26  Eng. 2,  Feb. 6-10,  2012

Bellringer: Confused Words

Vocabulary list for All Quiet: All Quiet on the Western Front

Monday, Feb. 6

Review Chapter 4 and the conditions of warfare

Grammar & Composition: Topic 30: Gathering and Grouping ideas:

Topic for WWI essay: How successful is Remarque in evoking the realities of trench warfare during WWI?

Homework: Set 3 vocabulary words

Tuesday, Feb. 7

Discussion of Chapter 4 - use of figurative language

Homework: Read Chapter 5: complete questions

1. How does the first sentence tell us that the mood of this chapter will be very different than that of the previous chapter?

2.  What do the following plan to do after the war is over:

     a. Kropp

     b. Detering

     c. Haie

3. What does Muller try to make them realize about their goals?

4. Why does Kropp feel that "The has ruined us for everything?"

5. How does Paul explain his close relationship with Kat?

Wednesday, Feb. 8

Review of vocabulary for Set 3  All Quiet: flashcards due

Thursday, Feb. 9

Test on  vocabulary for Set 3, All Quiet

Homework: Read Chapter 5: complete questions

1. How does the first sentence tell us that the mood of this chapter will be very different than that of the previous chapter?

2.  What do the following plan to do after the war is over:

     a. Kropp

     b. Detering

     c. Haie

3. What does Muller try to make them realize about their goals?

4. Why does Kropp feel that "The has ruined us for everything?"

5. How does Paul explain his close relationship with Kat?

Friday, Feb. 10

Take notes on film World War I in Color.  Be sure you wrote the header that was on the board in class.  Write notes on material in the film that will validate the accuracy of Remarque's description of war in the novel.  Next week you will be using these notes to write a paper.

Homework: Read Chapter 6 and answer the following questions in complete sentences:

Chapter 6:

1. How does the first paragraph of this chapter indicate that the mood of this chapter will be different than the previous one?

2. The front was referred to as a whirlpool.  What does Paul call it now?

3.  Why is "Chance" capitalized?

4. What does the incident about rats say about how man compares to the animals?

5. How do new recruits react to their first combat?

6. Paul longs for his youth, but what does he realize about it?

Set 4 vocabulary for next week

Monday, 13 February 2012

Grammar & Composition: Topic 30: Gathering and Grouping ideas:

Topic for WWI essay: How successful is Remarque in evoking the realities of trench warfare during WWI?

Make a T-chart of points for essay on trench warfare (one side from history, web, film  documents, one side from the novel)

Homework: Set 4 vocabulary words

Vocabulary list for All Quiet: All Quiet on the Western Front

 

 

 

25  Hon. Eng. 2,  Jan. 30-Feb. 3, 2012

Bellringer: Confused Words

Vocabulary list for All Quiet: All Quiet on the Western Front

Monday, January 30

Quiz on Chapters 1-3

Read Chapter 5 – take notes on characters, themes

Tuesday, January 31

Review of themes in novel: destructiveness of war, camaraderie, lost generation, corruptive effect of power

Video on WWI, take notes on trench warfare

Wednesday, Feb. 1

Review of vocabulary for Set 2  All Quiet: flashcards due

Thursday, Feb. 2

Test on  vocabulary for Set 2, All Quiet

Discussion of Chapter 5

Chapter 5:

1. How does the first sentence tell us that the mood of this chapter will be very different than that of the previous chapter?

2.  What do the following plan to do after the war is over:

     a. Kropp

     b. Detering

     c. Haie

3. What does Muller try to make them realize about their goals?

4. Why does Kropp feel that "The has ruined us for everything?"

5. How does Paul explain his close relationship with Kat?

 

Friday, Feb. 3

Grammar & Composition: Topic 13: faulty subordination

Homework: Set 3 vocabulary words

Vocabulary list for All Quiet: All Quiet on the Western Front

 

 

 

 

24 Hon Eng. 2,  Jan. 23-27, 2012

Bellringer: Confused Words

Vocabulary list for All Quiet: All Quiet on the Western Front

Monday, January 23

Correct the Grammar Topics 12  and 13.

Continue reading novel and keeping double-entry log for chapter 4

Tuesday, January 24

Continue in lab to complete notes, work on SAT review

All Quiet documented web assignment (during chapters 1-5)

You will be using these websites to continue taking notes on World War I. You will follow the same format for the notes, writing a complete bibliography entry for the site, then taking notes and using a parenthetical citation after each note.  You should take at least the number of notes indicated for each website.

Step 1: Create a bibliography for each website using Easy Bib 

 Step 2: Take notes from the websites on the following :              

 1.Casualties of the war from  Germany, France, England, and U.S.  Take notes on the numbers of casualties and deaths for England, France, and Germany (you may include the US, if you wish).

http://www.worldwar1.com/tlcrates.htm

 2. Characteristics of Trench Warfare: Take at least 10 notes on the practices used in trench warfare:

http://www.worldwar1.com/tlbtw.htm

 3. Soldier’s view of what the trenches were really like: Take at least 5 notes on the firsthand experience of trench warfare.

http://www.pbs.org/greatwar/historian/hist_fussell_03_trenches.html

                                      

Wednesday, Jan. 25

Quiz on Chapters 1-3

Thursday, Jan.26

Test on  vocabulary for Set 1, All Quiet

Homework: Vocabulary for set 2

Friday, Jan. 27

All Quiet Chapter 4 Questions.

 1. What is the importance of “earth to a soldier?”

2. How do the soldiers react to the frontlines?

3. What two situations in the chapter serve as a comic relief?

4. What is the symbolism of the death of the horses?

5. What does the graveyard say about the value of human life?

6. What theme(s) in the novel are revealed in this chapter?

 

 

 

 

23 Honors Eng. 2,  Jan. 16-20, 2012

Bellringer: Confused Words

Vocabulary list for All Quiet: All Quiet on the Western Front

Monday, January 16

Martin Luther King Holiday

Tuesday, January 17

Parallel Construction: Grammar and Writing Topic 12: turn in completed workbook to box

Go to Media center to work on web notes on WWI

All Quiet documented web assignment (during chapters 1-5)

You will be using these websites to continue taking notes on World War I. You will follow the same format for the notes, writing a complete bibliography entry for the site, then taking notes and using a parenthetical citation after each note.  You should take at least the number of notes indicated for each website.

Step 1: Create a bibliography for each website using Easy Bib 

 Step 2: Take notes from the websites on the following :              

 1.Casualties of the war from  Germany, France, England, and U.S.  Take notes on the numbers of casualties and deaths for England, France, and Germany (you may include the US, if you wish).

http://www.worldwar1.com/tlcrates.htm

 2. Characteristics of Trench Warfare: Take at least 10 notes on the practices used in trench warfare:

http://www.worldwar1.com/tlbtw.htm

 3. Soldier’s view of what the trenches were really like: Take at least 5 notes on the firsthand experience of trench warfare.

http://www.pbs.org/greatwar/historian/hist_fussell_03_trenches.html

                                      

Wednesday, Jan. 18

Test on  vocabulary for Set 1, All Quiet  may be postponed for Friday, if I am still out.

Do Topic 13, "Faulty Subordination" in the green Grammar and Composition Book, pages 75-80.  

When you finish, continue reading the novel: keep a reading log that identifies six quotations you find important in the novel and write a reflection on why you chose each quotation.

Thursday, Jan.19

Chapter 3

1. For what does Katzcinsky have a reputation?

2. How does Kropp think wars should be fought?

3. What were Himmelstoss's drill exercises?

4. What had been Himmelstoss's profession before the war?

5. What does Kropp say happens to little men like Himmelstoss when they get stars or stripes?

6. What reason does Kropp give for officers' making drill exercises so difficult?

 

Homework: Find three sentences in the book that use parallel structure. Copy the sentence and put the author and page number at the end of the sentence in parenthesis. Read all of Chapter 1 by Monday.

Friday, Jan. 20

PSAT writing practice

Homework: Set 2 vocabulary words

Vocabulary list for All Quiet: All Quiet on the Western Front

 

22 Honors Eng. 2,  Jan. 9-13, 2012

Bellringer: Confused Words

Homework: Select an appropriate book to read  for a book report.  Bring book to class every Friday. You MUST have a copy of All Quiet on the Western Front by Wednesday, January 11^th. 

Vocabulary list for All Quiet: All Quiet on the Western Front

Directions for vocabulary for All Quiet: put the first set of words on flashcards for Wednesday: you need the word, the part of speech, and the definition

Monday, January 9

Directions for vocabulary for All Quiet

Continue SRA Sentence lectures on syntax choices for use of emphasis

Parallel Construction: Grammar and Writing Topic 12

Homework: look up the first ten words from the All Quiet vocabulary list

Tuesday, January 10

Go to Media center to work on College Board website for SAT scores

https://quickstart.collegeboard.com/posweb/login.jsp

If you complete at least three of their exercises, you may go to http://www.freerice.com and play the vocabulary game.  Start at least at level 5 unless English is your second language.

Homework: Complete vocabulary cards for the Set One words from the All Quiet vocabulary list.

Wednesday, Jan. 11

Review of vocabulary for Set 1, All Quiet

Directions for double entry reading log for novel.

Thursday, Jan.12

Test on  vocabulary for Set 1, All Quiet

Homework: Find three sentences in the book that use parallel structure. Copy the sentence and put the author and page number at the end of the sentence in parenthesis. Read all of Chapter 1 by Monday.

Friday, Jan. 13

Work  day: Complete the notes you began taking from the history book.  You should turn in 10-15 notes before the period ends.

Do Topic 12: Parallel Structure in the Grammar book, pages 69-74.  This is due on Tuesday.  Complete for homework what is not done in class.

Set 1 vocabulary test will be on Thursday.  

Vocabulary list for All Quiet: All Quiet on the Western Front

21 Hon Eng. 2,  Jan. 4-6, 2012

Bellringer: Confused Words

Homework: Select an appropriate book to read  for a book report.  Bring book to class on Friday. You MUST have a copy of All Quiet on the Western Front by Wednesday, January 11^th. 

Wednesday, Jan. 4

Lecture on importance of sentence structure: SRA  Part 1: Unity: Take at least 10 notes

Parallel Construction: Grammar and Writing Topic 12

Thursday, Jan.5

SRA Sentence lecture : Structure

Homework: Find three sentences in the book you are reading that use parallel structure. Copy the sentence and put the author and page number at the end of the sentence in parenthesis.

Friday, Jan. 6

Reading/conference day: On Fridays you will be keeping a reading log in your daily log book, indicating the number of pages you  read and writing a minimum of two reader’s response entries to the passage you read.  Keep a dialectic  log with a quote on one side and a response on the other.

You MUST have a copy of All Quiet on the Western Front by Wednesday, January 11^th. 

 

 

 

 

 

Melbourne Central Catholic High School 

Honors English II

Mrs. Patterson    E-mail: pattersonj@melbournecc.org (best way to contact me)      Tel: 321-727-0793 (leave message with office)

Website: http://www.schoolrack.com/mccpatterson/english-ii/ (best way to keep abreast of assignments)

 Textbooks and Materials: Prentice Hall Literature, Grade 10, Florida Edition,  The Bedford Handbook Seventh Edition,  Vocabulary Workshop, Level E,  Grammar & Writing for Standardized Tests (Sadlier), A Separate Peace, All Quiet on the Western Front, Mythology, Greek Myths

Additional readings will be announced.

Materials: File Folder for papers, marble composition book, pen, #2 pencils, highlighter, flash drive

Objectives: This course acquaints the student with an appreciation of the literary genres of the short story, novel, poetry, drama, and essay.  Grammar, usage, vocabulary, and library skills instruction enhance the composition program, which teaches the writing of strong essays.   This course provides the fundamental speaking, writing, and reading skills, including MLA documentation, necessary for completion of the sequential four-year English curriculum.

Classroom Procedure: The majority of class time will be spent with discussion, class workshops, and lectures, which utilize self-directed evaluations and cooperative learning.  Additional time will be spent in the library and computer lab..  Audio-visuals will be used where applicable.  Due dates for major assignments and unit tests will be announced in advance.

Behavior/Decorum:

• Students are expected to respect the rights of others, especially their right to learn.
• Students are expected to come prepared to class with all books and materials
• Students are expected to be in proper uniform and present a neat appearance.
• Disruptions, tardies, and excessive absences are not tolerated.
• NO CELL PHONES, MP3 Players, DRINK BOTTLES or FOOD ALLOWED.

Evaluation: Grades will be based on a point system.  Assignments will be weighted according to length and difficulty.  The final grade will be based on the percentage of possible points the student has earned. SAT Scoring Guide for Essays (rubric for essay scoring)

Class Participation: Class participation takes a variety of forms and entails more than simply participating in discussions. Class discussion should be on topic and positive. Students must demonstrate courtesy to all members of the class. Being on time with all materials, prepared (having read and annotated text and coming to class with questions and comments) are crucial to your personal course gain.

Attendance: If you are absent, YOU are responsible for finding out work missed and make up that work. Assignments are posted weekly on the website.  Check it!

 REMEMBER STATE LAW DICTATES YOU MAY MISS NO MORE THAN NINE DAYS A SEMESTER.

Extra Credit: Extra credit will be available to the whole class and not on an individual basis.  A maximum of 20 points per quarter will be made available.

Make-up/ Late Work/Extra Help:

Assignments will be posted weekly at www.schoolrack.com/mccpatterson, Grades will be posted on NetClassroom.  If you are absent or missing work, YOU are responsible to make up the work within a week.  Students should schedule appointments for extra help, make-up work after school.  An appointment sheet is available in the classroom.  Missed class assignments must be made up after school, not during a class period. Students who fail tests or papers may request an opportunity to retest the material for a maximum score of 70%.

.** LATE ASSIGNMENTS  WILL RECEIVE A GRADE NO HIGHER THAN  50%.   ZEROES WILL BE GIVEN TO THOSE WHO DO NOT SUBMIT A PAPER BY THE SECOND TO LAST WEEK OF THE QUARTER!

 Academic dishonesty:  Students who cheat on tests or turn in work that is plagiarized or in any way dishonest will receive a grade of 0 for the assignment and the infraction will be reported to the Dean of Students. Parents will be asked to come in for a conference.

 I have read and understand Patterson’s ENGLISH  classroom management procedures

 

Please Print student’s name______________________          Class and Period ____________________                

 

Please Print parent’s name_______________________

 

______________________________________________     _______________________________

Student signature                                                                                                Parent Signature

 

Home Phone #_____________   

 

Parent’s Work Phone # _______________    Cell phone # ____________________________

 

Parent’s email address___________________________

 

Student’s email address__________________________     Cell phone # ___________________

 

 

 

 

 

SchoolRack.com Sign-Up Handout

Prepared for Joy Patterson • http://schoolrack.com/mccpatterson • Honors English 2 Group

I am using SchoolRack.com to help establish better communication outside the classroom and have created this sheet to help you get started. At SchoolRack, you'll be able to participate in discussions online, view assignments and grades, submit assignments, download relevant files, and more.

Signing up for SchoolRack is free and easy. Here are the steps required to subscribe to my group on SchoolRack.com:

1. Go to www.schoolrack.com and click the Student Sign Up or Parent Sign Up button on the homepage
2. Fill in the registration form. Please use your real email address so that you can receive message and assignment updates through SchoolRack
3. Once you've signed up, enter my group password (shown below) on your homepage and click 'Join Group'

My special group password is DXR1R00H

It's that simple to get started! If you have any problems signing up, send me an email at pattersonj@melbournecc.org.

Directions for a  sentence chart on an essay. Number the sentences in your essay that you will chart.  They should usually be the beginning, the conclusion, or all of a body paragraph.

On your printed copy, number the first 10 sentences. Then create the sentence chart for those sentences.

Sentence chart should have 5  columns:

Sentence number	Beginning 4 words	Verbs	Sentence structure	# of words
1.	My favorite place	has been	complex	16
2.
3.

 Once you have analyzed your sentence variety, revise your essay online to improve your sentence variety. See if you can correct any other problems, and watch to see if your score improves.

 

Use the following set of questions as a way to approach your analysis of the novel. Focus on only one or two of the questions. Select those that are most interesting to you.

 

Questions for a literary analysis

from "Questions for Literary Analysis." Little Brown Handbook. 29 Jan. 2008 .

Plot

The relationships and patterns of events. (Even a poem has a plot, such as

a change in mood from bitterness to resignation.)

What actions happen?

What conflicts occur?

How do the events connect to each other and to the whole?

Characters

The people the author creates (including the narrator of a story or the speaker of a poem).

Who are the principal people in the work?

How do they interact?

What do their actions, words, and thoughts reveal about their personalities and the personalities of others?

Do the characters stay the same, or do they change? Why?

Point of view

The perspective or attitude of the speaker in a poem or the voice who tells a story. The point of view may be first person (a participant, using I) or third person (an outsider, using he, she, it, they). A first-person narrator may be a major or a minor character in the narrative and may be reliable or unreliable (unable to report events wholly or accurately). A thirdperson narrator may be omniscient (knows what goes on in all characters’ minds), limited (knows what goes on in the mind of only one or two characters), or objective (knows only what is external to the characters).

Who is the narrator (or the speaker of a poem)?

How does the narrator’s point of view affect the narrative?

Tone

The narrator’s or speaker’s attitude, perceived through the words (for instance, joyful, bitter, or confident).

What tone (or tones) do you hear? If there is a change, how do you account for it?

Is there an ironic contrast between the narrator’s tone (for instance, confidence) and what you take to be the author’s attitude (for instance, pity for human overconfidence)?

Imagery

Word pictures or details involving the senses (sight, sound, touch, smell, taste).

What images does the writer use? What senses do they draw on?

What patterns are evident in the images (for instance, religious or commercial images)?

What is the significance of the imagery?

Symbolism

Concrete things standing for larger and more abstract ideas (for instance, the American flag may symbolize freedom, a tweeting bird may symbolize happiness, or a dead flower may symbolize mortality).

What symbols does the author use? What do they seem to signify?

How does the symbolism relate to the other elements of the work, such as character or theme?

Setting

The place where the action happens.

What does the locale contribute to the work?

Are scene shifts significant?

Form

The shape or structure of the work.

What is the form? (For example, a story might divide sharply in the middle, moving from happiness to sorrow.)

What parts of the work does the form emphasize, and why?

Theme

The central idea, a conception of human experience suggested by the work as a whole. Theme is neither plot (what happens) nor subject (such as mourning or marriage). Rather it is what the author says with that plot about that subject.

Can you state the theme in a sentence? For instance, you might state the following about Kate Chopin’s “The Story of an Hour”: Happiness depends partly on freedom.

Do certain words, passages of dialog or description, or situations seem to

represent the theme most clearly?

How do the work’s elements combine to develop the theme?

Appeal

The degree to which the work pleases you.

What do you especially like or dislike about the work?

Do you think your responses are unique, or would they be common to most readers? Why?

27  Hon  Eng. 2,  Feb. 13-17,  2012

Bellringer: Confused Words

Vocabulary list for All Quiet: All Quiet on the Western Front

Monday, 13 February 2012

Grammar & Composition: Topic 30: Gathering and Grouping ideas:

Topic for WWI essay: How successful is Remarque in evoking the realities of trench warfare during WWI?

Make a T-chart of points for essay on trench warfare (one side from history, web, film  documents, one side from the novel)

Homework: Set 4 vocabulary words

Vocabulary list for All Quiet: All Quiet on the Western Front

Tuesday, Feb. 14

AP English Language entrance test

Complete essay comparing novel to historical documents

Homework: Set 4 vocabulary words

Wednesday, Feb. 15

Review set 4 vocabulary

Revise essay: due  Thursday  with notes from web, history book, and film

Thursday, Feb. 16

Test on  vocabulary for Set 4, All Quiet

Homework: Read Chapter 7: add  information to your character notes from chapters 6-7

 Friday, Feb. 17

No classes: Diocesan In-service for teachers

Vocabulary list for All Quiet: All Quiet on the Western Front