Monday, 1-26-09
WEEK 1
HONORS ENGLISH II
Kendrick/Spearman
Tuesday, 1-27-09
WEEK 1
HONORS ENGLISH II
Kendrick/Spearman
Instructional Focus: Writing the timed essay
Instructional Focus:
NCDPI Objectives: During the week, the students will (1.02) respond reflectively
through “Writing Into the Day” on a variety of prompts and free-writes; (3.03)
respond to issues in The Iliad in such a way that effectively uses reason and
evidence to prove a point, emphasizing culture within the Greek society; (4.02)
critically interpret and evaluate events in The Iliad, using specific references from
the text to show how characters represent universal themes; (5.01) demonstrate
understanding of The Iliad by making comparisons & connections between
historical and contemporary issues; (6.01) demonstrate an understanding of
conventional written and spoken expression by employing varying sentence
structures and types, using correct format for essay; and (6.02) edit for subject-verb
agreement, tense choice, pronoun usage, clear antecedents, correct case, complete
sentences, appropriate mechanics, parallel structure, and spelling.
NCDPI Objectives: During the week, the students will (1.02) respond reflectively
through “Writing Into the Day” on a variety of prompts and free-writes; (3.03)
respond to issues in The Iliad in such a way that effectively uses reason and
evidence to prove a point, emphasizing culture within the Greek society; (4.02)
critically interpret and evaluate events in The Iliad, using specific references from
the text to show how characters represent universal themes; (5.01) demonstrate
understanding of The Iliad by making comparisons & connections between
historical and contemporary issues; (6.01) demonstrate an understanding of
conventional written and spoken expression by employing varying sentence
structures and types, using correct format for essay; and (6.02) edit for subject-verb
agreement, tense choice, pronoun usage, clear antecedents, correct case, complete
sentences, appropriate mechanics, parallel structure, and spelling.
MATERIALS NEEDED: laptop/projector, class set of literature textbooks, daybook
materials and handouts, DGP PowerPoint, “Generosity” writing prompt, DGP test.
MATERIALS NEEDED: laptop/projector, class set of literature textbooks, daybook
handouts, DGP PowerPoint, “Generosity” writing prompt, DGP test.
ORDER OF INSTRUCTION:
1) Introduction to the Daybook, first “Writing Into the Day” prompt (students
will write for 5 minutes)
2) Daily Grammar Practice discussion of the sentence: I like the fact that Anne
Sexton uses descriptive and shocking language in her poem “Courage.”
Today’s focus: punctuation.
3) Introduction of timed essay on “Generosity.” Students are given 45
minutes to plan and begin writing the extended definition essay, using
Albert Schweitzer as the focus of the 3rd body paragraph. Time is called,
essays are collected for anonymous redistribution on Tuesday.
4) Continued reading & discussion of Homer’s The Iliad.
ORDER OF INSTRUCTION:
1) “Writing Into the Day” prompt (students will write for 5 minutes)
2) Daily Grammar Practice discussion of the sentence: I like the fact that Anne
Sexton uses descriptive and shocking language in her poem “Courage.”
Today’s focus: sentence parts.
3) Continuing the timed essay: papers are redistributed and students are
given an additional 45 minutes to complete the essay on “Generosity.”
Papers are collected for completion on Wednesday.
4) Continued reading of The Iliad with focus on Achilles’ motivation in going
to war. How does placing self over group affect outcomes? Where do we
see similar attitudes today? How does this mindset impact modern
events? Offer possibilities in instances of necessary group interaction &
shared goals (sports, political crises, family harmony, etc.)
CLOSURE: Reminder that students should begin researching topic for The Iliad
project.
EVALUATION: Informal evaluation on time use in planning & writing the essay.
Informal observation on students’ effectiveness in accomplishing the new
procedure of Writing Into the Day
Writing the timed essay
CLOSURE: Review the plan for this week’s Week 1 Homework. If submitted on
Wednesday, 20 extra credit points will be given. Reminder to all students to KNOW
the life story of Albert Schweitzer!
EVALUATION: No formal evaluation today. Students’ understanding of The Iliad is
informally assessed as questions & comments are discussed. Essays are perused for
completion, adherence to prompt, and sufficient elaboration.
Wednesday, 1-28-09
WEEK 1
Instructional Focus:
HONORS ENGLISH II
Kendrick/Spearman
Peer Editing the Essay
Thursday, 1-29-09
WEEK 1
HONORS ENGLISH II
Kendrick/Spearman
Instructional Focus:Writing with editors’ suggestions in mind
NCDPI Objectives: During the week, the students will (1.02) respond reflectively
through “Writing Into the Day” on a variety of prompts and free-writes; (3.03)
respond to issues in The Iliad in such a way that effectively uses reason and
evidence to prove a point, emphasizing culture within the Greek society; (4.02)
critically interpret and evaluate events in The Iliad, using specific references from
the text to show how characters represent universal themes; (5.01) demonstrate
understanding of The Iliad by making comparisons & connections between
historical and contemporary issues; (6.01) demonstrate an understanding of
conventional written and spoken expression by employing varying sentence
structures and types, using correct format for essay; and (6.02) edit for subject-verb
agreement, tense choice, pronoun usage, clear antecedents, correct case, complete
sentences, appropriate mechanics, parallel structure, and spelling.
NCDPI Objectives: During the week, the students will (1.02) respond reflectively
through “Writing Into the Day” on a variety of prompts and free-writes; (3.03)
respond to issues in The Iliad in such a way that effectively uses reason and
evidence to prove a point, emphasizing culture within the Greek society; (4.02)
critically interpret and evaluate events in The Iliad, using specific references from
the text to show how characters represent universal themes; (5.01) demonstrate
understanding of The Iliad by making comparisons & connections between
historical and contemporary issues; (6.01) demonstrate an understanding of
conventional written and spoken expression by employing varying sentence
structures and types, using correct format for essay; and (6.02) edit for subject-verb
agreement, tense choice, pronoun usage, clear antecedents, correct case, complete
sentences, appropriate mechanics, parallel structure, and spelling.
MATERIALS NEEDED: laptop/projector, class set of literature textbooks, daybook
handouts, DGP PowerPoint, “Generosity” writing prompt, DGP test.
MATERIALS NEEDED: laptop/projector, class set of literature textbooks, daybook
handouts, DGP PowerPoint, “Generosity” writing prompt, DGP test.
ORDER OF INSTRUCTION:
1) “Writing Into the Day” prompt (students will write for 5 minutes)
2) Daily Grammar Practice discussion of the sentence: I like the fact that Anne
Sexton uses descriptive and shocking language in her poem “Courage.”
Today’s focus: clauses/sentence type.
3) “Generosity” essays are returned to students for 10 minutes’ final
polishing. Students are advised to remove their names, papers are
collected and redistributed to other students. Papers are then peer-edited
for approximately 5-8 minutes and passed for a second editing. Time
permitting and at teacher discretion, papers are passed for a 3rd peer-edit.
4) Papers are collected, returned to owners; students begin the polished
rewrite.
5) Continued reading of The Iliad. Suggested questions for students: How is
Hector like modern man?Is interference from the gods fair? Why/why not?
How does fate play such an important role in the events of war and mortal
lives? How would you describe Hector’s character with respect to the
Character Traits we are studying?
ORDER OF INSTRUCTION:
1) “Writing Into the Day” prompt (students will write for 5 minutes)
2) Daily Grammar Practice discussion of the sentence: I like the fact that Anne
Sexton uses descriptive and shocking language in her poem “Courage.”
Today’s focus: parts of speech & diagramming.
3) Students’ essays are returned for completion of polishing the edited draft.
Approximately 20 minutes.
4) Continued reading and discussion of The Iliad. How does Apollo’s
abandonment of Hector truly represent Greek values? Are Hector’s
requests of Achilles reasonable? Without interference from the immortals,
how would the fight between the two heroes ended?
CLOSURE: Review requirements for The Iliad project; recommend timely research
& study of the individual student assignments.
EVALUATION: Informal assessment of students’ diligence in peer-editing &
readiness for writing polished copy.
CLOSURE: Reminder to students to study for tomorrow’s DGP test
EVALUATION: Student essays are evaluated for focus, organization, elaboration &
support, style & writing conventions.
Friday, 1-30-09
WEEK 1
HONORS ENGLISH II
Kendrick/Spearman
Instructional Focus: How are we influenced by humanitarian actions?
NCDPI Objectives: During the week, the students will (1.02) respond reflectively
through “Writing Into the Day” on a variety of prompts and free-writes; (3.03)
respond to issues in The Iliad in such a way that effectively uses reason and
evidence to prove a point, emphasizing culture within the Greek society; (4.02)
critically interpret and evaluate events in The Iliad, using specific references from
the text to show how characters represent universal themes; (5.01) demonstrate
understanding of The Iliad by making comparisons & connections between
historical and contemporary issues; (6.01) demonstrate an understanding of
conventional written and spoken expression by employing varying sentence
structures and types, using correct format for essay; and (6.02) edit for subject-verb
agreement, tense choice, pronoun usage, clear antecedents, correct case, complete
sentences, appropriate mechanics, parallel structure, and spelling.
MATERIALS NEEDED: laptop/projector, class set of literature textbooks, daybook
handouts, DGP PowerPoint, “Generosity” writing prompt, DGP test, reading
handout on Mother Teresa.
ORDER OF INSTRUCTION:
1) “Writing Into the Day” prompt (students will write for 5 minutes)
2) Daily Grammar Practice discussion of the sentence: I like the fact that Anne
Sexton uses descriptive and shocking language in her poem “Courage.”
Today’s focus: test.
3) Distribute the article on Mother Teresa. Read together as group & discuss.
Ask students to compare her life to that of Albert Schweitzer. How do
humanitarian actions impact our own decisions? Do we really change
based on others’ philosophies? Why are some people more
empathetic/giving/selfless than others? (Nature? Nurture?) Collect
article.
4) Continued reading of The Iliad. Some questions: Who was more heroic—
Achilles or Hector? Why do you feel this way? How would the Greeks have
seen this differently? What are some of the degradations imposed on
Hector in his last moments and after his death? Why does Achilles do this?
What does it say about him?
CLOSURE: Preview for next week; Reflection #1
EVALUATION: Students are formally evaluated on DGP Test.