English 11

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Common Core Standards

Reading Informational Text        Reading Literature        Writing        Speaking & Listening        Language

Week 10:A Final Prosecution of The Crucible3-7 October
 MondayTuesday Wednesday Thursday Friday 
 Go over 1D Chick Fil-A Narrative

Watch Acts 1 & 4 of The Crucible (1996)

Choose one character from the play that you would prosecute or defend with a closing speech.
Create a checklist of five Rhetorical devices you might use in your speech Wednesday
  1. Rhetorical question
  2. Parallel structure
  3. Repetition
  4. Rule of 3
  5. Imagery
  6. Sound devices
  7. Emotive language
  8. Contrast
  9. Hyperbole

Time for work on Narrative Essays

Time for work on speeches
Crucible Advocate Speeches

No School

FALL BREAK

Parent-Teacher Conferences 1-7 p.m. 
 No School

FALL BREAK

Administrative Day for teachers & staff


Week 9:A Final Prosecution of The Crucible3-7 October
 MondayTuesday Wednesday Thursday Friday 
 Go over 1D Chick Fil-A Narrative

Watch Acts 1 & 4 of The Crucible (1996)

Choose one character from the play that you would prosecute or defend with a closing speech.
Create a checklist of five Rhetorical devices you might use in your speech Wednesday
  1. Rhetorical question
  2. Parallel structure
  3. Repetition
  4. Rule of 3
  5. Imagery
  6. Sound devices
  7. Emotive language
  8. Contrast
  9. Hyperbole

Time for work on Narrative Essays

Time for work on speeches
Crucible Advocate Speeches

No School

FALL BREAK

Parent-Teacher Conferences 1-7 p.m. 
 No School

FALL BREAK

Administrative Day for teachers & staff

Week 8:The Crucible and a Tragic End26-30 September
 MondayTuesday Wednesday Thursday Friday 
Sexy Sentence: The Crucible, Act 3

Watch the end of Act 3, 1996 movie version

Compare how it reads in the text with how it is filmed. What are some strengths/weaknesses of the following genre:
text
play
movie
Dilemma: what's more important to you: life or legacy?


Vocabulary: Identify synonyms & antonyms from The Crucible, Act 4

Read The Cruicble, Act 4, pp 200-206

CFA Catastrophe: write an accusation against a suspect in the 2nd person
 Research: MLA Practice: Look up missing information from sources.

Finish reading The Crucible, Act 4, pp 207-212

CFA Catastrophe: now take one of your suspects and write a confession for her/him in 1st Person
 Time for work on 20% Project

Blogs:
TEAM+ format, include links to sites you used

Due Thursday at 3:00

Week 7:The Sources of Satan19-23 September
 MondayTuesday Wednesday Thursday Friday 
Read The Crucible, Act 2, pp 164-170 "Problems in the Proctor Household"

Text-based question: write an argument stating which of the Proctors you side with: Elizabeth or John?
Read The Crucible, Act 2, pp 171-178.
"Hale Accosts the Proctors"


 CFA Catastrophe: Come up with a list of suspects for your tale.
Read The Crucible, Act 3, pp 180-188
"Danforth will Stop at Nothing"


Text-based question: What evidence does the Salem court seem to have against the Correys?
Research: MLA Practice 9/22

Read The Crucible, Act 3, pp 189-195

CFA Catastrophe: find evidence for the scenario you are writing about. 
Time for work on 20% Project

Blogs:
TEAM+ format, include links to sites you used

Due Thursday at 3:00

Week 6:Something's Afoot in Salem12-16 September
 MondayTuesday Wednesday Thursday Friday 
Correct Mr. Dittes's draft of "What is an American?" essayClassroom Discussion. Based on evidence from the opening pages (136-37) make predictions and assumptions about the story we are about to read.

Text-based question, TC, ct 1

What happened in Salem, exactly? Based on evidence from the story thus far, tell what you think really went on in the woods or in the hearts of the Salemites.
Text-based question, TC Act 1. 

Identify what motivates two of the characters we have met so far in the play, and why their motives may be suspect.

CFA Catastrophe: describe the scene of the bombing, include any telling details that might add pathos
Text-based question, TC Act 1b: add Reverend Hale and Tituba to your columns from yesterday.  
What seems to motivate them in this scene?

CFA Catastrophe: Motive. Why might someone have wanted to commit this horrible crime? Come up with two-three scenarios. 
 First day to work on 20% Projects

Blogs:
TEAM+ format, include links to sites you used

Due Thursday at 3:00


Week 5:We visit an Angry God5-9 September
 MondayTuesday Wednesday Thursday Friday 
 No School

Labor Day
 Watch Xiuhtezcatl, Indigenous Climate Activist at the High-level event on Climate Change"
1. Identify main idea
2. Identify four rhetorical devices used by Xiuhtezcatl
3. TEAM: Do you agree with Xiuhtezcatl? Use evidence from his speech that you found persuasive/not

Read "Sinners in the Hands of an Angry God"
What is an American Essay due

20% Project Pitches 

Go over
GIVITUP
  First day to work on 20% Projects

Blogs:
TEAM+ format, include links to sites you used

Due Thursday at 3:00

Week 4: American #BlackLivesMatter?29 August-2 September
 Monday Tuesday Wednesday Thursday Friday
Review 20% Questions from Friday

Rhetorical devices in Literature

"The Gettysburg Address" by Abraham Lincoln
annotate for main idea, evidence, challenging words
TEAM outline: which evidence was most persuasive in Lincoln's effort to build support for the federal government?


Review Rhetorical Devices from "The Gettysburg Address"

The Gettysburg Address: 
1. can you find a main idea that Lincoln is addressing about the war--the war dead?
2. Can Ss restate that main idea as a rhetorical question?
3. Propose additional lines for Lincoln's speech that address poetic devices
imagery
rhyme or onomatopoeia
hyperbole

TEAM Paragraph who is the "we"? Who isn't?





Prep for 20% Presentation Pitches:
Create a single sentence that describes what your project will accomplish this semester.

I did (what you created, demonstrated) to (the reasons why you wanted to learn or create this) for (audience, people who would be inspired by your idea).

How did Takei, the Japanese-Americans respond to their country?

Compare Takei's experience with Colin Kaepernik
Are they being American?

Prep: CREAM
Claim
Retort
Evidence
Analysis
Meaning

Read from "Between the World and Me"
annotate for main idea, evidence, challenging words, agree/disagree
CREAM: Agree or disagree with one of Coates's claims.




Quiz: Rhetorical devices and their uses.

ACT-style vocabulary from
"Between the World and Me"

Song lyric: "The Bonnie Blue Flag"
What were Confederates fighting for?

from "Between the World and Me"

Discuss "Between the World and Me"
What is "the Dream" (50-54)? (RI 4)
Why does Coates reference The Dukes of Hazzard in the essay? (SL 2)

Writing
In a paragraph (15 pts) or outline (12 pts). Both Abraham Lincoln and Ta-Nehisi Coates defined the "American Dream" in their writings. Write an essay in which you describe whose Dream bestdescribes America today. Use evidence from both texts in your answer (W2)



20% Presentation Pitches

Written test: 
What is an American? Write an essay that proposes a definition that would describe Americans today. Use examples from among the three texts in this unit
"Letters to an American Farmer"
"Chief Seattle's Speech"
"The Gettysburg Address"
"Between the World & Me" (W1)


Week 3: Are Natives American?22-26 August
 Monday Tuesday Wednesday Thursday Friday
Grammar from papers(Copy these into your notebook and correct them)

Notice-wonder-connect: "Lakota Dream Song"

Read "Chief Seattle's 1854 Oration
Annotate for 
* Main Idea
EV evidence the author uses
?  Challenging words, sections

Discussion: who is Chief Seattle speaking to here?
1-paragraph: answer the question above.
ACT-style Vocabulary: Chief Seattle's 1854 Oration

Notice-wonder-connect: Native American Artifacts

Re-read paragraph 1: What is the context of Seattle's speech?

Re-read text: look for terms/ideas that are crucial to getting Seattle to accept the deal.

T-E-A-M Paragraph: would you consider Chief Seattle to be an American? Use evidence from the speech in your answer.




ACT-style vocabularyfrom "Chief Seattle's 1854 Oration"

How did Takei, the Japanese-Americans respond to their country?

What was the main idea in Chief Seattle's speechthat we read yesterday? (RI 2)

Create a T-E-A-M outline identifying the main idea and supporting it with evidence and analysis. (W 5)

How did Seattle organize his speech? Work with a partner to identify the meaning of each paragraph. (RI 5, W 5)


Grammar matters: sentences from the speech
Identify separate clauses in the sentence from (1) lines 23-25 and 80-84)
What can we learn about ways to separate clauses in a sentence from these two examples?

Chief Seattle's speech: what are significant differences between the Indians and the white men that Seattle identifies in the speech? (RI 3)

In-class TEAM Outline (multiple examples): You have been commissioned by President Pierce to propose a plan in which Chief Seattle's concerns will be addressed. Do you think there are ways that whites and Indians can live together or apart?
Address Chief Seattle's concerns in an OUTLINE using three or more examples. (W 5)



BONUS: Where did Chief Seattle live? What tribe did he lead? 
Answer in your own words and include a link to the web page where you got your answer. (Up to +3) (W1)
Work on 20% Project

Identify a focus. Use this worksheet to outline your goals for the 20% Project this semester.

Questions should seek
information you can research


Week 2: An America Past15-19 August
 Monday Tuesday Wednesday Thursday Friday
Grammar from Papers

Review: TIDE for writing

Time to revise and improve last week's Immigration Judge essay
ACT-style Grammar 8/15

Read "Letter III" by John le Crevocouer

Annotate for
♦ Main idea(s)
! something you agree with
X something you disagree with
?  phrases that are unclear or questionable
ʘ challenging words or phrases

TEAM Paragraph: What kind of person is the writer of this text?

ACT-style Vocabulary from "Letter III"

Re-read Letter III: What is an American?
Crevecouer insists that Americans are different from Europeans. In your notebook, create a two-column chart and jot down three or more differences Crevecouer notes.

Read the body of the article: 
annotate 
A for descriptions of Americans, 
E for descriptions of Europeans

TEAM Paragraph:
Do you think Crevocouer's descriptions still apply to Americans?


View Mr. Dittes's exemplar essay on"What is an American?"

Highlight the thesis, evidence and analysis that Mr. Dittes used

Re-read Letter III: What is an American?
What does Crevecouer mean when he calls America an "asylum" on line 60?.

Finding a passion for the 20% Project

Fill out the questionnaire

Week 1: American Discovery8-12 August
 Monday Tuesday Wednesday Thursday Friday
Introductions

Go over class syllabus

Find your semester grade today.

Opening writing activity: What kind of war? (from The Yellow Birds)


School Rules: Attendance
With a partner, write an excuse letter. Be sure to include how many absences you have used.

Getting into Google Classroom

What is an American? Write your answer. Write three answers you find. Then find one picture that defines an American. Make sure these are in your Google Doc. Share with Mr. Dittes




 School Rules: Dress Code
Given different pictures, tell whether or not students are conforming to dress code.

Review American Images from yesterday

Read:Hudgins "What is an American?
Discuss: who is speaking in this letter? Is he really an American?

Notebook: take a side or build upon an observation your heard in the class.

Google+: match an image with a quote from Crevecouer

School Rules: Medication & Zero Tolerance Policy

ACT-style vocabulary: "What is an American?"

Re-read "What is an American?"
How is the paper organized? Can you find the main ideas in the intro or conclusion?

Review terms of the informative essay.

TEAM: a guide to better understanding and better writing

Re-read What is an American?
You are an immigration judge, deciding whether to allow Giustino DiCamillo into the country. All he has is his Italian passport and this letter written from the future by his grandson. Would you let him in?.



    



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