October 2012 ENGLISH 10 OCTOBER 1, 2012 Read your A.R. novel for 15 minutes. Write two reader responses WHILE you read. OCTOBER 2, 2012 Quick Write If you were able to wake up tomorrow in the body of another person, would you do so? Who would it be and why? If you would not do so, explain why not. ½ page minimum – DETAILS! DETAILS! FUNNY IN FARSI PAGE 11 Read and mark the text for Cultural references American Iranian Voice How do diction, syntax, imagery help create the author’s voice? First person narrator FUNNY IN FARSI (CONT.) What references to American culture did you find? 2. What references to Iranian culture did you find? In your writing notebook, write a short essay (3 or more paragraphs): Describe the narrator. Give evidence from the text (diction, syntax, imagery) that help create this voice. 1. Review your notes – how do you begin a literary analysis essay? WRITING ABOUT VOICE – THE BODY Topic sentence to introduce examples Example #1 Commentary Transition Example #2 Commentary Transition Example #3 Commentary Transition Clincher WRITING ABOUT VOICE – THE CONCLUSION Reiterate (echo) thesis and include purpose Summarize the evidence but don’t repeat So what statement – why it is important or what can be learned from your analysis. (How does this particular voice help with the author’s purpose?) OCTOBER 3, 2012 Analyzing voice – Funny in Farsi Let’s make it simpler Get out your writing notebook. Rewrite your Funny in Farsi essay, using the following guidelines and suggestions from yesterday’s framework. Introduction: • Sentence #1 – Introduce title, author, genre, and tell what voice accomplishes. • Example: In the excerpt from the novel, Funny in Farsi, Feroozeh Dumas uses voice to create a child-like persona. • • Sentence #2 – Identify or describe the voice • Example: The narrator is humorously sarcastic as she describes her new life in America. • Sentence #3 – What literary device (imagery, diction, syntax) does she use to create the voice and why? • Example: Dumas creates the voice through imagery to demonstrate the similarities between the way Iranian and American children view the world. MONDAY, OCTOBER 8, 2012 Read your A.R. novel. Write one reader response. THEME FOR ENGLISH B TWIST Tone – see handout Word choice – (diction) Imagery – (appeals to five senses) Style – author’s use of language Theme (see below) A THEME STATES THE WRITER’S LARGER IDEAS ABOUT LIFE AND HUMAN EXPERIENCE. EXIT TASK On a piece of scratch paper: What is the difference between a dependent clause and an independent clause? Hand in as you exit the room at the bell. TUESDAY, OCTOBER 9, 2012 Read your A.R. novel. Write one reader response. DO YOU REMEMBER? 1. 2. What three characteristics must a clause have to be independent? Why is it called this? What is a dependent clause? Why is it called this? THEMATIC STATEMENT Theme – states the writer’s larger ideas about life and human experience. (War, peace, love, hate, human suffering, etc.) What is the subject of the poem, “Theme for English B?” Thematic Statement = Subject + Theme TUESDAY, OCTOBER 9, 2012 With your partner, complete the TWIST handout. Response column – your ideas of how the literary element supports the poem’s meaning / ideas. Make sure to provide evidence – words or phrases from the poem – to support your ideas Whole class share OCTOBER 11, 2012 Pick up your SpringBoard text, writing notebook, and TWIST handout. Read your A.R. novel for 15 minutes. Write at least one reader response WHILE you are reading. Example Tone Reflective Response He is analyzing himself and his place in the world Evidence l. 16 “It’s not easy to know what is true…” TWIST Word choice Colored RESPONSE Mentioned 4 times which suggests the speaker’s awareness of his social status TEXT SUPPORT l.7: “I am twenty two, colored…” l.10: “I am the only colored…” TWIST Imagery Typical American RESPONSE TEXT SUPPORT The speaker l.21-24: Well, refers to what I like to eat…” he likes which is really no different than if he were white TWIST Style Response Rhythm Does not rhyme , but repetition and pauses create a rhythm Lists Text Support l.18-19:”…I hear you: hear you, hear me - we two – you…” THEME FOR ENGLISH B TWIST Tone: the attitude of the speaker toward the subject. RESPONSE TEXTUAL SUPPORT TWIST Word Choice: (diction) words, connotation, associations, etc. Imagery: the sense impressions Style: author’s use of language and poetic devices – repetition, rhyme, rhythm, etc. Theme: author’s insight about life People from different cultures and ages can learn from one another l.25-26 although colored he likes the same things as people of other races. l.31-36 they are a part of each other – American l. 37-40 instructor and student can learn from each other in spite of THEMATIC STATEMENT EXAMPLE Through a writing assignment, the speaker and the teacher realize that they can learn from each other despite their differences or because of their commonalities. YOU ARE A POET Use “Theme for English B” as the model to write your own poem! As you are composing, think about the essential question: “How can cultural experience shape, impact, or influence our perception of the world?” This is really what your poem is about. OCTOBER 15, 2012 – ENTRY TASKS Quick Write: A family is a subculture, and every family has its own beliefs, traditions, habits, practices, etc. Write about your family culture. What is characteristic of your family? What is unique about your family? What would an outsider notice about your family? Read your A.R. novel and write one reader response WHILE you read. OCTOBER 16, 2012 Anaphora ADD VOCABULARY – repetition of a word or phrase at the beginning of a line. Used to emphasize an idea’s importance. OCTOBER 16, 2012 – CLASS NOTES CIRCLES OF INFLUENCE Country – America (national identity, pride) State – Olympia, Evergreen, Seattle, space needle, Olympic peninsula, Pacific ocean City – Riverfront Park, etc. School – (friends, classmates, teachers, teams, clubs, etc.) Neighborhood – (parks, streets, landmarks, businesses, etc.) Family – sayings, relatives, foods, music, art, rituals, mementos, customs, routines, etc.) WHERE I’M FROM Mark the text Images that show where and what she is from What can you infer about culture From diction and descriptive details WHERE I’M FROM Choose two or three images from your circles of influence. Use “Where I’m From” as a model and write your own poem. Use details and description to create images Don’t forgot to use anaphora OCTOBER 18, 2012 Reminder: Reaching your A.R. goal is 10% of your quarter grade! Read A.R. Take your quizzes Reach your goal! OCTOBER 18, 2012 Make up work Grade conference if needed If assignments are up to date, read your A.R. novel and write two reader responses WHILE you are reading! OCTOBER 19, 2012 – QUICK WRITE Should teens trick or treat on Halloween? Make a list of pros and a list of cons. State your position. Then, write a paragraph with your reasons Write another paragraph, recognizing the opposition but countering it. GRAMMAR Main clause = independent clause Subordinate clause – dependent clause Four structures of sentences: 1. 2. 3. 4. Simple Compound – two independents joined by comma, coordinating conjunction or semi-colon Complex – dependent clause begins with subordinate conjunction Compound-Complex GRAMMAR (CONTINUED) Comma splices and Fused (run together) sentences. Rules Exercise 1: Choose (a) or (b). Correct the sentence OCTOBER 22, 2012 1. 2. Please pick up your SpringBoard text and your writing notebook. Read your A.R. novel and write one reader response WHILE you read! REFLECTIVE ESSAY – PAGE 28 - 31 Add A to vocabulary type of personal narrative in which writers share insights and observations about life. OCTOBER 23, 2012 Finish reading the model essay on pages 29-30, marking the text to note elements of a reflective essay. Have Fused Sentences/Comma Splices Exercise 1 out for me to stamp! TRANSITIONS Good transitions are an important part of an essay. They signal change, time, example, or addition. Mark the transitions you find in the model essay on pages 29-30. REFLECTIVE ESSAY Thinking of a reflective essay, brainstorm a list of incidents that you might write about. Circle the one you think is the best. Begin working on Fused Sentences/Comma Splices,Exercise 2. Finish for homework. OCTOBER 24, 2012 If you did not have a picture taken, or you have a picture packet, but need retakes, please go to the gym immediately! Return as soon as possible for maximum time to write your reflective essay. OCTOBER 24, 2012 Read the scoring rubric for a reflective essay on page 34a of your SpringBoard text. Write a reflective essay. Make sure you include the three part structure. Use the elements of a good personal narrative. Due when the dismissal bell rings. 20 points. OCTOBER 25, 2012 Please read for 15 minutes, and write one reader response. PREVIEWING EA 2, UNIT 2 – PAGE 138 Synthesizing Many Parts into a Whole Change Prompt to: Does Cultural identity limit the way people view others and the world? PREVIEWING EA 2, UNIT 2 – PAGE 138 Read pages 138 – 141 Mark your text for: What you need to know for success What you need to be able to do for success Make two lists in your book: What you need to know What you need to be able to do Be prepared to share with the class SKILLS AND KNOWLEDGE – EA2 Make two lists in your book: What you need to know What you need to be able to do OCTOBER 26, 2012 Quick Write What exactly makes something funny? Write about what makes you laugh and why those things are funny. ½ PAGE MINIMUM ADD TO VOCABULARY Humor – the quality of being amusing Satire – a type of writing that pokes fun of or ridicules an individual, a group of people, a behavior or attitude, or a cultural or social institution by pointing out weaknesses in a humorous way Irony – a literary device that exploits reader’s expectations; irony occurs when what is expected turns out to be quite different from what actually happens. MORE VOCABULARY Exaggeration – represents something as larger, better, or worse than it really is. Understatement – representation of something as smaller or less significant than it really is, the opposite of exaggeration. US AND THEM – PAGE 73 Read and mark the text for words or descriptions that are meant to be funny. Underline sections in which the author uses humor. Mark two examples of imagery. OCTOBER 29, 2012 Quick Write Write about perspective in “Us and Them.” Explain Sedaris’s perspective about the the Tomkeys and how he uses humor to express it. MATRIMONY WITH A PROPER STRANGER PAGE 84 What are our customs and rituals for dating and marriage in this country? Make a Venn Diagram: Indian Culture Your own Culture. Fill in what you know about the subject in Your own Culture. As you read, fill in the Indian Culture and the middle. MATRIMONY WITH A PROPER STRANGER Review the Grammar and Usage box on page 84. As you read this article, look at the variety of sentences. Underline and label one of each of the four structures. OCTOBER 30, 2012 – ENTRY TASK New Vocabulary Explicit – Stated directly Implicit – Conveyed indirectly OCTOBER 30, 2012 Dave Barry Does Japan – page 116 Chunk 1: Who is the speaker? What do you know about him? What is the problem? Chunk 2: Share a time when you have been outside your cultural element and had difficulty communicating. Chunk 3: Explain how what Barry says often leads to misunderstandings among cultures. Provide some examples. DAVE BARRY DOES JAPAN Chunk 4: What idea does Barry convey about Japanese culture or his own culture. Chunk 5: How does this conversation lead Barry to his concluding statement. DAVE BARRY DOES JAPAN Satire Chart Create a three column chart Identify three incidents from the text that are funny, why each is funny and what the implied message or critique is. OCTOBER 31, 2012 Quick Write What is a summary? What are the proper steps for writing a summary? ANCIENT ORIGINS 2,000 years ago, the Celts in Europe celebrated Samhain on the night of October 31, the day before their new year, and the night when ghosts returned to earth. Their priests made bonfires and predicted the future as people burned crops and animals for sacrifice. OCTOBER 31, 2012 Halloween Origins Read the handout about Halloween. After you read each section, go back and underline the main ideas. Write a one-paragraph summary of each section. Hand in for 12 points – 4 for each section. NOVEMBER 1, 2012 New Vocabulary Open your text to page 108. Add the word “argument” and its definition to the vocabulary section of your notebook. Read over “The Structure of an Argument” AN INDIAN FATHER’S PLEA – PAGE 109 Read the text and mark the five elements of argument as they are presented in the text. When finished, review the assessment instructions on page 138 and the exemplary essays in the handout.
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