English 10 (Period 1346) Assignments

Anthem:

- Two more Essay Maps (the other two prompts)

- Typed, formatted

*** Prep for a Peer Edit of drafts

Anthem - Two Essay Maps (any two of the four)

- Full intro paragraph

- Three Claims and Grounds, linked/cited properly (bullets are good)

- Each map on separate pages

- Typed, formatted

Anthem - Synopsis and Key Passages

- Chps 8-10

Anthem:

- Prometheus and Gaea: origin; who are they?

- Rand's intent: discuss their significance in terms of Equality and Liberty

 

Anthem: "Who" is Equality?

- trace the changes in Eq's character

- comparative passages (link and cite)

Anthem:

- Chs 1-7 synopses and key passages

- Study for chs. 3-7 quiz

Hamlet Essay Map: 2nd prompt

Anthem:

- HW: tenets of the "collective" - key passages (see class notes)

- continue reading: chs 3-7 quiz on Friday

 

Anthem: the "collective"

- ID key facets of a "collective" (link pssgs/cite)

- Due Tuesday at the end of class

- Hamlet: Essay Map (1 of 5)

- Anthem: continue reading

Anthem: continue reading

Hamlet:  one essay prompt - due Friday

Ayn Rand's Anthem:

- Read chapter 1 (p. 17-37)

- Prep for Quiz!

 

Hamlet - Fencing scene for Honor:

Analyze their "character"

- Claudius

- Gertrude

- Laertes

- Horatio

1. Finish Hamlet: Act 5 Quiz

2. Soliloquies Chart: all 6 soliloquies

- Finish Act 4: Quiz tomorrow

- Print TWO model essays (Lit Compare 1-4)

 

Hamlet:

- Continue reading Act 4

- Quiz Friday 5-3

Hamlet - Soliloquy 5

- Trace Hamlet's thoughts throughout

- Grounds linked and cited

Hamlet - Soliloquy 3:

Trace Hamlet's thoughts and feelings throughout the soliloquy

Hamlet: continue reading:

- Act 3 quiz: Monday 4-29

- Act 4 quiz: Friday 5-3

Hamlet, cont'd:

- Act 2 Quiz

- Character Analysis: see class notes for specifics

- Ex-Credit HW option

Hamlet, cont'd:

Soliloquy 2 analysis:

- Hamlet's frame of mind: heart and head

- key passages, properly cited

- Read Act 1, Scenes 4,5: Key passages  in character interaction

- Horatio and Hamlet

- King Hamlet toward Claudius

- Young Hamlet toward Claudius

- Read and understand the dialogue

- I.2.133-64 - Hamlet's POV ...what's going on here?

   - passages, cited

Hamlet Act 1, scene 2:

- Claudius' character

- Hamlet's character

-  Passages the demonstrate their "character" (see class notes for specifics)

Hamlet 1.1 (act 1 Scene 1)

- "Who" is Horatio?  Offer passages that portray his "character"

- Pay attention to his interaction with others

 

- Full Intro paragraph

- One full Body paragraph

- Two Supporting Claims with Grounds

- Typed

Essay Map:

- Thesis

- Three paragraph claims

- Grounds per claim

Essay Prompt:

- ID the Tip and Task

- Offer your three lit pieces that address the prompt

 

 

All 8 pieces:

-Title and author

- Theme statement

1. Revise Essay Map: Salient Claims and strong Grounds

2. Print two Model Essays (Poetry Comp 1-6)

"Shaving"  - Character Analysis: Barry and Father

- ID passages that depict "who" they are

- Essay Map

- See Class notes for specifics

"Shaving" Symbolism

- ID all shaving items and offer what they symbolize

- Paragraph: What is Norris' purpose for describing the shaving items in the way he does.

"Shaving" Full Plot Passages:

- All 5 Plot Elements

-Passages and Justify each section

"Shaving" - Read and Annotate fully

- Exposition: Identify and mark it

- Essay Paragraph Map: Claim, Grounds, Brief Analysis - Bullets

"Scarlet Ibis"

- "Pride is a seed...vines" - explain the metaphor

- offer grounds to support your assertions

"Scarlet Ibis" - Significant passages

- Old Woman Swamp: explain the imagery

- Similarities between Doodle and the Ibis

* Link passage with point and explain Hurst's intent

"Scarlet Ibis" - Full Plot Element Analysis

- Passages for each plot segment

- see class notes for specifics

"Scarlet Ibis" - read first two paragraphs:

- ID Hurst's intent with character, setting, tone

- Offer grounds; link passage with point

1. Full Essay Due (option 2)

2. "Stolen Party": Elements of Plot Passages: all due

3. Study for Vocab test

"Stolen Party" - Full Plot Diagram

- Passages that illustrate each of the 5 Elements of Plot

- see class notes for specifics

"Stolen Party"

"3E": Exposition Establishes Expectations

- ID the end of the story's exposition

- Offer passages that denote character, conflict, and setting

 

Essay Option 1: Due

"Stolen Party"

ID passages that illustrate the "setting up" of the story

Revise Essay Draft

- Strengthen and align with the prompt

- New draft stapled on top of old draft

Essay Draft Revised:

- Full Intro

- Two full body paragraphs

- 3rd Claim and Grounds

Essay Draft:

- Full Intro

- Full Body paragraph

- 2nd and 3rd Claim and grounds

- Peer Edit tomorrow

Essay Map

- Revise

- Peer Edit tomorrow

- Thesis that addresses the prompt

- One full body paragraph

- Two other Supporting Claims

- Typed, recommended!

- See class notes.

- Peer Edit tomorrow; be ready!

Model Essays:

- Print any two complete essays

- multi page ...be certain you print the entire essay

Comparative Essay - Essay Map

- See notes for specifics

5 Poem Chart:

- speaker's life challenge

- quoted text

- see notes for specifics

"Road Not Taken"

- Stanza by stanza, explain

- Paragraph Map: Frost's intent

"Annabel Lee" - Body Paragraph Map

- Poe's intent

"Annabel Lee"

- Discuss Diction, Allusion, 6th stanza

- See class notes for specifics

"Annabel Lee"

- Stanza by stanza, what's going on and the speaker's POV

- Body paragraph Map

- See class ntoes for specifics

Paragraph Map - "Oranges"

- Discuss Soto's use of lit devices (see prompt for specifics)

Soto's "Oranges"

- the orange: symbolism or metaphor?  Discuss and provide grounds to support your claim

"Oranges":

- ID lite devices

- quote and explain each

- brief paragraph: Soto's intent, overall

1. "Skool Daze"

- Stanza by stanza: Speaker's POV

- Stanza 10: explain Poet's intent overall

- See class notes for HW

 

2. Parent Survey!

1. Essay Due tomorrow

2. Vocab Test: Rhetorical and Literary devices

"Skool Daze" - Allusion:

- ID the source of each allusion

- Explain the poet's intent for each allusion

"Skool Daze" - Jose Burciaga

Stanza by stanza:

     - ID what's going on, literally?

     - Discuss the speaker's point of view about what's going on

Work toward:

1. Essay: due Friday

2. Vocab Test: rhetoric and literary devices, Friday

- Full Intro

- Two full body paragraphs

- Typed

Essay Draft:

- Full Intro

- One Full Body

- Two other claims and multiple grounds for each

- Typed

 

- See prompt

- ID the Tip and Task

- typed, recommended

 

Body Paragraph Maps:

- two for metaphor

- two for anaphora

MLK:

Identify metaphor and anaphora, cont'd:

- quote with brief explanation for each example

MLK' s "I Have a Dream":

- Read and annotate

- ID Metaphor and Anaphora

Essay Map - Douglass' use of rhetoric and his intent:

Thesis, 3 Paragraph Claims, Grounds

- Body paragraph: explain and discuss Douglass' "apple/tree" metaphor

- Body paragraph: compare Douglass' POV with what you observe today

- typed, recommended

 

Douglass' allusion "what doth it profit a man...soul"

- Cite and quote it from the original source

- Explain Douglass intent in the context of which he says it, as well as in context to the whole of the speech

Rhetoric in Douglass:

- Identify rhetorical devices

- Grounds

Douglass, continued:

Paragraphs 5-7 (finish the speech)

- Grounds and Douglass' intent

Douglass' speech: paragraphs 1-4

- Grounds and Douglass' intent

1. Study for Rhetoric Test tomorrow

2. Douglass' speech:

  -- Read and Annotate (on the speech, itself)

  -- 2P: Key Points and Key Passages

  -- Synopsis paragraph

- typed, formatted

- peer edit tomorrow, be ready!

Essay Maps Revised:

- Two prompts = two maps

- Full Intro

- Two full body paragraphs

- Typed, formatted

Create Study Guides - 4:

- One for each speech: rhetorical devices in use

- One for each essay prompt: thesis, claims, grounds

Essay Drafts - for both essay prompts

- Full Intro

- Full Body paragraph (one)

- Two other claims with Grounds

- Typed, formatted, properly cited

- Both prompts

- Full Introduction

- Claims with grounds: link passage/point, properly cited

- Typed, recommended

Finals Prep: Two Essay Prompts:

- Essay Maps: Thesis and 3 Claims

- Separate sheet for each prompt

- Typed recommended

"Gettysburg Address" - Body Paragraphs

- On Lincoln's use of ethos and pathos

- typed, recommended

- Peer Edit tomorrow

Body Paragraph Map - Taxis in "Gettysburg Address"

- Clear Claim

- Grounds/analysis (multiple pieces, bulleted)

"Gettysburg" cont'd:

- Lincoln's 3rd "section" only: ID rhetorical devices and offer Lincoln's intent

- Claim

- Grounds

     - multiple grounds

     - bullets ok

"Gettysburg Address" - ID Lincoln's use of rhetoric

- ID and explain at least 4 of the rhetorical devices

- Body Paragraph responses

- Typed

 

Essay Prompt:

- ID the Tip and Task

- Essay Map: Thesis, three body Claims

Gettysburg Address:

For all three sections:

- what is Lincoln saying? (what is his purpose)

- offer grounds to support your claim

- Print two model essays: (Solzhenitsyn Comparison 1-4)

- Body Paragraph: Explain Henry's use of taxis

  (typed, formatted, essay ready)

 

- Optional: Repair Essay Mechanics (see class notes)

"Virginia Convention" speech - Taxis

- ID and explain Henry's use of taxis

- see class notes for specifics

- Focus on Henry's paragraphs 4 and 5

- ID Logos: explain his use and intent

- ID any other rhetorical device as well

 

Henry's "Virginia" Speech - Lexis, continued:

- Seven key phrases: explain Henry's use of lexis and the effect on the audience

 

Henry's Speech:

- ID and Explain "Lexis" in use throughout the speech

- Paragraph by paragraph

- See class notes and sentence eg. for specifics

- Identify Henry's use Logos

- Explain the use and intent

- Throughout the speech, paragraph by paragraph!!!

Rhetoric in Henry's "Speech at the Virginia Convention"

- Identify Ethos and Pathos throughout the speech (paragraph by paragraph)

- Quote the passage and explain how that passage illustrates Henry's use of the rhetorical device

- See class notes for specifics, especially the definitions for the rhetorical tools

Allusions in Henry's "Virginia Convention"

- ID the source

- Explain Henry's use and intent

Patrick Henry "Speech ... Virginia Convention"

Paragraph by paragraph, ID Henry's purpose/intent

- Text Evidence/Analysis

Patrick Henry - Opening of his speech

Identify the following throughout the first paragraph:

- What is he saying, literally?

- Offer Henry's intent

*** One sentence grounds; one sentence analysis

-  Read and Annotate

On a Separate sheet:

-  2P: bullet key points and key passages

-  Synopsis paragraph

-  What you know and What you need to know: bullet this as two separate lists

Images (two of them) on the last page of the speech:

-  Write/label on the images: what is going on in the drawings, literally.

- One sentence for each image: what is the artist's intent

 

1. Full Essay is Due

2. Vocab Test 3

Full Revision of the essay draft

- strengthen argument

- typed, formatted

Vocab Test 3:

- Study

- Full Intro

- Three full body paragraphs

- Typed

*** PEER EDIT: be ready

- Full Intro

- Two full body paragraphs

- Third paragraph: claim and grounds (link and cite)

Essay Map - address the Prompt

- Full Intro

- Full 1st Body paragraph

- Paragraph 2 and 3: Claims and Grounds

- Typed

*** See class notes for specifcs

Solzhenitsyn - Paragraph Map:

- see class notes for specifics

Citation:

- Thesis: Revised and addresses the prompt

- 2 Full

- 2 Partial

- 2 Parenthetical

- Typed, recommended

-  See Tools for details

- Prompt: ID the Tip and Task

- Thesis

- Three Supporting Claims

"One Word of Truth Outweighs the Whole World"

Springboard p. 193

- Read and annotate (on the piece)

Separate sheet:

- 2P

- Synopsis paragraph

Write 3 Compound sentences:

   - subject matter must be from the Corp Pun or Violent Minors essays

   - one sentence must use a semicolon

Essay Map: Revised

- typed, formatted

"Children Without Pity"

- T-Chart

- Essay Map

      - Thesis

      - 3 Supporting Claims (what will be your body paragraphs)

      - Grounds per claim (min. 2 per claim; link passage with point)

 

- Read and annotate

- 2Ps

- Synopsis paragraph

- Full Intro paragraph (abide by the structure; see Tools)

- Constructive Argument

- Counterargument

- Typed

Write an Introduction paragraph

- See Tools; follow the structure

- Build to a clear Thesis

1. Print two Model Essays (Boyle 1-7)

2. Revise Constructive and Counterargument paragraphs

   ***must offer a fallacy into the Counterargument

- Take a stance

- Constructive Argument

- Counterargument

  (Two paragraphs, typed recommended)

 

*** Vocab Test Monday: study!

Constructive Arguments for each piece (article and the editorial)

- paragraph

- see class notes for specifics

Refer to "Fallacy" chart and defn

- One sentence for each type of fallacy

For both "Rough Justice' and "Time to Assert":

- What you know

- Key points

In the Springboard text:

- Read and Annotate "Rough Justice' and "Time to Assert...Values" (169-173)

- ID 2Ps (key points and passages) inside the book ...bullet points, ok.

- Separate sheet of paper: write a synopsis for each of the pieces.

Final Essay Due

- Thesis

- Two Constructive Arguments

- One Counterargument

- Typed, formatted

* Peer Edit tomorrow: be ready with a strong draft

- see class notes for specifics

- typed recommended

- Thesis

- Two body paragraphs

- Counterargument paragraph

- Typed, formatted

- Thesis

- Two full Body Paragraphs

- Typed recommended

1. Print two Model Essays from SCHS Website

2. Revise Essay Map

3. Typed, recommended

- Thesis

- One Full body paragraph

- Two other claims

- Grounds: minimum two per claim

- Typed recommended

- Thesis, 3 Claims, Grounds for each claim

    - at least two pieces of text evidence per claim

- Typed recommended

 

***Vocab Test: study!

"A Father's Love" article:

- "T-Chart"

    - note the specific headings

    - must argue for both sides

"A Father's Love"

- 2Ps

- Synopsis paragraph

- Writer's Purpose

Body Paragraph: Final Draft due

- Typed and formatted

- typed, double spaced, formatted

- Address the specifics of the prompt

- Clear Claim

- Supportive Grounds

- Strong Analysis: relevant discussion that supports the claim

- Typed recommended

Essay Body Paragraph Map:

- Claim

- Grounds

- Properly formatted

- Typed recommended

"Pick One" Prompt:

- T-Chart your responses

- Note that there are two T-Charts due (look closely at the prompt)

HW for "Pick One":

- See class HW posting on the front white board that the sub taped up.

"Pick One" - Allusions

- Find the source of the four allusions

- Discuss what you believe is Mathews' intent in alluding to these points

Tone in "Pick One"

- Identify passages that reveal the piece's tone

- Link passage with the point

"Pick One"

- Annotate

- "Who" is the speaker?   Offer text evidence

- see class notes for specifics

"Pick One" essay

- Read

- Three questions and brief paragraph response