Tone and Mood Analysis of "By the Waters of Babylon" and "The Tell-Tale Heart"

To download "Tone and Mood Analysis of 'By the Waters of Babylon" and "Tone and Analysis of 'The Tell-Tale Heart'",  please go to the link marked "Tenth Grade Downloads" to the right of this page.

2014 Fall Semester Outline for 10th Grade English

2014 Fall Semester Outline for 10th Grade English

1st Week: August 13 - 15

Hand out syllabus

Getting to know you games 

Check out books

Assign Vocabulary F, Unit 1

2nd Week: August 18 - 22

Read “The Bet”

Vocabulary Book

Round Table Discussion 

Grammar:

Active and Passive Voice

Grammar Handout Worksheet #5; page 39 
Vocabulary Unit 2

3rd Week: August 25th - 29

Holt Handbook: 

Active/Passive Voice

Pages 199 - 203

Exercises 15 - 16

Dramatize the Story 

“The Bet” Essay Outline 

4th Week: September 2 - September 5

Read “By the Waters of Babylon” (training.nms.org)

Dialectical Journal

Answer questions 1 - 6 on page 273

Graphic Organizers from “Laying the Foundation”

Analyzing writer’s use of diction to create tone

Cloud: “Foreboding: Feelings that contribute to a sense of foreboding”

“Brief Writing Assignments”:

Write about a time when you had a sense of foreboding

T-Graphic Organizer: Diction and Imagery from “Babylon”
Vocabulary Unit 3 

5th Week: September 8 - 12

“Fill in the Blank Templates”

Details 

“Identifying Figurative Language”

Language

Sentence Structure
“Timed Writing Assignment” 

“Point of View”

Types of Sentences: 
Sentence Combining and Notes from the A.P. Book

Cumulative

Parallelism

Appositive

Periodic 

Dashes or Ellipses

6th Week: September 15 - 19

"The Pit and the Pendulum" 
Vocabulary Worksheets for "The Pit and the Pendulum" 
Graphic Organizers
Analyzing writer's use of diction to create tone
Fill in the Blank Templates
Details
Identifying Figurative Language

7th Week: September 22 - 26
Continuing work on "The Pit and the Pendulum"

8th Week: September 29 - October 3
Perspectives in Multiculturalism (two weeks)

October 15: Begin MACBETH

Common Core Assignments

Lesson Plan: The Bet

Week Two:
Read "The Bet" by Anton Chekhov
Discussion of:
Theme
How to determine theme
Find several phrases from story that might reveal theme.
Does the character change?
How does the character change?
Why does the character change?
Characters:
Flat or Round

Vocabulary Notebook:
Using the vocabulary words from the story, write your own short story. Create a plot in which at a certain point in the story, the verb tense changes from active voice to passive voice to express the characters' mood or change in situation.

Round Table Discussion:
Divide into groups of four
Round-Robin discussion of the attorney's views
Prepare a brief summary of the group's response to the lawyer's philosophy

Dramatize the Story:
Write a scene in which the lawyer has escaped and finds himself in a lodge some distance away. He hasn't spoken to anyone in fifteen years but decides to confide in a stranger. Write a dialogue in which he speaks for the first time as a "free man".  The partner will develop his/her own character and respond to the lawyer's story.

Grammar:
Active/Passive Voice
Find a paragraph in which Chekhov uses verbs in the passive voice. Make a list of the subjects and their passive verbs. How would you rephrase each sentence so that it uses an active verb?

WRITING AND READING SKILLS HANDBOOK
Grammar Handout:
Worksheet #5
Page 39
Examples A and B

HOLT HANDBOOK
Active/Passive Voice
Pages 199 - 203
Exercises 15 and 16

Discussion Questions for "The Bet" Printable Version (opens in new window). Please read about these questions here. Possible Questions for Students to Answer While Reading the Text: Answer the Banker's question: "Which executioner is the more humane, he who kills you in a few minutes or he who drags the life out of you in the course of many years? What is meant by "The State is not God"? Do you think the lawyer is right that the "death sentence and the life sentence are equally immoral"? Why or why not. Do you agree with the lawyer that "To live anyhow is better than not at all?" Why do you think the lawyer takes the bet? What do you think this says about this life? Why does the narrator call the bet "wild" and "senseless"? Why does the narrator call the lawyer an "unhappy man"? Do you think the lawyer is unhappy? Why or why not? What does the lawyer mean when he says that "desires are the worst foes of the prisoner"? Is this true? Why are the novels that the lawyer reads in the first year characterized as "light character"? Why does the lawyer move from novels of "light character" to the "classics"? Is this a step up or a step down? Explain. What are "classics"? How would they differ from novels of "light character"? Why, after reading the classics for three years, does the lawyer act the way he does (angrily talking to himself, not reading books, throwing his writing away, crying)? In the sixth year the lawyer devours over six hundred volumes of language, philosophy and history. Why do you think he is so motivated? The lawyer writes in his letter, "The geniuses of all ages and of all lands speak different languages, but the same flame burns in them all." What does he mean by this? Is this true? When the lawyer speaks of the "unearthly happiness" he feels what does he mean? Why, after reading over six-hundred volumes in four years would the lawyer spend one year reading the Gospel (another translation renders it "New Testament")? Why does the banker characterize the Gospel as "one think book easy of comprehension"? Is the Gospel easy to comprehend? Why or why not? In the last two years the lawyer reads a little bit of everything. Why is this? The narrator characterizes his reading as "a man swimming in the sea among the wreckage of his ship, and trying to save his life by greedily clutching first at one spar and then at another." What does this mean? Is this true? Why does the banker call the bet "cursed"? Why does the banker fear being pitied by the lawyer? A paragraph in the second half of the story begins, "It was dark and cold in the garden. Rain was falling. A damp cutting wind was racing about the garden, howling and giving the trees no rest." How does this language and atmosphere relate to what is going on in the story? The lawyer looks terrible, much older than his 40 years. Why? Why does the lawyer write that he despises "freedom and life and health, and all that in your books is called the good things of the world"? The lawyer writes that he has experienced all kinds of things in books: love, hunting, mountain climbing, storms, miracles, religions, wars, etc. Is reading about something the same as experiencing it? Which is better and why? Is the lawyer proud? If so, is he too proud? What does the lawyer mean by, "You have taken lies for truth"? Can you think of any examples of people doing this? The lawyer marvels at those who "exchange heaven for earth"? What does he mean by this? The lawyer once saw the two millions as "paradise," but now he despises the money. Why? Wouldn't it have been better to take the money? Why or why not? Why does the banker think of the lawyer as a "strange man"? Is he a "strange man"? Why does the banker have contempt for himself after reading the lawyer's letter? In what ways is the lawyer a different man? In what ways is the banker a different man? Would you take such a bet? For 5 years? For 1 year? Why or why not? Did you like this story? Why or why not? Lesson Plans for “The Bet” by Anton Chekhov Define solitary confinement Define criteria for lawyer’s imprisonment Journal topic: Would you be willing to remain in solitary confinement for two million dollars? What are qualities of a well rounded human being? Real life experience vs. Book learning  As we read, note vocabulary and literary elements and devices After the second flashback, pause to predict the story’s direction/conclusion Question author’s purpose/point of view in reading log  Identify and explain story elements, including: Author’s use of direct and indirect characterization Use of plot development Subplot Parallel episodes Climax Revelation of character  through: Dialect Dialogue Dramatic monologues Soliloquies Identify and explain significance of literary devices:  Metaphors Imagery Symbolism Flashback Foreshadowing Sarcasm/Irony Oxymoron  Culminating Written Extension:  Alternate Ending What Happens Next? A Persuasive Paper arguing position of the young man

Essay Topics for 10th Grade Finals

Essay Topics for For Whom the Bell Tolls:

Choose one topic and write a minimum of a three page essay using 1.5 spacing and 12 font. You should use quotations and evidence from the text to support your thesis.

1. What is the novel's message about romantic love in the context of war? Can they co-exist?

2. What commentary is the novel making about death and its various forms? Is there such a thing as a good death?

3. According to the novel, how should power be shared among the citizens of a country? What form of government is fair?

4. What does For Whom the Bell Tolls say about man and his relation with the natural world or nature?

5. Analyze the character of Robert Jordan. Does he develop throughout the course of the novel? If so, is this development positive or negative?

6. Analyze and evaluate the character of Pablo. How do other characters react to him? Is there more to him than meets the eye? Why does he behave the way he does? By the novel's end, is Pablo a hero, a villain, or something in between? Give textual evidence to support your argument.

7. Analyze, compare and contrast the two characters of Pilar and Maria.  Hemingway has been accused by many critics of endorsing a gender hierarchy by portraying female characters as weak and submissive. Does this novel fit this pattern? Analyze the two female characters and use them to evaluate Hemingway's portrayal of women in this novel.

8. Analyze and evaluate Gypsies', or more correctly, Romas' portrayal in the novel. How does Hemingway represent these people in the novel? What connections are made between Romas and superstition, to the supernatural, to Spain, to the Spanish Civil War? Analyze the character of Rafael. Is Rafael a positive or negative character, and are these attributes related to his status as a Roma?

9. Analyze Anselmo as a foil to Robert Jordan.

10. Does the novel suggest that our destinies have been predetermined, that we have free will, or some combination of these two ideas?

11. What commentary does the novel make about ethics in wartime?

12. What kind of commentary does the novel make about sexual trauma and recovery?

13. According to the novel, in the context of war, should an individual always follow orders, or should he, on occasion, make independent decisions, even if they are contrary to previously given orders?

May 27, 2014 - May 30, 2014 Weekly Agenda for 10 B English

Tuesday, May 27th:
Read Catcher in the Rye
Vocabulary, Unit 7 will be due today

Wednesday, May 28th:
Shortened Day
Read Catcher in the Rye
Discussion

Thursday, May 29th:
Assign essay topics
Review essay structure
In class work on "Tracing the Motif"

Friday, May 30th:
Work on essay
Essay will be due on Monday, June 2nd, the day of the final.

May 19, 2014 - May 23, 2014 Agenda for Tenth Grade English

Monday, May 19th:
Read Catcher in the Rye
Assign Vocabulary, Unit 7; this will be due on Tuesday, May 27th

Tuesday, May 20th:
Read Catcher in the Rye
Work on vocabulary

Wednesday, May 21st:
Read Catcher in the Rye
"Tracing the Motif": red hunting cap, cigarettes, "moron", ducks in Central Park
Work on vocabulary

Thursday, May 22nd:
Read Catcher in the Rye
Work on vocabulary

Friday, May 23rd:
Read Catcher in the Rye
Work on vocabulary

Catcher in the Rye: Tracing the Motif

Tracing a Motif:

The Red Hunting Hat

Page 45

Context: After the fight with Stradlater over Jane, Holden finds his hat, which is under the bed and puts it on for comfort. He turns the hat around the way he likes it – with the peak towards the back.

Notes:  Holden takes a look at himself in the mirror and sees his face covered in gore (blood) which he thinks makes him look tough.  But he puts the hat on because he has just had a violent confrontation with his roommate and has no one to turn to. The hat, somehow, comforts him and gives him the feeling of having an identify, perhaps that of a tough guy.

Page 61

Context: After Holden leaves Pencey for New York, he climbs into a cab and puts his red hunting cap on.

Notes: Although he has flunked out of Pencey, he has voluntarily and illegally left school early, without permission.  He doesn’t want to go home yet to face the family so he decides to check into a hotel. He is probably feeling homeless and insecure.

The Ducks (page 13; page 60; pages 81 – 83)

Morons (page 44 – 45, page 52, page 69, page 79)

May 12, 2014 - May 16, 2014 Weekly Agenda for English 10B

Monday, May 12th:
Work on Vocabulary Workshop: Unit Six
Read The Catcher in the Rye
Discussion: juxtaposition of the "Sunny scene with the nuns"


Tuesday, May 13th:
Your Vocabulary Workshop: Unit Six is due today
Read Catcher in the Rye
Discussion



Wednesday, May 14th:
Short quiz on Catcher in the Rye
Work on the "Trace the Motif"

Thursday, May 15th:
Read Catcher in the Rye
Vivant Tableau for Catcher in the Rye

Friday, May 16th:
Read Catcher in the Rye 

May 5, 2014 - May 9, 2014 10 B English

Monday, May 5th:
Read Catcher in the Rye; pages 66 - 79
Discussion:
Unreliable narrator
Vocabulary
Questions:
1. When and where do you think Holden's perceptions are biased?
2. What type of people is Holden the most critical of?

Tuesday, May 6th:
Vocabulary Workshop; Unit 6 will be assigned; due Tuesday, May 13th
Read Catcher in the Rye
"Tracing the Motif":
Find references to the following words:
Moron
Money
Drinking
Cigarettes
Sex
Write the phrase
Write the context in which the reference occurs.
What is the subtext of the scene?

Wednesday, May 7th:
Work on Vocabulary Workshop: Unit 6
Read Chapter 12
Discussion

Thursday, May 8th:
Work on Vocabulary Workshop: Unit 6
Read Catcher in the Rye
Discussion

Friday, May 9th:
Work on Vocabulary Workshop: Unit 6
Read Catcher in the Rye
Discussion

April 28, 2014 - May 2, 2014 Weekly Agenda for 10 English B

Monday, April 28th:
Special Schedule. No 2nd period today.

Tuesday, April 29th:
Finish the graphic organizers for The Grapes of Wrath
Begin work on the essay portion of the Common Core Assessment

Wednesday, April 30th:
Special Schedule. No 2nd period today.

Thursday, May 1st:
Work on the essay portion of the Common Core Assessment
Must finish today! No exception.

Friday, May 2nd:
Regular schedule
Read Catcher in the Rye
Reading logs

April 21, 2014 - April 25, 2014 Agenda for English 10B

Monday, April 21st:
Read CATCHER in the RYE

Tuesday, April 22nd:
No 2nd period today

Wednesday, April 23rd:
Your final draft and work cited page for  your research paper are due today.
Any make-up work or rewrites are due this Friday, April 25th for the 3rd grading period. No exceptions.
Begin work on the Common Core GRAPES of WRATH assessment. The assessment is due by Friday, May 2nd.
Listen to and then read, annotate and discuss the lyrics to "Brother, Can You Spare a Dime?'
Watch documentaries about "Brother, Can You Spare a Dime?", World War l, The Stock Market Crash, The Depression, The Dust Bowl
Discussion
Read excerpt from The Grapes of Wrath
Discussion
Begin work on the graphic organizer for "Brother, Can You Spare a Dime?"
Past vs. Present; "Response" and "Evidence from Text"

Thursday, April 24th:
No 2nd period today

Friday, April 25th:
Continue working on the Common Core GRAPES of WRATH assessment

April 7, 2014 - April 11, 2014 Agenda for English 10B

Monday, April 7th:
Read Catcher in the Rye; pages 44 - 50
"Tracing the Motif": The red hunting hat; page 45
Context, notes, discussion

Tuesday, April 8th:
Testing today
Make-up day for the few students today

Wednesday, April 9th:
Pair up students; pass out six sections from the fight scene between Holden and Stradlater; students read and act out the scenes
Class discussion:
Why is Holden angry?
What role does Stradlater play in Holden's anger?
How does Holden express his anger? Were his actions the best way to express his anger?
What other strategies could he have employed to express his hurt, fear and anger to Stradlater?
What is Stradlater's reaction after he hits Holden?

Thursday, April 10th:
Read Catcher in the Rye; pages 50 - 57
"Tracing the Motif": The red hunting hat; the ducks

Pass out and go over the "MLA Work Cited Page" handout
The final draft and the work cited page will be due on Tuesday, April 22nd.
Everyone is strongly encouraged to turn in their rough drafts and their note cards!
You cannot pass this class without turning in the research paper.

Friday, April 11th:
Shortened day. All classes are 35 minutes long.
Read Catcher in the Rye; pages 57 - 63
"Tracing the Motif": The red hunting hat; the ducks
Chart: When does Holden's behavior differ from what he thinks or feels?
Why does his behavior differ from his thoughts?
Discussion:
Holden and Mrs. Morrow
Holden's encounter with the cabbie
Holden's judgment about the 65 year old bell boy.

April 1, 2014 - April 4, 2014 Agenda for 10th Grade English

Tuesday, April 1st:
Journal:
What are the social groups at Hollywood? Where do you fit in? Or do you?
Vin diagrams on conformity vs. nonconformity
Vocabulary words
Read CATCHER in the RYE

Wednesday, April 2nd:
No second period today

Thursday, April 3rd:
Break into groups
Analyze Holden's scene with Old Mr. Spencer
When is he being sincere?
When is he being phony?
When is he conforming to social norms?
Read CATCHER in the RYE

Friday, April 4th:
Following a Motif:
"Tracing a Motif" handout will be given to  you today.
Pair up and select a motif from CATCHER in the Rye
Write down the page number on which the motif occurs.
The context in which the motif is found (where Holden is, or what he is doing or experiencing).
Write a brief sentence describing what the motif might mean (for example, the red hunting hat), when the motif occurs and how it relates to other things (other symbols or motifs or people) in the novel.
"Tracing a Motif: Guiding Questions" will be given to you.
Use the guiding questions to frame your findings.
Vocabulary Bingo!
Read CATHER in the RYE

March 24, 2014 - March 28, 2014 Agenda for 10th Grade English

Monday, March 24th:
Begin working on your final draft of your research paper
Your final draft will be due on Friday

Tuesday, March 25th:
Continue working on your final draft

Wednesday, March 26th:
Turn in everything that is outstanding.  This is your last day. You may still turn in your final draft by Friday,  but if you have not turned in by now your letter of intent, all the note cards and your rough draft by today, then it is too late.
Meet in room 506
Begin reading Catcher in the Rye

Thursday, March 27th:
Read Catcher in the Rye
Discussion

Friday, March 28th:
Read Catcher in the Rye
Discussion

March 17, 2014 - March 21, 2014 Agenda for 10th Grade English

Monday, March 17th:
Your rough draft of your research paper is due today! No exceptions!

Tuesday, March 18th:
No second period today.
Periods 4 - 7 only today.

Wednesday, March 19th:
Begin working on your final draft

Thursday, March 20th:
Continue working on your final draft

Friday, March 21st:
Continue working on your final draft

March 10, 2014 - March 14, 2014 Agenda for 10th Grade English

Monday, March 10th:
Library
10 minute CAHSEE Prep
Continue research
Turn in five note cards today

Tuesday, March 11th:
Library
10 minute CAHSEE Prep
Continue research
Turn in five note cards today.

Wednesday, March 12th:
Library
10 minute CAHSEE Prep
Continue research
Final day to turn in note cards

Thursday, March 13th:
Library
10 minute CAHSEE Prep
Begin work on rough draft of research paper

Friday, March 14th:
Library
10 minute CAHSEE Prep
Continue working on rough draft of research paper

Monday, March 17th:
Rough draft is due today.

March 3, 2014 - March 7, 2014 10th Grade English Agenda

Monday, March 3rd:
Work on note cards. Please turn in five note cards today. A total of fifteen note cards must be turned  in by today.
Please do NOT wait until Thursday to turn in all twenty-five cards.  You will not receive full credit if you do.

Tuesday, March 4th:
Shortened day today.
Work on note cards. Please turn in five note cards today. A total of twenty note cards must be turned in by today.

Wednesday, March 5th:
You were supposed to turn in five cards each day; if you have not turned in any cards, then it is too late. You may turn in only five to get credit for today.

Thursday, March 6th:
Work on  your rough draft. The rough draft will be due on Monday, March 10th.

Friday, March 7th:
Continue working on your rough draft.

February 24, 2014 10th Grade English Agenda

10th Grade English Class

February 24, 2014 - February 28, 2014

Monday, February 24th:

Continue working on your research paper

Tuesday, February 25th:

Must turn in your "letter of Intent" by today

Continue working on your research paper

You need to have finished five note cards by the end of class.

Each day in class your note cards will be checked for format and quantity.

Wednesday, February 26th:

Continue working on your research paper

You need to have finished five note cards by the end of class.

Each day in class your note cards will be checked for format and quantity.

Thursday, February 27th:

Continue working on your research paper

You need to have finished five note cards by the end of class. 

Each day in class your note cards will be checked for format and quantity.

Friday, February 28th:

Continue working on your research paper

You need to have finished five note cards by the end of class

Each day in class your note cards will be checked for format and quantity.

By Monday, March 2nd, you should have twenty-five note cards and will begin working on the rough draft of your paper. 

Your rough draft will be due on Monday, March 10th

February 17, 2014 - February 21, 2014 World Literature

Monday, February 17th:
No school today

Tuesday, February 18th:
Block schedule this week; no fourth

Wednesday, February 19th:
Watch HAMLET, Act 1, Scene 1
Read
Discuss
Handout on Iambic Pentameter

Thursday, February 20th:
Watch HAMLET, Act 1, Scene 2
Read
Discuss
Pass out open book test on HAMLET, Act 1

Friday, February 21st:
Watch HAMLET, Act 1, Scene 3
Read
Discuss

February 17, 2014 - February 21, 2014 English 10 B

Monday, February 17th:
No school today

Tuesday, February 18th:
In Room 506 today
Work on "Letter of Intent"
Conferences on research topics and letters of intent
Continue with research

Go over Participial Phrase handout

Wednesday, February 19th:
Block schedule today
No 2nd Period today

Thursday, February 20th:
Work on Letter of Intent
Work on bibliography cards
Start work on note cards
Continue research

Friday, February 21st:
In library
Continue research

Reflective Questions on "Man's Search for Meaning" by Viktor E. Frankl

Reflective Questions on “Man’s Search for Meaning”: 

1. What are the major themes of the essay "Man's Search for Meaning" by Viktor E. Frankl?

2. Give two examples from NIGHT of exemplary (excellent, superior) behavior of prisoners in the camps, who have transcended their barbaric conditions. 

3. Give two examples from NIGHT of behavior in which the prisoners have given into their baser (lower) nature.

4. According to Viktor E. Frankl, in B. “The Power of Love”, what gave a prisoner a sense of humanity? If a prisoner lost this, what happened to the prisoner? Find an example in NIGHT where a prisoner was sustained by love. What happened to the prisoner when hope was lost?

5. According to Viktor E. Frankl, in C. “The Loss of Human Values”, what was the most important thing to the bureaucrats who ran the camps? What did this reduce the prisoners to? Give an example of how the bureaucrats saw sick prisoners and how this determined the bureaucrats’ treatment of those prisoners. 

6. In D. “The Importance of the Future in Suffering”, what was the most effective way of combating the camp’s psychopathological influence on the prisoners?

7. Describe the prisoner who has given up.

8. Explain what Nietzsche means when he says, “He who has a why to live for can bear with almost and how.” 

9. Explain what Frankl means in the final paragraph in D. “The Importance of the Future in Suffering”. What must we change about ourselves?  What is more important than talk and meditation? What does life ultimately mean? 

Barbaric: uncivilized, violent, destructive, going against accepted codes of civilized behavior. 

February 10, 2014 - February 14, 2014 Weekly Agenda for 10th Grade English B

Monday, February 10th:
Reflective questions over the essay "Man's Search for Meaning"

Reflective Questions on “Man’s Search for Meaning”: 

1. What are the major themes of the essay?

2. Give two examples from NIGHT of exemplary (excellent, superior) behavior of prisoners in the camps, who have transcended their barbaric conditions. 

3. Give two examples from NIGHT of behavior in which the prisoners have given into their baser (lower) nature.

4. According to Viktor E. Frankl, in B. “The Power of Love”, what gave a prisoner a sense of humanity? If a prisoner lost this, what happened to the prisoner? Find an example in NIGHT where a prisoner was sustained by love. What happened to the prisoner when hope was lost?

5. According to Viktor E. Frankl, in C. “The Loss of Human Values”, what was the most important thing to the bureaucrats who ran the camps? What did this reduce the prisoners to? Give an example of how the bureaucrats saw sick prisoners and how this determined the bureaucrats’ treatment of those prisoners. 

6. In D. “The Importance of the Future in Suffering”, what was the most effective way of combating the camp’s psychopathological influence on the prisoners?

7. Describe the prisoner who has given up.

8. Explain what Nietzsche means when he says, “He who has a why to live for can bear with almost and how.” 

9. Explain what Frankl means in the final paragraph in D. “The Importance of the Future in Suffering”. What must we change about ourselves?  What is more important than talk and meditation? What does life ultimately mean? 

Barbaric: uncivilized, violent, destructive, going against excepted codes of civilized behavior. 

Grammar Handout on Participial Phrases; due Thursday, February 13th.

Tuesday, February 11th:
Library: begin research for paper on the Holocaust

Wednesday, February 12th:
Library: continue research for paper on the Holocaust
Conferences with individual students on research topics
Hand out "Letter of Intent"; this will be due on Friday. It must be typed. Please follow format of letter.

Thursday, February 13th:
Library: Conferences with individual students on research topics continued.
Review format of "Letter of Intent"
Grammar Handout is due today; participial phrases; exercises 3, 4, 5 and Review D.

Friday, February 14th:
Library: Handout on "Letter of Intent" is due today.
Begin research; review note cards and bibliography cards.

Unit Four Vocabulary from Vocabulary Workshop

Vocabulary Unit 4

Definitions:

1. annul (v.) to reduce to nothing; to make ineffective or inoperative; to declare legally invalid or void. 

For extra credit, write the sentence.

Completing the Sentence: (pages 54 – 55)

Just write the sentences, 1 – 20

Example: 

1. Qualms (for extra credit, you may write the full sentences.)

Synonyms: (page 55)

Write the phrase, underline the boldfaced word and the correct vocabulary word which means the same as the boldfaced word.

Example: 

1. named on the regiment’s roster: muster

Antonyms: (page 55)

Write the phrase, underline the boldfaced word and the correct vocabulary word, which means the opposite as the boldfaced word. 

Example:

16. arrived wearing a gaudy outfit: staid

Choosing the Right Word: (page 56)

You just have to write the word, not the entire sentence, but if you want extra credit, you may write the sentence. 

Example: 

1. Sustain 

Vocabulary in Context: (page 57)

Read the two paragraphs on cycling and then answer the questions 1 through 6.  Be sure to write out the phrase and then the letter and the answer. 

Example: 

1. The meaning of obsessed is: A. preoccupied. 

Reflective Questions on the Essay "Scapegoats"

Reflective Questions on the Essay “Scapegoats”

 Think about a time when you felt singled out and excluded or treated differently because you were perceived as different from everyone else. Write about that experience. How did that make you feel? 

1. What does the term “scapegoat” mean?

2. Where did the term “scapegoat” originate?

3. What is projection?

4. What are “inclusive social groups”?

5. What minority groups are most often used as “all-duty scapegoats”?

6. What is the point of the story of the pig and the farmer?

7. In the author’s anecdote (a short story, usually humorous, which makes a point) what realization did he make?

Diaspora: the forced dispersal of people from their ancestral homeland. Examples of peoples who have suffered diaspora: Africans, Jewish people, Native Americans, Chinese, etc. 

February 3, 2014 - February 7, 2014 Agenda for English 10B

Monday, February 3rd:

Warm-up:

Vocabulary Unit 4: "Completing the Sentence"

Finish reading the essay "The Scapegoat"

Discussion 

Reflective Questions

Tuesday, February 4th:

Vocabulary Unit 4: "Synonyms"

Grammar: Sentences with Introductory Clauses

Read the essay "The Will to Live"

Discussion

Reflective Questions

Wednesday, February 5th:

No 2nd Period

Thursday, February 6th: 

Vocabulary Unit  4: "Antonyms"

Write five sentences with introductory clauses using your Unit 4 vocabulary words
Read the essay "The Will to Live"
Diacritical journal on the essay 

Friday, February 7th: 

Unit Four Vocabulary is due today.
Read the essay "Propaganda"
Diacritical journal on the essay
Assign Participial Phrases from HOLT HANDBOOK; exercises 3, 4 and Review B for homework. This will be due on Tuesday, February 11th.

January 27, 2014 - January 31, 2014 Agenda for 10B English

Monday, January 27th:

Read NIGHT

Discussion

Reflective Questions

Tuesday, January 28th:

Vocabulary Unit 4; Definitions; #11 - 15

Read NIGHT

Discussion 

Reflective Questions

Wednesday, January 29th:

Vocabulary Unit 4; Definitions; #16 - 20

Read NIGHT

Discussion

Reflective Questions

Thursday, January 30th:

Vocabulary Unit 4; "Completing the Sentence"; #1 - 10

Read NIGHT

Discussion 

Reflective Questions

Friday, January 31st:

Vocabulary Unit 4; "Completing the Sentence"; #11 - 20

Read the essay "The Scapegoat"

Discussion

NIGHT; Chapter 5

NIGHT

CHAPTER 5

Questions to Ponder and Answer While Reading NIGHT: 

1. What
 does 
Elie
Wiesel 
mean 
when 
he
 says 
that
 the 
false
 rumors
 are
 an 
injection 
of 
morphine?

2. What 
was
 the
 bad 
news 
the heads
 of
 the 
block
 were
 told?

3. What 
were 
the 
rumors 
flying 
about
 regarding
 the
 invalids?

4. What
 decision 
did 
Elie
 and 
his 
father
 decide 
to 
do?

5. What
 was 
the 
fate
 of 
the
 invalids
 left 
behind
 in 
the
 hospital?


6. How
 is
 this 
ironic?



Vocabulary:


Buffoon:
 fools
 
 

January 21, 2014 - January 24, 2014 10B Agenda




Tuesday,
 January
 21st:

Go
 over
 the
 class 
syllabus 
for 
English
 10B

Collect 
the
 grammar 
handout 
for
 “Run‐on 
Sentences”


Read
 NIGHT; 
pages
 53
–
56


Questions
 to Ponder While
 Reading:

What 
does
 Elie 
Wiesel
 mean
 when
 he
 says 
that 
the
 false
 rumors 
are 
an
 injection
 of 
morphine?

What
 was 
the
 bad
 news 
the
 heads 
of 
the
 block 
were
 told?

What 
were
 the
 rumors
 flying
 about 
regarding
 the
 invalids?

What
 decision
 did
 Elie
 and
 his
 father
 decide
 to
 do?

What
 was
 the
 fate 
of 
the
 invalids
 left
 behind
 in
 the
 hospital?


How 
is 
this
 ironic?

 

Vocabulary:

 
Buffoon:
 fools



Wednesday, 
January
 22nd:


Go 
over 
grammar
 handout
 
Please
 bring
 your 
vocabulary
 book 
to 
class 
today.

Assign
 Vocabulary 
Unit
 4;
 page 
54:
“Completing 
the
 Sentence”; 
sentences 
1
–
10

Read 
NIGHT;
 Chapter
 6

Comprehension
 questions



Thursday,
 January 
23rd:


Please
 bring
 your
 vocabulary 
book 
to 
class
 today.

Assign 
Vocabulary 
Unit 
4; 
pages 
54
–
55;
“Completing
 the
 Sentence”;
 sentences
 11
–
20


Read
 NIGHT; 
Chapter
 7

Comprehension 
questions



Friday, 
January
 24th:

 
Please 
bring
 your 
vocabulary
 book 
to
 class 
today.

 Assign
 Vocabulary
Unit 
4; 
page
 55;
“Synonyms”; 
1
–
8.

 
Read
 NIGHT

Comprehension
 questions


 

Spring Syllabus for 10th Grade English

January 20, 2014

Welcome to 10 B English!  I hope this semester is fun, enjoyable, challenging, thought provoking and educational for you. We will be concentrating on study skills, time management, self discipline, reading comprehension, vocabulary, writing skills and grammar. To achieve academic success, we will write literary, persuasive and expository essays, and a research paper.  We will use the following books this semester:

VOCABULARY for the HIGH SCHOOL STUDENT: Level C
HOLT HANDBOOK (Fourth Course) for Grammar
NIGHT by Eli Wiesel
CATCHER in the RYE
MacBETH
PERSPECTIVES in MULTICULTURAL LITERATURE

You are expected to keep a notebook for this class. A separate three ring binder would be nice - one that you can put papers into. Everything that is given to you should go into your binder: handouts, homework, classwork, tests, essays - in short, everything you will do or have done in this class should go into your binder. This acts as protection for you. If your grade was not recorded - or was recorded but there was a problem with Engrade and was not posted, then, if you have kept your work, you have proof that you did it. If you threw the work away - there is no proof you did it. So be sure to keep your work.

When we finish reading Eli Wiesel's NIGHT, we will spend approximately two weeks  in the library  researching and writing a five to seven page research paper on a topic that is related to the book.

We will then embark on reading MacBeth, which will entail close reading, reading logs, essays, and group activities, such as rewriting scenes from MacBeth into contemporary English, and performing scenes from the play.

We will do a brief foray into expository essays, reading and analyzing literature by such writers as Nikki Giovanni, Frederick Douglass and Malcolm X, and we will work out of PERSPECTIVES in MULTICULTURAL LITERATURE to hone our skills in essay writing.

Finally, if there is time, we will finish out the semester with THE BLUEST EYE by Toni Morrisson.

This will be a very full and important semester for you because you will take the CAHSEE this year; it is a requirement that every student take and pass this test in order to receive a diploma. We will be working hard to ensure that you learn the required English skills in reading comprehension and writing so that you can pass the test and receive your diploma.

It is also important you pay attention, take class notes, turn in the homework in a timely fashion, and complete the research paper and essays.  The class notes and homework will be collected and graded.
Failure to do the assignments, including the class notes and homework, may result in a low grade or even failing the course. The grading scale is as follows:

Classwork: 30%
Homework:  10%
Essays: 30%
Research Paper: 30%

90% - 100% = A
80% -   89% = B
70% -   79% = C
60% -    69%= D
Below 60%  = Fail

If you are not happy with your grade on any assignment, such as your essay, homework or classwork, you may rewrite it, then staple it to the original and turn it in for a higher grade. For example, if you received a "C/C" on an essay, after you rewrite the essay, the grade will be raised to a "B/B".

It is imperative that you pay attention in class and take notes (your notes will be graded).You should also check the weekly blog for this class on hollywoodhighschool.net; go to the home page; click on the drop down box for teachers; click on blogs, Bridges, and 10th Grade English. You may also check your grade on Engrade.com, but you must first open a student account, which is free.

Your education is your responsibility. It is your responsibility to check the blog and Engrade at least once a week to keep track of your grades and assignments. After the daily handouts are passed out in class, the remainder will  be placed in the basket on top of the bookcase. If you are absent, it is your responsibility, upon your return to class, to check the blog and the basket for work you missed during your absence.  If work is due during your absence, it will be due on the day you return to class; if work is assigned during your absence you will be expected to turn in the assignment the day after you return. CLAIMING NOT TO KNOW WHAT IS GOING ON IN CLASS WILL NOT BE ACCEPTED AS AN EXCUSE.

Finally, let's make this class a secure environment where everyone feels safe, valued and respected, a place where we can do our best learning and our most creative work.

I am looking forward to a productive, creative, and educational semester with you.

__________________________________________________________________

Student:
I have read this and understand what are required and expected in this class:
_________________________________________________________________

Parent or Guardian:
I have read this with the student and understand what are required and expected in this class:
________________________________________________________________

January 13, 2014 - January 17, 2014 Weekly Agenda for 10th Grade English

Monday, January 13th:

Class check-in.

Class Syllabus

Tuesday, January 14th:

Read NIGHT; Chapter 5

Documentary: The Kaddish, the Jewish Prayer for the Dead

Assign: Vocabulary, Unit 3; this will be due on Friday, January 17th

Wednesday, January 15th:

No 3rd Period

Thursday, January 16th:

Read and discuss:"Fifty Years After the Eve of Destruction"

Read NIGHT

Friday, January 17th:

Grammar: Run-on Sentences; this will be due on Wednesday, January 22nd. 

Vocabulary, Unit 3 is due today

Continue reading NIGHT

2014 Spring Agenda for 10th Grade English

Spring 2014 Agenda for 10th Grade English 

January 13 - 17:  

Read NIGHT

Documentaries

Notes on Documentaries

Primary Source Material

Read and outline

Vocabulary: Unit 3

Grammar: Subject/Complete subject

January 20 - 24: 

Read NIGHT

Documentaries

Notes on Documentaries

Primary Source Material

Read and outline

Vocabulary: Unit 4

Grammar: Predicate

January 27 - 31:  

Research Paper on the Holocaust

Thesis Statement

Bibliography

15 Notecards

Outline

February 3 - 7:  

Research Paper on the Holocaust

Rough Draft

February 10 - 14: 

Research Paper on the Holocaust

Final Draft 

February 17 - 21:  

MacBeth

Act One

Read

Class Notes

Handouts

DVD

Act Out

Vocabulary: Unit 5

Grammar: Run-On Sentence

February 24 - 28: 

MacBeth

Act Two

Read

Class Notes

Handouts

DVD

Vocabulary: Unit 6 

Grammar: Commas with Introductory Elements

March 3 - 7: 

MacBeth

Act Three

Read

Class Notes

Handouts

DVD

Act Out

Vocabulary: Unit 7

Grammar: Commas with Independent Clauses

March 10 - 14: 

MacBeth

Act Four

Read

Class Notes

Handouts

DVD

Act Out

Vocabulary: Unit 8

Grammar: Commas with Items in a Series 

March 17 - 21:

MacBeth

Act Five

Read

Class Notes

Handouts

DVD

Act Out

MacBeth Essay

March 31 - April 4:

Perspectives in Multicultural Literature: Exposition 

Pages 65 - 79

Vocabulary: Unit  10

Grammar: The Prepositional Phrase, A and B

April 7 - 11:  

Perspectives in Multicultural Literature: Exposition

Pages 80 - 95

Vocabulary: Unit 11

Grammar: The Participle and the Participial Phrase 

 

April 14 - 18:  

HOMEWORK OVER THE BREAK:
Vocabulary: Unit 9
Grammar: Semicolons and Colons 

April 21 - 25:

Perspectives in Multicultural Literature: Exposition 

Pages 96 - 102

Writing Workshop: 
Expository Essay on Solving a Problem

April 28 - May 2:

Perspectives in Multicultural Literature: Exposition 

Pages 103 - 122

Sandra Cisneros

Frederick Douglass 

Vocabulary: Unit 12

Grammar: The Gerund and the Gerund Phrase 

May 5 - 9:

Perspectives in Multicultural Literature: Exposition 
Pages 123 - 140 
Malcolm X

Sherman Alexie

Vocabulary: Unit 13

Grammar: The Infinitive and the Infinitive Phrase 

May 12 - 16: 

I KNOW WHY the CAGED BIRD SINGS

Read

Class Notes

Vocabulary: Unit 14

Grammar: The Appositive and the Appositive Phrase

May 19 - 23:  

I KNOW WHY the CAGED BIRD SINGS

Read

Class Notes

Vocabulary: Unit 15

Grammar: The Adjective Clause

May 26 - 30: 

I KNOW WHY the CAGED BIRD SINGS

Read

Class Notes

Vocabulary: Unit 16

Grammar: The Adverb Clause 

June 2 - 6:  

Final: Essay