AGENDAS & JOURNALS 1 ST QUARTER: WEEK 2. WARM-UPS On the provided warm-up sheet, you will do daily warm-ups. They will be on the projector screen when

AGENDAS & JOURNALS1ST QUARTER: WEEK 2

WARM-UPS• On the provided warm-up sheet, you will do daily warm-ups.

• They will be on the projector screen when you come into class every day. You should be working on it when the bell rings.

• Warm-Ups must be done in blue/black ink pen.

• You do not need to ever copy down the prompt. Just the number and your response.

• Warm-ups will include current events, vocabulary practice, grammar, or relevant topics from books we are reading.

• Warm-up sheets will be collected on Fridays.

You are responsible for warm-ups even if you are absent.

1.1: IMAGERY• Imagery is when you use words to create vivid images and

senses for the reader. For example, don’t write: • “she’s pretty.”

Write: • “With her soft features and elegant beauty, Marissa should

have been on the cover of a fashion magazine.”

Using vivid imagery, describe the grossest thing you have ever seen.

I smelled it before I saw it, sweet yet stomach-turning. As I moved my nightstand, I saw its cold, dead, red eyes staring at

me. The mouse had been dead for at least two weeks. As I broke my stare with the dead creature, movement caught my

eye. An army of maggots—white, writhing, blind—were feasting on the rotting remains of the dead mouse.

ENGLISH 10 – 8/31 (M)What are we doing?

• Short résumé presentations• Journal introduction & first entry• Introduction to vocabulary & vocab 1

Why are we doing it?

• To introduce you to class procedures• To learn about the academic interests of

classmates

How do you know you got it?

• You can explain your academic strengths/weaknesses

• You understand the class’s vocabulary procedures

What’s coming up?

• Vocab sentences due next Tuesday• Picture day Wednesday• Summer reading test 9/11• Have Kite Runner by 9/8

Agenda• (1) Journal• (2) Presentations• (3) Vocabulary

1.2: IMAGERY • Using the techniques we talked about yesterday (similes,

adjective use, appealing to the five senses), describe in vivid detail the scariest nightmare you have ever had.

The cold, wooden floor was pressed against my cheek and the fuzzy felt on the underside of the mattress tickled my ear.

The sound of my beating heart was a thudding bass drum that was drowned out by only the slow clunk clunk of his

heavy boots as he approached my hiding space. A beam of light from the street light outside my window was reflected off

of the cold, metal knife in his hand and flashed across the black boots standing not two inches from my face. He must

have heard my gasp because he bent down and I was face-to-face with my killer.

ENGLISH 11 – 9/1 (T)

What are we doing?

• Introduction to vocabulary• “Where I’m From” poetry


• To introduce you to how we’re going to do vocab for the rest of the year


• You understand the vocabulary procedures for the class

• You create an appropriate poem by following the style of the original

Agenda• (1) Journal• (2) Vocabulary• (3) Where I’m From

1.3 FILL IN THE BLANK

Vocabulary: Take out your poem brainstorms. Write down the following sentences, filling in an appropriate vocabulary word in the blank.

(1) An easy _____ to remember is noon.

(2) The substitution of “sons of toil” for “tons of soil” is a ______.

(3) The _______ -less and –ful have opposite meanings.

(4) Saying that the United States signed a treaty is a clear use of a ______.

(5) Shakespeare is credited with the _____ of more than a thousand English words.

ENGLISH 10 – 9/2 (W)

What are we doing?

• Turning in Where I’m From brainstorms• Picture Day


• Because it was assigned homework.• Brainstorms improve the quality of our

writing.


• You correctly brainstormed theme-based categories for your poem.

Coming up: Kite Runner in class by 9/8, summer reading test 9/11.

1.4: IMAGERYREAD: The silence was delicate. Aunty Ifeoma was scraping a burnt pot in the kitchen, and the kroo-kroo-kroo of the metal spoon on the pot seemed intrusive. Amaka and Papa-Nnukwu spoke sometimes, their voices low, twining together. They understood each other, using the sparest words.

ANSWER:1.) Which of the five senses is important here? List important words that create that sense.

2.) The kroo-kroo-kroo of the metal spoon on the pot is described as “intrusive.” What does that mean? What is contrasted with this image? What is the effect on the passage?

ENGLISH 10 – 9/3 (R)

What are we doing?

• More “Where I’m From”• Work on poem


• To understand and use imagery to convey meaning.


• You create an imagery-filled vivid piece of writing.

Coming up:

• Kite Runner by 9/8• 3 column notes 9/8• Summer reading test 9/11

DAILY GENESIS (DG)• You will do DGs in your dedicated notebook.

• They will be on the projector screen when you come into class every day. You should be working on it when the bell rings.

• DGs must be done in blue/black ink pen.

• You do not need to ever copy down the prompt. Just the number and your response.

• DGs will include current events, vocabulary practice, grammar, literary/rhetorical analysis, or relevant topics from books we are reading.

• Notebooks will be collected at random.

You are responsible for warm-ups even if you are absent.

1.1 VERBAL COMMUNICATIONTHINK: With the pace of technology these days, is verbal communication as important as it once was? Ponder all the ways in which you communicate. How much is related to verbal communication? How much is related to technology? Has technology increased your ability to communicate or hindered it? Looking toward the future, do you think a need will even exist for verbal communication?

WRITE: In a well-developed paragraph, discuss verbal communication and its relativity to communication in our lives today. Is it necessary? Why or why not? Will it become obsolete in the future? Why or why not? How will it change if it does survive? Is it really that important in the scheme of life? Discuss, discuss, discuss.

ENGLISH 12H – 8/31 (M)What are we doing?

• Turning in letters to self & bucket lists.• Go over reading test.• MLA computer formatting• Directions for the next two days• Communication vocabulary


• To see where analytical strengths and weaknesses lie• To make you comfortable using MLA formatting while typing• To prepare you for the activities of the next two days.


• You can correctly format your typed assignments in MLA• You understand the rules and penalties of the next two days.• You understand why you got wrong what you got wrong.

What’s coming up?

• Supplies TOMORROW.• Pygmalion & 1984 book checks on Tuesday, 9/8• Summer reading test 9/8

1.2 IMAGERYREAD:

A woman drew her long black hair out tightAnd fiddled whisper music on those stringsAnd bats with baby faces in the violet lightWhistled, and beat their wingsAnd crawled head downward down a blackened wallAnd upside down in air were towersTolling reminiscent bells, that kept the hoursAnd voices singing out of empty cisterns and exhausted wells.

ANSWER:

(1) Paraphrase the images of the first two lines. What mood does it create?

(2) List the auditory images in these lines. How do these images help create the mood of the passage?

ENGLISH 12H – 9/1 (T)What are we doing?

• Pygmalion vocabulary• DG #2• Instructions for today’s activities


• To prepare us for Pygmalion• To prepare you for the activities of the next two days.


• You understand the rules and penalties of the next two days.

• You see the value in verbal and non-verbal communication

What’s coming up?.

• Pygmalion & 1984 book checks on Tuesday, 9/8• Summer reading test 9/8

1.3 SILENT COMMUNICATIONWRITE: Based on the silent film clips we just watched, how can actors and directors create emotion and meaning without using language?


• Pygmalion vocabulary• Silent film clips & DG #3• Silent activity day 2


• To prepare us for Pygmalion• To prepare you for the silent activities.


• You understand the rules and penalties of the next two days.

• You see the value in verbal and non-verbal communication


• Pygmalion & 1984 book checks on Tuesday, 9/8• Summer reading test 9/8

1.4 IMAGERYREAD:

As for the grass, it grew as scant as hair In leprosy; thin dry blades pricked the mud Which underneath looked kneaded up with blood.One stiff blind horse, his every bone a-stare,Stood stupefied, however he came there: Thrust out past service from the devil’s stud!

WRITE:

1.) What feelings are produced by the image of the grass in lines 1-3?

2.) Does the author want you to feel sympathy for the horse (ln. 4-6)? Explain

with explicit textual evidence.APPLY:

1.) Write a description of an old, sick, person. Convey an attitude of horror through your imagery. Do not explain the horror. Do not use figurative language. Use specific imagery.


• Going over Pygmalion vocabulary• Words Podcast• History of the English language in 10 minutes


• To prepare us for Pygmalion• To introduce the unit’s theme: The Power of Language


• You understand the vocabulary words and their application to language


• Pygmalion & 1984 book checks on Tuesday, 9/8• Summer reading test 9/8• Pygmalion vocabulary quiz 9/9

HISTORY OF ENGLISH IN 10 MIN.Think and discuss

• What are some facets of English that are complex or confusing.

• Why do you think that English is such a bizarre language?

Documents

AGENDAS & JOURNALS 1 ST QUARTER: WEEK 2. WARM-UPS On the provided warm-up sheet, you will do daily warm-ups. They will be on the projector screen when