Welcome to Literature and Composition II!
8/22: Introduction to the class/course. Students will be given a copy of both the course syllabus and course outline. The summer reading assignment will be collected. Students will also be given a survey which they are to complete as homework for tomorrow's class.
8/23: Share survey results. Students will be given a factual information sheet on Lord of the Flies" along with a handout on the biography of William Gerald Golding. They will also be given a handout titled "Stranded"- students will be asked to imagine themselves in a similar situation as the characters in Lord of the Flies and answer questions about it.
8/24: In small groups, students will share their "Stranded" ideas. We will go over the basics of Annotating and students will be given a handout explaining guidelines for it. Students will then participate in a guided reading of the opening pages of Chapter One, up to the point where Piggy tells Ralph his name. HOMEWORK: Finish handout 2 and reread Chapter 1, if necessary. Study for the general reading quiz on Monday.
8/27: Reading quiz on Lord of the Flies. We will go over Handout #2. Students will identify and describe key individual characters and major events. We will speculate about the significance of the "conch." Handouts 3,4, & 5 will be distributed and worked on in class. HOMEWORK: Finish the handouts and reread Chap. 2-4, if necessary.
8/28: We will summarize major events in Chap. 2-4 and analyze development of major characters. HOMEWORK: Stduents will complete Handout 6.
8/29: We will identify causes and effects of the escalating tension among the boys. Students will complete handout 6. HOMEWORK: Complete the handout from today's class and reread Chap. 5-7, if necessary.
8/30: Collect Handout 6. Discuss "Tension and Conflict" in the novel. We will review the 4 basic types of conflict (PERSON VS. SELF, PERSON VS. PERSON, PERSON VS. SOCIETY, AND PERSON VS. NATURE). Students will work together to identify specific examples from the text for each of the 4 conflicts. HOMEWORK: Complete handout 8. Refer to Chapters 5 and 6.
8/31: Students will participate in an activity on "FEAR."
9/4: Discuss Chap. 8 with a focus on the "killing of the sow." and the general concept of "HUNTING." Working with partners, students will complete Handout 10 & 11. We will discuss our answers.
9/5: Discuss Chapters 9-10 with a focus on the climax of the novel. Students will ientify and analyze symbols in general and then specifically in the novel. Homework: Complete handouts 12 & 13.
9/6: We will review "character analysis" and complete the chart given out in class. As an activity, groups will each be given a major character to analyze and report on to the class.
9/7: Vocabulary Workshop. Using a power point, students will be given a handout to fill in the 19 words and their definitions associated with Lord of the Flies. There will be a section of vocabulary on the Lord of the Flies Unit Test.
9/10: We will discuss and define the term "allegory" and be able to recognize the novel's allegorical elements. HOMEWORK: Students will complete the handout on "Simon as an Allegorical Figure."
9/11: The concept of the "Noble Savage" will be presented and discussed, along with the major themes of the novel. Review for tomorrow's Unit Test on Lord of the Flies.
9/12: Review for tomorrow's Unit Test on Lord of the Flies.
9/13: Unit Test on Lord of the Flies
9/14: Introduction to the film "The Dark Knight" and the concept of good vs. evil. We will look at selected scenes where these themes are portrayed.
9/17: We will finish up our activity from Friday.
9/18: We will review "parts of speech." Students will be given a handout on the parts of speech and a triangle activity to go along with it.
9/19: We will begin a portion of our grammar unit beginning with comma usage. Students will take a pre-quiz to determine their knowledge of comma usage. They will then be given a handout of the rules.
9/20: We will review the rules of comma usage. Students will work on exercises on missing or misplaced commas. These exercises are to be turned in at the end of class or finished for homework and turned in tomorrow at the start of class. The quiz on commas has been moved to Wednesday, 9/26.
9/21: We will begin our Short Story Unit. Students will go to the library to check out their textbooks. Students will be given an overview of the works to be covered throughout the year. They will be given a packet on notetaking which they may start to work on in class. For Homework: Finish the packet for Tuesday. The comma test has been moved to Wednesday!
9/24: NO SCHOOL!
9/25: The Note taking packet from Friday will be collected. As a class, we will work on a notesheet dealing with Academic vocabulary/terminology which we will use throughout the course of the year. Homework: Study for your test on COMMAS. Use your corrected packet to help.
9/26: Test on Commas. We will begin reading and discussing our 1st short story "Harrison Bergeron." Students will be given study guide questions to accompany our discussion.
9/27: We will continue our discussion of Harrison Bergeron.
9/28: We will finish our discussion of the story. Students will hand in their discussion questions and take a reading quiz.
10/1: We will watch the short film of "Harrison Bergeron." For homework: Read "To Build a Fire" pp. 76-84.
10/2: We begin our discussion of "To Build a Fire." We will focus on the key idea of INSTINCT, the writing style of Naturalism, identifying and analyzing setting and conflict, and making predictions from clues found in the text. The theme of intellect vs. instinct will be explored. A set of study questions will be given out to help in their understanding of the story. For homework: Students are to finish reading "To Build a Fire" and complete their study questions.
10/3: We will continue our discussion of "To Build a Fire." There is the possibilty of a quiz and students should have their study questions ready to be turned in. For homework: Complete the vocabulary worksheet which was given out at the end of class. This worksheet will include synonyms, antonyms, denotation, and connotation. Students are to complete ALL parts!
10/4: Collect vocabulary worksheet. We will discuss writing descriptive paragraphs. We will go over precise adjectives. Students will participate in a writing activity on combining ideas into well-formed sentences. A handout on the writing assignment for the descriptive paragraph will be given out and discussed in class. Students' paragraphs will be due Tuesday, 10/9.
10/5: Grammar Workshop. We will focus on "Fragments." After going over the rules and presenting examples on the board, students will be given a packet of exercises on fragments to be worked on and completed in class. For homework: Your final copy of the desciptive paragraph is due Tuesday.
10/8: NO SCHOOL!
10/9: Share descriptive paragraphs. With remaining time, we will begin our next short story, "The Possibility of Evil." We will look at the concept of EVIL and one's judging of it- Are people capable of great evil? We will also look at the background of the story and its author. We will continue our class reading of the story tomorrow. Be sure to bring your textbook to class!! Students will be given a list of guided reading questions to complete during class and then finish for homework.
10/10: We will continue reading "The Possibility of Evil." Emphasis will be placed on character motivation and making inferences. Students will be given examples of evidence from the text, be asked to apply their own knowledge and experience regarding that evidence, and then draw conclusions. Homework: Finish reading the story and complete the study questions. Be prepared for a reading quiz tomorrow.
10/11: Reading quiz!! We will finish up our discussion of the story. Using the Smart Board, students will participate in an literary analysis activity on drawing inferences. Students will be given specific passages from the text, think about their own personal knowledge /experience, and then draw conclusions. For homework: Complete the vocabulary worksheet given out in class.
10/12: Collect the vocabulary worksheet. Grammar Workshop- Lessons 1- Avoiding Sentence Fragments. Finish the packets for Monday's class.
10/15: Collect Grammar packets. Begin introduction to our next short story- "Like the Sun." We will explore the key idea of TRUTH. The focus skills for this story are character and plot and predict. We will also review IRONY, specifically situational and dramatic. Read the poem "Tell all the Truth but tell it slant-" by Emily Dickinson. For homework: Read "Like the Sun." Possible reading quiz?
10/16:Class discussion of "Like the Sun." We will make connections from the story to the poem we read in yesterday's class. The literary analysis worksheet is due Thursday.
10/17: TESTING DAY- NO CLASSES!
10/18: Collect Literary Analysis worksheet. Grammar Lesson 2- Avoiding Run-ons. Students will be given a packet to work on during class and completed for homework, if necessary.
10/19: We will begin our next short story- "The Monkey's Paw." Students will be given a copy of the story since it is not in our textbook. For homework: Finish reading the story for Monday's class.
10/22: Discuss "The Monkey's Paw." Students will be given discussion questions in class.
10/23: We will finish our discussion of "The Monkey's Paw." As a follow-up to our discussion, we will watch a video of the story in class.
10/24: Writing workshop- students will engage in a writing activity involving writing creative endings. Homework: Read "The Interlopers."
10/25: Discuss "The Interlopers. The writing assignment for "The Interlopers" will be presented in class. Students are to write an extended ending for "The Interlopers" using 3rd person omniscient point of view and their knowledge of the mood and tone of the story by continuing it in their extended writing. A sample of an extended ending will be shared in class and a rubric for the assignmenrt will be gone over. The assignment will be due next Thursday, November 1st.
10/26: Continue our discussion of "The Interlopers."
10/29: Vocabulary Review. Students will work together to complete the definitions.
10/30: Review for tomorrow's Short Story Unit Test.
10/31: Short Story Unit Test. For homework: Don't forget your "Interlopers" writing assignment is due tomorrow. HAPPY HALLOWEEN!
11/1: We will share our "Interlopers" writing assignment.
11/2: NO SCHOOL!
11/5: We begin our unit on "Catcher in the Rye." Students will be given a handout dealing with the anticipation of some of the ideas they will come across in the novel and they will rate how they feel about their accuracy. We will then look at this sheet after completing the novel to see if we still feel the same way. Students will also take a pre-test on "depression." We will then share and discuss the results.
11/6: We will continue our introduction to "Catcher in the Rye" by focusing on the biographical background of J.D. Salinger and the framework of the novel. This will include the frame story arrangement and its purpose along with the style of the narrator and the terms: quest narrative, picaresque, psychological focus, and the bildungsroman genre type.
11/7: We will watch a clip from the television show "The Wonder Years" which was/is a perfect example of what a bildungsroman story is. Students will be given a viewing guide to fill in and use as a springboard for discussion. For homework: Read Chapters 1-4 of "Catcher in the Rye" and complete the corresponding questions in the Study Guide given out in class yesterday.
11/8: We will discuss Chapters 1-4 and go over the study questions. For homework for next Tuesday: Read Chapters 5-9 and answer the study questions. Possible reading quiz on Tuesday!
11/9: Grammar Workshop- Agreement in Number- We wiil have a lesson and then students will work on Packet #3 in class. Packet will be collected at the end of the period. For homework: See Thursday's homework assignment.
11/12: NO SCHOOL! TEACHER INSTITUTE DAY.
11/13: Reading Quiz on Chapters 1-9. We will discuss Chapters 5-9.
11/14: Our discussion continues. We will also include themes, symbols, and motifs. For homework: Read Chapters 10-13.
11/14: Grammar Workshop-Agreement in Number. We will have a lesson and then students will work on Packet #3 in class. The packet will be turned in at the end of the period. For homework: Read Chapters 10-13 in Catcher in the Rye. Complete the vocabulary worksheet for the chapters as well.
11/15: We will discuss Chapters 10-13 of Catcher in the Rye.
11/16: Our discussion continues. For homework: Read Chapters 14-17.
11/19: In-class discussion of chapters 14-17. Students will analyze the message expressed in the lyrics and how it relates to Holden Caulfield. We will then discuss Chapters 14-17.
11/20: Grammar Workshop- Lesson 4- Verb Agreement with Compound Subjects.
Students will work on their packets and turn them in by the end of the period.
11/26: Vocabulary Workshop- students will use dictionaries in class and write the definitions for the vocabulary words for Catcher in the Rye. For homework: Finish the vocabulary worksheet.
11/27: We will go over the vocabulary worksheet to make sure that students have the right definitions. We will then begin reading together Chapters 18-20. For homework: Finish reading Chapters 18-20 and answer the study questions. Be prepared for a quiz tomorrow.
11/28: Quiz on Chapters 14-20. We wil discuss Chapters 18-20 and go over the corresponding study questions.
11/29: We will listen to a recording of Janis Ian's song "At Seventeen" and Simon & Garfunkel's "I am a Rock." Students will be given the lyrics to follow along and then we will analyze their meaning and how it relates to Holden Caulfied. Students will be given an assignment to work on in groups in which they are to present either a poem or song which has not only significance to them but also one that Holden would find meaningful. The specifics for the assignment will be given out in class.
11/30: Grammar Workshop: Lesson 5- Verb Agreement with Indefinite Pronouns. After a short lesson, students will complete the packet given out in class, which will be due at the end of the period. For homework: Read Chapters 21-23 for Monday.
12/3: We will discuss Chapters 21-23 of Catcher in the Rye. We will take a closer look at the lyrics to the song "Comin' Thro' the Rye" by Robert Burns and then listen to an actual recording. Students are to finish reading the entire novel (Chapter 24-26) for Friday's class.
12/4: Students will present their poems/songs to the class.
12/5: Song presentations continue.
12/6: Students will finish up their song presentations. If there is any time remaining, we will begin reading Chapters 24-26.
12/7: Quiz on Chapters 21-26. We will discuss Chapters 23-26.
12/10: We will discuss the novel in its entirety focusing on themes, symbolism, motifs, etc. Students will view a power point and fill in the handout corresponding to it.
12/11: We will finish up our power point from yesterday.
12/12: Review for tomorrow's "Catcher in the Rye" Vocabulary Test and Friday's Unit Test. If time remains, students will compose a biopoem of Holden Caulfield in class.
12/13: Vocabulary Test- "Catcher in the Rye." For homework: Study for tomorrow's Catcher in the Rye Unit Test!
12/14: Catcher in the Rye Unit Test. Students will be given a writing assignment for "Catcher in the Rye." A handout explaing/detailing the assignment will be given out along with a rubric for it. Students will also be given a handout outlining the "Absolute Musts when writing essays which we will go over together in class. The essay will be due on or before Friday, 12/21.
12/17: Students will be introduced to the concept of the "BIOPOEM" which is used to introduce or review a character in a book, novel, poem, or short story by creating a biographical sketch or summary. Students will be given a handout explaining the format and an example of one. They are to take a character from Catcher in the Rye" and complete the biopoem for homework. The biopoem is to be typed and turned in tomorrow at the start of class.
12/18: Share biopoems. We will go over all of the details for the Catcher in the Rye 5-paragraph essay. Begin watching the film "Stand By Me."
12/19: Continue watching the film.
12/20: Finish watching the film. We will conclude by discussing its significance to the Bildungsroman type of novel and draw comparisons between the film and the novel "Catcher in the Rye."
12/21: Class time to work on essays.
1/7: Students will be given a review study guide for the 1st semester Literature & Composition II exam. Tests, quizzes, worksheets, etc. from the 1st semester will be distributed in class. Along with the study guide, students should use these to prepare for the exam. Bring textbook to class tomorrow.
1/8: Class time to work on essays. Your 5-paragraph essay is due tomorrow!!!!
1/9: Grammar Workshop- Lesson 8 Pronoun-Antecedent Agreement. All handouts will be given back in preparation for tomorrow's review activity. Students will also share their essays.
1/10:Review activity- "Do My Job." Students will be given the chance to play teacher. By searching through the textbook and handouts given yesterday, students are to devise 8 multiple choice and 8 true/false questions which could be used on the semester exam. The assignment will be collected at the end of class.
1/11:
1/14: We will start reviewing for the semester exam.
1/15: We will continue our review for the semester exam.
Welcome to the second semester of Literature & Composition II!
1/22: We begin our unit on POETRY. Today we will read and discuss some of the academic vocabulary of poetry. Students will be given a handout of terms and definitions to fill in and complete. The list will include such terms as form, line, stanza, figurative language, sound devices, imagery, literary analysis, oral interpretation,speaker, free verse, meter, alliteration, consonance, assonance, and personification. Students will be given examples in which they are to find some of these terms.
1/23: Students will finish up the worksheet from yesterday. They will then be given an outline to fill in by taking notes on the information found in the textbook beginning on p.688. For homework: Finish the worksheet.
1/24: We will read and discuss the introduction to poetry found in our textbook (pp. 689-693). We will look at samples of traditional and organic poems and identify the characteristics found in each. We will also look at sample poems and point out sound devices used, rhythm and rhyme, imagery, and figurative language.
1/25: Students will look at a power point on poetry. They will take notes as needed. Some of the terms to be covered are: genre, lines, enjambment, caesura (soft and hard), stanzas, couplets, quatrains, and meter. There will be a quiz next week on the literary terms of poetry that we have gone over in class.
1/28: We will continue our power point with an emphasis on meter and 3 of its more common types- iambic, trochaic, and anapestic. Students will be asked to write a line of each type of meter and share with the class. We will also discusss the term"scansion" and the steps involved in marking and naming a line of poetry. Some tips on beats will also be shared.
1/29: Today we will focus on the term"free verse" and the poetic form of rhyme. This will include end rhyme, internal rhyme, masculine rhyme, feminine rhyme, and slant rhyme. We will review rhyme scheme and how to mark it. This will end our study of the conventions of FORM for poetry. For homework: Students were given a handout on scanning to be completed for tomorrow's class.
1/30: We will go over the homework from last night. We begin our lecture on poetic language. The following terms will be presented: imagery (visual, tactile, olfactory, gustatory, auditory), alliteration, consonance, assonance, onomatopoeia, metaphor, simile, personification, hyperbole, and paradox. For homework: Scan the 1st 3 poems on the worksheet handed out in class.
1/31: We will go over the scansion practice from yesterday. The poetry quiz scheduled for tomorrow has been moved to Monday!!!!!!
2/1: Review for Monday's poetry quiz on any of the terms we have discussed so far. This will include terms from meter, rhyme, and poetic language.
2/4: Poetry Quiz #1. With time remaining, we will look at the sub-genres of poetry: lyric poetry, ballads, light verse, and sonnets (Shakespearean and Petrarchan).
2/5: We will then begin our poetry analysis by reading and discussing Shakespeare's Sonnet 18.
2/6: We will read and discuss Edna St. Vincent Millay's Sonnet XXX. Students will compare/contrast the poem to Shakespeare's Sonnet 18. Students will be given a packet to complete for homework.
2/7: Go over sonnet packets. We will look at the Petrarchan Sonnet XII and compare/contrast its form to that of the Shakespearean sonnet. There will be a quiz on the Sonnet tomorrow.
2/8: Sonnet Quiz. Students will be given their next packet of poems.
2/11: We will begin with the 2 poems by A.E. Houseman. Students will be given study questions for these 2 poems. For homework: Complete the study questions from yesterday and write a response to the prompt What is the best/worse piece of advice you have ever been given? Who gave it to you and why?
2/12: We will finish up "To An Athlete Dying Young." We will also share our responses to yesterday's prompt. With remaining time, we will begin our study of Robert Frost.
2/13: Continue yesterday's discussion.
2/14: We will begin to look at the poem "If" by Rudyard Kipling.
2/15: NO SCHOOL - Institute Day!
2/18: NO SCHOOL - President's Day!
2/19: We will finish our discussion and analysis of "If" by Rudyard Kipling. Students will be introduced to the term"Anaphora" and we will look for examples of personification and other literary devices found in this beautiful poem. Students will paraphrase the words in the text to determine the advice being given by Kipling to his son.
2/20:We will read and discuss our last poems in the poetry unit.- "Chicago" by Carl Sandburg and "When I Heard the Learn'd Astronomer" by Walt Whitman.
2/21: We will review for tomorrow's unit test on Poetry.
2/22: Poetry Unit Test!
2/25: We begin our unit on JULIUS CAESAR! Students will be given an outline to fill in while viewing a power point on William Shakespeare and Julius Caesar. For homework: Don't forget to bring in your picture for your poem assignment.
2/26: Students' poem pictures will be checked in. We will then continue our introduction to the play. Students will be given numerous handouts including literary terms, vocabulary for Acts I & II, Who, What, Where, and When of the play, and study questions for Act I. We will go over pp. 1082-1093 in our textbook. This will include the theater of Shakespeare, his life and legacy, and the characteristics and language of Shakespearean drama.
2/27: We will begin reading Act I together in class. Students will be given study questions to accompany the reading of Act I.
2/28: We will begin our reading with an in-class guided reading of Act I, Scene 1.
3/1: We will continue our in-class reading of Act I, Scene 2.
3/4: We will continue reading and discussing Scene 1. For homework: Students are to finish reading Scene 1.
3/5: SNOW DAY!
3/6: We will go over the study questions for Act I, Scene 2. Students will be given vocabulary words and definitions for Act I. There will be a vocabulary section on each of the quizzes for Acts I-V.
3/7: We will continue our in-class reading of Act I, Scene 2.
3/8: Finish Act I, Scene 2 and begin Scene 3.3/7: We will go over Act I, Scene 2. Students will complete the study packet for Act I and use it to study for Monday's test on Act I. The completed packet will be collected at the start of Monday's class.
3/11: Act I Test. After taking the test, students will be given the next set of vocabulary words and their definitions for Act II. We will begin reading Act II, Scene 1. Students will be given a set of guided reading questions for Act II. These questions will be turned in at the time of the test on Act II.
3/12: We will begin reading Act II, Scene 1. Students will be given a set of guided reading questions for Act II. These questions will be turned in at the time of the test on Act II.
3/13: We will continue reading Act II, Scenes 1 & 2. Students will finish reading Act II for tomorrow in preparation for a quiz on Act II on Friday. The quiz will include questions on plot, vocabulary, quotations, and inference.
3/14: We will briefly discuss Scenes 3 & 4 of Act II. We will begin Act III. Students will be given new vocabulary words, along with study questions for Scene 1.
3/15: Act II Quiz. Act II study questions will be collected. Students will be given the definitions for the vocabulary for Acts III & IV.
3/18: We will begin reading Act III, Scene 1. Students will be given their study/discussion questions to accompany this scene.
3/19: We continue our reading and discussion of Act III, Scene 1.
3/20: We will finish up our reading and discussion of Act III, Scene 1. The study questions for Scene 1 will be collected. As we begin Act III, Scene 2, students will be given an outline to fill in on the speeches of Brutus and Mark Antony.
3/21: Students will work together in groups to complete the outlines for the speeches of Brutus and Mark Antony. The outlines will be collected at the end of the period.
3/22:We will look at the Brutus and Mark Antony speeches as performed in the film of "Julius Caesar." For homework: Students will finish reading Act III.
4/2: We will finish up Act III.
4/3: Review for Test on Act III.
4/4: Act III Test.
4/5: We begin Act IV. We will read together Scenes 1 & 2. For homework: Read Scene 3, lines 1-160.
4/8: Discuss lines 1-160. Begin reading the rest of Scene 3 together. For homework: Finish Act IV, Scene 3 and complete the study questions.
4/9: Collect Act IV study questions. The study questions for Act V will be given out and we will go over the definitions for the vocabulary words for Act V. We will begin reading Act V, Scene 1 together in class.. For homework: Read Scenes 1 & 2 and answer the corresponding questions in your study guide.
4/10: We will discuss Scenes 1 & 2. We will continue reading Scenes 3, 4, and 5. For homework: Students are to finish reading Act V and complete the study questions which will be collected at the start of class on Friday.
4/11: I will be at a workshop, so students will watch the film of "Julius Caesar."
4/12: Collect Act V study questions. Test on Acts IV and V.
4/15:The writing assignment (a 5 paragraph essay) for Julius Caesar will be presented, along with the rubric for it. The outline for the essay will be due next Friday, April 19th.
4/16: We will go over a presentation of how to write an effective Introductory Paragraph and then we will be gin our introduction to the Nonfiction Unit by going over the different types of Nonfiction. Students will be given a handout to guide them in this process.
4/17: We will go over a presentation of how to write effective Body Paragraphs, focusing on topic sentences, use of quotes, and supporting details.
4/18: We will go over a presentation of how to write effective Concluding Paragraphs.
4/19: Collect Julius Caesar outlines. Students will be given a handout on persuasive techniques which we will discuss and fill in together. This will include concepts such as fact and opinion, argument, claim and support, rhetorical devices such as repetition, inductive and deductive reasoning. Definitions and examples will be provided. We will also look at ethos, logos, and pathos.
4/22: Outlines will be given back so that students may continue working on their essays which will be due next Monday instead of Friday. We will then finish completing our handout on persuasive techniques. For homework: Students will be given the article "Under the Influence" to be read for tomorrow's class.
4/23: Students will look at a power point on the term "parallelism." We will then discuss the article "Under the Influence" and include in our discussion the author's use of parallelism, along with ethos, logos, and pathos.
4/24: Students will work together on an activity to correct faulty parallelism and then be given an assignment to complete for homework.
4/25: We will read together in class the editorial in our textbook "Abolishing the Penny Makes Good Sense". We will discuss and evaluate the evidence presented by the author.
4/26: Students will work on another handout on faulty parallelism. Remember your Julius Caesar essay is due Monday.
4/29: Collect Julius Caesar essays. We will correct the faulty parallelism handout from Friday together in class. We will then read the letter to Dzhokhar Tsarnaev in class. We will look for examples of persuasion that we've been discussing in class thus far, i.e. repetition, parallelism, and the different types of appeals (ethos, logos, and pathos).
4/30: Working with partners, students will read and share editorials from newspapers. The student will then choose one to analyze on his/her own and complete the evaluation sheet given out in class. Students should be prepared to share their findings on Thursday.
5/1: We will go over the use of appositives and participial phrases. Students will be given a handout explaining the terms along with helpful examples and then complete a worksheet showing their understanding of the terms.
5/2: Editorial evaluations will be presented and shared with the class.
5/3: We will finish up our Editorial presentations. Students will be given a handout explaining the "participial phrase." They will also be given 2 worksheets to complete for Monday's class.
5/6: We will go over the 2 worksheets on participial phrases from Friday's class. Students will also be given a study guide for the Nonfiction Unit Test, which has been rescheduled for Wednesday.
5/7: Students will participate in an in-class writing activity on combining sentences. They will also be given a handout on the Ice-Breaker Assignment for the new Speech Unit which officially begins this Thursday.
5/8: Test on terms from the Nonfiction Unit and the proper usage of parallelism, appositives, and participial phrases. Homework: For tomorrow's class, students are to prepare 3 jokes to tell in front of the class. This will act as an introduction to our final unit- the Speech Unit.
5/9: 3-Joke presentations. Students will be introduced to their next speaking assignment- The Pet Peeve Speech. Those speeches will begin on Monday.
5/10: We begin our Speech Unit. We will focus on the various types of communication.
5/13: Pet Peeve speeches begin.
5/14: Pet Peeve speeches continue.
5/15: Pet Peeve speeches conclude. Students will be given directions for the next speech- The Demonstration Speech. Those speeches will begin on Friday and run through next Tuesday. The speaking order will be determined.
5/16: We will finish up our notes on speech communication with a focus on the different types (intrapersonal, interpersonal, nonverbal, formal, informal, etc.) along with the different types of delivery.
5/17: Students will be given their study guide for the semester final exam. We will also determine the order for our demonstration speeches which will begin on Monday. Students will also commit to the topic for their demonstration speeches.
5/20: Demonstration speeches begin.
5/21: Demonstration speeches continue.
5/22: Demonstration speeches continue.
5/23: Demonstration speeches conclude.
5/24: We begin our review for the Final Exam which will be taken next Wednesday.
5/28: We will continue to review for tomorrow's Final Exam!
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