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Junior English 3 Assignments Rev. 3/2 9:00am
3/5 Fri (Tuesday works)
3/3-4 Wed/Thurs
Writers' Clinic over "Outcasts" essay.
that/who, commas after introductory words, contractions, feel/fell, word choice (big, significant)
Complete viewing "I Have a Dream" speech.
Then, analyze the speech according to tone, voice, and inference about speaker.
Martin Luther King's tone about segregation is _______________________ because he says that segregation and discrimination is "___________________."
An example of King's unique voice is "_________________" since he ______________________________.
From King's speech, readers can infer that King __________________.
Use ten vocabulary words in sentences discussing the speech. Please underline each word and be certain that the context explains the meaning of the vocabulary words.
Literary (Rhetorical) Strategies:
tone-attitude of writer about topic
voice--unique ways of saying something
inference--what do readers know about the speaker 3/2 Tues
Introduction to Martin Luther King's "I Have a Dream" speech.
Vocab words
1. five score (score=20)
2. Emancipation
3. Proclamation
4. decree
5. manacles
6. prosperity
7. languishing
8. appalling
9. promissory note
10. inalienable
11. insufficient funds
12. hallowed
13. legitimate
14. tranquility
15. emerges
16. threshold
17. bitterness
18. degenerate
19. militancy
20. inextricably
21. bound
22.mobility
23. reemptive
24. wallow
25. cree
26. oppression
'27. nullification
28. exhalted
29. jangling discords
30. hamlet
"I Have a Dream"
Listen to first part of the speech. Address at March on WashingtonMartin Luther King, Jr. August 28, 1963, Washington, D.C.
Five score years ago, a great American, in whose symbolic shadow we stand signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of captivity. But one hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize an appalling condition. In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men would be guaranteed the inalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check -- a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to open the doors of opportunity to all of God's children. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. It would be fatal for the nation to overlook the urgency of the moment and to underestimate the determination of the Negro. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny and their freedom is inextricably bound to our freedom. We cannot walk alone. And as we walk, we must make the pledge that we shall march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream. I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair. I say to you today, my friends, that in spite of the difficulties and frustrations of the moment, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood. I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day the state of Alabama, whose governor's lips are presently dripping with the words of interposition and nullification, will be transformed into a situation where little black boys and black girls will be able to join hands with little white boys and white girls and walk together as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring." And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous peaks of California! But not only that; let freedom ring from Stone Mountain of Georgia! Let freedom ring from Lookout Mountain of Tennessee! Let freedom ring from every hill and every molehill of Mississippi. From every mountainside, let freedom ring. When we let freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free at last!"
List words that describe Martin Luther King as a speaker: Martin Luther King, Jr., is a man who __________, _____________, and _______________because______________. 3/1 Monday Introduction to "I Will Fight No More Forever."
Vocab:
1. Nez Perce
Rhetorical Strategies
speeches-verbal communication
repetition
words and ideas
After looking at the picture of Chief Joseph on p. 602, write three words which describe his character.
Chief Joseph:
1.
2.
3.
Read his speech on p. 602. List three brief quotes from the speech:
1.
2.
3.
Complete this sentence frame:
Cheif Joseph is ___________, _________________, and __________________ because "_______________________________." Be sure to embed a quotation in the sentence.
Reaction: Write a two-sentence reaction to Cheif Joseph's speech. Please remember not to use "I think, feel, believe."
Connection: Write one or two sentences completing this beginning phrase "Thes ______reminds me of ______because_____.
Position: Write a two-to-3 sentence answer to question #6 on p. 602.
More Thoughts: After completing the above work, write two-to-three sentences which include additional thoughts you have on the subject of Chief Joseph, his situation, and/or anything else related to the topic.
Lesson Learned: Explain what you learned from studying the life of Chief Joseph in one or two sentences.
Complete note cards for these words due Tues Mar 9.
1. path-evil; feeling 2. morph-shape 3. peri-around 4. super-above; beyond 5. aegis-shield protection aupsices 6. Adonis-handsome (only need one vocab word for #6-#10) 7. Amazon-tall, muscular women/warriors 8. Ambrosia-food of the gods 9. Atlas –maps Atlas supporte the heavens on shis shoulders 10. Auroral Aurora-dawn 11. aer-air 12. prye-fire 13.cardio-heart 14. endo-within 15. nat-born 2/25-6 Rodeo Holiday
2/24 Wed Tues
Finish Outcasts activities, 11WB and 11WA read and complete reading comprehension drawings, characterization adjectives and sentence frame: In my book entitled , ______causes __________. As a result _____________.
2/23 Tues 11R Finish Outcasts activities.
11WB and 11WA read and complete reading comprehension drawings, characterization adjectives and sentence frame: In my book entitled , ______causes __________. As a result _____________.
2/22 Mon
Continue writing essay/ask a question activity/11WA discussion of story's ending and debate about "Who is the most evil person/group in the story and why?" and first part of sentence combination activity "Words."
2/1 Friday
ASU Speaker, continue writing essay/ask a question activity/completion of sentence frames included below in Tuesday's lesson.
2/17/ Wed/Thurs
Finish reading the story. Using L1 and L2 questions, do ans a question, answer a question activity. Then, write an in-classs essay discussing Bret Harte's purpose or theme in writing the story.
Include topic sentence with author's name and story title in quotation marks, three transisions leading into three examples along with analysis of the examples, and a clincher which answers the question of "so what?'
Writing Checklist:
capital letters
spelling
quotation marks around title
use author's name and story title in topic sentence
use transitions to lead into examples, then add analysis about why this example is meaningful
conclude with clincher
use literary present tense verbs
hyphenated compound adjectives
correct use of possessive case nouns
affect/effect
contractions
confusing words (weather/whether, effect/affect, here/there/where, here/hear)
2/16/10 Tues
Begin reading "Outcasts" p. 580. Discussion of self-righteousness and hypocracy. Write two L1 and two L2 questions about the story. Write sentence frames for story:
I learned that ______________is _______________because_____________.
It surprised me that _________because_______________.
this tory remnds me of __________since______________.
In the future, ___________because__________________.
2/15/10 Mon
Go over "Jumping Frog" writing assignments, revising for use of the literary present. Identify and highlight all present tense verbs.
Vocab group work for "Outcasts":
1. genial
2. nonchalant
3. vigilance committee/vigilante
4. conjecture
5. banishment
6. fate
7. peril
8. anathema
9. occult
10. castaways/outcasts
11. malediction
12. void
Identify five characteristics of Gamblers:
Complete the sentence:
Gamblers are, or can be, ____________, ________________, and _________ because__________________________.
Begin reading "The Outcasts of Poker Flat" p. 580. Disucssion of title, picture, predictions about the story's characters and the genre of realsim in American literature.
2/12/10 Fri For Friday, bring a reading book of your choice. Please be preapred so go to the library (if you nee to check out a book) BEFORE class time.
"The Notorious Jumping Frog of Calevaras County" packet due.
2/10-1/10 Wed/Thurs
In a well-written paragraph, decide how Mark Twain feels about people like Smiley based on the events of the story. Explain your answer fully. Use inferences about Smiley's actions to determine how Mark Twain regards this man. What is Twains implication about Smiley, eg., is Twain simpathetic, judgmental, negative, or positive about Smiley.
All of "The Notorious Jumping Frog of Calevaras County" packet is due by Friday.
For Friday, bring a reading book of your choice. Please be preapred so go to the library (if you nee to check out a book) BEFORE class time.
2/9/10
Finish "Notorious Jumping Frog" paragraph on the improbable events found in the story. Use transitions and supporting ideas (specific examples) to back up your claims.
2/8/10
Oral reading of "The Notorious Jumping Frog of Calaveras County" while students drew 9 picutre frames. Read around of story included in frames. Complete sentence frames: The tall tale bagan with _______, continued with______, and ended with ______________.
Brainstormed improbable elements L1 facts with L2 reasons for story.
Wrote in-class paragraph beginning with Mark Twains' tall tale "The Notorious Jumping Frog of Calaveras County" contains improbable elements. Included transitions and clincher.
Worked in groups to find examples of dialect, non-standard words, read the word in context and discover standard definitions by using context clues. Presented these to classs
LL: dialect-when word have different meanings depending on regional variation, transitions, commas in a series, redundancy, sentence strurcture, topic sentence, clincher, supporting details, quotations around short story titles, capitalization of titles
1/15/10 Fri
Career presentation from Counseling. Contine working on presentations of "To Build a Fire" project. All final materials due. Project will receive a presentation grade and an assessment of materials presented in class.
1/14/10 Thurs
11WA/11WB
Continue working in class on "To Build a Fire" project
1/13/10 Wed
11R
Continue working in class on "To Build a Fire" project
1/12/10 Tues
11R/11WB/11WA
Classroom discussion and close reading of the ending of "To Build a Fire." Focus question: What really happened to the man? The dog? The boys? Were they real?
Notes on ending interpretation, realism, illusion, irony.
Begin "To Build a Fire" Project
"To Build a Fire" Project Menu Choices
A. Draw a complex, detailed map of the area that the newcomer traverses, including mountain and stream names, places that indicate trees, rocks, bluffs, rivers, streams. Use map colors to enhance your map.
B. Develop a "Safe Hiking Guide" for individuals who are not aware of all of the dangers associated with hypothermia and heat exhaustion. Explain the dangers as well as the suggested equipment and first aide treatments. The final information should be in poster format with appropriate eye-catching graphics as enhancements.
C. Write a journal from the point of view of the dog, Pepper, including how the dog and man met, how the man treats the dog, how the dog reacts, what the dog would like to say to the man, and ultimately, how the dog reacts to the ending of the story.
*See attachments below for "To Build a Fire" word list.
1/11/10 Mon
11R/11WB/11WA
Contine with notes on vocab words as well as Reading Check I.
Finish reading "To Build a Fire" and write a three-sentence reaction and a three-sentence connection to the story, providing reasons for your assertions. Due next class.
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Senior English 4 Assignments Rev. 4/7/10 4:30pm
4/9/10 Fri 12 TA/12TB Brief discussion of Othello with time to complete appreciation letter assignment.
4/8/10 Thurs Open note test on Shakespeare and Othello Act I. Continue with watching Act I. Question/Answer for points and discussion.
4/7/10 Wed
Othello vocab, and notes. important lines from Act I, and discussion
Consult www.shmoop.com for literature, Othello, summary of Act I scenes
4/6 Tues 12M Brief discussion of Othello with time to complete appreciation letter assignment.
3/19 Fri No School
3/18 Thurs
Finish presentations/reading day.
HW: Appreciation Letter due.
3/17 Wed
Group presentations.
3/15-6 Mon/Tues
Group work on assigned questions from Canterbury Tales packet.
Compass packet due (The one we did in class last week which I stamped)
HW: Begin work on Appreciation Letter . RD due on 3/18 Thurs)
3/12 Fri
Compass testing in library and Fernandez Lab
HW for Thurs: Recuerdos Write about your reflections of Art Night. Due 3/18 Thurs.
3/11 Thurs
HW: Recuerdos Due (Write a full page about how different senior year is from what you thought it would be like when you were a freshman.)
Continue review for Compass test
3/10 Wed
Vocab Test
Review for Compass Test
3/8-9 Mon/Tues
In-class essay: Prompt
In "The Pardoner's Tale" explain how Chaucer uses literary techniques to acheive his purpose.
Length: One paragraph, including three brief, embedded quotations.
Essay, chart, packet, level questions and reaction to story's end due.
3/5 Fri (Tuesday works) 12 M Reading Day. Please bring reading book with you to class.
Paired sharing activity.
3/4 Thurs
Stamp reaction to story's ending.
Rhetorical Analysis Chart (include ten elements)
literary technique / quote / meaning / author's purpose
HW due Thurs 3/11-Recuerods Rough and Final Draft.Topic: Write a full page about how different senior year is from what you thought it would be like when you were a freshman.
HW due today-Recuerods Rough and Final Draft Topic: Write a full page about a topic on your mind, including appropriate content. 3/3 Wed
Stamp level questions.
Ask a question/ answer a question L1-L2 questions.
Continue reading "Tale" with discussion, annotation, picture notes and level questions.
HW due Thurs--Finish reading "Tale" and write a 2-3 sentence reaction to the tale's ending.
3/1-2 Mon/Tues
Intro to the Canterbury Tales, "The Pardoner's Tale" and the life of Geoffrey Chaucer.
Begin reading "Tale" with discussion, annotation, picture notes and level questions. HW: Write two level questions for each level about the Canterbury Tales. (Total of 6 questions.) Due Wednesday.
HW: Due Thrus Recuerods Rough and Final Draft Topic: Write a full page about a topic on your mind, including appropriate content.
Middle English language characteristics:
springtime, fertility imagery
Vocab:
Know the words with a T in front of them for the test 3/10. Be sure to prepare notecards for these ten words, including a picture and a meaningful sentence for each. Please write each sentence on the note card. Example:
pilgrimage-religious journey
She made pilgrimage from Nogales to Magdalena as a sign of her religious faith.
then draw a quick picutre on the notecard
These are the vocab words for the first part of Canterbury Tales.
Canterbury Tales-stories from some thirty pilgrims on their way to Canterbury
Geoffrey Chaucer-author of The Canterbury Tales
pilgrims-travelers on a religious journey
T-pilgrimage-journey made for religious purposes
cleric-person associated with the Church
"flatteries and pervatication" flattery and lies
pardons-Medieval practice of selling forgiveness for sin
indulgences-Medieval practice of selling approval for sin
holy relics-parts of saints' bodies or belongings which were revered
radix malorum est cupiditas (the love of money is the root of all evil)
"spin a yarn"-make up a story
T-avarice-greed
T-hypocracy-saying one thing yet doing another, or the opposite
tale-story
"hand-bell clink"-sound a funeral bell would make
privy-secret
T-adversary-foe; enemy
T-serf-peasant working in the field
oaths "God's arms" "By God and the Holy Sacrament"
"mother's gate"-earth
Aye-yes
rioters-party goers; drunkards
lots-gamble; wager
parley-meet in conference
T-florins-valuable gold coins
T-apothecary-druggist who knew about poison
T-sauntered-walked in a relaxed, confident manner
T-treacherous-deadly
T-ghastlier-more horrible
holy bull-official proclamation from the Vatican
Religious allusions and lines:
l. 150 "the earth, which is my mohter's gate"
l. 188 "God protect you that redeemed minkind"
l. 300 "devil's clay"
ll. 325-6 ""thou, to thy Creator, Him that wrought thee, Tha paid His precious blood for thee and bought thee"
LIterary techniques and terms:
prologue
rhyme scheme
couplet
bawdy humor
satire
irony
double entendre
pun 2/25-6 Rodeo Vacation
Vocab test over all vocab words from this semester (listed online) and some words from last semester. Bring book to read after you finish taking the test.
You will need to supply the word that correctly completes the blank in sentences. For example,
Studying the flora and ____________of a biome includes examining both plants and animals. answer is fauna
2/22-3 Mon/Tues
Review essay test and AP practice test results. Review for test on Wednesday over new vocab words listed for this semester online and ones we studied last semester.
2/19 Fri
In-class essay about this prompt:
Similarities and differences between Gilgamesh and Genesis which point out different philosophical views about life and the afterlife.
You may use your packet to provide ideas for the essay which is due at the end of the period.
2/18 Thurs
Group presentation of creative story "The Missing Tablet" with illustrations. All group members be prepared to read your section and present illustrations. (Monday workers will do presentations on Tuesday.)
2/17 Wed
AP Assessment Test. Bring pencil and good eraser.
2/15-6/10 Mon/Tues
Class preparation time for "The Missing Tablet" creative writing and illustration project. Be ready to present on Thursday. Remember, everyone tells part of the story. You are graded for both creating the story collaboratively as well telling a part of the story. The other grade will be for recording the story legibly and illustrating key aspects using picture notes.
2/12/10 Fri
Reading day. Complete picture notes from your reading in class, including at least five elements or details about what you read. On the same side of the page as your drawings, complete three out of the four sentence frames below"
1. The story begins with __________, continues with __________, and ends with __________.
2. __________ wamted __________but __________ so __________.
3. __________ happens because __________ and then __________.
4. __________ is a kind of __________ that __________ because __________.
Feel free to change minor wording in the sentences above.
All Gilgamesh materials due, including Genesis level questions, reaction, graphic organizer and sentences, RD of question 6 or 7, and final draft (highlighted with two colors) of pagagraph FD.
2/11/10 Thurs
Finish Gilgamesh presentations. Begin creative writing project over Gilgamesh. Questions to think about: What if? (L3) questions.
What if Gilgamesh had been able to use the flower? With whom would he have shared its power, or not, and why? What would have happened to him if he had been successful in achieving immortality? How might the other gods have reacted to his immortal status? In what ways would his immortality have affected humanity? What would happen if certain historical figures had become immortal? Have a conversation with a historical figure who has now become immortal.
Be creative. Think about your topic. We will brainstorm in class and write on Thurs and continue with class prep on Mon/Tues.
HW bring reading book Friday, finish note cards for next Mon/Tues finish Recuerdo entry for Wed (bring both RD and FD written in book).
2/10/10 Wed
Prepare answers to group questions for Gilgamesh. Begin presentations and conclude them on Thursday.
For Friday, bring a reading book of your choice. Please be preapred so go to the library (if you nee to check out a book) BEFORE class time.
Next entry in Recuerdos due Wed, 17 Feb, about your perceptions and opinions about your college experience. Include ideas such as your satisfaction about the admission proceess, where you have been accepted, where (and why) you are choosing a particular college, how you will make the decisions, how you feel about graduating and going on to college.
2/8-9/10 Mon/Tues
Selective highlighting, picutre notes, and discussion for Gilgamesh pp. 13-16. Discussion of Western linear thought and Middle Eastern circular thought contrasts. HW- Select either #6 or #7 p. 17 and write a half-page paragraph fully disucssing the prompt. Due next class.
Vocab words III: Notecards due Mon/Tues 2/15-6.
Also, update last set of cards with new informaiton found in list below.
1. bacchanalian from Bacchus, Greek god of wine; a huge drunken festival of wine 2. Cassandra, a prophet of doom; pessimist 3. chimerical or chimera, a fire-breathing monster with a lion’s head, goat’s body and serpent’s tail 4. Draconian, from Draco, known as a harsh Athenian lawmaker; an authority figure or rule that is excessively harsh 5. echolalia, or echo, from a maiden goddess named Echo maiden who pined away for her lover (cried so much she dissolved!) so only her voice is left, explanation of echos 6. Narcissus, a young handsome god whom Echo loved, but he rejected her love since he preferred to stare at his reflections in a pond because of his good looks. As revenge for Echo's lost love, the gods turned Narcissus into a flower. 7. Elysian, named for the part of Hades rewqrded good people, means blissful or heavenly 8. fauna, named for the god of animals, means animal life 9. flora, named for the goddess of flowers, means flowers for which the state Florida was named 10. forum-a place to meet and discuss politics and current events, usually the central part of ancient cities. 11. hector-bravest of Trojans; means to pester or torment 12. herculean-named for Hercules, the strongest god; means huge or extreme 13. aster-star, a star-shaped structure, also Ishtar, goddess of heavens, love and war, asteroid, asterist, astronomy, astrology 14. agri-land, growing things, agriculture, agrarian, agribusiness 15. sci-to know, conscience, science, omniscient, sentient
2/5/10 Fri
Complete graphic organizer for Gilgamesh and Genesis with several opportunities to share ideas in brainstorming sessions. Completed sentence frame: X is like Y in that they both ______________, but in X____________happens while in Y _________________occurs.
2/4/10 Thurs
Read and discuss Gilgamesh pp. 10-13 "The Flood," creating picutre notes and annotations in margins of packet. HW Create graphic organizer about comparisons and contrasts between Gilgamesh and Genesis Chapters 6-9. Due next class.
2/3/10 Wed
Continue picture note presentations, making annotations and picture notes in packet margins.
2/1-2/10 Mon/Tues
Review Documented Essays and answer questions about rewrite options.
Work on group picture note presentations.
1/29 Fri
Continue in-class essay which is due at the end of the period.
1/28 Thurs
In-class essay of comparison and contrast between Gilgamesh and Genesis 6-9.
Notecards due.
1/27 Wed
Documented essay due with rough draft.
Level Questions due from Genesis.
In-class presentation of picture notes for Gilgamesh. Write a personal reaction to Genesis 6-9 on Level Questions page from Genesis.
Homework: Finish reading the Gilgamesh packet. Write SOAPS and SUDS for the last reading in Gilgamesh. Due Thursday.
Notecards due Thursday. See below for list.
1/25-6 Mon/Tues
Picture Notes Group activity in class over Gilgamesh.
Homework:Read Genesis Chapters 6-9. Follow link below to find chapters. Just select link and click on blue "Go to link". Then, at the end of chapter 6, click "next chatper" till you finish reading to the end of Chapter 9. Be sure to read all chapter footnotes as well.
Write two level questions each on this reading. for a total of six questions.
Remember, Level 1 questions begin with who, what, when, where.
Level 2 questions begin with why or how come.
Level 3 questions begin with hat if, or so what.
(Vocab list: Cards due Thurs. 1. Procrustean-cruel enforcer of law; procrustean measures are cruel laws meant to torture offenders 2. protean-Proteun-god of sea who could change his shape to elude capture, a person with a protean character changes to fit his surroundings and doesn't stand up for what he or she believes 3. Pyrric-ruinous victory in which one army "wins" but in doing so actually loses so many men that they are forever weakened themselves 4. saturnine-heavy, leadlike; named for Saturn, a huge god for which the planet Saturn was later names because of its enormous size 5. siren-dangerous; named for the goddesses in the Odyssey who sang so beautifully they lured unsuspecting sailors to their death by causing them to crash their ships on the rocks, explained shipwrecks. 6. solon-lawyer Solon, Athenian lawyer 7. Spartan- avoidance of comfort; culture that chose to live a harsh live so they would always be prepared for hardship 8. stentorian-50X voices-loud 9. Stygian, from the River Styx which separated the land of the living from the land of the dead-dark, gloomy 10. tantalize-hunger thirst 11.thespian-a dramatist or actor 12.drama-a play, type of genre (short stories, novels, poems, dramas) 13. titanic-named for the Titans, a race of huge gods who ruled before the Olympians in ancient Greece; means huge 14.diab-devil; diabolic, diablo, 15. ursine-hog, pig (bovine-cow) 1/22 Fri Q/A regarding documented essay. Rough draft and final draft due Wed, 1/27.
Begin discussion of Gilgamesh, with group presentations
1/21 Thrus
All classes meet in Rm 305. We will complete a writing clinic for polish documented essay. Bring printed copy of documented essay with works cited to class (should be finished with first draft, including conclusion). Documented essay with works cited, vocab cards, academic and employment resumes due for 12TA, 12TB and 12M. For 12TA and 12TB, Recuerdo book along with rough draft of Why essay are also due. (12M will work on this project later.)
1/20 Wed
All classes meet in Fernandez Lab. Last day to work in computer lab. Print out essay and works cited as well as academic and employment resumes at end of class to bring to classroom on Thursday.12M works on final edits for the "Why?" essay, including sentence combining strategies in the next draft. Vocab list for notecards (path--at bottom of this page).
1/19 Tues
All classes meet in Fernandez Lab to continue documented essay.
1/18 Holiday in honor of Civil Rights and Martin Luther King, Jr. 1/15/10 Fri
12 TA, 12TB and12M meet in Fernandez Lab to continue documented essay work. Bring flash drive. New copies of Academic and Employment Resumes due Wed, Jan 20 for all classes. For 12 TA and 12TB, "Why" rough draft and Recuerdo entry are also due.
1/14/10 Thurs
12A/12B/12M Meet in Fernandez Lab and continue working on documented argumentative essay. Work on employment resume and make final changes on academic resume.
1/13/10 Wed
12A/12B/12M
Meet in Fernandez Lab. Bring flash drive, annotated bibliography, rough draft of "Why?" essay with edits from sentence combining activity, and academic resume on flash drive.
During class, complete the employment resume following the format. 12TA and 12TB type your next draft of the "Why?" essay, and continue working on writing documented argumentative essay. For 12TA and 12TB, all drafts of "Why?" essay due 1/13 along with corrected copy of the academic and employment resumes.
For 12M, academic and employment resumes are due. You will work on the Why essay sentence combining on Friday. All drafts of Why will be due on Monday, 17 Jan.
Prepare notecards for the following vocab. Due 1/20/10:
1. path-evil; feeling 2. morph-shape 3. peri-around 4. super-above; beyond 5. aegis-shield protection aupsices 6. Adonis-handsome (only need one vocab word for #6-#10) 7. Amazon-tall, muscular women/warriors 8. Ambrosia-food of the gods 9. Atlas –maps Atlas supporte the heavens on shis shoulders 10. Auroral Aurora-dawn 11. aer-air 12. prye-fire 13.cardio-heart 14. endo-within 15. nat-born 1/12/10 Tues
12M
Meet in Fernandez Lab. Bring flash drive, annotated bibliography, rough draft of "Why?" essay with edits from sentence combining activity, and academic resume on flash drive.
Work on writing documented argumentative essay. 1/11/10 Mon
12A/12B
Meet in Fernandez lab. Bring flash drive, annotated bibliography, rough draft of "Why?" essay with edits from sentence combining activity, and academic resume on flash drive.
Work on writing documented argumentative essay.
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