| Syllabus
| Assignments |
Revised:
Oct. 25, 2005 |
|
Week
of August 17 to 19 |
| Wed |
Journal
#1 (new beginnings), syllabus, "Getting to Know You" assignment,
"E-mail to Teacher"
assignment (due Fri). Hmwk: read syllabus to prepare for quiz,
do "E-mail to Teacher" assignment sometime before class
on Mon. |
| Thurs |
Journal #2 (origins).
Intro origin stories. Read Genesis 1 & 2 aloud. Read "Creation
of the First Indians." Hmwk: Read "Apache
Creation Story."
|
| Fri |
Reading quiz over "Creation
of the First Indians" and
"Apache
Creation Story." Begin reading text intro, pp. 37-47,
"From the Earliest Days." No hmwk.
|
| Week
of August 22 to 26 |
| Mon |
Syllabus
quiz. Read Native American origin stories beginning on pp. 48 &
51. Hmwk: list of similarities between Gen. 1 & 2 Creation story
and Native American stories (due Wed). |
| Wed |
Journal
#3 (How's it working for you? What is going well? What needs to
be adjusted?). Read aloud "How
the Rhinoceros Got His Skin" and "How
the Camel Got His Hump" from Just So Stories by
Kipling. Discuss similarities, purpose and characteristics of different
kinds of origin stories. Hmwk: write an origin story that has the
purpose/characteristics of a Native American legend or a Just
So Story. Rough draft due Thurs. Final draft due Mon, Aug. 29.
|
| Thurs |
Due:
origin story rough draft. Journal #4 (Imagine you are a Native American
. . .). Peer review origin stories for purpose/characteristics.
Revise stories, as necessary, based on peer review comments. Read
"From La Relación" (pp. 62-65) and "Meet Álvar
Núnez Cabeza de Vaca (p. 61). Hmwk: Neatly write out stories
and decorate them for display on classroom bulletin board. Due Mon.,
Aug. 29. |
| Fri |
Journal
#5. (If you were suspended for your birthday, . . .). Do questions
#1-5, p. 66, in class. English notebook check
this weekend. Your 3-ring binder (with 5 labeled dividers and containing
all journals, handouts and notes assigned so far) must be on shelf
in English classroom. |
| Week
of August 29 to September 2 |
| Mon |
Due: decorated final
draft of origin story. Journal #6 (Once upon a time . . . , or
continue with Native American/European encounter). Read p. 67,
"Recognizing Bias." Do exercise at bottom of page and
discuss in class, and discuss bias. Read "Meet William Bradford,"
p. 68. Begin reading "From Of Plymouth Plantation,"
pp. 69-72. Hmwk: Rd. pp. 3-7, Made in America, by Bill
Bryson.
|
| Wed |
Journal
#7 (Wk of Prayer, imagine you are a teen on Mayflower, or
continue with Native American/European encounter). Complete reading
"From Of Plymouth Plantation," pp. 69-72. Do qstns. #1-8
(skip 5). On the same paper, copy an example of biased language
from Of Plymouth Plantation. Explain the bias. Turn papers
in by end of class period. Hmwk: Browse in the Plimouth
Plantation website: http://www.plimoth.org/. Pay special attention
to the "Historical Background" section. ("The
Pilgrims as People" is interesting.) Make handwritten notes
(to turn in tomorrow) to give evidence of your browsing. |
| Thurs |
Due:
notes from last night's browsing about Plimouth Plantation. Share
what you learned while browsing. Journal #8 (You've just arrived
on the Mayflower. Basing your answer on your research, discuss
your most pressing needs.). Read "Meet Anne Bradstreet,"
p. 76. Notes on board about reading poetry "appropriately."
Hmwk: read "Anne
Bradstreet" (http://www.vcu.edu/engweb/webtexts/Bradstreet/bradbio.htm). |
| Fri |
Journal #9. Read Bradstreet
poems: http://eir.library.utoronto.ca/rpo/display/poem208.html,
http://eir.library.utoronto.ca/rpo/display/poem209.html,
and two poems in the lit text, pp. 78 & 79. Practice reading
the poems aloud--using the pointers we discussed in class yesterday.
This is about performance! No hmwk.
|
| Week
of September 5 to 9 |
| Mon |
Labor
Day: No Classes |
| Wed |
Journal
#10 (Poetry: love it? hate it?). Discussion of poetry reading pointers.
Poetry Reading Grade Sheet
distributed. Select and practice a Bradstreet poem to perform on
Thursday. Hmwk: prepare to read selected poem aloud for credit.
[See Poetry Reading Grade Sheet.]
[Links to poem options: "Before
the Birth of One of Her Children," "To
My Dear and Loving Husband," "A
Letter to Her Husband Absent upon Public Employment," "In
Reference to Her Children," "Upon
the Burning of Our House," "As
Weary Pilgrim," "The
Author to Her Book," "By
Night When Others Soundly Slept."] |
| Thurs |
Bradstreet
Poetry Reading Day. Do qstns #1-10 (skip 4), p. 80 before end of
class. Hmwk: begin writing a poem in rhyming couplets about something
important to you. Poems earning an "A" grade will incorporate
an extended metaphor. By Monday, poem should be word processed,
and you need to bring enough copies for all classmates. Be prepared
to read poem aloud appropriately. (If you do your poetry creation
tonight and in class Friday, you won't have to do any homework over
the weekend!) |
| Fri |
Journal
#11 (Look at this past week as a dress rehearsal for future weeks.
What measures do you need to take to better your chances for success
and happiness?). Work period for poem written in rhyming couplets.
No hmwk. |
| Week
of September 12 to 16 |
| Mon |
Journal #12 (What do
you think your strengths are?). Extended
Metaphor Poems hndt, "I
like to see it lap the miles," by Emily Dickinson, and
"In
Reference to her Children," by Anne Bradstreet. NB: a
successful metaphor uses a more familiar object to help explain
a less familiar object. Hmwk:
by Wed, poem should be word processed. Be prepared to read poem
aloud appropriately.
|
| Wed |
Due:
poem in rhyming couplets (Each "A" poem will contain an
extended metaphor--one item more familiar to explain the other,
less familiar item.). Journal #13 (Doing things over and over again
and expecting different results). Poetry reading: students' poems
written in rhyming couplets. (Pay close attention to the 9/2 class
notes and Poetry Reading Grade
Sheet distributed last week.) Hmwk: Read the first section,
"The Three Wings of Puritanism," in "Puritanism
in America" and "The
House That Byrd Built" (bio of William Byrd). |
| Thurs |
Journal
#14 (Senior Presentation) & discussion. Reading quiz. Hmwk:
read John
Smith [Click
here for bio] ("Letter
to Queen Anne regarding Pocahontas" and "What
Happened Till the First Supply," from The General History,
chpt. 2), William Byrd (extracts from The Secret Diary) and
"A
Guide to Reading the Secret Diaries." |
| Fri |
Discussion
of John Smith and William Byrd homework reading. No hmwk. |
| Week
of September 19 to 23 |
| Mon |
Journal #15 (Memories of biology Yosemite trip). Read aloud Katherine
Paterson's The King's Equal. No hmwk. |
| Wed |
Journal
#16 (Boston Massacre, an author we have studied, or ITED). Review/preparation
for test (Wednesday). Begin creating timeline of all authors studied
so far. (Goals: authors' names and life dates and geographical locations.)
Hmwk: read "The
Great Awakening." |
| Thurs |
Journal
#17 (This week, roly polies, Great Awakening hmwk reading). Reading
quiz. Discuss the Great Awakening. Rd. Jonathan Edwards. No hmwk. |
| Fri |
Journal
#18 (social/psychological phenomena necessary to elicit Great Awakening
responses, a hellfire and brimstone sermon, or a satire of such).
Read "Offer of Help," pp. 107-8. (NB: bio and background
info.) In class options: do qstns # 1-5, p. 109 OR write the previous
letter from the colonists that provoked Canassatego's letter of
response. No hmwk. |
| Week
of September 26 to 30 |
| Mon |
Journal
#19 (Leadership conf., weekend, Jr/Sr activities coming up). Complete
timeline and review of test. Hmwk: Study for "The Earliest
Days" test. |
| Wed |
Due: timeline
review (must be turned in before test to receive credit.)
Test: "The
Earliest Days" section. No hmwk. |
| Thurs |
Journal
#20 (What do you have in abundance? What is missing in your life
right now?). Rd. "A New Nation," Unit Intro, pp. 120-128.
Hmwk: Do some online research about Benjamin Franklin. Find something
that you didn't know before, something that you think others don't
know, something that impressed you, and be prepared to share in
class on Fri. Bring written notes (with source/s) as evidence of
your research. |
| Fri |
Journal
#21 (Founding fathers . . . mothers? Fact? Fiction?) Share B. Franklin
research with classmates. Collect written evidence of research (with
source/s). Read selection from
"The Autobiography of Benjamin Franklin," pp. 131-133.
No hwmk. |
| Week
of October 3 to 7 |
| Mon |
Journal #22 (Write
a conversation with Benjamin Franklin; Rio football; and/or your
weekend). Read
Ben Franklin's discussion of his 13 virtues in chpt. 8 of his
autobiography. Do worksheet
on Franklin's 13 virtues. Hmwk: complete worksheet
on Franklin's 13 virtues. Due Wed.
|
| Wed |
Due:
worksheet on Franklin's
13 virtues. Journal #23 (Reflect on contributions you're making
in the various spheres of your life and how they could be reflected
in an epitaph.) On board: Franklin's epitaph (written as a young
adult) from Franklin's
Funeral & Grave handout. Hmwk: Read Patrick Henry's "Speech
to the Second Virginia Convention". (Listen to the speech
while reading at: http://www.history.org/media/audio.cfm,
http://www.history.org/media/audio.cfm.)
|
| Thurs |
No
Class (Due to Health Fair schedule adjustment on Tues.) |
| Fri |
Do
qstns: p. 150, #1-4, 6, 7 (on Patrick Henry's speech). Read and
discuss the Declaration of Independence, pp. 169-172 or
online. Begin compiling a list of the wrongs committed by the
king--the reasons why the colonists believe they should be independent.
These wrongs make up the bulk of the middle section of the Declaration.
You should find 18 to 20 (depending on which version of the Declaration
you are reading). Hmwk: Write the reasons for separation in your
own words, in your own handwriting, preserving the original meaning.
Due Wed. |
| Week
of October 10 to 14 (End of First Quarter) |
| Mon |
Thomas
Paine's selection "from The Crisis, No. 1," pp. 154-157.
Do qstns: p. 158, #1-5, 11. Hmwk: Continue with list of the wrongs
in the Declaration
of Independence. (See details under Fri's hmwk.) Due Wed. |
| Wed |
(Short class
due to PSAT.) Due: list of wrongs from the Declaration of Independence--in
your own words, in your own handwriting. Journal #24 (What would
you include in your own declaration of independence?). Hmwk: Write
text for your own original personal declaration of independence.
Rough draft due Thurs. |
| Thurs |
Due:
rough draft of text for your own declaration of independence. Read
selection "from Letters
from an American Farmer" by Michel-Guillaume Jean de Crèvecoeur.
Biographical sketch for Crèvecoeur.
Hmwk: Revise your personal declaration of independence and decorate
final draft appropriately. |
| Fri |
Due: decorated
final draft of your own declaration of independence. Read the selection
"from The Life of Olaudah Equiano," pp. 189-194 or online
(read "chapter 2 The Atlantic Voyage"). No hmwk. |