| Syllabus
| Assignments | Revised:
Oct.
18, 2007 | |
Week
of August 20 to 24 |
| Mon |
Teacher In-Service Meetings |
| Tues | First
day of class: Course syllabus. "My Summer"
questions. Class introductions. E-mail to teacher,
part 2, assignment. Organize English class notebooks.
Hmwk: E-mail
to teacher, part 2, assignment. Due Monday, Aug. 27. Put together English
class notebook as per instructions in syllabus ("Additional
Materials" section). |
| Wed | Journal
#1 (How is this year different than last year--already? What are some things you
want to have happen this year that didn't happen last year? What steps are you
taking to make sure they happen?). Intro "Sophomore Stories" unit. Definition:
"sophomore" (Gk. sophos, wise + moros, stupid). Read aloud
in class: "The Owl Who
Was God," by James Thurber. Reflect: "You can fool all the people
some of the time, and some of the people all the time, but you cannot fool all
the people all the time."--Abraham Lincoln. Questions: Can too many of the
people fool you too much of the time? Can you fool too many of the people too
much of the time? Can you fool yourself too much of the time? Work with a neighbor
to create notes on each of these questions.
Hmwk: Internet research.
What can you learn about Thurber's story, "The Owl Who Was God"? Start
with discovering the date of the story. This should help you figure out the story's
context. Be prepared to share your research in class. Write out notes demonstrating
your research in your own handwriting, use your own words, and include sources.
These will be turned in for credit tomorrow. |
| Thurs | Due:
notes on Internet research. Share results of "Owl . . . God" research.
Discuss "The Owl Who Was God" as a "Sophomore Story". Think
of an illustration, example, or story to support your answers to two of yesterday's
questions. Combine yesterday's notes and today's better example into a rough draft
paragraph. Check off paragraphs before end of class. No hmwk. |
| Week
of August 27 to 31 |
| Mon | Due
(before class starts): E-mail to teacher, part
2, assignment. Syllabus quiz. Spelling
pre-test. Review of topic sentences--using bag and label visual aid. Practice
limiting sample topic sentences. Work on topic sentences for paragraphs. Revise
"Owl . . . God" paragraph adding topic sentence--as needed.
Hmwk:
Word-process "Owl . . . God" paragraph. (Use academic format: double
spacing, 12-pt. Times New Roman font, 1-inch margins all around, name and title
at top right). Proofread, edit, and polish. Underline the topic sentence. |
| Tues | Due:
"Owl . . . God" paragraph. Journal #2 (Have you ever been pushed to
do something against your will? Bad result? Good result?) Read "Two Kinds"
by Amy Tan in lit text, pp. 49 to 58.
Hmwk: Think about the pros and
cons of "Debating Issues," p. 60. Can you think of arguments for both
sides? |
| Wed | Finish
reading "Two Kinds"--if you didn't finish in class yesterday. Draw up
a list of notes for and against each side ("Debating Issues," p. 60).
Answer qstns #1-10, p. 59.
Hmwk: Study for spelling
quiz. |
| Thurs | Spelling
quiz. Finish answering qstns #1-10, p. 59--if not finished yesterday. Pick
one side of the issue as it applies to your own life. Support it with a story
or several shorter incidents. File rough draft in "In Progress" section
of English notebook. No hmwk.
Leave English notebooks
in the classroom for initial check. |
| Week
of September 3 to 7 |
| Mon | Labor
Day: No School |
| Tues | Journal
#3 (Labor Day Wknd). Spelling
pre-test. Board notes on paragraph intros and story supports. Analyze your
"Two Kinds" rough draft using board notes. Make additions, corrections,
amendments--as needed. Complete rough draft of narrative writing started last
Thursday. Share with a friend. Edit, proofread and polish the writing.
Hmwk:Word
process narrative writing (Use academic format: double spacing, 12-pt. Times New
Roman font, 1-inch margins all around, name and title at top right). Due Wed. |
| Wed | [Publications
Workshop] Due: "Two Kinds" narrative writing (word processed, with all
previous drafts). Read aloud "Chee's Daughter," pp. 23-34.
Hmwk: Study for spelling
quiz. |
| Thurs | [Publications
Workshop] Spelling quiz. Do qstns. # 1-11
& 14, p. 35, in class. (Due next Monday--for Publications Workshop people).
Pass back papers. |
| Week
of September 10 to 14 |
| Mon | Spelling
pre-test. Complete #1-11 & 14, p. 35, if not done last Thurs. Help Pub.
Wksp. people get caught up. Pass back papers to Pub. Wksp. people. Read "The
Interlopers" (lit text pp. 269-274).
Hmwk: Finish reading
"The Interlopers,"
if not completed in class today. Creative writing options: either write a sequel
to this story (what happens next?) OR go back about three paragraphs and write
a new, different ending. Rough draft due Tues. |
| Tues | Due:
rough draft of creative writing option. (Students with rough draft done on time
and in class receive credit.) |
| Wed |
Share creative writing
with classmate partner. Revise and edit story options. - Does
your ending continue in the style, feel, tone of a story (dialogue, description,
characters)--showing rather than telling what happened next?
- To
what extent does your writing continue the feel of Saki's?
- Is
your ending interesting? compelling? funny? unique?
- Does
your language communicate effectively?
Hmwk:
Finish needed revisions and word-process final draft of "The Interlopers
Continued" Study for spelling quiz. Optional hmwk: Re-write returned "Owl
Who Was God" response paragraph making corrections discussed in class and
marked on paper. |
| Thurs | Due:
word processed final draft of "The Interlopers Continued" creative writing.
(Staple all previous drafts in back.) Due (optional): re-write of "The Owl
Who Was God response paragraph. Spelling quiz.
In-class test review activity: - Develop
a list of characters for each story. Write a statement of significance for each
main character.
- Identify
main conflict/s in each story.
- Identify
features of each story that qualify it to be called a "sophomore" story.
- What
is/are the theme/s for each story?
Write
out review activity in your own handwriting. Test next Wednesday. Review
activity will be checked off for credit at the beginning of the test class period.
No review activity? no credit! |
| Week
of September 17 to 21 |
| Mon | [ITED/CogAt
Testing] No class. |
| Tues | [ITED/CogAt
Testing] No class. |
| Wed | Test:
"Sophomore" stories. Review activity checked off for credit at the begining
of test class period.
Hmwk: Study for spelling
quiz. |
| Thurs | Spelling
quiz. Journal #4 (Midterm self-assessment). Read "The
Stalled Ox", Saki (H. H. Munro). No hmwk. |
| Week
of September 24 to 28 |
| Mon | Spelling
pre-test. Read aloud in class: "Catch the Moon," pp. 63-69. Journal
#5 (When was the last time you gave someone a special gift or did something really
nice for someone? Plan a gift or special treat for someone.) No hmwk. |
| Tues | Journal
#6 (Why did Luis go to the junkyard at night to find a replacement hubcap for
Naomi's car? Why do we do nice things for people? Can doing nice things for someone
else be healing?) "Catch the Moon" response options (pick one):
- Qstns. #1-5, 6-8, 10 &
13 (p. 70)
- "Art:
Luis and His Logos"
- "Creative
Writing"
- "Character"
(p. 71).
Hmwk:
Complete response option for "Catch the Moon." |
| Wed | Due:
"Catch the Moon" response option. Journal #7 ("What's in a name?"
How important is your name? Could you switch names? Imagine yourself with another
name.) Read "By Any Other Name," pp. 479-485 aloud in class.
Hmwk: Study for spelling
quiz. |
| Thurs | Spelling
quiz. Journal #8 (Untimed: Your most peaceful place--real or otherwise). Read
"Atmosphere," p. 486. Students identify sections of the story that create
the atmosphere of the Anglo-Indian school and Santha's home. No hmwk. |
| Week
of October 1 to 5 |
| Mon | Spelling
pre-test. Write a description of your favorite peaceful place--real or otherwise.
(This can be drawn from Journal #8.) Include "descriptive details" to
convey the peaceful atmosphere of the place. Show, don't tell! Notes on
board about descriptive details for atmostphere. Once you have a workable rough
draft of your description, begin working on illustration, decoration, or artwork
that supports the atmosphere of your writing.
Hmwk: Word-process the
description of your favorite place. Due Tues. |
| Tues | Due:
Word-processed draft of your favorite peaceful place. Share descriptive paragraph
with a friend to get feedback. The reader should be able to see clearly what you
feel about the place without your having to express the feelings directly--just
by the descriptive details you incorporate. Mark specially effective passages
with a star or smiley face. Create visual representation of your descriptive paragraph.
Hmwk: Complete illustration, decoration, or artwork that supports
the atmosphere of your writing. Make any necessary revision to your word-processed
draft. |
| Wed | Due:
Final word-processed draft of your description of your favorite peaceful place
with accompanying visual. Review concept of "sophomore" story. Watch
video: "I'm a Fool" (based on a short
story of the same title by Sherwood Anderson). [Video available at PUC library:
VTR PS 3501 .N4 I2]
Hmwk:
Study for spelling quiz. |
| Thurs | Spelling
quiz. Read aloud two Isaac Bashevis Singer stories: "Shrewd Todie and
Lyzer the Miser" and "The Mixed-Up Feet and the Silly Bridegroom."
While listening to the stories, make notes about the role of fools and/or foolishness
in the stories. No hmwk. [WOPAM this weekend] |
| Week
of October 8 to 12 |
| Mon | Journal
#9 (WOPAM). Spelling pre-test. Read aloud
"The Needle," p. 420 (blue lit text). Add to notes about the role of
fools and/or foolishness in this work.
Hmwk: Complete "sophomore"
notes about stories we have read since last test. |
| Tues | Test
review: Briefly summarize plot
line for each work. According to each story, what does "smart" look
like? How does each story define a "fool." Summarize the different definitions
of "smart" and "foolish." Do you agree with the stories' definitions?
Do "intelligence" and "foolishness" only apply to academics?
Explain. Test fodder: ("Catch the Moon," "By Any Other Name,"
I'm a Fool, three Isaac Bashevis Singer stories, and descriptive writing).
Check out texts--if needed.
Hmwk: Complete test review. Test review
will be accepted for credit only right before test is taken. |
| Wed | Due:
Test review. Test review will be accepted for credit only right before
test is taken.
Test: ("Catch the Moon," "By Any Other
Name," I'm a Fool (video based on short
story of the same title by Sherwood Anderson), three Isaac Bashevis Singer
folk stories, and descriptive writing).
Hmwk: Study for spelling
quiz. |
| Thurs | Spelling
quiz. Journal #10 (Fall in the Napa Valley). Read Kipling's, "The
Elephant's Child." No hmwk. |
| Week
of October 15 to 19 (End of First Quarter) |
| Mon | Spelling
pre-test. Begin English 2200 individualized study. Explanation of how
English 2200 works. Practice.
Hmwk: Prepare for Unit 1 test. |
| Tues | English
2200 test period (Unit 1).
Hmwk: Prepare for English 2200
test. |
| Wed | (PSAT
testing for more than half English 10 students) Optional test day. English
2200 study period.
Hmwk: Study for spelling
quiz. Prepare for English 2200 test. |
| Thurs | Spelling
quiz. English 2200 test day: Unit 1 (or higher). No hmwk. |