English 1a summer 2010 Schedule



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English 1A Summer 2010 Schedule



English 1A Summer 2010 Schedule


Week

Objectives

Assigned Readings: Readings should be completed by the days listed. Readings are listed by author’s last name and page numbers. Readings in California Dreams and Realities are listed as CDR.

DUE For readings in CDR, answer 1 question from “Understanding the Text” unless otherwise noted.

1


Topic: Defining the California Dream

  • Introduction to the course

  • The Reading and Writing Process

  • Introduction to the California Dream

  • The Suburban California Dream: paradise or gridlock?


ESSAY ONE: THE CALIFORNIA DREAM

  • Essay Organization

  • Annotating and Questioning

  • Interviews on the California Dream




TUESDAY

Introduction to the course


WEDNESDAY

In California Dreams and Realities (CDR):

Introduction, 1-8

Chapter 1, 19-22

Rawls, 22-30

Kotkin, “Golden State May Be Blinded

By Its Luster” (Course Reader/

handout)


Steinhauer, “Pinch of Reality” (Course

Reader/handout)


THURSDAY

O’Brien, 75-77 (CDR)

Garreau, 298-307 (CDR)

Carle, 403-411 (CDR)

Garcia, 291-292 (CDR)


6/29 (Tues): Discuss Syllabus and

Schedule. Discuss article.


6/30 (Wed): Journal entry

on James Rawls’ essay (22-30):

Answer at least 1 question from

“Understanding the Text” at the

end of the essay.

7/1 (Thurs): Complete interviews

on the California Dream and bring

typed interview to class. Journal

entry on Garreau’s essay in CDR.

Answer at least 1 question from

“Understanding the Text.”

In-class Essay #1. Bring



Course Reader to class.

2


Topic: Place and Identity

  • Work on Essay 1: Brainstorming, outlining, gathering ideas.

  • Sentence-Level work: Appositives

  • Understanding How Different Places Shape our Identity




TUESDAY

Creamer, 432-434 (CDR)

English-Lueck, 236-242 (CDR)

Lewis, 293-297 (CDR)

Hanson, 428-431 (CDR)

May, “Suburban Eden” (Course



Reader)
WEDNESDAY

Street, 421-425 (CDR)

Warning Sign, 420 (CDR)

Haslam, 411-415 (CDR)

Arax, “The Last Valley” (Course

Reader)

Bring a Thesis Statement and Rough Draft to class.



THURSDAY

Bring Essay 1 to class.

Davis, “The Case for Letting Malibu

Burn” (Course Reader)



7/6 (Tues): Bring a P.I.E.

paragraph to class. Finish lesson

on Appositives. Journal entry on

either Creamer OR Hanson:

Answer 1 question that

follows the essay from

“Understanding the Text.” Journal

entry on either the essay

by Lewis OR English-Lueck.

Bring a brief summary of May’s

“Suburban Eden.”

7/7 (Wed): Journal entry on the essay by Street. Brief summary of Arax’s chapter in Course Reader.

Thesis Workshop: Bring a Thesis

that responds to the Essay 1

prompt for a Thesis Workshop.

Bring a Rough Draft of Essay 1

for a Peer Review Workshop.
7/8 (Thurs) ESSAY 1 DUE IN

CLASS. In-class Essay #2.

Bring a brief summary of Davis’

chapter.


3



Topic: California History: Spanish Conquest and the Gold Rush






  • Spanish Conquest and Gold Rush




  • In-class essay writing: purpose and strategies



MIDTERM EXAM


TUESDAY

Read lectures in Course Reader:

California History: Spanish Conquest

and the Gold Rush.

Rawls, Chapter 3, “Discovery,

Exploration, and Founding” (Course



Reader)

Montalvo, 31-33 (CDR)



WEDNESDAY

Rawls, Chapter 8, “The Gold Rush

and Economic Development” (Course

Reader)

THURSDAY

Midterm Exam



7/13 (Tues): Bring 2-3 discussion

questions from lectures in Course



Reader.

Journal entry on Rawls Chapter

3 in Course Reader: identify

important facts and draw

inferences from these facts.

7/14 (Wed) Homework Activity:

Bring a paragraph in P.I.E. format

about The Gold Rush.


7/15 (Thurs) MIDTERM: In-class essay. Bring Course Reader and CDR.




4

ESSAY TWO: NATIVE AMERICANS AND THE GOLD RUSH

  • California Indian History

  • Begin Exterminate Them!

  • Sentence-Level Work: Verbal Phrases

  • Close Reading Guidelines




TUESDAY

Read lecture in Course Reader:

California Indian History

Miranda, 72-73 (CDR)

Lowry, 74 (CDR)

Soto, 426-427 (CDR)

Rawls, Chapter 2, “Original

Californians” (Course Reader)



WEDNESDAY

Exterminate Them!: “Introduction” (1-31)

THURSDAY

Exterminate Them!: Chapter 1 (35-53)

Exterminate Them!: Chapter 2

(55-70)




7/20 (Tues): Bring 2-3 discussion

questions from lecture in Course



Reader. Journal entry on

either Miranda or Soto’s poem:

Answer at least 1 Question from

“Understanding the Text.” Finish

lesson on Verbal Phrases.

7/21 (Wed): Bring a response to Exterminate Them!: Introduction (directions given in class).

7/22 (Thurs): Homework Activity on Introduction to Exterminate Them!: Explain how religion and particularly the Spanish mission system were used to control or change Native American ways of life. Also, what is one important thing that you learned about California history from reading the Introduction? Write 2

paragraphs in response.

In-class Essay #3.




5





  • Finish Exterminate Them! (skip Chapter 4)



  • Thesis Workshop




  • Work on and finish Essay 2



Topic: Multicultural California Dreams




TUESDAY

Exterminate Them!: Chapter 3 (71-79)

Exterminate Them! Chapter 5 (113-133) (skip Chapter 4)

Exterminate Them! Chapter 6 (Read

only 135-141)

WEDNESDAY

Bring a Thesis Statement and Rough Draft to class.

Gregory Jay, “What is

Multiculturalism?” (Course Reader)

Gibbs and Bankhead, 84-93 (CDR)

Stodghill and Bower, “Integrated City”

(Course Reader)

THURSDAY

Bring Essay 2 to class.

Arax, “The Summer of the Death of

Hilario Guzman” (handout)



7/27 (Tues): Bring a response to

Exterminate Them! Chapter 5. Use

“They Say/I Say” model described in

Writing Process Lecture 9.

Assessment of Exterminate Them!

(whole book) due.

7/28 (Wed): Bring a Thesis that responds to the Essay 2 prompt for a Thesis Workshop.

Bring a Rough Draft of Essay 2 for

a Peer Review Workshop.

Journal entry on Gibbs and

Bankhead’s essay.


7/29 (Thurs) ESSAY 2 DUE IN



CLASS.

In-class Essay #4.

Summarize Arax’s chapter and

connect it with one other reading

from this week.


6

ESSAY THREE: IMMIGRATION AND MULTICULTURALISM

  • Writing Strategies: Analysis and Synthesis

  • Learn about Multiculturalism in California

  • The Immigration debate in California

  • Sentence-level work: Contrast and Concession

  • Analyze and synthesize 3 texts from Multiculturalism section

  • Write Essay 3

FINAL EXAM

TUESDAY

Hondagneu-Sotelo, 116-129 (CDR)

Ling-Ling, 94-96 (CDR)

Editors, 98-99 (CDR)

Bring a Thesis Statement on Essay

3.

WEDNESDAY

Bring Essay 3 to class.

Arax, “Highlands of Humboldt”

(handout)
THURSDAY

Read essay by Starr in Course Reader:

Read and annotate the essay and

bring it to the Final Exam on Thursday.




8/3 (Tues): Homework Activity:

Paragraph on Hondagneu-

Sotelo’s essay and the California

Dream. Complete lesson

on Contrast and Concession.

Journal entry on Contrast and

Concession in Ling-Ling’s essay.

Thesis Workshop on Essay 3, and

in-class work on Essay 3.

8/4 (Wed): ESSAY 3 DUE IN



CLASS.

Bring a brief summary of Arax’s

chapter.
8/5 (Thurs) Final Exam: In-class

essay. Bring CDR and the Course



Reader. Read and annotate the

article by Kevin Starr (in Course



Reader).






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