English 1-2 Honors (Period 1) Assignments
- Instructors
- Term
- Spring 2012
- Department
- English
- Code
- E9H
Upcoming Assignments
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Past Assignments
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English 7-8
Frankenstein http://www.gutenberg.org/etext/84
Macbeth http://www.william-shakespeare.info/script-text-macbeth.htm
Persuasion http://www.gutenberg.org/etext/105
Twelfth Night http://www.william-shakespeare.info/script-text-twelfth-night.htm
1984 http://www.george-orwell.org/1984
English 1-2 Honors
Odyssey http://www.gutenberg.org/etext/1727
Romeo & Juliet http://www.william-shakespeare.info/script-text-romeo-and-juliet.htm
To Kill A Mockingbird not available
Helpful Sites:
www.itunes.com http://librivox.org/ www.shmoop.com
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Search for "aldh", click on the purple "aldh" in the middle of the screen, scroll to the lower left hand corner of the screen & you'll find "combos", click on WW20 & it should have all words from lessons 11-20. Otherwise, each set is listed separately as WW11-WW20.
May 15: Be finished with TKAM & prepared for Socratic
May 16-17: TKAM Film & Annotations DUE
May 18: TKAM Practice Exam *KNOW THE TKAM VOCAB IT'S ON QUIZLET
May 21: KNOW WW VOCAB! Review
May 22-25,29: Presentations
May 30: TKAM Planning Notes for FINAL essay
May 31: FINAL Essay (in class, timed, multi-paragraph)
I am so proud of your accomplishments this year!
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Chapter 1
"Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow it was hotter then: a black dog suffered on a summers day; bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks on the square. Men's stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o'clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum." (5)
Chapter 2
"'Your father does not know how to teach. You can have a seat now.'
I mumbled that I was sorry and retired meditating upon my crime." (17)
Chapter 3
"'First of all,' he said, 'If you can learn a simple trick, Scout, you'll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view-'
'Sir?'
'-until you climb into his skin and walk around in it.'" (30)
Chapter 4
"Two live oaks stood at the end of the Radley lot; their roots reached into the side-road and made it bumpy. Something about one of the trees attracted my attention.
Some tin foil was sticking out of a knot- hole just above my eye level, winking at me in the afternoon sun. I stood on my tiptoe, hastily looked around once more, reached into the hole, and withdrew two pieces of chewing gum minus their outer wrappers." (33)
Chapter 5
"'So that's what you were doing, wasn't it?'
'Makin' fun of him?'
'No," said Atticus, "Putting his life's history on display for the edification of the neighborhood.'
Jem seemed to swell a little. 'I didn't say we were doin' that, I didn't say it!'
Atticus grinned dryly. 'You just told me,' he said. 'You stop this nonsense right now, every one of you.'" (49)
Chapter 6
"Then I saw the shadow. It was the shadow of a man with a hat on. At first I thought it was a tree, but there was no wind blowing, and tree trunks never walked. The back porch was bathed in moonlight, And the shadow, crisp and toast, moved across the porch towards Jem.
Dill saw it next. He put his hands to his face.
When it crossed Jem, Jem saw it. He put his arms over his head and went ridged." (53)
Chapter 7
"As Atticus once advised me to do, I tried to climb into Jem's skin and walk around in it: if I had gone alone to the Radly Place at two in the morning, my funeral would have been held the next afternoon. So I left Jem alone and tried not to bother him." (57)
Chapter 8
"'Thank who?' I asked.
'Boo Radly. You were so busy looking at the fire you didn't know it when he put the blanket around you.'
My stomach turned to water and I nearly threw up when Jem held out the blanket and crept toward me. 'He sneaked out of the house-turn 'round-sneaked up, an' went like this!'" (72)
Chapter 9
"Atticus said, 'You've a lot to learn, Jack.'
'I know. Your daughter gave me my first lessons this afternoon. She said I didn't understand children much and told me why. She was quite right. Atticus, she told me how I should have treated her-oh dear, I'm so sorry I romped on her.'" (87)
Chapter 10
"Atticus said to Jem one day, 'I'd rather you shoot at tin cans in the back yard, but I know you'll go after birds. Shoot all the blue jays you want, if you can hit 'em, but remember it's a sin to kill a mockingbird.'
That was the only time I ever heard Atticus say it was a sin to do something, and I asked Miss Maudie about it.
'Your father's right,' she said. 'Mockingbirds don't do one thing but make music for us to enjoy. They don't eat up peoples’ gardens, don't nest in corncribs, they don't do one thing but sing their hearts out for us. That's why it's a sin to kill a mockingbird.'" (90)
Chapter 11
"'A lady?' Jem raised his head. His face was scarlet. 'After all those things she said about you, a lady?'
'She was. She had her own views about things, a lot different from mine, maybe ...son, I told you that if you hadn't lost your head I'd have made you go read to her. I wanted you to see something about her.- I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do.'" (112)
Chapter 12
"'It's not necessary to tell all you know. It's not ladylike -in the second place, folks don't like to have someone around knowin' more than they do. It aggravates 'em. You're not gonna change any of them by talkin' right, they've got to want to learn themselves, and when they don't want to learn there's nothing you can do but keep your mouth shut or talk their language.'" (126)
Chapter 13
"I never understood her preoccupation with heredity. Somewhere, I had received the impression that Fine Folks were people who did the best they could with the sense they had, but Aunt Alexandra was of the opinion, obliquely expressed, that the longer a family had been squatting on one patch of land the finer it was." (130)
Chapter 14
"'That's because you can't hold something in your mind but a little while,' said Jem. 'It's different with grown folks, we-'
His maddening superiority was unbearable these days. He did not want to do anything but read and go off by himself." (138)
Chapter 15
"'What's the matter?' I asked.
Atticus said nothing. I looked up at Mr. Cunningham, whose face was equally impassive. Then he did a peculiar thing. He squatted down and took me by both shoulders.
'I'll tell him you said hey, little lady,' he said.
Then he straightened up and waved a big paw. 'Let's clear out,' he called. 'Let's get going, boys.'" (154)
Chapter 16
"This was news, news that put a different light on things: Atticus had to, whether he wanted to or not. I thought it odd that he hadn't said anything about it-we could have used it many times defending him and ourselves. He had to, that is why he was doing it, equaled fewer fights and less fussing." (163)
Chapter 17
"Mr. Ewell wrote on the back of the envelope and looked up complacently to see Judge Taylor looking at him as if he were some fragrant gardenia in full bloom on the witness stand , to see Mr. Gilmer half-sitting, half standing at his table. The jury was watching him, one man leaning over with his hands over the railing.
'What's so intrestin'?' he asked.
'You're left handed Mr. Ewell,' said Judge Taylor." (177)
Chapter 18
"'It's not an easy question Miss Mayella, so I'll try again. Do you remember him beating you about the face?' Atticus's voice had lost it's comfortableness; he was speaking in his arid, detached professional voice. 'Do you remember him beating you about the face?'
'I don't recollect if he hit me. I mean yes I do, he hit me.'" (185)
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1. Used whiteboards to review TKAM vocab chs 1-6
2. Worked in groups to prepare mini discussion for class
HW: online discission on turnitin.com due tonight by 11:59 pm, read TKAM 7-8
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1. Watched historical background video for TKAM
2. Zoomed through quick ppt
3. Students discussed & took notes on Discussion Questions.
To Kill A Mockingbird Discussion Questions
Chapter 1
• What do you learn in this chapter about Maycomb, Atticus Finch and his family?
• What do you learn about Dill's character?
• What, briefly, has happened to Arthur “Boo” Radley.
• Why does the Radley place fascinate Scout, Jem and Dill?
• What do you notice about the narrative voice and viewpoint in the novel?
Chapter 2
• Why is Scout so looking forward to starting school?
• Why does Jem not want anything to do with Scout at school? Is his behaviour typical of an older child?
• What do you think of Miss Caroline Fisher as a teacher? Can you find qualities which would make her good or not so good at her job?
Chapter 3
• Who is Calpurnia? What is her place in the Finch household?
• What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life?
• What do you think of the way Atticus treats Walter?
• Does Scout learn anything from Walter's visit? What do you think this is?
• Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn? (In the last chapter of the novel, Scout repeats this, but she changes “skin” to “shoes” - this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this!)
• What do you learn in this chapter about the Ewells?
Chapter 4
• What does Scout think of current fashions in education?
• What superstitions do the children have in connection with the Radley house?
• Why do the children make Boo's story into a game?
• What do they do in this game? Do you think the game is an accurate version of what happens in the Radleys' home?
• What might be the cause of the laughter from inside the house?
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1. Went over TKAM vocabulary for chapters 1-2 (see quizlet)
2. I gave some background notes for the novel
3. Students discussed the TKAM Opinionnaire as a bridge from our Civil Rights Week to the novel. The students discussed it in the form of a verbal paragraph (TS, CD, CM, Concl).
4. I went over the annotation assignment on the back of the class calendar.
HW: read chapters 3-4 in TKAM
TKAM Opinionnaire
1. All men are created equal.
2. Girls should act like girls, and boys should act like boys.
3. It’s okay to be different.
4. Nobody is all bad or all good.
5. Some words are so offensive that they should never be stated or written.
6. Under our justice system, all citizens are treated fairly in our courts of law.
7. The old adage, “Sticks and stones may break your bones, but words will never hurt you,” is true.
8. Speaking standard grammar proves that a person is smart.
9. A hero is born, not made.
10. A hero is someone who succeeds at whatever he or she sets out to do.
11. No one is above the law.
12. Education is the great equalizer.
13. When the law does not succeed in punishing criminals, citizens should do so.
14. In America, everyone has the same chance to succeed as everyone else.
15. Majority rule is the best way because most people do what is right.
16. A model family consists of a mother, a father, and children.
17. You can usually tell what kind of person someone is by how he or she looks.
18. If someone stays away from people, he or she probably has something to hide.
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If you have time to get a head start on the fourth quarter reading, jump into it!
You have copies of the class calendar :)
English 1-2 Honors is reading To Kill A Mockingbird.
English 7-8 is reading 1984.
It is imperative that you read the assigned chapters BEFORE coming in to class. The discussions for fourth quarter are designed with the expectation that you have read & annotated the material.
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http://www.npr.org/templates/story/story.php?storyId=6560171
http://thesocietypages.org/teaching/2010/12/02/hip-hop-and-the-n-word/
http://www.counterpunch.org/2007/02/24/the-n-word-and-black-history-month/
http://www.raceandhistory.com/cgi-bin/forum/webbbs_config.pl/noframes/read/127
http://www.dailynorthwestern.com/city/white-cps-teacher-suspended-for-using-n-word-in-lesson-1.2709106?compArticle=yes#.T3Mr4-a2ob0
http://www.nypost.com/f/print/news/national/rapper_bombs_poet_pal_vGpl6qIvAl1judJ7oszEFI
http://mayaangelou.com/bio/
Here is the link to the 60 minutes video we watched to begin class:
http://www.cbsnews.com/8301-504803_162-20070688-10391709.html
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We watched Alfre Woodard perform Sojourner Truth's speech "Ain't I A Woman?"
Then we discussed the similarities & differences of the two speeches.
Tomorrow will be an important day because we will be discussing the social and literary impact of the most powerful word in American English.
Please read the following article about the use of this word. Come to class prepared to discuss with an informed opinion. My objective in having you read this article to for you to become more informed about the words in literature, music, and social circles.
http://www.tolerance.org/magazine/number-40-fall-2011/straight-talk-about-n-word
Also---we began to discuss the immigration issue. I think it's a valuable topic to discuss, but we need to be more informed before we can really talk about the issues. Do some research. Read the laws. Read what's happening from reliable news sources. Get informed! We will set aside time Wednesday AFTER break to discuss this very important social issue.
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Please follow the link below. Read the article. Then, choose one of the links on the left under the topic of "Outside Links". Follow the link & read the content. Come to class tomorrow with something to say about the article & the link you chose.
http://www.pbs.org/newshour/extra/features/july-dec03/march_8-27.html
If these links won't work for you, email me & I will send you the link via email.
FYI: I will be working on grades until Thursday. Office hours this week are Tuesday at lunch.
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English 1-2 Honors Writing Opportunity (bonus points)
Due: March 9, 2012
- Watch either Romeo & Juliet (1996) directed by Baz Luhrmann, or West Side Story (1961) starring Natalie Wood.
- As you view the film, consider the similarities and differences between the text and the film.
- During the film, watch for costumes, lighting, camera angles, setting, the background set, the background actors, the music, the transitions from scene to scene, and trends that show the period the film was created.
- Listen for differences in the style. We spent a significant amount of time in class analyzing the language of Shakespeare. Did the director make changes to the style? What affect did this have on the story (if any)?
- Using specific examples, what parts of the film do you prefer? What parts of the text do you prefer?
- In a four-paragraph essay, please write a compare and contrast analysis that evaluates the film and text.
- Paragraph 1: Introduction to general themes presented in Romeo & Juliet
Paragraphs 2-3: Discuss several related topics in the film & text.
Utilize transitions. CD from film will be in the form of examples.
Paragraph 4: Concludes comparison revealing which style is preferred and why.
- On the back, please complete a Venn Diagram as your planning notes. You may also do additional planning notes.
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Essay Rubric (based on SAT/College Board)
| Score | Development of Position | Organization | Use of Language | Sentence Structure | Grammar and Word Usage |
| 5 | Position effectively and insightfully developed through outstanding critical thinking skill; examples, reasons and evidence are clearly appropriate | Well organized and clearly focused; clearly coherent and ideas flow seamlessly | Displays skillful use of language; vocabulary is accurate and varied; words are appropriately and skillfully chosen | Good sentence structure; demonstrates meaningful and skilled variety of sentence structure | Free of most mistakes in grammar, word usage and mechanics |
| 4 | Position is effectively developed through strong critical thinking skill; examples, reasons and evidence are generally appropriate | Well organized and focused; demonstrates coherence and ideas flow well | Displays competent use of language; uses appropriate vocabulary | Good sentence structure; demonstrates variety in sentence structure | Generally free of mistakes in grammar, word usage and mechanics |
| 3 | Position on topic demonstrates competent critical thinking skill; example, reasons and evidence are adequate | Generally organized and focused; demonstrates some coherence and attention to the flow of ideas | Displays adequate, but inconsistent, use of language; vocabulary used is generally appropriate | Good sentence structure; demonstrates some variety of sentence structure | Contains some mistakes in grammar, word usage and mechanics |
| 2 | Position on topic demonstrates critical thinking skill applied inconsistently; inadequate examples, reasons or evidence | Limited in organization and focus; demonstrates lapses in coherence or flow of ideas | Displays developing use of language; contains indications of weak vocabulary and poor word selection | Some problems with sentence structure; lacks a variety of sentence structures | Contains many mistakes in grammar word usage and mechanics |
| 1 | Position on topic is unclear or extremely limited; inappropriate examples or reasons; insufficient evidence | Poorly organized; lacks focus; problems with coherence or flow of ideas | Poor use of language; indicates very limited vocabulary and poor word choice | Frequent problems with sentence structure | Grammar and word usage mistakes are frequent and interfere with meaning; poor mechanics |
Score= Point Values OVERALL COMMENTS:
5= 25, 50, 75, 100
4= 20, 40, 60, 80
3= 15, 30, 45, 60
2= 10, 20, 30, 40
1= 5, 10, 15, 20
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English 1-2: This week was crazy! Here’s a recap.
- Grammar pages 163-174- due Monday 2/6, self-corrected in class, write questions on the board & I will go over them in class, ppt is available on website.
- Grammar groups will be covering pages 57-84 (phrases & clauses), answers are available on “grammar table” in class, prepare to present in “student speak” the four pages your group signed-up to do. Presentations will be Thursday, February 16.
- Essays- all essays were passed back, ppt about common errors is available on the website, you may re-write any ONE essay for a modified score. Essay revision due on Tuesday, February 21.
- Essays were compared to sample student work.
- Use office hours or email rough drafts to talk about writing issues
i. I’m always happy to go over essays during office hours!
- Extra Credit Essay- assignment passed out on Friday (2/10) & is on the website
- EC Essay due March 9
- Vocabulary quiz- Acts 1-3 Friday (2/10)
- It’s a crossword without a word bank (I want to see if you actually know the word, as opposed to recognizing it)
- On Quizlet, do the flashcards that show the definition and then you say the word out loud
- Romeo & Juliet- finish handout for Act 3
- Due Monday, February 13 (no Act 3 quiz)
- Writing Practice- evaluate sample paragraphs on Friday, February 10
- Give each paragraph a score and explain why
- Passed out Theme Statement handout to be used later
i. Highlight the ones you like the best!
- Long Term Project- Writing Portfolio assignment
- Due February 24
*If you are struggling with Romeo & Juliet, I have put audio files on the website for you to download to your ipods. Listen as you read! This is a great strategy to improve comprehension.
* I also put office hours on the schedule that is on the back of this—please come see me for help with your writing J .
Looking Ahead….
| February 13: Act 3 Handout Due HW: print grades & parent signature OFFICEHOUR | 14: Valentine’s Writing Assignment | 15: Act 4 | 16: Grammar Presentations & Act 4 Progress Report Due | 17: NO SCHOOL |
| 20: NO SCHOOL | 21: Essay Redo Due Peer Editing & Grammar Questions OFFICEHOUR | 22: Late Start Act 4 | 23: Act 4 Quiz & Writing | 24: Writing Portfolio Due Act 5 |
| 27: Act 5 OFFICEHOUR | 28: Act 5 Quiz & Writing Assignment | 29: Grammar Review | March 1: Grammar Review | 2: Grammar Test- Chapters 20 & 28 |
| 5: Wordly Wise OFFICEHOUR | 6: Wordly Wise | 7: Wordly Wise | 8: Library- research | 9: EC Essay Due MLA citations for Works Cited |
| 12: Works Cited DUE OFFICEHOUR | 13: R& J Theme Statement Essay Rough Draft (in class) | 14: Peer Edit of Theme Statement Essay | 15: REVIEW | 16: Final part A: Wordly Wise Grammar MLA format |
| 19: NO SCHOOL | 20: REVIEW Theme Statement Essay Final Draft Due | 21: Finals 2,5 Final part B: Romeo & Juliet + vocabulary | 22: Finals 1,4 Final part B: Romeo & Juliet + vocabulary | 23: Finals 3,6 Final part B: Romeo & Juliet + vocabulary |
You will need the text To Kill A Mockingbird in class on March 26, 2012.
Final for Quarter 3 covers Romeo & Juliet, Romeo & Juliet Vocabulary, Grammar (ch 20 & 28), Wordly Wise (Lessons 1-8), and MLA format.