English II Honors—January 6, 2016• Daily Warm-up:

– Write a list of 5 interesting adjectives.– Trade your list with a partner, and write sentences using their

adjectives.– Circle the adjective underline the noun or pronoun that it

modifies.– Example: The zany teacher made us do a stupid assignment.

• Homework:– Study for Lesson 1 and 2 Vocabulary Quiz (Monday).– Signed syllabus due Friday.– $5 lab fee due 1/15.

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.

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.

• 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

English IIEA1: 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.

Exploring Culture with Communication

• Culture is the behaviors and beliefs characteristic of a particular social, ethnic, or age group.

• What are some examples of culture?

Think About. . .• Your 1st associations• Discuss your peers associations• Why did other students share some of your

perceptions but differ with others?Image 1st Associations Response from

Peers#1

#2

Image #1

Image #2

Image #3

Image #5

Writing Prompt• On a sheet of paper, write a list of five items you could bring

to class tomorrow that would express something about your cultural identity. Next to the item, write a description of what each item represents to you and the cultural connection (e.g. heritage, values, practices, experiences).

• Explain how one of the items on your list reflects an aspect of your culture. Be sure to:– Explain the object and describe it if possible.– Make a connection to your culture.– Articulate the significance of the object to you.

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