English 2 Weekly Archives

September 7: Orientation: Introduction to the class, class expectations, book distribution, etc.

Warm-up: Journal W&G p. 62-Choose a time of year and describe how it looks and feels to you. Post the work on your "Journals" page.

Read "from Letters Home from Vietnam" on page 102 -103 of Writing and Grammar W&G),

Create a graphic organizer labeled Taste, Sight, Touch, Smell, and Sound. Jot down descriptive details (in the correct category) that Loffler uses to set the scene for his family. (Example Below)

Essay: Richard Loffler uses sensory details to convey a vivid impression of situations and events in Vietnam. Now it is your turn to write a description of an interesting situation or setting.

Directions: In this short essay you will describe an ideal or horrible place and then describe how that place makes you feel when you are there. Rather than writing about the entire setting, focus in on one small area of the setting you can describe well.

The paper should be typed and 250-450 words in length, MLA format. (75 points)
Suggested Format:
Introduction: Three to four sentences setting up the theme/dominant impression of the essay.
Body #1: Physical description of the place. (i.e. the pounding of the water of Niagara Falls)
Body #2: Description of how you feel when you are there. (i.e. how you feel like such an insignificant part of nature)
Conclusion: Three or four sentences combining body #1 and body #2 into one motif.

Preview student descriptive essay model in WG p.116-117 (Please note the sensory details to describe the setting)

1. List 4 or 5 places you have been that bring back strong memories. For each location, pick a specific setting and write lists of details about how you remember that place. For example

People wearing heavy layers of clothes, large red skirts, white cotton blouses, beige wool caps

2. Now, for each location you have recalled, identify what type of dominant impression (mood) you would want to create if you were to write on this topic.

September 13: In-class rough draft of their descriptive essay. The prompt is immediately below. Complete the rough draft this evening.

Essay: Richard Loffler uses sensory details to convey a vivid impression of situations and events in Vietnam. Now it is your turn to write a description of an interesting situation or setting.

September 14: How to write longer sentences: Introduction to flow techniques of Freighting and Telescoping.

In groups of 4, students will construct 2 freighting sentences. Groups will choose their best examples and show them to the class. (10 points)

The freighting sentences should be 5 lines long (number each line 1-5 so I do not have to count.)

In groups of 4, students will create 4 sample telescoping sentences. They will then review both their telescoping sentences, write "S" for every telescope that is a sentence and "N" for every telescope that is not a sentence. Groups will then correct any telescope that is not a correct sentence.

After completion of the group exercise, each student will create one telescope sentence of their own. Both group work and individual telescopes will be collected at the end of class

Homework: Bring a completed copy of your rough draft with 2 freights and 2 telescopes on Friday.

Introduction to Thesauroscoping, Soldering, Culturing, Line-ups, and Break-ups

Students will be placed in teams of three and will create metaphors using each method presented in class. They will share and explain their metaphors with the class upon completion of the exercise.

After completion of the group exercise, each student will create one telescope sentence of their own. Both group work and individual telescopes will be collected at the end of class

Homework: Bring a completed copy of your rough draft with 2 freights and 2 telescopes on Tuesday.

Sept 20: Peer Response: You will need to have a rewritten copy of your descriptive paper in class today to earn points in a peer response activity. (20 points)

Introduction to Thesauroscoping, Soldering, Culturing, Line-ups, and Break-ups

Students will be placed in teams of three and will create metaphors using each method presented in class. They will share and explain their metaphors with the class upon completion of the exercise.

Add two freighting and two telescoping sentences, and 2 metaphors to the rough draft of your paper. These four sentences will add details to the description of your setting. Bring in a rewritten or typed copy of your paper tomorrow.

Homework: Revise your essays for spatial organization (Top to bottom, right to left, near to far, etc.) Bring in your draft on Friday to have your organization checked.

You will complete 3-5 minute quick writes for each of the following questions and attach it to the end of your final draft:

4. List the things you learned about writing a descriptive essay from this paper

5. What did you learn from this paper that I can't see? (i.e. what did you leave out, etc.)

Introduction to Elements of Plot

Read Prentice Hall Literature (PHL) pages 4-5

Take notes defining the following terms from your reading on pages 4-5 of
PHL (Part 1: Making and Revising Predictions.)

Character, main character (protagonist), minor character, dynamic character, and static character

Setting, Plot, Exposition, Inciting Incident, Rising Action, Climax, Falling Action, Denouement (Resolution)

Theme

October 28: Take self test on Monkey's Paw (enter the web code eqa-6103 and take the self test--show your results to the teacher as soon as you complete the test, if you are absent)

Group Work : In groups of 3, identify the exposition, inciting incident, rising action, climax, falling action, and resolution in "The Monkey's Paw."

Definitions for plot and its elements (for those who did not finish the in-class assignment)

1. Use the link to view "The Monkey's Paw"

2. Summarize the exposition of the story under the heading "Exposition," the Inciting Incident under the
heading, "Inciting Incident," the Rising Action of the story under the heading "Rising Action," etc, until you have
broken the story down into the elements of plot listed above. You must also identify the precise areas of each plot section by writing the first and last sentence of each section in the story

"There he is," said Herbert White, as the gate banged to loudly and heavy footsteps came toward the door. . .

3. When you have completed breaking the story into the basic elements of plot, write one sentence (in a different
font and color) that explains how the story part you have chosen fits the specific definition of the plot element
(exposition, inciting incident, rising action, etc.)

Commentary that explains why the text you have pasted into your page is the inciting incident:

When Herbert White opens the door, he commits the act that sets the story in motion. The simple act of opening the door will lead to the acquisition of the monkey's paw, the tragic wishes, and eventually the destruction of his family.

4. Draw a picture representing the key moment in the story for each element of plot.

Week 5: October 3 - 7, 2011

October 3: Take self test on Monkey's Paw (enter the web code eqa-6103 and take the self test--show your results to the teacher as soon as you complete the test, if you are absent)

Return Descriptive Essays

Instructions for completing essay corrections:

1. Take out a clean sheet of paper and a pen.

2. Read through your essay and the comments.

3. On your essay, number any error that has been marked, and any comment that asks for more details, discussion or flow. (Begin with 1 and continue numbering for each mark or comment made on your paper.)

3. On the clean sheet of paper, begin making the corrections or adding additional sentences. Make certain that the numbered corrections match the numbers you placed next to your errors.

4. For any sentence that has a grammatical error, rewrite the sentence and add the correct punctuation, change the spelling, etc.

5. For any sentence or portion of the paper where more details, freights, telescopes, etc. are needed, add the new sentences on the clean sheet of paper without rewriting the paragraph it came from.

Follow the links in your comments and read the web pages that will help you improve your grammar skills. Complete and print one interactive test at the "Guide to Grammar and Writing" web site.

If the mistake in your essay is:

The lake (1) were (VT) beautiful. The sun was shining (2). (add details)

The essay correction sheet will read:

1. The lake is beautiful.

2. The sun's orange, purple, and red rays created a rainbow of reflections off the water's surface

Discuss plot, character, irony, symbol, and theme in "The Monkey's Paw"

October 4:

Journal: How is fate like a donut?

Recreate a scene from "The Monkey's Paw"

1. Each group member will need to voice a role, whether it be the narrator or a character.

3. Select one area of the plot from which you will pull your scene. Make certain you are analyzing and interpreting what the tone or mood of the story should be at that moment of the plot. (exposition, inciting incident, rising action, climax, falling action, and resolution)

Prepare a script and quietly practice your role play.we will begin tomorrow)

October 5: Late Start Day

Complete Role Plays

Read Poe's "The Masque of Red Death"

October 6: Complete "The Masque of Red Death"

Problems with Poe's vocabulary? Click Here

For information on the plague, check the following sites Bubonic Plague and for a first hand account, go to I Saw the Death

October 7: Journal: How is a clock like the bubonic plague?

Introduction to symbols in "The Masque of Red Death"

In groups, you will discuss the symbolism of the Seven Rooms in "The Masque of the Red Death"

Week 6: October 10 - 14, 2011

October 10: Classical Roots Vocabulary, Level B Lesson 1

Sample Word Map (This one's free!)

1. Place the vocabulary word inside a circle. Write the Greek or Latin root along with the root's meaning in each circle.

2. At the bottom of the circle, list one synonym and one antonym for the word.

3. On the right side of the circle, write the definition of the word.

4. At the top of the circle, create an original sentence that demonstrates your understanding of the word.

Complete and discuss the Symbolism of the rooms in "Masque of the Red Death"

Homework: Word Maps due Friday

October 11: Analyze the following elements in "The Masque of Red Death"

Characterization, Symbols, Irony--Here are some model answers to get you started

Groups of 4 will answer the following prompts to analyze the story:

1. Find the following symbols and list three details from the story about each: Prospero, the clock, east and west, the abbey, and room colors. State the meaning for each symbol.

2. Identify irony in the following details:

a. Prospero locks himself and his friends in an abbey.

b. the narrator's description of Prospero as "happy, dauntless, and sagacious." Use a dictionary for help.

c. Prospero's name and what happens to him at the end of the story.

3. Characterization: create a list of adjectives to describe:

a Prospero

b. Prospero's friends

Homework: Word Maps due Friday

October 12: Complete Tuesday's group analysis

Final discussion on "The Masque of Red Death"

Literary Terms: Plot, Exposition, Inciting Incident, Rising Action, Climax, Falling Action, Resolution, Characterization, Irony, Setting, Foreshadowing

Homework: Study for an open note test on "The Monkey's Paw" and "The Masque of Red Death." The test will be multiple choice and focus on reading comprehension, literary analysis, and identification of literary terms. The reading comprehension and literary term sections will require you to read a selection from the story and answer specific questions about that selection. (Just like the CAHSEE and CST exams).

October 13: Minimum Day

Monkey's Paw and Masque of Red Death Test.

Homework: Complete word maps and study for CRB #1 test

October 14: CRB #1 test; word maps due

Journal #4: Is there a standard for beauty that all humans can agree upon?

Twilight Zone Special: "In the Eye of the Beholder"

Week 7: October 17 - 21, 2011

October 17: Classical Roots Vocabulary, Level B Lesson 2

Sample Word Map 1. Place the vocabulary word inside a circle. Write the Greek or Latin root along with the root's meaning in each circle.

2. At the bottom of the circle, list one synonym and one antonym for the word.

3. On the right side of the circle, write the definition of the word.

4. At the top of the circle, create an original sentence that demonstrates your understanding of the word.

Journal #4: Is there a standard for beauty that all humans can agree upon?

Twilight Zone Special: "In the Eye of the Beholder"

Homework: Word Maps due Friday

October 18: Discuss Blind Spots, Optical Ilusions, and truth/perception. View Dali's Hallucinogenic Torreador

Introduction to Irony and Point of View, begin reading Saki's "The Open Window"

October 19: Complete Saki's "The Open Window"

Journal #5: How is a window like an opportunity? 10 minutes

Plot Analysis: (This is the same assignment you did in groups with "The Monkey's Paw," but you do not need to draw pictures.

1. Break each portion of the story into plot parts. Under the heading "Exposition," write the first and last sentence of the exposition using an ellipse to replace the missing information, identify the Inciting Incident under the heading "Inciting Incident," the Rising Action of the story under the heading "Rising Action," etc. until you have broken the story down into the elements of plot.

2. When you have completed breaking the story into the basic elements of plot, write one sentence in a different color that explains how the plot element you have chosen reflects or represents that specific plot element (exposition, inciting incident, rising action, climax, falling action, and resolution.)

Homework: Word Maps due Friday

October 20

"The Open Window" Irony Workshop: Groups of 3

1. Look up the meaning of the name Vera. How might Saki's choice of the name be considered verbal irony?

In what ways is the story's last line ironic?

3. Find two other ironic statements in the story.

4. What is the point of view in the sotry? How does the point of view create irony?

5. Identify important character traits of Framton Nuttel and Vera. What ation and dialogue are the most important in developing their characters?

Homework: Word Maps due Friday

Point of View Workshop

Homework: Complete word maps and study for CRB #2 test

October 21: CRB #2 test; word maps due

X-Files Special

Point of View Paragraph: Write two descriptive paragraphs on the same event, but told from two different points of view. The details you use should change with the speaker. Telescope, Freight, and use metaphors to build voice. Each paragraph should be 5-6 sentences.

Ex: A hockey player's description of what he sees, hears, and does when he scores a goal (1st person) vs. a fans view of the play from the stands (3rd person.)

Week 8: October 24 - 28, 2011

October 24: Classical Roots Vocabulary, Level B Lesson 3

Sample Word Map

Ex: A hockey player's description of what he sees, hears, and does when he scores a goal (1st person) vs. a fans view of the play from the stands (3rd person.)

Journal #5: If you had a time machine, what places or people would you choose to visit? Why?

Homework: CRB 3 Word Maps

October 25: Read "A Sound of Thunder"

Discuss Figurative Language and Theme in "A Sound of Thunder"

Group Work: Complete an Annotated Timeline of the plot in "A Sound of Thunder"

An annotated timeline is a staight line that traces the years abd events in a story. List the events in "A Sound of Thunder under the date or year in which they occur.

Homework: Read the Expository Essay Introductory Paragraph presentation

October 26: Journal: Explain the similarities and differences between "A Sound of Thunder" and The Simpson's "Time and Punishment" vignette.

Introductory Paragraphs in Expository Writing

Develop an introductory paragraph for the following prompt:

Bradbury's short story offers a strong theme regarding human interference with the future. Write an introductory paragraph that examines how Bradbury's characters use the time machine responsibly or irresponsibly.

Hook

Statement of Situation

Theme

Thesis

Homework: Revise your introductory paragraph on "A Sound of Thunder and turn it in tomorrow--15 points

CRB 3 word maps

October 27: Share Introductory Paragraphs

Number each sentence and identify the hook, statement of situation, theme, and thesis.

Does the thesis statement follow the thesis format? What is the writer's opinion?

Homework: Complete CRB 3 Word Maps

Study for CRB 3 Test

October 28: CRB 3 word maps due; CRB 3 test

Read "An Occurrence at Owl Creek Bridge"

A YouTube version of the story

Week 9: October 31 - November 4, 2011

October 31: Classical Roots Vocabulary, Level B Lesson 4

Share Introductory Paragraphs

Number each sentence and identify the hook, statement of situation, theme, and thesis.

Does the thesis statement follow the thesis format? What is the writer's opinion?

Begin Reading "An Occurrence at Owl Creek Bridge"

Homework: Work CRB 4 Word Maps

A YouTube version of the story

November 1: Complete "An Occurrence at Owl Creek Bridge". Complete a Jigsaw on the following Questions

“An Occurrence at Owl Creek Bridge ” Questions
1. In Part 1, Bierce includes few details about the condemned man and does not reveal the reason why he is being hanged. How does this help create suspense?
2. In what ways are the condemned man’s perceptions of time and motion distorted as he is waiting to be hanged? Why are his distorted perceptions important?
3. What seems to be the narrator’s attitude toward Farquhar in Part II? What is the narrator’s attitude toward war?
4. Considering the outcome of the story, what is ironic or surprising about Farquhar’s longing for the “larger life of a soldier?” What is ironic about the fact that Farquhar agrees with the saying that “all is fair in love and war?”
5. What details in Part III suggests that Farquhar’s journey occurs in his mind? How is the journey connected with the plan of escape that occurs to him moments before he is hanged?
6. Explain whether you think the portrayal of Farquhar’s final thoughts and sensations is realistic.

7. Point of view refers to the vantage point from which the story is told. Why is the limited third-person point of view appropriate for this story? How might the story be different if Bierce had used an omniscient third-person narrator?
8. How does Bierce’s use of flashback contribute to the effectiveness of the story?

November 2: Late Start Day

Complete Jigsaw

Discuss elements in the story

Homework: Work CRB 4 Word Maps

November 3: Using your i-Touch, take an online quiz

Homework: Complete CRB 4 Word Maps; study for test

November 4: CRB 4 Word maps due; CRB 4 test

View "An Occurrence at Owl Creek Bridge"

Week 10: November 7 - 11, 2011

November 7: Complete Jigsaw Questions from "An Occurrence at Owl Creek Bridge".

Write an introductory paragraph on the following question from "An Occurrence at Owl Creek Bridge."
Examine whether Bierce's portrayal of Farquhar's final thoughts and sensations is or is not realistic.
Complete peer feedback on introductory paragraph, rewrite, and then turn in.

Homework: Study for test on "The Open Window," "The Sound of Thunder," and "An Occurrence at Owl Creek Bridge" Focus on plot structure, flashback, irony, characterization, symbols, and imagery, time and memory. You may use your notes and class work to help you during this test

November 8: Short Story Test

Read "Through the Tunnel"

November 9: Complete "Through the Tunnel"

Introduction to Rites of Initiation

Separation: The character leaves his/her normal, "ordinary" world behind. They feel some anxiety and fear as they leave.

Transformation: The character undergoes a series of physical or metal tests and trials. As a result of their experience, they learn something about themselves and mature.

Return: The character returns to his/her ordinary world with new knowledge and confidence. They are more mature and closer to adulthood.

Discuss "Through the Tunnel"

Homework: Preview Joseph Campbell's Journey of the Hero Archetype.

November 10: Multimedia presentation on Joseph's Campbell's "The Journey of the Hero Archetype"

Hero journey project.

Hero Journey Special: The Empire Strikes Back

Watch "The Empire Strikes Back" and complete the Hero Journey handout--identifying how events in the movie correspond with stages in the hero journey. The handout will be distributed in class; it will be due upon completion of the movie.

November 11: Veteran's Day Holiday

Week 11: November 14 - 18, 2011

November 14: Introduction to Hero journey project.

Hero Journey Special: The Empire Strikes Back

Homework: Begin work on the Hero journey project

November 15: The Empire Strikes Back: Fill out hero journey worksheet and trace each stage of the hero journey in the film

Homework: Work on the Hero journey project

November 16: Late Start Day

Correct the Hero Journey graphic organizer

Review Symbolism and the Hero Jounrey in "Through the Tunnel"

Homework: Work on the Hero journey project

November 17: Read "By the Water's of Babylon," Take notes on the story as you read.

Focus on Plot, Setting, Symbolism, Irony, Conflict, and Theme

Homework: Work on the Hero journey project

November 18: In pairs of two, create a graphic organizer for "By the Water's of Babylon," identifying the elements of the "Hero Journey" in the story.

Homework: Work on the Hero journey project

Week 12: November 28-December 2, 2011

November 28: In pairs of two, create a graphic organizer for "By the Water's of Babylon" and "Through the Tunnel" identifying the elements of the "Hero Journey" in the story.

Homework: Work on the Hero journey project

November 29: Hero Journey Test Review: Complete the worksheet as preparation for tomorrow's test.

Homework: Study for the Hero Journey Test

Early turn in due date for The Hero's Journey Project tomorrow

November 30: Late Start Day

Hero Journey Test

December 1: Introduction to Narrative Writing

Wonder Years and Narrative Voice

Read Writing and Grammar: p 32-34, 36-39

Homework: Complete the Hero journey project

December 2: Hero's Journey Project Due

Review Narrative Essay Models Writing Grammar exercises:

pp. 343-347

p. 344 Exc. 10: 6-10

p. 345 Exc. 11: 6-10 p.

346. Exc. 12: 6-10

Homework: Prepare for Narrative Essay rough draft:

1. Identify the lesson you learned from your hero journey
2. Identify the event that leads directly to the lesson you learned from your journey.
3. Identify the event that paved the way for you to experience what happened in your reflection from #2.
4. Identify the event that paved the way for you to experience what happened in your reflection from #3.

Bring the brainstorm in to class for the rough draft on Monday

Week 13: December 5 - 9, 2011

December 5: In class draft of Narrative Essay: Personal Hero Journey.

Narrative Essay Rubric

December 6: Run-Ons and Sentence Fragments

Writing and Grammar exercises: pp. 343-347

p. 344 Exc. 10: 6-10

p. 345 Exc. 11: 6-10

p. 346. Exc. 12: 6-10

Read W&G: 354-362

Check drafts for run-on's and sentence fragments

Homework: Revise rough draft of narrative essay.

Bring in completed rough draft for peer response (20 pts)

December 7: Bring completed rough draft of narrative paper
Peer Response for Narrative paper

Review paper and revise for detail and dialogue. Keep track of all editing.

Review the Narrative Rubric: this will be the basis for your grade.

December 8: Review W&G 40-47.

Read Introduction to King Arthur

Fill out information on Complete Arthur Review Homework:

Homework: Complete final draft of essay. Essay is due Friday. Add two freight sentences and two telescope sentences.

December 9: Turn in Narrative Essay

Read "The Crowning of Arthur" in PHL 1154
On Line Version: (Book 1 Chapters 1-8).
Group Work: Complete Questions 2, 4, 6, 7 page 1092.

Week 14: December 12 - 16, 2011

December 12: Read "The Marriage of Arthur" (Handout.)

Online version: Read Book 3 Chapter I, Chapter II, and Chapter XV.

Group Work: In groups of three, complete questions on symbols and chivalry.

What else occurs on the day Arthur weds Guenevere?
To what does King Arthur swear his knights?

Explain the significance of Leodegrance's gift to Arthur.

The King Arthur legends tell of a time in the early history of England when a belief in magic was supplanted by a belief in Christianity. What elements do you find of both magic and religion in this legend?

Understanding Chivalry:
In your own words, summarize the code of conduct that Arthur established for his knights.
How does Merlin's response to King Arthur about marrying Guenevere fit in with the idea of chivalry?
Is chivalry alive in the modern world? Use examples to support your answer.

Homework: Complete final draft of essay; you must print the essay before class and staple the final draft to the top of your rough draft and peer response. The rough draft should be a printout of the changes you have made to the essay since your rough draft. Read final draft of essay for spelling and grammar corrections.

December 13: Turn in Narrative Essay

Notes on the Principles of Knighthood
Read "The Adventures of Sir Launcelot"
On-line version in Book 6 chapters i-ix.
Discuss the elements of the heroic tradition.

December 14: Watch brief A&E video on Knights and battle gear.
Identify 10 facts about knights and battles

Read "Le Morte de Arthur" in PHL

Homework: Complete Le Morte de Arthur" in PHL

December 15: Complete Arthur Review and prepare for Arthur Test
Create Themes for each of the following themes listed at the top of the King Arthur notes

Homework: Study for the Arthur Test

December 16: Arthur Test

Week 15: January 2-6, 2012

January 2: School Holiday

January 3:Introduction to The Old Man and the Sea

An explanation of the Hemingway Code Hero (scroll down the page to locate the definition).

A more thorough discussion may be found here. Timeless Hemingway may be useful (The A room) if you have Hemingway queries.

Check out copies of The Old Man and the Sea. Read silently.

Homework: Read The Old Man and the Sea pages 1-30 Make corrections on narrative essay and turn in a printed copy with changes on Friday.

Preview the Expository Writing Power Point

January 4: Introduction to Expository Writing
Introduction to CAHSEE (California High School Exit Examination) Responses to Literature Rubric

Below is our goal when writing about literature. If you plan on graduating from high school in the state of California, you will need to write an essay that will do the following. If you follow the basic structure outlined in the power point presentation, you will be able to meet this requirement. Take careful notes and ask questions if you are confused.

California High School Exit Examination: Responses to literature--Standard 2.2

The main goal of responding to literature is to demonstrate a thoughtful comprehension of a literary passage or an expository text. The writer skillfully expresses an idea about a text and supports it with textual evidence. Connections are made between the main idea of the text, the writer's viewpoint, and the author's style. The most successful responses to literature or text are supported with textual references (concrete details) and clearly addresses the ambiguities, nuances, and complexities within the text. These responses illustrate a clear, comprehensive grasp of the main idea of the text and extent beyond what is present in the text with original ideas and connections.

Silent reading of The Old Man and the Sea

Homework: Read The Old Man and the Sea pages 31-65
Make corrections on narrative essay and turn in a printed copy with changes on Friday.

January 5: Discuss the theme of isolation in The Old Man and the Sea.

Complete Handouts 1, 3, 4 in class and discuss in large group.

Read "Hiking Trip" and sample "responding to literature" essays. They begin on page 103.

Homework: Complete reading of "Hiking Trip" and sample essays

Make corrections on narrative essay and turn in a printed copy with changes on Friday.

January 6: In-class essay.

I will select a passage from The Old Man and the Sea and you will answer the following question in a 45 minute essay:

In this passage from The Old Man and the Sea, the reader learns about the protagonist, Santiago. Santiago's personality and emotions are revealed through the actions and dialogue presented in the story.

Write an essay in which you describe the personality and emotions of Santiago. How do his personal characteristics add to the events in the story? How does the author reveal this information about Santiago in the story? Use details and examples from the story to support your ideas.

CAHSEE (California High School Exit Examination) Responses to Literature Rubric

Homework: Read pages 65-91 in The Old Man and the Sea

Week 16: January 9 - 13, 2012

January 9: Complete Handouts 7 (Isolation)

Begin "Where Have You Gone Joe DiMaggio?"

Homework: Read The Old Man and the Sea pages 31-65

January 10: "Where Have You Gone Joe DiMaggio?"

Complete Handout 9 (Hero or Macho Man)

Homework: Read pages 65-91 in The Old Man and the Sea

January 11: Late Start

CASHEE Literary Response Essay Review

Complete handout 10: "The Man and the Sea."

Homework: Complete reading of Old Man and the Sea

January 12: Interpretive Question Discussion

Discuss theme of Defeat in The Old Man and the Sea.

Complete handouts 13 and 14; discuss answers as a class.

Homework: Complete any part of the worksheet you did not finish in class.

January 13: In groups of 4 complete the "Motifs" handout #16.

Week 17: January 16 - 20, 2012

January 16: MLK Holiday

January 17: In groups of 4 complete the "Motifs" handout #16.

January 18: Jigsaw: Groups will assigned a topic: "Santiago as Everyman," "All Creatures Great and Small" and "By his Hands You Shall Know Him." Each group will answer the questions and report back to the class on their findings. Students should take notes on the discussion.

January 19: Gallery Walk Prep

In groups of 4, each group will identify a symbol from the novel, explain its meaning, and consider how it develops a specific theme

1. Identify 1-3 symbols in The Old Man and the Sea
2. Review scenes and analyze the symbols you have chosen. Write down the concrete details in notes.
3. Based on the evidence, create a sentence that explains Hemmingway's message or idea on the topic
4. On the paper provided, identify the symbol and explain its meaning. write concrete details from the novel that develop the symbol, and explain how the symbol reinforces a specific theme.
5. Create a final illustration of either a specific scene where the symbol is used in the novel.

Symbols:
lions                dreams                 sleep
Sharks             the marlin             Santiago
Manolin            autumn                Joe DiMaggio
night                fisherman             salao
the marlin's skeleton            battle with the marlin
The sea (distinguish between el mar or la mar)

January 20: Complete Gallery Walk Symbols Display

Final exam study prep: Old Man and the Sea, elements of chivalry, run-ons, comma splices, plot, imagery, symbols, metaphors, and reading strategies.
Review five paragraph expository essay format

Week 18: January 23 - 27, 2012

January 23: Gallery Walk Prep

In groups of 4, each group will identify a symbol from the novel, explain its meaning, and consider how it develops a specific theme

January 24: Gallery Walk

Final exam study prep: Final exam study prep: Old Man and the Sea, run-ons, comma splices, plot, imagery, symbols, metaphors, and reading strategies.

Review five paragraph expository essay format

Identify the following from The Old Man and the Sea:

Santiago Marlin Manolin Martin

Pedrico Terrace DiMaggio Salao

Agua Mala Sargasso Weed Cienfuegos

Champion Casablanca Harpoon (lance)

Essay Prep: Identify 3 symbols in The Old Man and the Sea Find two pieces of concrete detail (quotations) from the novel that show the symbols in action. You will need to develop three sentences of commentary per quotation that explicates how the quotation supports your thesis statement. If you notice a change in how the symbol is used or another literary device used with the symbol (allusion, imagery, metaphor, simile, conflict, plot, alliteration, active verbs, etc.) make certain to comment on it.

Week 1: January 30 - February 3, 2012

January 30: Capitalization Pretest

Introduction to Capitalization Rules

Complete the following exercises in Writing and Grammar text (answers only):

p 460: 1-5 (Exc. 1)

p. 461: 1-5 (Exc. 3)

p. 464: 1-5 (Exc. 4)

p. 465: 1-5 (Exc. 6)

p. 467: 1-5 (Exc. 7)

p. 468: 1-5 (Exc. 8)

January 31: Pretest on apostrophes and quotation marks

Complete the following exercises in Writing and Grammar: (answers only)

p. 538: Exc. 61, 62, 63 (all questions)

p. 540: Exc. 64 (1-10)

p. 542: Exc. 65 (1-10)

p. 543: Exc. 66 (1-10)

Febraury 1: Review Quotation Marks and Underlining: 504-518 Complete the following:

p. 506: Exc. 34 (6-10)

p. 507: Exc. 35 (6-10)

p. 509: Exc. 36 (6-10)

p. 510 Exc. 37 (6-10)

p. 516: Exc. 39 (6-10)

p. 518: Exc. 41 (6-10)

February 2: Capitalization and Possessives test

Watch video on Ancient Greece: Complete in-class handouts

February 3: Complete Ancient Greece video--Complete in-class handouts

Review of Capitalization and Apostrophes.

Journal: What do you understand about capitalization and apostrophe use?

What don't you understand about capitalization and apostrophe use?

Week 2: February 6 - February 10, 2012

February 6: Complete Ancient Greece video--Complete in-class handouts

Review of Capitalization and Apostrophes.

Journal: What do you understand about capitalization and apostrophe use?

What don't you understand about capitalization and apostrophe use?

February 7: Begin work on Greek Drama Group presentations.

In groups of 3, students will create a group presentation on an assigned topic from Greek Drama. Presentations will begin on Friday.

Homework: Research for Greek Theater Presentation

February 8: Research and Development of Greek Drama Oral Presentations

Homework: Complete research and development on Greek Drama Presentations

February 9: Research and Development of Greek Drama Oral Presentations
Introduction to Tragedy

February 10: Begin Presentations

Week 3: February 13 - February 17, 2012

February 13: Begin Greek Drama Presentations

February 14: Complete Greek Drama Presentations

Journal: What do you understand about capitalization use?

What don't you understand about capitalization use?

February 15: Introduction to Tragedy

Introduction to Kohlberg's levels of moral development

Homework: Find a current article in a magazine or newspaper, or find historical research on the web that describes a person who has stood up for a moral belief.

February 16: Journal Write

Read and discuss the Prologue/Parados of Antigone; take notes and discuss conflict and exposition.

Homework: Preview Antigone Parados

Febraury 17: President's Day Holiday

Week 4: February 20 - 24, 2012

February 20: School Holiday

February 21: Introduction to Kohlberg's levels of moral development

Homework: Find a current article in a magazine or newspaper, or find historical research on the web that describes a person who has stood up for a moral belief.

February 22: Journal Write

Read and discuss the Prologue/Parados of Antigone; take notes and discuss conflict and exposition.

Homework: Preview Antigone Parados

Febraury 23: Read Antigone scenes 1-2

Discuss Dramatic Irony, Characterization, and Tone

Complete reflective journals on scenes 1-2 (find quotations in class and provide response for homework.) Identify and explore the meaning of three important quotations. If you complete the assignment in class, there is no other homework.

Reflective Journal Chart:

Quote from the play and page number:

What I think: Describe what the quote makes you think. Do not merely repeat what the quote is saying--draw connections to other school subjects, current news, movies, or experiences.

What this says about the book: State what this quote suggests about a character, the plot, etc. Point out how or why the author includes this line in the play, and what types of metaphors, images, allusions, or symbols may be at work. Point out what role the quotation may have in developing a conflict or theme.

What this says about the world: Explain what connection you see between the quotation and how people act or the world or society operates. Be specific and use examples.

Febraury 24: Read Antigone, Scenes 3-4

Homework: Complete Reflective Journals for scenes 3-4. You are required to find a total of three different important quotations from these scenes.

Sample Reflective Journal