a Mockingbird• TKAM Ch.7, p. 57-63

– Study Guide Questions and Summaries (Q. 7)

• TKAM Ch.9, p. 74-77– Questions 8-9

Warm-Up 3/11/11• Choose an inspiring quote or event

from chapters 7,8, or 9 and describe the conflict, and how the characters display noble traits.

• Have you ever had to stand up for something when everyone told you it was wrong?



• TKAM Ch.11-12, Summary– Questions 11-12, Quote

Warm-Up 3/14/11• Make a prediction: What does “to kill a

mockingbird” mean? Finish the sentence “to kill a mockingbird is to…”

• What might a mockingbird be a symbol of? Use literature that we have previously read to analyze.



• TKAM Ch.11, p. 99-112– SG Q 11– Quote analysis, p. 112

Warm-Up 3/15/11• What four things make you

proud of your mother or father? Reflect on the mean and the matter for each character trait or admirable action you describe.

Warm-Up 3/16/11• Have you ever been in a

situation where you were REALLY close to fighting, but never did? How did you feel? Describe your senses in the moment.

To Kill a Mockingbird• TKAM Ch. 11-14 Summary• TKAM Ch. 15, 145-155

– SG 15– Character Studies– Bob Ewell– Reverend Sykes– Aunt Alexandra

Warm-Up 3/17/11Southern trees bear strange fruitBlood on the leaves and blood at the rootBlack bodies swinging in the southern breezeStrange fruit hanging from the popular trees

Pastoral scene of the gallant southThe bulging eyes and the twisted mouth

Scent of magnolias, sweet and freshThen the sudden smell of burning flesh

Here is fruit for the crows to pluckFor the rain to gather, for the wind to suckFor the sun to rot, for the trees to dropHere is a strange and bitter cry

Summarize each Stanza. Which words are emphasized and why? What is the metaphor of “strange fruit?”

Warm-Up 3/18/11• Make a prediction about the

nature of Tom Robinson’s defense. How will he “tell the truth” so as to show innocence? How would you prove that you did not do something, if the victim claims you have?

To Kill a Mockingbird• TKAM Chapter 15-16

– SG 15– Character Studies– Bob Ewell– Reverend Sykes– Aunt Alexandra

To Kill a Mockingbird MWDS

• Harper Lee

• Lee, Harper. To Kill a Mockingbird. New York: Warner Books, 1960.

Genre• Coming-of-age story• Social drama• Courtroom drama• Southern drama

Point of View• Scout, a 10-year-old girl narrates • First person• Past tense• Scouts childhood story, told when she is an

adult– Scout represents the author as a little girl

although the story is not strictly autobiographical

Setting

• Great Depression 1933-1935

• fictional town of Maycomb, Alabama

Tone

• Childlike

• Humorous

• nostalgic

• innocent

As the novel progresses, increasingly dark, foreboding, and critical of society

Author’s Style: varied language to produce natural

speech• Child v. adult • White v. black jargon• Educated v. ignorance• Manners v. vulgarity • Formal v. humorous• Slang

To Kill a Mockingbird• TKAM Chapter 17

– SG 17– Complete Previous

study guide pages during film clip.

Harper Lee• Born April 28, 1926 in Monroeville,

Alabama.• Her dad was a lawyer. • Her childhood friend was Truman Capote,

her inspiration for the character, Dill. • She wanted to portray any southern town.• People are people anywhere you put them.

Inspiration• In 1931, when Lee was five, nine young

black men were accused of raping two white women near Scottsboro, Alabama.

• Five of the nine men were sentenced to long prison terms.

• The sentences seemed to be motivated by prejudice.

• The women seemed to be lying.

Publication• Written in the mid-1950s, New York • Published 1960, just before the peak of

the American civil rights movement. • To Kill a Mockingbird won the 1961

Pulitzer Prize for achievement in fiction.• It sold over fifteen million copies—a huge

success • This was Harper Lee’s only book.

Gender Bias• Women were considered “weak”

• Women were generally not educated for occupations outside the home

• In wealthy families, women were expected to oversee the servants and entertain guests

• Men not considered capable of nurturing children

Legal Issues of the 1930’s which impact the

story• Women given the vote in 1920• Juries were MALE and WHITE • “Fair trial” did not include

acceptance of a black man’s word against a white man’s

Benchmark Testing• 31 Questions• 3 points each question• Total of 100 points for the class.• If you get 80% or above, I will award you the

remainder of the points as E.C. (24 q. right)

• If Finished: Complete 2 SMM’s on each chapter starting at Ch. 15 emphasizing prejudice.

TKAM Ch. 20• Complete 2 SMM’s on each

chapter starting at Ch. 15-19 emphasizing prejudice.

• Chapter 20: 2 SMM’s on Dolphus Raymond’s explanation of the trial.

Mood• light and humorous

(on the surface)

• Somber, profound, serious(underneath)

Themes• The coexistence of good and

evil• The importance of moral

education• The existence of social

inequality

Symbols• Mockingbirds --innocents who have been

injured or destroyed through contact with evil • Mockingbirds don’t do one thing but . . . sing

their hearts out for us. That’s why it’s a sin to kill a mockingbird.

• Boo Radley –a symbol of goodness: childhood innocence, changing into growing maturity

• Oak Tree –symbol of goodness/innocence destroyed by evil.

TKAM Ch. 21• 2 SMM comparing

observations about how folks think from Dolphus Raymond to Atticus’ closing statement.

• Matter analysis: What is the similar message behind both quotes?

Warm-Up 4/05/11• What is another novel or film that

develops a character that is ultimately fated to die?

• What is the impact of such a character other characters, as well as the theme of the narrative?

TKAM Ch. 28-29• 1 SMM: Climax• 1 SMM: Character Motivation• Matter analysis: Why is ch. 28

the climax, and not the trial? Describe the motivation behind Bob Ewell’s violence

TKAM Ch. 21• 2 SMM comparing

observations about how folks think from Dolphus Raymond to Atticus’ closing statement.

• Matter analysis: What is the similar message behind both quotes?

Warm-Up 4/05/11• What is another novel or film that

develops a character that is ultimately fated to die?

• What is the impact of such a character on other characters, as well as on the theme of the narrative?





Warm-Up 4/06/11• What motivates people to do

terrible things? Speculate on 4 motivating factors that brought Bob Ewell to harm Scout and Jem.

TKAM Ch. 29-31• 1 SMM: Moral behavior• 1 SMM: Resolution• Matter analysis: How has Boo

Radley shown himself as a moral character? What is the resolution of the novel?

What is Due? 4/08/11• TKAM Chapter Guide (200 pts)• TKAM SMM List (20-30 quotes,

100 pts.)• TKAM MWDS (50 pts.)

* TKAM Movie Poster (4/15/11)

Eng.09.Sem.02.Assignments

Education

office referral sws

class writing

complete act

writer rs

inventory of romeo

writing process

writing options

sttruancy sws step