Tuesday, December 18, 2012
Monday, December 17, 2012
Final Unit
EOC Review Syllabus
November 27 to December 21
End
of Course Test: A state test design to measure a student’s
reading, critical thinking, and writing skills.
Purposes:
To
ensure that students have all the skills need to pass the exam.
Objective:
To
complete a comprehensive review of the skills taught in English I and English
II
Materials:
State
created practice test, vocabulary list, essay prompts, and student generated
review materials
Daily Activities
and Homework Assignments
Days
|
Class Activities
|
Homework
|
Christmas Break
|
None
|
Complete the EOC review packet. Create
flash cards on the EOC terms, annotate the sample passage, and answer the
sample questions correctly. However, flash cards can be used on the Jan. 3
exam. Due Jan. 11
|
Jan 3-4
|
Final Course Test (EOC style test with
multiples and short answer
|
|
Jan. 7
|
Test Corrections
|
|
Jan. 8
|
Nonfiction multiples and short answer
|
|
Jan. 9
|
Poetry multiples and short answer
|
|
Jan. 10
|
Fiction multiples and short answer
|
|
Jan. 11
|
Grammar, Vocab, and Tone
|
Flash cards due
|
Jan. 14
|
First period exam
|
|
Jan. 15
|
Second period exam
|
|
Jan. 16
|
Third period exam
|
|
Jan. 17
|
Fourth period exam
|
|
Jan. 18
|
Make up exam
|
|
Front
of Card: Term and picture to help you remember the definition
|
Terms for Flash Cards |
Back
of card: definition, example, and purpose the concept is used for in
literature.
|
Simile
Slant
character
Slant rhyme
Static
character
Style
Symbolism
Syntax
Theme
3rd
person omniscient
1st
person
Onomatopoeia
Hyperbole
Understatement
Allusion
Autobiography
Biography
Character
trait
Memoir
Tone
Novel
Onomatopoeia
|
Cliché
Climax
Conflict
Consonance
Diction
Direct
characterization
Dynamic
character
End rhyme
Exact rhyme
External
Fiction
Flat
character
Imagery
Implication
Indirect
characterization
Introverted
Irony
1st
person
Nonfiction
|
Perception
Person vs
Person
Personification
Physical
characteristic
Plot
Alliteration
Purpose
Rising action
Round
character
Sensory
details
3rd
person limited
Allegory
Alliteration
Allusion
Internal
Assonance
Level of
formality
Mood
|
“Terminology”
& Corresponding Questions from Released Test:
Directions
Read the chart below. Highlight
any concepts that you would not be comfortable dealing with on the
EOC.
Cultural
background
|
#14.
How does the speaker’s cultural background affect her perception of the
noon-time workers of New York?
|
Speaker’s
point of view
|
#16.
How does the speaker’s point of view affect her impression of the bustle of
New York?
|
Inferred
|
#22.
What is one possible reason why Kiran takes a “warm interest” in the Brahmin
boy?
#30.
What can be inferred from paragraph 2?
#42.
What can be inferred from the statement below?
#45.
What can be inferred about Stefan’s character?
#52.
What can be inferred from the author’s focus on Argentina’s trouble past and
present situation?
|
Implied
|
#20.
What is implied in the sentence below?
|
Reveal
|
#23.
What does Kiran’s reaction to the arrival of the boy reveal about her
character?
|
Convey
|
#39.
In this selection, the use of the word liberalism
to describe Stepan’s interactions with others is meant to convey what about
his character?
|
Assumptions
|
#43.
What assumptions can reader make about a character?
|
Connotation
|
#24.
In the sentence below from the last paragraph, how does the connotation of
the words reflect Sharat’s attitude toward the boy?
|
Additional
depth
|
#25.
How does the author introduce additional depth to the conflict between the
two characters?
|
Internal
conflict
|
#26.
How does the author’s use of third person point of view reinforce the
reader’s understanding of the character’s internal conflict?
|
Objective
summary
|
#27.
What is an objective summary of the selection?
|
Summarize the central idea
|
#46.
Which statement summarizes the central idea of the selection?
|
Significance
of (or Purpose of) individual words, sentences; paragraphs; sections…on the
“selection”
|
#33.
What is the significance of the statement below?
#41.
In this selection, what is the purpose of the sentences below?
#49.
What is the effect of the phrase below on the overall selection?
|
Phrasing
|
#42. the phrasing demonstrates ___ attribute
within character…
the phrasing displays contrasts
within character…
the phrasing maintains
characterization as …
the phrasing builds (suspense) re:
character’s motive/relationship
|
Figurative
language
|
#50. What is the purpose of the figurative
language in the sentence below from the last paragraph?
|
Personification
|
#18.
How does the use of personification in the first paragraph help develop the
setting?
#31.
What does the author mean when she describes the setting as “_____”?
|
Setting
|
#18.
How does the use of personification in the first paragraph help develop the
setting?
|
Simile
|
#19.
What is the meaning of the simile in the sentence below from paragraph 5?
|
Rhyme
scheme
|
#10.
How does the author’s use of rhyme scheme enhance the theme of the poem?
|
Stanzas
|
#13.
How has the speaker changed between the first and last stanzas of the poem?
|
Rhetorical
Question
|
#53.
In the excerpt from “”, why does the author choose to end the selection with
a rhetorical question? Use examples to
support your answer.
|
Wednesday, December 5, 2012
Week 16
Week 16 Lessons
Please note the following change in your syllabus. Test review will be Dec. 12 and is worth 50 points. Packet must be complete to count for credit.
Test is Dec. 14
Lab day is Dec. 17
Thursday, November 29, 2012
Tuesday, November 27, 2012
English I Love vs Lust Syllabus November 27 to December 21
English I Love vs Lust Syllabus
November 27 to December 21
Love-strong affection for another arising out
of kinship or personal ties
Lust- an intense longing : craving
Purposes
This lesson
examines the boundaries of love, lust, and sacrifice and where does one draw
the line between them. In addition, the lesson examines the types of love as
well as traditional and modern dating and marriage practices.
Objective
Conduct a
short research project to answer a question; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Materials
Romeo
and Juliet -film
Romeo
and Juliet- drama
“Daughters”
Selected
Sonnets
Daily Activities
and Homework Assignments
|
Days
|
Class Activities
|
Homework
|
|
11/29
|
Introduction and guided notes
|
|
|
11/30
|
Read and watch Act I complete the movie
guide
|
Complete Act I study guide
|
|
12/3
|
Read Act II
|
Complete Act II study guide
|
|
12/4
|
Text the balcony scene
|
|
|
12/5
|
Charades
|
|
|
12/6
|
Read Act III
|
Complete Act III study guide
|
|
12/7
|
Assign and Plan group project
|
|
|
12/10
|
Life Size Character
|
Complete Act IV study guide
|
|
12/11-12-13
|
Complete the play
|
All study guides due 12./14 including the
Act V essays
|
|
12/14
|
Essays and study guides due. Class
seminar on Theme
|
|
|
12/17
|
Romeo and Juliet Test
|
|
|
12/18
|
Lab day for group projects
|
|
|
12/19
|
Movie
|
|
|
12/20-12-21
|
Project Presentations
|
|
Extra Credit and Test Review
|
One pager on an act of your choice
|
Dress and act as your favorite character
|
|
Perform and Act for the class
|
Propose a list of solutions
|
|
Create a visual to represent a key theme
|
Create a paper slide show of a key scene
|
Monday, November 26, 2012
Friday, November 16, 2012
Thursday, November 8, 2012
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