English IIWeek of 29 September to 3 October

29 September

Warm Up: Parts of Speech ReviewEssential Question: How has Egyptian Literature survived and influenced culture in the modern era? Today’s Agenda:• Ancient Egypt Finds an Afterlife – Common Core Coach Book• Introduce Unit Major Assessment – Research – Create a Brochure – Due 3

October

• Tomorrow’s Agenda: Egyptian Short Stories

Warm Up – Parts of Speech Review

• Nouns –• A person, place, thing, or idea• Four types:

• Proper – names a specific person, place or thing• Common – names any one of a class of people, places or things• Concrete – something you can see, touch, taste, hear, or smell• Abstract – names something you cannot perceive through your senses

• Singular Nouns – name one person, place or thing• Plural Nouns – name two or more persons, places, or things• Compound nouns – combine words (with or without a hyphen to create a

single noun• Collective nouns – name a group

Warm Up – NounsIdentifying type of nouns

• Write whether each noun (1) names a person, place, or thing (2) is concrete or abstract (3) is singular or plural (4) is collective (5) is compound, and (6) is common or proper

1.coat 9. Ensign Alice Ross2.wristwatches 10. editor-in-chief3.wisdom 11. main-topsail4.Dallas 12. Lake Louise5.Third Street 13. happiness6.make-believe 14. tablespoon7.joy 15. flock8.velvetExample: dog (1) thing (2) concrete (3) singular (4) not collective (5) not compound (6) common

Ancient Egypt Finds an Afterlife

• Graphics – non-fiction articles often include graphics such as maps, diagrams, or graphs to visually convey information related to the text.• What does the diagram (pg85) of the tomb’s layout help you understand about

Carter’s discovery?• Would the article be as effective without it? Why or why not?

• Text Evidence – includes specific facts that support an idea or assertion. • What words or phrases in paragraphs 4 & 5 serve as evidence to support

Carter’s claim that he found an intact royal tomb?

• Summary – a brief retelling of the important points of a text• Summarize the process Carter used to reach the second doorway as described

in paragraphs 4 & 5

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Ancient Egypt Finds an Afterlife

• Connections – in order to help the reader, an author must make an explicit link between ideas that seem unconnected.• In paragraph 7 the writer switches from the story of Howard Carter to historical

background about Egypt. How does the author make a clear connection between Carter and the origins of Egyptology? What sentence specifically makes that connection?

• Central Idea – in non-fiction the author usually states the central idea directly and near the beginning of the selection so that readers will know what the following evidence and details support. The central idea is often expressed as a generalization about the subject.• What sentence in paragraph 8 expresses an overarching idea about Egyptian

civilization?

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Ancient Egypt Finds an Afterlife

• Inference – an educated guess based on the information in a text.• Using the details in paragraph 9 what can you infer regarding ancient Egyptian beliefs about the

afterlife?

• Connections – • What is the connection between Napoleon’s invasion of Egypt and a renewed interest in ancient

Egypt?

• Details – specifics in the text that help explain what the author is saying or help make the author’s point• Which details from paragraph 12 help explain the methods that changed archaeology?

• Text Features – photographs and their captions are examples of text features that can provide helpful information and facts not included in the main body of the text.• What information in the caption of the picture of the Rosetta Stone help you understand the

text better?

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Ancient Egypt Finds an Afterlife

• Check-in Reading Comprehension • What advances were made in Egyptology?• What were the results of those advances?

• Structure – authors structure their texts in several ways. Many authors use subheads to help the reader follow the text. Subheads signal a change of focus and often provide clues about the content of the section.• The subhead “A Great Discovery” leads the reader to believe that the next section is about what?

• Inference – • Read the actions described in paragraph 15 and the dialogue between Howard Carter and Lord

Carnarvon in paragraphs 16 & 17. What inference can you draw about the emotions the two men are feeling? On which details do you base that inference?

• Write down the evidence in the text that supports Carter’s inference about where the sealed doorway led.

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Ancient Egypt Finds an Afterlife

• Text Features – a text feature that commonly appears in nonfiction is the sidebar or feature box. This feature usually contains interesting material that is related to the main subject but is not essential to the author’s central idea.• Why do you think the story “The Mummy’s Curse” is set as a text

feature (sidebar) rather than being discussed in the main article?

• Details – an author’s choice of details can support an idea or help disprove it.• In “The Mummy’s Curse” what details support the idea of a

mummy’s curse and what details seem to disprove it – construct a T-Chart like the one below to organize your thoughts

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Prove disprove

Ancient Egypt Finds an Afterlife

• Check-in Reading Comprehension • What did Carter find in the tomb?• What was one effect of his discovery?

• Central Idea – though a central idea refers to the main point of an article, separate sections and paragraphs generally have their own central ideas• What is the central idea of the section titled “A Great Discovery”?

• Connections – when authors make connections between events, they are often trying to show how one event contributed to another.• According to paragraph 22, why did Egyptian styles become part of the Art

Deco movement?

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Ancient Egypt Finds an Afterlife

• Details - • What specific details does the author provide to support the claim that “many art deco buildings

incorporate Egyptian motifs” – write the sentences that support that statement.

• Connections – writers make connections to help develop the central idea• What connection does the author make between Egyptomania and the movies of the 1920s and 1930s?• How does this help develop the central idea?

• Details – pay attention to specific pieces of information that enhance your understanding of the main topic.• According to the author what other event besides the discovery of Tut’s tomb led to the manufacture of

a great quantity of Egypt-themed household objects.

• Inference – some of the ideas an author implies may be subtle so the reader needs to pay attention to details in order to make appropriate inferences• Based on the information in paragraph 27 what can you infer about Lord Carnarvon’s reasons for

sponsoring Howard Carter’s expedition?

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Ancient Egypt Finds an Afterlife

• Summary – summarizing a text as you read helps identify what you have learned and what you need to read more closely to understand.• How would you summarize the section entitled “The Spread of

Egyptomania”?

• Structure – • Look back at the subheads of the article. What do they suggest about the

article’s overarching organizational structure?

• Central Idea• Restate the central idea of the article in your own words• What facts and details from the article best support and develop the central

idea

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Major Assessment – Due 3 October

• Basic Requirements • Designed and developed on a computer• Includes graphics (at least 4 – at least 2 different types)

• Picture• Graph• Map• List

• Be printed out in color• Be double sided (you can print 2 separate sheets but it needs to be 2

complete pages)

Major Assessment – Due 3 October

• Museum Brochure Assessment• You will create a museum brochure

for a new exhibit on Egypt• You will choose one of the

following themes for your brochure:• Art• Literature• Society• Culture• Literature• Heiroglyphics• Egyptian mythology

• The text of your brochure must be your original words – Do not plagiarize

• The back page of your brochure will include the following information• A map of the exhibit• You must include at least 5 of the following:

• Exhibition amenities• Exhibition Location• Exhibition Hours• Ticketing Information• Tour/Event Information• Membership Information

Major Assessment RubricMUSEUM BROCHURE ASSESSMENT

Requirement Points Possible Points Earned

Meets minimum requirements and focuses on a single theme which is developed throughout 20

Appropriate font for headings and body is used 10

Turned in on time 10

Includes the correct number of graphics which are artfully incorporated 10

Information is not plagiarized, makes sense, and communications all appropriate information. 15

Information is presented in a logical and attractive way 15

Includes at least 5 of the required informational requirements (2 Points Each) 10

Spelling and grammar 10

Comments:You must include the following:NAMEDATE ENGLISH IIASSESSMENT 2 In the header of the front page

Totals 100

30 September

Warm Up – Parts of Speech ReviewEssential Question: How do stories from various cultures reflect similar themes?Today’s Agenda:

• Ancient Egypt Finds an Afterlife – Common Core Coach Book - Complete• Egyptian Short Stories – Myth and Folklore

• The Shipwrecked Sailor

Tomorrow’s Agenda:• Vocabulary Unit 3• Egyptian Poetry and Hymns

Warm Up – Parts of Speech Review - NounsIdentify each of the following nouns as concrete or abstract by writing “Concrete” or “abstract”1. Dictionary2. Willingness3. Sailboat4. Statue5. Preparation6. Field7. Thermometer8. Arena9. Desperation10. photocopy

11. Democracy12. Hope13. Handbook14. Perfume15. Jealousy16. Witness17. Mortality18. Computer19. Conscience20. Orphanage

1 October

• Warm Up: Writing Prompt #7• Essential Question: How does poetry reflect a culture’s values? • Today’s Agenda: • Vocabulary Unit 3• Egyptian Poetry• Illustration of Poetry

• Tomorrow’s Agenda: • USA Test Prep• Brochure Development – Major Assessment

Writing Prompt #7

Please choose one of the following prompts to respond to. Your response must be a minimum of one complete page. You will have 30 minutes to complete this prompt and you will turn it in upon completion. Please indicate which prompt you chose and center that title on the top line of your paper• Kids in the Shade

• “One generation plants the trees; another gets the shade” – Chinese Proverb• This proverb, which uses a simple metaphor to express a big idea, applies to all generations.

Write about how you think this proverb relates to a current social or political situation in the United States.

• Quirky Traditions• A tradition is a special ritual shared by a group of people. Families and groups of friends practice

traditions throughout the year. These traditions might have to do with holidays, celebrations, food, the season, or quirky family practices that have been passed down from generations to generation. Describe a tradition that you share with your family or friends.

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2 October

Warm Up: Parts of Speech ReviewEssential Question: How do different types of non-fiction texts help us more clearly understand information?Today’s Agenda:

• USA Test Prep• Major Assessment Research and Development

Tomorrow’s Agenda:• Introduction to Middle Eastern Literature• Notebook Quiz 6

Assignment Reminder: • Brochure due on 3 October

Warm Up – Parts of Speech Review - Nouns• Write whether each noun (1) names a person, place, or thing (2) is concrete or abstract (3) is

singular or plural (4) is collective (5) is compound, and (6) is common or proper1. coat 9. Ensign Alice Ross2. wristwatches 10. editor-in-chief3. wisdom 11. main-topsail4. Dallas 12. Lake Louise5, Third Street 13. happiness6. make-believe 14. tablespoon7. joy 15. flock8. velvet

• Example: dog (1) thing (2) concrete (3) singular (4) not collective (5) singular (6) common

3 October

Warm Up: Parts of Speech ReviewEssential Question: What are the origins and meaning of Middle Eastern Literature?Today’s Agenda: • Notebook Quiz 6• Introduction to Middle Eastern Literature and Stories• 1000 Arabian Nights

Monday’s Agenda: • Middle Eastern Literature – Short Stories

Warm Up – Parts of Speech Review

• Write a sentence that utilizes the type of noun indicated• Example: (abstract, singular) – Love is a powerful emotion1. (concrete, singular)2. (proper, plural)3. (abstract, singular)4. (collective, singular)5. (common, plural)6. (compound, plural)7. (concrete, plural)8. (proper, singular)9. (abstract, plural)10. (common, singular)

Notebook Quiz 6

1. Write an example of an abstract noun.2. Write an example of a concrete noun.3. Write an example of a plural noun.4. Write an example of a singular noun.5. What is the purpose of graphics in a text?6. What is a subhead?7. What is the purpose of using connections in a text?8. What is the purpose of using details in a text?9. List two examples of text features.10. What is the central idea of a text?

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Sundiata

• Read in the text book pages 132-140• Answer questions 1-7 on page 140• Heading:• Name• Date• English II• Sundiata

Identity

• Please write a one to two paragraph response indicating the importance of identity and how you identify yourself. You may consider your culture, race, religious preference, family or any other factor that influences the individual you are becoming• Please use the following heading:• Name• Date• English II• Identity