J.E. #5: Detail 1/28/13 Copy: To those who saw him often he seemed almost like two men: one the merry monarch of the hunt and banquet and procession, the friend of children, the patron of every kind of sport; the other the cold, acute observer of the audience chamber of the Council, watching vigilantly, weighing arguments, refusing except under the stress of great events to speak his own mind. – Winston Churchill, “King Henry VIII,” Churchill’s History of the English-Speaking Peoples 1. Churchill draws attention to the contrasting sides of Henry VIII through detail. How is the impact of this sentence strengthened by the order of the details’ presentation? 2. What is Churchill’s attitude toward Henry? What specific details reveal this attitude?
Transcript
J.E. #5: Detail 1/28/13
Copy: To those who saw him often he seemed almost like two men: one the merry monarch of the hunt and banquet and procession, the friend of children, the patron of every kind of sport; the other the cold, acute observer of the audience chamber of the Council, watching vigilantly, weighing arguments, refusing except under the stress of great events to speak his own mind. –Winston Churchill, “King Henry VIII,” Churchill’s History of the English-Speaking Peoples
1. Churchill draws attention to the contrasting sides of Henry VIII through detail. How is the impact of this sentence strengthened by the order of the details’ presentation?
2. What is Churchill’s attitude toward Henry? What specific details reveal this attitude?
Apply: Think of someone you know who has two strong sides to her/his personality. Using Churchill’s sentence model, write a sentence which captures-through detail-these two sides.
J.E. #6: Detail Review1/28/13
(Summarize the following in your journal, Mark up your actual drafts)
a. Review J.E. #4: Go back into “Object Talking” Draft 2 and “Remembering an Incident” and apply what you just learned to at least one part of your writing; clarify and intensify an object or character.
b. Apply Churchill’s sentence model to “RAI” and “OT” to magnify one character’s personality in both drafts.
J.E. #7: Vocabulary Procedures1/28/13
ENSURE THAT THIS IS WRITTEN ON ITS OWN PAGE Bring vocab. book and 10- 3 x5 index cards or cut-up pieces of paper each
Monday, or the first day of the work week
Whole class read Unit words/P.O.S/Definition
Individually complete assigned section(s) of the week’s unit (timed)
Sit in assigned or voluntary vocab. Groups: [2nd per.: 2 groups of 4 and 2 groups of 5]; [4th per.: 3 groups of 5 and 1 group of 4]
1. Choose 10 vocab. Words 2. Make flash cards (Top card: Unit # first & last name.; one side of card: Vocab. Word; on flip side: Definition, P.O.S, Synonyms,
Antonyms (if applicable)
Vocab. Tasks will be given throughout the week.
DON’T THROW AWAY FLASH CARDS. YOU WILL BUILD ON THEM THROUGOUT THE SEMESTER!! WE WILL PROGRESS TO A TOURNAMENT, AND THE WINNER WILL RECEIVE EXTRA CREDIT AT THE END OF THE
SEMESTER!
HWL Agenda: 1/28/13Don’t Forget: Final Day for Vocab. Book Purchase (point deductions begin on Monday…see me if you have concerns, or isolated issues) Summer Reading Make-up Deadline: 1st Day Quick-Write, Test, Turnitin.com Notes*Resume meetings*Mini-ConferencesReading Workshop Close Reading Packet share, discussion (I’ll be listening for depth of thought, clarity and accuracy) Speech Annotations
Solzhenitsyn’s from Nobel Lecture P. 1294: Qs #2 (a-c); #6, #7, #8 P.
Comp./Cont. Speeches (Obama’s 09 or 13 w/ from Nobel Lecture )
Nobel Lecture by Alexander Solzhenitsyn
Speeches/Close-Reading
Phase 1: Read from Nobel Lecture by Alexander Solzhenitsyn (translated by F.D. Reeve) - pp. 1288, 1291-1294
Phase 2: Take authorial background notes on Solzhenitsyn (p. 1288); lightly Reread and Complete P. 1294:
Tues., Jan. 29: bring in completed Phases I-IV on Nobel Lecture by Alexander Solzhenitsyn (see slide #5)
Wednes., Jan. 30: Bring in a copy of Paulo Coelho’s The Alchemist
Fri., Feb. 1: Bring in Clean/Final Copy of Resume to submit to committee
Fri., Feb. 1: Draft 3: “Object Talking” and “Remembering an Incident”: 1. Make necessary revisions to improve detail, 2. Dialogue, 3. Three new Unit 2 Vocab. words
Senior Project
Mentor Search
Begin research for thought-provoking Research Paper topic (5-7pp.)
Timeline Wheeler Senior Project Spring 2013
January 11 Meeting in Auditorium Overview and Expectations of Senior Project presented. Mentor Approval Process and
Application discussed.
January 14 **Due Date for Consequences of Failure to Meet Deadline Form
Week of January 14-18 Classes meet in the library Overview and Expectations of Student Resume presented.
January 24 Meeting in Auditorium Overview and Expectations of Student Proposal presented.
February 1 **Due Date for Resume February 7 **Due Date for Mentor Approval Form February 14 **Due Date for Proposal and Meeting in Auditorium Overview and Expectations of Proclamation Posters presented.
Timeline (cont’d)Wheeler Senior Project Spring 2013
February 21 Meeting in Auditorium Overview and Expectations of Project Portfolio presented. This is a culmination of all the work for
the semester that will be presented on Boards Night (Due November 8).
February 28 **Due Date for Proclamation Poster March TBD **Research Paper Due (exact date to be determined by
individual English teachers)
March 7 Meeting in Auditorium Overview and Expectations of Letter to the Judges presented.
March 21 **Due Date for Letter to the Judges March 22 Meeting in Auditorium Overview and Expectations of Formal Presentation of the senior project for Board Night presented.
April 4 **Due Date for Mentor Hours Log (turned in to English teachers) and Mentor Verification and Evaluation must be faxed by Mentor
Timeline (cont’d)Wheeler Senior Project Spring 2013
April 18 ** Due Date for Portfolio and Meeting in Auditorium (logistics)
