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Wednesday, January 7 and Thursday, January 08
Classroom rules
Introduction to poetry
The student will be able to analyze the structure of and graphic elements in poetry, explain the function of symbolism in a poem, and
make complex inferences about poem using textual evidence for support (TEKS 3A, 7A, & Fig. 19B).
1) SOAPSTONE Text Analysis (complete this using the poem Shooting Rats at the Bibb County
Dump)
Who is the Speaker?
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The voice that is speaking. Identification of the historical person (or group of people) who
created the primary source.
What do we know about this historic or contemporary person?
What role does he play in an historic event?
What is the Occasion?
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What is the time and place? The context in which the primary source was created?
What is the Geographic and Historic intersection at which this source was produced?
Who is the Audience?
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The readers to whom this document is directed.
The audience may be one person, a small group, or a large group; it may be a certain person or a
certain people.
What is the Purpose?
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What is the reason behind the text
Why was it written?
What goal did the author have in mind?
What is the Subject?
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What is the general topic, content, or idea contained in the text?
Summarize in a few words or phrase.
What is the Tone?
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What is the attitude expressed by the speaker?
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English II ONLY – DO NOT REMOVE
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Examine the choice of words, emotions expressed, imagery used to determine the speaker's
attitude.
Shooting Rats at the Bibb County Dump
by David Bottoms
Loaded on beer and whiskey, we ride
to the dump in carloads
to turn our headlights across the wasted field,
freeze the startled eyes of rats against mounds of rubbish.
Shot in the head, they jump only once, lie still
like dead beer cans.
Shot in the gut or rump, they writhe and try to burrow
into garbage, hide in old truck tires,
rusty oil drums, cardboard boxes scattered across the mounds,
or else drag themselves on forelegs across our beams of light
toward the darkness at the edge of the dump.
It's the light they believe kills.
We drink and load again, let them crawl
for all they're worth into the darkness we're headed for.
2) For the poem The Bottom Line, write down the lines that are most significant to you and write a
paragraph (5-7 sentences) explaining why you picked those lines.
The Bottom Line
Face it.
Nobody owes you a living.
What you achieve or fail to achieve in your lifetime
is directly related to what you do
or fail to do.
No one chooses his parents or childhood
but you can choose your own direction.
Everyone has problems and obstacles to overcome
but that too is relative to each individual.
Nothing is carved in stone.
You can change anything in your life
if you want to badly enough.
Excuses are for losers.
Those who take responsibility for their actions
are the real winners in life.
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English II ONLY – DO NOT REMOVE
Winners meet life's challenges head on
knowing there are no guarantees
and give it all they've got.
It's never too late or too early to begin.
Time plays no favorites
and will pass whether you act or not.
Take control of your life.
Dare to dream and take risks.
If you aren't willing to work for your goals,
don't expect others to.
Believe in Yourself
Friday, January 9 and Monday, January 12
The student will be able to analyze the structure of and graphic elements in poetry, explain the function of symbolism in a poem, and
make complex inferences about poem using textual evidence for support (TEKS 3A, 7A, & Fig. 19B).
1) Analyze poem The Second Coming using SOAPSTONE (above).
2) In groups or class discussion, analyze the following biased statements:
Change is destructive
Religion restricts behavior
Social order demands conformity
Being a man is difficult
Fear is destructive
It is a son/daughter’s duty to carry on family traditions
3) On your own paper, respond to these statements:
(agree or disagree and explain why) Full sentences with proper punctuation.
1.
2.
3.
4.
5.
6.
7.
8.
9.
It is okay for one person to have more than one spouse.
Christianity is the true religion.
Being masculine depends on physical strength.
A woman can be intuitive about the health of her child.
Man should be intimately involved in childrearing.
Accidental manslaughter should be punished severely.
Ancestors have great influence in our present-day lives.
Hard work is the road to self-respect.
A parent should have much control over the future of her/his child.
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English II ONLY – DO NOT REMOVE
10. Justice is served in the court system.
Tuesday, January 13, Wednesday, January 14
The student will be able to write an effective introduction, conclusion, thesis; improve organization; use effective evidence, correct
capitalization, punctuation, and spelling (TEKS 15A, 16A, 18A, 18B, & 19A).
Sponge 1: Would you rather live in a small town or a big city?
*STAAR Persuasive Writing Rubric
*Look @ your C.A. #1 Essay and Grade it
Interpret Ibo proverbs in Things Fall Apart before reading in order for clarity during the reading.
Chapter 1
"Proverbs are the palm-oil with which words are eaten."
"Our elders say that the sun will shine on those who stand before it shines on those who kneel under them."
"If a child washes his hands he could eat with kings."
Chapter 2
"When the moon is shining the cripple becomes hungry for walk."
Chapter 3
"Let the kite perch and let the eagle perch too. If one says no to other, let his wing break."
"A man who pays respect to the great paves the way for his own greatness."
"A toad does not run in the daytime for nothing"
"An old woman is always uneasy when dry bones are mentioned in a proverb."
"The lizard that jumped from high iroko tree to the ground said he would praise himself if no one else did."
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English II ONLY – DO NOT REMOVE
"Eneke the bird says that since men have learned to shoot without missing, he has learned to fly without
perching."
"You can tell a ripe corn by its look"
"A proud heart can survive a general failure because such a failure does not prick its pride. It is more difficult
and more bitter when a man fails alone."
Chapter 4
"Looking at the king's mouth, one would think he never sucked at his mother breasts"
"Those whose palm-kernels were cracked for them by a benevolent spirit should not forget to be humble."
"When a man says yes his chi says yes also."
"They called him the little bird nza who so far forgot himself after a heavy meal that he challenged his chi."
Chapter 8
"A child's fingers are not scalded by a piece of hot yam which its mother puts into its palm
"When mother-cow is chewing grass its young ones watch its mouth."
Chapter 13
"If one finger brought oil is soiled the others."
Chapter 14
"Mother is supreme".
Chapter 15
"Never kill a man who says nothing."
"There is nothing to fear from someone who shouts."
Chapter 16
"Living fire begets cold, impotent ash."
Chapter 19
"A child can not pay for his mothers milk."
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English II ONLY – DO NOT REMOVE
"I cannot live on the bank of a river and wash my hands with spittle."
"We do not ask for wealth because he that has health and children will also have wealth."
Chapter 22:
"As a man danced so the drums were beaten for him."
Chapter 24:
"Men have learned to shoot without missing their mark and I have learned to fly without perching on a twig."
Chapter 1
"Proverbs are the palm-oil with which words are eaten."
Palm oil is a rich yellow oil pressed from the fruit of certain palm trees and used both for fuel and cooking. In
their culture they used proverbs to communicate and to keep a better style, to show wisdom(intelligence) in a
poetic way. In their culture they used proverbs in order to communicate and to use a more elevated style, to be
clear and make vocabulary more interesting
"Our elders say that the sun will shine on those who stand before it shines on those who kneel under them."
Unoka uses this phrase to say that he will pay his biggest debtors before the smallest.
"If a child washes his hands he could eat with kings."
By removing the dirt of the ancestors you can have a chance of a different future; each one builds his own fame.
Chapter 2
"When the moon is shining the cripple becomes hungry for walk."
That for this tribe, the shining of the moon is so important that it gave them courage so that a cripple can walk
*cripple means a person who is disabled or impaired in any way
Chapter 3
"Let the kite perch and let the eagle perch too. If one says no to other, let his wing break."
Okonkwo was ashamed of his father and was afraid of having the same misfortune of his father and the same
end.
"A man who pays respect to the great paves the way for his own greatness."
A man who respects greatness is more likely to be great himself. A successful man should respect greatness.
"A toad does not run in the daytime for nothing"
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English II ONLY – DO NOT REMOVE
That something strange does not happen for nothing; all happens for a reason.
"An old woman is always uneasy when dry bones are mentioned in a proverb."
Someone who has a problem with something (Okonkwo with his father) can not laugh when a joke is made
about it.
"The lizard that jumped from high iroko tree to the ground said he would praise himself if no one else did."
Okonkwo feels proud of his achievements even if nobody recognizes it.
"Eneke the bird says that since men have learned to shoot without missing, he has learned to fly without
perching."
People adapt to other people's learnings, particularly when the other person's learnings would harm you if you
kept on your present course. If Nwakibie gave yams to every man who asked, many of the yams would be
wasted by their lack of effort.
"You can tell a ripe corn by its look"
Nwakibie can tell that Okonkwo is ready to receive his gift and not take it for granted.
"A proud heart can survive a general failure because such a failure does not prick its pride. It is more difficult
and more bitter when a man fails alone."
Chapter 4
"Looking at the king's mouth, one would think he never sucked at his mother breasts"
Although Okonkwo that once was a little baby, it feels as he never could be so vulnerable, because now is so big
and robust.
"Those whose palm-kernels were cracked for them by a benevolent spirit should not forget to be humble."
People who are blessed with luck by the gods, should be humble, and not criticize other people.
"When a man says yes his chi says yes also."
A man's spirit will guide him and help him.
"They called him the little bird nza who so far forgot himself after a heavy meal that he challenged his chi."
Okonkwo was said to be so prideful he would challenge his own chi.
Chapter 8
"A child's fingers are not scalded by a piece of hot yam which its mother puts into its palm" Children obeying
their mother are not punished.
"When mother-cow is chewing grass its young ones watch its mouth."
Children learn from their parents.
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English II ONLY – DO NOT REMOVE
Chapter 13
"If one finger brought oil is soiled the others."
Dirtiness and evil spread if they are not cleansed.
Chapter 14
"Mother is supreme"
Mother is the start of each life and the home of it. See related links for a more detailed explanation.
Chapter 15
"Never kill a man who says nothing."
If someone does not say anything, then something is wrong. If someone complains then it may be right to do
something in response.
"There is nothing to fear from someone who shouts."
People who shout in protest are less likely to be men of action.
Chapter 16
"Living fire begets cold, impotent ash."
If one's power is too great, things next to it will not have enough room to grow properly. Because of Okonkwo's
great prowess, his son could not become as great.
Chapter 19
"A child can not pay for his mothers milk."
It is unreasonable to expect a child to pay his parents for taking care of him/her, as that is just the nature of
things. It is expected. The only way to repay this is to pay it forward.
"I cannot live on the bank of a river and wash my hands with spittle."
When Okonkwo is living in prosperity due to the help of his mother's family, he wishes to thank them in
prosperity, with more than is necessary.
"We do not ask for wealth because he that has health and children will also have wealth."
Chapter 22:
"As a man danced so the drums were beaten for him."
Chapter 24:
"Men have learned to shoot without missing their mark and I have learned to fly without perching on a twig."
Outside forces can force one to change their habits in response, even if the response seems unnatural.
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English II ONLY – DO NOT REMOVE
Thursday, January 15, Friday, January 16
The student will be able to determine the meaning of grade level vocabulary, infer word meaning, and use a dictionary or thesaurus;
analyze the structure of and graphic elements in poetry; explain the function of symbolism in a poem; and make complex inferences about
poem using textual evidence for support (TEKS 1A, 1C, 1E, 3A, 7A, & Fig. 19B).
Sponge 2: After grading your STAAR essays, what do you think you should work
on the most?
*Background for African Ibo Culture [handout]
*List 1 Things Fall Apart Vocabulary [handout]
Tuesday, January 20, Wednesday, January 21
The student will be able to infer word meaning through the identification and analysis of word relationships, analyze isolated scenes and
their contribution to the plot, and analyze differences in characters’ moral dilemmas across different countries (TEKS 1C, 5A, & 5B).
Sponge 3: Look over the Ibo Background Notes. Is there anything in your
community like that of the Ibo?
*List 1 Fill-in-th-Blank [handout]
*Things Fall Apart Character Map [handout]
*Things Fall Apart Study Questions Chapters 1-4 [handout]
*Begin reading
Friday, January 23
The student will be able to analyze archetypes in literature, differences in characters’ moral dilemmas, and make complex inferences about
characterization using textual evidence for support (TEKS 2A, 5B, & Fig. 19B).
FIRST FIVE:
*List 1 Vocabulary Quiz
*Short Answer “Hamburger” Lesson
*Characterization Chart Okonkwo [handout]
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English II ONLY – DO NOT REMOVE
*Okonkwo Short Answer Question
Tuesday, January 27
The student will be able to compare similar themes expressed in different time periods, use a variety of correctly structured sentences,
analyze the structure of and graphic elements in poetry, explain the function of symbolism in a poem, and make complex inferences about
poem using textual evidence for support (TEKS 2A, 3A, 7A, 17C, & Fig. 19B).
FIRST FIVE:
*Grammar Bytes: Parallel Structure
*List 2 Vocabulary Definitions
*“Snake” FRACTIONS [handout]
*Crossover Question – homework
Thursday, January 29
The student will be able to infer word meaning through identification word relationships, analyze isolated scenes and characters’ moral
dilemmas in fiction, use a variety of sentence structures, and make complex inferences about similar ideas in poetry and fiction using
textual evidence for support (TEKS 1C, 5A, 5B, 17C, & Fig. 19B).
FIRST FIVE: J. Anderson Parallel Structure Sentence Here
*List 2 Vocabulary Sentences [handout]
*Read Things Fall Apart & Work on Study Questions
*Turn in Crossover Question
Monday, February 2
The student will be able to compare similar themes expressed in different time periods, use a variety of correctly structured sentences,
analyze the structure of and graphic elements in poetry, explain the function of symbolism in a poem, and make complex inferences about
poem using textual evidence for support (TEKS 2A, 3A, 7A, 17C, & Fig. 19B).
FIRST FIVE: J. Anderson Parallel Structure Sentence Here
*List 2 Vocabulary Quiz
*Read Things Fall Apart & Work on Study Questions
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English II ONLY – DO NOT REMOVE
*“Dream Within a Dream” TPCASTT [handout]
*Crossover Question – homework
Wednesday, February 4
FIRST FIVE: Final Jeff Anderson Parallel Structure Step
*CURRICULUM ASSESSMENT
Friday, February 6
FIRST FIVE:
*CURRICULUM ASSESSMENT
Tuesday, February 10
The student will be able to use a dictionary or thesaurus to determine meanings of words; analyze archetypes, isolated scenes, and
differences in characters’ moral dilemmas; demonstrate familiarity with works by authors from non-English literary traditions; and use
correct capitalization (TEKS 1C,2B, 5A, 5B, 5D, & 18A).
FIRST FIVE:
*List 3 Vocabulary Definitions
*Noun Game
*Frayer Model Project [handout]
*Read Things Fall Apart & Work on Study Questions
Thursday, February 12
The student will be able to analyze archetypes in literature, differences in characters’ moral dilemmas, and make complex inferences about
characterization using textual evidence for support (TEKS 2A, 5B, & Fig. 19B).
FIRST FIVE:
*List 3 Sentences
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English II ONLY – DO NOT REMOVE
*Character Trait Chart: Nwoye [handout]
*Read Things Fall Apart & Work on Study Questions
Tuesday, February 17
(TEKS ).
FIRST FIVE:
*Binder Check
*List 3 Vocabulary Quiz
*Turn in Frayer Model
*
Thursday, February 19
(TEKS ).
FIRST FIVE:
*
*
*
*
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