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  1. Eng. 4P/ERWC 2012-2013 Fall Per. 1, 3, & 4
  2. Assignments

Eng. 4P/ERWC 2012-2013 Fall Per. 1, 3, & 4 Assignments

Instructor
Mrs. Sheri Zoratti
Term
Fall 2013
Department
English
Description

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 California English-Language Arts Content Standards
  • 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

 

 Reading: You will read a variety of texts (essays, articles, etc.) and analyze their main ideas, purposes, and effectiveness.  You will be assessed with writing assignments, quizzes, projects, and presentations. 

 

 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!


Assignment Calendar

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Past Assignments

Due:

Assignment

Wednesday: 
* Rec Read
* Language, Gender, and Culture
 -- Read, annotate, and discuss Article 1 (Tannen)
 
Thursday 2/6
* Rec Read
* Language, Gender, and Culture

The Big Question

T-Chart

Seinfeld “Close Talkers”

Paraphrase Thesis
 
 
Friday 2/7
* Rec Read
* LGC: 
Tannen 2nd Reading Discussion
Written Responses: Main Idea Paragraph
Reflection
 
Monday 2/10
LGC:
 
* Rec Read
* Article 2: "And the Gender-Neutral Oscar Goes To..."
 ~ Opening Question: When is it "ok" to separate people by gender, color, or sexual orientation?         When is it not ok?
~ 1st Reading: Read for understanding/Annotate and add icons to help deepen your understanding
~ 2nd Reading: Challenge the text
~ 3 Icon Sentences (in your packet)
 
 
Tuesday 2/11
 
* "Men are from Mars..." Quickwrite 
* First Reading (annotate as you read)
* HW: Write  3 questions (for Socratic Seminar)

Due:

Assignment

* Rec Read
* Language, Gender, and Culture:
 * Quickwrite: Respond to one of the 2 prompts (See attachment)
* Debrief: Groups/Class

Attached Files:
           
       
LGC_Part1 -- 2-22-12.ppt

Due:

Assignment

Monday, February 3

 
* Rec Read/Sign locators
* Begin Language, Gender, and Culture Unit
 ~ Set up packet (5 pages, table of contents)
 ~ First Activity: Pre-reading anticipatory set (22 questions)
 ~ Jump the line! (outside)
 ~ Debrief
 
 

Due:

Assignment

Jan 28 & Finals Day
 
Value of Life connecting film:
 
Compare and contrast the behaviors and motivations of the film's protagonist with Hamlet, Jobs/Ebert by creating a thinking map ("triple bubble")

Due:

Assignment

Final exam: Value of Life Essay
(in-class timed writing)
 
Turn in Value of Life packet

Due:

Assignment

Pre-Writing:
1. Parse the prompt (Do/What)
2. Draft thesis
3. Draft sentences
4. Select support evidence (flag it in your text)
 
HW: Finalize Value of Life packet and prepare for Monday's essay
 
 

Due:

Assignment

* Rec Read
* Stamp Jobs response paragraphs
* Human Life Calculator (overview)
* Chart the texts: When complete you should have an entry for the following 5 texts (squeeze the 5th one in at the bottom of the page): Shakespeare, Jones, Ripley, Feinberg and Jobs
* HW: Complete Charting the texts (stamp tomorrow)
 

Due:

Assignment

* Rec Read
* Steve Jobs Article:
  1. Complete first read
  2. Review discussion questions
  3. Response paragraph (framed) -- see attachment for details

Due:

Assignment

* Rec Read/Stamp "Feinberg 2008" article
* Review big ideas and ethical conflicts in Feinberg's essay
* Review updated table of contents (attached)
* Steve Jobs:  
    1. Quickwrite: What do you know about Steve Jobs?  What do you think about the quote: "You've got to find what you love"?  What does Jobs mean when he says this?     2. First reading
    3. Review questions
 
 

Due:

Assignment

1/17: Sub Plans
* Rec Read/ Collect 1-pager
*“Value of Life”: Feinberg essay (pp. 84-85 of their packets):
    1. Let them know that this essay was written 6 years after the previous article, and reveals Feinberg’s change of heart 
    2. They should read and annotate the article, focusing on how Feinberg addresses the idea of the value of life ( Annotate the key ideas and issues Feinberg presents)
    3.  In their writing packets, they are to write a response paragraph for this text (have them title it Feinberg 2008 Response Paragraph)
    4. This should be a complete body paragraph (TS/CD/CM/CD/CM/CS)—I will stamp on Tuesday
 

Due:

Assignment

* Rec Read/Stamp completed response paragraphs
* Elmo review of 2 responses
* 2nd Reading Instructions:
 

n  Highlighting with Two Colors: Choose two highlighters and revisit the text

n  With the first color, highlight the words, and sentences from the article that describe valuing life in legal and financial terms.(Logos)

n  With second color, highlight the words and sentences that describe valuing life in human and emotional terms. (Pathos)

n  In the left margin, write your questions; in the right margin, write your thoughts.

Due:

Assignment

* Rec Read/Work on 1-pager (due Friday)
* "What is a Life Worth?":
   1. Big ideas/recap of Paragraphs 1-19
   2. Continue/complete first read of the article
   3. Written response.  Select ONE of the following prompts and write a well-developed body paragraph (TS/CD/CM/CD/CM/CS):
      
Prompt choices:
 

A.  Do you sympathize with some of the families more than other families?  Think specifically about the Blombergs (¶ 25), Cheri Sparacio (¶ 26), and Angela Fields (¶ 27). Is it appropriate for them to receive different amounts of (or no) money? How could this be made fair?

 

B. How do you feel about Feinberg and the way he is handling this issue?  Be specific and provide evidence from the text.

 

* HW: Complete your response paragraph + work on 1-pager (due Friday)

 
I also included the Table of Contents so far...
 

Due:

Assignment

* Rec Read
* What is a Life Worth?  Share quickwrite ideas
* Text surveys and predictions
* Vocabulary Building
* First reading to bottom of page 77 (read through Para. 19)

Due:

Assignment

* Rec Read
* Roger Ebert article: 2nd targeted reading: Circle the words and phrases that would be of interest to Hamlet
>> Jigsaw in 3 parts: Para. 26-30; Para 31-35; Para 36-40 -- share out with class
* Chart the Text: Roger Ebert
* "What is a Life Worth?"  Quickwrite: How much money should your family be opaid if you die due to someone else's negligence (carelessness)?  How would you figure the dollar amount?  Is the life of a poor person worth as much as that of a wealthy person?  What is a life worth?

Due:

Assignment

* Major Work Summary due
College Panel

Due:

Assignment

* Sub day (I'm at Getty)
* Rec Read
* Roger Ebert article: Complete first reading.  Underline words and phrases that express Ebert's views about what it means to be alive
* T-chart: Select 3 of the quotes you underlined, and write them on the left.  On the right, discuss the importance of the quotation
* Turn in T-chart at end of period

Due:

Assignment

 
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 $$)
 
This should take only 15 minutes or so, so In our remaining time:
 
* Share Satirical/Symbolic drawings (teams >> whole class)/ turn in 

* Introduce Allusion project and select your topic
 
 

Due:

Assignment

SWBAT continue developing and supporting a position on the Value of Life by annotating a text
 * Rec Read
* View images of Chicago's Loop and El trains
* Ebert article: Targeted first reading (I read to paragraph 13, modeling the exposition); students read paragraphs 14-15
 

Due:

Assignment

SWBAT clarify Hamlet's position on the Value of Life by charting the text + build background necessary to complete a first reading of the next text
 
* Rec Read
* New Seats!
* Value of Life Unit:
   1. Refresh your memory by completing the handout called Charting the Text (for Hamlet) -- share out (index cards)
   2. Roger Ebert: Background, video clips, predictions
   3. Vocabulary identification (circle the words, jot down the definitions to prepare for first reading)
 
 

Due:

Assignment

"The Last Lecture" video and guided questions 

Due:

Assignment

Hamlet Soliloquy:
 
* 2nd reading with targeted annotations
* Paraphrase
* video examples: Branagh, Kline, Gibson, Tennet
* Reflection

Due:

Assignment

* Rec Read/Return ITW packets 
 + reminder: ITW essay rewrites due tomorrow!
* Complete vocabulary review
* Hamlet 1st Reading
* Background info
* Hamlet 2nd Reading with targeted annotations (we will complete tomorrow)
 
* HW: ITW essay rewrite due tomorrow!

Due:

Assignment

 
Value of Life 
 
* Rec Read
** Value of Life ** (See slides 1-11 for a review of what we did)
* Teams: Share Quickwrites
* Philosophical chairs: Life is only valuable if you have a family
* Polar Opposites brainstorm
* Key vocabulary (look up in teams)
* HW: ITW rewrite is due this Thursday!
 

Due:

Assignment

I'm out for DWA
* Rec Reading
* Follow directions on handout to set up "Value of Life" packet (Table of contents as usual, Chief Joseph is first page)
* Quickwrite (7 min)
* Concept Map
* Soliloquy Notes
* Predictions
>> Turn handout in at end of period
 
* HW: Essay checkout still available tomorrow. Rewrites due 12/19

Due:

Assignment

Rec Read/Collect November/December 1-pager
* Return ITW Essays, review, refile
* You may come in to check out & rewrite: This will be the last rewrite possibility for the semester. Due next THURSDAY 12/19
* Continue "Chief Joseph" close reading: Layer on a second text (PPT from 12/12, slides 22-end)
 
 

Due:

Assignment

Objective: SWBAT explore the concept of courage by close reading & annotating a text, selecting quotations to determine tone, and writing a response
* Rec Read/Last day to work on Nov/Dec 1-pager
* Value of Life Pre-Reading: Interpretation & analysis of Chief Joseph's speech (see attached) -- We did slides 1-21

Due:

Assignment

4th Period: Here is the list of food you may donate for the food drive.  Remember, your donations will go directly to hungry families in our neighborhood!
 
    Canned Corn
    Canned Green Beans
    Rice
    Pinto beans (in a bag)
    Mashed potatoes (in a box)
    Chicken/turkey broth
        $20 gift cards to local markets for a Turkey or Ham
 
You all rock!

Due:

Assignment

12/9-12/11: Into the Wild film (148 min)
 
Objective: SWBAT compare & contrast the characterization and motivations of McCandless as portrayed in the film and the text
 
EQ: How is the portrayal of McCandless different in the film vs. the texts that we read?
 
Double Bubble: "Death of an Innocent" / Into the Wild
 
Compare/Contrast McCandless' motivations and portrayal
 
Day 1: ~ 45 minutes
Day 2: ~ 1:40 (100 min)
Day 3: 1:41:40-end + share Krakauer's 2013 NPR interview: What really happened to Chris McCandless? Link to audio: http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=222172599&m=222183674
 
+ transcript is attached

Due:

Assignment

Objective: SWBAT interpret & synthesize information from multiple sources to draft a coherent thesis and argument with textual support.  
EQ: What is your stance on Callerman's argument & how can you persuasively support it?
 
ITW in-class essay

Due:

Assignment

I'm out on field trip
 
Objective: SWBAT interpret & synthesize information from multiple sources to draft a coherent thesis and argument with textual support.  
EQ: What is your stance on Callerman's argument & how can you persuasively support it?
 
Students will engage in Writer's Workshop to draft ITW writing
  • Pre-write for Timed Write:  (See attached) -- complete steps 5-6 (should have completed 1-4 on Tuesday)
HW: Prep for timed write tomorrow

Due:

Assignment

District Writing Assessment

Due:

Assignment

Objective: SWBAT interpret & synthesize information from multiple sources to draft a coherent thesis and argument with textual support.  
EQ: What is your stance on Callerman's argument & how can you persuasively support it?
 
Social Networking Essay Rewrites due today!
* Rec Read/Collect Social Networking Essay Rewrites
* Team Quiz: 10 minutes/6 questions
* Prepare to write:
   1. Do/What chart
   2. Find & interpret Callerman's argument
   3. Decide if you agree or disagree and T-chart reasons why
   4. Draft your thesis (You may use the frame if you wish)

Due:

Assignment

Rec Read/Stamp C/C paragraph (I was out yesterday so did not get it stamped) and Sections 9-10 if fully annotated
* Review of key ideas Sect. 9-10
* Review of Logos and Logical Fallacies
* Logos paragraph (no frame): Krakauer seems to believe that McCandless is a victim of bad luck, but it is notable that he did not bring a map, compass, or adequate food with him. Analyze the LOGIC of Krakauer's claim.  Is his argument valid that Chris was a victim of bad luck?  Analyze Krakauer's logic (LOGOS).  How valid is Krakauer's argument?
 
* HW: Over break be sure that you have fully read and annotated the article plus completed and revised paragraphs in preparation for our summative essay.

Due:

Assignment

I was out sick
 
* Rec Read/Stamp C/C paragraph (I will do this tomorrow)
* Read and Annotate Sections 9-10 to the end of the article.  Read for details about how Chris died, and what, if anything, could have changed his fate.  We will write about this tomorrow.

Due:

Assignment

I'm out today (sick)
* Rec Read
* Read and annotate Sections 9 and 10 (to the end of the text).  Look for:
   1. Evidence of the mounting problems facing McCandless
   2. Krakauer's explanation for McCandless' death
   

Due:

Assignment

* Rec Read/Stamp pathos paragraph
* ITW Section 8 Reading purpose:
   1. Why do Alaskans dismiss Chris as a "nut case"?
   2. Identify evidence that compares Chris to other adventurers (Waterman and McCunn)
 
* Write compare/contrast response paragraph (Frame is attached)

Due:

Assignment

Objective: SWBAT identify evidence of pathos and draft an analytical paragraph by close reading.  
EQ: How does the author's use of emotional appeals influence our view of the text?
 
* Rec Read/Stamp complete ethos paragraphs
* Elmo 2 student samples
* Pathos review (PPT)
* Identify evidence in the text (Sect 6 & 7)
* Write response paragraph to the following prompt: What emotional appeals does Krakauer use to get the reader to care about Chris? (see attached for prompt and frame)
* HW: Complete/revise paragraph
* Reminder: SN Essay rewrites due 12/3

Due:

Assignment

Objective: SWBAT identify examples of author's bias, evaluate his ethos, and draft an analytical paragraph by close reading
 
* Rec Read/Stamp Sect. 5-7 if annotations are complete
* Ethos, Pathos, and Logos Review
* Analytical Paragraph: Close reading of Section 5 for CD (you may select details from any section if they prove your TS) -- frame is attached
* HW: Complete & Revise paragraph as needed
* Reminder: Essay rewrites are due on 12/3

Due:

Assignment

SWBAT understand McCandless' motivations and influences by close reading and annotating a section of text (Into the Wild)
 
* Rec Read/Turn in Mandatory tutoring slips
* Eddie Vedder video: Images that strike you?
* Review annotations with teams: Sect. 1-5
* Clarifying questions
* Section 6-7: Read and annotate for the following:
  1. To better understand Chris' upbringing and the impact of his death
  2. To further develop understanding of Krakauer's feelings toward Chris
  3. To see the parallels between McCandless and Krakauer
 
* Finish reading and annotation of Sect. 6-7 as HW

Due:

Assignment

SWBAT: understand how to avoid common essay pitfalls and how to uplevel/revise essays by taking notes and strategizing solutions. 

* Rec Read/Check Annotations Section 1-4 (Stamp)

* Share paragraphs (lucky students per equity cards)

* Return Social Networking essays + discuss common problems + essay checkout procedures for rewrites

* ITW Video: Eddie Vedder (on Zoratti’s website)

* Section 5 ITW

Due:

Assignment

(Sub plans: WASC walk day)
* Rec read
*  Into the Wild: 
  1. Review the key ideas and vocabulary from Sections 1 & 2 of “Death of an Innocent”  Teams define the words “in context”
  2. Independent reading and annotation of Sections 3 & 4 of “Death of an Innocent”
  3. Write a response paragraph as follows:

Reflect: What are your initial impressions of Christopher McCandless, aka Alexander Supertramp? Why do you believe he decided to go on such a dangerous journey?

HW: Complete the paragraph plus Sect 1-4 should be completely annotated before class tomorrow

Due:

Assignment

Westwood College guest speaker

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Assignment

Veteran's Day Holiday

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Assignment

* 10 min: Rec Read/ Collect “Alaska facts” HW

* 10-12 min: Finish Quicktalks/ Collect notes

* 5-7 min: share “Alaska interesting facts”

* Alaska Video: Lonely Planet (on Deb’s website)

* First Reading: Sections 1 & 2 of the text: Circle challenging words, identify big ideas
* HW: Finish First reading of the first 2 sections

Due:

Assignment

* 10 min: Rec Read

* 10-12 min: Quicktalks

(Note: Skip “Money O” slides – we can do on Monday)

* Debrief/class discussion of the Quickwrite (10 minutes)

* Notes: Facts about Chris McCandless (Slide 3 and 5-9)

* HW: Do a little research and find 10 interesting and unusual facts about Alaska (key words: INTERESTING & UNUSUAL)

Due:

Assignment

Wrap up Quick Talks/Begin Into the Wild 

* 5 min: USC Rep

* 10 min: Rec Read

* 10-12 min: 4 Quicktalks

* Begin Into the Wild Unit

* Set up Into the Wild packet (6 pages stapled together with Title and Table of Contents on first page)

* Quickwrite: Respond to the Big Question from Into the Wild (7 minutes) + time to discuss with teams (We will debrief as a class tomorrow)

Due:

Assignment

Objective: SWBAT develop an organized and poised speech by responding to extemporaneous prompt (Quick Talks)

 11/4-11/5

Continue Quick Talks

Due:

Assignment

Objective: SWBAT develop an organized and poised speech by responding to extemporaneous prompt (Quick Talks)
 
* Collect October 1-pagers/ Rec Read
* Quick Talks:
* Introduction to what they are (PPT + George Bush video)
* Review Rubric
* Begin quick talks :)

Due:

Assignment

Social Networking Closure:

* Rec read (reminder: 1-pager is due tomorrow!)
* Turn in SN writing packets and annotated articles
* Video clips (Mybigcampus):
* The Innovation of Lonliness
* Stuff they don't want you to Know -- Facebook
* The Hijacking of the Mind

Questions: What are the consequences of our obsession with social media?  What are we missing out on in life?  Are we losing our honesty as well as our ability to hold a conversation?  What can  we do?
http://

Due:

Assignment

Obj: SWBAT  demonstrate their position on a topic by writing a well-developed essay with appropriate support and analysis

* Timed Write: Prop/Support persuasive essay on Social Networking

Reminders: re-read the prompt carefully!  Acknowledge CA throughout but make YOUR stance clear; Integrate quotes (2 per body paragraph) and highlight parenthetical citations.  Turn in pre-writing with essay.

* HW: Final Social Networking packet + annotated articles due tomorrow

Due:

Assignment

Objective: SWBAT formulate a thesis and identify relevant supporting evidence to prepare for an essay by completing a graphic organizer

 

* Rec Read

* Essay pre-writing outline handout (see attached)


Due:

Assignment

Obj: SWBAT engage in a scholarly dialogue about a discussion by participating in Socratic Seminar and taking notes/reflecting on their discussion

1.      Form triads

2.      Socratic Seminar (both sides of Social Networking)

3.      Take notes to answer your questions during seminar

4.      Summary: Reflect what you learned

HW: Prepare for Prop/Support essay and finalize all annotations

Due:

Assignment

Note: Crazy day due to Homecoming assembly, Sr. toga pics, etc.

* Rec Read
* Return "What's Next?" writing packets + discuss how to improve on Social Networking writing packet (note the power of the zero!)
* Prep for Soc. Seminar, essay, and unit closure:
1. Identify the strongest quotations that depict the benefits AND problems associated with social networking (mark them in your texts with sticky notes so they are easy to find during Soc Seminar and when you write your essays)

2. Revise and refine your writing packet paragraphs

3. Be sure you have at least 3 scholarly questions/prompts prepared for Monday's Soc Seminar

* HW: Finalize all annotations + revisions of your writing packet

Due:

Assignment

CSU Rep to discuss college financing/financial aid

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Assignment

(W 10/23/13) Obj: SWBAT prepare for Socratic Seminar by developing 3 scholarly prompts utilizing Costa's Questions and Thinking Tools

* Rec Read

* Prep for Socratic Seminar: 

1.      Socratic Seminar Overview (PowerPoint is attached)

2.      Explain Triads: (pilot and 2 co-pilots)

3.      Write 3 prompts using Costa's questions + Thinking Tools on left side of Cornell notes. (Handout is attached)

>> Once you complete your 3 Questions, show them to me for a stamp, then...

* Write Response paragraph for Article #4: TS/CD/CM/CD/CM/CS (CD must include integrated quotes and pc)


·         Social Networking Socratic Seminar -- for students (198.20 KB)

·         Thinking Tools Summary _1_ (341.00 KB)

Due:

Assignment

Objective: SWBAT develop evidence on both sides of the social networking issue by close reading and annotation of text

* Rec Read/Stamp complete response paragraphs ("How Recruiters Use...")
* Elmo examples of paragraphs -- well-integrated quotes, appropriate commentary, etc.
* RT Reading: Article 4: "The Flight from Conversation"
~ Roles: Summarize, Clarify, Question, and Connect (connect to our texts, discussion, and your experiences)
~ Annotate as you read and discuss with your team

* HW: Complete reading and annotating the article

Due:

Assignment

(M 10/21/13) Obj: SWBAT  identify the big idea of an expository text by reading, discussing, and writing response paragraphs

* Rec Read

* Finish 2nd Reading of "Bullied to Death" (write the paragraph)

* Discuss Rebecca Sedwick bullying case: http://www.naplesnews.com/news/2013/oct/15/2-girls-arrested-florida-bullying-case/ + http://www.dailymail.co.uk/news/article-2460996/Rebecca-Ann-Sedwick-suicide-2-girls-aged-12-14-arrested-stalking.html + video on Mybigcampus

* Article 3: "How Recruiters Use..." 1st read + highlight for Big Idea (and evidence)

HW: 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...

Due:

Assignment

Obj: SWBAT develop an academic stance on an issue by annotating an article and responding orally 

1.      RR

2.      2nd reading of “Bullied to Death”: annotate, highlight, icons: Big idea, paradox, ethical conflict, trends, unanswered questions, and change over time

3.      Oral response w/ frame + whip around:

1.      A paradox presented in the article is __.

2.      One ethical conflict presented is ___.

3.      There is a trend of ___. 

4.      Some unanswered questions in the article include __. 

Due:

Assignment

Obj: SWBAT identify the Big Idea and key evidence in Article 2 (“Bullied to Death”) of Social Networking by reading, discussing, and writing response paragraphs 

* Rec Read

* Reminder: You may check out your FAQ to revise.  Due date: 10/25.  MUST INCLUDE ORIGINAL FAQ AND RUBRIC

* Review "We Shall Overshare" 2nd reading annotations and highlights (I was out the day the class did this)

* Review "Bullied to Death" vocabulary and annotations  (I was out the day the class did this)

* TOD: 2 positive and 2 negative attributes of Social Networking (Cite the text!)

Due:

Assignment

(W 10/16/13) PSAT/Senior Symposium (22 minute classes)

* Pass back FAQs and explain revision policy: You must check your FAQ out.  You must staple revised FAQ on top of the original FAQ and rubric.  Due date: 10/25

* Rec Reading time

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Assignment

CSU-F Representative to discuss planning for college

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Assignment

(M 10/14/13) (I am out for meeting)

* Rec Reading

* 1st Reading of "Bullied to Death" -- lightly annotate (big ideas, etc.) and circle difficult vocabulary + define in-context with teams


Due:

Assignment

(F 10/11/13) Obj: Understand the 2 sides of an article by annotating the text and writing a paragraph with a frame.

*  2nd Reading of "We Shall Overshare": annotate, highlight + icons.  Teacher will demonstrate paragraphs 1-3 

* Write framed paragraph response (see attached for full instructions)

HW:      Edit your paragraph (use a different colored pen so I can see changes)

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Assignment

(R 10/10/13) Objective: SWBAT understand the big idea and language associated with Article 1 “We Shall Overshare” of the Social Networking unit by reading and annotating an article and writing a framed response

 

* Whole class >>> pairs: Review the challenging language from the text (underline and define in-context)

* Big Idea with frame

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Assignment

Social Networking Unit

 (W 10/9/13) Objective: SWBAT discuss their prior knowledge about social networking positives and negatives by responding to a quickwrite and discussing in teams/as a class.  

 * Note: All articles are attached

Agenda:

 

* Rec Read

* New Unit: Social Networking

   1. Set up packet (5 pages; title page with table of contents)

   2. Quickwrite: How has social networking impacted your life and the lives of your friends and family?     Is social networking a needless distraction or a necessary tool?  What are some of the specific       problems and specific benefits associated with it?  

 

        ~ Team discussion/whole class discussion

   3. Statistics about the evolution of social networking (PPT notes)

   4. Begin first reading -- focus on language + big idea 

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Assignment

* Rec Read
* Finalize the "What's Next?" reading and writing:
  1. Read and annotate the last article (FAQ)
  2. Write a bullet-point summary in your writing packet (10-12 important ideas from the FAQ article)
  3. Be sure all sections of writing packet are neatly organized and labeled
* Turn in your writing packet with the annotated articles stapled to the back 

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Assignment

* Rec Reading
* Finish Jigsaw presentations

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Assignment

Objective: SWBAT present the big idea, author's opinion, and key quotations by annotating an article collaboratively

* RR/Collect FAQ Research papers
* 5-7 minutes for groups to finalize presentation report
* Article presentations: one person from each group comes to the front and teaches.  Your group can add to it, but you will all get the same score.
* HW: read the other 2 articles 

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Assignment

Objective: SWBAT prepare to present the big idea, author's opinion, and key quotations by annotating a "jigsaw" article collaboratively

* Rec Read
* Questions about FAQ Research due this Friday?
* Jigsaw 3 articles: article 1 = "Not Going to College is a Viable Option" (p.68-69); article 2= "Why Go to College?" (p.70-73); article 3= "The 10 Most Common Excuses" (p.74-76).  
  1. (20 min.) Read aloud, stop and highlight + annotate what's important.
  2. (15 min.) prepare report for the class in your packet: 1) BIG IDEA? (summarize the argument), 2) Author's opinion on the topic? 3) Top 4 quotes with explanations
HW: FAQ Research papers are due tomorrow! (summative grade)

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Assignment

10/1-10/2: Research and writing of the FAQ response & Works Cited (due Friday 10/4)

*** Bring your "College and Career Web Sites 2013-2014" ***

If you are still struggling with deciding on a career, these sites may help:


www.mynextmove.org
wwww.cacareerzone.org

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Assignment

* Collect 1-pagers
* Rec Read
* Prepare for FAQ research:
1. Overview: 3 questions w/3 or more researched answers (must be narrative, not merely a number or statistic)
2. Overview of Easybib
3. Overview of creating Works Cited

** We will be in C.Lab Tuesday and Library Wednesday

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Assignment

Obj: SWBAT connect ideas presented in videos with our texts and lives by collaborative discussion and reflective writing

* Collect 1-pagers (final day to submit is Monday at beginning of period)
* RR
* Reflection paragraph: Choose ONE:
• Is being an intellectual important and does America need intellectuals? If so, what kind of intellectuals do you think America may need for our future successes? OR
• Do you consider anything about yourself to be an intellectual. Is it a positive/negative term? Are there different kinds of intellectuals? Are intellectuals always wrapped up in their own worlds? Or are there new ways you can think of “being smart” as you move into life after h.s.?
* 4-square response: What does Graff's article say? What does the video say?
-- Topics: Intellectualism, Schooling, Learning, Progress/Success
* Post-reading Reflections:
1. Have Perez or Graff added any insight to your thoughts about career or school?
2. Have Perez or Graff made you think of any moments in your life that best represent who you are just now?
3. Have Perez or Graff caused you to change your thinking about anything?

* HW: 1-pager due at BEGINNING of period on Monday!

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Assignment

* Rec Read
* Motivational Videos + class discussions of success and redefining intellectualism:

 Famous Failures: http://www.mybigcampus.com/library/191537 (~ 3:00) 

How badly do you want success?  http://www.mybigcampus.com/library/271674 (~ 15 min)

Here are the links to YouTube:  

Famous Failures: https://www.youtube.com/watch?v=zLYECIjmnQs

Eric Thompson "How badly do you want success?" https://www.youtube.com/watch?v=xM_7j6t9IyU

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Assignment

Collaboration Day:

Objective: SWBAT summarize the main ideas of an article by annotating a "jigsaw" section of the text and sharing with team

* Rec Read
* Jigsaw Article 2: "Hidden Intellectualism" -- each student in a team is responsible for reading, annotating, and summarizing one page of the article
1. Teams quickly decide who will be responsible for each page (61, 62, 63, 64)
2. 10 Min: Read, annotate, and write a summary at the bottom of the assigned page
3. 4 Min each: Team members share their annotations, big ideas, and summaries
~ By the end, each student should have a fully annotated article with the summary on the bottom of each page
* HW: In your packet: Write a paragraph (6-7 sentences) summarizing the big ideas of the entire article (Frame is below if you would like to use it)
+ Remember: 1-pager is due no later than Monday 9/30!

Summary Frame: (TS, CD, CM, CS)

(TS) Gerald Graff's article "Hidden Intellectualism" defines the idea of an intellectual in a new way.  His definition of an intellectual is ___.  (CD) The big ideas of his article include ___ (3-4 sentences summarizing the big ideas).  (CM) These ideas are important because ___ (elaborate in 1-2 sentences).  (CS) Ultimately, ___ (wrap up the paragraph with an insight).  

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Assignment

Objective: SWBAT summarize the main ideas of an article by defining challenging vocabulary in context
 * Rec Read
* Whip-around/share definitions in-context: Model on elmo, class annotates in text
* HW: 1-pager for September Rec Reading is due by Monday 9/30.  You may turn it in any day between now and then.  Find it by clicking on my name (I have it uploaded on my main page).

Due:

Assignment

Objective: SWBAT summarize the main ideas of an article by defining challenging vocabulary in context

* Rec Read
* Review Table of Contents to date
* Teams: Challenging vocabulary in context:
1. Model on elmo: "only being 'tough' earned you complete legitimacy (p7): 3 columns: Phrase/Prediction/In-context definition
Each team defines 3 words/phrases as assigned by closely reading for context clues
~ Where needed/last resort: consult dictionary
* HW: 1st Read of "Hidden Intellectualism" Credit given (stamp): Write a summary of the article's main ideas (in your packet)

Due:

Assignment

Objective: SWBAT summarize the main ideas of an article by annotating, collaborating, and sharing in a whip-around

* Rec Read
* Thinking Tools Match Game
* "10 Rules for Going to College..." 
1. Teams: Share annotations for the end of article/Class discussion
2. Teams: Paraphrase: Each team briefly summarizes one of the 10 rules/whip- around share the paraphrases + assign an icon to your rule (NOT big idea)
3. Discussion Questions from the PPT

* HW: Revise/improve written responses in your What's Next packet

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Assignment

Objective: SWBAT deepen understanding of expository text by evaluating each other's writing and annotating 

* Rec Read + Review 1-pager on website (one is due at the end of each month)
* Teams: Share your response paragraphs and give feedback: What is effective about it?  What could they revise?  
* Article 3 (we will come back to Article 2 later): "10 Rules for Going to College when Nobody Really Expected You Too" -- Close reading -- icons, annotations, and questions

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Assignment

Obj: Deepen understanding of expository text by annotating and writing a personal response

* Rec Read/Hand out "cheat sheet" for Thinking Tools
* What's Next Article 1: "Want to get into College?..."
  1. Team Discussion of first read icons/whip around
  2. 2nd Reading: Identify advice Perez gives by writing a checkmark next to it
  3. Article 1 T-chart: Advice/Reflection: Select 3 pieces of advice, quote them on the left (with parenthetical citation) and reflect on their meaning on the right.  
HW: Write a response paragraph for the article: When were you less than perfect?  Describe an event or a moment.  What did you learn from it?  What does this event, and your response to it, reveal about your character traits?  

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Assignment

* Rec Read (You MUST have your own book by now -- penalty)
* Hand out "What's Next?" articles -- attached in case you lose
* Text survey and predictions
* 1st Reading: Main ideas

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Assignment

9/16: All classes to meet with counselors for college applications

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Assignment

Portfolio Exchange (first 10 minutes)
* Making predictions and asking questions:
  1. What do your words tell you about your opinion of yourself in terms of readiness for work or college?
  2. Based on your analysis of your key concepts, predict what you will need to learn more about to achieve your goals.
  3. Predict how well your descriptive words will work for you as you move into the next stage of your life. 

EX: Being stubborn can work for or against you, but being angry is something you need to work on (no one wants to hire or work with an angry person).

Identifying key concepts/descriptive vocabulary is an essential strategy for writing an effective letter of introduction or college application essay.  It is difficult to represent yourself well if you don’t have a fairly solid sense of who you are or what you believe about yourself.  

HW:  Discuss yourself with someone you trust:

  1. Start by asking them to describe you.  Not your looks, but your personality traits and qualities as a human being. 
  2. Don’t argue, just listen! Take notes about what they say, not what you think. 
  3. Next, share the words you chose and get their reactions.  Write down their reactions and bring them to class tomorrow. 

This info may become a useful chunk of writing for your final letter or essay.  REMEMBER: It is difficult to represent yourself well if you don’t have a fairly solid sense of who you are or what you believe about yourself. 

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Assignment

* Questions for reflection re: What's Next? Life after High School/class discussion
* Select 10 descriptive words from the list (attached) and come up with 10 more on your own.  
* Rank the words (highest to lowest importance)
* I am poems due: Share with group/mix up and share again
* Turn in your poems
* HW: Rec Read books! 

Due:

Assignment

Objective: SWBAT self-assess readiness for what's next after high school by responding to a quick write and brainstorming self-descriptive words.

* Rec Read/Collect Thinking Tools HW
* Set up "What's Next? Life After High School" packet (~ 5 pages)
* Overview of the unit
* Quickwrite: Write about your plans for next year and beyond.  Consider how well-prepared you are for the next stage of your life and begin to develop plans for making your plan a reality.
Frame: I am (well-prepared/moderately prepared/unprepared) for life after high school; my plan is ___.  (Follow up your topic sentence with examples and commentary/reasons.  Your paragraph should be 7-8 sentences: TS, CD,CMx2, CD, CMx2, CS)
* Reflect on the ways in which you are ready (bullet points)
* Write questions: What do you need to find out?  List questions you need the answer to.  

 * HW: I Am poems due tomorrow

Due:

Assignment

Objective: SWBAT demonstrate understanding of depth and complexity icons by taking notes on a graphic organizer and by analyzing a topic of their choice

* Rec Reading
* 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.)

Due:

Assignment

Objective: SWBAT demonstrate understanding of depth and complexity icons by taking notes on a graphic organizer and by analyzing a topic of their choice

* Rec Read: bring in self-selected book (or borrow from me)
* 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.)

* HW: I Am poems due 9/12

Due:

Assignment

Objective: SWBAT reveal important traits and goals by creating an I Am poem

* New seats :)
* Model I Am poem
* Review outline
* Write and personalize your poem by 9/12

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Assignment

Objective: SWBAT understand the purpose and outcomes of ERWC by discussion and whip-around plus set personal goals with a framed reflection

* Student demo HW Site
* Complete "Key Principles" notes (pair-share + whip-around) 
* Reflective Questions (Mini-module PPT attached) -- think, discuss w/team, class share
* TOD: Notes + reflection 

* HW: Supplies and Rec Read book by Monday 

Due:

Assignment

(W 9/4/13) Obj: Prepare for upcoming discussion + academic rigor by taking Cornell Notes.
  1. Show Homework Site, how to Subscribe, & practice using it (kids demo)
  2. Finish "I Don't Know You” activity
  3. ELMO: notes on Key Principles (attached) -- take notes (skip 3 lines); students assigned to paraphrase odds or evens by row 
  4. Model paraphrase of #7
  5. Write assigned paraphrases 
* Tomorrow: pair share, whip-around, and summary

HW: Get supplies + RR book Mon.



Due:

Assignment

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
* HW: Get materials + Rec Reading book by Monday 9/16