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English II 2015-2016
Syllabus
Mrs. McPhail
252-244-3200 X2405
[email protected]
mcphail.weebly.com
Remind APP: @smcpha
JOIN MY QUIZLET CLASS! https://quizlet.com/join/3vkceNF9T
Overview: This course offers a survey of World Literature, in all forms. This semester’s theme is “The importance of storytelling across cultures and its impact on cultural identity.” In this class we will be analyzing and writing for a variety of purposes, and focusing on creating new ideas and synthesizing them with our existing knowledge. This course should challenge what you think you know about others and yourself, and build on your strengths to create more global awareness, enhance writing and reading skills, analysis, critical thinking and productive discussion. This class focuses primarily on reading informational and nonfiction texts in accordance to Common Core State Standards, as well as promotes strong research skills to find valid, credible and reliable sources for a variety of purposes. Students will complete a range of projects and reading assignments, and will build on their foundations of informative, persuasive and creative writing. Students will begin analyzing and criticizing literature, not merely reflecting and summarizing, as done in previous years. The emphasis of this course is on building opinions based on facts, analyzing the effects and purposes of certain literatures and styles, and to explore how literature is different in different cultures and how it reflects those cultures. Students are also required to complete a research paper, product and presentation as part of the Graduation Project. This is mandatory, and will be embedded in our Africa/Middle East units.
Materials:
Composition notebook
Binder with college ruled paper (for class work)
Pencils and pens
markers/coloring pencils
index cards
Wish List:
Tissue
Hand sanitizer
Expo markers
Colored paper
Tutoring: Tuesdays and Thursdays until 3pm.
Rules:
- No late work, unless excused absence. 5 day cut off.
If absent, check website for make-up work, as well as assigned folder in back of room. www.mcphail.weebly.com. I will not print out extra copies. - Missed tests/quizzes must be made up after school, within 5 days. I will not remind you.
No food or drink in class, unless doctor’s note. - No profanity, vulgarity, horseplay or bullying. This includes racist and/or homophobic remarks.
Homework is due at the beginning of class, regardless of whether I remind you to turn it in. Turning it in at the end of class will result in a 50%. - If you have any questions, comments or concerns, you may send me an email at [email protected]
Homework: 10%
Classwork: 20%
Quizzes: 30%
Tests/projects/papers: 40%
Week 2:
Day 1: Daily EOC practice
Present projects
Nouns notes
Review game
Day 2:
Daily EOC
Reviewed nouns
Introduction to vocabulary
Signed up for Quizlet
Day 3:
Daily EOC
Notes on Magical Realism
Review game
Day 4:
Daily EOC
Reviewed nouns
Began Like Water for Chocolate
Day 5:
Daily EOC
Notes on ACES
Practiced ACES with feedback
Quiz on Nouns
Finish Like Water for Chocolate
Week 3:
9/6:
No School
9/7:
Daily EOC
Create a summary of chapter 1 of Like Water for Chocolate
Using your RAFT, create a new version of a text from a minor character's point of view
9/8
Mood and tone word search
Notes on mood and tone
Create your own narrative using RAFT
9/10:
Continued notes on MOOD and Sensory details
RAFT rough draft 1
9/11
EOC
Wordle on mood and tone
Entered Pretest into school net
Week 4
9/14:
Analyze mood of paintings- How is literature art?
Continue notes on sensory details
Identify sensory imagery in Like Water for Chocolate
Add in sensory imagery in RAFT Rough draft 1
9/15:
Review game on mood, tone, imagery and style
Choose a scene from Like Water for Chocolate and identify the mood
In your pods, create art that reflects the mood of this scene using color and perspective
9/16
Gallery Walk of paintings
How is imagery connected to art? How are narrative art?
Focus vocabulary: vignette
Begin the House on Mango Street. Identify imagery
9/17
How does the narrator feel dehumanized?
Discuss activism, as discussed in beginning of unit
Poetry activity- HOUSE
9/18
View Humans of New York and analyze purpose, audience and effect of this medium. How is it ineffective or effective? What is the tone?
Notes on voice
Read The House on Mango street analyzing voice
Week 5
9/21
Daily EOC
Go to Humansofnewyork.com and pick 3 stories that speak to you. re-tell the story/idea in your own words and identify the purpose and idea. Put in shared English 2 folder
Notes on voice
Read The House on Mango street
Given worksheets on poetry, journalistic style, motivation and characterization. Started in class. Finish for homework
9/22
Read The House on Mango street
Venn diagram to compare/contrast women in LWFC and THOMS
http://www.washingtonpost.com/wp-dyn/content/article/2010/02/19/AR2010021902049_pf.html
Complete It Says, I say and So
Review internal rhyme
HW: Packet on style, emphasis, inference, POV,metaphor and dialogue
9/23
Read The House on Mango Street
Verbs
Refer back to the chapter entitled Boys and Girls. Come up with 4 justifications and 4 objections to Machismo
Review homework from last night
Discussion
9/24
Listen to NPR's Story Crops. Summarize the main idea and the key details of the story
Write a written reflection
Finish The House on Mango Street
Read Injustice on Our Plates and complete accompanying activities
9/25
Write, Pair, Share- When do we stand up for ourselves and when do we let things go? What things are worth fighting for? How do Americans view activists?
Watch short documentary on Ceasar Chavez
Complete viewing guide
10/5
No School
10/6
Daily EOC
Verbs practice
The Very Old Man With Enormous Wings- read and summarize
10/7
Daily EOC
Verbs Practice
The Very Old Man With Enormous Wings- Second read+ discussion
10/8
Daily EOC
Verbs practice
Vocabulary review game
10/9
Vocabulary and verbs quiz
Half day
10/12
Daily EOC
Read Very Old Man and discussed theme
Reading guide and discussion questions
10/13
Writing Prompt (CHOOSE ONE)
1. Is the very old man with enormous wings really an angel? Yes or no? Argue. (Tip: You will first have to determine if you think the old man is an angel or not. Consider the characteristics we associate with angels. Don’t just look at our surface knowledge of angels but also consider our spiritual, psychological, and emotional connection to the idea of an angel. Then, make an argument about it.)
2. How is Marquez making a larger comment on society by employing the angel as a magic realism technique? (Tip: consider how the people of the village treat the 'angel', how they benefit from his presence, etc. Also consider the purpose of the technique of magical realism. NOTE: This will be like an examination of the story through the lens of magical realism)
3. Compare and contrast the angel and the girl who has been turned into a spider. (TIP: consider elements of Why: People's reactions, significance to societal mores, etc. Remember to make an argument; for example, the people of the village relate to the girl more than to the angel, because...)
4. Can "A Very Old Man With Enormous Wings be called a Christian story? (Tip: make the argument, yes or no, and then prove it. You will need to consider the key elements of what it means to be a Christian)
Finish reading guide
Persuasive Project:
Create an advertisement poster based on the story “The Very Old Man with Enormous Wings.” The advertisement should be from one of the following perspectives: the Catholic Church, Elisenda and Pelayo, or the traveling show with the spider. All of the points made on the posters MUST come from the text. Select ONE of the following:
a. Elisenda and Pelayo’s perspective: advertise why your “attraction” is worth coming to see.
b. Traveling Show’s perspective: advertise why your “attraction” is worth coming to see. Focus the majority of your poster DISCREDITTING your competition (the Old Man)
c. Catholic Church’s perspective: advertise why Elisenda and Pelyo’s attraction is a hoax. So, you will DISCREDIT the angel. Use the Priest’s arguments from the book to support your point.
10/13
Continue writing essay from above
Finish reading guide
10/14
Half day
Daily EOC
Read Czar Putin from UPFRONT magazine as a class
Analyze political cartoon on p. 15
Answer the following questions, citing specific text to support your answer (done in pods):
- Analyze what the author’s purpose might be in using the title “Czar Putin?” for the article.
- Infer the meaning of the statement, “Putin casts an increasingly long shadow on the world.” Use citations to support.
- Based on the text, evaluate why many Russians had been willing to tolerate Putin’s increasingly authoritarian rule.
- The heading “A New Cold War?” suggests that Russia and the U.S. may be entering another Cold War. Cite evidence from that section of the text that supports this claim.
- Predict whether Putin will become less or more aggressive on the world stage, based on evidence in the article.
- Study the political cartoon on p. 15. What is its message? How does it support the article?
Discuss as a class
Middle Eastern Literature
Perspolis
10/15:
Daily EOC
Answer questions and discuss
In groups, begin research project about Iran:
Use the following links to access websites and guiding questions to help you complete the research component of the task.
Shah of Iran Group (Group 1)
http://www.readwritethink.org/files/resources/ShahofIranGroup.html
Period 1: Elias, Amber, Matthew, Austin
Period 4: Austin, Jordan, Emily, Mica
Islam Group (Group 2)
http://www.readwritethink.org/files/resources/IslamGroup.html
Period 1: Adonnis, Tadarius, Veasley, Tiashia
Period 4: Armando, Zoey, Tavion, Madison
Society in Iran (pre-Islamic Revolution) Group (Group 3)
http://www.readwritethink.org/files/resources/SocietyinIranPre.html
Period 1: Tamara, La Trey, Cristino
Period 4: Jalen, Nikki, Alexis, Jonathan
Society in Iran (post-Islamic Revolution) Group (Group 4)
http://www.readwritethink.org/files/resources/SocietyinIranPost.html
Period 1: Seth, Kavon, Pedro
Period 4: Hailey, Edgar, Hunter, Kabrio
Culture in Iran (pre-Islamic Revolution) Group (Group 5)
http://www.readwritethink.org/files/resources/CultureinIranPre.html
Period 1: Caitlyn, Kiouna, Jamie, Ashley
Period 4: Devonta G, Quaron, Nicole, Nashally
Culture in Iran (pre-Islamic Revolution) Group (Group 6)
http://www.readwritethink.org/files/resources/CultureinIranPost.html
Period 1: Savannah, Brandon, Sidney, Alex
Period 4: Jacob, Mykayla, Davonta K, Akymah, TJ
10/16
Daily EOC
Chompchomp.com
Fragments exercise 1
Irregular Verbs exercise 1
Work on research project in groups
10/19
Daily EOC
What makes a great essay? - We looked at sample essays with attached scores. Why were they graded that way? We then took on the role of the teacher and read two other sample essays and scored them.
Write your own essay to the prompt. Finish for homework
10/20
PLAN- If extra time, work on research project and review vocabulary
10/21
MIDTERM
10/22
Daily EOC
Work on research projects
10/23
Daily EOC
Work on research projects
Monday 10/26
Daily EOC
Present projects (1ST period)
Work on projects (4th period)
Tuesday 10/27
Daily EOC
Investigate Comics- Are comics literature? What do you notice?
Notes on Graphic Novels using interactive notes
What is the difference between comics and graphic novels?
Identify parts of comic/graphic novel using vocabulary and sticky notes
Update our "Inquiry Board"
Wednesday 10/28
Daily EOC
Finish presentations
Activating strategy: Watch this video about Hijabs/Burkas
Quickwrite- what are your thoughts?
Watch Section 1 of Perspolis
Analyze "The Veil" in Persepolis
Discussion
Thursday 10/29
Daily EOC- poetry
O land of ours where our childhood passed
Like dreams in the shade of the orange-grove,
Among the almond-trees in the valleys--
Remember us now wandering
Among the thorns of the desert,
Wandering in rocky mountains;
Remember us now
In the tumult of cities beyond deserts and seas;
Remember us
With our eyes full of dust
That never clears in our ceaseless wandering. (Jabra 1974, 227)
- Read line 11 in the poem. Based on the context, what does the word ceaseless mean?
- Read line 8 in the poem. Based on the context, what does the word tumult mean?
- What is the repetition of the words “Remember us” intended to evoke in the reader?
- Based on this information, how does Jabra view the desert?
Indirect vs direct characterization
History of Revolution: video +timeline
Continue discussion of Persepolis
Friday 10/30
Daily EOC-poetry
What more does war need?
A road, someone living, someone dead,
a river of sacred mud,
and the devouring heat of June.
A clock, a wall, an old saber,
a head forgotten at the top of the stairway,
a Bedouin white against the background of sand,
and the double noise of fear. (Tueni 1978, 108)
- What impact do the words “sacred” and “devouring” have on the overall tone of the passage?
- What is the tone of the passage? Cite specific evidence to support your tone choice.
- Based on the information, how does Tueni view war?
Upfront magazine- read the debate of "Was it a Mistake to Withdraw U.S. Troops from Iraq?"
Using specific citations from each side answer the following questions:
What is the issue in this debate?
Evaluate why these two authors might be interested in the issue and qualified to comment on it.
Divide into groups.
Group 1: Analyze Graham's view
Group 2 Analyze Lee's view
Use Analyzing Authors' Claims
Discuss/debate
Thesis Statements
Monday, 11/2
Daily EOC-
Imagine the ocean
dry as lavender.
Imagine branches
ceasing to be perches
for the birds.
And then on the horizon
imagine death
in its pallor of pallors
letting the dead
live again. (Chedid 1978, 7)
- How does the figurative meaning of the statement “dry as lavender” in line 2 affect the purpose of the text?
- Why does the speaker structure the poem with no more than 5 words per line?
- How does this structure correspond to the meaning of the selection?
Reviewed focus vocabulary: claim, stance, diction, bias
Analyzed and evaluated argument in UPFRONT magazine
Discussed political cartoon on back
Persepolis section 1- reading guide and discussion
11/3
Daily EOC
I speak of Desert without repose
Carved by relentless winds
Torn up from its bowels
Blinded by sands
Unsheltered solitary
Yellow as death
Wrinkled like parchment
Face turned to the sun. (Chedid 1995)
- How does Chedid view the desert? Use specific textual evidence to support your answer
- What is the effect of the use of simile on the meaning of the poem?
- Why is desert capitalized in line 1?
Workshop your thesis statements for your essay THESIS DUE ON THURSDAY
Finish reading Perspolis Section 1
Review Vocabulary for unit 3
Wednesday 11/4
But as he rejects me, so I'll leave him too,
Like a deer that bolts from a hunter's shell.
Please listen, O Lord, who first brought him to me,
As you bring pregnant mares to lush pastures to dwell,
Redeem me with one at whose tents travelers stop,
Who'll serve guests fresh coffee and their morning's first bite . . . (Bailey 1991, 244)
- How does the pace of the passage influence the meaning?
- What is being compared in lines 4 and 5 through simile?
- What is the effect of the ellipses in the last line?
- Finish Perspolis
Pick a character from Persepolis and use one of the following graphic organizers to find out more.
Organizer 1
Organizer 2
11/5
Daily EOC
Thesis Statement Generator
Workshop Thesis statements
Characterization
Go over "I am" character project
Thesis statements due!
11/6
The Answer is No
Inference
Notes on Works Cited and citing facts
11/9
Daily EOC
Read The Answer is No
Begin writing body paragraphs for paper
Should follow ACES
Use the following sentence templates to embed facts
11/10
Daily EOC
I Am poem due
Continue to discuss "The Answer is No"
Workshop body paragraphs
11/11- NO SCHOOL
11/12
Body paragraphs due
Peer revision!
Using textbooks begin analysis of Quran
vocabulary
p. 76- background info
p. 78
ask: What could be a purpose for reading selections from the Qur’an?
-read background
-read “The Exordioum”
ask: How is antithesis used in the passage?
ask: Contrast the two groups described in the passage:
11/13
Continue analysis of Quran
Using textbooks, answer the following questions
p. 79
-read “Night”
ask: What image contrasts with night in the first paragraph?
ask: Identify the image in the second paragraph that helps convey the idea of salvation or
affliction
p. 80
-read “Daylight”
ask: What image helps make the abstract idea of the afterlife more concrete?
-read “Comfort”
ask: Identify the antithesis in this passage:
p. 81- Answer questions 1-9, collaborate with groups, but answer on own paper.
Writing activity: homework!!! Due on Monday
11/16
Daily EOC
Compare/Contrast Quran to Psalms:
-With your group read pg 67-70 (Psalm 8,19, 23, and 17)
-p. 70 #1-9 all
p. 72 vocabulary root
#1-3
Spelling #1-3
True/false 1-7
FINISH FOR HOMEWORK
Begin Introduction and conclusion paragraphs
Need help on introduction paragraphs? Click here!
_Need help on conclusion paragraphs? Click here!
11/17
Daily EOC
http://www.nbcnews.com/news/world/buypens-fund-syria-refugee-abdul-reaches-58k-22-hours-n417576
https://www.youtube.com/watch?v=5mJVNLG-CcE
#BuyPens Questions
Name: Date:
Directions: Answer the following questions based on the article. Use complete sentences.
- What is the purpose of this article?
- Who is the intended audience?
- What is the article’s central idea? Use examples from the text to support your answer.
- According to the article, why did Abdul’s family flee to Lebanon?
- Why did the author include the tweets in the article?
Poetry vocabulary
Tone vs. mood- analyze the two in songs
Rhyme scheme and rhyme
11/18
Daily EOC
Workshop essay
11/19
Continue to talk about poetry-
haiku-
More notes on Haiku
write our own haikus. Write one for each season( grade!)
HW: Read pp 294-295, complete number 1-5, read 296-299 complete #2-4 on 299,
11/20
Daily EOC
Unit 3 vocabulary quiz
Notes on Rhyme Scheme
11/23
Daily EOC
Notes on rhyme, meter and rhyme scheme
P. 731-733 1-5 practice
Workshop essays
11/24
Daily EOC
COLLECT DAILY EOC'S (30)
Turn in Final Essays!
https://www.youtube.com/watch?v=I5lsuyUNu_4
Finish notes and practice scansion
Practice Scansion
Begin Poetry Project
11/30
Current event analysis: Cancer in Meat?
ACES 1 page response
Scansion practice
12/1
Creative writing- Write about a fight you had with your parents from their point of view
Shakespearean Sonnet Analysis worksheet 1
Practice vocabulary on quizlet
Work on poetry project
12/2
p. 734 p. 736 1-4
Vocabulary p. 738 all
P. 740 1-3 ALL
12/3
EOC
Part of PLOT notes
Reviewed homework
Work on poetry project
12/5
EOC
Poetry quiz
Review scansion
12/7
EOC
Notes on sonnets
Analyze sonnets
Workshop write your own sonnet assignment
12/8
EOC
Activating Strategy: Video Clip
Watch and respond in writing
Review Sonnet analysis from HW last night
p. 740-741 analysis in textbook
discuss as class
Video clip
Workshop sonnets
12/9
EOC
Sonnets due! Find Rubric here
Activating Strategy
Notes on Macbeth
Read Macbeth
Discuss
turn in Plot Diagram
12/10
EOC
Finish Macbeth Notes
MacBeth- ActI iii- close reading
Work on speeches
Review game with tone words!
12/11
Shakespeare's Style
Macbeth
12/14
ACES writing
Read Macbeth Act 1 scene 7- Act 2 scene 2
Discussion questions
Begin speech
Begin working on PechaKucha
_What is a Pecha Kucha
How to make a Pecha Kucha
5 tips on how to make a Pecha Kucha
Example of a Pecha Kucha
12/15
Macbeth Act 3
Work on speech/Peachkucha
12/16
ACES practice
Macbeth Act 4
speech/pechakucha
12/17
Macbeth Act 5
speech/pechakucha
vocabulary review
12/18
Speech and pechkucha due!
Macbeth and tone vocabulary test
1/4
Practice speech/pechakucha
sign up for presentations
final exam review
1/5
presentations
review
1/6
presentations
review
1/7
presentations make up
review
1/8
review
Final Exam Terms test
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