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  1. ERWC SPRING 2015 Per. 2, 4 & 5
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ERWC SPRING 2015 Per. 2, 4 & 5 Assignments

Instructor
Mrs. Sheri Zoratti
Term
Spring 2015
Department
English
Description
 

OURSE 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

June 10, 11, 12: Graduation Speeches

Due:

Assignment

Randy Pausch

Due:

Assignment

 Kid Snippets Job Interview clip (funny)
 
Today is early turn in day (EC) for grad speeches (turnitin.com)
Tuesday @5:00 p.m is deadline for grad speeches (turnitin.com)
HW: Rehearse grad speeches: they begin Wednesday!

Due:

Assignment

Introduce Grad Speech assignment by watching video: https://www.youtube.com/watch?v=APdSHPBPLLY
 
1. Watch a high school student give a speech -- jot down what he includes/what he does/how he does it
2. Class-generated list of ideas to include in speech:
  * Greeting/opening (set the mood)
  * Stories/anecdotes about your time as students (things you did together, sports, dances, bonfires...places you've been...)
  * Look toward the future
  * Thank those who have supported/helped you: family, teachers, counselors, coaches, friends (specific shout-outs or general)
  * Give advice (needs to be kid-to-kid advice...none of you can discuss how to do well in college or lead a successful life yet)
  * Use humorous or serious or nostalgic tone -- it's up to you
  * Include pop culture refs (social media, movies, music, cartoons...)
  * Historical refs
  ... make it yours!
 
3. Create a turnitin.com account: 
 
Period 2 Code: 10000143   PW: erwcp2
Period 4 Code: 10001914 PW: erwcp4
Period 5 Code: 10000705 PW: erwcp5
 
4. Open a google doc and begin drafting! Make sure you head your paper correctly!
 
Your Name
My Name
ERWC/Per. __
9 June 2015
 
This is due to turnitin.com no later than 5:00 p.m. Tuesday 6/9!
Early turn in credit if received Monday by 11:59 pm

Due:

Assignment

 
Dr. Seuss' "Oh the Places you'll Go!" (see attached)
* Read and annotate the poem
* Work with a partner to make sure you can understand the syntax and message
* Respond to the questions thoughtfully and completely
* Turn in the written responses, but keep the poem
 
 

Due:

Assignment

 
I'm out for school business
 
Kipling's "If" (see attached)

 

Rudyard Kipling poem (attached) http://www.youtube.com/watch?v=9jdkaLCGM5k  IF by Rudyard Kipling

* Read and annotate the poem
* Work with a partner to make sure you can understand the syntax and message
* Respond to the questions thoughtfully and completely
* Turn in the written responses, but keep the poem

Due:

Assignment

Friday 5/29, Monday 6/1 and Tuesday 6/2: Mock Interviews
 
Obj: ​Exhibit appropriate professional dress, behavior, and responses by participating in Mock Interviews
 
Friday:
* Staple resume on top of job application and turn in (Due beginning of period or it's late!)
* Mock Interviews: 1st 6 pairs of interviewers/interviewees as scheduled on Thursday (Note to my future self: Sign up 7 pairs to go Day 1 next year; 8 pairs to go Day 2 -- so 30 students will finish in 2 days + a 3rd day for any extras or to allow kids to switch roles to go again)
>> I will highlight 3 of your questions for your interviewer to ask  + drop a "crazy" question for you to answer as well
>> Question 6 is the last question: Do you have any questions for me?  Have at LEAST 2 questions ready plus a final "sales close" question (like "Can you tell me your next step in your decision process?" or "When would be a good time for me to call you to follow up?")
>> Audience: Give feedback (+ and -) to all participants
 
* Sign up the next 8 pairs to go on Day 2
 
Monday:
* Continue Mock Interviews (8 pairs) + Audience feedback (+ and -)
* Sign up any remaining students for Day 3 (I may move it to Thursday since I'll be out on a Field Trip Tuesday and School Business Wednesday)
 
 
 
 

Due:

Assignment

Note: Print your Resume today (snack, lunch, after school) + have application ready to turn in (due Friday)

Prep for mock interviews:

  1. Write 5 interview questions to prepare for mock interviews (see Common interview questions: http://jobsearch.about.com/od/interviewquestionsanswers/a/interviewquest.htm for help).  One question must be: Do you have any questions for me?  Make sure YOU have 2-3 questions ready to ask your interviewer!  https://www.youtube.com/watch?v=c_S3OqvhV5w
  2. Read and be prepared for a "crazy" interview question:  http://bottomlinepersonal.com/how-to-answer-crazy-job-interview-questions/
  3.  Share Interview rubric
  4. Sign up for interviews: Fri, Mon, & Tues -- remember: Dress to Impress!  If you miss your scheduled interview, you're out of luck, so be here!
  5. Note to my future self: Sign up 7 pairs to go Day 1 next year; 8 pairs to go Day 2 -- so 30 students will finish in 2 days + a 3rd day for any extras or to allow kids to switch roles to go again
* HW: Job app, resume and interview questions all due TOMORROW.  Be ready for your mock interview (practice!)
 
If time: 
 
 

Due:

Assignment

(W 5/27/15)

  1. Finish job interview presentations
  2. Cover Letters overview (We will not complete them this year)
  3. Peer edit/ revise final draft of resume

 

 

Due:

Assignment

Reminder: 1984 essays due to turnitin.com TODAY for those who were assigned this task
 
Agenda:
  1. Obj: Prepare for a "mock job interview" by creating a resume and cover letter.
    1. Go to Google Drive Click on red NEW, More, Connect More Apps.  
    2. Search: Template (select  "Template Drive Gallery")
    3. Click "Public Templates" & in the search bar, type in RESUME (and don't choose the first one because that's a Cover Letter.  When selecting a Template, look at the ratings (4+ stars?), How many have rated it? (2? 500?)
    4. No matter What: Keep resume to 1 page & Proofread carefully! 
    5. Jazz up your resume by copying and pasting onto this new Template.  Mistakes = candidate is sloppy & careless (Why would I hire him?)
    6. Share w/ partner (allow them to COMMENT) + Peer edit Resume
    Hw:
    1. Finish Resume + Job Application
    2. Research about Cover Letters

Due:

Assignment

Resume
  1. Visit https://vetsresumebuilder.appspot.com/#null to build your resume.
  2. Sign in with your Google.Doc account ([email protected])
  3. @ the end: Click SAVE and then VIEW RESUME (or it WILL NOT SAVE)
  4. It is saved on your Google Docs.  Now add REFERENCES (heading) and list 3 professional relationships.
  5. Make sure you don't make any Resume Fatal Flaws http://thelettersmith.com/Articles/12FatalFlaws.htm
HW:
  1. Finish Resume
  2. Finish Job Application

Due:

Assignment

Obj: Synthesize research in order to "Prepare for a Job Interview" by presenting research findings in a Google Slide 30 second Presentation.
  1. Finish Google Slides Presentations (if needed)
  2. Group: What do you know about how to fill out job application? Share out.
  3. (2:44) "Resumes & Job Applications: Filling out a Job Application with No Work Experience" https://www.youtube.com/watch?v=2pCgwwDIJ6c ;
  4. (16:40) "How to Get a Job with No Experience"  https://www.youtube.com/watch?v=BHeIXBFrR0M 
  5. Select job + fill out Application NEATLY!
HW:
  1. finish filling out Job Application
  2. Tomorrow will be Resume Day.  Research about resumes.

Due:

Assignment

Obj: Synthesize research in order to "Prepare for a Job Interview" by presenting research findings in a Google Slide 30 second Presentation.
  1. Present research from google.com (2 minutes/ team= 30 seconds/person.  Use the clicker and stand near the door to practice voice projection.)
  2. Share homework findings (What professional interviews did you learn about?)
>> Note: Make sure you have a blue or black pen with you tomorrow (and everyday...)
 

Due:

Assignment

Obj: Synthesize research in order to "Prepare for a Job Interview" by presenting research findings in a Google Slides Presentation.
  1. (15 min.) Day 2/2 research Zoratti's chromebooks 
  2. (5 min.) Summary (type your name + 2-3 sentences as a Reflection that you want to share on bottom + 1 person SUBMITS team notes on classroom.google.com
  3. (15 min.) Assign 1 topic/group for a Google Slides Presentation(LESS WORDS, more visuals.  You are the words!).  This will be a 2 min. team presentation tomorrow: Before the Interview, Appearance for Males, Appearance for Females, Good 1st Impression, Answering Questions 
HW: Ask 3 people about professional interviews they have had. (What questions stumped them? Any tips? How did they prepare?)

Due:

Assignment

Obj: Synthesize research in order to "Prepare for a Job Interview" by taking group digital notes.
  1. Group research Day 1/2: Group Digital Notes (classroom.google.com  Topics: Before the Interview, Appearance, Good First Impression, Answering Questions).  
HW: Ask 3 people about interviews they have had. (What questions stumped them? Any tips? How did they prepare?)

Due:

Assignment

Job Interview Unit
(R 5/14/15) Obj: Prepare for College + Career by delivering a 1 minute response to an interview question.
  1. Continue/Complete Quicktalks + any Do-overs
  2. Turn in QT Notes
  3. (4 min.) Brain Games Interview Twins (order of adjectives matter) https://www.youtube.com/watch?v=ncbvUfEZ_pM 
  4. Stepbrother's Interview Scene
  5. 1984 vids: Room 101, Closing scene, Eurythmics Ministry of Love
HW: Practice strong responses when asked a question.

Due:

Assignment

Note: Test corrections still available during lunch Friday + Monday and on Tues-Wed until 5:00.
 
* Continue Quick Talks 

Due:

Assignment

Look at your SAR sheet of success stories from yesterday (Situation/Action/Result)
 
1. Label your stories with adjectives that you would use to describe yourself in those situations (Does it show perseverance, leadership, reliability, openness, adaptability?)
 
2. Do you have a "Greatest Strength" story there?  If not, add it!
 
3. Partners: Ask and answer What is your greatest strength?
 
Continue quicktalks

Due:

Assignment

Obj: Prepare for College + Career by delivering a 1 minute response to an interview question.
  1. Take out a sheet of paper and label it SAR (Situation/Action/Result)
  2. Take 6 minutes of quiet time to reflect on your life.  Write 3-4 stories of success (such as how you helped someone, raised money for something, captain of a team and pulled team together, helped plan an event, stepped up when a family member was ill, etc)
  3. Situation (3-4 practiced success stories), Action (what did you do to make all the difference), Result (what happened to make the situation a success).  Always tie it back to the company/work ethic
  4. Review:How to respond when asked about salary.  Practice with partner.
  5. Quicktalks continue: Regular + Interview style
HW: Practice strong responses when asked a question.

Due:

Assignment

Week of 5/11: Quicktalks!  Regular and Interview style
 
Obj: Prepare for job interviews and college presentations by developing a 1 minute response.
  1. (4 min.) Hand out + discuss QuickTalk rubric (What did you most need to improve upon last time you spoke? What are your strengths?) Then, collect rubrics
  2. Set up Quicktalk response/ Peer Evaluation Feedback: (name in left margin, +, -)
  3. In groups: answer both Example Questions (1 min. each)
  4. 4 students model each question.  Choose the best responses 
  5. 1 minute Quicktalks: Students choose an interview question or a random question. (We did 4 people)
HW: Ask 3 different people an open ended question and be an active listener.

Due:

Assignment

Obj: Compare and contrast a text and film by evaluating protagonists, situations, and themes
 
Complete C/C of film (Truman Show) and novel (1984)

Due:

Assignment

Obj: Compare and contrast a text and film by evaluating protagonists, situations, and themes
 
* Absent yesterday: Turn in Book III packet + take test
* Connecting Film: C/C the novel 1984 with the film The Truman Show:
   On a piece of paper: Categories/1984/Truman Show
   Categories: Protagonists, Antagonists, Situations, Endings, Themes
* Turn in at end of period for in-process grade/I will return tomorrow to complete

Due:

Assignment

* Turn in Book III Packets (summative grade!)
* 1984 Final Exam (Chromebooks)
* After: Video clips (Glen Beck + Orwell)

Due:

Assignment

    • Pizza Call Video:https://www.aclu.org/sites/default/files/pizza/images/screen.swf
    • "Unknown Citizen" poem and activity (attached):
    • Listen to audio recording of the poem -- follow along on class set
    • 1st read: Circle the positive attributes of this unknown citizen (according to the Bureau of Statistics). -- Share out
    • Respond to discussion questions while listening to David Bowie's "1984" and  "Big Brother," and The Eurythmic's "For the Love of Big Brother"
  • HW:

Due:

Assignment

(M 5/4/15) Obj: Collaboratively read, analyze and write responses to text dependent questions.

    • Show 2081 Modern Adaptation of Harrison Burgeon (28 min.) about dystopian future (physical interpretation of Socialism). "Harrison Bergeron" is a satiricaland dystopian science-fiction short story written by Kurt Vonnegut Jr. and first published in October 1961. Originally published in The Magazine of Fantasy and Science Fiction, the story was republished in the author's Welcome to the Monkey House collection in 1968. The satire raises a serious question concerning the desirability of social equality and the extent to which society is prepared to go to achieve it.
    • Fill out worksheet questions (attached)Connections between 1984 and our world today (Black Boxes, etc.)

(T 5/5/15) Obj:

    • Pizza Call Video:https://www.aclu.org/sites/default/files/pizza/images/screen.swf
    • "Unknown Citizen" poem and activity (attached):
    • Listen to audio recording of the poem -- follow along on class set
    • 1st read: Circle the positive attributes of this unknown citizen (according to the Bureau of Statistics). -- Share out
    • Respond to discussion questions while listening to David Bowie's "1984" and  "Big Brother," and The Eurythmic's "For the Love of Big Brother"
  • HW:

(W 5/6/15) Obj:

HW: Bring in job applications
 
(R 5/7/15)
    • Annotate Tianamen Square article: "No One Died in Tiananmen Square" (attached).  June 4th Incident, '89 Democracy Movement: student-led popular demonstrations in Beijing, China. For 7 weeks, students occupied TiananmenSquare.  The government prohibited all forms of discussion/remembrance.  It is estimated that a few 100's to 1000's died.
    • Prezi real video: Tiananmen Square (Note the essay on the bottom for the unit.  A students are exempt!)
  • Hw:
    • Bring in blank job applications for extra credit
    • Prep for 1984 Essay: How does the essay “No One Died in Tiananmen Square” relate to the novel 1984? Consider (at a bare minimum) both the Chinese government’s use of doublethink and re-education, as
    • well as how Lutz’s style is reminiscent of 1984.
    • Prezi.exe
    • No-One-Died-in-Tiananmen-Square.pdf

(M 6/8/15) Obj: Compose a text based essay by incorporating blended quotes and strong analysis.  Writing Day 1/2 of Writer's Workshop to draft essay

    • Newsprint Coffeehouse: How does the essay “No One Died in Tiananmen Square” relate to the novel 1984? Consider (at a bare minimum) both the Chinese government’s use ofdoublethink and re-education, as well as how Lutz’s style is reminiscent of1984.
  • HW:
    • Bring in blank job applications for extra credit

(M 6/9/15) Writing Day 2/2

    • 1984 In class essay- open notes + book (collect at end of period): How does the essay “No One Died in Tiananmen Square” relate to the novel 1984? Consider (at a bare minimum) both the Chinese government’s use ofdoublethink and re-education, as well as how Lutz’s style is reminiscent of1984.
  • HW: Bring in blank job applications for extra credit

SUB Obj:

    • Last day to complete final exam essay.
  • HW:

period 4: Senior Assembly

*Next: Quicktalks? Career? graduation speeches

Due:

Assignment

* Last day to turn in EC!
  1. Stamp Ch. 4+5
  2. "Quiz" for Part 3 ch. 4+5 (We just used it for review of Ch. 4-5)
  3. Begin reading the last chapter, ch. 6 (p.236-241) discussion + study questions.Draw parallels between Winston in the Chestnut Tree Cafe and Aaronson, Rutherford, and Jones (p.65-66 -- almost identical).  
  4. I will take over the reading on page 241 (bottom of page) so we can finish the book together
 

Due:

Assignment

(R 4/30/15) Obj: Collaboratively read, analyze and write responses to text dependent questions.
  1. Senior Announcement: Scholarships
  2. Stamp Ch. 3 Study Guide + debrief
  3. Stockholm Syndrome clip
  4. Ch. 4: define torpid (adj) slow/sluggish; apathetic (adj) unconcerned; capitulate (v) to give up resistance
  5. read Ch. 4 (p.226-232) @ Track 13 + ch. 5 (p.232-236) and analysis/response to Study Guide -- Start by defining
HW: Finish Ch. 4 (p.226-232) #15-16 +ch. 5 (p.232-236) #17 questions

Due:

Assignment

Obj: Collaboratively read, analyze and write responses to text dependent questions.

Stamp Ch. 2 questions

The interrogation scene: https://www.youtube.com/watch?v=g1WI8BUe9Eg

Debrief Ch. 2 (p.198-215)

      • All prisoners, including Winston, ultimately -- because --.  This reveals --.
      • Aside from physical punishment, the men use __ to get __, which proves that __.
      • O'Brien is revealed as __ because he __, which shows that __.
      • O'Brien explains that the past __ by __. Through this we understand __.
      • The irony of O'Brien's statement is __.  It is ironic because __.
    • Read/discuss Ch. 3 (p.215-226)
  • HW: Ch. 3 Study Guide

Due:

Assignment

Obj: Read, analyze and write responses to text dependent questions.

  https://www.youtube.com/watch?v=1RWOpQXTltA Plato's Cave Allegory (4 min)?

(T 4/28/15) Obj: Draw conclusions about the opening of Part 3 by making predictions + responding to TDQs. 

* Wrap up 1984 game by finding out the winner! Trade paper with neighbor. Categories of students stand (proles, thought police, rats, Winston, Julia, O'Brien) and circle the names if correct. Top score + EC

* Read ch. 2 + questions (p.198-215) Track 11 @ 22.04 (bottom of page 201 read in groups: assign Winston, O'Brien, 2 narrators)

    • HW: Ch. 2 responses (to p.198-215)

 

Due:

Assignment

Obj: draw conclusions re: the opening of Book III by making predictions and responding to TDQs.
 
 
  1. Prepare new packet for 1984 Part 3 by stapling 5 pages together.
  2. Hand out Part 3 TDQs
  3. (7 min.) Predict: Now that Winston and Julia have been arrested, what is their fate? 
  4. 1984 Game: rats that bite,Traitor (Winston = wink to recruit for Brotherhood), Julia= kisses, Thought Police (never die), Proles: "Death to Eastasia!" or "Good morning, comrade" or "I am loyal to Oceania". goal= guess Traitor (Winston), Thought Police (Traitor).
  5. Book 3 Ch. 1 (p.186-197. track 10 @ 39.35) Ends on a cliff hanger
HW:
  1. Study Guide responses ch. 1.  
  2. Read ch. 2 + questions by tomorrow at end of period.

 

 
 

Due:

Assignment

Spirit Assembly (50 min. classes)
 
Objective: SWBAT draw conclusions regarding symbolism in the second climax of the novel by responding to TDQs
 
* Watch Eurythmics Video: https://www.youtube.com/watch?v=IJdGMNY_MD Listen for connections to text.
 
* Stamp Ch. 9 TDQs
 
* Respond to 3 Chapter 10 TDQs below and turn packet in.  Count up the NUMBER of STAMPS you received and write at top of front page (out of 8): # of stamps/8
 
25. Winston considers the "laundry woman" beautiful because (IQ).  Even though she is not beautiful by traditional standards, Winston's admiration of her reveals ___.
 
26. The telescreen that betrays Winston and Julia is hidden (IQ).  The significance of this is ____.
 
27. In this chapter, the symbolism of the glass paperweight is clearly revealed as a member of the Thought Police (IQ).   It is evident that the paperweight symbolizes __ and by destroying it, Orwell suggests (draw conclusions).
 
>> Turn in packet!
 
End of period:
4 min.) Winston going to Obrien's house here. https://www.youtube.com/watch?v=LqkPNLb-90c​ (focus: compare/contrast book with video).

Due:

Assignment

Obj:SWBAT analyze the second climax of the text by responding to TDQs
  1. Stamp Ch. 8 #20-22
  2. Ch. 9 Reading (pp. 148-151): Wrap up of Hate Week and introduction to "The Book."
  3. Overview of "The Book" (PPT attached). We will not be reading this section of the text as a class. (EC)
  4. Show the link to the assignment and sample response. This is extra credit assignment: Book 2, Ch. 9 The Theory and Practice of Oligarchical Collectivism
  5. Read Ch. 10 (end of book 2) p.179-185 @ Track 10: 27.00 min. p.182: 4 readers: Winston, Julia, narrator + teacher is the Voice
HW: Packet for Part 2 due Friday @ end of period. If you are doing the Extra Credit for ch. 9 (you have all of next week).
 
 Note: The EC assignment is attached. If you would like to hear the audiobook of the text as you read, Mrs. Potts has links to the audiobook on her homepage.  Click on "Chapter 9" and fastforward to 3:40 for the "book within the book."  The audio continues on Chapter 10 of the audiobook.  

Due:

Assignment

Obj: Evaluate the relationships Winston is involved in by responding to TDQs in the Rising Action.
  1. Stamp #15-19 (ch. 6+7)
  2. Oral Quiz (ch. 5-7)

  3. (7 min.) Winston has no relationship with his family.  He + Julia have a "relationship."  Write about a relationship that you wish you could change.  

  4. Share w/ partner

  5. Ch. 8: take roles (Winston, O'Brien, Julia and Narrator) -- pause to clarify and to respond to text-dependent questions

    HW: Finish ch. 8 questions (#20-22)
 
 
 

Due:

Assignment

Disaster Drill 4th period @ 11:04
 Obj: Connect with the main character, Winston Smith, by creating your own Fear Poem.
Stamp Ch. 4-5/
 
  1. What are you afraid of?
  2. Share rat facts=  Rat eating child: http://www.telegraph.co.uk/news/newstopics/howaboutthat/9914712/Girl-bitten-by-foot-long-rat-as-she-slept.html

  3. (15-20 min.) Create a Fear Poem (5-8 lines) from Your Point of View (or Big Brother, Winston, Julia, Thought Police).  Label 3 poetic devices: simile, metaphor, alliteration, metaphor, onomatopoeia, repetition, rhyme, allusion, personification, imagery

  4. stamp ch. 4+5 (questions 10-14).

HW: Ready to Read ch. 6 (p.130)

Due:

Assignment

Obj: Analyze the first climax of the novel + rising action toward the second climax by reading in pairs, discussing, and responding to text-dependent questions (TDQs)
 
* Stamp Ch. 2-3 (pink penguin) + Debrief
* Ch. 4-5 Reading + TDQs:
   >> I will start us off.  Pairs read and discuss Ch. 4.  Independently read Ch. 5. 
 
* HW: Ch. 4-5 TDQs due Monday

Due:

Assignment

Obj: Analyze rising action by taking notes on key plot events and responding to TDQs.
  1. Apple 1984 Superbowl Commercial https://www.youtube.com/watch?v=axSnW-ygU5g
  2. stamp  (purple tigger) + discuss Book II Ch. 1 
  3. I start Ch. 1 (first 2 pages) >>
  4. Groups complete Ch. 2+3 (p.98-113) and respond to TDQs.
HW: Complete ch. 3 to p.113 (with TDQ's)

Due:

Assignment

* Turn in Book I packet
* Guest speaker (20 min): Coastline College
* Kick off Book II Ch. 1
* HW: Complete Book II Ch. 1 + 4 TDQs

Due:

Assignment

Obj: Make parallels between the world of North Korea and Oceania by taking focused notes on documentary.
  1. What is propaganda?  Define in your own words, then we will come up with a complete definition as a class (information, especially of a biased or misleading nature, used to promote or publicize a particular political cause or point of view)
  2. google: Satellite Image of North Korea (only Pyongyang is lit): What conclusions can we draw?
  3. Time lapse video of a day in N. Korea: What do we see? What don't we see? Why? (Jamaica analogy) http://video.nationalgeographic.com/video/short-film-showcase/rare-look-inside-north-koreas-capital-city
  4. North Korea video: Propaganda about propaganda: https://www.youtube.com/watch?v=OyFH19nm2e4  (Watch first 1-1/2 min intro + 1:05:10 to 1:19)
  5. Respond/Reflect: 1. What is valid about their view of the West? 2. What did they ignore or exaggerate? 3. Why is this propaganda effective?
  6. Work time: Appendix reading and TDQs 1-7 (due tomorrow)

Due:

Assignment

* Senior Moment (counselors)
* 5 minutes: Teams talk to prep for quiz while I stamp Ch. 6-8 
* Book I Quiz & Debrief
The members of the party all wear ___. The Inner Party wears ___, while the Outer Party wears ___. The significance of the uniforms is ___
-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)
* Kick off Appendix
* HW: Appendix Qs. 1-7 due Wednesday
 

Due:

Assignment

Reminder: Over Spring Break read 1984 Book I Ch. 6-8 and respond to the TDQs (assignment is attached again in case you misplace it)
 
* Monday 4/13: Book I Quiz (Ch. 1-8) plus I will stamp Ch. 6-8 TDQs

Due:

Assignment

* Stamp Ch. 3-5 TDQs (highlight IQ & PC)
* Quiz: Ch. 1-5 + key terms
* Ch. 6-8 (end of Book I): You will finish this work plus TDQs over spring break

Due:

Assignment

Obj: SWBAT analyze rising action by taking notes on key terms and concepts and responding to TDQs.
 
* Terms to know: Pavlovian, Machiavellian, Freudian, Orwellian
* Preview concepts for Ch. 4-5 (Winston's job/newspeak terms p. 35, philologist, doublethink, INGSOC)
* Hand out TDQs (Study Guide) 
* Class read: Ch. 4-5 and respond to text-based questions (You will have today and tomorrow to finish this)
* HW: Finish Ch. 4-5 reading and TDQs by Friday
 
* Spring Break Homework: * Ch. 6-8 (end of Book I): Reading + TDQs due 4/13

Due:

Assignment

* Highlight your integrated quotes and PC/Stamp Ch. 1 & 2 responses (if all complete)
 
* "Doublethink" definition/cloze
 
* Read aloud (I will start/partners take over): Ch.3 
 
Ch. 3 TDQs: Respond in complete sentences with Integrated Quotes!
 
#6 Describe Winston’s dream about his mother and sister. What does it tell us about him?
 
#7 How can the exercise instructor see that Winston is not touching his toes? Why is this important?
 
* HW: complete Ch. 3 reading and TDQs
 
Table of Contents is attached (3/24-3/31)

Due:

Assignment

Obj: SWBAT determine author's purpose and make connections to our world by close reading, discussion, and writing responses to text-based questions.

Oceania Anthem video https://www.youtube.com/watch?v=YtepuyvsGbg

Discuss ch. 1 ?s: #1=telescreen, #2, 4 gov't offices, #3= 2 Minutes Hate

 

Chapter 2 (p.20-33) Read aloud + discuss Text Dependent Questions (TDQs): 

#4. Why are parents in Oceania often afraid of their children? What does this reveal about life in Oceania?

 

#5. What does O’Brien say to Winston in his dream? What do you think it might mean?

 

Discuss: Thought Police + Thought Crime

 

HW: complete ch. 2 (to page 27) + TDQs

 

Due:

Assignment

 

Obj: Collaboratively read, analyze and write responses to events in 1984.

 

Add to Table of Contents: Ch. 1 Reading Responses

  1. Bellwork: (partners) How would the meaning of the phrase “Big Brother is Watching You” be changed if you added “Big Brother is Watching (out for) You”

  2. (Class) What are the four ministry offices and what are their functions?

  3. (#3-5 must use integrated quotes) What is a “telescreen”? How is it different from the televisions we know? Justify whether or not it would be a good idea to install such a device in every household?

  4. Write the three party slogans a explain what each one implies.

  5. Describe the “Two-minutes Hate” and the effect it has on the people of Oceania?

  6. (individually) Complete ch. 1 (@ end of period we will clarify any Points of Confusion).
HW: Be prepared to discuss ch. 1
 

Due:

Assignment

* Oceania anthem (prezi) and a bit about Orwell (take notes -- Slides 1-7 from attached PPT)
* Begin Ch. 1 read aloud + discussion:
   1. Make a chart where you list details you learn about Winston/Environment (pause after para. 1-2).  Continue adding to the list as more details emerge in Ch. 1
   2. Make note of the setting, where Winston works, and other key details including the 4 Ministries and the 3 slogans
 
* HW: Read to the bottom of page 11, taking notes to support your learning

Due:

Assignment

* Check out 1984
* Stamp Anticipation Guide responses
* 1984 Anticipation Guide: Phil Chairs discussion for the following questions you wrote responses to yesterday:
 
  1. To assure our country’s freedom, the government should be able to spy on its citizens.
  2.  We should be able to hold people in prison without charging them if they pose serious threats to our government.
  3.  The government has a right to know what people are reading so they may determine who might be a threat.
  4.  Society would be safer if we had security cameras in public places to catch potential criminals.
  5.  In order to be prepared for peace, we must be prepared for war.

Due:

Assignment

* Finish Connecting Film & 4 Square GO/turn in 
* Set up 1984 Packet:
* Copy the questions below (skip 3 lines)
Write responses to the 5 Phil Chair discussion topics: (Finish as HW)
  1. To assure our country’s freedom, the government should be able to spy on its citizens.
  2.  We should be able to hold people in prison without charging them if they pose serious threats to our government.
  3.  The government has a right to know what people are reading so they may determine who might be a threat.
  4.  Society would be safer if we had security cameras in public places to catch potential criminals.
  5.  In order to be prepared for peace, we must be prepared for war.

Due:

Assignment

3/20 & 3/23
 
Objective: Students will develop understanding of  language, gender, generational, and cultural issues by taking notes on our unit film + reflect on significance.
 
* Joy Luck Club film: Students will divide their paper into quarters: One quarter for each issue/misunderstanding: language, gender, culture, and generation (mother/daughter).  
 
* HW: After the film, students will write a reflective paragraph

Due:

Assignment

SWBAT demonstrate in-depth understanding of the complexity of LGC communication by writing an academic, text-based essay
 
* In Class Essay: You may use all notes & articles. Highlight quotes/PC.  Write in blue or black ink
 
* Turn in:
1. Essay
2. Writing Packet
3. Annotated texts (Mark EC on cover if you completed Lorde's article)
 
* HW: J/J essay rewrite due by tomorrow!  Mandatory tutoring forms due in class on Monday!

Due:

Assignment

* LGC Closure: Pre-Writing
 
Prompt:  Write an academic essay in which you discuss the causes of misunderstanding that exist in regards to communication between genders, cultures, and/or generations.  Your essay should also include a discussion of possible solutions for these misunderstandings.  Include integrated quotations with correct parenthetical citations from a minimum of two of the articles (from Brooks, Butler, Young, Tannen, Lorde, and/or Tan).  
 
1. Draft your introduction (hook/background/thesis statement) -- We will practice writing interesting introductions today
2. Outline your essay organization (Topic Sentences)
3. Select quotations you will use as support (CD/Evidence).  
4. Practice integrating your quotations (see attached PPT)
5. Use the proposition/support signal words to help you with transitions (attached)
 
* HW: Essay is tomorrow.  Be prepared plus have writing packet and all annotations complete and ready to turn in.

Due:

Assignment

Per. 1-4 meet in library (CAHSEE testing in our room)
 
Obj: Develop an understanding of the complexity of L/G/C communication by annotating text & responding to the text-dependent questions.
 
  1. Cultural article: Joy Luck Club
  2. Joy Luck Club - Dinner Scene https://www.youtube.com/watch?v=WhtjwGZlaew
HW: Extra Points? Read + annotate the article: "The Transformation of Silence into Language and Action" by: Audre Lorde (p.33-36) by Wednesday.

Due:

Assignment

Obj: Develop an understanding of the complexity of L/G/C communication by explaining annotations + communication issues in a text.
  1. Highlight/star your top 4 pieces of info to share from Barbershop article
  2. Groups share with each other (1 min. each) + then 4 people share out as a class as we debrief article
  3. Key & Peele - The Substitute (3:01) https://www.youtube.com/watch?v=Dd7FixvoKBw  notes: communication issues
  4. Debrief video clip.  partners: discuss possible solutions.
  5. Present interviews from Friday
HW: Extra Points? Read + annotate the article: "The Transformation of Silence into Language and Action" by: Audre Lorde (p.33-36)
  1. Old Spice commercial and Man Up from Miler Light.  ASK: What values are advertisers trying to appeal to? Are expectations on men realistic? If male, what do you feel is expected of you? If female, What do you expect from men?(An entire lesson plan)
  2. Just for Fun CLIP:https://www.youtube.com/watch?v=8CWMCt35oFY  Question: Why is it ridiculous to show men this way, but not women?
  3. Extra Fun CLIP: https://www.youtube.com/watch?v=m8JL78Pf8Ok  Trailer for Mansome, intro to changing Gender Roles.

Due:

Assignment

* "Prelude: The Barbershop" annotation complete? (Turn in to me for stamp)
* Divide the room:
1. Complete/stamped: I will form you into groups of 4-5 to work on today's Interview Assignment (see below)
2. Not complete: You will go to the opposite side of the room to complete the assignment
3. Almost complete: I will put you in the middle of the room to team up as soon as you show me you have finished annotating
 
The assignment: Talk Show Interview/conversation among the authors: Brooks (27), Butler (31), Tannen (37, and Young (39)
 
>> see attached PPT slides 4 & 5 for the specific assignment and example
 
>> If you were absent, please show me your completed article once you get your absence excused.  You can make up this assignment by taking on the role of the interviewer and two of the authors (respond to at least one question, preferably 2 questions)
 
 
 

Due:

Assignment

Obj: SWBAT develop and understanding of the complexity of LGC communication by annotating a text and responding to text-dependent Qs
 
* Vocabulary building: synonyms/antonyms
* About the author (ethos)
* Directed annotation & questions: Young's "Prelude: The Barbershop"
 
 

Due:

Assignment

March 10-11
Obj: SWBAT develop and understanding of the complexity of L/G/C communication by analyzing a text for rhetorical appeals
 
March 10: 
* Reflection Paragraph: Team whip-around
* "Honor Code"
   ~ predictions and questions
   ~ background info
   ~ Annotation
 
March 11:
"Honor Code": Rhetorical appeals analysis:
   ~ Teams: Respond to handout Qs with textual evidence 
   ~ Larger teams: Share out findings

Due:

Assignment

  1. (4:26 Empathy 101 Phil Dun-empa-phy) www.youtube.com/watch?v=7hFAv8z8xmw  Phil doesn't listen, so the women offer him advice.
  2. Discuss Tannen's article- share icons, comments, etc.
  3. React to Deborah Tannen's article by presenting examples of gender issues you have witnessed that support or contradict her findings.
Also:
  1. Show Old Spice commercial and Man Up from Miler Light.  ASK: What values are advertisers trying to appeal to? Are expectations on men realistic? If male, what do you feel is expected of you? If female, What do you expect from men?(An entire lesson plan)
  2. Just for Fun CLIP:https://www.youtube.com/watch?v=8CWMCt35oFY  Question: Why is it ridiculous to show men this way, but not women?
  3. Extra Fun CLIP: https://www.youtube.com/watch?v=m8JL78Pf8Ok  Trailer for Mansome, intro to changing Gender Roles.

Due:

Assignment

Continued from yesterday:
 
  1. Define masculine/feminine and add to your definition in a different color.
  2. Watch "masculinity in Disney Movies" https://www.youtube.com/watch?v=8CWMCt35oFY
  3. T-chart: Direct vs. Indirect Communication (for Modern Western Culture) (after 2nd paragraph)- show video 1 or 3 below
  4. 1st read together: "His Politeness..." for Big Idea: It's not that direct + indirect dictate communication, it's that gender reflects powerlessness. 
Use these clips to emphasize gender comm. differences:
* Return essays + rewrite opportunity 

Due:

Assignment

(R 3/5/15) Obj:
1 Intro to LGC with Chivalry PPT and Discussion with circle map.
Watch Ted Talk on chivalry CLIP:https://www.youtube.com/watch?v=VLAM6YxV_gA
 
2. Students define Masculinity and Femininity (circle maps)
Watch "masculinity in Disney Movies"
 
3.. Read "Phylosophe" by Judith Butler and listen to the clip of her speaking
>> Annotate the text and discuss with teammates:
 A. Big ideas?
 B. Words & phrases that jump out to you.  
 C. Questions: Why would someone be killed for how they walk?  Why is there anxiety?  What does it reveal about those who killed him?
 
 
 

Due:

Assignment

(W 3/4/15) Obj: Begin to Understand Language, Culture, and Gender communication issues by sharing quickwrites + breaking down the prompt.
  1. Lines of Communication- share Quickwrites + LISTEN
  2. Debrief w/ 2 video clips
  3. Do/What Chart (Expository Essay this time)
HW: Bring packets to begin reading tomorrow

Due:

Assignment

T 3/2/15) Obj: Begin to understand the new unit: Language, Gender and Culture by defining the terms and writing 2 Quickwrites.
  1. Staple 5 pages together for new packet.  Label 1st page: Table of Contents: "Language, Gender, and Culture"
  2. Begin PPT (finish with the 2 paragraphs)
HW: Uplevel your writing in a different color.
 

Due:

Assignment

(M 3/2/15) Obj: Extend the text by confirming or swaying your stance on the issue on a t-chart.

  1. finish Juvies Connection film

Due:

Assignment

Juvenile Justice (F 2/27/15) Obj: Extend the text by confirming or swaying your stance on the issue on a t-chart.
  1. Highlight your quotes in essay
  2. Collect Juvenile Justice packets
  3. Juvies Connection film

Due:

Assignment

Juvenile Justice (R 2/26/15) Obj: Support a position on the topic of Juvenile Justice by writing a coherent persuasive essay with 2+ sources.
  1. ESSAY on Juvenile Justice.  Format: Intro, Claim, Counter+refute, Conclusion.  You must use 2+ sources. Please HIGHLIGHT all quotes you used (and parenthetical citations).
  2. Turn in packet @ end of period.

Due:

Assignment

Juvenile Justice (W 2/25/15) Obj: Support a position on the topic of Juvenile Justice by writing a coherent persuasive essay with 2+ sources.
  1. Prep for essay (use template as a guide)
  2. essay format= 4 paragraphs: Introduction, Claim, Counter-claim + refute it, Conclusion

 HW:

  1. Wear purple for 8th graders who are visiting tomorrow
  2. Timed write on Juvenile Justice is tomorrow. Prepare!
  3. Packet is also due after the essay tomorrow.
 

Due:

Assignment

Juvenile Justice (T 2/24/15) Obj: Continue to developing opinion on the topic of Juvenile Justice by defending a position with evidence.

  • Collect articles pg. 1-26 (grade OSNU)

  • Part 9 (7:24) https://www.youtube.com/watch?v=Pa6TgHXijN0, Part 10 (7:34) https://www.youtube.com/watch?v=He5kBkb5f3s (Part 11) (7:01) https://www.youtube.com/watch?v=o0qvkXg5R98 

  • Fold paper in half horizontally and label: Intro, Claim, Counter-claim+refute, Conclusin/Call to Action.   Decide + or - (whether you are for or against Juveniles who commit violent crimes being tried as adults).  Take a stance (phil chairs): Prepare for your essay.  You will be assigned a stance/position.  Take the stance you are assigned and argue your viewpoint, using text-based evidence.  Even if you don't agree with the stance I assign, it will help you to look at both sides of the issue (argument/counter-argument)

  •  Debrief/written reflection- What is your call to action? 

HW: The unit essay in Thursday.  Draft a thesis statement tonight.

Due:

Assignment

Juvenile Justice (M 2/23/15) Obj: Continue to developing opinion on the topic of Juvenile Justice by annotating concepts within an essay and writing Big Idea paragraph on Restorative Justice (p.26)

  • Continue film clips (When Kids Get Life) Watch "Frontline: When Kids Get Life Part 7 (9:17) https://www.youtube.com/watch?v=hbb0GTa-AGI, Part 8 (6:27) https://www.youtube.com/watch?v=BPGuuaJIlXM, 

  • (5 minutes) groups discuss how you labeled the parts to an Essay in Jennifer Jenkins' article "On Punishment and Teen Killers" (p. 25+26). 

  • Discuss: In text: Connotation/Loaded Words/Bias

  • Write a Summary Paragraph explaining the concept of "Restorative Justice" (Jenkins pg. 26, par. 16).  TS: (TAG it) Jennifer Jenkins' article "..." presents the need for to re-vamp America's prison system with a concept called "Restorative Justice" (Jenkins par.16).  Add EX "Q" (PC)+ 2CM, EX "Q" (PC)+2CM, CS

HW: finish articles: pg.1-26 due

Due:

Assignment

Juvenile Justice (F 2/20/15) Obj: Continue to developing opinion on the topic of Juvenile Justice by reading for Big Idea + annotating concepts within an essay.
  • Continue film clips part 5+6 (When Kids Get Life) Watch "Frontline: When Kids Get LifePart 5 (8:55) https://www.youtube.com/watch?v=FWhoe5uVO-0, Part 6 (8:48) https://www.youtube.com/watch?v=5ePI9Q9hYxY,
  • Last article: Jennifer Jenkins' "On Punishment and Teen Killers" (p.25-26) 

    Individually (7 minutes): First reading = for Big Idea (write 1-2 sentences at end of article)

  •  as a class (20 minutes):  2nd reading = Analyze the authors’ stylistic choices

    >> Left Margin: Questions & Reactions

    >> Right Margin: Prepare for our essay by labeling what the author is doing: Introduction (hook, background,thesis); Main Arguments/Claims; Evidence (evaluate it); Ethos, Pathos, Logos; Conclusion/Call to action

     

    HW: Make sure 2nd reading is complete

Due:

Assignment

Juvenile Justice (R 2/19/15) Obj: 3rd Thursday Observations
Obj: Continue to developing opinion on the topic of Juvenile Justice by writing a response paragraph.  
  1. Check 4 square
  2. Class discussion of Greg Ousley article + write response paragraph in packet- using frame (if you like):

              Scott Anderson, the author of “Greg Ousley is Sorry…” article, paints a picture of an immature boy who becomes a reflective man while doing time in adult prison for impulsively killing his parents. The author first describes Ousley as “__” (PC).  Add CM with insights as to how Ousely is described. Later, Anderson depicts Ousely as “__” (PC). Add CM with insights as to how Ousely is described. Add closing insight to wrap up paragraph.    

  3. Continue film clips: chart the defendants you meet and take background notes for your essay introduction and/or evidence.Watch "Frontline: When Kids Get Life Part 3 (6:07) https://www.youtube.com/watch?v=uCDcldWEH2M, Part 4 (7:21) https://www.youtube.com/watch?v=S4zeb721fsw, Part 5 (8:55) https://www.youtube.com/watch?v=FWhoe5uVO-0, Part 6 (8:48) https://www.youtube.com/watch?v=5ePI9Q9hYxY, Part 7 (9:17) https://www.youtube.com/watch?v=hbb0GTa-AGI, Part 8 (6:27) https://www.youtube.com/watch?v=BPGuuaJIlXM, Part 9 (7:24) https://www.youtube.com/watch?v=Pa6TgHXijN0, Part 10 (7:34) https://www.youtube.com/watch?v=He5kBkb5f3s (Part 11) (7:01) https://www.youtube.com/watch?v=o0qvkXg5R98
HW: Up-level your writing in a different color.

 ~~~~~~~~~~~~~~~~~~~~~~~

Due:

Assignment

Juvenile Justice (W 2/18/15) Obj: Continue to developing opinion on the topic of Juvenile Justice by annotating a text and responding in a 4-square.
  1. Finish the 4 square from yesterday
HW: Uplevel your writing in a different color

Due:

Assignment

I'm out for a few days :(
 
Juvenile Justice (T 2/17/15) Obj: Continue to developing opinion on the topic of Juvenile Justice by annotating a text and responding in a 4-square.

  1. Collect articles open to page 3 (put your name on it).

  2. Watch film clip (as teacher grades "Greg Ousley article" pg.3-20): chart the defendants you meet and take background notes for your essay introduction and/or evidence."Frontline: When Kids Get Life (Part 1/11)" (7:35) https://www.youtube.com/watch?v=rBYghjuQ8u8  and Part 2 (10:03)= https://www.youtube.com/watch?v=PadXagYf1sI

  3. Label paragraphs@ end of each page:pg.3=par#7 pg.4=#14, pg.5=#20, pg.6=#22, pg.7=#27, pg.8=#30, pg.9=#35, pg.10=#41, pg.11=#47, pg.12=#55, pg.13=#60, pg.14=66, pg.15=#72, pg.16=#78, pg.17=#84, pg.18=#92, pg.19=#99, pg.20=#103

  4. In packet, make a 4 square on one side each box #1-4. Teacher will model the #0 for you as we do a close read for the 2nd read of certain pivotal passages. 

HW: Uplevel all writing in a different color.
 

Due:

Assignment

Due:

Assignment

Juvenile Justice (W 2/11/15)Obj: continue developing opinion on topic of Juvenile Justice by annotating a text for use of rhetorical appeals and TOD response
  1. Gail Garinger's article "Juveniles Don't Deserve Life Sentences" (p.1-2): Highlight +/-, Label E, L, P, Questions on left, Comments+icons on right.
  2. TOD: Explain the "Superpredator Theory" 
Hw: Finish "Greg Ousley is Sorry..." article (p.3-20) by Tuesday 2/17: highlight + and -. Label Ethos, Logos, Pathos, Questions on left, comments + icons on right.  You will be assessed 3 ways: annotations, your Response to Literature paragraph in packet, and the final essay.

Due:

Assignment

Obj: Gather supporting information for final essay by taking background notes on video.
  1. During the film, chart the defendants you meet and take background notes for your essay introduction and/or evidence. "Young Kids Hard Time" (45:19) https://www.youtube.com/results?search_query=young+kids+hard+time  The YIA cellblock is home to 53 kids who are rarely permitted to leave the unit, due to the dangers posed by the adult prisoners just outside their door. But once a youth offender turns 18, they begin the immediate transition into the general prison population, where thousands of adult prisoners await. The program will reair in January.
  2. (10 min.) Begin/continue "Greg Ousley is Sorry for Killing His Parents..." (p.3-20)
HW:  Finish "Greg Ousley is Sorry..." article (p.3-20) by Tuesday 2/17: highlight + and -. Label Ethos, Logos, Pathos, Questions on left, comments + icons on right.  You will be assessed 3 ways: annotations, your Response to Literature paragraph in packet, and the final essay.

Due:

Assignment

2/9 

* Stamp completed content/purpose

* Teams: Whip-around to share your assigned Content/Purpose section for "Startling Finds" (team members take bullet point notes)

* Chart the defendants we have met thus far.  Create a chart with these categories: Defendant/Age/Crime/Sentence

* Focused questions (see the PPT) -- write responses for 4 of the 8 questions (odds or evens)

* If time: “When Kids Get Life” video clips (PBS website) -- Add these defendants to your chart

    • ~~~~~~~~~~~~~~~~~~~~~~~~

    •  

      * "Too Young to Kill" Part 1 & 2 (My big campus)

      * Juvenile Justice: “On Punishment and Teen Killers”

      ~ Survey and predictions

      ~ First reading "with the grain" annotation/write summary at end of article


      (Finish annotation and summary as HW)

       
    • ~~~~~~~~~~~~~~~~~~~~~~~

    * Analyze the authors’ stylistic choices: "On Punishment and Teen Killers" (Jenkins): 

    >> Left Margin: Questions & Reactions

    >> Right Margin: Label what the author is doing: Introduction (hook, background,thesis); Main Arguments/Claims; Evidence (evaluate); Ethos, Pathos, Logos; Conclusion/Call to action

    >> In text: Connotation/Loaded Words/Bias

    * HW: First read: "Juveniles Don't Deserve..." with the grain, light annotation & summary (stamp tomorrow)

    * reminder: LGC essay rewrites are due on Friday

    >> Also: Read & annotate the "Greg Ousley" article between now and Tuesday

     

    ~~~~~~~~~~~~~~~~~~~~ 

    * Review: Jenkins annotations (para. 7-10: random index card share)

    * "Too Young to Kill" Parts 3 and 4 OR“When Kids get Life” video clips (PBS website)

    * 2nd Read/Analyze stylistic choices (Garinger): Left margin: reactions and questions; Right margin: Note what the author is doing; in-text: connotations

    * HW: Essay rewrite due tomorrow!  

    + Read and fully annotate the Anderson article ("Greg Ousley") by Tuesday

     ~~~~~~~~~~~~~~~~~~~~~~~~~~~

    * Write a summary for one article and a response for the other (Jenkins and Garinger)

    * Video clips 7 & 8

    * HW: Read & annotate the long article ("Greg Ousley" pp 3-20) between now and Tuesday

     

    ~~~~~~~~~~~~~~~~~~~~~

     

    * Take a stance (phil chairs): Prepare for your essay

         1. I will assign your stance.  Take the stance you are assigned and argue your viewpoint, using text-based evidence

         2. Even if you don't agree with the stance I assign, it will help you to look at both sides of the issue (argument/counter-argument)

         3. Debrief/written reflection

    *   Make sure you finish the "Greg Ousley" article by tomorrow if you have not yet

     

    ~~~~~~~~~~~~~~~~~~~~~~~~

     

    Stamp and discuss Greg Ousley article + write response paragraph:

     

    n  Write a response paragraph for this article.

    n  Frame (use if you like):

                    Scott Anderson, the author of “Greg Ousely is Sorry…” paints a picture of an immature boy who becomes a reflective man while doing time in adult prison for impulsively killing his parents. The author first describes Ousley as “__” (PC).  Add CM with insights as to how Ousely is described. Later, Anderson depicts Ousely as “__” (PC). Add CM with insights as to how Ousely is described. Add closing insight to wrap up paragraph.    

     

    * HW: Finish up all writing pieces and annotations.  

Due:

Assignment

2/6: Short visit from counselors (senior moment)

Juvenile Justice:

* Share a few examples of E-P-L in "Kids are Kids"

* 2nd Read/marking of "Startling Finds" :Mark as you did for "Kids are Kids" (Arguments for/against trying juveniles as adults + ethos/logos/pathos (especially loaded words)

* Content & Purpose paragraphs:

 Instructions: Read the marked paragraphs, and then write a brief recap of the content, followed by a discussion of the author’s purpose.  As a team, chunk the paragraphs as follows: Par. 1-3; Par. 4; Par. 5-7; Par. 8-9; Par. 10-11.  I will model Par. 1-3 so each team member will get one section.

 

Example for Par. 1-3:

Content: Nathaniel Brazill, a fourteen-year-old, was tried as an adult and found guilty of second-degree murder for killing his teacher.  But research on the brain has shown that young teens are not adults in terms of cognitive development. 

Author's Purpose: The purpose is to juxtapose this baffling crime with new research about the teen brain to raise the question of whether teens should be tried as adults.

 

* HW: COMMIT to your team to have your assigned section completed, so you can share in a team whip-around on Monday!

 

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* Additional HW: Begin reading and annotating the "Greg Ousley" article  This is required reading but will not be completed as a class; you are required to read this article on your own (you will have several days to complete this).  You will get credit for this in 3 ways:

1. Your annotations will be graded

2. You will write a response paragraph for the article

3. Your final essay will need to include accurate references to the Greg Ousley article

 

 

Due:

Assignment

2/5

* Whip-around of Big Idea for "Kids are Kids"

* 1st Reading ("with the grain") for "Startling Finds" + write the Big Idea at the end of article

* Rhetorical Appeals: Ethos, Logos, Pathos (see attached PPT)

2nd Reading of "Kids are Kids" 

  1. Highlight arguments in favor of and against trying juveniles as adults (2 colors)
  2. Label the ethos, pathos, and logos

  >>Ethos: The credibility of the author and his/her sources (Is he/she a judge?  A police officer? An attorney? A parent?  How believable is this writer and his/her sources?

>>Pathos: What emotional appeals does this author use?  Is his/her language biased in any way? Is he/she trying to make me feel an emotional connection with the subject/text?

* Put an asterisk next to loaded words/phrases

>>Logos: What logical arguments is this author making?  Does he/she include valid statistics or case studies? 

  1. Add comments/questions in margins 

 

  •  
     * HW: Complete 2nd reading of "Kids are Kids" 

Due:

Assignment

2/4  

* P4&5: Complete JJ Scenarios

* The Prompt: Create Do/What Chart and retain a focus on this to guide your reading/annotations

 

* Vocabulary Chart (Jigsaw the class: I will do the first 2, then assign one word per team) – absent students: Copy the words from a classmate

* First Reading of  "Kids are Kids" 

  1. Read "with the grain"
  2. Write 1-2 sentences for the BIG IDEA at the end of the article 

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Due:

Assignment

Juvenile Justice:
 
* Set up packet for JJ unit (See attached PPT)
* Quickwrite + Partners + Class discussion/debate
* Key Concepts/Notes on terms
* Actual Scenarios -- Apply the terms
 
 
 

Due:

Assignment

* Sign locators
* Finish ITW film (~5 minutes)
* Review ITW essay prompt + practice writing thesis statements