|
|
Week
of August 16 to 20 |
| Tues |
Journal
#1, syllabus, "Getting to Know You" assignment, e-mail
assignment (due Fri), read Thurber stories: "The Little Girl
and the Wolf," "The Owl Who Was God," "The Unicorn
in the Garden," and "The Seal Who Was Famous." |
| Thurs |
Journal #2, read silently
text intro, pp. 37-47, "From the Earliest Days." Intro
origin stories. Read silently Native American origin stories beginning
on pp. 48 & 51 and Genesis 1 & 2. Hmwk: list of similarities
between Gen. 1 & 2 Creation story and Native American stories
(due Tues, Aug. 24).
|
| Week
of August 23 to 27 |
| Tues |
Journal
#3. Syllabus quiz. Distribute two more Native American origin stories
("Creation
of the First Indians" & "Apache
Creation Story"). Read aloud "How the Rhinoceros Got
His Skin" and "How the Camel Got His Hump" from Just
So Stories by Kipling. Discuss similarities, purpose and characteristics
of different kinds of origin stories. Hmwk: write an origin story
that has the purpose/characteristics of a Native American legend
or a Just So Story. Due Thurs, Aug. 26. |
| Thurs |
Journal
#4, peer review origin stories for purpose/characteristics. Revise
stories, as necessary, based on peer review comments. Read "From
La Relación" (pp. 62-65) and "Meet Álvar Núnez
Cabeza de Vaca (p. 61). Do questions #1-5, p. 66, in class. Hmwk:
Neatly write out stories and decorate them for display on classroom
bulletin board. Due Tues, Aug. 31. |
| Week
of August 30 to September 3 |
| Tues |
Journal #5, share stories
aloud in class. Put stories up on bulletin board. Read "Meet
William Bradford," p. 68. Read "From Of Plymouth Plantation,"
pp. 69-72. Read p. 67, "Recognizing Bias." (Notes on
board.) Do exercise at bottom of page and discuss in class. Hmwk:
find website or other publication that contains bias. Print out
or copy the site or page(s) so that you can bring the example
to class. Using the info about bias on p. 67, write a paragraph
explaining the bias in your selected passage. (Due Thurs., Sept.
2 at the beginning of class.)
|
| Thurs |
Collect bias samples
and explanatory paragraphs. Journal #6, complete reading "From
Of Plymouth Plantation," pp. 69-72. Do qstns. #1-8 (skip
5). On the same paper, copy an example of biased language from
"Of Plymouth Plantation." Explain the bias. Turn papers
in by end of class period. Read "Meet Anne Bradstreet,"
p. 76. and the two poems in the lit text, pp. 78 & 79. Notes
on board about reading poetry "appropriately." Also
read
http://www.vcu.edu/engweb/webtexts/Bradstreet/bradbio.htm,
http://eir.library.utoronto.ca/rpo/display/poem208.html
, and http://eir.library.utoronto.ca/rpo/display/poem209.html
. Hmwk: Pick one of the Bradstreet poems and practice reading
it aloud to present to class appropriately on Tues, Sept. 14.
|
| Week
of September 6 to 10 |
| Tues |
Journal
#7. Discussion of poetry reading pointers. Poetry Reading Grade
Sheet distributed. Read aloud four Bradstreet poems in practice
for next Tuesday. Do qstns #1-10 (skip 4), p. 80 before end of class.
Hmwk: write a poem in rhyming couplets about something important
to you. Poems earning an "A" grade will incorporate an
extended metaphor. Word process the poem and bring enough copies
for all classmates. Be prepared to read poem aloud appropriately.
(Due Tues, Sept. 14.) |
| Thurs |
No class:
Community Service & Teacher In-Service Day |
| Week
of September 13 to 17 |
| Tues |
Journal
#8. Poetry reading: Anne Bradstreet poems and students' poems written
in rhyming couplets. Poetry reading grades will be based on your
"appropriate" reading performance. (Pay close attention
to the 9/2 class notes and Poetry Reading Grade Sheet distributed
on 9/7.) Teacher read: "Before
the Birth of One of Her Children". Hmwk: Read the first
section, "The Three Wings of Puritanism," in "Puritanism
in America" and "The
House That Byrd Built" (bio of William Byrd). |
| Thurs |
Journal
#9. Quiz. John
Smith ("Letter
to Queen Anne regarding Pocahontas" and "What
Happened Till the First Supply," from The General History)
and William Byrd (extracts from The Secret Diary). Hmwk: Read "The
Great Awakening." Print out grade sheet from RENweb, have
parent/guardian sign it, and put it into the "Assignments"
section of your notebook for next Thurs--where I will check it for
credit. Create timeline of all authors studies so far. (Include
a line for North America in general, one for the North, and one
for the South.) |
| Week
of September 20 to 24 |
| Tues |
No
class: ITED testing |
| Thurs |
Journal
#10. Quiz. Check printout of grade sheet with parent's/guardian's
signature in "Assignments" section of notebook. "Offer
of Help," pp. 107-8. Do qstns # 1-5, p. 109 in class. Add to
timeline. Jonathan Edwards and The Great Awakening. Test review
and preparation. Hmwk: Study for "The Earliest Days" test. |
| Week
of September 27 to October 1 |
| Tues |
Test:
"The Earliest Days" section. Spelling words for quiz on
Thursday: Virginia, their/there/they're, expensive/expansive,
educated, language, practical, separate,
building, running, colonists, effectively,
basically, benefits, perform, culture,
efficient, sciences. Rd. "A New Nation,"
Unit Intro, pp. 120-128. Hmwk: write out spelling words ten times
each. For each word in a usage group write out the definition and
write a sentence using in correctly. Due Thursday. |
| Thurs |
Journal
#11. Collect spelling homework. Spelling quiz. Benjamin Franklin.
Read aloud in class: "from Benjamin Franklin's Autobiography,"
pp, 131-133, and "from Poor Richard's Almanack," pp. 134-135.
In pairs, discuss and write for each assigned aphorism (six for
each pair): the aphorism, an explanation (in complete sentences),
and a modern, real-life application. Hmwk: Read Ben Franklin's discussion
of his 13 virtues from chpt. 8 of his autobiography. [Here
is a link to the hmwk reading.] |
| Week
of October 4 to 8 |
| Tues |
Journal
#12. Reading quiz. Questions on Franklin's 13 virtues. Franklin's
Funeral & Grave handout. Franklin's two epitaphs. Hmwk:
Write (and decorate) your own epitaph in the style of Franklin. |
| Thurs |
Collect
epitaphs to display on board. Journal #13. Read aloud in class Patrick
Henry's "Speech to the Second Virginia Convention," pp.
146-149, and Thomas Paine's selection "from The Crisis, No.
1," pp. 154-157. Qstns: p. 150, #1-4, 6, 7, and p. 158, #1-5,
11. Due by the end of class. Hmwk: Read the "Declaration of
Independence," pp. 169-172 or
online. Compile a list of the wrongs committed by the king--the
reasons why the colonists believe they should be independent. These
wrongs make up the bulk of the middle section of the Declaration.
You should find 18 to 20 (depending on which version of the Declaration
you are reading). Write them out in your own words, preserving the
original meaning. Due next Tues. |
| Week
of October 11 to 15 (End of First Quarter) |
| Tues |
Collect
list of wrongs from the Declaration of Independence. Journal #14.
Reading quiz. Discuss "Declaration of Independence." Read
selection "from Letters
from an American Farmer" by Michel-Guillaume Jean de Crèvecoeur.
(Include bio info on Crèvecoeur.) Read Abigail Adam's "Letter
to Her Daughter," pp. 182-185. Qstn: p. 186, #1-4, 6. Due in
class. Hmwk: Qstns. at the bottom of the Crèvecoeur sheet and
Read the selection "from The Life of Olaudah Equiano,"
pp. 189-194 or
online (read "chapter 2 The Atlantic Voyage"). |
| Thurs |
English
notebook check today! Collect
Tuesday's homework assignment. Journal #15. Reading quiz. Create
personal declaration of independence in class. (Materials supplied.)
Watch The Story of English video: "Pioneers! O Pioneers!"
(first half). Take notes on the video and file in notebook in the
"Notes" section. No hmwk. |