| Syllabus
| Assignments |
Revised:
Oct. 19, 2006 |
|
Week
of August 21 to 25 |
| Mon |
Syllabus.
Honors syllabus supplement.
"Getting to Know You" assignment (in class). "E-mail
to Teacher" assignment.
Hmwk: finish reading syllabus for quiz Thurs. Complete "E-mail
to Teacher" assignment by midnight Thurs. Put together
English class notebook as per instructions in syllabus ("Additional
Materials" section).
Honors: students wishing to do the honors
independent-study option, talk with Mrs. Dibben privately Wed. or
Thurs. |
| Tues |
Journal
#1 (beginnings, origins). Intro origin stories. Read aloud "Apache
Creation Story." Read aloud Genesis 1 & 2. Read silently
"Creation
of the First Indians."
Hmwk: finish reading syllabus for quiz Thurs. Complete "E-mail
to Teacher" assignment by midnight Thurs. Put together
English class notebook as per instructions in syllabus ("Additional
Materials" section). |
| Wed |
Journal #2 (How is school going for you so far? How is this year
different than last year--already? What are some things you want
to have happen this year that didn't happen last year? What steps
are you taking to make sure they happen?) Read text intro, pp. 37-44
& 46-47, "From the Earliest Days," "Native American
Mythology," and pre-reading focus for tomorrow's stories. Begin
list of similarities
between Gen. 1 & 2 creation story (Bibles supplied in classroom)
and Native American stories (due Tues).
Hmwk: complete "E-mail
to Teacher" assignment and finish reading syllabus for
quiz Thurs. |
| Thurs |
Due:
Students wishing to do the honors independent-study option, talk
with Mrs. Dibben privately by the end of today.
Due (by midnight): "E-mail
to Teacher" assignment. Syllabus quiz. Read Native American
origin stories beginning on pp. 48 & 51, "How
the World Was Made" and "The Sky Tree." Continue
list of similarities
between Gen. 1 & 2 creation story and Native American stories
(due Tues).
No hmwk. |
| Week
of August 28 to September 1 |
| Mon |
Journal #3 (Last week,
your weekend, this coming week: the good, the bad, the ugly).
Work on list of similarities between Gen. 1 & 2 creation story
and Native American stories (due Tues).
Hmwk: complete list/chart/diagram of similarities between
Gen. 1 & 2 and Native American origin stories we have read
in class.
|
| Tues |
Due:
List of similarities between Gen. 1 & 2 and other origin stories.
Elect class officers. Read aloud "How
the Camel Got His Hump," from Just So Stories by
Kipling.
Hmwk: think about an original origin story that has the purpose/characteristics
of a Native American legend or a Just So Story. |
| Wed |
Read
aloud "How
the Whale Got His Throat," from Just So Stories
by Kipling. Discuss similarities, purpose and characteristics of
different kinds of origin stories. Draft an original origin story
that has the purpose/characteristics of a Native American legend
or a Just So Story. Share student examples.
Hmwk: Complete original origin story. Be ready to share with
a peer in class on Thursday. |
| Thurs |
Due: rough draft of
original origin story. Peer review stories (in groups). Finish
compiling/decorating English notebooks.
No hmwk.
English notebook check this weekend. Your
3-ring binder (with 5 labeled dividers and containing all journals,
handouts and notes given so far) must be on shelf in English classroom.
|
| Week
of September 4 to 8 |
| Mon |
Labor
Day: No Classes |
| Tues |
Read "From
La Relación" (pp. 62-65) and "Meet Álvar Núnez
Cabeza de Vaca (p. 61). Do questions #1-5 & 8, p. 66, in class.
Hmwk: word process (as appropriate) and illustrated original
origin story for display on classroom board. Due Thurs. |
| Wed |
Publications
Workshop. Journal #4 (Imagine you were on the shore looking out
to sea when the first Europeans appear in your neighborhood. What
happens?) More
on Álvar Núnez Cabeza de Vaca. Work on draft and illustrations
for original origin story.
Hmwk: complete original origin story for display on classroom
board.
Enrichment: The
Journal of Álvar Núnez Cabeza de Vaca (from PBS Archives
of the West) |
| Thurs |
Publications
Workshop. Journal #5 (Cont. of #4: is your social group friendly
to the newcomers? Why/ why not?) Work on draft and illustrations
for original origin story.
Due: word-processed, illustrated final draft of original origin
story. (Publications Workshop people can turn in assignment on Monday.)
No hmwk over weekend. |
| Week
of September 11 to 15 |
| Mon |
Journal
#6 (9/11, Publication Workshop). Work period for class fundraising
project.
No hmwk. |
| Tues |
Journal
#7 (Reflections on this morning's worship about making decisions
to bring peace and calm to your life). Read aloud pp. 3-7, Made
in America, by Bill Bryson. Read "Meet William Bradford,"
p. 68. Begin reading "From Of Plymouth Plantation,"
pp. 69-72.
No hmwk. |
| Wed |
Continue
reading "From Of Plymouth Plantation," pp. 69-72.
Read p. 67, "Recognizing Bias." Do qstns. #1-8 (skip 5).
On the same paper, identify an example of biased language from Of
Plymouth Plantation and explain it.
Hmwk: Browse in the Plimouth Plantation
website: http://www.plimoth.org/. Pay special attention to the
"Historical Background" section (under the "learn"
button). (the
english colonists > "The 'Pilgrims' as People"
is interesting.) Make at least a page of notes (in your own words,
in your own handwriting) to give evidence of your browsing. Be prepared
to share in class. Due Thurs. |
| Thurs |
Due:
notes from browsing in Plimouth
Plantation website. Share your research with class. Journal
#8 (You've just arrived on the Mayflower. Basing your answer
on your research, discuss your most pressing needs. How are you
planning to surive until next summer?) View selections from Muse
of Fire (Story of English video series) about the English language
that traveled to North America in the 1600s.
No hmwk. |
| Week
of September 18 to 22 |
| Mon |
No
class because of ITED/CogAT testing schedule. |
| Tues |
No
class because of ITED/CogAT testing schedule. |
| Wed |
[Junior
class serving at Senior/Parent/Faculty Banquet tonight] No
class because of ITED/CogAT testing schedule. |
| Thurs |
Read
"Meet Anne Bradstreet," p. 76. View The Puritan Experience:
Making a New World (available from the PUC Library: VTR F 7
.P83).
No hmwk |
| Fri |
Finish
yesterday's video. Read Bradstreet poetry: "Upon
the Burning of Our House" (pp. 77-78) and "To
My Dear and Loving Husband" (p. 79).
No hmwk |
| Week
of September 25 to 29 |
| Mon |
Read
Anne
Bradstreet bio (http://www.vcu.edu/engweb/webtexts/Bradstreet/bradbio.htm).
Read "The
Author to Her Book" and "By
Night When Others Soundly Slept." Discuss extended metaphor.
Discuss Bradstreet in terms of her Puritan society.
No hmwk. |
| Tues |
Journal #9 (Think about
a typical day if you were William Bradford's or Anne Bradstreet's
neighbor). Read aloud "Before
the Birth of One of Her Children." Discuss poetical feature
of Bradstreet's poetry (extended metaphor and rhyming couplets).
Extended metaphor handout with sample poems.
Hmwk: think about a subject that you could write about
in a poem with rhyming couplets and an extended metaphor.
[More Bradstreet poems: "A
Letter to Her Husband Absent upon Public Employment,"
"In
Reference to Her Children," "As
Weary Pilgrim."]
|
| Wed |
Journal
#10 (Poetry: love it? hate it? What about song lyrics?) Work period:
Write an extended metaphor poem about somebody/something important
to you. Poems earning an "A" grade will incorporate both
an extended metaphor and a specific rhyme scheme (either
rhyming couplets or alternating rhyme). By tomorrow, poem should
be word processed and illustrated/decorated. Be prepared to read
poem aloud in small groups.
Hmwk: complete poem, word process and illustrate/decorate. |
| Thurs |
Due:
word-processed and illustrated/decorated extended metaphor poem
(with specific rhyme scheme). Journal #11 (Look at this past week
as a dress rehearsal for future weeks. What needs to be tweaked
to better your chances for peace, happiness, and success?) Discussion
and pointers for reading poetry aloud effectively. Poetry sharing.
Read "Offer of Help," pp. 107-8. (NB: bio and background
info on previous page.)
No hmwk.
[ In class options: do qstns # 1-5, p. 109 OR write the previous
letter from the colonists that provoked Canassatego's letter of
response.] |
| Week
of October 2 to 6 |
| Mon |
Journal
#12 (What do you know about Pocahontus? Would you have traveled
to parts unknown for a new life? What would have been your reasons
for emigration?) Read John
Smith bio and "Letter
to Queen Anne regarding Pocahontas."
Hmwk: Read "The
House That Byrd Built" (bio of William Byrd) and "A
Guide to Reading the Secret Diaries." |
| Tues |
Read
"What Happened Till the
First Supply," from The General History, chpt. 2) and William
Byrd (extracts from The Secret Diary).
Hmwk: Read the first section, "The Three Wings of Puritanism,"
in "Puritanism in America"
and The Great Awakening." |
| Wed |
Read
selection from "Sinners
in the Hands of an Angry God" (pp. 101-104).
Hmwk: complete hmwk reading. |
| Thurs |
Quiz
over this week's hmwk reading. Do "Imagery" #1-3 and Qstns
#1-4, p. 105. Begin creating timeline (in your own handwriting)
of all authors studied so far. (Goals: authors' names, life dates,
geographical locations, and title/s of work/s we have read.)
No hmwk. |
| Week
of October 9 to 13 |
| Mon |
Review
for test. Continue with timeline (in your own handwriting). (Due
at beginning of test.)
Hmwk: complete timeline (in your own handwriting) and study
for test. |
| Tues |
Due: timeline
review (must be turned in before test to receive credit.) Test:
Earliest Days.
No hmwk. |
| Wed |
Journal
#13 (What do you have in abundance? How are you very fortunate?
How are you blessed?) Begin "New Nation" unit. Read unit
Intro, pp. 120-128. Read Benjamin Franklin bio sketch, p. 130.
No hwmk. |
| Thurs |
No
class because of PowerWeek. |
| Week
of October 16 to 20 (End of First Quarter) |
| Mon |
Journal #14 ( Rio football;
and/or your weekend) Read selection
from "The Autobiography of Benjamin Franklin," pp.
131-133.
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 Tues. Bring hand written notes (approx.
one page, with source/s) as evidence of your research.
|
| Tues |
Journal
#15 (Founding fathers/mothers? What does it take to be a founding
parent?) Share B. Franklin research with classmates and turn in
hand written notes (approx. one page, with source/s). Read
"Franklin's Program of Self-Improvement" in chpt. 8 of
his autobiography. Do worksheet
on Franklin's 13 virtues.
Hmwk: complete worksheet
on Franklin's 13 virtues. Due Thurs. |
| Wed |
No class: PSAT
testing
|
| Thurs |
Due:
worksheet on Franklin's
13 virtues. Journal #16 (Reflect on contributions you're making
in the various spheres of your life and how they could be reflected
in an epitaph.) Read Franklin's
Funeral & Grave handout, noting his youthful epitaph and
lifetime achievements.
No hmwk. |