| Syllabus
| First Quarter's Assignments | Revised:
Aug. 24, 2009 |
|
Week
of August 20 to 22 (Beginning of First Quarter and First Semester) |
| Mon | First
day of class: Class introductions. English III as part of the Prep English
sequence and the NAD
Curriculum Guide (reading, writing, speaking, listening, viewing). Review
of journal writing, rationale, and the role of journaling in the writing process.
Journal Writing #1:- What
was the BEST part of your summer?
- Bran
on yourself about something you've done in the last 12 months of which you are
very proud.
- What I need
to accomplish this school year . . .
- This
year will be the same . . .
- This
year will be different . . .
Reading
survey (on board) and sharing. No hmwk. [Handshake and POP supper tonight!] |
| Tues | Journal
#2 (Untimed: A prayer; What I hope will happen this year; What I need to accomplish).
|
| Wed | |
| Thurs | |
| Fri | |
| Week
of August 25 to 29 |
| Mon | Journal
Writing #3Class discussion on grades (based on Journal Writing #2). How do these
ideas impact you personally? How do these ideas play out in English class? What
did your parents think?
Leave notebooks in classroom
for initial check. |
| Tues | Intro
origin stories as "literature" of American's pre-history period. Journal
Writing #4 (Beginnings, starting, origins, Where do we come from?). Read text
intro, pp. 37-44 & 46-47 ("From the Earliest Days," "Native
American Mythology," "The Oral Tradition," and "Recording
the Oral Tradition"). Read aloud Native American origin stories beginning
on pp. 48 & 51, "How
the World Was Made" and "The
Sky Tree" (scroll down).
Hmwk: If we don't finish in class,
finish reading: "How
the World Was Made" and "The
Sky Tree" (scroll down). |
| Wed |
Review of English website.
Continue with Native American origin stories: Apache
Creation Story and Creation
of the First Indians. Note similarities between the Judeo-Christian origin
stories in Gen. 1 & 2 and the Native American origin stories. Begin working
on a visual way to document these similarities.
Hmwk: Continue thinking
of a way to document similarities between origin stories. |
| Thurs | [30
min. session] Read aloud the Judeo-Christian origin stories in Gen. 1 & 2.
Notice similarities as we read. Continue working on visual documenting similarities.
No hmwk. |
| Week
of September 1 to 5 |
| Mon | No
class: Labor Day. |
| Tues | [Computers
in class today] Course syllabus. Read preface and
browse in Myths
and Legends of California and the Old Southwest. Pick a couple stories to
include in your visual of similarities.
Hmwk: Continue documentation
of similarities. Due Monday. |
| Wed | [Publication
Workshop] Continue working on similarities between origin stories. Be sure that
your documentation specifies which stories contain which features.
Hmwk:
Continue documentation of similarities. Due Monday. |
| Thurs | [Publication
Workshop] Continue working on similarities between origin stories. Students who
have completed their projects may work on other subjects or read quietly.
Hmwk:
Complete documentation of similarities (if you haven't already finished). Due
Monday.
[Stacey Juliano Memorial Service: Sept. 6, 4 pm, in PUC Church.] |
| Week
of September 8 to 12 |
| Mon | Due:
Documentation of similarities between origin stories. Share similarities in class.
How might we explain these similarities? Journal Writing #5 (Imagine you are a
Native American who has never seen a European. A sail appears on your horizon.
What do you think? What happens next?) Read "From
La Relación" (pp. 62-65) and "Meet Álvar Núnez
Cabeza de Vaca (p. 61). [Online
La Relación: read from here
to here.]
Hmwk: Learn more about Cabeza
de Vaca at Wikipedia, the PBS
Conquistadors site and PBS
Cabeza de Vaca site. Write at least a page of notes documenting your research
and learning--in your own handwriting, in your own words, and include sources.
Due Tuesday. |
| Tues | Due:
At least a page of notes on Alvar Nuñez Cabeza de Vaca. Share research.
Do questions #1-5 & 8, p. 66, in class (to turn in by end of class).Read extracts
from Fontaneda's Memoir. Fontaneda's
bio (from Wikipedia)
Hmwk: Finish reading extracts
from Fontaneda's Memoir. Write notes identifying similarities/ differences
between Fonaneda's and Cabeza de Vaca's accounts. (File in "Notes" section
of English Notebook.) |
| Wed | Check
off notes in English Notebooks. Read aloud pp. 3-7, Made in America, by Bill Bryson.
Read "Meet William Bradford," p. 68. Begin reading "From Of Plymouth
Plantation," pp. 69-72. No hmwk. |
| Thurs | Finish
reading selections "From Of Plymouth Plantation," pp. 69-72. Browse
to learn more in the Plimouth Plantation website
(http://www.plimoth.org/). [Suggested areas to visit: "Features &
Exhibits" and "Discover More/Articles & Essays"] Work on a
page (minimum) of notes documenting your learning. Notes should be in your own
handwriting, in your own words, and should include sources. No hmwk.
[Prep
Football Tournament on Sunday] |
| Week
of September 15 to 19 |
| Mon | [ITED/CogAt
Testing] No Class. |
| Tues | [ITED/CogAt
Testing] [Football games] Continue with Plimouth
Plantation website (http://www.plimoth.org/) notes (minimum of one page due
by end of class). [Do qstns. #1-8 (skip 5), p. 73.] |
| Wed |
Collect make-up work. Pass back papers. Read p. 67, "Recognizing Bias."
On the same paper, identify and explain three examples of biased language
from Cabeza de Vaca's and/or Bradford's selections. No hmwk. |
| Thurs | [ITED/CogAt
Testing] No class. |
| Week
of September 22 to 26 |
| Mon | View
The Puritan Experience: Making a New World (available from the PUC Library:
VTR F 7 .P83). Write notes on these qstns: - How
could Puritanism be seen as a burden?
- Who
determines what is "right"? How is "wrong" determined?
- How
should wrongdoers be punished?
- Can
a society allow people to be "wrong"? To what extent to all members
of a society need to view right and wrong in the same way? What purpose does sameness
serve?
- What contributions
did Puritanism make to the success of our country?
Discuss
questions. No hmwk. |
| Tues | Discuss
video: The Puritan Experience. Intro Anne Bradstreet poetry.
Hmwk:
Read Anne
Bradstreet bio. |
| Wed | [CR]
Anne Bradstreet poetry. "The
Author to Her Book," Figurative language terms: extended metaphor and
rhyming couplets. Creative writing assignment.
Hmwk: Complete rough
draft of extended metaphor poem--per class instructions. Rough draft due at beginning
of class tomorrow. |
| Thurs | [CR]
Due: Rough draft of extended metaphor poem. Further exploration of extended metaphor:
"Very Like a
Whale," Ogden Nash. Anne Bradstreet poetry: "Upon
the Burning of Our House." Peer review of extended metaphor poems. Peer
review questions.
Hmwk: Complete final draft by beginning on Monday.
(Bring final draft, previous draft, and two peer review sheets.) |
| Week
of September 29 to October 3 |
| Mon | Due:
Final draft (and previous draft and two peer review sheets). Share extended metaphor
poems. More Anne Bradstreet poetry: "Before
the Birth of One of Her Children," and "To
My Dear and Loving Husband."
Hmwk: Read "In
Reference to her Children" (and the notes following) in preparation for
tomorrow. |
| Tues | Turn
in final-final draft of extended metaphor poem. Prepare it to be displayed on
classroom bulletin board. Reading quiz. Read aloud and discuss "In
Reference to her Children." Begin text review. (See questions below.)
No hmwk (Football game in Lodi & half junior class is involved!) |
| Wed | Work
in class on review questions to prepare for test. Write answers to the following
questions. Answers due just before the text tomorrow. - What
are some common features of origin stories?
- What
was the purpose of/reason for each author's presence in the New World? How did
this purpose impact his/her writing?
- How
are Cabeza de Vaca's and Fontaneda's approaches to local inhabitants similar?
different?
- How does William
Bradford's view of God appear in his writing? What are the connections between
his description of the first Thanksgiving and our celebration today?
- What
are the features of Anne Bradstreet poetry that still make accessible to modern
readers?
- What is the
one most important feature of life during the "Earliest Days" time period
in North American? Support your answer with references to the works of literature
and background reading we have done since the beginning of the school year.
Links
to works on the test: Hmwk:
Prepare for "Earliest Days" test. Finish answering review questions.
(Due just before test tomorrow. One time offer: No review? No credit!) |
| Thurs | Due:
Answers to review questions. Test: "Earliest Days" (Origin stories,
Cabeza de Vaca, Fontaneda, Bradford, Bradstreet). No hmwk. |
| Week
of October 6 to 10 |
| Mon | Intro
"Earliest Days" writers of south and differences between early northern
and southern colonies. John
Smith's bio. "Letter
to Queen Anne regarding Pocahontas." "What
Happened Till the First Supply" (from Smith's history of Virginia). No
hmwk. |
| Tues | Finish
reading "What
Happened Till the First Supply" (from Smith's history of Virginia). In
your notes (started yesterday) write down some differences that you have observed
between the writings of John Smith and William Bradford. Intro William Byrd. Read
Byrd bio ("The
House That Byrd Built"). Read about Byrd's
secret diaries. Read selections from his diaries (distributed in class). No
hmwk.
[Enrichment:
Learn more about Captain
John Smith from the Colonial Williamsburg Journal, Spring 1994] |
| Wed | Discuss
"diary" as a writing genre. Purpose? Style? Journal #6 (Write a diary
entry about your life yesterday in the style of William Byrd.) Intro Canassatego.
Excerpts
from speeches (as printed by B. Franklin). Classroom generated list on board:
"Top Ten Skills Needed for a Successful, Fulfilling Life." No hmwk.
[Enrichment: "Haudenosaunee
Influences on the U.S. Government: A Debt in Governance Style" and "Haudenosauee
Confederacy Influence on Democracy"] |
| Thurs | Read
Canassatego passage in lit text, p. 108. Discuss. Read "Tone," p. 109.
Discuss "Tone" questions. Read "Remarks
Concerning the Savages of North America" which Ben Franklin wrote in
1784. Notice his comments about Canassatego. Begin thinking about the speech that
you imagine the Virginia colonists delivered to Canassatego (to which his offer
is in response.) Consider the tone of your speech before you begin. What is your
motivation for making this offer? Infer the content and tone of the speech you
are imagining from the content and tone of Canassatego's response and Benjamin
Franklin's "Remarks."
No hmwk.
[POP Church in the Redwoods & Rio Football Tournament this weekend] |
| Week
of October 13 to 17 |
| Mon | No
School: Fall Break |
| Tues | Continue
the speech that you imagine the Virginia colonists delivered to Canassatego (to
which his offer is in response.) Pay attention to occasion, audience, and purpose
(what you're offering). (Ben Franklin's "Remarks"
talk about this speech.) Word process, print out, and share written version of
the speech with a classmate. The classmate should check for your attention to
occasion, audience, and purpose.
Hmwk: Complete final, word-processed
draft of the "prequel" speech you imagine the colonists delivered to
Conassatego. Arrive in class Thursday with a hard copy ALREADY printed out and
ready to turn in at the beginning of class. |
| Wed | [PSAT]
No class. |
| Thurs | Due:
Complete final, word-processed draft of the "prequel" speech you imagine
the colonists delivered to Conassatego. (Arrive in class with hand copy
already printed out.) Intro Turnitin.com
and help students enroll. Instructions
for Turnitin.com. Submit speech to Turnitin.com
(as a Word doc). Check RENweb access and grades. No hmwk. |
| Week
of October 20 to 24 (End of First Quarter) |
| Mon | Pass
back papers. Jonathan Edwards. Discuss central tenets of Calvinism, "TULIP"
(total depravity, unconditional election, limited atonement, irresistible grave,
persistence of the saints). Read "Sinners in the Hands of an Angry God"
(pp. 102-104). Write response to the reading. (Turn response in by end of class.)
Hwmk:
Read Puritanism
and the Great
Awakening. Be prepared to discuss tomorrow.
[Enrichment:
"The Five Points of Calvinism"] |
| Tues | Go
over Earliest Days test. Remind students about how to write strong "significance"
responses--with examples. Test review. Work on timeline of authors studied this
quarter (Cabeza de Vaca, Fontaneda, Bradford, Bradstreet, John Smith, William
Byrd, Canassatego, and Jonathan Edwards and the Great Awakening). Goals: authors'
names, life dates, geographical locations, and title/s of work/s we have read.
All of these authors are "fodder" for the matching and short answer/essay
portion of the test. The significance portion will cover just the authors since
the last test: John Smith, William Byrd, Canassatego, Jonathan Edwards and the
Great Awakening.
Hmwk: Complete preparation for test and timeline. Timeline
will only be accepted for credit just before the test. |
| Wed | Due:
test review timeline. Test: John Smith, William Byrd, Canassatego, Great
Awakening, and Jonathan Edwards (and Cabeza de Vaca, Fontaneda, Bradford, Bradstreet
for matching and short answer/essay portions). No hmwk. |
| Thurs | No
class: Week of Prayer schedule.
[WOPAM this weekend] |