English II—January 20, 2015 Bell work: What was life like for your parents/guardians when they were your age? How was their life similar/different to your life? Homework: – Study Island homework (Cultural Literature) due Friday at midnight. – Unit 4 grammar test next Monday (January 26) – Lesson 1 vocabulary test next Tuesday (January 27) – Independent Reading Project (double-entry journal and Book Talk presentation) due February 2 (two weeks from today)

English II—Lesson 1 Vocabulary 1. precipitous: dangerously high or steep. 2. subtle: delicately complex and understated. 3. muted: quiet and soft. 4. zealous(ly): intensely active, devoted, or diligent. 5. obliterate: to remove or destroy all traces of; do away with; destroy completely.

English II—Lesson 1 Vocabulary 6. conscientious(ly): controlled or done according to one’s inner sense of what is right; principled. 7. chronology: the sequential order in which past events occur. 8. permeate: to pass through or every part of. 9. brink: a crucial or critical point, especially of a situation or state beyond which success or catastrophe occurs. 10. disperse: to drive or send off in various directions; scatter.

Why Study Sentences? To ensure we write complete sentences. To learn to vary our sentence structure (syntax). To make us better writers and proofreaders! S

Review Main clause: a clause that can form a complete sentence standing alone, having a subject and a predicate. Also referred to as an independent clause. Subordinate clause: a clause, typically (not always) introduced by a subordinate conjunction, that forms part of and is dependent on a main clause. Also referred to as a dependent clause. A simple sentence contains a subject and a verb, and it expresses a complete thought. A compound sentence contains two independent clauses joined by a coordinating conjunction.

Complex Sentences A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinating conjunction or a relative pronoun. – When he handed in his homework, he forgot to give his teacher the last page. – The teacher returned the homework after she noticed the error. – Even though they would rather watch TV, the students are studying because they have a test tomorrow.

Compound Complex Sentences A compound-complex sentence is made from two independent clauses and one or more dependent clauses. – Although I like to go camping, I haven't had the time to go lately, and I haven't found anyone to go with. – We decided that the movie was too violent, but our children, who like to watch scary movies, thought that we were wrong.

English II EA1: Writing About My Cultural Identity p. 46 Scoring Guide What do you need to know to be successful on this assignment? What do you need to be able to do to be successful on this assignment? Understand and apply the term conflict to cultural situations. Write a reflective expository essay using an effective organizational structure and techniques. Examine or convey complex ideas, concepts, and information. Develop a topic with well-chosen, relevant, and sufficient evidence appropriate to the audience’s knowledge of the topic. Work through all stages of the writing process. Use varied types of phrases and clauses to convey specific meanings and add interest to writing.

“Two Kinds” of Cultural Identity My family’s cultural heritage is an ethnic hash. My parents actively help me appreciate out family’s cultural heritage. I sometimes feel in conflict with my parents because we define our cultural identities differently.

“Two Kinds” of Cultural Identity Chunk 1 – 1. Summary: Jing-mei’s mother lost everything when she moved from China to America. Her mother has left the old culture behind, and has completely embraced the Western culture. Jing-mei wants to fit in too, so she willingly submits to her mother’s. She wants her daughter to become a prodigy so the family can be rich, and Jing-mei wants her parents to be proud of her accomplishments. – 2. Conflict: Jing-mei vs. her mother (external conflict). Jing-mei’s mother insists she become a prodigy. Jing-mei feels if she doesn’t become a prodigy, then she will “always be nothing”. (internal conflict) – 3. New vocabulary: prodigy—a young person endowed with exceptional qualities or abilities. reproach—to express disapproval or disappointment. clamor—a loud and confused noise

“Two Kinds” of Cultural Identity – 4. Key ideas and details: Jing-mei and her mother are working as a team. “I was just as excited as my mother.” – 5. Figurative language: Shirley Temple, Peter Pan, Christ, Cinderella (allusions); “Instead of getting big fat curls, I emerged an uneven mass of crinkly black fuzz.” (imagery) – 6. Tone: excited, worried – 7. Diction: Jing-mei makes comments that reveal that her family might not approve of her. Her parents want her to be better.