Survey of Literature - 10th Grade Level - Mr. Andre Nicdao - 4th Period Podcast English-Language Arts Content Standards for California Public Schools Grades Nine and Ten: Reading 1.0 Analysis, Fluency, and Systematic Vocabulary Development 2.0 Reading Comprehension (Focus on Informational Materials) 3.0 Literary Response and Analysis Writing 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) Class Schedule Monday: 50 minutes Tuesday: 50 minutes Block (Rotating Schedule): 90 minutes Friday: 40 minutes Overview: The Unit Plan focuses on three components: 1. Grammar and Vocabulary 2. A Novel (A Tree Grows In Brooklyn) 3. The Writing Process (including various types of Writing Prompts) Survey of Literature To Do List We have 30 days left of class days left together. Before we leave for the summer, you must complete the following in the coming weeks. YOU CAN DO IT! Week 1: April 27 - May 1 Monday Cornell Notes Introduction Quote Analysis Prompt 12 Power Words Language Registers Parts of Speech Orange Grammar Book for Friday Homework: Bring the ff: (Due Tuesday, May 5, 2009) Set of 3x5 (or bigger) index cards Hole puncher Key Ring 20 pts will be given for bringing these items to class. Tuesday Quote Analysis Prompt Greek and Latin Roots: Make flash cards (in class on Tuesday, April 28, 2009) White side: root/ Line side: Picture, drawing, meaning Go over words in class (groups) Work on flash words in class Finish for homework Wednesday (No Block Periods this week!) -Quote Analysis Prompt -Go over Greek and Latin Roots -Taboo Word List -How to Write a Jane Schaeffer Essay Homework: Study your Greek and Latin Roots - Test on Friday, May 1, 2008! Thursday Quote analysis Prompt Writing an Essay Friday Greek and Latin roots test Fun stuff WEEKEND HOMEWORK: Make flashcards for Literary Terms Week 2: May 4-8, 2009 Monday Quote Analysis Prompt Literary Terms flashcards due today Go over Literary Terms Brooklyn Book discussion Start reading "A TREE GROWS IN BROOKLYN" (aka BROOKLYN book) Chapters 1-5 for homework Tuesday Quote Analysis Prompt Discuss Brooklyn Book: context, time, place, setting, characters How to Write a Literary Analysis Paper Homework: Write a 1 paragraph summary per chapter (Chapter 7-12) Block Days - Wednesday and Thursday Quote Analysis Prompt How to write a research paper Discuss Brooklyn Book Homework: Read Ch. 13-17 of Brooklyn Book Friday Resume survey UC Personal Statement writing prompt Homework: Read Brooklyn: Ch.18-29 and think of a research topic you would like to write about. What have you always been curious about? Due Tuesday, May 12. Week 3: May 11-15 Monday Quiz on Brooklyn weekend reading Quote Analysis Prompt Research Paper Assignment BEGINS. What is the one thing you have always wondered about? BRAINSTORM in class. Come up with a topic by Tuesday, May 12. Homework: Read Brooklyn Ch. 30-36, write Paper project proposal letter Tuesday Quiz on reading Ch. 30-36 (6 questions) Paper topic letter due today in class. Homework: Read Ch. 37-42 Block Day (Wednesday or Thursday): Work on Research Paper in Computer Lab Homework: Read Brooklyn Ch. 43-48, Research Paper Friday SAT essay writing practice Vocabulary Lesson Homework: Read Brooklyn Ch. 49-56 (Finish Book!) and work on Research Paper topic. Week 4: May 18-22 Monday Discuss Brooklyn book Research paper check up: DRAFT DUE by block. We will be doing peer editing during block day. Please bring a rough draft on block day of your research paper. Homework: Work on research paper Tuesday Computer Lab; Research, work on paper and print it out if needed. Block Day (Wednesday or Thursday) Peer editing: You will be reading each other's papers Corrections lesson: Please use your Report writing marks to edit paper. Homework: EDIT YOUR PAPER according to your peer corrections Friday: Research paper is DUE today! Final draft DUE! Quote prompt Read University of California personal statement essay questions Brainstorm: Heads up, you have this essay due on BLOCK next week! NO HOMEWORK!!! Have a great 3 day weekend! You deserve it! Week 5: (Tuesday)May 26-29 Tuesday Computer Lab (TBD) SAT quote prompt Begin Personal Statement Writing Workshop Homework: Talk with your parent(s) about Questions 1-3 in the University of California Application for Personal Statements. Answer the 3 UC questions (typed) About this essay: Bring 1 hard copy to class and post this on your website (create an attachment) Block Days (Wednesday or Thursday) PEER READING: You will be reading each personal statement. If you do not do this assignment, you will write it in class. REVISE YOUR ESSAY WHEN YOU GET IT BACK! Friday The Common Application Essay Homework: Choose one of the Common application questions and answer one. Due Monday, June 2, 2009. Week 6: June 2-5 THE HOME STRETCH!!! Monday SAT quote prompt/writing Peer edit Common application Tuesday Vocabulary workshop BLOCK DAY (Wednesday and Thursday) Write RESUME, UC Application Essay and Common Application essay at Computer Lab (TBD) Friday RESUME and Personal Statements due (UC and Common Application) June 8: Last full day of class (REVIEWS) FINAL EXAM: Wednesday, June 10, 2009 What will be on the Final Exam? Part 1: Write about one poet whom you discovered (or knew about) and liked in the Poetry Packet I gave you in February (Dead Poets Society). Write who this poet is, what 3 famous poems they wrote and which is your favorite. Part 2: Multiple-Choice Dr. Jekyll and Mr. Hyde questions. You can use your comic board if you saved it . . . Alter ego, id, ego, super ego Part 3: Authors ( I will let you know which authors, remind me!) Part 4: Greek and Latin Roots and Literary Terms Part 5: A Tree Grows in Brooklyn Self Reflection: This Spring Semester has been a whole new learning experience for me. By stating this, it means that I began to make some improvements in the way I teach in both of my classes (Religion and English). In fact, I literally and figuratively stepped out of my comfortable "box" and began to explore and experiment new methodologies of pedagogical instruction, particularly in using various forms of technology (i.e. google sites, powerpoints, you tube and google video) I would like to personally thank you Dr. Gen for being a HUGE part of my learning experience thus far here at LMU. Observing ESHS teachers and our class sessions opened myself to new frontiers which seemed ideal and daunting to me at the beginning of this semester. Now, I am able to be flexible and open to new ways of making the teaching material effective to the students I teach by means of incorporating technology in the classroom. The challenge that I am experiencing now is to be able to process, enable, and evaluate myself as a teacher to see what is pertinent based on the conditions and circumstances that are currently present at Cantwell-Sacred Heart of Mary High School. Thank you for being a mentor and guide. |