English II
15-19 SEPTEMBER
9/15/2014
Warm Up: Writing Prompt #4
Essential Question: Why is The Universal Declaration of Human Rights an important
document?
Today’s Agenda:


Vocabulary Unit 1 – Reset – Quiz on WEDNESDAY 9/17

Excerpt from United Nations Declaration on Human Rights
Focus on Central Idea, Text Structure, and Author’s Purpose

Focus on Rhetoric
Tomorrow’s Agenda:



South African Non-Fiction – Nelson Mandela – A history of struggle
Assignment: Warm up notebooks will be collected and graded on Friday
Name
Date
English II
WP4
Writing Prompt #4

“An educational system isn’t worth a great deal if it teaches young people
how to make a living but doesn’t teach them how to make a life” –
Anonymous

React to this quotation by reflecting on how it applies to you and your
future. Do you feel your education has taught you how to make a living
and how to make a life? Will you rely on college or a career to teach you
about life, or do you feel your current level of education is sufficient? What
more do you need to learn to be prepared for your future?

Please write a 1 page response – do not skip lines – use the proper
heading – you will turn this in today.
Name
Date
English II
Declaration

Declaration on Human Rights
As you continue reading…
Definitions:

Rhetoric – the art of effective writing or speaking. Rhetorical writing features
different devices that help communicate ideas and persuade or emotionally
affect listeners and readers.

Allusions – references to other people, places, and events with which readers
should be familiar.

Rhetorical questions – questions which have no answers but are intended to
capture the audience’s attention and make them think about an idea.

Repetition – the recurrence of words and phrases in order to emphasize an idea,
reinforce meaning, or create rhythm.

Parallelism – the use of similar grammatical constructions to create a rhythm
and show that the ideas expressed are related or equal in importance
Name
Date
English II
Declaration
Declaration on Human Rights
As you continue reading…

Identify examples of rhetoric in The Universal Declaration of Human Rights.

Create a Chart like the one below and track the author’s use of rhetorical
devices
Example of Rhetoric
Purpose or Effect
Name
Date
English II
Declaration

Understanding vocabulary
This document is a legal document and contains words that are very
specific to the legal profession. Consider each of the words in bold and
write the definition to the word using context clues and then write a
second sentence that demonstrates additional context that shows the
meaning of the word in bold.

The Declaration states that all humans have inalienable rights.

The tyranny caused much pain and suffering for the minority class.

Hundreds of people demonstrated to stop the oppression of women.

The new charter was approved and signed by all the board members.

India finally gained sovereignty from Britain in 1947 and then established its own
government.
Name
Date
English II
Declaration

Reading Comprehension Check
Answer each of the following questions about the text we just read. Please
include details from the text to support your response.

Review each of the first two articles. Why did the authors of the declaration list
these freedoms first? How does this organizational choice help you understand
their purpose and the central idea of the work?

Why did the authors believe it was essential to create The Universal Declaration
of Human Rights? What audience were the authors targeting with this
document?
9/16/2014
Warm Up – Please be ready to begin your warm-up. Complete the warm up in
your warm up notebook.
Essential Question: How can one man inspire and change a nation?
Today’s Agenda:

South African Non-Fiction – Nelson Mandela – A history of struggle
Tomorrow’s Agenda:

Cry The Beloved Country

Vocabulary Quiz Unit 1
Reminders:
Progress Reports Go Home Tomorrow!!!
Warm Up – Identify the antecedent for each underlined pronoun
1.
Some of the children are afraid of monsters.
2.
Robert usually brings his homework to class.
3.
This is not the entrée I ordered.
4.
The puppy dug its way out of the back yard.
5.
Jessica asked her father to help her change her tire.
6.
The family enjoyed themselves at the reunion.
7.
Did Robert loose his keys?
8.
The soldiers loaded their gear on the truck.
9.
The boat with the wood hull is the one that won the race.
10.
The twins ordered milkshakes with their meals.
11.
The referee changed his call after final review.
12.
The emperor wore a new suit to the parade in his honor.
Name
Date
English II
Mandela

As you read…
Record your answers to the following questions as you read:

The first line of Mandela’s speech is in Zulu, the language of his supporters. It is
translated as “Power! Power! Africa, it is ours!” Why might he have used these
words to begin his speech?

What is Mandela’s tone? Record the words in Paragraph 4 that help you
determine his tone.

Why do you think Mandela recognizes the ANC in his speech? Why do you think
he recognizes other groups and people?

What rhetorical device does Mandela use in paragraphs 7-14? How are these
devices effective?

Based on paragraphs 13 and 14, how did the organizations Mandela mentions
most likely help his cause?
Name
Date
English II
Mandela

As you read…
Record your answers to the following questions as you read:

What does Mandela mean when he says “I pay tribute”? Why might he have
chosen the word tribute?

Identify the rhetorical device Mandela uses in paragraph 17.

What central idea is introduced in paragraph 23?

What is the tone of paragraphs 24-25? Record the words or phrases that help
establish this tone.

Identify and record the details in paragraph 26 that Mandela includes to
develop the central ideal.

Mandela makes several allusions in paragraph 27. To what does he allude and
why?
Name
Date
English II
Mandela

As you read…
Record your answers to the following questions as you read:

What does the word negotiate mean (write down the definition)? What subject
or field might the term be specific to?

What is Mandela’s point of view regarding President de Klerk and the Nationalist
government? Identify and record the details that help you determine his point
of view.

What is Mandela’s purpose in paragraph 32? How might his experience and
point of view have affected his purpose?

Why do you think Mandela quotes a speech he gave in 1964? Why do you think
he ends his speech with this quotation?
Name
Date
English II
Mandela

Consider and Discuss
After discussing each of these two questions with a partner, write a
paragraph in response to each question. Provide evidence from the text
to support your responses.

How are Nelson Mandela’s speech and The Universal Declaration of Human
Rights similar?

In 1974, the United Nations suspended South Africa’s membership. Based on
Mandela’s speech, why do you think South Africa’s membership was
suspended? Do you agree or disagree with the suspension?
Name
Date
English II
Mandela

Comprehension Check
Answer each of the following questions about the text you just read. Use
details from the selection to support your responses.

Mandela has several purposes for making this speech. What are two of his
purposes? What methods does he use to achieve these purposes?

What inferences can you make about Mandela based on his speech? What
inferences can you make about the audience?

Evaluate Mandela’s style and message. Is his speech effective? Does he
achieve his purpose? Why or why not?
9/17/2014
Warm Up – Please take the opportunity to quietly study for your Vocabulary Quiz. You will have 10 minutes to
study and then please have your desk cleared with the exception of something to write with and a blank
sheet of paper.
Essential Question: What is Apartheid?
Today’s Agenda:

Vocabulary Quiz Unit 1

Introduce Vocabulary Unit 2

Apartheid

Apartheid Explained

Cry The Beloved Country – Introduction and Excerpts
Tomorrow’s Agenda:

Test – African Literature
REMINDER: Progress Reports Go Home Tomorrow
9/18/2014
Warm Up – Please prepare to take a few notes on Comma Use then we will
complete the warm up on Commas Please record the answers to your warm up in
your notebook. Please remember that I will collect and grade your warm ups on
Friday. If you have been absent on a particular day, please record that date in
your notebook and write “ABSENT” next to the date..
Essential Question: How does South African Literature and the stories and
documents we have read relate to colonialism and multi-culturalism?
Today’s Agenda:

South African Literature Test
Tomorrow’s Agenda:

Cry The Beloved Country

Notebook Quiz
Commas Notes

Commas with compound sentences – use a comma before the coordinating conjunction
in a compound sentence

Commas between items in a series – use commas to separate three or more words,
phrases, or clauses in a series

Commas between adjectives – use commas to separate adjectives of equal rank – do
not use commas to separate adjectives that must stay in a specific order

Commas after introductory material – use a comma after an introductory word, phrase,
or clause

Commas with parenthetical expressions – use commas to set off parenthetical expressions

Commas with nonessential expressions – a nonessential expression, short or long, gives
additional information about someone or something in a sentence. Because it can be left
out without changing the basic meaning of the sentence, it is set off with commas
Commas Notes

Commas with Places, Dates, and titles – when a geographical name or a date is made up of two or more parts, use a comma after each item except in the case of a
month followed by a day. Use commas to set off a title following a name

Other uses of commas – use commas in the following situations:

Address - between elements


Salutation and Closing – after


“In a few minutes,” laughed Julio, “you’ll know the surprise.”
31,432 goats
Elliptical Sentence


Sincerely,
Numbers – over 1,000


Dear Sir,
Direct quotation – within a sentence


J. Brown, 10 Elk Lane, Glen Cove, New York 111542
Lorraine plays the guitar; her brother Sam, the flute.
To prevent confusion

For Carla, Jonas has designed a unique costume
Warm Up - Commas
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Mary Grace lives in a dark wooded area.
The crash awoke Father and he jumped out of bed.
Buy tomatoes cucumbers scallions and lettuce.
An exhausted discouraged team limped into the locker room.
Betty must have reached home safely or she would have phoned.
I found many old stamps in Grandfather’s collection.
The rain has stopped but it is still very humid.
An angry determined speaker addressed the mayor.
Frank planned to read his speech but he lost his notes.
I prepared a salad cooked a roast and baked some cookies.
Her room unfortunately is right over the garage.
Mrs. Eriksen will you explain that answer again?
Our vacation is near the end of July not in August.
Although she is excellent at ballet she prefers modern dance.
His refusal I am certain can easily be explained.
9/19/2014
Warm Up: Please have a seat and make sure you have your notebook, your warm-up book, and
something to write with. We will take a couple of grammar notes and then complete the warm up.
When you have completed your warm up, please neatly stack your warm up notebooks on the
table. This grade will count as a classwork grade.
Essential Question: How does the struggle for freedom and equality in South Africa reflect the
themes of post colonialism?
Today’s Agenda:


Notebook Quiz 4

Turn in Warm-up notebooks

Cry The Beloved Country
Monday’s Agenda:

Egypt
Notes
Semicolons

Semicolons and Independent clauses – Use a semicolon to join
independent clauses not already joined by a comma and a coordinating
conjunction. A semicolon can also be used to join two independent
clauses joined by a conjunctive adverb or a transitional expression.

Semicolons used to avoid confusion – use a semicolon to avoid confusion
when independent clauses or items in a series already contain commas
Warm Up - Semicolons
1.
Stockholders hoped to get rich when their stocks rose in price therefore many borrowed money to buy stocks.
2.
On Black Thursday in October 1929, stocks tumbled to forty percent of their original value as a result many people
lost almost everything they owned.
3.
Pandemonium broke out on the stock exchange floor fist fights for instance were common.
4.
Frantic orders to sell came into the exchange many orders to sell however could not be completed because
there were no buyers.
5.
Some stockholders were forced to sell their homes, businesses, and other possessions to pay back money they
had borrowed others could not pay their debts at all.
6.
There were several short rallies in stock prices nevertheless prices generally spiraled down.
7.
Some tragedies were caused by the stock market crash in fact the president of Union Cigar jumped to his death
when his stock dropped over $100 in one day.
8.
The President assured the public that business was good many business leaders continued to buy stock.
9.
Some of the richest people did manage to survive the stock market crash most people however had barely
enough left to survive.
10.
The collapse of the stock market almost destroyed the business world it is a tragic lesson to people today.
Name
Date
English II
NBQ4
Notebook Quiz 4
1.
What is the definition of central idea?
2.
What is the central idea of The United Nations Declaration on Human Rights?
3.
What is the definition of Rhetoric?
4.
What are the different types of rhetorical devices?
5.
What is an allusion?
6.
What founding US document does The United Nations Declaration Human Rights refer to when it states
in Article 3 “Everyone has the right to life, liberty, and the security of person”?
7.
What does Article 13 mean by the following statement? “Everyone has the right to freedom of
movement and residence within the borders of each State. Everyone has the right to leave any
country, including his own, and to return to his country”?
8.
What does the word “Charter” mean and in what context is it normally used?
9.
What does the word “inalienable” mean?
10.
Who wrote “Cry the Beloved Country”
Discussion Questions for “Cry The
Beloved Country”

Why did it take the death of the farmer's son for him to learn not to hate
the blacks who lived around him?

What is the significance of the title of this film?

What are the similarities between the story of the farmer in this film and the
story of Amy Biehl and her parents? What do these similarities say about
the quality of "Cry, the Beloved Country?"