1. English II Honors—January 7, 2016 Daily Warm-up: As we work through the first half of Unit 1, you will try to determine your cultural identity. To begin exploring this concept, you will create a Personality Tree. – roots = your background and beliefs – trunk = family structure – branches = relationships and connections, directions, interests, how you spend time – leaves = information and knowledge - and sources thereof – buds = your ideas and hopes for the future, and your potential – fruit = your achievements – flowers = what makes you special, your strengths – thorns = challenges, threats and difficulties List elements of your personality for each part of the tree. – Ms. Brasino’s Example: Roots=Irish/American Indian/Christian Trunk=grew up with both parents and my brother (sister came later); currently live with my husband and children Branches=Friends with co-workers; friends with people I know from football; I like to walk; I like to read Leaves=Bachelor’s degree from UCF; always reading information on the internet to keep up with educational practices Buds=I would like to earn my Master’s degree in the near future; I want my children to be successful in school and life Fruit=I own my own home; I am a good mother Flowers=I am kind; I am responsible; I am a good/helpful friend Thorns=My children struggle in school; Sometimes I am unorganized and that causes problems Homework: – Study for Lesson 1 and 2 Vocabulary Quiz (Monday). – Signed syllabus due Friday. – $5 lab fee due 1/15.

2. English II Honors—Lesson 1 Vocabulary 1. precipitous: dangerously high or steep. 2. subtle: delicately complex and understated. 3. muted: quiet and soft. 4. zealous(ly): intensely active, devoted, or diligent. 5. obliterate: to remove or destroy all traces of; do away with; destroy completely. 6. conscientious(ly): controlled or done according to one’s inner sense of what is right; principled. 7. chronology: the sequential order in which past events occur. 8. permeate: to pass through or every part of. 9. brink: a crucial or critical point, especially of a situation or state beyond which success or catastrophe occurs. 10. disperse: to drive or send off in various directions; scatter.

3. English II Honors—Lesson 2 Vocabulary The prefix inter- means “between”, and the prefix intra- means “within”. intramural—adj. within an institution. intercom—n. device for communicating between rooms. interlaced—v. lacing together; intermixed. interplay—v. back-and-forth action; action and reaction. intrastate—adj. within a single state. interject—v. insert between two other things intermediary—n. a person who acts as a go-between, especially to settle differences. interrogate—v. question formally. intermittent—adj. stopping and starting at intervals. intravenous—adj. existing or taking place within, or administered into, a vein or veins.

4. My Personality Tree As we work through the first half of Unit 1, you will try to determine your cultural identity. To begin exploring this concept, you will create a Personality Tree. – roots = your life influences and beliefs – trunk = family structure – branches = relationships and connections, directions, interests, how you spend time – leaves = information and knowledge - and sources thereof – buds = your ideas and hopes for the future, and your potential – fruit = your achievements – flowers = what makes you special, your strengths – thorns = challenges, threats and difficulties

5. Writing About My Cultural Identity In this unit you will read poetry, short stories, and essays—all focusing on some element of cultural identity. As we read, we will focus on the question: What is your personal cultural identity, and how does it affect the way you see the world? Cultural perspectives are shaped by family, life experiences, and perceptions about the world around you. You will explore all of these as you prepare to write your reflective essay about your cultural identity. Unit 1 EA1: Your assignment is to write a reflective essay about your cultural identity. Unit 1 Embedded Assessment 1 p. 4

6. English II EA1: Writing About My Cultural Identity p. 46 Scoring Guide What do you need to know to be successful on this assignment? What do you need to be able to do to be successful on this assignment? Understand and apply the term conflict to cultural situations. Write a reflective expository essay using an effective organizational structure and techniques. Examine or convey complex ideas, concepts, and information. Develop a topic with well-chosen, relevant, and sufficient evidence appropriate to the audience’s knowledge of the topic. Work through all stages of the writing process. Use varied types of phrases and clauses to convey specific meanings and add interest to writing.

7. Cultural Identity Culture food clothing background traditions music lifestyle religion

8. Exploring Cultural Identity Voice—a writer’s (or speaker’s) distinctive use of language to express his or her ideas as well as persona. Tone + Diction + Syntax = Voice Tone—a writer’s or speaker’s attitude toward the subject. Tone is conveyed through the person’s choice of words and detail. Tone is easier to figure out when someone is speaking versus written text. Diction—Word choice intended to convey a certain effect. Syntax—Sentence structure; the arrangement of words and the order of grammatical elements in a sentence.

9. What is Cultural Identity? As you read, underline any diction that suggests that the speaker uses an academic voice. Circle any information that helps to define the concept of cultural identity.

10. Writing an Objective Summary Objective means non-biased. In other words, you want to tell the information like it is, without adding your own opinions. And a summary is just a shortened retelling of the important parts of the text. Step 1: Read the text. Step 2: Ask yourself, 'What are the important parts of the text?' Not the 'interesting parts' of the text. Step 3: Make sure that the ideas you listed are the important ones, not minor details before you go to step four. Step 4: Put your parts in the correct order from first to last, and then paraphrase them, or put the events in your own words, so that you get the whole idea across in about five sentences. – Also important to note: you have probably been practicing citing textual evidence or quoting the story. That's an important skill, but here's one time when you won't use it. Instead, make sure you put the events in your own words. Step 5: Make sure that you're listing the factual events and not tossing in your opinions.