SY 2019/2020 :: CLARKE :: x207 :: SENIOR ENGLISH/MULTIMEDIA

 DAILY SCHEDULE

 

PERIOD 1: MULTIMEDIA

PERIOD 2: ENGLISH 12A

PERIOD 3: ENGLISH 12A

PERIOD 4: ENGLISH 12A

COUGAR TIME SCHEDULE

PERIOD 6: PLANNING

PERIOD 7 ENGLISH 12H

PERIOD 8: ENGLISH 12A

Note for Sub: There is a folder on my desk labeled "Sub Plans".  In it, you will find a seating chart.  Use it to take roll, and list the absentees on the list in the folder.

SUBSTITUTE PLANS: Mon Dec 2 - Fri Dec 6, 2019

NOTE TO SUBS:  PLEASE COLLECT WORK EACH DAY, AND PLACE IN MANILA FOLDERS (ON DESK), LABELED WITH THE DATE AND PERIOD FOR EACH.  REMIND STUDENTS THAT I WILL HAVE THE FOLDERS  PICKED UP SO I CAN GRADE ALL WORK, AND ENTER IT INTO THE GRADE BOOK.  THANK YOU!

MULTIMEDIA I:

Please Click the link below for Multimedia 1 Sub Plans for the week:

NOTE: I have not received any work from this previously-assigned film, so I am assuming it was never used, and am re-assigning it so that Multimedia students may earn credit.  Please follow the instructions on the following page:

https://zosoechoplex.wixsite.com/mmp1/the-stranger-1946

 

MULTIMEDIA II:

Mon Dec 2 - Fri Dec 6

Jada Williams & Celeste Goodell will report to the Main Office to do Morning Announcements

at 7:30, then come back to class with no penalty.  They will spend the rest of the period preparing for the next day's announcements. 

ENGLISH 12 A - AND - HONORS (THESE PLANS REFER TO THE PURPLE LITERATURE BOOK):

"Fedrigo's Falcon" is a story from The Decameron, which comprises a group of stories united by a frame story. As the frame narrative opens, 10 young people (seven women and three men) flee plague-stricken Florence to a delightful villa in nearby Fiesole. Each rules for a day and sets stipulations for the daily tales to be told by all participants, resulting in a collection of 100 pieces.

Mon Dec 2: Students will read the introduction to Boccacio's "Federigo's Falcon", p.171, and create a BLANK, 4-PANEL "reader's Notebook", focused on Cause and Effect, as illustrated on p.171.  They will then read p.172-173, and try to fill in the blank panels.  SUB: PLEASE COLLECT

 

STUDENTS: Analyzing Cause and Effect can help you understand a story's plot.  In Boccacio's "Federigo's Falcon", one example of cause/effect is Fedrigo spending far beyond his means.  What causes him to do this?  What effect does his spending have on his financial situation?   SUB: PLEASE COLLECT

Tue Dec 3: Students will continue to read Boccacio's "Federigo's Falcon", p.174-176, while continuing and completing their Cause and Effect Reader's Notebook (at least 6 more panels) - SUB: PLEASE COLLECT

Wed Dec 4: Students will do #1 under "Writing Options", p.178, BUT it should be a very detailed COLLECTION of diary entries, starting at the beginning of Monna's connection with Federigo, and culminating with the topic detailed in #1.  (Minimum 4 entries)  SUB: PLEASE COLLECT

Thu Dec 5:    Students will do #2 under "Writing Options", p.178. They should be thorough in developing their own FRAME STORY draft.  SUB: PLEASE COLLECT

Fri Dec 6: Students will do #3 under "Writing Options", p. 178.  SUB: PLEASE COLLECT

.

 

ALL CLASSES (Periods 1,2,3,4,7,8):

This is a 2-DAY THANKSGIVING ESSAY assignment:

PROMPT: We all have things to be thankful for.  I assign this essay every year, and my all-time favorite was written by a student whose family had been homeless for months.  Her father was incarcerated, and her mother suffered from clinical depression.  She had very few material belongings, and her family was living in a crowded shelter.  Because the shelter (unlike her home) was outside of the TSHS district, she was given a choice to switch schools, or find her own way to Stone every day.  Because she wanted to stay in this school, she woke each morning at 4:30am, waited in line for the opportunity to use the common bathroom facility, then walked 1/4 mile to a bus stop, where she took public transportation to get here.

Her essay explained some of this, but reflected a wisdom beyond her years.  She wrote bout how thankful she was that her family was together.  She was thankful that her mother was receiving treatment for her mental disorders.  She was thankful that she could talk to her dad on the phone, and that her little sister had gotten a new winter coat.  There was more, but my point is that we all have things to be thankful for.  So here's your assignment:

You are constructing a 5-paragraph essay.  Those paragraphs are: Introduction, 3 Body Paragraphs, and a Conclusion.

Paragraphs should be 5-7 sentences in length, and include a topic sentence.

Sentences should be complete, and complex.  Use adjectives.  Don't write fragments or 4-word sentences.  Expand and elaborate as much as possible.

The Introduction should include one or more opening sentences that tell the reader who you are.  After those there should be a 3-POINT THESIS STATEMENT.  This may be 3 separate sentences, or one long, complex sentence. As a reminder, the Thesis Statement should outline what the reader can expect to see in the body paragraphs of your essay. 

EXAMPLE INTRODUCTION PARAGRAPH (from an essay about 'interests') -

 

INTRO: I like old American cars, because my dad owned a few of them when I was little, and I always enjoyed riding in them.  He was always happy when we would ride around, and sometimes we would go get ice cream.  Some of my favorite memories with him are in his old cars, so I guess that's why I like them. (HERE COMES THE 3-POINT THESIS) My favorite old car is probably the 1965 Ford Mustang.  I really like the way it looks, and they can be fast.  I also think the old Pontiac Firebirds are cool, especially the 1967 models.  Someday, I'll probably own one of those two cars, but if I can't afford either one, I could get a 1990's Ford Mustang.  They're called Fox-bodies, and they're cheap, look cool and are fast.

Each one of those points ('65 Mustang, Firebird, Fox-Body Mustang in the example) should become a BODY PARAGRAPH.

Body Paragraphs should start with a TOPIC SENTENCE that alerts the reader to what the content of that paragraph will be.

EXAMPLE 7-SENTENCE BODY PARAGRAPH (from the same essay about 'interests') -

The 1965 Ford Mustang is definitely my favorite all-time car.  My dad had one, and I loved that car.  His was red, with a black interior, and that's my favorite color combination.  But one thing that's weird is that most people think the fastback looks the best, but I really want a coupe.  It has to have the 289 V-8 engine, and I'd rather have an automatic than a stick shift.  I figure that if I ever actually get one, it will only go up in value, too, so I'll never lose money on it.  TRANSITIONAL PHRASE --> There are a lot of similarities between early Mustangs and Pontiac Firebirds. <-- (this leads the reader to the next topic)

CLOSING PARAGRAPH:  The closing paragraph should discuss what your hopes for the future are, and what you would be thankful for should you earn/achieve/obtain it in the future.  It can look forward to next year, 5 years, the rest of your life, or any combination you wish.

SCORING RUBRIC:

In total, this essay is worth 100 Product points, equal to a test grade.

How to earn all 100 points:

5 PARAGRAPHS: 20 points each.  Minimum of FIVE COMPLETE ON-TOPIC SENTENCES in each paragraph, each SENTENCE IS WORTH 4 POINTS. 

Good luck, and Happy Thanksgiving!

SUBSTITUTE PLANS: Thur Nov 14 - Thur Nov 21, 2019

NOTE TO SUBS:  PLEASE COLLECT WORK ON THURSDAY AND FRIDAY AND PLACE IN MANILA FOLDERS (ON DESK), LABELED WITH THE DATE AND PERIOD FOR EACH.  REMIND STUDENTS THAT I WILL HAVE THE FOLDERS  PICKED UP SO I CAN GRADE ALL WORK, AND ENTER IT INTO THE GRADE BOOK.  THANK YOU!

MULTIMEDIA I:

Please Click the link below for Multimedia 1 Sub Plans for the week:

https://zosoechoplex.wixsite.com/mmp1/sub-plans

MULTIMEDIA II:

Thur Nov 14 - Thur Nov 21

Jada Williams & Celeste Goodell will report to the Main Office to do Morning Announcements

at 7:30, then come back to class with no penalty.  They will spend the rest of the period preparing for the next day's announcements. 

ENGLISH 12 A - AND - HONORS:

Thur Nov 14: Students will read "England's First Great Writer", p.107-110, and draw a picture of what  they believe Aldgate would have looked like. COLLECT

Fri Nov 15: Students will imagine the year is 1400, and they have been charged with the task of writing a eulogy for Geoffrey Chaucer, to be read at his funeral service. 300 WORD MINIMUM - COLLECT

Mon Nov 18: Students will read "The Canterbury Tales", from p.113 to p.115, line 120, and begin a drawing of each character in the traveling group introduced to that point, labeling each character.  The first character, for example should be labeled as a Knight, dressed in a tunic that is stained from his armor.  The knight is "just home from service", so he should look tired and dirty.

 

They can use separate pages, or draw them as a group. 

ALTERNATIVELY: Instead of drawing, students may choose to write one well-developed paragraph for each character, describing them in detail, enhancing and elaborating on Chaucer's description.  They may, for instance choose to give the Knight a scraggly red beard, or ice-blue eyes.  Each paragraph should be 4-6 complete sentences.

Inform students that there will be 28 characters in all, by the end of Chaucer's narrative poem.  Do NOT collect, as this assignment will continue tomorrow.  Instruct students to complete their drawings for homework if necessary.

Tues Nov 19:  Students will continue to read "The Canterbury Tales", this time from p.115, line 121 to p.120, line 294, and add to their drawings of each character in the traveling group introduced to that point, labeling each character.  Do NOT collect, as this assignment will continue tomorrow.  Instruct students to complete their drawings for homework if necessary.

Wed Nov 20: Students will continue to read "The Canterbury Tales", this time from p.120, line 122 to p.125, line 486, and add to their drawings of each character in the traveling group introduced to that point, labeling each character.  Do NOT collect, as this assignment will continue tomorrow.  Instruct students to complete their drawings for homework if necessary.

Thur Nov 21: Students will continue to read "The Canterbury Tales", this time from p.125, line 487 to p.129, line 640, and add to their drawings of each character in the traveling group introduced to that point, labeling each character.  Do NOT collect, as this assignment will continue tomorrow.  Instruct students to complete their drawings for homework if necessary.

Whether I am back or not, the work for Friday, Nov 22 and Monday, Nov 25 will be the same, so feel free to make students aware of the following assignments:

Fri Nov 22: Students will continue to read "The Canterbury Tales", this time from p.130, line 641 to p.134, line 765, and draw the last of their 28 drawings of each character in the traveling group, labeling each.  Do NOT collect, as this completed assignment will be due on  Monday, Nov 25.  Instruct students to complete their drawings for homework over the weekend if necessary.

THE COMPLETED ASSIGNMENT TURNED IN ON MONDAY SHOULD CONTAIN 28 DRAWINGS.  Each drawing should be labeled with who the character is, and should match Chaucer's details and description.

 

 

 

SUBSTITUTE PLANS: Tue Nov 5 - Wed Nov 13  2019

MULTIMEDIA I:

Please Click the link below for Multimedia 1 Sub Plans for the week:

https://zosoechoplex.wixsite.com/mmp1/the-stranger-1946

MULTIMEDIA II:

Tue Nov 5 - Wed Nov 13

Jada Williams & Celeste Goodell will report to the Main Office to do Morning Announcements

at 7:30, then come back to class with no penalty.  They will spend the rest of the period preparing for the next day's announcements. 

ENGLISH 12 A:

Tue Nov 5: Students will read "The Seafarer", p. 85-89 and write one paragraph explaining what the author is feeling.  They are to use their own paper and submit their work at the end of class.

Wed Nov 6: Students will create an imaginary question and answer interview between Oprah Winfrey, or some other celebrity, and the explorer who wrote "The Seafarer".  They are to use their own paper and submit their work at the end of class.

Thu Nov 7: Students will answer questions 1 & 2 on p. 89. They are to use their own paper and submit their work at the end of class.

Fri Nov 8:  Students will answer questions 3 & 4 on p. 89. They are to use their own paper and submit their work at the end of class.

Mon Nov 11: Students will read "The Wanderer", p.90-93, and answer question 1 on p.93. They are to use their own paper and submit their work at the end of class.

Tue Nov 12: Students will answer questions 2 & 3 on p. 93. They are to use their own paper and submit their work at the end of class.

Wed Nov 13: Students will answer question 4 on p. 93. They are to use their own paper and submit their work at the end of class.

ENGLISH 12 H:

Tue Nov 5: Students will read "The Seafarer", p. 85-89 and write one paragraph explaining what the author is feeling.  They are to use their own paper and submit their work at the end of class.

Wed Nov 6: Students will create an imaginary question and answer interview between Oprah Winfrey, or some other celebrity, and the explorer who wrote "The Seafarer".  They are to use their own paper and submit their work at the end of class.

Thu Nov 7: Students will answer questions 1-4 on p. 89. They are to use their own paper and submit their work at the end of class.

Fri Nov 8:  Students will read "The Wanderer", p.90-93, and answer question 1 on p.93. They are to use their own paper and submit their work at the end of class.

Mon Nov 11: Students will answer questions 2-4 on p. 93. They are to use their own paper and submit their work at the end of class.

Tue Nov 12: Students will write a Lyric Poem (That's what these two poems are) about heir own lives.  They should mimic the emotive nature of these poems, and try to invent some kennings (descriptive compound phrases that replace simple nouns - like replacing the noun moon with the phrase "angelic-orb", or replacing warrior with "sword-wielder".  They will have two full class periods to write their lyric poems.

Wed Nov 13: Students will continue and complete the lyric poems. They are to use their own paper and submit their work at the end of class.

SUBSTITUTE PLANS: Wed Oct 30 - Mon Nov 4  2019

MULTIMEDIA I:

Wed Oct 30: Students will continue to work on a their script (final draft) for their 1st Multimedia Project; a commercial for a fantasy product.

Thur Oct 31:  Students will work on a storyboard for their 1st Multimedia Project; a commercial for a fantasy product.

Blank storyboards are located on the LCD cart in a folder labeled "Storyboards".

Fri Nov 1: Students will continue to work on their storyboards for their 1st Multimedia Project; a commercial for a fantasy product. Blank storyboards are located on the LCD cart in a folder labeled "Storyboards".
Mon Nov 4: Students should form groups and begin rehearsals for their 1st Multimedia Project; a commercial for a fantasy product.
Blank storyboards are located on the LCD cart in a folder labeled "Storyboards".

MULTIMEDIA II:

Wed Oct 30 - Mon Nov 4

Jada Williams & Celeste Goodell will report to the Main Office to do Morning Announcements

at 7:30, then come back to class with no penalty.  They will spend the rest of the period preparing for the next day's announcements. 

ENGLISH 12 A:

Wed Oct 30: Students will answer questions 1, 2, and 3 on page 51 in the big purple British Literature book (using their own paper, and turning in the assignment at the end of the period).. 

Thur Oct 31:  Happy Halloween!  Students will create an imaginary question and answer interview between a Medieval Sportscaster and Grendel's Mother, conducted the night before she and Beowulf fight.

Fri Nov 1: Students will silently read "The Death of Beowulf" and "Mourning Beowulf" (Pages 56-60), and create a 20-entry minimum Dialectical Journal for those pages, to be completed by the end of class on Monday. Remind students that these will be turned in on Monday, and will be a Product grade.

Mon Nov 4: Students will complete the Dialectical Journals they started on Friday, and turn them in.

ENGLISH 12 H:

Wed Oct 30: Students will answer questions 2, 3 and 5 on page 51 in the big purple British Literature book, (using their own paper, and submitting the assignment at the end of the period).

Thur Oct 31:  Happy Halloween!  Students will create an imaginary question and answer interview between a Medieval Sportscaster and Grendel's Mother, conducted the night before she and Beowulf fight.

Fri Nov 1: Students will silently read "The Death of Beowulf" and "Mourning Beowulf" (Pages 56-60), and create a 20-entry minimum Dialectical Journal for those pages, to be completed by the end of class on Monday. Remind students that these will be turned in on Monday, and will be a Product grade.

Mon Nov 4: Students will complete the Dialectical Journals they started on Friday, and turn them in.

SUBSTITUTE PLANS: Monday, Oct 28 2019

MULTIMEDIA I:

Students will begin writing a script for their "Fantasy Commercial" project.  It should include camera shots, dialogue / narration, setting, and transitions (Fade to black, etc.)  They should use their textbooks as reference material.

MULTIMEDIA II:

Jada Williams & Celeste Goodell will report to the Main Office to do Morning Announcements

at 7:30, then come back to class with no penalty.  They will spend the rest of the period preparing for the next day's announcements. 

ENGLISH 12 A & 12H:

Pretending to be King Hygelac, students will write a speech, to be given upon Beowulf's return from Denmark.  The speech should explain Beowulf has accomplished, and explain what his present and future rewards will be. (3 Paragraph Minimum - They may use the British Lit book for reference).  Be prepared to read the speech aloud on Tuesday, Oct 29 in class.

 

 

Thanks, and have a great day,

Clarke

SUBSTITUTE PLANS: Thursday, Oct 17 2019

MULTIMEDIA I:

Students will write one well-developed paragraph explaining the role of location and history in "Raiders of the Lost Ark". How does Spielberg use these two aspects to his advantage when making this film.

MULTIMEDIA II:

Jada Williams & Celeste Goodell will report to the Main Office to do Morning Announcements

at 7:30, then come back to class with no penalty.  They will spend the rest of the period preparing for the next day's announcements. 

ENGLISH 12 A & 12H:

Students will write a speech, to be given by Wiglaf immediately following Beowulf's death.  The speech should explain what happened to Beowulf, and explain what King Wiglaf sees for the future of their clan. (3 Paragraph Minimum - They may use the British Lit book for reference).  Be prepared to read the speech aloud on Monday, Oct 21.

 

 

Thanks, and have a great day,

Clarke

SUBSTITUTE PLANS: Friday, Oct 18 2019

MULTIMEDIA I:

Students will write a test script (rough draft) for their 1st Multimedia Project; a commercial for a fantasy product.

MULTIMEDIA II:

Jada Williams & Celeste Goodell will report to the Main Office to do Morning Announcements

at 7:30, then come back to class with no penalty.  They will spend the rest of the period preparing for the next day's announcements. 

ENGLISH 12 A:

Students will write a newspaper article reporting on and explaining one of the major events in Beowulf as if it is a current event.  (3 Paragraph Minimum - They may use the British Lit book for reference).

ENGLISH 12 H:

Students should practice reading aloud the speeches they wrote yesterday, paying attention to delivery and persuasiveness.

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