SITE Updated ON 01/23/2012

Welcome to Mr. Stuart's ENGLISH II School Notes Site!

Note to Students and Parents:

This site is here to help students to check up on any assignments that may have been missed due to absence and to keep both parents and students informed about the work that has been assigned in class and grades that will be included on progress reports/report cards.


Any Questions or Concerns are best addressed via email: stuarts1@duvalschools.org

** If you are attempting to contact me through this site, please make sure you include an e-mail address so that I may reply to you.**

NEW INFORMATION FOR STUDENTS & PARENTS:
Online Access to the Holt Literature book, from which most literature used in the classroom is drawn, go to http://my.hrw.com   Each student has been given an individual username and password to log in to this site and access all of the same resources available in the actual text via the internet.

http://my.hrw.com

On

JANUARY 18 & 19:W & TH

                -WARM UP: n/a

                -FOCUS LESSON: CharacterDevelopment/Perspective- Handouts “Caliph & the Cat” & “Lincoln” (YouDo)

                                -Studentsread silently and respond individually and then go over as a class.

                -MINI-LESSON:

                                -IntroKWL Chart & how to utilize

                                -Vocabularyfrom text

                -WORK PERIOD:

                                -Read“Reign of the Reader”(p.272 ) while annotating in the margins individually

                                -CompleteKWL Chart (p.278) pair/group

                                -VocabularyComprehension (p.279) pair/group

                -CLOSING:

                                -Discussion ofhow “reign of the reader” relates to the performance task

JANUARY 23 & 24            (M & T)

                Warm Up-Introduce New Vocabulary Terms

                Focus Lesson: Character Development/Perspective:All-American Girl p.272 Holt

                                -GraphicOrganizer on Character traits and Discussion of Character’s Perspective

                Mini-Lesson:

-         Essay Organization/Structure Diagram: Discussthe necessary inclusions of an effective expository paper and the proper formatof information.             

Work Period: Color Coded Paragraphs (Expository Prompt: Studentsrespond to a topic that requires them to explain what they enjoy most aboutbeing a teenager.)

                -Studentsrespond to prompt with one body paragraph.

                  -Studentsshare papers with peer. Peer uses color pencil/crayon/marker tohighlight/underline specific aspects required of each paragraph (Topicsentence, general details, specific support/evidence X2, Explanation ofsignificance x2)

                  -Studentsrespond to student writing by listing 2 positive affirmations and 2constructive suggestions (need to be more specific, need to elaborate, improvediction, need to establish voice, use of writing strategies: specify, describe,facts/examples)

                  -Studentsreturn papers to writers to respond to prompt with second body paragraph,taking into account the suggestions of their peers.

                  -Repeatprocess.

                Closing:

                                -Studentsshare 2 paragraph responses with the class.

JANUARY 25 & 26(W & Th)

                -WARM UP: n/a

                -FOCUS LESSON:  PMA #8- CHARACTER DEVELOPMENT & TextFeatures(~60 Min)

                -MINI-LESSON: Demonstrating pullingdetails from text to provide support [consumer workplacep.1167 Holt-FCCInformation USA*p.1170]

                -WORK PERIOD: Planning for Unit 4Performance Task

                -CLOSING: Students will have a completedoutline for the Unit 4 Performance Task Response

JANUARY 27 & 30(F & M)

                -WARM UP: Word Wall Entries

                -FOCUS LESSON: Figurative & Descriptive (I DO)- Intro &Sample (Explain & Demonstrate) (10 to 20 min)          <see Katie>

                -MINI-LESSON: Reiteration of previousmini-lesson (10 min)

                -WORK PERIOD: Students respond to Unit 4Performance Task (45 min)

                -CLOSING: Proof-read and turn inPerformance Task

JANUARY 31 & Feb.1 (T & W)

                -WARM UP: Make Flash Cards

                -FOCUS LESSON: Figurative Language (WE DO)- Read Aloud of article w/annotation and response to questions as a class <see Katie>

                -MINI-LESSON: Unpacking Unit 5

                -WORK PERIOD:

                                -“TheRoad Not Taken,” Robert Frost (handout)

                                -“AfterApple Picking,” Robert Frost (p.748

                -CLOSING:

                        -Student Writing: 1 Paragraph analysis showing how writers useimagery and/or metaphors to convey critical themes in the stories you have readin this unit.

FEBRUARY 2 & 3(TH & F)

                -WARM UP: Make Flash Cards

                -FOCUS LESSON: Figurative &Descriptive Language (You Do)<see Katie>

                -MINI-LESSON: Introduction Activitywith reiteration on using specific details/support

                -WORK PERIOD: DTW #4 (45 min)

FEBRUARY 6 & 7 (M& T)

                EPAT TRAINING!

FEBRUARY 8 & 9 (W& TH)

                -WARM UP: Use Flash Cards

                -FOCUS LESSON: Figurative &Descriptive Language (You Do) <see Katie>

                -MINI-LESSON: “I am Offering this Poem”(p.685)- Read aloud followedby demonstration of identifying figurative & Descriptive language andexplaining significance of each.

                -WORK PERIOD: “Ode to My Socks” (p.674)

                                1)ReadAloud of “Ode to My Socks”

                                2)In groups, students will receive a portion of the lines from the poem “Ode toMy Socks”(17 lines)

                                3) Groups willidentify the figurative/descriptive language in the individual portions andexplain the meaning/significance of each

                                4)Teacher will go back over the poem as groups share out their findings

                -CLOSING: Choose one of the poems covered in class and write oneparagraph analysis showing howwriters use imagery and/or metaphors to convey critical themes in the storiesyou have read in this unit.

FEBRUARY 10 & 13(F & M)

                -WARMUP: Use Flash Cards

                -FOCUSLESSON: Figurative & Descriptive Language

                -MINI-LESSON:Example of Body Paragraph Revision

                -WORKPERIOD: Essay Parts Practice- Body Paragraph Revisions

VOCABULARY TERMS

PLEASE SCROLL TO THE BOTTOM OF THE PAGE FOR A LIST OF THE TERMS TO BE INCLUDED ON THE BI-WEEKLY VOCABULARY EXAMS. 

PLEASE NOTE THAT FOR EXAMS 1-20, THE LIST OF TERMS WILL INCLUDE THE 10 MOST RECENT TERMS AND 10 TERMS DRAWN FROM ANY OF THE PREVIOUS EXAMS.

(Example: Exam #20 will include terms 190-200 10 Terms randomly drawn from terms 1-189)

10^th Grade Vocabulary

Vocabulary Exam #1 (1-20)

1. Morality

2. Homophone

3. Homonym

4. Diction

5. Sultry

6. Persistent

7. Resolute

8. Metaphor

9. Dialogue

10. Monologue

11. Theme

12. Analyze

13. Obscure

14. Diversity

15. Sentry

16. Satire

17. Theme

18. Tone

19. Petulant

20. Conviction

Vocabulary Exam #2 (1-30)

21. Projection

22. Imperceptible

23. Irrelevant

24. Credible

25. Aspect

26. Generate

27. Comply

28. Constrict

29. Tentative

30. Extricate

Vocabulary Exam #3 (1-40)

31. Expedite

32. Ponder

33. Exude

34. Putrid

35. Prospect (ive)

36. Tension

37. Evaluation

38. Perplex (ing)

39. Ignorant

40. Allusion

Vocabulary Exam #4 (1-50)

41. Devoid

42. Belligerent

43. Empathy

44. Abstract

45. Altruistic (ism)

46. Protagonist

47. Antagonist

48. Internal Conflict

49. External Conflict

50. Plot

Vocabulary Exam #5 (1-60)

51. Setting

52. Cower

53. Oppress

54. Furtive

55. Stealth

56. Diffuse

57. Inert

58. Valiant

59. Prodigy

60. Listless

Vocabulary Exam #6 (1-70)

61. Mesmerize

62. Discordant

63. Fiasco

64. Nonchalant

65. Obligation

66. Temperamental

67. Scrupulous

68. Discern

69. Wrath

70. Covet

Vocabulary Exam #7 (1-80)

71. Abhor

72. Integrity

73. Gorge

74. Clamor

75. Chide

76. Compassionate

77. Discrimination

78. Dispute

79. Hostile

80. Complex