Harte, Bud - Junior Calendar - English 11
February 2011
Tues
1
Grammar review
Today in class, complete pages 74-78 in
Wed
2
Reading
Reading Day today!
2 Book reviews due Friday 2/25!
1 creative project also due 2/25!
Thurs
3
Language, Gender, Culture
Objective Complements
30 Grammar sentences:
10: (pronoun) wants (noun).
10: The class is (noun).
10: The class is (adjective) (prep) (noun).
Language, Gender, and Culture 8
The Woman Warrior by Maxine Hong Kingston
As you read through the article, highlight passages that answer the following questions.
1. According to Kingston, what characterizes traditional Chinese speech, and what kind of
talking is valued?
2. In the first three pages, the narrator describes the differences between American and Chinese
schools. How were the rules different in these schools? Why was it easier for the narrator at the
Chinese school?
3. What did the narrator learn regarding the American idea of feminine speech? How did she
alter her speech in order to be accepted in the classroom and by her peers?
As you highlight these passages, annotate the story. Explain how the passages you identified
provide the needed info.
Language, Gender, and Culture 9
"About Men" by Greta Ehrlich
Quickwrite: When you think of the phrase "American Cowboy", what personal traits, images,
items, and associations come to mind? (Write this response at the end of the article)
Read the first paragraph. Highlight each Cowboy stereotype the author identifies.
Read the quote at the end of paragraph one. On the margin, explain how it confirms or
contradicts the ideas raised in your quickwrite above.
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Mon
7
Language, Gender, Culture ERWC
Language, Gender, and Culture 10
"About Men" by Greta Ehrlich
Logos, Ethos, Pathos (Answer on the back of the packet)
1. Why does Ehrlich talk about being in New York but missing Wyoming? (Pathos)
2. What is the author trying to prove to the readers? (Logos)
3. Cite/highlight examples to show how Ehrlich represents herself to readers. Explain these in
the margin. (Ethos)
4. Who are her sources? (whom does she quote?)
5. How does she use these sources to build authority and gain credibility? (Ethos
Language, Gender, Culture ERWC Writing Topic
Language, Gender, and Culture 11
Writing assignment:
In a well-organized Reflective essay, answer the following questions:
Tannen, Kingston and Ehrlich describe communities or groups with which you may be
somewhat unfamiliar. These writers invite you to see the "inside story" with fresh eyes. They
complete stories which may be only partially understood by outsiders. Do you know of another
community or group that needs to be better understood? (such as teens or some sub-group of
teens?) Does the group have a distinctive language style, use specific culturally valued
objects or dress in particular ways that communicate their feelings about one another or
beliefs about the social world? Use specific details and examples drawn from your own
experience or your observations of others.
5+ paragraph response due to turnitin.com by 10:00 p.m. Friday, 2/11.
2.0 Writing Applications (Genres and Their Characteristics)
Students combine the rhetorical strategies of narration, exposition, persuasion, and
description to produce texts of at least 1,500 words each. Student writing demonstrates a
command of standard American English and the research, organizational, and drafting
strategies outlined in Writing Standard 1.0.
2.3 Write reflective compositions:
a. Explore the significance of personal experiences, events, conditions, or concerns by
using rhetorical strategies (e.g., narration, description, exposition, persuasion).
b. Draw comparisons between specific incidents and broader themes that illustrate the
writer's important beliefs or generalizations about life.
c. Maintain a balance in describing individual incidents and relate those incidents to more
general and abstract ideas.
2
Tues
8
Language, Gender, Culture ERWC
Language, Gender, and Culture 13
"The Celebrated Jumping Frog of Calaveras County"
1. Read Twain's story: textbook p. 639-643
2. Answer on p. 644: questions 1-3 and any 3 from 11-16
3. Writing: How is Twain similar to Tannen, Kingston, and Ehrlich? Citing examples of styles,
topic, or vernacular, explain in a paragraph how Twain relates to at least 2 of these authors.
Wed
9
Reading
Reading Day today!
2 Book reviews due Friday 2/25!
1 creative project also due 2/25!
Mon
14
Lincoln's Birthday
Holiday.
Spend the day contemplating the impact of
the Great Emancipator.
Tues
15
Benchmark Testing
Benchmarks!
Don't forget, scores above 75% are recorded as extra creit points!
Wed
16
Reading
Reading Day today!
2 Book reviews due Friday 2/25!
1 creative project also due 2/25!
Thurs
17
Student Portal
Going to the Computer Lab to set up Student Portal accounts today
3
Please have a working email address
Mon
21
Holiday
Washington's Birthday
Join in the celebration of the Father of our country
Tues
22
Essay outlining
Twain's Humor
One of America's most celebrated storytellers, Mark Twain, uses several types of humor in
"The Celebrated Jumping Frog…" and "Life on the Mississippi". Take an opportunity to
outline an essay comparing his use of humorous devices, such as irony, hyperbole,
understatement, and comic metaphors.
For this assignment, write a double-spaced introductory paragraph that ends in a thesis
statement .
The intro should identify the two works, with a brief description of each, and explain 2 types of
humor used in both stories. The thesis should explain the importance of understanding Twain's
use of humor.
Something like "Twain's humor is multi-faceted, because he employs many different
techniques to make fun of himself and the other characters in his stories." Yes, you may use
this thesis. No, do not put it in quotes.
Each body paragraph should be about one comic device, with an CD (quote) from each story.
Begin with a topic sentence in blue, lead-in to your CD (black), then the CD (red) and the
commentary (green). Use the outlines, and the pens.
Wed
23
Reading
Reading Day today!
2 Book reviews due Friday 2/25!
1 creative project also due 2/25!
Thurs
24
Poetry introduction
Poetry introduction
1. Read pages 507-509, 510-511, 548-549 in the textbook.
2. Write Multiple Choice Benchmark- style questions about the information in each section
("Poetry" 507-509, "Walt Whitman" 510-511, "Emily Dickinson" 548-549)
Details:
Individual work: 5 questions per section (15 total)
Pairs: 8 questions per section (24 total)
Mon
28
Poetry
Walt Whitman
1. Complete The following sections in the Interactive Reader:
"Song of Myself" part 33 (p. 151-156)
"Song of Myself" part 52 (p. 157-160)
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2. After completing these assignments independently, join with a partner and complete one of
the six-scene charts, showing 3 significant images from each poem. Provide a quote for each
image. Cite quotes by line number
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