ENGLISH II
WEEK 2, QUART 3
OBJECTIVES:
1ST 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
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.-1818
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=description
50=explanation
TUESDAY, 1/13
OBJECTIVES:
JOURNAL #9STEINBECK
DESCRIPTION
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
ASSIGNMENT:
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
GENRE
TOPIC
AUDIENCE
WRITING PROCESS
Can So Do Rewrites
Writing Process—Recursive process—a
flow
back/forth and in-between steps.
Collect
Shape
Draft
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:
1ST 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:
PICTURES
YEARBOOK
– DEADLINES!!!!
NEWSPAPER
– Articles
– Assist YB (THAT’S
YOU PATRICK )
ASSIGNMENTS:
– WORK DAYS
– APPLICATION FOR
NEXT YEAR’S
STUDENTS
– INDESIGN MANUAL