ENG II (PART A)

UNIT ONE

UNIT ONE: INTRODUCTIONDAY ONE INDEPENDENT WORK

Read the titles of chapters from books below. On one of the notecards on your desk, write each title and then a couple of sentences that describe what that chapter might be about.

"I am born""In which I end my hay-days and begin a new profession" (Hitty: Her First Hundred Years, a children's"Of the monstrous pictures of whales”

UNIT ONE: INTRODUCTIONDAY ONE ACTIVITY ONE (THINK)

Take five minutes to write a chapter title that describes your feelings or relationship to reading. Once you come up with a chapter title that pleases you, write a few sentences that justify to yourself why that title best expresses your feelings.

UNIT ONE: INTRODUCTIONDAY ONE ACTIVITY ONE (PAIR/SHARE)

PAIRTake five minutes to talk with a partner next to you about your title. Be prepared to tell the class about your partner.

SHAREIntroduce your partner:

Full name and what he or she goes byChapter titleExplanation of why that’s the title

UNIT ONE: INTRODUCTIONDAY TWO INDEPENDENT WORK

UNIT ONE: INTRODUCTIONDAY THREE INDEPENDENT WORK

Pick up the handout entitled “Study Skills Survey” from the bookcase. Read and reflect, but do NOT begin completing work.

UNIT ONE: INTRODUCTIONDAY THREE REFLECTION

On the back of your Study Skills Survey respond to one of the following prompts:

a) I do well at . . . b) I need to improve at . . . c) In order to change my habits, I must . . . d) I need to acquire these different skills if . . . e) I have difficulties in the area of _____ because . . . f) I would like to improve in the area of ____ because . . .

UNIT ONE: INTRODUCTIONDAY THREE THINK-ALOUD/PAIR-SHARE1. One student should describe to the other his or

her learning experience. 2. The other should record what his or her

partner is saying. 3. The recorder should them ask questions

necessary in order to write the other's information correctly and to encourage the speaker to explain what he or she means.

4. Then the pairs should switch roles with the person who spoke first becoming the recorder.

CLASS NOTEBOOK1. Class notes: Keep daily notes. Each day's notes should be titled and dated.

Notes should also be legible and numbered. 2. Writing: Keep handouts, rubrics that pertain specifically to writing and

writing completed for class in this secion of the lcass notebook.3. Grammar: Keep all grammar handouts and work in this section.4. Vocabulary: Keep all Vocabulary Handouts, lists of vocabulary words, and

returned quizzes here.5. Highlighted and Annotated Texts: Keep all highlighted and annotated essays

or readings in this section. You will be able to see how your reading and thinking changes over the year.

6. Graded Papers, Tests, and Quizzes: Keeping all graded papers, tests and non-vocabulary quizzes in this section will help you monitor your own improvement in reading and writing. When a new essay is written, you will be expected to review past papers to avoid repeating the same mistakes.

UNIT ONE: INTRODUCTIONDAY FOUR INDEPENDENT WORK

Pick up the handout "Metaphors of Reading and Writing" from the bookcase at the front of the room. Complete #1-6. Fold your paper in half longways when your are through and wait until everyone has finished.

UNIT ONE: INTRODUCTIONDAY FOUR METAPHORS

Reading is a steep hill that is difficult to climb.Writing is an experiment with the whole universe as its apparatus.Reading is exploring a new world.Writing is a game in which some rules are strict and some rules are lax.

UNIT ONE: INTRODUCTIONDAY FIVE GROUP WORK

Look at the group pairings on the board. Find the rest of your group and partner with the other group you are paired with Take turns presenting your poster to the other group as practice for formal presentations to follow.

UNIT ONE: INTRODUCTIONDAY SIX INDEPENDENT WORK

Pick up the handout "The Journey" by Mary Oliver from the bookcase at the front of the room. Most poems need to be read at least twice. Do not worry about understanding the poem. Instead, this first time, read it through and enjoy it.

UNIT ONE: INTRODUCTIONDAY SEVEN INDEPENDENT WORK

Turn annotations over "Boulevard of Broken Dreams" in to tray on bookcase. Pick up the handout "Glossary of Literary Terms" and read.As you read through the terms, determine if you know what each term means. Mark each term in the following way:

check mark ( ) - I definitely know what this term means.Plus sign (₊) - I've heard of this term but I'm not sure what it means.minus sign (-) - I've never heard of this and/or I have no idea what it means.

UNIT ONE: INTRODUCTIONDAY SEVEN “Sleep Positions”

Re-read “Sleep Positions” silently.Use the sticky notes to annotate the text.PURPOSE: As you read, identify two reading strategies that you use. You may choose from the list below or choose another strategy that you think works for you. Be prepared to discuss:

Skipping a word I don’t knowAccepting confusion about the textVisualizing the subjectBreaking the text into chunks or smaller parts

UNIT ONE: INTRODUCTIONDAY SEVEN “Sleep Positions”

LITERAL Questions – “right there” Bloom’s Knowledge and Comprehension CategoriesINTERPRETIVE Questions – Require you, the reader, to use information from more than one source, such as other parts of the text or things you already know ( (prior knowledge) Bloom’s Application, Analysis, and Synthesis CategoriesEVALUATIVE Questions – rely more on the reader’s judgment and experience than on anything learned from a text Bloom’s Evaluation Category

(Raphael, 1986).

UNIT ONE: INTRODUCTIONDAY SEVEN “Sleep Positions”1. What background knowledge do you have that helps

you connect to what's happening in the poem?

2. What picture do you see in our head when you think about the poem?

3. What do you think the poem is about?

4. Identify whether or not each question is literally, interpretive, or evaluative.

(Tovani, 2000).

UNIT ONE: INTRODUCTIONDAY EIGHT INDEPENDENT WORK

Pick up the handout "Maya Angelou on Writing" from the bookcase. This is a passage from a tenth-grade PLAN test. In addition to reading aout reading and thinking about yourself as a reader, you are reading about writing and thinking about yourselves as writers. Use the Annotation Handout from your notebook to read and annotate the text. Write one interpretive question about the passage at the bottom of the page.This assignment will be taken up and graded using the annotation rubric, also in your notebook.

UNIT ONE: INTRODUCTIONDAY EIGHT GLOSSARY OF LITERARY TERMS

METACOGNITION knowledge about own thinking: knowledge of your own thoughts and the

factors that influence your thinking (BING Dictionary) IN OUR OWN WORDS: Thinking about my own thinking

METAPHOR 1. implicit comparison: the use to describe somebody or something of a word

or phrase that is not meant literally but by means of a vivid comparison expresses something about him, her, or it, e.g. saying that somebody is a snake

2. figurative language: all language that involves figures of speech or symbolism and does not literally represent real things

3. symbol: one thing used or considered to represent another (BING Dictionary)

IN OUR OWN WORDS:

UNIT ONE: INTRODUCTIONLESSON 7LITERAL QUESTIONS:

Literal questions require concrete, straightforward answers. Answers to literal questions are always facts, and there is always one correct answer. In reading comprehension exercises, answers to literal questions can always be found in the text. Answers to literal questions might shed light on the who, what, when or where.

UNIT ONE: INTRODUCTIONLESSON 7

INTERPRETIVE QUESTIONS:An interpretive question does not have just one correct answer. For interpretive questions, “correct answers” are any answers that you can support with evidence from the text. The best interpretive questions, ones that generate the most engaging discussions, are those with several different “correct answers.”

UNIT ONE: INTRODUCTIONLESSON 7

EXAMPLES OF INTERPRETIVE QUESTIONS:Which has more of an effect on Jack’s success: luck or intelligence?Is Jack a good person?Why does Jack go up to the beanstalk the third time (after he already has endless riches)?Why does the author use the word OGRE more than the word GIANT?What plays a greater role in shaping Jack’s fate: his own actions/decisions or those made by other characters? Why did the ogre’s wife want to keep Jack from being eaten on his first trip? (Later she did otherwise.)How is “success” defined in this story?

UNIT ONE: INTRODUCTIONLESSON 7

EVALUATIVE QUESTIONS:Evaluative thinking questions are those which deal with matters of judgement, value, and choice. They are characterized by their judgemental quality.Thought processes involved while asking and answering these questions are valuing, judging, defending, or justifying choices.Evaluative thinking questions usually begin with these words or phrases: Defend...Judge...Justify...What do you think about...What is your opinion about...

UNIT ONE: INTRODUCTIONLESSON 7

EXAMPLES OF EVALUATIVE QUESTIONS:What do you think are the advantages of solar power over coal-fired electric plants?Is it fair that Title IX requires colleges to fund sports for women as well as for men?How do you feel about raising the driving age to 18? Why?Justify Pilate's decision to execute Jesus.Why would you vote for____?What do you think of capital punishment for drug dealers?

UNIT ONE: INTRODUCTIONLESSON 7 – Malcolm X

http://www.youtube.com/watch?v=9a3hT8f6Kkk

UNIT ONE: INTRODUCTIONLESSON 7 – “Eleven”1. one sentence telling what the story is about2. a paragraph (minimum) of response to the

story Your thoughts about the story's value and worth, ways

the text details affect you, memories or associations it brings to mind, speculations about the writer or the writer's purpose for writing the story. Try to explain why these are your impressions.

3. three questions you have about the story - one literal, one interpretive, and one evaluative

UNIT ONE: INTRODUCTIONLESSON 7 – “Eleven”http://podcast.lannan.org/2010/03/01/sandra-

cisneros-reading/