Objective: Students will be able to recall key facts from stories read in class.
Journal: Of the stories read so far in class, which story did you enjoy the most?Why?Which story did you enjoy the least?Why?What other types of stories do you want to read this year?
Agenda: 1) Vocabulary Worksheet: Working with context clues
2) Go over Unit Test # 1 Review Worksheet
3) Review for Unit Test: Part 2: Students will play a Jeopardy game to review the stories and literary terms they have read in class over the past three weeks.
4) Theseus/Sigurd Compare/Contrast Essay: Work on final copy
Homework: Study vocabulary words.Finish final copy of Theseus/Sigurd Compare/Contrast Essay
Objective: Students will be able to revise a compare/contrast essay.
Journal: What kind of son/daughter are you?Think of the “two kinds” of children described in yesterday’s story.Are you the obedient kind or the kind who follows his/her own mind?Explain.
Agenda: 1) Vocabulary Practice Quiz
2) Review for Unit Test: Part 1: Reviewing Literary Terms and Notes; Reviewing Stories
3) Essay Revising: Editing/Revising of the Theseus/Sigurd Compare/Contrast Essay
Homework: Finish Unit Test Review Worksheet. Begin work on final copy of essay.
Objective: Students will be able to describe a character’s motivation behind his/her actions.
Journal: Describe a time where you had a disagreement with your parents.What did you disagree on and why?Who ultimately won the argument?Were you able to understand your parents’ point of view?
Agenda: 1) Vocabulary Practice: Word Associations
2) Conflict Practice: Students will be given examples of conflicts and asked to identify which type of conflict each example represents.
3) Finish reading “Two Kinds” pp. 99-107.Complete “Motivation-Conflict” Chart
Objective: Students will be able to describe a character’s motivation behind his/her actions.
Journal: What expectations do your parents have for you?How do they expect you to act?What do they want you to accomplish in your life?Who do they want you to be?Do you feel you have reached their expectations so far?
Objective: Students will be able to identify similarities and differences in the qualities of classic heroes and will be able to explain these similarities and differences in a compare/contrast essay.
Journal: FREE WRITE
Agenda: 1) Go over vocabulary practice worksheet.
2) Vocabulary Test
3) Compare/Contrast Essay: Begin rough draft of Theseus/Sigurd Essay.
Homework: Finish rough draft of Theseus/Sigurd Essay
Objective: Students will be able to identify similarities and differences in the qualities of classic heroes and will be able to explain these similarities and differences in a compare/contrast essay.
Journal: What similarities did the stories of Theseus and Sigurd have? Differences?Who was the greater hero?
Agenda: 1) Review of Plot: Charting “Thesues” and “Sigurd” on plot pyramids
2) Comparing/Contrasting Theseus and Sigurd as classic heroes: Work in pairs/small groups to find similarities/differences between the stories of Theseus and Sigurd. Focus on each character's family background, heroic deeds, main quest, motivation for helping others, people saved/helped, and test given to prove a hero.
4) Introduction to Compare/Contrast Essay: Collecting information and beginning an outline.
Objective: Students will be able to identify heroic qualities in classic hero myths.
Journal: Recall what has happened so far in “Sigurd.”Who is Sigurd?What plans does Regin have for Sigurd?How does Sigurd choose his horse?Describe Regin’s first two attempts at making a sword for Sigurd.
Agenda: 1) Vocabulary Practice Test
2) Finish reading “Sigurd, the Dragon Slayer” pp. 679-683
Objective: Students will be able to use their knowledge of storytelling to tell their own stories.
Journal: FREE WRITE
Agenda: 1) Go over Vocabulary Development Worksheet for “Storyteller” words
2) Take Vocabulary Quiz # 1
3) Group Choices: Select students who you would/would not like to be in a group with for the rest of the semester.
GROUP SELECTION
ON NOTECARD:
1) List the name of THREE classmates you would like to work with in a group for the rest of the semester.List them in order of preference putting the person who you would MOST like to work with FIRST on your list.
Ex. 1) Paris Hilton (My BFF)
2) Kim Kardashian (My friend)
3) Albert Eintstein (A smart kid I can copy answers from)
2) List the name of THREE classmates who you DO NOT think you would work well with.
Ex. 1) Chris Brown (My Ex)
2) Rihanna (My Ex’s Ex)
3) R. Kelly (A lazy kid who will try to copy all
my answers)
4) Video: “Anansi”
5) Finish work on flood myths
6) Storytelling: Composing a short story using this week’s vocabulary words.
STORYTELLING: Composing a Short Story
Assignment: Compose a short, fictional story that teaches a moral lesson OR explains how something came to be.
Ex. The moral of “The Storyteller” was that kids can be good and still have something bad happen to them.
Ex. “The Great Flood” myth explained why humans are so tough and able to endure so much pain (because they are made from stones)
Requirements:
1)Length (20 pts.): 4 paragraphs (at least 5 complete sentences per paragraph)
2)Vocabulary (10 pts.): Use all 9 of this week’s vocabulary words correctly in your story
3)Moral/Explanation (5 pts.): Your story teaches a moral lesson OR explains how something came to be.
4)Creativity/Originality (5 pts.): Your story is your own work and is not a re-telling of a pre-existing story.
Objective: Students will be able to explain how a single story changes when passed down over the years.
Journal: Recall the two flood stories you read yesterday.How were they similar?How were they different?What do you think is the reason for their differences?Why were certain details/events changed from one story to the next?
Agenda: 1) Vocabulary Practice Exercise
2) Reading “Gilgamesh” and “Flood Myth From Kenya”
3) Completing Sequencing Maps for “Gilgamesh” and “Flood Myth From Kenya”
4) Finding the main similarities among all four flood stories.
Homework: Vocabulary Development Worksheet for “Storyteller” words
Objective: Students will be able to explain how a single story changes when passed down over the years.
Journal: Why do stories tend to change when told by different people? Why is one person’s version of a story always different from another’s? Why would someone change certain events in his/her version of a story?
Agenda: 1) Vocabulary Practice Quiz
2) Introduction to Word Study Organizers
3) Game: Whisper Down the Lane
4) Comparing Flood Myths: “King James/Noah Story” vs. “The Great Flood”
a) Reading “The Great Flood” pp. 7-9 in the World Literature book
b) Completing “Elements of Mythology” graphic organizer
c) Reading “King James Version of the Noah Story” (hand-out)
d) Completing VENN diagram comparing/contrasting “The Great Flood” and “King James Version of the Noah Story”
Homework: Word Study Organizers: Fill out two organizers for two vocabulary words you got wrong on the practice quiz or two words you are struggling to remember.
Objective: Students will be able to explain why stories are important to different cultures.
Journal: Recall a family story that has been passed down from generation to generation. Give a brief summary of this story. Why is this story so important to your family? Why do you feel this story is retold in your family again and again?
Agenda: 1) Vocabulary Practice: Practice with the vocabulary words from pg. 154.
2) Note-Taking: Personification vs. Anthropomorphism
PERSONIFICATION: Giving human-like qualities to objects, animals or ideas.
ANTHROPOMORPHISM: Treating objects, animals, ideas or Gods as if they are actually human.
3) Reading “Anansi Owns All Tales That Are Told” pp. 3 – 6 in “Readings in World Literature.”
Homework: Homework Questions for “Anansi” (Worksheet)
Objective: Students will be able to complete a QNT chart while reading.
Journal: Recall your favorite childhood storybook. What was this book about? (Give a brief summary). What made this book your favorite? Were there any lessons you learned from this book?
Agenda: 1) Storybook Share-Out: Students who brought storybooks for extra credit may share their books with the class.
2) QNT Charts: Learning how to fill out a Quote/Note/Thought chart.
3) Preview Vocabulary: Copy vocabulary words and definitions from pg. 154 in the Holt Elements of Literature.
4) Note-Taking:
Satire = any piece of writing that makes fun of people or ideas.
Omniscient Narrator = a narrator who is not a character in the story, but can see everything happening in the story and knows the thoughts/feelings of all the characters
5) Reading “The Storyteller” pp. 155-159 and filling out a QNT chart
During the first week of school (September 7 and 8) we reviewed the English 2 syllabus for Fall Semester and discussed classroom expectations for the school year. Students also filled out a "20 Questions" worksheet to allow me to get to know them better. Finally, students played a review game to see what they remembered from English 1.
***REMINDER***Notebooks and journals must be brought into class by Monday, September 13!***
Below is a full-text copy of the the English 2 Syllabus for the year:
SYLLABUS: ENGLISH 2
RandolphHigh School
Ms. Winberg
2010-2011 School Year
Course Objectives: Become a better reader, writer, speaker and listener. Explore various forms of literature including novels, short stories, poetry and plays.
Supplies:
-Notebook (70 sheets or more)
-Journal (notebook, composition book (marble or manila), hand-made book)
-Holt Elements of Literature (Fourth Course)
What to Expect:
-Daily Journal Writing
-Class Discussion
-Note-taking
-Weekly Vocabulary Quizzes
-Unit Tests
-Essays/Research Papers
-Creative Writing
-Reading Out-Loud
Grading
Journal: Will be graded approximately every two weeks and will be worth 100 pts. each time it is graded. (Worth up to 500pts. per semester)
-You will write in your journal every day. Each day you must write a minimum of 5-7 complete sentences.
Examples:
In-Complete Sentence: I had fun this weekend.
Complete Sentence: This weekend my friends and I went shopping at The Gallery for back-to-school clothes.
-Monday through Thursday you will have assigned journal topics to complete. Every Friday you will have a FREE WRITE for your journal. This means you will be allowed to write about whatever you want.
Classwork/Homework: Will be worth 20 pts. each unless otherwise noted. Any classwork that is not completed in class MUST be done for homework and turned in on the following day.
Quizzes: Will be given weekly and will be worth 50 pts. each.
Tests: Will be given approximately every two weeks and will be worth 100 pts. each.
Classroom Procedures
Every day when you enter class you are expected to pick up your journal from your class journal bin, sit in your assigned seat and begin answering the journal prompt written on the board under your class heading. You will be given approximately five minutes to complete your journal. After time is up, journals will be collected and instruction/classwork will begin. Before you leave, you are expected to return the room to the condition it was in when you entered class (return desks to their original places, put away work, clean up trash, etc.) Make sure all of your completed work is turned in before you leave class. Each class has two work bins located on Ms. Winberg’s desk. The “IN” bin is for work that has not been graded (this will be the bin where you turn in all of your work). The “OUT” bin is for work that has been graded and may be taken back by the owner.
Attendance
You are expected to be in class on time every day. If you are LATE to class you will be given a demerit and will have 20 pts. subtracted from your grade. This will occur every time you are late. If, however, you are present in class and ON TIME for the entire week, you will receive 20pts.Extra Credit per week of perfect attendance.
Make-Up Work/Late Work/Missed Tests & Quizzes
If you are absent from class it is YOUR responsibility to come to Ms. Winberg to get your make-up work. You will have exactly one week from the day of you absence to complete make-up work. Any late work (excluding work missed due to an absence) will be assessed -5 pts. for each day late. If you miss a test/quiz you have one week to make up the test/quiz. Tests/quizzes must be made up AFTER SCHOOL and you must inform Ms. Winberg which day you will be staying after school to make-up the test/quiz. You CANNOT make up a test/quiz during class, lunch or free periods. If you fail to make up the test/quiz within a week, you will receive a “0.”
Behavior
All behavioral issues will be subject to the school’s demerit system and will involve a student/teacher meeting and/or a call/letter home.
Hallpasses
Hallpasses may be issued on a case-by-case basis. Do not ask for a hall pass unless you really need one. Each student will be allowed ONE bathroom pass per week (use it wisely!) If you do not use a hallpass for an entire week, you will be awarded 5 pts. Extra Credit.
After-School Help
If you need extra help with the work we are completing in class or have an issue you want to discuss with Ms. Winberg, let her know which afternoon you would like to come after school to speak with her. If you are not here by 2:45 pm, Ms. Winberg might not be here, either.
