English 1A Summer 2010 Schedule
English 1A Summer 2010 Schedule
Week / Objectives / Assigned Readings:Readings should be completed by the days listed. Readings are listed by author’s last name and page numbers. Readings in California Dreams and Realities are listed as CDR. / DUE For readings in CDR, answer 1 question from “Understanding the Text” unless otherwise noted.1 / Topic: Defining the California Dream
- Introduction to the course
- The Reading and Writing Process
- Introduction to the California Dream
- The Suburban California Dream: paradise or gridlock?
- Essay Organization
- Annotating and Questioning
- Interviews on the California Dream
Introduction to the course
WEDNESDAY
In California Dreams and Realities (CDR):
Introduction, 1-8
Chapter 1, 19-22
Rawls, 22-30
Kotkin, “Golden State May Be Blinded
By Its Luster” (Course Reader/
handout)
Steinhauer, “Pinch of Reality” (Course
Reader/handout)
THURSDAY
O’Brien, 75-77 (CDR)
Garreau, 298-307 (CDR)
Carle, 403-411 (CDR)
Garcia, 291-292 (CDR) / 6/29 (Tues): Discuss Syllabus and
Schedule. Discuss article.
6/30 (Wed): Journal entry
on James Rawls’ essay (22-30):
Answer at least 1 question from
“Understanding the Text” at the
end of the essay.
7/1 (Thurs): Complete interviews
on the California Dream and bring
typed interview to class. Journal
entry on Garreau’s essay in CDR.
Answer at least 1 question from
“Understanding the Text.”
In-class Essay #1. Bring
Course Reader to class.
2 / Topic: Place and Identity
- Work on Essay 1: Brainstorming, outlining, gathering ideas.
- Sentence-Level work: Appositives
- Understanding How Different Places Shape our Identity
- Introductions and Thesis Statements
- MLA style and Citing Quotations
- P.I.E. Model for Paragraphs
Creamer, 432-434 (CDR)
English-Lueck, 236-242 (CDR)
Lewis, 293-297 (CDR)
Hanson, 428-431 (CDR)
May, “Suburban Eden” (Course
Reader)
WEDNESDAY
Street, 421-425 (CDR)
Warning Sign, 420 (CDR)
Haslam, 411-415 (CDR)
Arax, “The Last Valley” (Course
Reader)
Bring a Thesis Statement and Rough Draft to class.
THURSDAY
Bring Essay 1 to class.
Davis, “The Case for Letting Malibu
Burn” (Course Reader) / 7/6 (Tues): Bring a P.I.E.
paragraph to class. Finish lesson
on Appositives. Journal entry on
either Creamer OR Hanson:
Answer 1 question that
follows the essay from
“Understanding the Text.” Journal
entry on either the essay
by Lewis OR English-Lueck.
Bring a brief summary of May’s
“Suburban Eden.”
7/7 (Wed): Journal entry on the essay by Street. Brief summary of Arax’s chapter in Course Reader.
Thesis Workshop: Bring a Thesis
that responds to the Essay 1
prompt for a Thesis Workshop.
Bring a Rough Draft of Essay 1
for a Peer Review Workshop.
7/8 (Thurs) ESSAY 1 DUE IN
CLASS. In-class Essay #2.
Bring a brief summary of Davis’
chapter.
3 / Topic: California History: Spanish Conquest and the Gold Rush
- Fact, Inference, and Interpretation
- Spanish Conquest and Gold Rush
- In-class essay writing: purpose and strategies
Read lectures in Course Reader:
California History: Spanish Conquest
and the Gold Rush.
Rawls, Chapter 3, “Discovery,
Exploration, and Founding” (Course
Reader)
Montalvo, 31-33 (CDR)
WEDNESDAY
Rawls, Chapter 8, “The Gold Rush
and Economic Development” (Course
Reader)
THURSDAY
Midterm Exam / 7/13 (Tues): Bring 2-3 discussion
questions from lectures in Course
Reader.
Journal entry on Rawls Chapter
3 in Course Reader: identify
important facts and draw
inferences from these facts.
7/14 (Wed) Homework Activity:
Bring a paragraph in P.I.E. format
about The Gold Rush.
7/15 (Thurs) MIDTERM: In-class essay. Bring Course Reader and CDR.
4 / ESSAY TWO: NATIVE AMERICANS AND THE GOLD RUSH
- California Indian History
- Begin Exterminate Them!
- Sentence-Level Work: Verbal Phrases
- Close Reading Guidelines
Read lecture in Course Reader:
California Indian History
Miranda, 72-73 (CDR)
Lowry, 74 (CDR)
Soto, 426-427 (CDR)
Rawls, Chapter 2, “Original
Californians” (Course Reader)
WEDNESDAY
Exterminate Them!: “Introduction” (1-31)
THURSDAY
Exterminate Them!: Chapter 1 (35-53)
Exterminate Them!: Chapter 2
(55-70) / 7/20 (Tues): Bring 2-3 discussion
questions from lecture in Course
Reader. Journal entry on
either Miranda or Soto’s poem:
Answer at least 1 Question from
“Understanding the Text.” Finish
lesson on Verbal Phrases.
7/21 (Wed): Bring a response to Exterminate Them!: Introduction (directions given in class).
7/22 (Thurs): Homework Activity on Introduction to Exterminate Them!: Explain how religion and particularly the Spanish mission system were used to control or change Native American ways of life. Also, what is one important thing that you learned about California history from reading the Introduction? Write 2
paragraphs in response.
In-class Essay #3.
5 /
- Read and analyze Exterminate Them!, using close reading skills
- Learn They Say/I Say model for arguments
- Finish Exterminate Them! (skip Chapter 4)
- Thesis Workshop
- Work on and finish Essay 2
Exterminate Them!: Chapter 3 (71-79)
Exterminate Them! Chapter 5 (113-133) (skip Chapter 4)
Exterminate Them! Chapter 6 (Read
only 135-141)
WEDNESDAY
Bring a Thesis Statement and Rough Draft to class.
Gregory Jay, “What is
Multiculturalism?” (Course Reader)
Gibbs and Bankhead, 84-93 (CDR)
Stodghill and Bower, “Integrated City”
(Course Reader)
THURSDAY
Bring Essay 2 to class.
Arax, “The Summer of the Death of
Hilario Guzman” (handout) / 7/27 (Tues): Bring a response to
Exterminate Them! Chapter 5. Use
“They Say/I Say” model described in
Writing Process Lecture 9.
Assessment of Exterminate Them!
(whole book) due.
7/28 (Wed): Bring a Thesis that responds to the Essay 2 prompt for a Thesis Workshop.
Bring a Rough Draft of Essay 2 for
a Peer Review Workshop.
Journal entry on Gibbs and
Bankhead’s essay.
7/29 (Thurs)ESSAY 2 DUE IN
CLASS.
In-class Essay #4.
Summarize Arax’s chapter and
connect it with one other reading
from this week.
6 / ESSAY THREE: IMMIGRATION AND MULTICULTURALISM
- Writing Strategies: Analysis and Synthesis
- Learn about Multiculturalism in California
- The Immigration debate in California
- Sentence-level work: Contrast and Concession
- Analyze and synthesize 3 texts from Multiculturalism section
- Write Essay 3
Hondagneu-Sotelo, 116-129 (CDR)
Ling-Ling, 94-96 (CDR)
Editors, 98-99 (CDR)
Bring a Thesis Statement on Essay
3.
WEDNESDAY
Bring Essay 3 to class.
Arax, “Highlands of Humboldt”
(handout)
THURSDAY
Read essay by Starr in Course Reader:
Read and annotate the essay and
bring it to the Final Exam on Thursday. / 8/3 (Tues): Homework Activity:
Paragraph on Hondagneu-
Sotelo’s essay and the California
Dream. Complete lesson
on Contrast and Concession.
Journal entry on Contrast and
Concession in Ling-Ling’s essay.
Thesis Workshop on Essay 3, and
in-class work on Essay 3.
8/4 (Wed): ESSAY 3 DUE IN
CLASS.
Bring a brief summary of Arax’s
chapter.
8/5 (Thurs) Final Exam: In-class
essay. Bring CDR and the Course
Reader. Read and annotate the
article by Kevin Starr (in Course
Reader).