ENGLISH
2 ACCELERATED DAILY ASSIGNMENTS
SPRING 2008
1/15
Tuesday
Sample short essays from
final exam to be distributed and posted on overhead, 4 total
(names eliminated); essays represent 3 levels of competency: high, medium, and
low.
Students will read each
short essay silently; then, in small groups, students will discuss the merits
and problems with each essay, and explain why they have ranked it high, medium
or low (based on criteria posted on board as well as their own knowledge and
experience). One student will act as a recorder (notes to be turned in);
finally, whole class will discuss the strengths and weaknesses of each essay.
Final
exams returned for perusal - must be returned as not everyone has taken final -
to be returned for good later.
1/16 or
1/17 Block Day
1) Think and Write:
“Road Trip” (prompt on overhead - write response in notebook)
2) Share responses
3) New Novel: The
Bean Trees by Barbara Kingsolver
3 main areas of
focus:
a. Writing Style and
author’s use of Figurative Language
b. Character Development
and the Hero’s Journey
c. Social Issues/Writing
as Social Commentary
4) Chapter One - read aloud in class
5) Map of the
6) HW: Read Chapter Two
1/18
Friday
1) Pop Quiz!
2) Self-Correct in class
& turn in for credit (will be returned and should be kept as a resource and
study guide for upcoming tests, essays and assignments)
3) Notebook Activity:
Set aside at least 1/2 a page for each of the main characters in The Bean
Trees (Taylor and Lou Ann); In narrative, bullet, list or chart format (up
to you) write down your first impressions of each (consider: who
are they? physical and personality traits, how they view themselves, how others
view them, etc.)
4) Discuss Novel thusfar; begin reading Chapter Three time permitting
5) HW: Over 3 day
weekend please read through Chapter Four.
1/22
Tuesday
1) Reading Response
Questions for Chapters Three & Four (in Notebook)
2) Literary Terms:
Figurative Language: Symbol (review) Simile, Metaphor, Personification
For today, record
definitions and provide examples of Simile and Metaphor in Literary Terms
section of notebooks
3) Time permitting: Begin
Reading Chapter Five
4) HW: Finish Chapter
Five (and Six - 4th period) - AND - Find a minimum of 4 similes from the first
5 chapters of the novel and record them as well as their page number (typed or
neatly in blue or black ink) and bring to class on BLOCK Day.
1/23 or
1/24 BLOCK DAY
1) New Vocabulary Words!
(2nd & 3rd)
2) Reading Response
Questions for Chapter Five “Harmonious Space” (In Notebook)
3) Activity: Simile
Illustration - may be completed individually or in pairs ONLY.
Share the similes you
gathered for homework. Discuss their meanings, and try to imagine what they
would look like in a visual representation.
Then, select one, and
create a color drawing of that simile. Be sure to label the drawing with the
simile. Use 11 x 17 white art paper (provided). Should be completed in class -
finish for homework if not.
4) Don’t forget to
turn in simile HW from last night!
5) 4) Share completed
simile illustrations, hang on walls.
HW: Read Chapter Six
1/25
Friday
1) New Vocab – 4th
2) Discussion of Chapter
Six
3) Add to Taylor &
Lou Ann’s character journals; Add Turtle and Mattie and record your
impressions of these two characters as well.
4) Read aloud: Chapter
Seven
5) Reading HW: Read
finish Chpt. Seven as needed and read half of Chapter
Eight “The Miracle of
1/28
Monday
1) Think & Write:
Strong Female (overhead - in Notebook) – Think of an ECCENTRIC, or
STRONG, or DIFFICULT, or UNIQUE female figure in your family (or the family of
a friend)’ Describe her. Describe, if possible, a particular situation or
event that she is/was involved in that you can recall as especially memorable.
2) Share responses as
desired with classmates
3) Silent
4) HW: Read Chapter 9 “Ismene”
1/29
Tuesday
1)
2) Small Group/ Class
discussion: Chapters Eight & Nine (One designated notetaker)
3) Read Chapter Ten
aloud in class
HW: Read Chapter 11 “Dream
Angels”
1/30 or
1/31 BLOCK DAY
1)
Reading Comprehension Quiz
2)
Review Quiz
3)
Lesson/Activity: Symbolism in The Bean Trees
HW:
Read Chpt. 12
2/1
Friday
1)
Reading Response Questions – Chpater 12
2) Vocabulary Activity (SAT prep words
Group #2)
3)
More on Symbolism in The Bean
Trees – Writing Activity
No
School 2/11
2/12 Tuesday
Block days 2/13 or 14
AND 2/15 (Friday)
1) Assignment: Focus
on Social Issues – Handout provided (also posted online on my web
page)
Directions:
Ms. Kingsolver addresses
several current issues in the development of her characters in The Bean
Trees. Using a recent newsmagazine (in print or online), find and read
thoroughly an article on each of 2 of your choice of the issues listed below.
Then, write an observation connecting Ms. Kingsolver’s treatment of the
issue and the information you find in the article.
You may work with others to
find articles, but your responses must be individual. Each response should be
typed, double spaced, in a 12 point font and be a minimum of 2 paragraphs each.
On a separate sheet of paper, attached to the back of your paper, cite your
sources, using the basic MLA format bibliography
(see below/back side of
handout or my web page for link).
- Single parenting
- Immigration laws/Immigration/Refugees
- Native American concerns
- The hardships of being homeless and/or disabled
Due at end of period on
Friday.
No school 2/18
2/19 Tuesday
1) Vocabulary Short Story Writing Activity – in
small groups or individual
- Take turns adding to the story, with the end
goal of using all 12 words
- All members of group must agree that all words
are used correctly
- Share with the class
- Turn in please
- Time permitting: work on Character Journal (to
be checked Friday) and/or review The Bean Trees Study Guide
2/20 or
2/21 BLOCK DAY
1) The Hero’s Journey Lesson & Activities
a.
Handout #1
– intro - Read! The Hero’s
Journey – Life’s Great Adventure
b. Notebook Activity – Handout # 2 Journal – Heroes: Respond to Qs
with short answers & complete chart (Note: these are WHAT DO YOU THINK Qs!)
c.
Handout
#3 Read together! – Joseph Campbell’s Hero’s Journey: Journey or Quest as Initiation into Manhood or
Womanhood ( 12 “Stages of the Journey”) and check out chart on
backside Hero’s Journey
(additional stages or obstacles the hero might encounter)
d. Handout #4 – Chart – Using the chart
provided, chart the stages of a hero’s journey from your choice of film
or book (see example provided from the movie “The Matrix”)
e. Keep everything for assignment tomorrow!
2/22 Friday
1) I will be checking your character journals during the
class period!
2) Activity:
Using Joseph
Campbell’s 12 “Stages of the Journey” Handout (and any
additional steps or obstacles from
Create a chart showing
possible in your
presentation, for example, make a road or a road map, make a board game with
spaces for each stage, draw bean vines or other objects of relevance
to the story and use them
for each stage, etc. You could also make a circular chart like the Graphic
Handout, or a straightforward chart (try drawing pictures of the
people and things she
encounters along the way, along with the labels)
This may be done
individually or in pairs; must be in color on 11x 17 paper
3)The Bean Trees Essay Assignment: Rough Draft due Block
Day (either 2/27 or 2/28); a minimum of 5 paragraphs.
2/25 Monday
1) Finish
2) Vocab
& spelling quiz tomorrow – activity to review
HW: Study for quiz; continue
to work on RD of The Bean Trees Essay (due Block day)
2/26 Tuesday
1) Spelling & Vocab Quiz
2) Review: How Pre-writing and Organizing your ideas can
lead to a GREAT THESIS STATEMENT (and a great essay!)
3) HW: RD of The Bean Trees Essay due Block Day
2/27 or
2/28 BLOCK DAY
Due to teacher illness
(inability to talk!) we will postpone the Rough Draft edit session until Friday
(I know you’re all crushed!). Please bring your essay Friday!
Instead, we will be
watching a film that ties in nicely with The Bean Trees (since there is
no film version of TBT!): The film is called “Where the Heart
Is,” based on the book by author Billie Letts. Letts’ writing is similar to Kingsolver in tone
(quirky, finds humor even in difficult situations) and the story share some
common traits such as realistic but quirky characters, character journeys,
formation of alternative family units, issues such as teen pregnancy,
homelessness, abuse, etc.). Be prepared to write a comparison of the
film and the book TBT in your notebook next week! And enjoy!
HW:
Final draft (include all pre-writing and revisions with final draft) of ESSAY
due Friday, March 7
Please
bring essay to class Friday for further in-class work
2/29/08 – FRIDAY
1) HSEE study guides distributed. Take home &
look over in preparation for next week’
2) Finish Film as needed
3) Working with your Rough Draft: a)
Identifying/fine tuning your THESIS STATEMENT & opening paragraph
b) Finding Concrete Details from the novel (and
other sources) to support your THESIS
c)
Creating effective transitions in and out of quoted passages from the
novel
d) Developing your own opinions/voice
(Commentary)
e) Crafting a memorable Conclusion – Restatement
of thesis
4) PEER EDIT/REVIEW – Identify THESIS,
CONCRETE DETAIL & COMMENTARY in peer’s paper (use
colored pens provided to identify)
5) HW: Final draft (include all pre-writing and
revisions with final draft) of ESSAY due Friday, March 7
Please
bring essay to class Friday for further in-class work
3/3/08 MONDAY
1) Writing activity (in Notebook) Re: Connecting The
Bean Trees with the Film “Where the Heart Is”
a) In about a paragraph, briefly describe the
journey our hero, Novalee, goes through during the
course of the film.
Refer
to at least 3 or 4 of the stages of The Hero’s Journey (from the Handout,
like we did with
b) (2-3 sentence response) Why do you think Novalee went to see Willy Jack (her ex) toward the end of
the film?
c) (2-3 sentence response) Why do you think Novalee lied to Forney about loving him? What finally made
her realize the mistake she had made?
d) (1 - 2 sentence response) What do you think the
main theme of the film is?
2) Work on Essay – Focus on: smooth transitions
in and out of quotations; Useful words to help you describe the author’s
purpose;
concrete details vs. commentary (a review); and the concluding paragraph
– restatement of thesis
3) HW: Final draft (include all pre-writing and
revisions with final draft) of ESSAY due Friday, March 7
3/4/08 TUESDAY
& 3/5/08 – Restructured
Wednesday
HSEE
TEST PREP:
Test taking
strategies
Practice Language
Arts Test
Plus:
NEW VOCAB (Put in Notebook!)
And:
Create new sub-section in Lit Terms section of notebook – “Elements
of Writing” and list the words from the board (“Words to make your
writing sound smart!”)
HW:
Final draft (include all pre-writing and revisions with final draft) of ESSAY
due Friday, March 7
Block day 3/6 or 3/7
Lesson: Power
words/Expanding Your Vocabulary!
Text: Language Network
1) In-class reading
activities and exercises - pp. 564-578
2) In “Elements of
Writing section of Notebook, record definitions and provide examples for:
Homophone, Homonym, Synonym, Antonym
3) Notebook Activity: Using
all 12 new Vocabulary words (from Wednesday) – Analyze and break them
down into their parts
(prefix, root or base, suffix) – Not all words will have a prefix or a
suffix, but they will all have either a root or base word.
4) Then, select 6 words and
write original sentences & draw illustrations to go with sentences (in vocab or regular section of notebook OK – get stamp!)
NO HOMEWORK
MONDAY 3/ 10
NEW BOOK - NEW UNIT!
The Curious Incident of
the Dog at Night-Time by Mark Haddon
See my page for a complete run-down of GRADING
CRITERIA for this UNIT
Activity:
Group Jigsaw
Prior to reading the novel, students will work in groups of three
in order to become familiar with Asperger’s
syndrome.
Students will be placed into groups of three. Each one of the students will receive a
separate (article) handout and will be responsible for reading and
understanding their assigned text.
After they have a good understanding of their handout, they will be
expected to teach the other members of their group what they have learned. Students will also be given a question
sheet and must answer each question in complete sentences on a separate sheet
of paper. The activity will be stamped, and then students should place the
finished work (and all other finished work, handouts, etc.) in folder provided
by teacher. Folder for this unit may be left inside notebook in class or
carried to and from class each day.
HW:
Periods 2 & 3 – please read to the bottom of page 61 by
Wednesday’s class; period 4 by Thursday.
TUESDAY 3/ 11 & WEDNESDAY 3/12
TESTING
SCHEDULE
Period 4
meets Tuesday
Periods 2
& 3 meet Wednesday
1) Lesson/ In – class Activity: How disabilities
can lead to problems in a society where people need to be able to read facial
expressions to communicate
2) Journal writing: PROMPT: Write about something you
have learned while reading the novel and/or about the class activities we have
done thus far and how they relate to the novel. Students must write at least
one significant paragraph in their Curious
Incident journal per session. Writing will be stamped and should go into
folder for the unit.
HW:
Read to bottom of p. 102 by Friday
THURSDAY 3/13
Lesson/Activity: Focus on the similarities between Curious Incident and Sir Arthur Conan
Doyle’s The Hound of the
Baskerville : Perhaps
Christopher is obsessed with Sherlock Holmes because he exhibits many of the
same traits as himself. He is known
for using logic and a keen sense of observation in order to solve his
mysteries. It is Sherlock Holmes
who inspired Christopher to write his own murder mystery novel and find out who
killed
Students will
1) Read the first chapter of The Hound
of the Baskervilles aloud in
class and discuss the similarities between Christopher and Sherlock
Holmes.
2) Work with a partner and answer the
corresponding questions for The Hound of the Baskersville.
3) Write in their journals(if there is
time remaining)
Link to The Hound of the Baskervilles and question sheet
FRIDAY 3/14
1)
Elements of Writing Mini-Workshop – Focus on Active vs. Passive Voice
a)
Take notes in Lit Terms section of notebook
b)
Use notes to complete activity worksheet; turn in worksheet for credit
Link to worksheet and notes on
Active and Passive Sentences
2)
Vocabualry activity (Group #3)
3)
HW: Please read through top of page 140 by Monday
MONDAY 3/17 - Happy St. Patrick’s Day
Lesson: Literal vs. Figurative Language
Tuesday, 3/18
Continue Lesson: Literal vs. Figurative Language
Block Day – 3/19 or 3/20
1) Students will discuss the homework, creating a master
list of at least 5 characters or famous people they discovered in their
research might have/have had Asperger’s. The
master list will be shared with whole class and then turned in.
2) Poetry About Asperger’s
– Group Poetry Reading Assignment -- See Link for Activity Details (Click Here)
3) Writing Activity: After students have read poetry written
by people with Asperger’s syndrome, they will
write about whether or not they think Mark Haddon has done a good job of
writing from the viewpoint of a boy with this disease. They must justify their answer using the
novel, the poems, and any other literature previously given to them about Asperger’s syndrome.
HW: Finish
Reading the Novel over Spring Break
Spring Break March 21 – March 30…
Monday, 3/30 – Word Game Day!
Tuesday, 3/31
A. Curious
Incident Reading Responses: (as always,
use complete sentences)
1)
What did Christopher discover about his mother/how did he make the discovery?
2)
Describe his immediate reaction/response to the news
3)
What did he discover about his father (something his father told him) that
“sent him over the edge” (so to speak) and what did he decide to
do?
4)
Describe in some detail Christopher’s journey (try to recall 2 -3 events
or situations and how he reacted/responded in detail)
5)
In about a paragraph, describe your reaction to the way the story ended.
B. Whole Class Activity/Lesson: Utopia
(Link
to lesson click here) (Link to
Article click here)
C. Writing Assignment: Your Own Utopia
---minimum
of 2 pages, typed, double spaced, 12 point font; or written neatly in blue or
black ink
---Due
Monday, april 4
Restructured Day
Wednesday, April 2
Continue -- Writing Assignment: Your
Own Utopia – Brainstorming/writing time
---minimum
of 2 pages, typed, double spaced, 12 point font; or written neatly in blue or
black ink
---Due
Monday, April 7
Block Day –
Thursday 4/3 or Friday 4/4
1) Curious Incident Art Project - Decorate the outside
of folder with illustrations, collage, words, charts, graphs, etc. to reflect
aspects of the story and/or your responses to elements of the story.
2) Discuss the characteristics of Autistic Savants (from
reading notes taken on 3/10/08)
3) Begin film: “Rainman”
starring Dustin Hoffman and Tom Cruise
Monday, April 7
1) Warm up: Correct Active vs. Passive worksheets (&
save for possible use on Final Exam!)
2) Share Utopia stories – in table groups/Then,
2-3 volunteers to share with class
3) Finish Art projects
Tuesday, April 8
1)
More of film
2)
Writing Assignment – Critical Lens Essay* -RD Due Monday, April 14; final draft due Friday,
April 18
*Critical
Lens: Student evaluates literature against the criteria implied by the quotation. The quotation is the critical lens.
Prompt: Using
the novel, movie, the first chapter of The
Hound of the Baskersville, or any other material
provided for this unit, write an essay based on one of the following two
quotations. You must provide direct
quotes and/or evidence from the text to support your thesis. Feel free to review your journals for
ideas.
-#1 “Sometimes people are
born with disabilities, but it’s communities that handicap them.”
-- Anonymous
-#2 “You
see, but you do not observe.”
Sir Arthur
Conan Doyle (1859 - 1930), (Sherlock Holmes) A Scandal in
To receive full credit, students must exhibit that they have a strong understanding of the material presented during this unit and what Mark Haddon was trying to portray in his novel. Students must convey how the critical lens fits into the ideas presented in the novel and other materials presented in this unit. As always, the essay must be well organized, properly formatted, edited, and lacking in grammatical (etc.) errors); 3 to 5 paragraphs. See the grading rubric RD DUE MON. 4/14; FINAL DRAFT DUE FRI. 4/18
Block Day Wednesday
4/9 or Thursday 4/10
1) Finish Film
2) Written response to film: Compare/Contrast the film
director’s techniques with those of Mark Haddon (Curious Incident) in
portraying a person with autism. Comment on the film’s actors and their
portrayal of the relationship between the characters and how it developed in
comparison to/ in contrast with that of Christopher and his family in the book.
(Begin) Performance Activity
1) Students will begin preparing for
their performance of a critical scene from The Curious Incident of the dog
in the Night-time, beginning with a review of Christopher’s behavior
problems (found on page 46 in the book).
2) Students will next form groups of
three to four students, will pick their scene, and then begin working in their
groups in order to prepare for their performance on Friday. In some scenes not every student will
have a part, but each group member must demonstrate that they have worked
collectively to achieve the final product.
Some scenes may be changed slightly in order to fit the classroom
environment. Dialogue may be added
or subtracted from the novel in order for students to portray their scenes in
the manner in which they want.
3) Students
will write out a script and have it approved by the teacher before leaving
class – copies will be made for each performer.
4) HW: Students will be expected to bring
in props and costumes if necessary.
For example, the person playing the part of Christopher would not want
to wear something that would irritate his skin. He would most likely be wearing
cotton. These types of details need to be placed into the script. PERFORMANCES FRIDAY & MONDAY AS
NEEDED!
-Suggested scenes:
1) Pages 54-61 When Christopher speaks
with Mrs. Alexander outside of the shop.
2) Pages 112-115 After Christopher
discovers his mother’s letters.
3) Pages 121-122 Christopher’s
father explains himself and admits killing
4) Pages 158-164 Christopher and the
policeman on the train
5) Pages 190-198 Christopher meets his
mother
6) Pages 207-210 Christopher, his mother
and father all together.
Friday, 4/11
1) PERFORMANCES ON Monday & Tuesday
2) HW: RD of Critical Lens Essay due Monday
Monday,
4/14 & Tuesday, 4/15
2) Performances
4/16 or
4/17 BLOCK DAY
1) Finish last scene performances
2) Written evaluation of Assignment: 1
paragraph describing your level of participation/contributions to the group,
and the working relationship/dynamics of the group; a few lines describing
which scene performances you likes best and why
3) Share Utopia stories – Story Time
– I will read selected stories (anonymously) aloud to class
4) Essay due tomorrow!
HOW WILL THIS UNIT BE
GRADED? CLICK
HERE
Friday, 4/18
Turn in Curious Incident Critical Lens essay
New unit: The
Alchemist by Paulo Coelho
1)
Introduction of author & basic story
2)
Key Vocabulary (paste into notebook)
3)
Writing Activity: PROMPT – Imagine
yourself on a solo adventure, a journey both geographical and spiritual. What
would you seek, and where would you go? Why would you take the adventure?
Imagine the places you would like to visit, the characters who might help you
on your way, and the amazing experiences you would have. How would you (and the
world) benefit from your odyssey? What would you discover about life?
NO HOMEWORK – REST UP FOR NEXT
WEEK!
CURIOUS INCIDENT FOLDERS TO BE GRADED
NEXT WEEK!
Sorry about the lapse here – I will try to fill
in… (SA – 5/12/08)
Tuesday, April 29
1)
Read Aloud together from he Alchemist (from p. 104 --)
2)
Discuss Story
3)
Peer Edit/feedback short stories (fables) (receive credit for RD)
Monday, May 5, 2008
Work
on The Alchemist Reading Guide #4 in
table Groups
Take
turns acting as recorder; turn in one set of responses
Share
and discuss as a class
Work
on fables/peer edit/teacher check RD
HW:
Fable final draft due Friday, May 9
Tuesday, May 6, 2008
Read
from The Alchemist together; discuss