Lesson Plan for the next several lessons

May/June 2006 -- Weeks: 13/14 Days: Mon/Wed – Tues/Thur Subject: English Composition Teacher: Carlton Johnson Time: Morning classes Time Duration: One hour (twice weekly) Grade Level: Intermediate Level / for Classes A1 – A2 and D1 – D2

Poetry / Presentations / (Discussion)Lecture: Mini Lessons, Diction Etymology (Quick Writing)How to learn (Pro-active / Spoon-fed) Lesson Title: “Altruism” / Mindset: For what are we here?Overview: Review what we covered… where are we headedLecture: Mini Lessons, Mindset: Towards insightful writingPurpose: Improve Attitude/Tone and Strengthen Content Objective: Students will be able to attack any essay topic,

with force and conviction.Materials: Announcement Hand-out / Blank Paper (for new quick writing) -- Go to the Language Lab and investigate further

the rudiments of web pages.

Activities and Procedures: Review revised works and/or Quick Writing

The rest of this semester:

1) The Clause (Chapter 17 -- E/Language) Clauses (subordinate, relative) Who/ Whom Which / That http://www.worldwidewords.org/articles/which.htm

2) Logic; (Chapter 7 – E/L) Logical: Appeal Coherence Fallacies Progression Order/Organization

3) Parallel Structure and Writing Clear Sentences (Chapter 10 – E/L)

4) Collective Nouns and Subjective/Verb Agreement (See Index of E/L)

5) The Official Korean Text book (Ministry of Education) Chapters 3 and 4

Lesson Title: “M. Peacock” / Style: Variations on a theme?Overview: Poetry-Etymology / Reading for the Voice / DiscussionLecture: Mini Lesson on phrases and clauses, nuances…

Notice what you are reading: Read to Write Appreciate the nuances of punctuation and variation

• Purpose: Improve style using sentence variation. • Objective: Students will be able to read more pro-actively, to inherit more of the tricks of the trade.• House-keeping * Check Chapter 9 of the Barron’s New SAT-1 * Pick up the term-papers previously distributed. Distribute anew. • Materials: Continue with Molly Peacock / Blank Paper (for quick writing) * Use your ear 5 minutes: Something you read, saw, or heard recently * Pay attention to: Punctuation (effective use) Sentence Variation: The use of phrases and clauses, proper connections, nuances• Discussion: Peacock’s idealism/realism and: Tae-Han Saram/Sarang * Jot down your gut level feeling• Go to the Language Lab, and eventually continue web pages.• Activities and Procedures: Power point reading and Quick Writing

Pay attention to the use of punctuation in the works that you read – especially when you see dashes, colons, and

semicolons being employed.

• A woman without her man is nothing.

• A woman: without her, man is nothing.

Seven Common Sentence Patterns

• 1) S – V• 2) S – V – DO• 3) S – V – IO – DO• 4) S – V – DO – OC (Noun)• 5) S – V – DO – OC (Adjective)• 6) S – V – PN• 7) S – V – PA

Page 548 Elements of Language (How many patterns are there in Korean

grammar ?)

Back into Molly’s Head …

AltruismBy Molly Peacock

What if we got outside ourselves and there really was an outside out there, not just our insides turned inside out? What if there really were a you beyond me, not just the waves off my own fire, like those waves off the backyard grill you can see the next yard through, though not well — just enough to know that off to the right belongs to someone else, not you. What if, when we said I love you, there were a you to love as there is a yard beyond to walk past the grill and get to? To endure the endless walk through the self, knowing through a bond that has no basis (for ourselves are all we know) is altruism: not giving, but coming to know someone is there through the wavy vision of the self's heat, love become a decision.

Are you being pro-active?

* Critical Reading (online test / 28th ?)

Things Fall Apart at: http//172.16.82.110

* SAT-1 minor quiz, work-sheet next class

* Elements of language Chapter 7 – pages 309, 327

Chapter 10 – pages 425-26

Chapter 17 – pages 576, 582, 595, 596, 600, 601, 603

Chapter 18 – pages 610, 611

* High School English (Government Text Book) chapters 3 and 4 (minus D2, page 92)

General Assessment for English Department:

45 points – English Literature 45 points – Grammar and Composition 10 points – Standardized Testing a) 4% Vocabulary Tests b) 4% Critical Reading c) 2% SAT-I, TOEFL, TOIC ------------------------

100 points Composite Evaluation (Total English Grade)

• English Literature 40% Term Tests (mid-term and final term test) 40% Term Papers (final-term research paper) 20% Daily evaluation (Homework, Quiz, Class Participation): ----------------------------- 100% of 45 points

• Grammar / Compostion 40% Term Tests (mid-term and final term test) 40% Term Papers (mid-term research paper) 20% Daily evaluation (Homework, Quiz, Class Participation): ----------------------------- 100% of 45 points

CSIA *High School* Summer Critical Reading Regimen Korea and The American "Dream" or The American "Nightmare."

On some level, The Great Gatsby, Of Mice and Men, Death of a Salesman ... all deal with the idea of "The American Dream."  In addressing these three literary works, we would like for you to consider each in terms of your own identity and your own experience (individually or collectively), as Koreans, yourselves.  Keep a reading journal, with daily entries related to the following assignment. Number or itemize each of the seven questions below:

I) For an individual analysis of each book: (Gatsby, before vacation)

1) Archtypes? In each of the three literary works, consider THREE characters and compare all three to similar characters in Korean history, or in Korean pop culture, or as being similar to characters among your own family and acquaintances. Elaborate on the similarities and/or differences.

2) Chose and investigate THREE scenes from each book, three scenes that you feel are pivotal in the plot or pivotal in explicating the theme. Why do you think these particular scenes are pivotal? Support your opinion with logical evidence.

3) What is to be done? These three scenes should expose some major conflict or obstacle someone (the protagonist, for example) or society/humanity has/had to overcome. For each book consider: In your opinion, a) What is to be done -- vis a vis the human condition? b) In the book at hand, where did the seeds of the major conflict first arise. c) What could have been done or should have been done to avert or resolve the problem(s) before--or following--any of the climactic tragedies dealt with in the literary work, at hand.

II) In a comparative analysis to be submitted at the first English class upon your return after summer vacation: Number and address the following questions:

6) Is there a distinctive "Korean Dream"? If not, elaborate on this answer. If so, is that "Dream" similar to, identical with, or very different from "The American Dream" (or "Nightmare")? Elaborate (based on individual analysis of each book).

7) In fact, through these three readings, what can you say by way of describing or defining this "American" Dream/Nightmare?

4) Book by book: How significant is this work, (on you: how much of an impact might it have made; how much of an impression has it made; how moving is it) a.) How significant for you; b.) How significant for Korea (in your opinion) c.) How significant for the world, at large (in your opinion)?

5) What are one or two strengths, one or two weaknesses of this book.Go to Amazon.com and consider the review for each book, then:Give your own rating for each book, on a scale from one to five.

Week/date Contents … moving into the Second Semester

1) 8.21-9.1

Review: Key topics covered in the First Semester

Grammar/Composition / Facilitator / Mindset

Quick writing: Poetry, IHT/CNN Commentary (Discussion)

First 14 pages of Chapter 3 / “Elements of Language” (14 points)

2) 9.4-9.15 

Lecture: Mini Lesson, trouble shooting (on previous week’s writing)

(New Quick Writing) Comparing and Contrasting Media Messages

(“Elements of Language” Chapter 3)

Quick writing: Poetry, IHT/CNN Commentary (Discussion)

2nd /3rd 14 pages of Chapter 3 / “Elements of Language” (14 points)

3) 9.18-9.29

Lecture: Mini Lessons, Grammar from Literature Text Book

Analyzing Causal Relationships --(Chapter 4) (Quiz/Discussion)

First 14 pages of Chapter 4 / “Elements of Language” (14 points)

Last Semester

Confucius / LanguagePlanning and Invention Tagmemics (pros/cons – emic/etic)4 key points, most common grammar problems: 1) Definite/Indefinite Articles (Handout) 2) Punctuation (S/W) 3) Rule # 20 Page 28 (S/W) 4) Faulty Pronoun Reference (Chapter 20)Formatting References (why important)Clauses (sentence variation, nuances, prime/sub rel.)Parallel Structure (logic, flow)Collective Nouns (correct, polished)

Comparing and ContrastingRelevance to TOEFL/SAT Essay Writing

• Read to Write, Write to Read (Evaluation Criteria)

• Insightful, Effective, Forceful, Grammatically Correct, Polished 1) Content (So what?); 2) Form (Style)• Critical Reading, Critical Reasoning (Content) / Logical Flow (Form)• Medium/Media Shapes the Message (Content)• Finding the Point, Stated vs Implied (Form)

Transition words (Handout) / Diction (Thesaurus)• Planning and invention (Handout) — Review (Content)

Block / Point-by-Point (Supporting Evidence)

• Grammar Mini Lesson (from Gatsby papers)• Practicum: Spectrum--On Whom/What do you rely for your News? Essay/Discussion Nasrallah, 2 Israeli Soldiers: What is to be done? Three Key Points (sources)

Fourth Week of The Second Semester

Weeks of 9.4 through 9.15  Lecture: Mini Lesson, trouble shooting (on previous week’s writing) (New Quick Writing) Comparing and Contrasting Media Messages (“Elements of Language” Chapter 3) Quick writing: Poetry, IHT/CNN Commentary (Discussion) 2nd /3rd 14 pages of Chapter 3 / “Elements of Language” (14 points) Check Clear Files: a) First set of 14 points of E/Language notes; b) Nasrallah notes on three points, and on what is to be done; c) Two announcement sheets; d) Second set of 14 points on E/Language notes; e) Outline or quick-writing on Nasrallah, or on own term-paper topic; f) Third set of 14 points of E/Language notesAnnounce: Range of Mid-Term MOE Units 7 and 8 Grammar in Use: 3, 6-10, 13-15, 23, 39-42, 60, 65, 69-73 (21 units total)Additional Emphasis: State/Assess Resources, Spectrum, Connotation and Denotation Hyperdictionary.com

Fifth and Sixth Week of The Second Semester

Weeks of 9.8 through 9.29  Lecture: Mini Lesson, trouble shooting (on previous week’s writing)

Evaluating and revising your draft (pp 124-129; 167-172)

Quick writing: Poetry, IHT/CNN Commentary (Discussion)

Analyzing Causal Relationships (What application to your term paper?)

1st / 2nd 14 pages of Chapter 4 / “Elements of Language” (14 points) 1st Preview and Reading a Causal Analysis (pp 139-151) 2nd Writing a Causal Analysis (pp 152-166)

Term Paper due this week 29th 2 points bonus for hard-copy by midnight of the 28th 10 points off per day for late papers—not in before lunch 29th