1. English II Honors—January 13, 2016 Daily warm-up: Do your parents have plans for your future that don’t match with your plans? What are they, and does it ever cause conflict between you and your parents? Explain. Homework: – Complete Reading Plus diagnostic by Friday. – Study for Lesson 3 and 5/Unit 1 Vocabulary Quiz (Monday). – $5 Lab fee due Friday.

2. English II Honors—Lesson 3 Vocabulary Digression – noun – temporary departure from the main subject in a speech or writing. Dispassionate – adj.- not influenced by strong emotion, and so able to be rational and impartial Disposition- noun – a person’s inherent qualities of mind and character Infamous- adj. – well known for some bad quality and deed Protracted – adj.- lasting for a long time or longer than expected Regress- verb- return to former or less developed state Retort- noun- a sharp, angry, or wittily incisive respond to a remark Systematic – adj.- done or acting to a fixed plan or system Torsion- noun- the act of twisting or the state of being twisted Traction- noun- the action of drawing or pulling something over a surface

3. English II Honors—Lesson 5 Vocabulary giddy: adj. having a sensation of whirling and a tendency to fall or stagger; dizzy. V. make (someone) feel excited to the point of disorientation. interminable: adj. endless. wary: adj. feeling or showing caution about possible dangers or problems. convoluted: adj. extremely complex and difficult to follow. evade: V. escape or avoid, especially by cleverness or trickery. innocuous: adj. not harmful or offensive. enhance: V. intensify, increase, or further improve the quality, value, or extent of. insuperable: adj. impossible to overcome. endorse: V. declare one's public approval or support of. sign (a check or bill of exchange) on the back to make it payable to someone other than the stated payee or to accept responsibility for paying it impede: V. delay or prevent (someone or something) by obstructing them; hinder.

4. Unit 1 Vocabulary Academic Vocabulary Literary Terms Synthesis Perspective Argument Claim Counterclaim Concession Refutation Voice Syntax Conflict Theme Thematic statement Allusion Symbol Image Figurative language

5. Writing About My Cultural Identity In this unit you will read poetry, short stories, and essays—all focusing on some element of cultural identity. As we read, we will focus on the question: What is your personal cultural identity, and how does it affect the way you see the world? Cultural perspectives are shaped by family, life experiences, and perceptions about the world around you. You will explore all of these as you prepare to write your reflective essay about your cultural identity. Unit 1 EA1: Your assignment is to write a reflective essay about your cultural identity. Unit 1 Embedded Assessment 1 p. 4

6. 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.

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

8. During Reading As we read Amy Tan’s short story “Two Kinds,” look for evidence of conflict between two generations and two distinct perspectives about culture. Look for answers to these questions: – What is the reason for the conflict? – How is it resolved? – How does the conflict connect to the meaning of the work as a whole?

9. “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 – 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 that supports tone: “In all my imaginings I was filled with a sense that I would soon become perfect; my mother and father would adore me.” “If you don’t hurry up and get me out of here, I’m disappearing for good.”

10. “Two Kinds” of Cultural Identity Writing Prompt In the story “Two Kinds”, Jing-mei faces a mixture of struggles to come to terms with her cultural identity. As an adult, she finally becomes content with who she is—neither a prodigy or a failure, but a combination of the two. – Think about a conflict you’ve had trying to figure out your cultural identity. Was it an external conflict or internal conflict? Has the conflict been resolved or is it still something you struggle with? Write a paragraph (6-8 sentences) describing the conflict and answering the questions.