Mr. John Adcox
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English I: Week
of Trimester I Exams
REVIEW FOR EXAM
NOTE: Add the following information to your
exam review sheet: Add Steinbeck,
Whitman, and Emerson vocabulary to test review sheet. Trimester I English I Exam Review Sheet
is below:
Trimester Test
Review: English I
The exam will include
the following works:
John Steinbeck: Of
Mice and Men
Robert Burns: “To a Mouse”
Abraham Lincoln: “Second
Inaugural Address”
Walt Whitman: selected works
Emily Dickinson:
selected works
Ralph Waldo Emerson: Nature excerpt
Mark Twain: The
Adventures of Huckleberry Finn
Bret Harte: “The Luck of Roaring Camp”
and “The Outcasts of Poker Flat”
Hombre film
We have studied
Romanticism and Realism, with some reference to Regionalism and
Transcendentalism. We have
discussed a number of key ideas that relate to the various works, one idea in
particular being “the American Dream.” Correctly incorporating literary
terminology into your writing can benefit you when writing about
literature. Of even greater benefit
is to write according to the paragraph and essay patterns we discussed and
practiced in the “Writing Boot Camp” at the beginning of the
trimester. Along with these ideas,
the literary terms related to diction, syntax, and imagery may be part of the
exam and should become a part of your own writing.
For this test you do
not need to “recite” the biographical details of a particular
author’s life. However,
knowing general time periods and social climate is necessary.
For Objective
questions, expect multiple choice, matching, etc., asking about significant
specific items.
For the short answer
questions, expect character names, significant settings/events, relevant and
important quotations from the works.
--First, give context—relate
the idea to the greater part of the story.
--Then, relate the
item to the bigger themes discussed in class.
--Include anything
else that you think is important.
For the essay:
Consider the
following:
--Make a thesis. You should have an introductory paragraph—if
you choose, this may simply be your thesis.
--Is your thesis
focused, relevant, and opinionated—or just restating plot?
--Will you stick with
this thesis for your essay, or stray from it?
-Assertions
--act as miniature
thesis for the paragraph.
-Examples
-If you don’t
have the book or story to quote from, you should include specific points.
Explanations
-After you state your
evidence, you should relate it to your thesis.
-Concluding Sentence
-This sentence
restates the assertion, perhaps adding more clarity.
-Avoid passive voice.
-Stay in present
tense.
-Strive for clarity.
-Conclusion
-Recap your thesis
and ideas.
-Why does this essay
matter?
For each of the works
from the list at the top of this review sheet, you should consider the plot,
the characters, the themes, the literary devices, the background, and how it
reflects the time in which it was written.
Keep in mind the questions and definitions from the handout for the Bret
Harte stories as a frame for discussing other literary works.
The test will be
comprehensive and representative of the first trimester’s
curriculum. The test will consist
of short answer questions and essay questions. Any multiple choice possibilities will
be representative of information from the trimester’s studies. The testing schedule allows for two
hours for the exam, so plan to write at least one major essay along with around
ten short answer type questions, plus the multiple choice possibilities. The short answer questions will be more specific
than the essay questions. For the
essay questions, I will expect you to draw on more than one work listed above
to answer the question.
So how should you
study? I suggest reviewing all of
your notes, handouts, and completed assignments. Consider how the ideas from class notes
and handouts relate to the literary works.
As you review, ask yourself possible questions that your notes
generate. Consider the themes and note
any similarities. Can any
characters be compared and/or contrasted? (English teachers love this type of
question.) Do you see literary
devices such as irony, foreshadowing, etc.?
You will need to take
the exam in pen (black or dark blue ink only, please). I will provide the exam and the
paper. You will take the exam
without the benefit of notes, handouts, or the literary works.
We will go into more
detail on review day. Come with
prepared questions to make the process go more efficiently.
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English II: Week of
Trimester I Exam
REVIEW FOR EXAM
Trimester Test Review
English II – 10th
Grade – Adcox
To prepare for your exam, you
should review the following works.
- The Epic
of Gilgamesh
- Antigone
- The
Iliad, Books 1, 6, 9
For each of these works you
should consider the plot, the characters, the themes, the literary devices, the
background, and how it reflects the time in which it was written.
The test will be
comprehensive and representative of the first trimester’s
curriculum. The test will consist
of short answer questions and essay questions. Any multiple choice possibilities will be
representative of information from the trimester’s studies. The testing schedule allows two hours
for the exam, so plan to write at least two major essays along with around ten
short answer type questions, plus the multiple choice possibilities. The short answer questions will be more
specific than the essay questions.
For the essay questions, I will expect you to draw on the works listed
above to answer the question. For
example, I might ask you to discuss how particular characters in the three
works can be considered tragic heroes and have you discuss the similarities and
differences.
So how should you study? I suggest reviewing all of your
notes. Set aside one day for each
work. Consider also how the ideas
from class handouts relate to the longer works. For example, the handouts on archetypes,
the Greek Gods, the Royal House of Thebes, and Greek theater pertain in some
ways to Antigone and The Iliad. As you review, be aware of which of the
Greek gods are especially relevant to Antigone
and which to The Iliad. The handouts on the epic and archetypes
pertain to The Epic of Gilgamesh. The handout on Literary Terms relates to
all of the works as well as your own writing process.
As you review, ask yourself
possible questions that your notes generate. Consider the themes and note any
similarities. Can any characters be
compared and/or contrasted?
(English teachers love this type of question.) Do you see literary devices such as
irony, foreshadowing, pathos, etc.?
Can you identify epic characteristics and the characteristics of the
epic hero?
You will need to take the
exam in pen (black or dark blue ink only, please). I will provide the exam and the
paper. You will take the exam
without the benefit of notes, handouts, or the literary works.
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Notes on Tragedy and the
Tragic Pattern 1
The first great theorist of
dramatic art was Aristotle (384-322 B.C.); whose discussion of tragedy in Poetics has dominated critical thought
ever since. A very brief summary of
Aristotle’s view will be helpful.*
A
tragedy, so Aristotle wrote, is the imitation in dramatic form of an action
that is serious and complete, with incidents arousing pity and fear wherewith
it effects a catharsis of such emotions. The language used is pleasurable and
appropriate throughout to the situation in which it is used. The chief characters are noble
personages (“better than ourselves,” says Aristotle), and the
actions they perform are noble actions.
The plot involves a change in the protagonist’s fortune, in which
he usually, but not always, falls from happiness to misery. The protagonist, though not perfect, is
hardly a bad person; his misfortunes result not from character deficiencies but
rather from what Aristotle calls hamartia, a criminal act committed in
ignorance of some material fact or even for the sake of a greater good. A
tragic plot has organic unity: the events follow not just after one another but
because of one another. The best
tragic plots involve a reversal (a change from one state of things within the
play to its opposite) or a discovery (a change from ignorance to knowledge) or
both.
1. The tragic hero is a man of noble
stature. He has a greatness about
him. He is not an ordinary man but
one of outstanding quality. In
Greek and in Shakespearean tragedy, he is usually a prince or a king.
2. The tragic hero is good, though not
perfect, and his fall results from his committing what Aristotle calls
“an act of injustice” (hamartia) either through ignorance or from a
conviction that some greater good will be served. This act is, nevertheless, a criminal
one, and the good hero is still responsible for it, even if he is totally
unaware of its criminality and is acting out of the best intentions.
3. The hero’s downfall, therefore, is
his own fault, the result of his own free choice—not the result of pure
accident or villainy or some overriding malignant fate. Accident, villainy, or fate may
contribute to the downfall but only as cooperating agents: they are not alone
responsible. The combination of the
hero’s greatness and his responsibility for his own downfall is what
entitles us to describe his downfall as tragic rather than as merely pathetic.
4. Nevertheless, the hero’s
misfortune is not wholly deserved.
The punishment exceeds the crime.
5. Yet the tragic fall is not pure
loss. Though it may result in the
protagonist’s death, it involves, before his death, some increase in
awareness, some gain in self-knowledge—as Aristotle puts it, some
“discovery”—a change from ignorance to knowledge.
6. Though it arouses solemn
emotions—pity and fear, says Aristotle, but compassion and awe might be
better terms—tragedy, when well performed does not leave its audience in
a state of depression. _____________________________________________________________________________
*The summary retains
Aristotle’s reference to the tragic protagonist in masculine terms. However, the definitions apply equally
to female protagonists such as Sophocles’s Antigone and
Shakespeare’s Cleopatra.
1 Source: Arp, Thomas
R., and Greg Johnson.
#####################################
“Epic: A long narrative
poem in elevated style presenting characters of high position in a series of
adventures which form an organic whole through their relation to a central
figure of heroic proportions and through their development of episodes
important to the history of a nation or race” (Holman 161).
Hugh C. Holman’s A
Handbook to Literature (4th edition) presents six “common
characteristics” relating to the epic:
1. the
hero is a figure of imposing stature, of national or international importance,
and of great historical or legendary significance
2. the
setting is vast in scope, covering great nations, the world, or the universe
3. the
action consists of deeds of great valor or requiring superhuman courage
4. supernatural
forces—gods, angels, and demons—interest themselves in the action
and intervene from time to time
5. a
style of sustained elevation and grand simplicity is used
6.
the epic poet
recounts the deeds of the heroes with objectivity
As you review: Consider how The Epic of Gilgamesh and The Iliad fit the epic definition, how
the characters and events offer clear examples of the elements of the
definition.
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English I: Week
of 11/10-11/14/2008
B Day: Mon.
11/10/08 Stories
of the American West: Bret Harte:
“The Luck of Roaring Camp” and “The Outcasts of Poker
Flat.”
A Day: Tue.
11/11/08 Stories
of the American West: Bret Harte:
“The Luck of Roaring Camp” and “The Outcasts of Poker
Flat.” In-class writing. Begin Hombre film.
B Day: Wed.
11/12/08 Stories
of the American West: Bret Harte:
“The Luck of Roaring Camp” and “The Outcasts of Poker
Flat.” In-class writing. Begin Hombre film.
A Day: Thu.
11/13/08 Finish
Hombre film. Class discussion of Western genre and
types and stereotypes in literature and film.
B Day: Fri. 11/14/08 Finish
Hombre film. Class discussion of Western genre and
stereotypes in literature and film.
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English II: Week of 11/10-11/14/2008
A Day: Tue.
11/11/08 Finish
reading Book 9 of The Iliad. Complete Study Questions for Book
9. (My suggestion for answering the
Book 9 questions: put them on computer so you may access them for your writing
assignment relating to Book 9).
Complete finding examples of diction, syntax, and imagery in the excerpt
from The Killer Angels. (Find one clear example of each item, if
possible. Look carefully. Be prepared to defend your examples.)
A Day: Thu.
11/13/08 In-class
writing assignment over Book 9 of The
Iliad. Turn in your Vocabulary
workbook to be checked no later than today.
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English I: Week of 11/03-11/07/2008
A Day: Mon.
11/03/08: Review
for Test over The Adventures of
Huckleberry Finn.
B Day: Tue.
11/04/08: Review
for Test over The Adventures of
Huckleberry Finn.
A Day: Wed.
11/05/08: Test
over The Adventures of Huckleberry Finn. Turn in Chapter Notes for Huckleberry Finn.
B Day: Thu.
11/06/08: Test
over The Adventures of Huckleberry Finn. Turn in Chapter Notes for Huckleberry Finn.
A Day: Fri.
11/07/08: Stories
of the American West: Bret Harte:
“The Luck of Roaring Camp” and “The Outcasts of Poker
Flat.”
^^^^^^^^^
English II: Week of 11/03-11/07/2008
A Day: Mon.
11/03/08: Test
over Vocabulary Lessons 19-21 and Antigone
Vocabulary. Read Book VI of The Iliad. Annotations and etymologies. Class Discussion. Turn in study questions for Book VI.
A Day: Wed.
11/05/08: The Iliad, Book I, Vocabulary Due. Read Book IX of The Iliad. Class
Discussion. Writing workshop.
A Day: Fri.
11/07/08: In-class
essay over Book IX of The Iliad.
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English I: Week
of 10/27-10/31/2008
B Day: Mon.
10/27/08:
A Day: Tue.
10/28/08: Finish
reading The Adventures of Huckleberry
Finn, Chapters 33-Chapter the Last.
Class discussion.
B Day: Wed.
10/29/08: Finish
reading The Adventures of Huckleberry
Finn, Chapters 33-Chapter the Last.
Class discussion.
A Day: Thu.
10/30/08: Test:
Vocabulary Lessons 4-6 and Emerson “Nature” Vocabulary. Review for test over The Adventures of Huckleberry Finn.
B Day: Fri.
10/31/08: Test: Vocabulary Lesson 4-6 and Emerson
“Nature” Vocabulary.
Review for test over The
Adventures of Huckleberry Finn.
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English II: Week of
10/27-10/31/08
A Day: Tue.
10/28/08: Read
The Iliad, Book I. Class discussion.
A Day: Thu.
10/30/08: Read
The Iliad, Book VI. Class discussion. In-class writing.
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English I: Week
of 10/20-10/24//2008
A Day: 10/20/08: Read
through Chapter 32 of The Adventures of
Huckleberry Finn.
B Day: 10/21/08: Read
through Chapter 32 of The Adventures of
Huckleberry Finn.
A Day: 10/22/08: Emerson
Nature Vocabulary assignment
due. Vocabulary Lesson 6 and
Emerson Vocabulary quiz. Read
Chapters 32-Chapter the Last of The
Adventures of Huckleberry Finn.
In-class writing.
B Day: 10/23/08: Emerson
Nature Vocabulary assignment
due. Vocabulary Lesson 6 and
Emerson Vocabulary quiz. Read
Chapters 32-Chapter the Last of The
Adventures of Huckleberry Finn.
In-class writing.
A Day: 10/24/08: Discuss
ending of The Adventures of Huckleberry
Finn. Review for test.
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English II: Week of
10/20-10/24/2008
A Day: You
are to find advertisements from print, color media: one that primarily
emphasizes ethos, one that primarily
emphasizes pathos, one that primarily
emphasizes logos. Using the handout from 10/16/08 class,
study and prepare an analytical presentation for class (spoken, with notes if
you need them) of how the ads you have found demonstrate the rhetorical
appeals. In-class analysis of
rhetorical appeals in speech from Antigone. Review for Antigone test.
A Day: Antigone test.
A Day: Vocabulary
Lesson 21 and Antigone vocabulary
quiz. Begin The Iliad.
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English I: Week
of 10/14-10/17/2008
A Day: Tuesday,
10/14/08: Read
Chapters 11-23 in The Adventures of
Huckleberry Finn. Quiz over
reading. Class discussion of
chapters, led by students, following guidelines discussed in class relating to
Chapter Notes.
B Day: Wednesday,
10/15/08: Read
Chapters 11-23 in The Adventures of
Huckleberry Finn. Quiz over
reading. Class discussion of
chapters, led by students, following guidelines relating to Chapter Notes
handout (discussed in class).
A Day: Thursday,
10/16/08: Read
Chapters 24-32 in The Adventures of
Huckleberry Finn. Quiz over
reading. Class discussion of
chapters, led by students, following guidelines relating to Chapter Notes
handout (discussed in class).
In-class timed writing.
Emerson Nature Vocabulary due.
B Day: Friday,
10/17/08: Read
Chapters 24-32 in The Adventures of
Huckleberry Finn. Quiz over
reading. Class discussion of
chapters, led by students, following guidelines relating to Chapter Notes
handout (discussed in class).
In-class timed writing.
Emerson Nature Vocabulary due.
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English II: Week of
10/14-10/17/2008
A Day: 10/14/08: Read
pages 102-128 in Antigone (to the end
of the play). Discussion of study
questions for Antigone. Turn in Antigone persuasive essay homework.
A Day: 10/16/08: Antigone Vocabulary. Review for Antigone test.
English I: Week
of 10/06-10/10/08
A Day: 10/06/08: Turn
in at the beginning of class Emily Dickinson poetry “FRACTIONS”
assignment and 1-paragraph response to Emerson’s Chapter I of Nature. Instructions for the
“FRACTIONS” assignment are on the first page of the handout that
includes the
10/07/08: PARENT/ADVISOR
CONFERENCES
B Day: 10/08/08: Turn
in at the beginning of class Emily Dickinson poetry “FRACTIONS”
assignment and 1-paragraph response to Emerson’s Chapter I of Nature. Instructions for the
“FRACTIONS” assignment are on the first page of the handout that
includes the
A Day: 10/09/08: Quiz
over Vocabulary Lesson 5. Read
Chapters 11-20 in Adventures of
Huckleberry Finn. In-class
discussion of Romanticism, Realism, and Regionalism.
B Day: 10/10/08: Quiz
over Vocabulary Lesson 5. Read
Chapters 11-20 in Adventures of
Huckleberry Finn. In-class
discussion of Romanticism, Realism, and Regionalism.
#################################################################
English II: Week of
10/06-10/10/08
A Day: 10/06/08: Read
pages 76-101 in Antigone. In-class timed writing: Topic TBA. Discussion of study questions for
assigned pages in Antigone.
A Day: 10/09/08: Vocabulary
Lesson 20 quiz. Read pages 102-128
in Antigone (to the end of the
play). Discussion of study
questions for assigned pages in Antigone. In-class timed writing: Topic TBA.
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English I: Week
of 09/29-10/3/08
REVISION: Wednesday, 10/01/08: All classes: Quiz over Lesson 4 Vocabulary and
“Out of the Cradle Endlessly Rocking,” Thursday, 10/02/08, or Friday, 10/03/08,
depending on when your class meets.
B Day afternoon class
(B7) only For Friday,
10/03/08: HW: Read Emerson’s Nature Chapter I. Write a one paragraph response to
Emerson chapter, with assertion, 2 examples from text, 2 explanation sentences
for each example, and concluding sentence.
Assertion answers question: Why, according to Emerson, is it important
to “connect” with nature?
(Other classes will work on this in class, Thursday, 10/02/08, or
Friday, 10/03/08, depending on when your class meets).
B Day: 09/29/08: Read
Walt Whitman’s “Out of the Cradle Endlessly Rocking”;
complete the vocabulary assignment connected with the poem. Turn in assignment at the beginning of
class. In-class discussion of Walt
Whitman and Emily Dickinson poems.
A Day: 09/30/08: Read
Walt Whitman’s “Out of the Cradle Endlessly Rocking”;
complete the vocabulary assignment connected with the poem. Turn in assignment at the beginning of
class. In-class discussion of Walt
Whitman and Emily Dickinson poems.
B Day: 10/01/08: Lesson
4 vocabulary and Whitman “Cradle” vocabulary quiz. In-class discussion of Walt Whitman and
Emily Dickinson poems. Writing
workshop. Bring your copy of Adventures of Huckleberry Finn to class.
A Day: 10/02/08: Lesson
4 vocabulary and Whitman “Cradle” vocabulary quiz. In-class discussion of Walt Whitman and
Emily Dickinson poems. Writing workshop. Bring your copy of Adventures of Huckleberry Finn to class.
B Day: 10/03/08: Lesson
5 vocabulary quiz and
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English II: Week of
09/29-10/03/08
A Day: 09/30/08: Vocabulary
Lesson 19 quiz. Read
“Antigone” Introduction (pp. 35-53 in The Three Theban Plays).
In-class discussion. In-class
reading of pp. 59-75 (bring your best dramatic voices!).
A Day: 10/02/08: Read
before class pp. 76-101. In-class
discussion.
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English I: Week of 09/22-09/26/08
A Day: 09/22/08: Bring
to class a draft of your Of Mice and Men
thematic essay that is “as close to possible to a final
draft.” We will talk about
Introduction and Concluding paragraphs as well as final draft format details,
heading, headers, MLA documentation, etc.
You must have a paper copy of your essay with you for class to receive
credit for the “Process” grade on the essay to count for full
credit. We will work on finishing
the thematic essay.
The final draft of
the Of Mice and Men essay is due to
turnitin.com no later than 11:59 PM (CDT) Tuesday, September 23, 2008. You must turn in a paper “hard
copy” to me, hand to hand, during the day on Wednesday, September 24,
2008, regardless of whether your class meets that day or not, to be given full
credit for turning in the essay on time.
B Day: 09/23/08: Bring
to class a draft of your Of Mice and Men
thematic essay that is “as close to possible to a final
draft.” We will talk about
Introduction and Concluding paragraphs as well as final draft format details,
heading, headers, MLA documentation, etc.
You must have a paper copy of your essay with you for class to receive
credit for the “Process” grade on the essay to count for full
credit. We will work on finishing
the thematic essay.
The final draft of
the Of Mice and Men thematic essay is
due to turnitin.com no later than 11:59 PM (CDT) Tuesday, September 23,
2008. You must turn in a paper
“hard copy” to me, hand to hand, during the day on Wednesday,
September 24, 2008, regardless of whether your class meets that day or not, to
be given full credit for turning in the essay on time. This is true for B Day classes as well
as A Day class.
Vocabulary Test over
Lessons 1-3 and Of Mice and Men
vocabulary. Of Mice and Men vocabulary assignment is due prior to taking the
test.
A Day: 09/24/08: Turn
in final draft of thematic essay over Of
Mice and Men at the beginning of class. Vocabulary Test over Lessons 1-3 and Of Mice and Men vocabulary. In class readings of works by Lincoln,
Whitman, Dickinson (handouts given in class).
B Day: 09/25/08: In
class readings of works by Lincoln, Whitman, Dickinson (handouts given in
class).
A Day: 09/26/08:
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English II: Week of
09/22-09/26/08
A Day: 09/22/08: Practice
PLAN test for first half hour of class time. Finish discussion of
“Mythology” handouts.
Be certain to bring to class your own text of The Three Theban Plays, translated by Robert Fagles (Penguin
Classics ISBN # 0-14-044425-4).
A Day: 09/24/08: Quiz
over “Mythology” handouts.
Read and discuss “
A Day: 09/26/08 Continue
discussion of “
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English I: Week
of 09/15-09/19/08
Wednesday 09/17/2008: NOTE TO ALL ENGLISH I STUDENTS: The English I Vocabulary test over
Vocabulary Lessons 1-3 and Of Mice and Men vocabulary has been rescheduled for
next week, Tue. and Wed. Please
spread the word. Thanks. John Adcox
English I: Week
of 09/15-09/19/08
9th
Graders: Be certain to e-mail your
assignment to me before you go on the retreat. If you cannot e-mail it as a Word
attachment, bring a print copy to me on Sunday morning: I will be going on the retreat with
you. Here is the handout:
English I
Homework: Examples and Explanations for Your Essay.
Choose the 4
“best” of your 10 assertions that relate to your thesis for the
essay on Of Mice and Men.
Each assertion should have
(at least) one example from the text.
Identify and list where
these 4 examples are found in the novel.
Identify page, paragraph, speaker, etc.
Write out paragraphs for 2
of these 4 examples, discussing each example with sufficient explanations. These paragraphs will read something
very much like body paragraphs of an essay. In each of the two paragraphs you should
do the following:
first, state the assertion,
then include the example
(paraphrase and/or quoting),
provide page number in
parentheses at the end of the example.
Write your explanation,
briefly explaining the context of the example within the novel, then explaining
how the example helps your reader understand the assertion, and then
explaining how the example connects not only to the assertion but also to the
thesis.
(A “sufficient
explanation” for your example will include at least the above items).
Put the proper MLA heading
at the upper left corner of the document.
Look at p. 408 in A Writer’s Reference for an example of this heading.
If you have questions
regarding this assignment, please see me before the end of the day on Friday,
September 12, 2008.
E-mail this homework to me
at jadcox@parishepiscopal.org
as a Word document before we leave for the retreat on Sunday, Sept. 14,
2008.
09/15/08: B
Day Class: Freshman Retreat. Enjoy!
09/16/08: A
Day Class: Freshman Retreat. Enjoy!
09/17/08: B
Day Class: In-class work on outline and
final draft of essay for Of Mice and Men.
09/18/08: A
Day Class: Vocabulary Test # 1: Vocabulary Lessons 1-3 and Of Mice and Men vocabulary. Of
Mice and Men vocabulary assignment due at the time of the test. In-class work on outline and final draft
of essay for Of Mice and Men.
09/19/08: B
Day Class: Vocabulary Test # 1: Vocabulary Lessons 1-3 and Of Mice and Men vocabulary. Of
Mice and Men vocabulary assignment due at the time of the test. In-class work on outline and final draft
of essay for Of Mice and Men.
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English II: Week of
09/15-09/19/08
09/16/08: A
Day Class: Vocabulary Test # 1: Vocabulary Lesson 16-18 and Gilgamesh
vocabulary. Gilgamesh vocabulary
assignment due at the time of the test.
In-class work on Greek and Roman gods and goddesses (handout given in
class).
09/18/08: A
Day Class: Discuss Greek and Roman
gods and goddesses. In-class
writing workshop.
English I: Week
of 09/08/08-09/12/08
09/08/08: A
Day Class: Quiz over Vocabulary
Lesson 2 and Of Mice and Men,
sections 3& 4. Write ten
assertions relating to the thesis sentence you’ve revised for your
thematic paper on Of Mice and Men. Use the “spine” model we
talked about in class: thesis = spine of your essay; assertions = skeletal
frame.
09/09/08: B
Day Class: Quiz over Vocabulary
Lesson 2 and Of Mice and Men,
sections 3& 4. Write ten
assertions relating to the thesis sentence you’ve revised for your
thematic paper on Of Mice and Men. Use the “spine” model we
talked about in class: thesis = spine of your essay; assertions = skeletal
frame.
09/10/08: A
Day Class: Quiz over Vocabulary
Lesson 3 and Of Mice and Men,
sections 5 & 6. Work on Of Mice and Men thematic essay in class:
Examples and Explanations.
09/11/08: B
Day Class: Quiz over Vocabulary
Lesson 3 and Of Mice and Men,
sections 5 & 6. Work on Of Mice of Men thematic essay in class:
Examples and Explanations.
09/12/08: A
Day Class: Writing workshop and
conferences over thematic essay on Of
Mice and Men.
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English II: Week
of 09/08-09/12/08
09/08/08: Quiz
over Vocabulary Lesson 17 and Gilgamesh
vocabulary. Discuss Gilgamesh and archetypes.
09/10/08: REVISED: Quiz over Vocabulary
17, 18 (you already have these items), and last two sections of Gilgamesh
vocabulary. Re-read Chapter 2:
“The
ORIGINAL: Quiz
over Vocabulary Lesson 18 and Gilgamesh
vocabulary. Continue discussion of Gilgamesh and archetypes. In-class timed writing.
09/12/08: REVISED: Test over The Epic of
Gilgamesh. Return Gilgamesh summer
reading quiz prior to taking test.
Vocabulary assignment for Gilgamesh
due NEXT WEEK, on the day of the Vocabulary Test (Date TBA).
ORIGINAL: Test
over The Epic of Gilgamesh. Vocabulary assignment for Gilgamesh due. Return Gilgamesh summer reading quiz prior to taking test.
English I: Week of 09/02-09/05/2008
09/02/08: A
Day Class: Bring Of Mice and Men (OMM). Bring Vocabulary book; read over Lesson
1 to get a sense of what the lessons in this book are like. Bring A Writer’s Reference (Hacker). Write 3 Thesis Statements with Subject +
“Take” on OMM. Each
thesis statement should be about a different subject and with a different
“take.” In other words,
do not write 3 variations on the subject of “Friendship,” for
instance).
09/03/08: B
Day Classes: Bring Of Mice and Men (OMM). Bring Vocabulary book; read over Lesson
1 to get a sense of what the lessons in this book are like. Bring A Writer’s Reference (Hacker). Write 3 Thesis Statements with Subject +
“Take” on OMM. Each thesis
statement should be about a different subject and with a different
“take.” In other words,
do not write 3 variations on the subject of “Friendship,” for
instance).
09/04/08: A
Day Class: Lesson 1 and OMM
Vocabulary Quiz (I will give you the OMM Vocabulary at this week’s first
class meeting). In-class writing
workshop on thesis statement and them for OMM essay.
09/05/08: B
Day Classes: Lesson 1 and OMM
Vocabulary Quiz (I will give you the OMM Vocabulary at this week’s first
class meeting). In-class writing
workshop on thesis statement and them for OMM essay.
English II: Week of
09/02-09/05/08
09/02/08: Bring
The Epic of Gilgamesh to class. Read section from Gilgamesh Introduction before class time and answer questions for the
section you were given at the last class meeting. Be prepared as a group (assigned last
class time) to present answers for your section to the rest of the class. Study Vocabulary Lesson 16. Study Gilgamesh vocabulary (handed out last class). Class discussion over Gilgamesh.
09/04/08: Quiz
over Vocabulary Lesson 16 and Gilgamesh
vocabulary. Turn in Gilgamesh vocabulary assignment (handed
out on 08/28/08). Continue Gilgamesh discussion. Writing workshop.
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