(12th grade) ERWC English Assignments

Quicktalks + Into the Wild Obj: Demonstrate effective communication skills by delivering + critiquing speeches.

1. 10 min: Rec Read
2. 10-12 min: Quicktalks
3. (Note: Skip “Money O” slides – we can do on Monday)
4. 6-7 min. Notes: Facts about Chris McCandless (Slide 3 and 5-9)
5. ITW Video: Eddie Vedder (on Zoratti’s website)
6. First Reading: Sections 1 & 2 of the text: Circle challenging words, identify big ideas

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

Quicktalks + Into The Wild Obj: Demonstrate effective communication skills by delivering + critiquing speeches.

(W 11/6/13)

1. Recreational Reading (10 minutes)
2. Continue Quicktalks (10-12 min.)
3. (5 min) set up Into the Wild packet. (6 pages stapled together with Title and Table of Contents on the first page).
4. (20-25 min) 7 minutes to write response to the Big Question on Slide 2 of PPT + 5 min. to discuss with teams and 10 minutes Whole Class Whip Around

1. Continue Quicktalks

1. Continue Quicktalks

Quicktalks Obj: Demonstrate effective communication skills by delivering + critiquing speeches.
(F 11/1/13)

1. Introduce Quicktalks (attached)
2. Review Rubric (attached)
3. 1 videos: George Bush + Conquer the Fear
4. Begin Quicktalks

HW:

Social Networking Unit: Closure 

(R 10/31/13) Obj: Wrap up unit by discussing 3 videos on Social Networking. 

1. Recreational Reading (10 minutes) (reminder: 1-pager is due today!)
2. Video clips (www.mybigcampus.com).  Click on "Drive" on the left, then Click on "Bundles", then "Social Networking".

* The Innovation of Loneliness (4:27)
* Stuff they don't want you to Know -- Facebook (5:06)
* The Hijacking of the Mind (11:25) http://mybigcampus.com/library/360897

* Stop Watching Us- The Video (3:26) http://mybigcampus.com/library/360078

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?

HW: none

Social Networking Unit: Timed Write

1. Timed Write: Prop/Support persuasive essay on Social Networking.
2. Collect Social Networking articles + stapled work packet.

HW: One pager due

(SPEAKER: Financial Aide)
(T 10/29/13) Obj: Understand the financial aide process for college by hearing presentation.

1. Financial Aide CSUF presentation #2

HW:

1. Timed Write tomorrow
2. Articles + Packet due after essay

Social Networking Unit
(M 10/28/13) Objective: Formulate a thesis and identify relevant supporting evidence to prepare for an essay by completing a rough draft.

1. Rec Read
2. Essay pre-writing outline handout for Timed Write (see attached)
3. Review rubric (explain grading)
4. Return FAQs on your future.  You have one week to re-do them; otherwise it's the same grade again.
   

HW:

1. Prepare for Timed Write on Wednesday
2. One week to re-do the FAQs
3. Guest speaker tomorrow (on Financial Aide)
   

Social Networking Unit
(F 10/25/13) Socratic Seminar.  Obj: Engage in a scholarly dialogue by participating in Socratic Seminar and taking notes.

1. Form triads
2. Socratic Seminar (both sides of Social Networking)
3. Take notes (to answer your questions during seminar)
4. Summary: Reflection
   

Social Networking Unit
(R 10/24/13) Obj: Prepare for Socratic Seminar by developing 3 scholarly prompts utilizing Costa's Questions and Thinking Tools.

1. Check paragraphs (highlight Parenthetical Citations)
   
2. Prep for Socratic Seminar (PowerPoint is attached)
3. Explain Triads: (pilot and 2 co-pilots)
4. Write 3 text based prompts using Costa's questions + Thinking Tools on left side of Cornell notes. (Handout is attached).  You must complete your blended paragraph from yesterday on Turkle's article in order to leave!
   

Social Networking Unit
(W 10/23/13)

1. Recreational Reading
2. last article: “The Flight from Conversation” by Sherry Turkle (additional article)
3. Reaction paragraph blending 2 quotes
   

HW: Organize packet + edit paragraph in a different color

Social Networking Unit

Social Networking Unit

1. Stamp/review "Bullied to Death" call to Action paragraph
2. Connection: in Florida 9/2013, Rebecca Sedwick article: http://www.examiner.com/article/the-death-of-rebecca-ann-sedgwick-and-how-to-deal-with-cyberbullying or http://www.cnn.com/2013/10/17/justice/rebecca-sedwick-bullying-death/
   
3. Rebecca Sedwick video on mybigcampus:  http://www.mybigcampus.com/library/355289
4. Article 3: "How Recruiters Use..." 1st read + highlight for Big Idea, circle unfamiliar vocabulary and try to decipher meanings (and evidence)
5. Write Big Idea paragraph using the frame: The main idea in (author's) ("title") is... The strongest evidence is "..." The article is effective/ineffective because...

HW: 

1. 2nd read (icons + annoatations) & Write Big Idea paragraph on "How Recruiters Use..." using 2+ quotes.
   
2. Extra Credit for which state does not have Anti-Bullying laws.

Social Networking Unit

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. Closure: Oral response w/ frame + whip around (see PowerPoint)
   

Social Networking Unit
(R 10/17/13) 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

(W 10/16/13) Obj: PSAT & Senior Symposium day

1. Recreational Reading 

HW:

Social Networking Unit
(T 10/15/13) Obj: Understand the 2 sides of an article by creating a t-chart.

1. Review 2nd reading of paragraph 2 by making a t-chart (see Ppt)
   
2. Write a framed expository response
3. Review types of essays
4. Sing Expository writing song: http://www.mybigcampus.com/library/174203

Social Networking Unit
(M 10/14/13) Obj: Evaluate multiple perspectives for the use of social media by writing a framed expository paragraph.

1. 2nd Reading: annotate, highlight and write "+" and "-" + icons. Teacher will demonstrate paragraphs 1-3
2. Write framed expository paragraph (+ or -)
   

HW:

1. Be ready to discuss Article 1 "We Shall Overshare"
   
2. College Fair at Bolsa 6:30-8pm

1. Collect FAQs with rubric on top
2. Whole class >>> pairs: Review the challenging language from the text (groups put on board + define) (underline and define in-context) (slides 9-11)

HW: Study the vocab

(R 10/10/13) Obj: Learn more about the College Timeline by taking notes on presentation.

1. Presentation #1: College Timeline for Seniors: Kendra Parchman [email protected]

HW: FAQs due tomorrow!(put rubric on top)

(T 10/8/13) Obj: SUB Potts 12th grade pullout day. Read, annotate and summarize an academic article regarding Career research.

1. Read last article: (the FAQ one)
   
2. write a summary paragraph (7 min.)
   
3. Turn in completed "What's Next" packet and articles (2 separate piles).  Make sure you number, name and period are on both.

(M 10/7/13) Obj: Reflect on future plans by presenting article.

1. Rec read (at end)
   
2. Finish presentation for Article 3
3. Hand out rubric for FAQs based on MLA format (attached)
   
4. Work on "Life After H.S." Packets + articles (due at end of period)

HW: FAQ due on Friday

(F 10/4/13) Obj: Reflect on future plans by developing 3 FAQ's + Works Cited

1. Mrs. Kirksey to talk about Senior Symposium
2. Library Research Day 2 of 2 (FAQ 3 questions w/ answers + works cited on easybib.com)

HW: FAQ's due in one week.  Graded on MLA Format and Content

LIFE AFTER H.S.
(R 10/3/13) Reflect on future plans by developing 3 FAQs and Works Cited.

1. Library Research Day 1 of 2 (FAQ 3 questions w/ answers + works cited on easybib.com)
2. Explain easybib.com + login
   

(W 10/2/13) SUB Obj: Reflect on future plans by presenting article.

1. Recreational Reading (10 minutes)
2. Roll the dice: 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.  Each group presents Jigsaw articles (article 1=A,4,7; article 2=2,5,8; article 3=3,6,9)
   

HW: Compose 3 academically worded questions for research tomorrow.

(T 10/1/13) Reflect on future plans by preparing for jigsaw presentation

1. 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). 
   
2. (20 min.) Read aloud, stop and highlight + annotate what's important.
3. (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: Read, highlight, annotate the 2 articles you did not jigsaw today.

(M 9/30/13) Obj: Reflect on future plans by answering questions and preparing for jigsaw.

1. Collect One Pager (Rec Reading)
   
2. * Post-reading Reflections:
   
   • Have Perez or Graff added any insight to your thoughts about career or school? 
   • Have Perez or Graff made you think of any moments in your life that best represent who you are just now?
   • Have Perez or Graff caused you to change your thinking about anything?

   3. Assign Jigsaw articles and demonstrate Easybib.com for creating a Works Cited
   .  We will be researching Thursday and Friday writing our FAQs on our future.

HW: Read (highlight, annotate, icons) the 2 other articles that you are NOT responsible for presenting. 

(F 9/27/13) Obj: Connect ideas presented in videos with our texts and lives by collaborative discussion and reflective writing.

1. Collect 1-pagers (final day to submit is Monday at beginning of period)
2. RR
3. 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? 
4. Topics: Intellectualism, Schooling, Learning, Progress/Success

HW: One Pager for Recreational Reading due Monday!

(R 9/26/13) Obj: connect ideas from a motivational video to the ideas presented in our texts and to their own lives

1. RR/stamp summary synthesis paragraph
2. Whip-around share of summaries
3. Video clips (both):  http://www.mybigcampus.com/library/191537 (3 min.) + http://www.mybigcampus.com/library/271674 (15 min) Pause to discuss meaning and connections after each.  Discuss the big ideas with team.  Write a 3-4 sentence response to the video: What insights do we gain?  How can you apply these ideas to your own life?
4. Written responses: Define intellectual + relate your definition to a quote (see PPT from 9/11)

HW:

1. 1-Pager due no later than Monday 9/30

LIFE AFTER H.S.
(W 9/25) Objective: summarize the main ideas of an article by annotating a "jigsaw" section of the text and sharing with team

1. (10 min.) Rec Read
2. (15 min.) Jigsaw Article 2: Graff's article "Hidden Intellectualism".  Each member gets one page to read, annotate, icons, summarize on bottom of page.  Write down big ideas on your article. hearts=p.61, diamonds=p.62, clubs=p.63, spades=p.64
   
3. (3 min. each person) share annotations, Big Ideas, icons, summaries + take notes on each speaker.
   

HW: Synthesize the Big Ideas into 1 paragraph.  Hint: Think about Graff's definition of what it means to be an intellectual. Frame is provided if you want it: (TS) Gerald Graff's article "Hidden Intellectualism" defines the idea of an intellectual in a new way.  His definition of an intellectual is ___.  (EX) 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). 

LIFE AFTER H.S.
(T 9/24/13)  Obj: Prepare for new article "Hidden Intellectualism" by predicting meanings by using context clues.

1. Share out vocabulary (for points based on voice projection and accuracy/thoroughness of answer) as we write meanings on our articles.
   
2. List 3 people you consider to be intellectuals.  Share with group to come up with top 3 and reasons why.  

HW: 1st reading of Graff's "Hidden Intellectualism" article (p. 61).  Write the big idea in one paragraph.

LIFE AFTER H.S.
(M 9/23/13) Prepare for new article "Hidden Intellectualism" by predicting meanings by using context clues.

1. Group vocabulary (attached) for "Gerald Graff's article "Hidden Intellectualism"
   
2. Plan group's presentation of vocabulary (everyone presents)
   

HW: 1st reading of Graff's "Hidden Intellectualism" article (p. 61).  Write the big idea in one paragraph.

LIFE AFTER H.S.
(F 9/20/13) Objective: Summarize the main ideas of an article by annotating and collaborating

1. Rec Read
2. Share annotations for "10 Rules..." by Joe Rodriguez (teacher model 1st paragraph)
   
3. Assign each team one of the 10 rules to summarize briefly (like 7-8 words)/whip-around share the paraphrases
4. Discussion Questions from the PPT: (paragraph 2, rule 10, paragraph 8)

HW: Revise/improve written responses in your "What's Next: Life After H.S." packet

LIFE AFTER H.S.
(R 9/19/13) Obj: Deepen understanding of expository text by evaluating each other's writing and annotating.

1. RR+ review 1-pager on website (one is due at the end of each month)
2. Teams: Share your response paragraphs and give feedback: What is effective about it?  What could they revise?  Share one example with class (elmo)
3. Thinking Tools matching game (attached)
4. Read Joe Rodriguez's article on pg. 66 "10 Rules for Going to College when Nobody Really Expected You Too"  -- Combined first and second reading: icons, annotations, and questions.

HW:

1. Read "10 Rules..." by Joe Rodriguez with icons, annotations (questions, reactions)

LIFE AFTER H.S.
(W 9/18/13) Obj: Deepen understanding of expository text by annotating and writing a personal response

(Day off from unit)
(T 9/17) Obj: Self assess your readiness for "What's Next: Life After H.S." by setting up login information.

1. Computer lab w/ counselor to discuss future plans.

LIFE AFTER H.S.
(F 9/13/13) Obj: Self assess your readiness for "What's Next After H.S." by discussing guided class research.

1. Portfolio Exchange (Pick up your writing folder from last year's teacher and bring to me).
2. Discuss reactions to HW
3. Present future research links (Click on my name  and "Links", the Choose the drop down menu from the top "Career Research"

Hw: Research (Click on my name  and "Links", the Choose the drop down menu from the top "Career Research"

LIFE AFTER H.S.
(R 9/12) OBJ: Self assess your readiness for "What's Next After H.S." by brainstorming self-descriptive words.

1. Collect "I Am" poems
2. Brainstorm Adjectives
3. Unscramble Purpose for Reading

HW: Ask a trusted source to discuss your personality.  In your packet, write 3 reactions (+ or -) from your discussion.

(LIFE AFTER H.S.)
(W 9/11) OBJ: Self assess your readiness for "What's Next After H.S." by responding to quickwrite and brainstorming self-descriptive words.

1. Recreational Reading (10 min)
   
2. Collect Thinking Tools: your own 16 examples with topic labeled clearly.
3. Begin Unit 1: "What's Next After High School?" Staple 5 pages.
4. Overview of Unit (attached Ppt) slides 1-9

Hw: "I Am" poem due tomorrow

1. Students demonstrate hw site
2. *Present "I Am" poem (attached) + examples due R 9/12
3. Begin Mini-module: “Introducing students to ERWC”

1. Show Homework Site, how to Subscribe, & practice using it (kids demo)
2. Finish “Make Connections” game
3. ELMO: notes on Key Principles (attached). Teacher model #7, individually paraphrase, share with partner, whip around
   
4. Write Summary
   

1. (15 min): While I sign locators... Complete a class Info Card (follow attached directions on projector)
2. (15 min): Review of class norms (Rec Reading vs. Academic Reading, rules) (attached PPt)
3. Begin: Make Connections game (students share interesting facts).

1. Get supplies + Recreational Reading book by Monday.