English II Pre-AP Lesson Plans (1st grading period)

8/25-9/2

  • summer reading test over The Book Thief
  • turn in annotated book, creative writing & literary essay
  • introductions
  • class rules & routine
  • goal activity
  • handout out literary elements- Part 1 quiz 9/3-4
  • Class discussion over Prologue- Part I of The Book Thief: Death as narrator, organization, identifying figurative language & its effect on the reader.

9/3-9/5

  • Literary Element Quiz- Part 1 (Part 2 quiz 9/8-9)
  • Class discussion over Part II- Part VIII of The Book Thief: Student must bring something to the table to discuss
  • Analysis of "Standover Man" - symbolism, personification
  • Analysis of "The Word Shaker"- symbolism, allegory, propaganda (pair activity)
  • handout "Walkabout" excerpt to close read for next class period using 4 square model
  • assign textbooks

9/8-9/12

  • Literary Element Part 2 quiz
  • In -class development of literary analysis paragraph (LAP)- imagery
  • Review MLA formatting of textual evidence
  • Comparing text The Book Thief vs. "Auschwitz Shifts from Memorializing to Teaching- identify thesis & supporting detail: answer questions 3-6 for discussion
  • handout ACT prefix list- Quiz

9/15-9/19

  • "Opportunity" close read & development of LAP using 4 square model & MLA format
  • ACT prefix quiz
  • Read "To Build a Fire " (textbook)- setting as the conflict WS 85
  • Read "Deep Survival" (textbook)- organizational structure of article WS 103-104

9/22-26

  • "To Build a Fire " LAP- focus on details
  • handout ACT suffix list
  • watch documentary about Johnstown Flood
  • Read "Johnstown Flood" (textbook)- model using diction for LAP
  • Review for Survival Unit Test
  • Survival Unit Test

9/29-10/6

  • ACT suffix quiz 9/29-9/30
  • Background information for Tale of Two CitiesGroup project & presentation over

Biography info on Charles Dickens & background/purpose of Tale of Two Cities novel

Read & explain the story of Perseus & Gorgon’s head

Research the conditions in 18th century prisons in France (Bastille history-why do the French still celebrate Bastille Day) & England, investigate the King & Queen of both countries (focusing on France, but telling England’s)

Who, what, when, where, why, & how of the Peasant Revolution of 1358

18th century methods of torture (pictures/printouts will be expected)

Who, what, when, where, why & how of the Reign of Terror

Causes of the French Revolution (economic, political, types of government, corruption, etc.) & the effect it had on America, England, & the world

Locations of Dover, London, Paris (a map is expected to show & handout)

Meaning or Identify (a) letter de cachet; (b) carmagnole; (c) tumbrel; (d) emigrant; (e) chateau;

(f) the Jacquerie (a) lodestone; (b) Monseigneur; (c) Marquis; (d) jackal; (e) Furies; (f) the Tower of London; (g) highway-man

  • handout ACT roots list

10/7-10/17

  • roots quiz 10/7-8
  • Tale of Two Cities power point, handout study guide, & novels, discuss reading schedule
  • Read Book I as class for understanding :characters, plot, flashback, theme
  • Analyze Dickens paradoxes to create parody assignment
  • use context clues and footnotes to understand the denotative and connotative meanings ofadvanced vocabulary.
  • demonstrate an understanding of direct/indirect characterization techniques
  • analyze the syntactical structure of pre-20th century prose
  • write an analytical paragraph on the character of Mr. Lorry
  • Book I quiz, Book II: 1-5 quiz
  • share parody assignment (optional)
  • AP test practice (Bonus)

10/20-23

  • Renal Strickland Haydel (counselor) presenting- career cruising website, ACT profile set up, create college folder, college scavenger hunt, personality test
  • Continue reading at home Tale of Two Cites Book II: 6-18

10/27-10/31

  • Tale of Two Cites Book II: 6-18 quiz
  • Book I & II TEST (11/3-4)

11/3-19

  • Finish Tale of Two Cities
  • Decide on research topic
  • Go to TAMUT library for research
  • MLA chp. 1-2 quiz

12/1-19

  • MLA chp 3-6 quiz

_____ 1. Research in the library and on the internet (Nov. 10th (B), 11th (A), 13th(A), 14th, (B)

  • Collect proper MLA bibliography information for your working bibliography/Works Cited page. This is done as you research.
  • Make copies of each source that you will use in your paper. This must be done as you research.

_____ 2. For each source (10) you will use in your paper, Due 4th(A) & 5th(B) :

  • Write a summary of the entire article or portion of the book you are using. This should be ½ to ¾ of a page.
  • On a separate sheet of paper from your summary, write paraphrases of selections within each source. You must have a total of 32 paraphrase. For example, source 1 may have 2 paraphrases where source 2 has 6.
  • Staple the above information for EACH source together. Research Log on top, paraphrase(s) next, summary, and the copy of the information on bottom.
  • Do this for each source—not all mixed together.

_____ 3. Type your working bibliography. This should be in place before you begin writing your rough draft. You will need this to correctly cite sources as you write Due Dec 4th(A) & 5th(B)

_____ 4. Write a rough draft of your paper- Due Dec. 11th(B), 12th(A)

  • Must be typed
  • This should be approached as it was your final copy…everything should be cited, must have WCP, proper format, etc.

_____ 5. Peer edit rough draft (in class). Must edit 1 to receive full credit; you should try with every breath you have to make sure you are here for this day. You will not get the peer edit points, 100, or the rough draft points, 100.- Due Dec. 11th(B), 12th(A)

____ 6. Using suggestions from your peer editor, make corrections and improvements to your rough draft, and finalize your paper.

_____ 7. Final copy due-Due Dec. 15th (B), 16th(A)

  • Please staple the final copy together in the upper left hand corner. DO NOT put in binder/cover.
  • Turn in your rough draft, peer edit sheets,and your summaries/paraphrases/copies of research with your final copy.
  • Put all of those items in a manila folder I will provide with the final copy on top, the rough draft next, and the copies on bottom.
  • Paper must be submitted to turnitin.com no later than 6:00 a.m.Dec. 15th (B), 16th(A)
  • Read "On Nuclear Disarmament" & "Use of Biomedical Research" focusing on rhetorical devices & persuasive techniques.
  • Semester final

Spring Semester

1/6-9- EOC (STAAR) persuasive essay

  • review developing a concise, strong thesis
  • introduce CAFE strategy
  • offer turnabout introduction to establish a concession/counter
  • handout cheat sheet to refresh required sentences to include: compound & complex structure using conjunctions, semi-colons, introductory phrases, etc.

1/12-15- EOC benchmark

  • reading & revising & editing

1/16, 1/20-23

  • discuss scores & test
  • handout study guides & novel
  • pre reading activity over They Poured Fire on Us From the Sky (TPFOUFS)

Group One

Explain the “basics” of Islam to include a visual to represent the various religions in comparison in the world & in the African continent. What are the top 3 Islamic countries?

Research Sudan: major resources, commodities, products, government, education, geography of country & geographical interests, and anything else noteworthy.

 Explore/explain Sharia Law

Group Two

Along the journey, the boys describe unimaginable hunger. Investigate the impact of hunger on the human body. What are the caloric needs of the body? How does hunger impact body functions? Mental capacity?

Malaria, pink-eye, yellow fever, dysentery, diarrhea, lice, scabies, ring worms, dehydration, snake bites are all major illness/problems/disease that appear in the memoir. Create a visual to explain the causes, symptoms, & treatment.

Group Three

The UN is a large and complex organization, research and create an organizational chart of the UN system. How is it organized? How is it governed? How is funded? Where do groups like the UNHRC fit in this scheme? How are such subsidiary bodies programs administered, funded, and maintained?

Read (skim) the UN Convention on the Crime of Genocide or/and What organization reports on instances of genocide…Find examples throughout the last 50+ years when instances have and have not been reported through a rights report

Group Four

History of Sudan- briefly its initial origins… focus more on the civil war/war in 1950’s through today. Offer a sneak peek in to the current state of Sudan/Sudanese people

Enlighten us on the history of the Dinka people, culture (initiation rights, tribal hierarchy) geographic location, etc.

1/26-30

  • Quiz TPFOUFS- introduction- p. 54
  • Reflect by using journal dialogue as a meaningful, thought provoking passage, sentence, situation, etc. then reflect about one or all of the following-

1. what it means… develop understanding of abstract ideas, unimaginable situations, character growth/change.

2. how it is true or in what ways is it true. Give current examples in society/world.

3. analyze any example of figurative language grabbing your attention and why

4. how did you form your opinion, what choice would you have made, examine a different point of view, is there a better solution or possible solution…

  • Respond to a peer's journal dialogue by support (agreement), questions, argument, personal example, prior knowledge, new insight, etc.
  • Use creative writing as a tool to focus on clear writing to understand tone through sentence variety, figurative language sensory details.

2/1-3

  • Quiz TPFOUFS- p. 57-123