REVISED Weeks 4/18-5/6 Class work and Homework ( Subject to change)

Date	Class work	Homework
4/18 Vocabulary for review See Handbook of Literary Terms in your Textbook starting on pp. 995 Exposition Foreshadowing Hypothesizing Puns Anachronism Speculating Rhyme Scheme Inference Figurative language Protagonist Internal Conflict External Conflict Character  Metaphor Extended metaphor Conceit Meter Iamb Iambic pentameter	Bring Textbook to class daily Julius Caesar Anticipation Guide And Scenarios Students on field trip are to do the scenario from the 1800s Complete Quickwrite on pp. 774 of Textbook Complete Review Vocabulary  ( In Box)	Complete Scenario Assignment (Anticipation Guide and scenario Handout is in box) Students on field trip are to do the scenario from the 1800s and complete anticipation guide.  Complete Quickwrite on page 774 of Textbook Complete review Vocabulary handout in Box
4/19 Persuasion- the use of language to get people to behave or think in a certain way “By their words you will know them”- What kind of people are these characters? Examine how Dialogue reveals character.	Julius Caesar Read Act I Respond to Questions Add to your notes	Read Act I Take Cornell Notes
4/20	Read Act I Respond to questions Add to your notes	Read Act I Take Cornell Notes Notes Collected at beginning of class
4/21 Grade Window Opens	Notes Collected at beginning of class Complete Making Meanings pp. 796 1-7 Collected at end of class.	Complete Making Meanings 8 pp. 796  (1 page double spaced Times New Roman 12 pt font) Share on Google docs. Works Cited List required
4/22	Correct Making Meanings And begin Act II	Complete Making Meanings 9 pp. 796 (1 page double spaced Times New Roman 12 pt font)  share on Google docs. Works Cited List required Quiz on Act I due on Monday
4/ 25	10 minute quiz on Act I Begin Act II Scene I	Take Cornell Notes on Act II, Scene 1
4/26	Act II  Scene 2	Take Cornell Notes on Act II, Scene II
4/27	Act II. Scene 3 and 4	Take Cornell Notes
4/28	GIST Questions Act II Work on Handout	Complete GIST Question Handout
4/29	Complete Making Meanings Questions pp. 818 1-8 Complete Making  Meanings Question #9 p. 818  (1 page double spaced Times New Roman 12 pt font) Share as a Googledoc by 8am Monday	Complete Making Meanings Questions pp. 818 1-8 Complete Making  Meanings Question #9 p. 818  (1 page double spaced Times New Roman 12 pt font) Share as a Googledoc by 8am Monday

5/2 Are any parts of an argument based on faulty reasoning? Fallacies are mistakes in reasoning that lead to incorrect conclusions. Two common fallacies are oversimplified explanations and hasty generalizations-generalizations made from insufficient or bogus evidence	Read Reading Skills and Strategies pp. 797 Puns and Reading Elizabethan English PP 819 Answer questions 1-4 p. 819 Presentation Practice	Review Logical Fallacies Take Cornell Notes on PP. 468-469 of textbook. Turn in at beginning of class.
5/3	Prefix and Suffix Worksheets 10 Vocabulary Words	Write a 1 page double spaced Times New Roman 12 pt font campaign speech where you are to run for the elite position of “county dogcatcher”. Campaign speeches to be shared on Google docs by 8 am Wednesday.  Use as many logical fallacies and irresponsible emotional appeals as possible.
5/4	Begin Julius Caesar Act III Scene I Take Cornell Notes and Complete GIST Questions	Read Julius Caesar Act III Scene 2 Take Cornell Notes and Complete Gist Questions due Monday 5/
5/5	Infographic Presentation day	Read Julius Caesar Act III Scene 3 Take Cornell Notes Notes and Complete GIST Questions on Act III
5/6	Infographic Presentation Day II	Notes, GIST Questions, Complete Making Meanings Page 843 1-8 due beginning of class Monday

4/11/16 Class work

Greek and Latin Roots

Reading a novel means encountering many unknown words and many words of which you have only a vague understanding. The situation and the surrounding text will provide some contextual clues about the meanings of unknown words. Knowledge of Latin and Greek roots can also help. It is possible for a reader to read and understanding a novel without knowing all the words. However, reading novels can significantly increase your vocabulary.

There are eight chapters in Section One of 1984. After you have read Section One, for each chapter, choose one or more words that are either unknown to you or that you are uncertain about. Choose words that seem to be important or interesting because of their context or frequency, or even because they sound interesting. Keep choosing until you have 10 words, which means you will have more than one for at least two chapters. For each word you choose, do the

following:

·  Copy the sentence in which you found it in your 1984 notebook.

·  Underline or highlight the word.

·  Describe what part of speech it is as used in the sentence.

·  Write down some ideas about what it might mean, and why you think so. Don’t be afraid to be wrong. You are just making an educated guess.

·  In your group, take turns sharing the words and sentences you chose.

Ask group members to help you define your words more accurately. Some will probably know your words better than you do. You will probably know more about other words that they have chosen.

·  Look up your words in a good dictionary, or online. How close were you and the group to the dictionary meaning?

·  Write your own sentences using the words.

Submit Tuesday 4/12 at the beginning of class.

Class work 4/12/16

Analyzing Stylistic Choices

The following activity will help you  think about why Orwell chose to represent the speech of some characters in non-standard dialect.

In Chapter VIII Winston visits a district that is inhabited by proles. The proles are generally friendly, but speak informally and use a lot of slang. Winston visits a pub because he wants to ask an old man about the past, especially about what the party says about capitalists. When Winston first sees him, he is arguing with the barman. He says “I arst you civil enough, didn’t I? You telling me you ain’t got a pint mug in the ‘ole bleeding boozer?”

Answer the following questions:

1. What does he mean by that in plain English?

2. Why doesn’t the barman understand?

3. Select two or three sentences spoken by the old man in the pub. Copy them into your notebook paper and translate them into standard English. Then discuss what effect Orwell was trying to create by representing the old man’s speech in slang and dialect. Are the old man’s words as effective in standard English?

Submit by Wednesday at the beginning of class.

4/ 13/16       Class work 

Summarizing and Responding The first part of a novel should do at least three things: 1. Establish the setting of the action, making the world of the story real to us in details and principles.

Establish the characters (especially the viewpoint character) in terms of personality, role or job, strengths and weaknesses, and other details. Set the action in motion by giving the characters things to do and problems to solve. It may also hint at some of the themes or big ideas that the novel will explore and develop. Review your marginal notes, sticky notes, word lists and answers to questions to solidify your understanding of Section One of the novel.  Write a paragraph summarizing Section One in terms of the setting, the characters, what the characters are trying to do, and any ideas you have about the themes of the novel. Due at the end of class.

Homework Study for Quiz on Chapters 1-5.

4/14/16

Quiz

Homework

1984 Paper Prompts

750 Words

Rubric is posted in 1984 Folder in Box

Choose 1



1.    Is social stability worth the price?

2.    Compare and contrast Huxley and Orwell’s views on Attention.

11 Index cards due

4/15 

Week 12 ( subject to change)

Date	Class work	Homework
3/29	Part I Questions due at beginning of class. Driving Questions: 1.     What is power? 2.     What is the “Illusion of technology”? 3.     Who writes history? Can history be “rewritten”? Can history be  “reclaimed? Who “owns” history? 4.     What is the role of “Hope” or Hopelessness” in achieving a goal? 5.     In the dawn of the age of AI and Robots, what does it mean to be human? 6.     Winston says that “Your worst enemy...was your own nervous system.” Have you ever experienced a time when you felt this way? Have you ever felt helpless or not in control of your own life? How have you dealt with this feeling?  Sophomore Project Interview Day TO BE ANNOUNCED Later in Week!   College Counselor	Begin Part II Questions
3/30	1984 Ch. 1 and 2	Ch. 3 and 4
3/31	1984 Ch. 3 and 4	Ch.5-8
April 1	1984 Ch. 5-8	Ongoing Part II Questions
April 2	1984 Ch. 9 and 10	Read Part III And Answer Questions

Weeks 10 and 11 ( Subject to change/revision) Mini-Revision Checklist and 1984 Questions Rubric.

English 10B Weeks 10 and 11

Date	Class work	Homework
3/7	Sophomore Project Peer Mock Interviews   Roles: Interviewer and Interviewee Score your teammate.  Take notes on back of score sheet.	Finish Annotation of Letter from Birmingham Jail
3/8	Annotation and discussion of Letter from Birmingham Jail	Revision of Law or Personal Conscience Paper using 12-step revision check sheet.
3/9	Test on Letter from Birmingham Jail Test Covers: Theme, Techniques of argument (Ethos, Pathos, Logos, Concession, etc) used by Dr.King, textual evidence, and Vocabulary/Literary terms Multiple choice and Short Constructed Response	Revision of Law or Personal Conscience Paper using 12-step revision check sheet.
3/10 Grade Window Opens	Screening of 12-Angry Men  A dissenting juror in a murder trial slowly manages to convince the others that the case is not as obviously clear as it seemed in court. Director: Sidney Lumet Writer: Reginald Rose (story) Stars: Henry Fonda, Lee J. Cobb, Martin Balsam NOT Rated Due process: •    is a set of procedures designed to make sure that people are treated fairly by the government; •    is based on the idea that a person cannot be deprived of life, liberty or property without appropriate legal procedures and safeguards; •    includes, at least, the right to notice, an opportunity to be heard, and protection from an unreasonable or capricious result; •    is a flexible concept and requires different procedures in different situations; for example, the due process requirements for a criminal case are more stringent than due process requirements for a civil case because a criminal conviction carries potential incarceration, a heavier punishment than mere loss of money; and •    requires more protections in a court case than in an administrative proceeding; in an administrative hearing the decision must be reasonable but it doesn't have to meet the standards of beyond a reasonable doubt or even a preponderance of the evidence.	Answer 3 Journal Questions: 1. What would you think about due process if a member of your family was killed and the killer was acquitted because the prosecutor made mistakes and did not prove his case? 2. How would you feel if your relative or they themselves were accused of a crime they did not commit and then they were convicted and had to go to jail? 3. One of the jurors originally felt that the boy was guilty because of the neighborhood that he had grown up in. What are the logical flaws in this argument?
3/11	Screening of Screening of 12-Angry Men  Handouts: Anticipation Guide and Part 1 Questions ( All Handouts are in 1984 Folder in 10th grade Box). Complete Anticipation Guide Part I Driving Questions: 1.     What is power? 2.     What is the “Illusion of technology”? 3.     Who writes history? Can history be “rewritten”? Can history be  “reclaimed? Who “owns” history? 4.     What is the role of “hope” or Hopelessness” in achieving a goal? 5.     In the dawn of the age of AI and Robots, what does it mean to be human? 6.     Winston says that “Your worst enemy...was your own nervous system.” Have you ever experienced a time when you felt this way? Have you ever felt helpless or not in control of your own life? How have you dealt with this feeling?	Read Part I Complete Part I Questions Remember to cite Page # where you found your answer. No page Number no credit.

Date	Class work	Homework
3/14	Sophomore Project Mock Interviews with HHS staff	1984 Part II Ch.1 and 2 Begin Part II Questions
3/15	1984 Ch. 1 and 2	Ch. 3 and 4
3/16	1984 Ch. 3 and 4	Ch.5-8
3/17 Grade Window Closed	1984 Ch. 5-8	Ongoing Part II Questions
3/18	Ch. 9 and 10	Read Part III And Answer Questions

Review 5-paragraph Essay Checklist and Grading Rubric for Analyzing and/or Writing A Persuasive Essay or Speech

ACTION	Check off
Student uses correct paragraph form
Student has all major parts of essay including introduction with a thesis, body paragraphs with evidence/support, counterargument, rebuttal and conclusion and call to action. Student defends positions with facts, concrete data, expert opinion, eyewitness information, and quotations.
Evidence from the text is introduced (The author writes… notes, expresses, states….)
Evidence from the text is explained with Rhetorically accurate verbs (This supports, suggests, proves, illustrates, demonstrates, unpacks, promotes, provokes, refutes, rejects …)
Student does not have sentence fragments
Student uses commas appropriately
Student’s syntax does not cause confusion
Student’s essay is free from contractions
Student does not use first or second person in essay
Student uses subject-verb agreement and pronoun-antecedent agreement correctly
Student correctly identifies rhetorical devices (appeal to logic through reasoning, appeal to emotion or ethical belief, relate a personal anecdote, case study, or analogy).
Student correctly identifies types of argument contained within the text (causality, analogy, authority, emotion, and logic)
Student makes clear connections between the author’s theme/message/assertion and the structure of the text.
Student writes neatly/legibly

Rubric for 1984 Responses to Questions

Category	5	4	3	2	1	0
Depth of discussion in responses, not simplified answers	Responses are insightful, helpful to answering the question, and show great care and knowledge of text, provide added discussion	Responses are helpful, clearly aligned to the question or topic, and provide additional information but not as insightful	Responses are sometimes generic, and do not seem to stray from original question.	Responses are rather generic overall, with little thought or effort given to the question. One or two word answers or sentences fragments.	Missing 1 or more responses, and even if the majority are insightful did not follow directions.	No response
Grammatically appropriate and mechanics/punctuation correct  Page Citation Complete and correct	No grammar errors are evident in the posts, page number is correct (for questions	Grammar and punctuation errors are minimal, page citation is present	NO more than 3 words are misspelled or misused but post is well-written, page citation is present	Grammar  and punctuation errors are abundant but still able to decipher question, page  citation is present	Grammatically the question or topic makes no sense and contains multiple punctuation and spelling errors.	No Page # citations.