Semester 2- Honors English 10

February 27, 2019

• Good News
• Finish Act 4
• Prepare for Debate

Homework

• Debate handout complete and debate on Friday

Agenda Feb 25

• Good News
• Collect and go over homework
• Pass back work
• Go over group discussion prompts (you must prepare for every group)
• Read Act 3 Scene 4 and Act 4 scene 1 annotating for jealousy and suspicion, characterization, the and handkerchief
• Begin Othello debate graphic organizer

Agenda February 21, 2019

• Good News (Link Crew and Classroom Orientation)
• Return work: review
• Act 3 Scene 1-3 (only scene 3 for period 6) and review:
  • annotate for: Images and Descriptive Language; Ethos/Pathos/Logos
  • complete handout and write 2 short paragraphs using textual evidence.

Agenda February 12

• Good News
• Talk about Course Selection and Link Crew
• Pass back TPCASTT assessments
• Pass back Act 2 packets and do peer grading of paragraphs.
• Team revision of new paragraph.
• 
  

Agenda

• Change Seats
• Collect Sonnets
• Good News
• Finish lecture on Tragic Hero/Jealousy
• Read Act 1, scenes 1-2

Homework

• none

January 17- Sub: TPCASTT formative assessment

January 22- Check out Othello and learn about it

• Good News
• Finish TPCASTT for "Mother to Son" (Discuss)
• Sonnet 18 by William Shakespeare
• Do a TPCASTT

Homework

• Thursday TPCASTT activity... be ready!
• YOUR original sonnet activity is due 1/22

• Good News
• Review rules and expectations and consequences
• Review TPCASTT and thesis statements
• Watch Crash Course on Langston Hughes and his poetry
• Read "I, Too, Sing America" and TPCASTT as a class.
• Partner work "Mother to Son" and TPCASTT
• TOTD: Thesis Statements

January 9, 2019

Objective: Students will learn the TPCASTT process for poetry analysis and do a TPCASTT of the poem "The Gift" by Li-Young Lee

Agenda

• Good News- welcome back!
• Buy Othello by Jan 22
• Don't have to bring your textbook for a while
• TPCASTT practice
• "The Gift"

Homework

• None!

Wednesday and Friday, November 28 and November 30- finish this lesson!

• Good News (Welcome back!)
• Review the rhetorical situation and begin study and notes on the rhetorical appeals (p 66-73)
  • ethos
  • pathos
  • logos
  • evidence: personal experience and anecdote, facts, scholarly research and expert opinion, data and statistics
• Learn about other persuasive strategies: (p 74-78)
  • counterarguments and concessions
  • pitfalls and vulnerabilities
  • detecting bias
  • logical fallacies: ad hominem, bandwagon appeal, either-or fallacy (false dilemma), hasty generalization, slippery slope
• Use of Language and Style (p 79-82)
  • Connotative Language
  • Figurative Language
  • Allusion
  • Parallel Structure
  • Rhetorical Questions
• Practice the activities on pg 83-84

- We are not going to finish the film today, so instead go over the handout you receive in class.

- Read pages 1-20 aloud, stopping to look up words or unknown concepts.

- Go back to the “themes” from the handout and have the students pick 2 of them with their elbow partner. Students should go back through the text and underline/highlight and annotate the parts where they see those themes. For example, if they pick “silence” then they would find parts where silence is mentioned, or parts where the characters remain silent. The students should underline that in one color, and then write in an annotation about the effect of that silence. E.g. (see the board)

- Have students start a new page on their notebooks called “Night Part 1 DJs”. Students should pick two of the quotes from the passage that they annotated and write GOOD dialectical journals (they have the directions for DJs in their notebooks already). These are due BY the end of class, or for homework if they don’t finish in class.

didn’t work out, so they can hold onto their questionnaire instead of that give them the handout. The questions on the back side of the second page will be answered when we’re finished reading the first part.

- Read pages 1-20 aloud, stopping to look up words or unknown concepts.

- Go back to the “themes” from the handout and have the students pick 2 of them with their elbow partner. Students should go back through the text and underline/highlight and annotate the parts where they see those themes. For example, if they pick “silence” then they would find parts where silence is mentioned, or parts where the characters remain silent. The students should underline that in one color, and then write in an annotation about the effect of that silence. E.g. (see the board)

- Have students start a new page on their notebooks called “Night Part 1 DJs”. Students should pick two of the quotes from the passage that they annotated and write GOOD dialectical journals (they have the directions for DJs in their notebooks already). These are due BY the end of class, or for homework if they don’t finish in class.

Agenda

• TOC Title: Rhetorical Appeals
• Opener: You are trying to get your teacher to let your class finish the movie. Write a paragraph persuading her using your best rhetorical appeals.
• Lesson: Textbook pgs 62-65
• Rhetorical Triangle
• SOAPS
• Ronald Reagan's Challenger Speech
• Closure: Activity pg 65 Partner and Share

Homework

• None!

Agenda

• Today's title: "Essay Preparation"
• Good News
• Peer-edit paragraphs
• "Slang for the Ages" practice essay pg 773
  • Read it
  • formulate a working thesis (1-2 lit devices and how they contribute to the theme)
  • draft out body paragraphs
  • revise thesis
  • prepare intro paragraph
    • background info
    • hook
  • prepare conclusion: choose from the following strategies
    • discuss the work as a whole
    • ask questions to explore your interpretation further
    • emphasize your interpretation
    • link back to the hook

Agenda

New Page in Notebook TOC Title and Page Title: INTRO and "DIS POEM"

Opener: Copy the objective into your notebook

Lesson:

• Review Morphology Lesson #3
• Learn how to write an introductory paragraph:
  • opening statement (audience, topic, gets the reader thinking)
  • background information (historical/biographical context, definitions of specific devices or key knowledge)
  • thesis statement (identifies your interpretation of the meaning or theme and 1-2 literary devices the author uses to convey that meaning)
• Practice with Ha Jin "Children as Enemies"
• Read the background info on Mutubaruka and "Dis Poem" on TB pg 770-771
• Answer questions as we read
• Quick talk about register and colloquialism up to and including profane content

Closure

• Write a body paragraph in response to Question #4 ALSS on page 773. (homework)

Agenda 9/27

• TOC- YOU PICK THE PAGES. Put today's date (9/27) and the Title "Close Reading Workshop"
• Opener: From your vocab homework, which of the words do you think was the most effectively chosen by Jin in establishing mood, tone or character? Why?
• Do the Close Reading Workshop for "Children as Enemies" pg 844-845. Complete key passage analysis and handout (below).
• Complete steps 2 and 3 (thesis)
• Complete step 4 (paragraph)
• Norm and score paragraph in group according to rubric used for Dumas F.A. (see second slide below)
• Get work stamped.

Homework

• Revise your Dumas Formative Assessment on new page (TOC title: Dumas Revision). EVEN if you got 100%, look at the requirements for 7-8 and improve. Everyone who didn't finish should conclude their paragraph this time.

Homework

• Due Wednesday 10/3: Morphology Lesson #3

(See agenda below... finish Close Reading Workshop on Wednesday)

Agenda 9/25 (this will continue into Thursday's lesson)

• Opener- Integrate the quote: "My father's only other regular contact in college had been his roommate, a Pakistani who spent his days preparing curry. Since neither spoke English but both liked curries, they got along splendidly" (777).

Identify the father's character.

E.G. Dumas reveals her father's overconfidence when she shares that her father's "only other regular contact in college had been his roommate, a Pakistani who spent his days preparing curry. Since neither spoke English but both liked curries, they got along splendidly" (777).

1. Identify Dumas's use of humor.
2. Emphasize how little actual English practice the father had.
3. Identify how people are able to coexist with different languages.

• Morph Lesson #2 Review and Score
• Read "Children As Enemies" p 763

Homework

• Due Thursday, 9/27: Vocabulary Activity below.

Agenda 9/21

• Fill in TOC 38-39 "Dumas F.A."
• Opener: NB pg 38 Find 5 examples from "Hot Dogs and Wild Geese" (TB pg 777) showing the ways immigrating to America changed the balance of power between Firoozeh's family members. Pay close attention to the efforts the parents made to maintain their authority. (Just find evidence... you don't have to explain it yet.)
• Review Hot Dogs and Wild Geese Vocabulary
• Switch paragraphs with a partner (from last class). Do a peer review based on this checklist.
• Lesson: Write down something you did well in your Douglass paragraph, and one thing you will work to improve on the next paragraph.
• Class discussion about opener: What evidence did we find? How does this show the shift in power? Create a class "idea board"
• Formative Assessment: Write a strong paragraph (FORMATIVE ASSESSMENT will be graded on Criteria A i, ii, iii, B ii and D ii, iii) with double points for improvement in your focus area. In class. Turn in notebook when done for notebook checks and grading. (no closure)

Homework

• Due Monday 9/24 (For points.. do it correctly.) Morphology Lesson #2

Agenda 9/19/18

• Fill in TOC pgs 32-33 "Douglass DJs"
• Fill in TOC pgs 34-35 "Hot Dogs and Wild Geese"
• Fill in TOC pgs 36-37 "Language Creative Homework"
• Opener: Continue to complete (in partners) the 2 DJs for Douglass ALSS Question #3 TB pg 760 (one narrative, one description) NB pg 32
• Lesson: Review DJs with targeted questioning (whole class)
• NB pg 33, Write a paragraph for CAE question #1 TB pg 760.
• Class discussion: What elements do we expect to see in a paragraph? What should we pay attention to? (Use CCSS Writing 2 subsets to make sure we have all the required parts)
• Read "Hot Dogs and Wild Geese" by Firoozeh Dumas TB pg 777
• Closure: Do 1 DJ each NB pg 34 for ALSS questions 1 and 2 TB pg 779 (if not finished in class, homework)

Homework

• Due 9/21: Complete vocabulary in context activity and DJs if not finished in class

• Fill out TOC 30-31 "Douglass"
• Opener: The society Douglass lived in passed laws to prohibit one group from having access to education-- specifically, preventing them from reading and writing, as a means of controlling that group. To what extent do you see a similarity to governments today that legally prohibit the education of specific groups?
• Review Morphology Lesson #1
• Look for our morphemes throughout the reading
• Closure: Dialectical Journals for Douglass ALSS 1, 3 TB pg 760
• Homework: none

• Morphology Lesson #1
• Read your Formative Assessment response and grade it on the MYP rubric
• Fill in TOC pg 28-29 "Frederick Douglass"
• Opener: NB pg 28: What score on Criterion A of the MYP year 5 rubric for Language and Literature would you have given yourself for the formative assessment we did on "The Tell-Tale Heart" last Friday and why?
• Look at comparison paragraph and then revise your own Formative Assessment
• Small Groups Discussion: What does the Douglass text have to do with language and power?
• Teach Dialectical Journal process
• Closure: none

Homework

• Due Monday, September 17 Finish Morphology Lesson #1

TUESDAY, September 9, 2018 (Sorry guys- I was out today and didn't have my computer... because it got packed in the move!)

Work: Read "The Narrative of the Life of Frederick Douglass" pg 754-760 and answer the "Understanding and Interpreting"

Agenda

• Opener: Quickwrite: How did you learn to read and write? Who taught you? What did it mean to you? Are there any words that stuck out to you during that time? (I will check your notes during this time.)
• Fill out NB TOC 26-27 "Miscommunication"
• Catcher in the Rye excerpt TB pg 48
• Dickinson activity TB pg 49 in partners
• "Slam, Dunk & Hook" read together and analyze in Socratic Groups.
• "The Tell-Tale Heart" Formative Assessment
• Closure:n/a

Homework

• n/a

Agenda, September 5, 2018

• Fill out NB TOC pg 22-23 "Analysis Practice" and pages 24-25 "Language and Style Notes"
• Opener: Analyze the painting below (Observe, Identify Patterns, Draw Conclusions)
• Lesson: Re-read The Scarlet Letter TB page 42 excerpt and complete analysis process on page 22 NB together and in partners.
• Read A Raisin in the Sun excerpt TB page 43 and complete analysis process in partners on page 23 NB.
• Closure: Write a thesis statement for a literary analysis essay about the excerpt from A Raisin in the Sun.

Homework

• Due Friday, September 7, 2018 Take Cornell Notes on NB p. 24-25 of TB p. 44-48 (to end of poem, don't take notes on "Analyzing Style and Tone". Topic: Language and Style EQ: What are the elements of language and style in literature? Objective: To be able to identify the elements of language and style.

Agenda, August 31, 2018

• Fill out NB TOC pg 20-21 "Theme and Lit. Analysis"
• Opener: Where were you born and where did you grow up?
• Lesson: Review theme activity page 31 (teacher checks and stamps homework)
• Review plot, conflict, point of view, setting, characterization (STEAL acronym)and theme.
• Read "Popular Mechanics" by Raymond Carver and review observations.
• Read excerpt from "The Scarlet Letter" by Nathanael Hawthorne.

Homework

• None

AGENDA

*Hi guys! Sorry I couldn't be there. Please make the BEST use of this time today by getting all caught up. I expect to hear an excellent report upon my return. Feel free to work individually or respectfully with your elbow partner.

• Fill out Notebeook (NB) TOC pgs 14-15 "August 29, Literacy" TOC pgs 16-19 "Chapter 2 Notes"
• Opener: Look at the painting "The Persistence of Memory" by Salvador Dali on page 29 in the textbook (TB) and complete the analysis activity.
• Lesson: Go back to Persepolis TB page 20. Read and complete the analysis questions.
• Revise and question your homework notes on NB pages 12-13. I will check and grade for completion on Friday.
• IF there is time (this will be decided by the sub, not by you!) Complete the theme activity on TB pages 30-31.
• Closure: Reflection: We've analyzed 3 texts, a photograph (Life Goes On, Checha, Ecuador), nonfiction text (The Shallows), and a graphic novel (Persepolis). What is the same about analyzing these different types of texts? What is unique about each type?

Homework

• Due Friday 8/31: Cornell Notes TB pgs 32-38 on NB pages 16-19 (I'll give you 4 pages just in case you need the space!) Notes and summary only.

• Fill in TOC pg 10-11: "Aug 23 Analysis" and pg 12-13 "Chapter 2 Notes"
• Opener: Literacy and Context
• Lesson: Read pages 10-15 take notes and complete activities in class
• Partner check notes (++Δ)
• Textbook pg 16 Life Goes On, Checha, Ecuador Analysis (whole class)
• Closure: Textbook pg 18-20 The Shallows: What the Internet is Doing to our Brains by Nicholas Carr Analysis (in pairs)

Homework

• Finish The Shallows if unfinished in class
• Due Weds 8/29: Revise and question today's notes
• Due Weds 8/29: Take Cornell Notes on textbook pages 25-28 (notes and summary only.. no revisions or questions) on pages 12-13 in your notebook

AGENDA- AUGUST 23

• Fill in TOC pg 8-9 "Aug 23: Literacy and S.O.I" (glue in TOC pgs 121-160!)
• Page 8: Opener: Thinking about Literacy Communities
• Lesson: break down Statement of Inquiry: Style and point of view determine communication in developing identities, beliefs and values. (How does this connect to our opening activity?)
• Take Cornell notes pages 5-7 (literacy communities and types of texts)
  • Set up page with topic (literacy)
  • Objective (I will begin to learn about the role of literacy and literacy communities in my life. I will take Cornell Notes and complete the entire process. I will know the Statement of Inquiry and my unit assessment. )
  • Essential Question: How do different aspects and types of literacy impact my awareness of a text?
  • Notes: with a partner
• Closure: Activity page 7-9 a, b, c about different types of literacy.

Homework

• Due Monday 8/27: Notes revised with questions

This year is going to be amazing! We will work hard and be better readers, writers, thinkers and communicators at the end of the year!

If you are reading this website before school starts-- wow! You're amazing! How did you even know about this site? Here are the supplies we recommend you buy for the course:

• Composition notebook (college ruled if possible)
• Blue and/or black pens (need to erase? buy erasable pens!)
• A red, purple or green pen for revisions
• Highlighters in at least 2 colors
• A planner (having one on your phone is ok with me)

We will be reading the following books throughout this course. We recommend that you purchase a copy (used is okay!), but you may also check out these books from the LCHS library. I suggest buying them early, but we won't begin reading them until late November.

• Night by Elie Wiesel
• Fahrenheit 451 by Ray Bradbury
• Othello by William Shakespeare

Agenda

• Find your seat/ All About Me Card
• Sit/Stand Game
• Syllabus Video (inc. recommended materials and website)
• Textbook Checkout (12:50 6th; 2:15 8th)
• (break in bindings/cover books) Click here for a video about HOW to cover your books.
• Goals and Intentions for this class (Backwards mapping from post-high-school goals)
• Spelling Inventory
• Time Capsule Card

Homework

• AUGUST 21 Procure required materials (purchase or through me)
• AUGUST 21 Signed Syllabus
• AUGUST 21 Covered Book (Bring it every. single. day.)
• AUGUST 21 Photo day! Look your best!