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  1. Eng. 4P/ERWC 2011-2012 Spring Per. 1, 2 & 4
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Eng. 4P/ERWC 2011-2012 Spring Per. 1, 2 & 4 Assignments

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Past Assignments

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ITW Film (6/12-6/13)

Change of plan: We must complete the Sr. Survey on Tuesday 6/12, so the ITW film will be pushed back one day, which means that we will have one less day for Grad speeches :(

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6/7-6-11: Booth Group Presentations

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Note: Booth Groups have been moved to June 7th, 8th, and 11th due to Senior Assembly.

* Stamp ITW Ch. 18
* Read epilogue/class discussion
* Discuss writing prompt in packet (you will write it tomorrow)
* Quick Talks

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Upcoming:

Monday 6/4: Epilogue, discussion, writing prompt discussion, quick talks
Tuesday 6/5: In-class writing response/complete journals
Wednesday 6/6: Quick Talks (no 4th period today due to Sr. Assembly)
Thursday 6/7-Monday 6/11: Booth Group presentations

Tuesday 6/12-Wednesday 6/13: ITW Film
Thursday 6/14 & 6/15 (+ 6/18 for Periods 1 & 2): Grad speeches & Portfolio Return

Then it's bye bye minions :(

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* Quick Talks :)
* Time to work on presentations with your group
* HW: I will stamp the ITW Ch. 18 journals on Monday

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(I'm out for Strategy Academy)

* Read ITW Ch. 18 and respond to the journal questions
* Ticket out the Door: 10 symptoms of starvation

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Quick Talks :)

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Upcoming:
* Monday: Memorial Day Holiday
* Tuesday: ITW
* Wednesday: Quicktalks
* Thursday: ITW
* Friday: Quicktalks + Work time for presentations

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Reminder: Presentation Dates have been changed due to Sr. Assembly:
Group A: 6/7
Group B: 6/8
Group C: 6/11

* ITW Ch. 17
~ Preview vocabulary (Feckless!!)
~ Guided reading and sentence frames
~ Ticket out the Door:

1. If Chris had a topographic map, he would have known about __, which __.  But Chris did not want a map, because __ (173-174).
2. Humorously, Krakauer tried to ward off bears by shouting, "__" (176).
3. Some critics claimed that Chris was incompetent because ___; ultimately, however, Krakauer found out that ___ (177-178).

* HW: Ch. 17 Journal responses

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* Last day to turn in Sr. Research Essays
* Work time for presentations

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* Collect Sr. Research essays (window to turn in closes tomorrow!)
* Stamp Ch. 12-16 Journals
* Quiz: Ch. 10-16
* Guided discussion/participation points
* Bring materials to work on presentation tomorrow!

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RT Groups: Ch. 16 of ITW + Journal resonse

* While you work with your groups, I will give you back Ch. 1-11 journals plus consult with students re: grades and research paper

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Whole class reading: Ch. 15 (Reading circle)

* Sentence Frame response: Two similarities between McCandless and Krakauer are ___ and ___.  The most important of these seems to be ___ because ___.

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Research Papers are due this week. The window is 5/21-5/25

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* PPT: Booth groups -- choose presentation ideas, schedule dates, pick name for group + think of decorations (see attached) 


Attached Files:

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Before you print your final draft, check to see that you have met all of the requirements!

See attachment.

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>> Objective: Students will respond to a text verbally by using sentence frames.

* Collect ITW Journals for Ch. 1-11 (formative and summative grade)
* Review Ch. 12-13 using sentence frames:
Partner A: (p. 121): On a trip to El Segundo, Chris learns ___.  On important detail is ___.  Chris's reaction can be described as ___.  
Partner B: (p. 129): Carine and Chris share many similarities, but are very different nonetheless.  Two similarities between them are ___.  Three differences between them are ___.  Despite their differences, ___.  
* Ch. 14: Whole class -- complete reading as HW

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* Collect Q3 Body Paragraphs
* Show model research paper again: components of the abstract 
* Drafting time for abstract
* Discussion of ITW Ch. 12 highlights (Note: We will put this on hold since we were able to utilize the library -- no one was signed up for it)


* Note: Due to testing schedule and AP testing in my room, we will be able to get into the library Tues or Thurs + Friday

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Objective: Students will draft body paragraphs for Senior Research Essay that meet District Rubric standards.

** We got lucky with more library time (AP testing in my room): 
* Collect Body Paragraphs (Part 2/Question 2)
* Research help: Body Paragraphs (Part 3/Question 3)
 
See attached document if you are still struggling with how to format your paper. 


Attached Files:

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* Stamp Ch. 10-11 ITW journals
* Whole class: read Ch. 12
* Written response to journal question for Ch. 12

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Objective: Students will draft body paragraphs for Senior Research Essay that meet District Rubric standards.
1. Collect Body paragraphs (Part 1/Q1)
2. Research help: Body Paragraphs (Part 2/Question 2)
 
 HW: Make sure you have Ch. 8+9 from Into the Wild, plus work on body paragraphs
 
Finish Part 2 by Friday 5/11 in colors.  So far you have typed: Intro (bold hook, underline thesis), Q1 (in colors, highlight parenthetical citations), Q2.

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* ITW Quiz: Ch. 6-9
* Connected article (see link) -- Credit goes to Avancon Glass for finding this!  Great job!
* Class reading and discussion: Ch. 10-11
http://gma.yahoo.com/going-without-money-hurt-economy-one-mans-quest-2110498...

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Objective: Students will draft body paragraphs for Sr. Research Essay that meet the standards as outlined in the District Rubric.

**Writer's Workshop** 
*Review Research Rubric on Elmo (see attached sample)
* Body Paragraphs (Part 1/Question 1)
  ~ Review the format and colors for a body paragraph:
Topic Sentence = blue (this sets up your paragraph in your own words)
Concrete Details = red (these are the quotations and paraprhrases from your research -- integrated with your own words) x2 (each body paragraph should have at least 2 chunks)
Commentary = green (this is where you comment on the concrete details) x2 
Concluding Sentence = blue (this wraps up your paragraph) 
  ~ Each Question will have a 2-3 paragraph response
  ~ Show model essays on Elmo

* HW: Complete draft of Part 1 of your paper by Wednesday

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* Stamp Ch. 6-7 Journals
* Class discussion/participation points
* Ch. 8-9 reading and discussion
* HW: Finish Ch. 8-9 by Tuesday (quiz)

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2/4/6 Block/CST Schedule:

Per 0: 7:00-7:55: Blake poetry assignment
Per 2: 8:00-10:00 (Testing time/for us this is Study Hall/films)
Per 2: 10:20-11:35
Per 4: 12:10 -1:25
Per 6: 1:30-2:46

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Per 2: 10:20-11:35 and Per 4: 12:10 -1:25 (No period 1 today)
* Return thesis statements
* Into the Wild reading and discussion: Ch. 6-7 (due Friday)

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Library:

* Fine tune your research as needed
* Type your introduction (see attached model)

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1/3/5 Block/CST Schedule:

Per 0: 7:00-7:55 -- Normal schedule
Per 2: 8:00-10:00 (Testing time/for us this is Study Hall/films)
Per 1: 10:20-11:35 
Per 3: 12:10 -1:25
Per 5: 1:30-2:46

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1/3/5 Block/CST Schedule:
Per 1: 10:20-11:35 agenda (No Per. 2 or 4 class today):
* Return thesis statements
* Into the Wild reading and discussion: Ch. 6-7 (due Friday)


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Objective: Students will write their introductory paragraphs for their Senior Research essays, starting with a compelling thesis statement.  

Today's Agenda:
 
* Collect any late research notes (green packets)
* While I assess your work, you will do the following, using the model to guide you:
   1. Draft your THESIS statement: (Although/Even though) counter-argument/other perspective, your perspective/focus of your essay.   (See example below)

   2. Write your introductory paragraph (HTBT)
* Introductory paragraph draft is due today (ToD)

Sample Thesis: Although companies often have legitimate reasons that lead them to monitor their employees' Internet usage, the benefits of electronic surveillance are outweighed by its costs to the employees' sense of privacy and autonomy.   

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Objective: Understand what motivated McCandless by paraphrasing Transcendentalists' beliefs and collaboratively read, analyze, evaluate, and literary excerpts that influenced McCandless.
 
* 25 Min: Groups: Analyze + evaluate excerpts from one of the authors who influenced McCandless influences: (Tolstoy, Davies, and Thoreau) -- find relevant quotes to back up your responses.
*10 Min: Share your findings with the class.

Hand in your team's response

 
** If you were absent, please see the attached document for the assignment.  You should complete Parts I & II for ONE of the three authors (Davies, Tolstoy, or Thoreau)

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* Demo how to use the Research Notes packet/Distribute
* C Lab: Pre-research 
* Reminder: If you haven't signed up for research topic yet, you need to do so!

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* Collect any outstanding ITW $
* Collect Essay Rewrites

1. Research: Sign up for Research topics + Distribute/Model Research Packet (how to use)
2. ITW: Review Reader's Journal/Expectations + 7-minute paragraph answer to Q.1 (with frame, below) + read Ch. 2 together

Response Frame: Two adjectives that come to mind when I think about Chris McCandless are ___ and ___.  I think he is ___ because he ___, as evidenced by "___" (4).  I also believe he is ___ because, according to Gallien, "___"(5).  (Add CM + CS)

* HW: You should be finished with Ch. 1-3 by the end of Spring Break

* Tomorrow: Be prepared for "Pre-Research" in the C.Lab -- use your research notes packet

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>> Objective: Students will read and reflect on the exposition of the story (ITW) by discussing in teams + as called on with equity cards.

* Collect the rest of the ITW $

* Debrief Works Cited assignment/return papers + review the format for essay rewrites (due tomorrow)
* Sign up for your research topic before Friday
* Distribute ITW books:
 ~ Video Clip: Eddie Vedder 
 ~ Map of N. America
 ~ Begin reading as a class (Ch. 1)
 ~ Take notes on the exposition and write a reflection:  What do you think of Alex so far?

* HW: Essay rewrite is due tomorrow

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Objective: Students will practice correct research skills and MLA citations as demonstrated by Works Cited sheet due at end of period.  

All ERWC classes MEET in the COMPUTER LAB **Research + MLA citation practice **
 
1. Line up outside the c.lab in pairs -- I'll hand each partnership a slip with a topic.  Sit at computers side-by-side.
2. Both partners logon to their computers.  
3.Follow the instructions from "Partners Practice Researching" EXACTLY as written to set up your paper; see the sample on the back so you know how your final product should look
4. Both Partners: Work together to narrow your topic + generate a research question
5. Once you've cited your 3 sources, double check to make sure that:
* Font is 12 point Times New Roman for ALL of the text,
* Margins are 1" all around the page
* All names and titles are properly capitalized
* Alphabetized properly
* Double-spaced and lined up neatly with no crazy spacing problems
* "Reverse indented" like the model project 
 
Once you've done all of that, press file/print (make sure it's the correct printer), and hand in your paper to me :)



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Demonstrate how to research and properly cite sources (Prep for computer lab research)
 
1. Present "Preparing for Senior Research Project" (attached)
2. Demonstrate MLA Citation maker (go on my website and click "Links")
3. Choose a partner for your research assignment tomorrow
4. Tomorrow you will do research to compose 3 research questions (based on 3 different sources).


Attached Files:

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* Stamp Ch. 6-7 ITW journals
* Draft 1st Body paragraphs for research paper

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Objective: Build background for the unit by taking notes about Alaska and Transcendentalist beliefs.
 

* Share your "10 things about Alaska" list -- turn in (EC)
* Return LGC Essays & discuss annotations and grade/rubric: Rewrite by next Thursday (highlight changes)
* 9 Transcendentalist Beliefs:Paraphrase and  Give One/Get One

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* Collect ITW $7
* Set up "Into the Wild" Packet: Staple 6 sheets of paper.  The top page is for Table of Contents.  Number the rest of the pages.
* Into the Wild PPT: Respond to The Big Question (7-minute paragraph) -- share with partner/share with class
* Notes on Christopher McCandless
* Lonely Planet Video on Alaska (6 min:)
* HW: 10 interesting things about Alaska
 
Here is the Big Question in case you were absent:
 
Does our society allow us to find true happiness and fulfillment? Have you ever felt as though you needed to get away from what you knew in order to learn more about yourself or life in general?
 
What would you do if you felt as though you needed a radical change in your life to find meaning in living? Would you take the chance or would you keep on living the way you always did?


About Christopher McCandless:
 
* He grew up in an upper-class family and graduated from the renowned Emory University in 1990.
* He was influenced by authors and philosophers who viewed materialism as empty and unfulfilling.
* McCandless began embarking on solitary trips with no money, hitchhiking and depending on gifts and odd jobs to survive.
* In 1992, he decided to travel alone to Alaska, where he hoped to live off of the land and find meaning in his life. He never returned.
* The story of his life and death was made into a major motion picture, Into the Wild, in 2007.

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** Start of Into the Wild ** (Pre-reading)

Objective: Students will paraphrase a poem and analyze its theme by completing a graphic organizer and sentence frames. (Complete the assignment we began yesterday)
 
(Music "Money" Pink Floyd or money money, money)

2. Connecting poem: Money, O! -- Read alone, 5 students read one stanza each, teacher read; paraphrase each stanza (see attached) #1 = I do, #2 = we do, #3 = partners, #4-5=on your own.
3. Theme (frame) In __'s poem, ___, the message is __. This is important/significant/relevant to today because __.

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** Start of Into the Wild ** (Pre-reading)

Objective: Students will paraphrase a poem and analyze its theme by completing a graphic organizer and sentence frames. (This will be a 2-day assignment due to administrative things we need to take care of)
 
* PB Packets/Grades
* Return Lit Circle books (to me, student services, and/or library)

* "Money O!" poem
1. It has been said that "Money makes the world go 'round." Reflect on how this relates to you personally. On a broader scale, does our society allow us to find true happiness and fulfillment without money? (Frame) TPS
2. Connecting poem: Money, O! -- Read alone, 5 students read one stanza each, teacher read; 

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Note: We did this in 2011 but not in 2012 -- I'm just saving it in case we use it next year

Objective: Students will take notes of language, gender, generational, and cultural issues as presented in our unit film + reflect on significance.
 
* Joy Luck Club film excerpts: Students will divide their paper into quarters: One quarter for each issue/misunderstanding: language, gender, culture, and generation (mother/daughter).  After watching the excerpts, students will write a reflective paragraph. 

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* Last Lit Circle presentations (1-2 per class)
* Share grades with each group
* Discuss 4th Quarter
  ~ Research Project Overview  
 ~ Options: ITW book or ERWC articles + textbook -- vote for which you want
*** Note: All classes decided to purchase the books so we'll read Into the Wild!  

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3/28-3/30: Student Presentations (Final Lit Project)

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* Lit Circle Projects -- Last in-class time to work on the projects (due March 28th)

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* Continue and Complete the "True Colors" Assignment (See Friday's homework for the PPT)
* Sentence frames for Gold, Orange, and Green
* Write a reflection

* HW: Final in-class day to work on project is tomorrow.  Due Wednesday

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Note: We did not do this assignment -- just holding it in case we want it later

* Love Languages Survey + Graphic Organizers and writing (frame responses)
-- See attached PPT for details



Attached Files:

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* Collect Packets with rubric
* Collect C/C Essays with ERWC rubric

"True Colors": Learning How to Communicate with different personality types -- See PPT attachment

 ~ Background/History of 4 types of personalities
 ~ Take the Color Assessment (see attached)
 ~ Take notes using frames
(To be completed on Monday)

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  1. Review LGC Table of Contents (due Friday) -- See attached
  2. Teams: Plan and write your script for final Lit Circle project

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3/21-3/22: Final Lit Circle Project Preparation

* Plan and script your presentation (due 3/28)

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Computer Lab: Type (and revise) your essays (C/C communication styles)

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* Revise/peer edit C/C essays -- Salsa Groups:

* Hot: Peer edit
* Medium: Complete revision w/2+ integrated quotations
* Mild: Huh?  What essay?

* Be ready to type final draft tomorrow (due next Tuesday)
* Be ready to work on team projects on Wed/Thur

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Objective: Students will revise C/C essays with integrated quotations by following a model and using their CM tools.

* Daily Inspiration response
* Write the prompt and review the structure of the paragraphs (see attached)
* Walk through the components of a body paragraph (TS, CD, CM, etc.) -- white board
* Review the sample body paragraph (see attached)

* Monday we will further revise and edit, Tuesday we type; due on Friday

* Next Wednesday and Thursday: Class time to work on team projects

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Final Lit Circle Meeting:
* Stamp completed Roles
* Engage in your Lit Circle discussion
* Reflection
* Work on your Project

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LGC Unit: Culture
 
>>Objective: Students will write a framed response about a culture clash + annotate and reflect on an expository text
* Warmup: Have you ever experienced culture clash?
* Cultural video: Joy Luck Club- Dinner Scene
* Sentence frame to recap the cultural issues
* Read and annotate excerpt + write reflection
* Introduce the final lit circle project (on Elmo) -- think about it overnight so you are ready to make a decision with your group tomorrow


Attached Files:

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Final Lit Circle Prep: Complete your task for the end of your novel + Prep for your Project

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>> Objective: Students will write Costa's questions and engage in a text-based discussion (Socratic Seminar) with a written reflection

* 8-min: Make 1 connection and write 3 UTS questions based on Article 2 (Mars/Venus) (using Costa's levels of questions) to prep for socratic seminar.
* 25-min: 2 Socratic Seminars (simultaneous)
* 5-min: Reflection & Debrief:
  • Most interesting thing said
  • What did you most agree/disagree with?
  • What do you wish you had said?


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Objective: Students will synthesize information from texts, videos, and notes to draft an essay regarding miscommunication between genders, along with proposed solutions.  Students will write an effective 3rd body paragraph, introduction, and conclusion for their c/c essays, using sentence frames as support.

* Video Clip: Modern Family
* Debrief: What does Phil "not get"?  What does he need to do to better communicate with Clair?
* 7 minute body paragraph: Solutions for how men and women can better communicate (base this paragraph on the information from your two previous paragraphs)
* 7 minute intro -- How to begin this
* 7minute conclusion -- Really strong ending
* Wrap up/debrief/next steps
* If time: video clip


 
Attached Files:

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Third Lit Circle Meeting:
* Stamp completed Roles
* Engage in your Lit Circle discussion (DD, Summarizer, PM, Connector)
* Reflection/TOD:
1. Most interesting topic discussed today and why
2. What you think will happen in the climax/resolution and why (predict)

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>> Objective: Students will explore and discuss stress triggers and coping strategies, and write 2 paragraphs to compare and contrasgt male/female coping stratgegies.

LGC:Gender Gap
* 2 Videos: I Love Lucy + Friends -- differences in gender behavior (sentence frame)
* .Discuss stresses in life + coping stratgegies -- write in notes packet -- Class share on board (column for stressor/healthy strategies/unhealthy strategies)
* Listen/take notes (separate columns for men and women): Mars/Venus Part 3 audio 
* Write 2 paragraphs (Compare/Contrast) male/female ways of coping with stress.
* HW: Final lit circles are tomorrow!
 
**** If you were absent, click on my name (above) and then click on "videos" to find the Mars/Venus link so you can listen to it and take notes to write your paragraphs

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Prep for Lit Circle: Complete your task for 3/4 of the novel

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LGC:

* Daily Inspiration
* "Men are from Mars..." Quickwrite and predictions
* First Reading + define vocabulary
* Write 1 connection + 3 questions (for Wednesday's 
Socratic Seminar)

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LGC: 

Tannen 2nd Reading/Annotations
Written Response

(See attached)

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Second Lit Circle Meeting:
* Stamp completed Roles
* Engage in your Lit Circle discussion
* Reflection

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* Video Clip: Gender Roles
* Tannen Article:
 -- Main Idea
 -- 1st Reading Questions -- debate, discuss, defend
 -- TOD: Reflection/how convincing 

(See attached)

* HW: Lit Circle roles due at beginning of period tomorrow

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* Daily Inspiration
* Prep for Lit Circle: Complete your task for the first 1/2 of the novel

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LGC
* Share responses to "The Big Question" (See attachment)
* T-Chart:  Effective/Ineffective types of communication
* Close Talkers (Seinfeld) + CM Frame
* Tannen Pre-reading responses
* HW: Read your Lit Circle books!

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First Lit Circle Meeting:
* Stamp completed Roles
* Engage in your Lit Circle discussion
* Reflection/TOD

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LGC
* Quickwrite: Respond to one of the 2 prompts (See attachment)
* Lines of Communication -- outside
* Debrief: Groups/Class
* The Big Question/CM Frame response
* HW: Lit Circle roles prepped and ready for Thursday!

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* Prep for Lit Circle: Complete your task for the first 1/4 of the novel (include Thinking Map)
* TOD: Response to Lit CM frame (attached)
* HW: Read/prep for Thursday's Lit Circle

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* Anticipation Guide for LGC (Jump the Line Activity) -- Debrief/discuss
* Quick Talks
* HW: You should have read 1/4 of your novel by Tuesday!

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* Set up your LGC Packets: Table of contents
* Anticipation Guide (Answer the 22 questions -- we'll do the activity tomorrow)
* Lit Circles -- Exposition
With your team, discuss and respond to the following (1 paper per team with all members contributing)

Front of page: Exposition/Basic Situation
1. Important Background Info
2. Main Characters - names, descriptions, important details
3. Setting(s) -- time + place and interesting details
4. Conflicts introduced so far
5. Your impressions/opinions so far

Back of page: Sequence of Events

Create a Flow Map for the 3-4 important events so far in your book

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Lit Circles begin!

* Check out books (from me, from the library, or from student services)
* Assign roles for each meeting including mutually agreement for your progress through the book for each meeting (You keep a copy/give copy to me)
* Begin reading your novels (first 10-20 pages of exposition)
-- Take notes: Setting (time and place), main characters, conflicts, background...

For the next 4 weeks:

M/W/F = LGC Unitl
T/Th = Lit Circles

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* Daily Inspiration
* New Seats for Lit Circles
* Lit Circle PPT/Take notes
* Choose literature

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Lincoln Holiday (no school)

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Quick Talks

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DWA for ALL CLASSES!

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* Daily Inspiration and discussion
* Tomorrow's DWA
* Quick Talks: Interview style or general

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* Sign locators
* Old business: PB all papers + grades; review essays and refile
* PPT: Senioritis and introduction of Daily Inspiration assignment
* 1st Daily Inspiration response and discussion