1. Family and Overcoming Prejudices
2nd Nine Weeks… Mrs. Miller
English 2

2. Agenda: October 30/31st Family and Overcoming Prejudice
Opening
Grammar: Pronouns #20
Collect all work to turn in:
SKINS short story homework
“Courage” Poem?
“The Road Not Taken” Poem?
Vocabulary Books 65-69
Into the WILD final book
-7 one pagers
-personal reflection
-persuasive SOAPSTone
Worktime
Review of Efforts 1st 9 weeks
Review 2nd 9 weeks
Risky Online Relationships
Introduction to Figurative Language
Closing
Vocabulary Books: Pgs

3. ENDURING UNDERSTANDING And “Overcoming Prejudices”
2nd Unit- “Families”
And “Overcoming Prejudices”
ESSENTIAL QUESTIONS: How does the characters role in the family define them as a person? How do the family traditions play a role in this setting?
ESSENTIAL QUESTIONS: How do these characters exhibit prejudice? Do they ever learn to overcome/cope/tolerate differences? How so?
Fiction:
Marriage is a Private Affair- Chinua Achebe
My Brothers Keeper- Jay Bennett
The Interlopers- Saki
Non Fiction:
Old Way New World
Tolerance -Forster
Eulogy of Dr. Martin Luther King-Kennedy
Poetry:
Birches- Robert Frost
Divorce-Billy Collins
Favorite 17 Year Old High School Girl- Billy Collins
The Gift- Li Young Lee
The New Colossus- Lazurus
Kids Who Die- Langston Hughes
Traveling Through the Dark – William Stafford
Shake the Dust –Anis Mojgani
Novel:
Of Mice and Men- Steinbeck
Possible Movies/Clips:
The Good Lie
The Montgomery Boycott
Remember the Titans
Of Mice and Men
Writing:
Notes/Analysis– Notice and Note
Highlighting/marking the text
Outlines using SOAPSTONE and SIFT methods
Review TIQA paragraphs and Dialectical Journals
MLA Review
Informational Essay (Personal Biography)
Speaking:
Partner sharing and discussion
Use of professional academic vocabulary in discussion
Small group presentation with visual aides
Rhetoric:
Continue to review and analyze figurative language, author’s purpose, text structures, and Ethos/Pathos/Logos
Listening:
Notes for personal use from both myself and from peers
Asking academically appropriate questions
Greek/Latin Suffixes: -ance, -ence, -ary, -ize, -ure, -ate, -ion, -ation, -ity, -tude, -ism
Prefixes:
Re-, un-,in-, non-, contra-, counter-, anti-, dis-, de-, sub-, sur-, trans-, dia-, ex-, inter-, intra-, ad-
Grammar:
verb tenses, capitalization, dashes, semi colons, active vs. passive voice, possessives, prepositional phrases, parenthesis, modifiers, pronoun-antecedent agreement
Research:
Students will research their personal heritage and share family tradition, and historical information regarding their culture/food/poetry/fables/symbolism, etc.

4. RISKY ONLINE RELATIONSHIPS
Select the following in your group
READERS – take turns
TIME KEEPER/ON TASK
SCRIBE
ALL DISCUSS!!!!!
Sensitive Topics– Pg 1 (5 MIN)
RISKY RELATIONSHIPS –Pg 2 (7 MIN)
What to do When Strangers contact you – Pg 3 (5 MIN)
SHEYNA’s Story (2 MIN)
DISCUSSION 1-4 and 1-3 (10 MIN)
FINAL TEST (5 MIN)

5. Sheyna’s Story….
Sheyna’s first year of high school is off to a rough start. She was a CIT (counselor in training) at a day camp this summer and loved every minute of it. But now Sheyna misses camp and feels like she can’t relate to her school friends anymore.
Every evening, Sheyna IMs (instant messages) Nick, the assistant director of her camp. He just graduated from college and lives a few hours away from her. Nick and Sheyna didn’t know each other that well, but they exchanged screen names at the end of the summer. Sheyna talks to Nick about how much she misses camp and why she’s frustrated with her friends. Nick is funny, flirty, and great at giving advice. “Those girls sound so immature,” he tells her. “You might as well be in college. Seriously. You act way cooler than any 14-year-old I know.”
A few weeks after school starts, Nick starts flirting with Sheyna more obviously:
kNicksFan93 did you know i thought about you at camp all the time? i like couldn’t take my eyes off you
sheybey101 :) why didn’t you say anything!?
kNicksFan93 lol u were a CIT
kNicksFan93 …and i want to make sure u will still be a CIT next summer…. so we can’t tell anyone about this…
sheybey101 ummm i better be a CIT next summer! jk. (but seriously.)
kNicksFan93 parents freak out about this kind of stuff
kNicksFan93 u don’t want me to lose my job, right?
sheybey101 of course not!
kNicksFan93 that’s my girl. so glad that we can trust each other.

6. Agenda: November 1st Family and Overcoming Prejudice
Opening Grammar: Verb Choices Worktime Figurative Language Speed Dating 18 Terms in 30 minutes… Closing Vocabulary Books: Pgs
Due Today: Figurative Language Terms Verb Uses

7. CONTENT AND LEARNING OBJECTIVES!
Content Objectives---
WHAT we will learn today and
WHY it is important to you!
Practice proper Verb Usage BECAUSE – sentence structure matters in the real world,
I don’t want to appear uneducated
Exercise Mastery on several Latin Root Suffixes BECAUSE – this will help me to uncover new words independently throughout life while reading/testing, and comprehending peer discussions
Review/Discover/ and Practice Figurative Language elements BECAUSE – uncovering the explicit use of these tools in literature will help me to understand any underlying meaning and/or author’s true purpose
Learning Objectives---
HOW we get things done!
Reading:
Interact with the text by
Utilizing glossary and examples sections
Writing:
Use proper grammar, sentence structure and strong ideas to formulate responses
Speaking:
Discuss and exchange ideas with cross partner while using professional academic language
Listening:
Follow directions and acknowledge peer questions, opinions, and answers

8. Figurative Language Review Fold Paper into 3 Columns Staple in the MIDDLE Column at the TOP R102-R120
Definition
Figurative Language Term
Example
Simile
Metaphor
Personification
Hyperbole
Understatement
Symbolism
Alliteration
Assonance

9. Figurative Language TERMS- SPEED Dating
Figurative Language TERMS- SPEED Dating! Turn to R102-R120 in Literature BOOKS!! PLEASE WRITE NEATLY!!!!
Look up your assigned term and define it on the left, and provide an example on the right. (5 MINUTES)
Each time the music comes on, you must move one seat to your right and copy the next term from the person across from you. (90 seconds)
bTpp8PQSog&index=6&list=RDoiemLSJVY3U

10. Agenda: November 2nd and 3rd Family and Overcoming Prejudice
Opening Grammar: Subject Verb Agreement Worktime Figurative Language Truth or Dare Billy Collins Poetry SIFT Technique Practice! Closing Vocabulary Books: Pgs
Due today: Billy Collins Poetry SIFT worksheet Subject Verb Agreement Due next time: Vocabulary Books 70-75

11. Times--- Grammar 12 minutes Vocabulary 15 minutes
Pages :
Finish Terms for Figurative Language minutes
SIFT Poetry 30 minutes
If time permits, TRUTH OR DARE for extra credit…

12. CONTENT AND LEARNING OBJECTIVES!
Content Objectives---
WHAT we will learn today and
WHY it is important to you!
Practice proper Verb Usage BECAUSE – sentence structure matters in the real world,
I don’t want to appear uneducated
Exercise Mastery on several Latin Root Suffixes BECAUSE – this will help me to uncover new words independently throughout life while reading/testing, and comprehending peer discussions
Review/Discover/ and Practice Figurative Language elements BECAUSE – uncovering the explicit use of these tools in literature will help me to understand any underlying meaning and/or author’s true purpose
Utilize SIFT Technique to analyze poems by Billy Collins BECAUSE- exploring family structures through poetry and figurative language will enhance my appreciation for art
Learning Objectives---
HOW we get things done!
Reading:
Interact with the text by
Marking the text using the SIFT method for poetry
Writing:
Use proper grammar, sentence structure and strong ideas to formulate responses
Speaking:
Discuss and exchange ideas with shoulder partner while using professional academic language
Listening:
Follow directions and acknowledge peer questions, opinions, and answers

13. Agenda: November 6th and 7th Family and Overcoming Prejudice
Opening Grammar: Subject Verb Agreement Worktime SIFT Technique Practice! We Do: Work in partners to SIFT –Shake the Dust, Anis Mojgani -Kids Who Die, Langston Hughes Closing-Homework (YOU DO!!!) Vocabulary Books: Pgs SIFT The New Colossus-Lazarus
Due today: Billy Collins Poetry SIFT worksheet Subject Verb Agreement Vocabulary Books Due next time: Shake the Dust Kids Who Die The New Colossus

14. CONTENT AND LEARNING OBJECTIVES!
Content Objectives---
WHAT we will learn today and
WHY it is important to you!
Practice proper Verb Usage BECAUSE – sentence structure matters in the real world,
I don’t want to appear uneducated
Exercise Mastery on several Latin Root Suffixes BECAUSE – this will help me to uncover new words independently throughout life while reading/testing, and comprehending peer discussions
Review/Discover/ and Practice Figurative Language elements BECAUSE – uncovering the explicit use of these tools in literature will help me to understand any underlying meaning and/or author’s true purpose
Utilize SIFT Technique to analyze poetry BECAUSE- exploring family structures and how to overcome prejudices through poetry and figurative language will enhance my appreciation for art and humanity
Learning Objectives---
HOW we get things done!
Reading:
Interact with the text by
Marking the text using the SIFT method for poetry
Writing:
Use proper grammar, sentence structure and strong ideas to formulate responses
Speaking:
Discuss and exchange ideas with shoulder partner while using professional academic language
Listening:
Follow directions and acknowledge peer questions, opinions, and answers

15. Agenda: November 8th and 9th Family and Overcoming Prejudice
Opening Grammar: Subject Verb Agreement Worktime SIFT Technique Practice! We Do: Work in partners to SIFT -The Gift Li, Young Lee -Birches, Robert Frost Closing-Homework Vocabulary Books: Pgs Finish Birches if not finished in class.
Due today: Subject Verb Agreement The Gift, Li-Young Lee Shake the Dust Kids Who Die The New Colossus Due next time: Birches-Robert Frost Vocabulary Books 76-79

16. CONTENT AND LEARNING OBJECTIVES!
Content Objectives---
WHAT we will learn today and
WHY it is important to you!
Practice proper Verb Usage BECAUSE – sentence structure matters in the real world,
I don’t want to appear uneducated
Exercise Mastery on several Latin Root Suffixes BECAUSE – this will help me to uncover new words independently throughout life while reading/testing, and comprehending peer discussions
Review/Discover/ and Practice Figurative Language elements BECAUSE – uncovering the explicit use of these tools in literature will help me to understand any underlying meaning and/or author’s true purpose
Utilize SIFT Technique to analyze poetry BECAUSE- exploring family structures and how to overcome prejudices through poetry and figurative language will enhance my appreciation for art and humanity
Learning Objectives---
HOW we get things done!
Reading:
Interact with the text by
Marking the text using the SIFT method for poetry
Writing:
Use proper grammar, sentence structure and strong ideas to formulate responses
Speaking:
Discuss and exchange ideas with shoulder partner while using professional academic language
Listening:
Follow directions and acknowledge peer questions, opinions, and answers

17. Agenda: November 13th and 14th Family and Overcoming Prejudice
Opening Grammar: Subject Verb Agreement Worktime Going to the LIBRARY!!!! Research on the computers. Personal Heritage Project. Type up what you need, print off recipes, poetry, your reflection, the meaning of your symbol, your symbol if need be? Take the parts home and add to poster board. Closing Background notes for the Novel Of Mice and Men- John Steinbeck Homework if you don’t finish it in class.
Due TODAY:
Birches-Robert Frost
Grammar-Present Tense Verbs
Any other poems you forgot to turn in
Check NO NAME board… really people?
Vocabulary Books 76-79
Due Thursday/Friday:
Background Notes for Of Mice and Men
Vocabulary Books 80-83
DUE November 27/28:
Personal Heritage Project

18. Mrs. Miller (Mast) IRISH/German
My SYMBOL
Insert a Poem by an Author from your country of origin.
For me:--
Appointment with Jane Austen
BY TARA BERGIN
Insert a Detailed Recipe from your country of origin:
For me:--
POTATO YEAST ROLLS from Ireland
St. Briged’s Cross:
IRELAND
Earliest Pioneer of Christianity in Ireland. Was said to have converted a man on his death bed while she explained the weaving of this cross.
Reflection: Bergin’s Poem “Appointment with Jane Austen” spoke to me because I often find myself being the one in the “Pub” (life) that wonders if people are judging me for my independence and strong will, much like Jane Austen. I absolutely love potato rolls, but had no idea that they were Irish until I looked them up, so I am totally cooking them. I find that storms and green and blue are my calm, and I often wonder if that is because my heritage stems back to the beautiful rolling green countryside of Ireland and the storms that roll in almost everyday. I appreciate stories of strong women, and finding St. Briged’s story brought me great pride in my heritage.

19. Agenda: November 15th Family and Overcoming Prejudice
Opening Grammar: Be- Verbs Worktime Background notes for the Novel Of Mice and Men- John Steinbeck Homework if you don’t finish it in class. Closing Vocabulary Books Tomorrow… Movie for Of Mice and Men…
Due today: Be-- Verbs Vocabulary Books Due Thursday/Friday: Background Notes for Of Mice and Men

20. Agenda: November 16th-17th Family and Overcoming Prejudice
Opening Notice and Note Movie Review Worktime Turn in Back Ground Notes for Of Mice and Men Closing Don’t forget to finish your Heritage Project over Fall Break! Happy Thanksgiving!
Due today: Background notes for “Of Mice and Men” Vocabulary Books: 80-83

21. Agenda: November -29th Family and Overcoming Prejudice
Opening
Copy Notes/Discuss Prejudice
Worktime
Finish Notice and Note and making predictions for of Mice and Men- Movie
Read last chapter
Answer final questions about characters and overcoming prejudice (notes!)
Watch Last Chapter
Closing
Vocabulary Books Pages 84-85, (-ate, ion)
Due Wednesday (at end of class):
Completed Notice and Note
Final Answers for Of Mice and Men –take home and return Thursday/Friday

22. Buffaloes of all GRADES!!! Join us next Thursday, December 7th
5:00-8:30 PM
Limited Seats.. Only 45 on the BUS!
Details (Permission Slips and $15 due by Monday December 4th)
Mrs. Miller’s room E214
or at Lunch in the Main Commons at Freshman Fundraiser table!

23. 4 MAJOR DEFINITIONS to REMEMBER---
Racism: discrimination directed against someone of a different race based on the belief that one's own race is superior
Prejudice: preconceived opinion that is not based on reason or actual experience.
Social Injustice: These are issues that are a result of unequal wealth and resource distribution, unfair treatment of individuals with differing traits (race, culture, sexual orientation, religion, etc.), and/or laws that support segregation
Tolerance: willingness to accept feelings, habits, or beliefs that are different from your own

24. Enduring Understanding
Of Mice and Men, Final Questions… Answer 1-3 on your own paper. Use complete sentences and specific examples from either your notice and note movie notes, or the book. Then select ONE of the Enduring Understanding Elements that most apply to the story in your opinion, and explain why with a specific example from the text.
Prejudice
Enduring Understanding
Each person’s life situation affects his or her own perception of prejudice.
The effects of discrimination, injustice, and man’s inhumanity toward man are deep and long lasting on individuals and societies.
There is a strong relationship between respect and tolerance.
Part of the human experience is facing trials and triumphs.
Overcoming Prejudice
Essential Questions
How do the character(s) respond to the social injustice of the treatment of both Crooks and Curly’s Wife?
How is Curly blind to his own prejudice?
How do good and evil exist within the same person with Lennie? George?

28. Agenda: November 30th/Dec 1st Family and Overcoming Prejudice
Opening
Verbs (Grammar)
Food Day Next Wednesday Heritage Fair/Share (December 6th) –sign ups
Worktime
SOAPSTone EM Forster’s “Tolerance”
Connect to Overcoming Prejudice Theme
Closing
Vocabulary Books Pages (-ation)
-Homework Kennedy’s Eulogy for Dr. Martin Luther King, Jr. – Soapstone and Connection to Overcoming Prejudice Theme.
Due today:
Tolerance SOAPSTone and Theme Answers
Verbs
Due Next Class (homework):
Vocabulary Books 84-89
Kennedy’s Eulogy for Dr. Martin Luther King, Jr

29. From Tolerance– E.M. Forster How accepting are you?
Highlight 1 example of evidence for each question…..
Prejudice Essential Questions
What advice would E. M. Forster give to others on how to respond to social injustice?
What would Forster say about people who are blind to their own prejudice?
What would Forster say about good and evil existing within the same person?

30. SOAPSTone List your Essential Questions Here: S O A P Tone–
Speaker: WHO IS THE SPEAKER?
Who is the speaker? Identify the speaker’s age, gender, class, and education. The voice tells the story. Whose voice is being heard within the text? What can you tell or what do you know about the speaker that helps you understand the point of view expressed?
Occasion: WHAT IS THE OCCASION?
What is the time and place of the piece? What is the current situation (that prompted the writing)? Is this a political event, a celebration, an observation, a critique, or …? Identify the context of the text.
Audience: WHO IS THE AUDIENCE?
Who are the readers to whom this piece is directed? It may be one person or a specific group. Does the speaker specify an audience? What assumptions exist in the text about the intended audience?
PURPOSE: WHAT IS THE PURPOSE?
What is the purpose behind the text? Why did the author write it? What is his goal? (To find the purpose, ask, “What did the author want his audience to think or do as a result of reading this text?”) What is the message? How does the speaker convey this message?
SUBJECT: WHAT IS THE SUBJECT?
What topic, content, and ideas are included in the text? State the subject in a few words or a short phrase. Is there more than one subject? How does the author present the subject? Does he introduce it immediately or do you, the reader, have to make an inference?
TONE: WHAT IS THE TONE?
What is the attitude of the author? Is the author emotional, objective, neutral, or biased about this topic?
**Copy a line from the text to support your understanding.

31. Explain how this is a use of Rhetoric and how it is convincing.
What is the Speaker’s Claim? What are they trying to make the audience believe?
Is this claim reasonable? Is it supported by use of Ethos (emotion) Pathos (Rules, history, Authority) or Logos (numbers, statistics, expert opinion)
List one example from above and explain below.
Ethos
Pathos
Logos
Copy Quote – with PG #
Explain how this is a use of Rhetoric and how it is convincing.

32. A Eulogy for DR. MLK Jr. John F. Kennedy
Overcoming Prejudice
Enduring Understanding
Each person’s life situation affects his or her own perception of prejudice.
The effects of discrimination, injustice, and man’s inhumanity toward man are deep and long lasting on individuals and societies.
There is a strong relationship between respect and tolerance.
Part of the human experience is facing trials and triumphs.
Overcoming Prejudice
Essential Questions
How does Kennedy and MLK respond to social injustice?
Do they believe that others may be blind to their own prejudice?
Do Kennedy and MLK believe good and evil exist within the same person? Why do you believe this way?
Watch these two video clips to help answer the questions to the right.
CHOOSE another MLK video that and SOAPSTONE IT! – 30 points extra credit.

33. English 2 Wednesday December 6th
OPENING:
Heritage Food DAY!
Bring a dish that you will serve to your classmates. Only one bite per person!(max 28 bites) --- please don’t go to major expense as this is not a requirement, it is simply for fun!
GALLERY WALK

34. SOAPSTone List your Essential Questions Here: S O A P Tone–
Speaker: WHO IS THE SPEAKER?
Who is the speaker? Identify the speaker’s age, gender, class, and education. The voice tells the story. Whose voice is being heard within the text? What can you tell or what do you know about the speaker that helps you understand the point of view expressed?
Occasion: WHAT IS THE OCCASION?
What is the time and place of the piece? What is the current situation (that prompted the writing)? Is this a political event, a celebration, an observation, a critique, or …? Identify the context of the text.
Audience: WHO IS THE AUDIENCE?
Who are the readers to whom this piece is directed? It may be one person or a specific group. Does the speaker specify an audience? What assumptions exist in the text about the intended audience?
PURPOSE: WHAT IS THE PURPOSE?
What is the purpose behind the text? Why did the author write it? What is his goal? (To find the purpose, ask, “What did the author want his audience to think or do as a result of reading this text?”) What is the message? How does the speaker convey this message?
SUBJECT: WHAT IS THE SUBJECT?
What topic, content, and ideas are included in the text? State the subject in a few words or a short phrase. Is there more than one subject? How does the author present the subject? Does he introduce it immediately or do you, the reader, have to make an inference?
TONE: WHAT IS THE TONE?
What is the attitude of the author? Is the author emotional, objective, neutral, or biased about this topic?
**Copy a line from the text to support your understanding.

35. Explain how this is a use of Rhetoric and how it is convincing.
What is the Speaker’s Claim? What are they trying to make the audience believe?
Is this claim reasonable? Is it supported by use of Ethos (emotion) Pathos (Rules, history, Authority) or Logos (numbers, statistics, expert opinion)
List one example from above and explain below.
Ethos
Pathos
Logos
Copy Quote – with PG #
Explain how this is a use of Rhetoric and how it is convincing.

36. Finals Review First Semester
Begin with reading the following story:
PAGE 428 in TEXT BOOKS!
“The Interlopers” by Saki
14 minutes:
8 for 8
Then spend 8 minutes time in each of the 8 sections of the room reviewing
elements of the final with your peers in an effort to review for the final!
If you finish in less time move to the next section quietly on your own!
1 Rhetoric: Ethos/Pathos/Logos 5 Interlopers
2 Of Mice and Men Notice and Note 6 Into the Wild
3 Poetry/ SIFT TIQA Review
4 Figurative Language Practice 8 Irony Practice