ENGLISH II WEEK 2, QUART 3

OBJECTIVES: 1 ST 4 WEEKS COURSE LEVEL EXPECTATIONS R1I: Text to text (information and relationships in various fiction and nonfiction works) R2C: Analyze the development of theme across genres R2B and R3B: Analyze previous literary techniques, figurative language and sound devices (irony, imagery, repeated sound) R2C: Demonstrate comprehension skills previously introduced R3C: Analyze and evaluate faulty reasoning and unfounded inferences

MONDAY, 1/12 OBJECTIVES: DOL & VOCAB. CHECK (drama terms) VIDEO—FINISH JULIUS CAESAR –TRUE/FALSE TEST WEEK AT A GLANCE: MON—INTRO. –TRAGEDY TUES.-ACT I –SHAKESPEARE WED.-ACT I THURS.—QUIZ & ACT II FRI.-BANQUET & SILENT READING ASSIGNMENT: VOCAB. PACKET VOCAB. PACKET

TUESDAY, 1/13 OBJECTIVES: DOL & VOCAB. CHECK (drama terms)--LATE VOCAB. PACKET JULIUS CAESAR –TRUE/FALSE TEST WEEK AT A GLANCE: ASSIGNMENT: BRING WORKBOOK

WEDNESDAY, 1/14 OBJECTIVES: DOL & VOCAB. CHECK—10 TERMS VOCAB. PACKET JULIUS CAESAR –ACT I WEEK AT A GLANCE: ASSIGNMENT: BRING WORKBOOK VOCAB. PACKET

THURSDAY, 1/15 OBJECTIVES: DOL & VOCAB. CHECK—10 TERMS VOCAB. PACKET JULIUS CAESAR –ACT I WEEK AT A GLANCE: ASSIGNMENT: VOCAB. PACKET

FRIDAY, 1/16 OBJECTIVES: DOL—Read Introduction on William Shakespeare in Packet –Highlight important points JULIUS CAESAR –Banquet & ACT I –Vocab. WEEK AT A GLANCE: ASSIGNMENT: VOCAB. PACKET –Five terms completed

CP ENGLISH III WEEK 2, QUARTER 3

MONDAY, 1/12 OBJECTIVES: REGISTRATION 1818 FINISH NOTES (TIME ALLOWS) WEEK AT A GLANCE: MON TUES.-SHOW DON’T TELL –FINISH NOTES –CHIP ACTIVITY (SENSORY DETAIL) WED-SHOW DON’T TELL –DIALOGUE RULES –CREATING DIALOGUE THUR.-DESCRIPTIVE ESSAY –ASSIGNMENT –NOTES FRID.-FIGURATIVE LANGUAGE –“MAY THE FORCE BE WITH YOU”ASSIGNMENT: JOURNAL # 8

JOURNAL # 8: TIME CAPSULE You are leaving a time capsule to be opened 100 years from now. What object would you place inside the capsule? And why? 100=description50=explanation

TUESDAY, 1/13 OBJECTIVES: JOURNAL #9- STEINBECK DESCRIPTION FINISH NOTES FINISH NOTES JOURNAL #9 ASSIGNMENT: JOURNAL #9— HAPPY PLACE

JOURNAL #9: HAPPY PLACE READ THE FOLLOWING EXCERPT FROM STEINBECK’S EAST OF EDEN, WHERE HE DESCRIBES SALINAS VALLEY. NOTE THE DESCRIPTIVE DETAILS (SENSORY). ALSO THE NOTE THE SPATIAL SEQUENCING (THE WAY IN WHICH HE ORGANIZES HIS DESCRIPTION). –Spatial (“space”)—picks a point to start the description and moves logically from point A to point B, etc.

JOURNAL #9: YOUR HAPPY PLACE Steinbeck wrote about what he knew, what he observed, having come from Salinas. For his reader he wants to paint a picture of Salinas through his words, his description (IMAGERY). NOTE THE TONE—Is this Steinbeck’s “Happy Place”? Just like Steinbeck, imagine the place you know best, the place that brings you comfort—your “happy place.” Then, paint that picture for your reader. Bring it to life with descriptive detail.

Spatial Organization Movies often begin with the camera focused on an individual. Do you remember "Forrest Gump"? The movie begins with the image of Forrest sitting on a bench with his box of chocolates talking to the persons next to him. As the camera pans around we learn more about the town in which Forrest has grown up. The director uses the focused camera view to move from the smaller to the larger picture. This method of organization causes the audience to take a viewpoint and slowly expand it until the larger situation is revealed. Little by little audience comes to understand the complexity of the whole situation or story. Then, we "flash back to Forrest's life as a young child and learn through sequence of time about Forrest Gump's life. Both spatial or time sequence can be used to reveal the details.

JOURNAL #9: YOUR HAPPY PLACE OBJECTIVES: –150 WORDS –SENSORY DETAILS—3 OF 5 –SPATIAL ORGANIZATION

WEDNESDAY, 1/14 OBJECTIVES: EXPOSITORY RIDDLE FINISH NOTES FINISH NOTESASSIGNMENT: JOURNAL #10: EXPOSITORY RIDDLE

RHETORICAL SITUATION What Occasion Played A Great Cause Give example of different writing types you’ve done/completed? What was the occasion/purpose/audience regarding these various pieces? Rhetorical Situations Writer Occasion—what motivates you to write Purpose—the effect you wish to have on audience –Express feeling, report findings, explain ideas, evaluate objects, propose solutions, argue positions, etc. Audience—what is the audience for this class? This is a community of writers/peer revisers –Writing Triangle; consider topic and reader together Genre—personal essay=creative non-fiction Context—rhetorical and social context –When we read—we think about author, place of publication, ongoing conversations about topic, and social/cultural context. –When we write—we think about where it may be read/published and what conversations already exist on the topic.

WRITING TRIANGLE WRITER TOPICAUDIENCE

WRITING PROCESS Can So Do Rewrites Writing Process—Recursive process—a flow back/forth and in-between steps. CollectShapeDraft Revise—“To resee” –Revising different than Editing; Editing—focus on minor changes (word choice, grammar, usage, punctuation) –Multiple Drafts

THESIS: Inductive vs. Deductive Thesis, claim, main idea, dominant idea/insight –With observing/remembering essay—dominant idea/insight –Related to PURPOSE –You accept and reject information based on the main idea –Reader—uses main idea (stated or unstated) in constructing meaning. Introducing Inductive and Deductive Reasoning –Inductive—draw a general conclusion from personal observation/experience, facts, reports, stats, etc.; building of material/ideas, insight revealed at the end. –Deductive—presents thesis/hypothesis, then reveals support through details; insight revealed at the beginning.

Journaling: Mind Sprints What is a “mind sprint”? Quick writing; a free flow of ideas Subject—something you already know, can observe, or recall from experience. –FOCUS –Any subject—valid It’s an exploration— don’t have to have a preconceived insight Don’t worry about grammar, spelling, etc. while writing 5-10 minutes

OBJECTIVES: 1 ST 4 WEEKS COURSE LEVEL EXPECTATIONS R1I: Text to text (information and relationships in various fiction and nonfiction works) R2C: Analyze the development of theme across genres R2B and R3B: Analyze previous literary techniques, figurative language and sound devices (irony, imagery, repeated sound, allusion, parallelism, analogy, understatement) R2C: Demonstrate comprehension skills previously introduced R3C: Analyze and evaluate faulty reasoning and unfounded inferences

WRITING OBJECTIVES DESCRIPTIVE ESSAY W1A: Writing Process W2B: Compose text with: Freshness of thought W2D: Compose text using: Precise/vivid lang. Tech.: imagery, humor, voice, & figurative lang. W2E: Conventions

THURSDAY, 1/15 OBJECTIVES: EXPOSITORY RIDDLE—SHARE AND TURN IN SHOW DON’T TELL –CREATING A DIALOGUE ASSIGNMENT:DIALOGUE

FRIDAY, 1/16 OBJECTIVES: FINISH DIALOGUE ASSIGN NOVEL ASSIGNMENT: THE AWAKENING— –CH. I-V –NOTE THE FOLLOWING: CHARACTERS PLOT SETTING EMERGING THEMES

PUBLICATIONS WEEK 2, QUARTER 3

MONDAY OBJECTIVES:ALL –PERFORMANCE SHEETS YEARBOOK –DEADLINES –NEED TO SEE: SARAH, JANEL, CHRISTINA NEWSPAPER –INDESIGN ASSIGNMENTS: –YB WED—TO AMANDA –NEWS APPLICATION FOR NEXT YEAR’S STUDENTS INDESIGN MANUAL

Tuesday OBJECTIVES:YEARBOOK –DEADLINES –Need more packets NEWSPAPER –INDESIGN –Need more packets ASSIGNMENTS: –YB WED—TO AMANDA –NEWS APPLICATION FOR NEXT YEAR’S STUDENTS INDESIGN MANUAL

Wednesday OBJECTIVES: All-pictures from Staffen YEARBOOK –DEADLINES –Need more packets NEWSPAPER –INDESIGN –Need more packets ASSIGNMENTS: –YB WED—TO AMANDA –NEWS APPLICATION FOR NEXT YEAR’S STUDENTS INDESIGN MANUAL

Thursday OBJECTIVES:YEARBOOK –DEADLINES NEWSPAPER –Articles ASSIGNMENTS: –YB WED—TO AMANDA –NEWS APPLICATION FOR NEXT YEAR’S STUDENTS INDESIGN MANUAL

Friday OBJECTIVES:PICTURESYEARBOOK –DEADLINES!!!! NEWSPAPER –Articles –Assist YB (THAT’S YOU PATRICK ) ASSIGNMENTS: –WORK DAYS –APPLICATION FOR NEXT YEAR’S STUDENTS –INDESIGN MANUAL