Eng. 4P/ERWC 2012-2013 Fall Per. 1, 2 & 5 Assignments
- Instructor
- Mrs. Sheri Zoratti
- Term
- Fall 2012
- Department
- English
- Location
- 120
- Description
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COURSE DESCRIPTION
The ERWC course is designed specifically to help prepare students for the rigorous demands of reading and writing in the first year of college and beyond. This course has a heavy emphasis on the rhetorical thinking, writing, speaking, and reading of expository texts and literature that are predominant in postsecondary schools.
Students will work on acquiring skills for reading with comprehension and enthusiasm, listening with understanding and compassion, speaking with conviction and effect, and writing with clarity and persuasion in a variety of genres. This course emphasizes that while what we read is important, how we read is critical as well.
Course Goals
- Meet the standards of the English Placement Test
- Meet the expectations of college and university faculty
- Meet the
- Develop literacy skills critical to lifelong participation in the worlds of work and community
Instruction
Much of the analysis completed in this course will be student-centered, meaning each student will be responsible for his/her own learning. Students will be required to speak in pairs, small groups, or to the class as a whole on a regular basis.
Attendance
Students will be expected to be in class and on time daily. The school tardy policy will be strictly enforced.
Late Work
Late work will not be accepted.
Make-Up Work
Each of these requirements will be strictly followed:
- Assignments given to a student before an absence are due upon return.
- Assignments missed due to absence will have one day for every day of excused absence.
- Responsibility for making up work and tests rests with the student, not the teacher. Check the website to find out what you missed.
Grading
This course is based on a point/percentage system. The number of points awarded is based on the length and difficulty of each individual assignment. As an example, process essays are worth 200 points and journal entries are worth 10 points. Progress Reports and Semester Grades are determined by the cumulative total of the following:
40%- Formative Assessments (class work, homework, discussions, independent/group work, journals/notebook, informal presentations, quizzes)
60%- Summative Assessments (process and on-demand essays, tests, projects, and formal presentations)
Class Materials
Students are responsible for supplying the following material:
- 3-Ring Notebook with standard lined paper for note taking & writing assignments
- Blue or black pens that write clearly plus additional colors for revision
- Highlighters (2+ colors)
- USB or other storage device (highly recommended)
LEARNING ACTIVITIES AND ASSESSMENTS
Research: You will draw information from a variety of sources and you will be assessed for the depth, variety, and appropriateness of informational sources used.
Process Writing: You will pre-write, draft, and revise essays that analyze information and make claims based upon that analysis. Writing will be assessed, in part, based on clarity of your thesis, use of effective rhetorical structure, correct grammar and usage, and appropriate supporting claims/citations.
On-Demand Writing: You will also write unrevised, timed essays that will be assessed based on clarity of your thesis, use of effective rhetorical structure, correct grammar and usage, and appropriate supporting claims/citations. You will also frequently engage in journal writing or “quickwrites” to share your ideas on a subject.
Projects and Presentations: You will prepare and present individual and small-group projects and presentations that will be assessed on clarity, subject knowledge, relevance, and presentation skills (eye contact, elocution, body language, etc.).
Participation: You will engage in class participation on a regular basis, including class discussions, debates, and Socratic Seminars. You will also participate in peer reviews of writing with response rubrics.
ADDITIONAL IMPORTANT INFORMATION
Academic integrity
Plagiarism is defined as the act of using another person’s words or ideas as if they were your own. During this course, you will often need to use outside sources within your work; when you do so, you must acknowledge the original author or source following standard scholarly practice, such as MLA citation. The penalties for plagiarism range from a reprimand to an F in the course.
A final note about class conduct
This course necessarily involves a great deal of class participation in the form of individual contributions, class discussion, and small group work and conversation. I will expect us all to conduct ourselves in ways that are respectful to one another and to the general goals of this course. We should come to class prepared to talk, write, and think about the subject of the course, and be sure we are not distracted by cell phones, text messaging, iPods/head phones, or inappropriate items or behavior. All school rules will be followed in class.
I look forward to an enjoyable and educationally challenging year with all of you!
- Meet the standards of the English Placement Test
Upcoming Assignments
No upcoming assignments.
Past Assignments
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Computer Lab: Type (and revise) your essays (LGC Expository) |
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* 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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LGC:Gender Gap
* .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!
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Hw: Be prepared with articles 1-3
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| The Big Question |
| T-Chart |
| Seinfeld “Close Talkers” |
| Paraphrase Thesis |
* See Monday 2/4 for PPT
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* 10 min Rec Read
* Summary Paragraphs for Articles 1 and 2 -- use the template as a guide. Write the paragraphs in your packet
* Share with partner (edit/revise as needed)
* HW: Article #1 and 2 need to be fully annotated at this point
* Rec Read 1-pager due Friday (in one week)
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* "Startling Finds on Teenage Brains"
~ Prediction
~ 1st Reading -- With the grain (I'll read aloud) -- note loaded words, big ideas, conflicts, etc.
~ 2nd Reading -- Against the grain -- make notes in your packet. What questions do you have? What is the effect of the loaded words? Is there a bias?
* "Too Young to Kill" -- clip #3 + notes
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* Rec Read/Stamp T-chart of Pros and Cons
* Discuss Article 1 "Juvenile Justice: Too Young for LIfe in Prison?"
* Video clip http://www.pbs.org/wgbh/pages/frontline/whenkidsgetlife/view/
OR Video Link to My Big Campus Juvenile Justice Bundle: http://www.mybigcampus.com/bundles/juvenile-justice---107006 (Show Part I and Part II of "Too Young to Kill")
~ Part I: Luke Woodham (16) -- Pearl HS massacre + murdered mother -- His story: bullied, unloved by mom, kills Christina Menafee because she didn't want to date him, then started shooting other kids for no reason (Found guilty of First Degree murder -- Life w/o parole)
~ Part II: Rod Ferrell (16) -- claimed to be a vampire -- started a cult of vampires. Beat and murdered the parents of Heather Wendorf. Sentenced to death (youngest person ever) and later to life without parole.
* Start Article 2 "Startling Finds on Teenage Brains"
HW: One pager for Rec. Reading is due end of next week
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(Note: I am off campus today for ERWC meeting)
* (10 minutes) Recreational Reading
* Hand out blue packet of articles for Juvenile Justice unit (put name + period on a packet for each absent student)
* Article 1: "Too Young for Life in Prison" First and second reading
1. Annotate (talk to the text)
2. Highlight key details
3. Assign icons when you identify big ideas, ethics, trends, details, paradoxes, etc.
4. Identify the pros and cons of the issue (+ and -)
5. Transfer the pros and cons to a table in your packet
HW: Be prepared to discuss Article 1 AND If interested (EC): Go to Los Amigos High School for their Peer Court tomorrow to see "Juvenile Justice" in action.
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Bring your Social Security Number today! We will be doing FAFSA registration in the library with the counselors and you MUST have your SSN to do it! (Free $$)
Afterward:
Rec Reading
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R-Due: 10/27/2011
Objective: Students will collaboratively compose responses to guided study questions about Orwell's 1984 using CM frames.
* 1984 reading/study guide
* Stand and sing The Big Brother Anthem (my videos)
* Hand out Study Guides
* Teams: Work together to respond to Ch. 1 questions -- note: any group member who has not completed the reading should sit to the side to read while you work on the questions
* HW: Finish Ch. 1 Study Guide questions (stamp tomorrow)
1984 Study Guide Sentence Frame Examples (13 KB)
F-Due: 10/28/2011
Objective: Students will collaboratively compose responses to guided study questions about Orwell's 1984
Agenda:
* Class reading of Chapter 2
* Focused discussion questions re: foreshadowing (PPT)
* Ch. 2 Study Guide questions -- complete, sophisticated sentences with analysis (SO WHAT?) -- See attached for sample frames
* HW: Ch. 3 reading and study guide questions
Chapter 2 Study Guide Frames (23 KB)
M-Due: 10/31/2011
Objective: Students will collaboratively compose responses to guided study questions about Orwell's 1984
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Quiz: Ch. 1-3/Stamp journals
* Review Ch. 3 key events (PPT slides 9-11)
* Ch. 4: Read as a whole class then in partners
* HW: Ch. 4 Study Guide questions
http://www.aclu.org/pizza/images/screen.swf
T-Due: 11/1/2011
Objective: Students will collaboratively compose responses to guided study questions about Orwell's 1984 using CM sentence frames.
Agenda (substitute teacher)
* Partners: Read 1984 Ch. 5 and respond to the study guide questions. Note: I changed the study guide questions as noted on the board (and below):
25. No change, but add "So WHAT" (What is the effect of this?)
26. Syme values Newspeak because ________ and its aim is to ______ (p. 46). Winston believes that one day Syme will be vaporized, because __________. The effect of this on the reader is _____________.
26b. Explain Duckspeak and its effect on Winston.
* Your journals (Ch. 1-5) will be collected at the end of the period.
W-Due: 11/2/2011
Objective: Students will understand what Propaganda is and find evidence of it in our world today
* Return Study Guide (graded for completion so far)
* Discussion: What is propaganda? What does it look like in our society?
* 2 Videos: What is Propaganda? The Art of Propaganda.
* Respond to questions on the handout/class discussions
* ACLU Propaganda video and reflections
* HW: Make sure you are all caught up on 1984 Ch. 1-5 reading and study guide
Propaganda Worksheet (31 KB)
R-Due: 11/3/2011
Objective: Students will collaboratively read, analyze, and write responses to the events in 1984.
Agenda:
* Review Ch. 4-5 key ideas (Slides 12-15)
* Preview Ch. 6-7 key ideas
* I'll kick off Ch. 6 to page 58 >> Teams read rest of Ch. 6 and answer study guide Qs
#27 Frame: In his diary, Winston painfully recounts the torment of __. What bothers him most about this is ___.
HW: Read Ch. 7 & answer study guide questions
F-Due: 11/4/2011
* Stamp Ch. 6 and 7 of Study Guide
* As a class: Read Ch. 8 (end of Book 1)
* Wrap up Ch. 6-8 w/slides 16-19
M-Due: 11/7/2011
* Whole Class: Complete Ch. 8 reading (Jump in reading) pausing to discuss the big ideas along the way.
* Answer Ch. 8 SG questions (frames are below):
* Read Part Two, Chapter 1 and answer SG questions (Start in class/finish as HW)
Frames:
36. The members of the party all wear ___. The Inner Party wears ___, while the Outer Party wears ___. The significance of the uniforms is ___.
37. Winston meets up with an old prole and attempts to learn ___. He is frustrated because the man only tells him ___. The reason the old man cannot seem to remember is likely ___. (Find quote on p. 74)
T-Due: 11/8/2011
* North Korea: A Day in the life -- Video Clip 1 (Respond to questions on the back of the Propaganda worksheet)
- Book Two Ch. 2 + Study Guide (teams)
W-Due: 11/9/2011
* Stamp Ch. 1 & 2 Study Guide
* Review discussion/PPT slides 20-22 (re-read bottom of page 104: Why is Winston so excited by Julia's promiscuity? Go beyond the obvious)
* Ch. 3 reading and Study Guide questions (I read >> Teams read)
* T.O.D: Explain the quote: "to push an inconvenient person over a cliff solves nothing" (Orwell 112). 1 Ticket per team
R-Due: 11/10/2011
* Stamp Ch. 3
* North Korea Video 2 -- Come up with 5+ parallels to the world of 1984
* Ch. 4 + Study Guide
* HW: Read and respond to Ch. 5 (I will check Ch. 4 & 5 on Monday)
M-Due: 11/14/2011
* Stamp Ch. 4 & 5
* Quick Quiz
* Review PPT slides 23-26 & read Ch.6 (short chapter) + 1 SG question
* HW: Ch. 7 + SG
T-Due: 11/15/2011
* Return Personal Statements and discuss revisions
* Revised Personal statements, along with the originalsl, are due this Wednesday 11/30
* Recap Ch. 4-7 (slides 23-29) -- contrast of Julia and Winston as rebels + symbolism and foreshadowing
* 1984 CH. 8 + study guide (complete as HW)
W-Due: 11/16/2011
* Stamp Ch. 8
* Whole Class: Read pp. 148-151 & answer SG questions 71 & 72 (While you're responding, I'll hand out the team assignments and put sticky notes in your books)
* Instructions for Ch. 9 Jigsaw: 10 Teams Read pages and complete work as assigned (attached) -- Begin today; work to be turned in by end of period tomorrow
~ Read carefully as assigned
~ 4 "Things to Know"
~ Picture or symbol (w/explanation as needed)
~ Assigned questions + "So What"
R-Due: 11/17/2011
Sub plans (out for Strategy Academy)
* Teams will complete the work from yesterday (Jigsaws for Ch. 9) and turn in their work by end of period
F-Due: 11/18/2011
* N. Korea Video #3 -- TPS connections to 1984/Share out
* 1984 Ch. 10 (end of Book 2)
* Respond to Study Guide questions
Frames:
94: Winston considers the "laundry woman" beautiful because ___. Even though she is not beautiful by traditional standards, Winston's admiration of her reveals ___.
95. The telescreen that betrays Winston and Julia is hidden __. The significance of this is ____.
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98. The glass paperweight symbolizes __. The destruction of it by the Thought Police suggests___.
* Over Break: Read all of Ch. 9 and respond to the study guide questions -- show me on Monday 11/28 for EC
SAT-Due: 11/26/2011
If you haven't checked this out yet, be sure that you do over break! Here are two articles that might give you some "food for thought" as you decide on a college and a major:
http://www.phillyburbs.com/lifestyle/education/the-most-employable-and-unemploya
http://graphicsweb.wsj.com/documents/NILF1111/#term=
M-Due: 11/28/2011
* EC for Ch. 9 Study Guides/Pass back papers/New Seats
* Book 2 Recap: Slides 28-32
* Make a prediction: Now that Winston and Julia have been arrested, what is their fate? (1/2 page)
* Book 3 Ch. 1
* HW: Study Guide responses
T-Due: 11/29/2011
Unknown Citizen
* Stamp Book 3 Chapter 1
* Play Eurythmics "Ministry of Love" + "1984" Videos (Next year: show the pizza call video on this day)
* "Unknown Citizen" poem and activity:
1. Listen to audio recording of the poem -- follow along on class set
2. Brainstorm the positive attributes of this unknown citizen (according to the Bureau of Statistics) -- Share out
3. Teams read the essay by Julie Moore re: Themes in "Unknown Citizen"
4. Respond to dicussion questions whle listening to David Bowie's "1984" and "Big Brother," and The Eurythmic's "For the Love of Big Brother"
The Unknown Citizen with Discussion Qs (33 KB)
W-Due: 11/30/2011
Personal Statement essay revisions are due today (window closes today)
* Book 3 Ch. 2 -- I'll read Page 197 (cliff hanger) -- Independent reading of Ch. 2
* Respond to Ch. 2 Study Guide questions -- work on depth of analysis by using sentence frames for your responses:
103. All prisoners, including Winston, ultimately -- because --. This reveals --.
104. Aside from physical punishment, the men use __ to get __, which proves that __.
105. O'Brien is revealed as __ because he __, which shows that __.
106. O'Brien explains that the past __ by __. Through this we understand __.
107. The irony of O'Brien's statement is __. It is ironic because __.
108 & 109 -- continue this level of analytical response, including the SO WHAT?
* HW: Complete above
R-Due: 12/1/2011
Today's Agenda:
* Stamp Ch. 1
* Team Questions on Ch. 2 (1 question per teammate)
* Partners read/discuss Ch. 3
* HW: Ch. 3 Study Guide
F-Due: 12/2/2011
* Stamp Ch. 3 Study Guide
* Walmart Video + Black Box connection (mandatory cable TV)
-- Connections between 1984 and our world today
* Ch. 3 Team Review (4 questions)
* Ch. 4 Reading and analysis/response to Study Guide -- Start by defining torpid and capitulate >> Teams take over reading on page 229
* Quick Introduction to Final Team Project (attached)
* HW: Finish Ch. 4 Study Guide
1984 Final Project (36 KB)
M-Due: 12/5/2011
Week of 12/5: End of Book 3: + Work on Team projects + connecting film
* Monday 12/5: Finish reading in class (Book 3 Ch. 5 -- partners & 6 -- Whole class) -- discussion + study questions; Draw parallels between Winston in the Chestnut Tree Cafe and Aaronson, Rutherford, and Jones (p.65-66 -- almost identical)
T-Due: 12/6/2011
Tuesday 12/6
* Show sample student projects (poster, new ending, video, newspaper)
*Time to plan and work on team projects (see attached)
* Fnalize study guides (due Thursday) --
*Start film (15 min);
Reminder: Study Guides due on Thursday
1984 Final Project (36 KB)
4P 1984 Team Project -- Team Member Roles (29 KB)
W-Due: 12/7/2011
* Wednesday & Thursday (Teachers subbing for me for field trip)
* Watch part of connecting film/analyze thematic connection (Minority Report, Fahrenheit 451, Harrison Bergeron, or The Truman Show)
* Thursday: Collect Study Guides + Work on team projects
* Friday: No school
M-Due: 12/12/2011
* Team Project Work -- Finalize Project and plan your presentation strategy
* Study for 1984 test tomorrow! Characters, conflicts, and major concepts
T-Due: 12/13/2011
* 1984 Test
* Remaining classtime for teams to have final meetings
* HW: Be ready to present tomorrow!
W-Due: 12/14/2011
12/14-12/15: Team Presentations (rubric is attached)
final project rubric 4P (15 KB)
F-Due: 12/16/2011
Wrap up day (Minority Report)
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(F 12/21) Wintermas Film
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* Presentations graded by teacher rubric + student rubric
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* Monday 12/10: Book 3 Ch. 5 + 2 journals -- discussion Draw parallels between Winston in the Chestnut Tree Cafe and Aaronson, Rutherford, and Jones (p.65-66 -- almost identical)
Tuesday 12/11
* Finish reading (Ch. 6) + discussion/journals
* Show sample student projects (poster, new ending, video, newspaper)
*Time to plan and work on team projects (see attached)
* Fnalize Book, 3 journals (due Thursday) --
1984 Final Project (36 KB)
4P 1984 Team Project -- Team Member Roles (29 KB)
W-Due: 12/12/2011
* Wednesday & Thursday (Teachers subbing for me for field trip)
* Watch part of connecting film/analyze thematic connection (Minority Report, Fahrenheit 451, Harrison Bergeron, or The Truman Show)
* Thursday: Collect Journals + Work on team projects
* Friday: No school
M 12/17
* Team Project Work -- Finalize Project and plan your presentation strategy
* Study for 1984 test tomorrow! Characters, conflicts, and major concepts
T-Due: 12/18/2011
* 1984 Test
* Remaining classtime for teams to have final meetings
* HW: Be ready to present tomorrow!
W-Thurs 12/19/2011
12/14-12/15: Team Presentations (rubric is attached)
final project rubric 4P (15 KB)
F-Due: 12/16/2011
Wrap up day (Minority Report)
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http://news.yahoo.com/blogs/this-could-be-big-abc-news/finding-meaning-human-data-mining-041552391.html 1984 connection
Groups work on projects (due TOMORROW 12/18)
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Groups work on projects
HW: 1984 Final Projects due Tuesday. 12/18
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* 1984 Final Test
* Introduce Final 1984 Project (Teams) & show samples (see attached)
-- Final Project due next Tuesday
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* Video: Eurythmics Ministry of Love
* Whole class: Finish the text/discuss/journal (2 entries)
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* 1984 Book 3 Journals: Due Thurs 12/13
* 1984 Final Test: Thurs 12/13
* 1984 Final Projects: Tues & Wed 12/18 & 12/19
* Connecting Film comparison of themes 12/20 & 12/21
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* Matrix Video (Croft's website) http://santiagohs.org/apps/pages/index.jsp?uREC_ID=258550&type=u&pREC_ID=video&showMore=1&titleREC_ID=34327 (Connection: Socialism meets mind control with an explanation from academics)
* Ch. 4 Review
* Ch. 5 reading and journals (2 journal entries)
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* Walmart Video + Black Box connection (mandatory cable TV)
-- Connections between 1984 and our world today
* Review Ch. 3 + show video clip (from prezzie)
* Ch. 4 Reading and analysis/ 3 journal entries -- Start by defining torpid and capitulate >> Teams take over reading on page 229
* Quick Introduction to Final Team Project (attached)
* HW: Finish Ch. 4 Journals
1984 Final Project (36 KB)
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* Rec Read
* Ch. 2 StudyQuestions with frames (attached) -- in pairs or alone
* HW: Ch. 3 + Ch.3 study questions
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* N. Korea Video #2 -- take notes on handout
* Book III Ch. 2
* HW: Finish reading Ch. 2 in preparation for tomorrow's assignment
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Objective: SWBAT interpret a poem and make connections to our primary text by working in pairs and responding to guided questions.
* Stamp (Ch. __ Journals)
* Play the pizza call video & discuss the ramifications of the world painted by the ACLU
* "Unknown Citizen" poem and activity:
1. Listen to audio recording of the poem -- follow along on your copy of the poem
2. Whole class: Brainstorm the positive attributes of this unknown citizen (according to the Bureau of Statistics)
3. Pairs: read the essay by Julie Moore re: Themes in "Unknown Citizen"
4. Pairs: Respond to dicussion questions whle listening to David Bowie's "1984" and "Big Brother," and The Eurythmic's "For the Love of Big Brother"
* HW: Write your own epitaph + changes needed in your life
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* Chapter 9: The Theory and Practice of Oligarchical Collectivism
* Read aloud: Opening of the chapter
* PPT: Overview of big ideas presented in the chapter
* Independent (to be completed as HW): Study guide questions (EC) -- attached
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* Rec Read/ Stamp Ch. 7 (3 entries)
* Ch. 8 (teams): Select roles: Winston, O'Brien, Narrator, Pauser/Paraphraser -- I'll kick us off
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* Teams: Ch. 5-6 review (6 minutes) >> Cards for whole class review of key quotes/analysis
* Introduce N. Korea video + take notes on back of Propaganda handout (answer questions)
* Debrief video + begin Ch. 7 reading
* HW: Ch. 7 + 3 quotes/analysis
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- debrief ch. 4 (5 min: share journals, (p.35 memory holes, p.40-42 Who are Comrades Withers, Tillotson, and Ogilvy?)
- Read/discuss "Facecrime" paragraph. "His earlier thought returned to him...facecrime, it was called" (Orwell 54).
- Read ch. 5
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* Rec Read/ Stamp Ch. 3
* (2 min) Define "Double Think" (attached)
* Share chapter 3 quotes/debrief
* Project p. 35 example of Newspeak and explain
Begin chapter 4 reading and journals
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* HW: Complete Ch. 3 journals (3-4 quotations + analysis)
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* Rec Read
* Big Brother anthem (Mrs. Zoratti's "My Videos") -- Stand and cross your arms to show your love of Big Brother!
* Ch. 1 Review: 4 Icons for pp. 13-20 (Details, Conflicts, Rules, Unanswered Questions)
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Obj: Understand the relevant events in 1984 by reading the exposition
* Discuss Winston's diary entry
* Continue chapter 1
* last 15 minutes: check out November RR book OR use the time in the library to Rec Read
* HW: Complete Ch. 1 reading and notes
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- Continue class reading ch. 1: discussion + notes on important details (pause after each paragraph): telescreen cannot be turned off, the blue coveralls (uniform of Outer Party), the location (London, Airstrip One, Oceania), Winston's lack of memory, the 4 ministries, the speakwrite)
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- *Hand out Double entry journal (Right side = 2 sentences)
- Read aloud as a class and give time to answer.
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- Timed Write: Prop/Support persuasive essay on Social Networking.
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- Form triads
- Socratic Seminar (both sides of Social Networking)
- Take notes to answer your questions during seminar
- Summary: Reflect what you learned
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- Prep for Socratic Seminar (PowerPoint is attached)
- Explain Triads: (pilot and 2 co-pilots)
- Write 3 prompts using Costa's questions + Thinking Tools on left side of Cornell notes. (Handout is attached)
- Review and bring all three prompts + articles for Socratic Seminar
- UC Rep. in library during 6th Period tomorrow
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- Article 3: "How Recruiters Use..." 1st read + highlight for Big Idea (and evidence)
- Write Big Idea paragraph using the frame we have always used: The main idea in (author's) ("title") is... The strongest evidence is "..." The article is effective/ineffective because...
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- RR
- Return "Fear" packets/Common errors in "Fear" essays:
- According to author Steven Levitt and Stephen Dubner in their article "What Should you Worry About?" and columnist Erica Zucco in "Quit Living in Swine Fear," they show the readers how the media influences society to fear the wrong things.
- Levitt and Dubner relies on the rhetorical appeal pathos to explain how we react in result to the media feeding us terror stories.
- People fear stuff they shouldn't.
- 2nd reading of article 2: annotate, highlight, icons: Big idea, paradox, ethical conflict, trends, unanswered questions, and change over time
- Oral response w/ frame + whip around:
- A paradox presented in the article is __.
- One ethical conflict presented is ___.
- There is a trend of ___.
- Some unanswered questions in the article include __.
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- Reflective Essay (date: 11/7/12). Separate UC prompt.
- RR
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- RR day/Catch-up day
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- RR
- Article 2: 1st read "Grief in the Age..." for Language + Big Idea
- Write Big Idea paragraph
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- RR
- Remind students to change "English 4P" on CSU applications to "Expository Reading and Writing"
- Review 2nd reading of Article 2 by making T-chart (see PowerPoint)
- Write framed expository paragraph
- Review types of essays
- http://havefunteaching.com/songs/writing-songs/expository-writing-song/ Expository writing song) to prep for Reflective essay tomorrow
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- 2nd Reading: annotate, highlight + icons. Teacher will demonstrate paragraphs 1-3
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- Be ready to discuss Article 2
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- Rec Read
- *List 3-5 potential majors for you (use handout).
- Show salaries based on major (online)
- *Explain Impacted Programs Matrix: https://www.calstate.edu/sas/documents/impactedprogramsmatrix.pdf
- 1 paragraph reflection on academic future plans.
- Recommend signing up for Personal Statement workshops @ Chapman Univ. http://ocde.k12oms.org/1246-64770 You MUST register if you want to go to the FREE Personal Statement Workshop on Oct. 16 from 4:30-6pm. Chapman University admissions counselor will help. and SHS
- Go to College Fair tonight!
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1) According to Zucco, people are in hysterics over the Swine flu because ___.
2) Zucco argues that the media contributes to a “Culture of fear” by ___.
3.) Her most persuasive argument is when she uses (ethos/pathos/logos) to assert _(quote)__. It is effective because ___.
4) The writer claims that we live in a “constant state of concern,” and she proposes ___.
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* Complete skits (2 per class)
* Notes: Structure of an essay (funnel/key hole) + body paragraphs (TS,CD,CM,CM,CD,CM,CS)
* Return Essays -- Discussion/Notes re: patterns (Note: Per. 2 and 5 ran out of time -- give essays back tomorrow)
* Focus: Thesis statements, Topic Sentences, IQ, avoiding plagiarism, and up-leveling CM
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Objective: SWBAT identify and correctly apply rhetorical appeals by taking a quiz and creating skits to sell a product
* Read Polonius Letters/Share with partner as you wish (not required) -- Keep this forever!
* Rec Read
* Quiz: Rhetorical Appeals
* Teams: Practice your EPL skits (presenting tomorrow)
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Objective: SWBAT identify and apply Ethos, Pathos, and Logos by discussing commercials and creating their own skits to sell a product.
* Collect Polonius Letters
* Rec Read
* Identify Ethos, Pathos, and Logos in commercials (PowerJuicer, etc.)
* EPL Projects:
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Objective: SWBAT identify ethos, pathos, and logos and assess the validity of the arguments in Article 1 of the Fear Unit by annotating the article + sharing in a whip-around
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T: 9/18
Objective: SWBAT describe and clarify the idea of "fear" by writing a QuickWrite and identifying the Big Idea of an article
* Recreational Reading
* Begin Unit #1: What do we fear? (America Now pp. 149-169; Articles 1 & 3)
- Staple 4 pieces of paper together and head it "Fear" with Table of Contents (Date/Topic/Page #)
- The big question/Quickwrite: What are you afraid of? What is the cause of your fear? Write one paragraph in response.
- Partner share/select students share their partner's fear with the class
- Review common phobias contrasted with actual causes of death
- 1st Reading: Article 1
- Write the Big Idea of Article 1
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M: 9/17
- Rec Read
- *Match the Thinking Tool term with the icon (attached)
- *Polonius’ speech to Laertes re: college (using icons – attached)
- Pre-read: Big Idea (brief class what this is about: a father's advice to his son before heading off to college).
- 1st read = Language (double underline the verbs/actions Polonius wants Laertes to take)
- 2nd read = Rules (What are Polonius' rules for success?)
- 3rd read = Origin (Where did this advice come from? Discuss your own parents' parenting styles).
- Closure = Multiple Perspectives (Polonius gave his advice to his son. How do you (Laertes) react?
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- Professor's behaviors: Take out a sheet of paper and fold it in fourths. Label the boxes as follows: 1. Intellectual 2. Behavioral 3. Self-Advocacy 4. Technology
- Brainstorm the behaviors and skills you think college professors will want you to possess for each of these categories.
- Paraphrase slips of paper with college professor's expectations
- Paraphrase + share (give one, get one until you have 2 in each box).
- Highlight the most important/your goals for the year and reflect on how you'll get there (collect at end of period)
- * Review Professor Expectations PPT
Professor Expectations (161 KB)
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Portfolio Exchange (First 5 minutes)
Objective: SWBAT annotate an expository text to identify evidence and main idea
* Collect Depth and Complexity Icon HW
* Controversial Issues Chalk Talk
* Hand out Controversial Issues article-- model annotation of first 2 paragraphs (identify the 2 sides of the argument)
* All together -- annotate paragraph 3 & 4
* Teams -- annotate the rest of the article
* HW: T-Chart: the two sides of the argument
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* Share and Collect "I Am" Poems (last day to turn in)
* Continue PPT/graphic organizer: Depth and Complexity Icons (using smart phones)
* Fold paper into 16 squares
* Bullet-point notes, drawings, examples, and TPS (we will do the second 8 icons)
* HW: Choose 8 of the icons to analyze a topic of your choice (a type of food, a sport, a band you like, etc.)
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* New seats :)
* Collect "I Am" Poems (+15 today/ +10 tomorrow)
* PPT/graphic organizer: Depth and Complexity Icons (using smart phones)
* Fold paper into 16 squares
* Bullet-point notes, drawings, examples, and TPS (we will do the first 8 icons)
* Teams: Choose 4 of the icons to analyze a topic of your choice (a type of food, a sport, a band you like, etc.)
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Obj: SWBAT prepare for upcoming discussion and academic rigor by taking Cornell Notes and writing a summary
* Present I Am poem + Examples. Personalized poem due Monday (+15) or Tuesday (+10)
* Show Homework Site & Practice using it (kids demo)
* Explain Recreational Reading vs. Academic Reading – you will pick a novel to read by the end of Sept.
* PPT: Class Discussion Rules & Forming Opinions (America Reads pp. 3-9)
* HW: Personalized I Am Poem due Monday (+15) or Tuesday (+10)
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Objective: SWBAT Understand course expectations by annotating syllabus and students will learn something new about a classmate by questioning.
* 15 min: While I sign locators... Complete a class Index Card (follow directions on projector)
* 15 min: Quick review of course syllabus (we'll annotate together) + Brief intro to the class
* 15 min: "I Don't Know You" Activity
* Closure: Teacher reviews students using Info cards