Embedded Files
March 9-13
Monday: NAMI (National Alliance of Mental Illness) presentation in the PAC
Tuesday: Let's see where we are with Juvenile Justice then move forward.
Our next article: https://docs.google.com/document/d/1ogYlLfJyJR42lqTBrAh7BMLmtaybR4BHO80YC4OnmGM/edit?usp=sharing
1. Preview the article and read with the grain in order to understand Jenkin's argument (30 min)
- Read the title and introductory quotation. Turn to a partner and discuss the title and the reason the author begins with that quotation.
- clarify "deter" and "avails"
- discuss as a class
- read the article independently and annotate
- discuss with a partner:
- Who is Jenkins and ;why does she have a strong position on juvenile justice?
- What is the change in the law that she is objecting to?
- What is JLWOP? Look it up on the internet
Wednesday:
- Read the article and annotate. Locate Jenkins' claims
- Annotate the article by underlining the arguments Jenkins makes.
- In a group, take turns reading aloud what you underlined.
- Ask questions.
Homework: Quickwrite: What is your reaction to Jenkins' arguments? Draw on your personal experience as well as what you have learned so far during this module. What have you observed about teenagers and how they behave? do you know of any cases of juveniles who have been involved in either the adult or juvenile justice systems?
Friday, 3/6/20
Please add two rows to your Charting Multiple Texts Chart focused on "Beautiful Brains". Remember, choose the best evidence to support your opinion.
Thursday, 3/5/20
Please get your, stamp sheet, a pen, and the article "Beautiful Brains" out. You may use the article to answer the questions on the handout but there is a time limit. Sometimes open book/note tests are the worst. Those times are when you haven't done the reading and therefore have zero idea where to find the information/answers you need : o Today? I hope not.
Answer thoroughly, in complete sentences!
After the time is up I will collect your quiz and we will move on to talk moves which I will explain in class. I will give each of you a sticky note for this activity.
Here are the focus questions for today's "talk moves". Be sure to use academic language and refer to the text, by paragraph number. Take turns recording the answers your group comes up with.
• What changes take place in human brains? What behaviors do these changes cause?.
• According to Dobbs, what purpose do the changes in the teenage brain serve? Why are they “adaptive” (useful for humans as a species)?
• Why should parents be hopeful about their teenager’s behavior? What can they do for their teens? .
• What does the brain research tell us about why juveniles may commit crimes? What does it mean for deciding how to punish them?
• Does Dobbs’ description of what happens to the teenage brain and why it is both positive and negative make sense to you? What objections or questions do you have?
Wednesday, 3/4/20
Get out your stamp sheet, your charting multiple texts chart, and the "Beautiful Brains" article. As I am coming around to check your homework and assign points, you will enter information from "Beautiful Brains" on the charting multiple texts chart.
Now, you will look through the article collaboratively, at your table then, you will take turns reading a page of the text and stopping to discuss things you stop for in the article. The specific instructions for this collaborative reading process are on the white board. I will be observing the way you participate in academic discussion as you work. I will model the first page for you if I did not model it for your class yesterday. Take excellent notes and read thoroughly as I will be "quizzing" you tomorrow.
3/3/2020
With your partner, read the title and subheading of “Beautiful Brains.” Then read the sentences that begin with words in bold. Respond to the following questions and ask one member of your group to note your answers.
Beautiful Brains
Moody. Impulsive. Maddening. Why do teenagers act the way they do? Viewed through the eyes of evolution, their most exasperating traits may be the key to success as adults.
Whose brains are we talking about? Why are they beautiful?
How does the writer say teenagers behave? Use different adjectives (paraphrase).
What does it mean to view behavior “through the eyes of evolution?”
What does Dobbs’ claim are teens’ most exasperating traits (behaviors)? (Look back at the sentences you previewed to answer).
Why does he say that these traits may be the key to success as adults?
Homework: Now that you have previewed the article, read Dobbs’s “Beautiful Brains,” as homework. Highlight important ideas and note key phrases, so you can share some of them the next day. As you read, look for answers to the following question:
How does the latest research about teenage brains contribute to your view about how juveniles who commit serious crimes should be dealt with in the criminal justice system?
Reading “Beautiful Brains,” which is a longer text, is a chance to build up your reading stamina. Previewing the text and having a question you are looking to answer will enable you to read faster and more efficiently. Unlike the other texts in this module, which require in-depth critical reading, “Beautiful Brains” can be read quickly for the gist of Dobb’s argument. Learning how to vary your reading strategies based on purpose is important as you prepare for college and work.
3/2/2020
In your Interactive Notebook:
Create personal learning goals: Here are some ideas to guide you:
As you consider what you want to learn by participating in this module, you may want to think about some of the following questions:
- What strategies will I use to understand and evaluate the texts that I am going to read?
- What strategies will I use when I encounter difficulties with texts that I am reading?
- How can I take part in class discussions, so I get the most out of them?
- How can I get the most out of work that I do with my peers?
- What other goals do I have that have that will help me get the most out of this module?
Choose two or three goals that are important for you. In your notebook, explain what they are and why you have chosen them. Keep your goals in mind as you continue with the Juvenile Justice module so that when you are finished, you can reflect on how well you accomplished them.
Collaborate in your groups to write Says/Does statements on a separate sheet of paper using the numbers that correspond to the chunks. Assign one person to read the chunk out loud, the second person to write the “Says” statement, and the third person to write the “Does” statement. Everyone in the group needs to come to an agreement. Be as precise as possible as you describe what the text actually is saying and doing.
At the end of the text, describe the overall content and purpose of the text.
Thursday and Friday, February 27 and 28, 2020
Remember to also complete your "Charting Multiple Texts Chart" for this article as well.
- Text 1: “Should 11-Year Olds Be Charged with Adult Crimes?”
- Survey the text individually then discuss the following with a partner:
- What do you think is the purpose of this text? What enabled you to predict this?
- Who do you think is the intended audience for this piece? How do you know?
- Who is Phillip Holloway? How knowledgeable do you expect he will be on this topic? How do you know?
- Let’s discuss personal learning goals for this unit.
- Read and annotate Text 1 according to these instructions:
Left Margin: label what the author is saying as follows:
The introduction
The issue or problem the author is writing about
The author’s main arguments
The author’s examples
The author’s conclusion
Right Margin:
Write your reactions to what the author is saying. You can ask questions, express surprise, disagree elaborate and note any moments of confusion.
- Share your annotations with a partner and talk about what you chose to mark and how you reacted to the text. Did you agree on what the main idea was? Did you mark the same arguments and examples? Did you agree on the conclusion?
Wednesday, February 26, 2020
Crime Scenarios: Work on these three scenarios at your table with your group.
Let’s look over our charting multiple texts handout and determine how we will effectively use this chart as we move forward in this unit. I will be gone Thursday and Friday. You know what to do. You will follow all directions for annotating as you annotate the article the guest teacher gives you today. After you have completely annotated the article and answered the questions at the bottom of the last page, turn it in to the guest teacher. . If you are afraid of it being misplaced, either genius scan it on your phone or take a picture. For full credit, it MUST be turned in on or before Friday!
Tuesday, February 25, 2020 (late start)
- Discuss the following questions at your table:
- Who is a juvenile? What are some synonyms for “juvenile”?
- What are the differences between an adult and a juvenile? Brainstorm a list of qualities that characterize juveniles but not adults.
- If you or your family have come to the U.S. from a different country, when do you become an adult in your home culture? How do you know?
- What is illegal for young people but legal for adults in other cultures?
- When young people commit serious crimes in other countries, what happens to them? Is it the same as what happens to adults or different?
Monday, February 24, 2020
In anticipation of Ski Week we skipped around in the activities for the Juvenile Justice Unit. Today, we’re going to get back on track.
- Let’s have our vocab from Friday out for us to look at, the terms we went over on Friday. Now, as we watch the video, “Wrestling Defense Murder Trial of 12-Year-Old Lionel Tate”. Make a chart in your Interactive Notebook and record arguments made in the video. I will make the chart on the board for you to copy.
- Quickwrite: Using the notes in the chart you made as you watched the video, under the chart in your IN (page 9), do a quickwrite on the following: Based on what you saw in the video, do you think Lionel Tate should have been sentenced to prison for life as an adult? Explain why or why not. 5 sentence minimum.
- Discuss the following questions at your table:
- Who is a juvenile? What are some synonyms for “juvenile”?
- What are the differences between an adult and a juvenile? Brainstorm a list of qualities that characterize juveniles but not adults.
- If you or your family have come to the U.S. from a different country, when do you become an adult in your home culture? How do you know?
- What is illegal for young people but legal for adults in other cultures?
- When young people commit serious crimes in other countries, what happens to them? Is it the same as what happens to adults or different?
Be sure to bring your reader to class every day!!!
Thursday, February 13, Day 2-3:
Charting multiple texts handout and explanation.
Complete the chart for the wrestling video/Lionel Tate.
Text: Holloway, “Should 11-Year Olds Be Charged with Adult Crimes?”
Survey text. Look at vocabulary. Juvenile Justice Word Opposites handout.
Day 2: Introduce independent reading goals and requirements.
Teenage crime scenarios in groups. I will handout the scenarios for discussion. Be sure to use the words from our legal vocabulary handout.
Exploring key concepts word map for juvenile crime
5 questions for group discussion.
Wednesday, February 12, 2020 Please be respectful of the guest teacher.
Juvenile Justice Day 1:
- Two handouts are required today.
- 1) Vocabulary chart
- 2) Charting Multiple Texts (this one should look familiar as we used the same chart in the Value of Life unit). Your final task for this unit will be to write a letter to those interested in the issue of juvenile crime, particularly state policymakers. You will need to include what you learn about the issues surrounding charging and sentencing juveniles as well as juvenile brain development and the implications for juvenile accountability and rehabilitation. Keep this future assignment in mind as you complete your chart. Remember, finding the best information now will save you time in the long run.
- Preparing to read, day one. Understanding key vocabulary.
- Complete the vocabulary handout. After we go over the words, make 3 sentences using the words.
- Now we are going to watch the wrestling video. Please complete the chart. When the video is over you will do a quickwrite.
Juvenile Justice
Juvenile Justice
Today we will begin our next unit: Juvenile Justice. Please take a moment to familiarize yourself with the focus for this unit.
Module PurposeThe module is designed to explore the ways in which scientific evidence, personal observations, and experience contribute to strongly held points of view on the legal issue of how society should respond to juveniles who commit serious crimes. As they read different genres, students explore differing viewpoints on the issue before writing an open letter in which they argue for their own position.Questions at IssueThe following are the questions at issue in the module:· How should juveniles who commit serious crimes be treated in the criminal justice system? When, if ever, should they be punished as adults if they have committed “adult” crimes? · What evidence is there that juveniles can mature and return to productive life after committing a serious crime?· To what extent should the desires of victims and the families of victims be taken into consideration in charging and sentencing juveniles who have committed crimes against them?· Are juveniles of color equitably treated in the juvenile justice system, in other words, in the same way as white juveniles who commit the same crime?Module TextsDobbs, David. “Beautiful Brains.” National Geographic, Oct. 2011, www.nationalgeographic.com/magazine/2011/10/beautiful-brains/. Holloway, Phillip. “Should 11-Year Olds Be Charged with Adult Crimes?” CNN, Updated 14 Oct. 2015, www.cnn.com/2015/10/14/opinions/holloway-charging-juveniles-as-adults/index.html.Human Impact Partners. Juvenile InJustice: Charging Youth as Adults Is Ineffective, Biased, and Harmful – Executive Summary. Human Impact Partners, 2 Feb. 2017, humanimpact.org/wp-content/uploads/HIP_JuvenileInjustice_ExecutiveSumm_2017.02.pdf. Jenkins, Jennifer Bishop. “On Punishment and Teen Killers.” Juvenile Justice Information Exchange, 2 Aug. 2011, jjie.org/jennifer-bishop-jenkins-on-punishment-teen-killers/19184. Accessed 11 June 2012.Ralston, Cameron Delane. “Furious.” “Out of Juvenile Corrections, Poems of Fury, Loss—and Lingering Beauty,” reported by Colin Dwyer, All Things Considered, National Public Radio, 28 May 2016, www.npr.org/2016/05/28/479722459/out-of-juvenile-corrections-poems-of-fury-loss-and-lingering-beauty. Module Audio TextRalston, Cameron Delane. “Furious.” “Out of Juvenile Corrections, Poems of Fury, Loss—and Lingering Beauty,” reported by Colin Dwyer, All Things Considered, National Public Radio, 28 May 2016, www.npr.org/2016/05/28/479722459/out-of-juvenile-corrections-poems-of-fury-loss-and-lingering-beauty. [Click “} Listen” button to listen to Cameron Ralston read “Furious.”]Module Video TextsPadowitz, Kenneth. “‘Wrestling Defense’ Murder Trial of 12-Year-Old Lionel Tate.” YouTube, uploaded by Kenneth Padowitz, 2 Sept. 2015, www.youtube.com/watch?v=1VZRmKdAa8I.“The Teen Brain,” National Geographic, www.nationalgeographic.com.au/videos/brain-games/the-teen-brain-4097.aspx. Accessed 16 Feb. 2019.Module Web SitesDobbs, David. “Official Site: About.” Neuron Culture, 2019, daviddobbs.net/smoothpebbles/about-david-dobbs. Accessed 27 Feb. 2019.Holloway, Phillip. “Phillip Holloway Mini-Biography.” IMDb.com, 2019, www.imdb.com/name/nm6363771/bio. Accessed 30 June 2019.Juvenile Law Center. “Juvenile Life without Parole (JLWOP).” 2018, jlc.org/issues/juvenile-life-without-parole. Accessed 26 Feb. 2019.What will you be required to do when we complete this unit?
Culminating TaskStudents write an open letter (an opinion piece) to be published on a Web site for those interested in the issue of juvenile crime, particularly state policymakers. Students use what they have learned about the issues surrounding charging and sentencing juveniles and about juvenile brain development through reading and discussion about the implications for juvenile accountability and rehabilitation. They apply what they have discovered about analyzing the rhetorical situation and the genre of the open letter to create their own letters tailored for their intended audience in order to make the argument for their position on juvenile sentencing.Now, let's get started.
Tuesday, February 11, 2020 Let's find out who did it......were you right? Today you will watch the episode that this transcript was taken from. Please have your transcript out as you are viewing the episode. In a different color writing utensil from any colors on your handout, take notes regarding your impression of Melanie at specific times in the episode. I expect one complete sentence note per page. This is due at the end of the period.
For example: On page 1, or at the beginning of the episode, "Melanie insists she is innocent, 'I didn't kill the father of my children. I did not kill my husband' " (1). What is your impression of Melanie at this point? Does she seem sincere? Next to the part you are responding to, write your response.
My sample response: At this point I tend to believe Melanie. Everyone acts differently in difficult situations. She is under a lot of stress. She has losst her husband and quickly became a single parent as well as a murder suspect. Anyone would have a difficult time in this situation. Some people become nervous when they are frightened or upset. Maybe Melanie is trying to keep it together for her children. I tend to believe that the police want it to be her so they can close this case and they don't have anyone else to consider. I think the police are being hard on her when she is dealing with a lot. It's actually amazing that she didn't fall apart completely in this situation.
Monday, February 10, 2020
Next, you will write Body Paragaph Three. You must use a category your group did not use. For example, if you already used motive and evidence, now you must use either character or alibi. The title is Body Paragraph Three. Use MLA format, Times New Roman, 12 pt. font, double-spaced. The paragraph must follow our new format: Topic Sentence, Detail, Quote/Fact, Analysis, Analysis, Detail, Quote/Fact, Analysis, Analysis, Concluding sentence. You must highlight your paragraph according to our colors: orange - topic sentence and concluding sentence, pink - detail, blue - quotation, yellow - warrant. Be sure to cite as you were taught at your tables with the group paragraphs. Use transition words. Today you should get the paragraph written (independently and individually as it will be submitted to turnitin.com). After you have read, reread, edited, and gotten it to the best place possible, ask a classmate to peer edit. Please do the peer edit by sharing the document through google docs. Those of you editing other's shared documents, do the edits as comments so the original author can determine whether or not to incorporate your suggestions. This paragraph is due at the end of class tomorrow. The drop box locks at the end of class tomorrow. There will be no extensions!
All of the requirements are on turnitin.com
My sample paragraph, highlighted, can be found in the resources tab of this site.
Tuesday, February 4-Friday, February 7
Continue working in your groups on your first and second body paragraphs. Once I have signed off and told you you get it, move on and begin gathering information for your final paragraph.
Monday, February 3, 2020
If you are new to this class you will need to let me know so I can send you an invite to the class turnitin.com.
Let's glue important docs into our IN.
Now, back to writing that first body paragraph. Remember, if you are not participating in this writing process, you will not be prepared for your individual paragraph.
Well, this is taking a bit longer than anticipated. No problem, don't want to rush the process. Today you MUST have a completed, color-coded body paragraph #1. Each person must have this in their IN.
Friday, January 31 Murder Mystery and writing
Thursday, January 30 Murder Mystery and writing
Today is the big day for the Murder Board. Let's look at all of the evidence, classify it, and write a thesis statement.
Wednesday, January 29 Continue working with Warrants/Sets of Three labeling. Move on to our murder mystery.
I am on a field trip with Gtech today. Please finish the entire article, "The McGuire Diaries" and turn it in. You need to have marked all the evidence you find. Begin, in your head, to come up with categories for the information. Remember, we'll be writing about this case.
Tuesday, January 28 Continue our intensive writing workshop. Complete "Sets of Three" handout. Move on to Warrants/Sets of Three labeling.
complete the sets of three practice. This is due at the end of the period. Read the first two pages of "The McGuire Diaries". As you read, be sure to mark any evidence you find; anything that would help you determine whether she is guilty or not guilty.
Monday, January 27
Today I will be checking to be sure you have a spiral dedicated to this class. Have it out on your desk with your stamp sheet for points. Please do not tear pages out of your spiral or you will run out of paper for this class this semester.
Continue our intensive writing workshop. Complete "Sets of Three" handout. Move on to Warrants/Sets of Three labeling
Check Spirals
Continue writing unit. Slide show on our writing format (the slides are in the curriculum portion of this website).
Friday, January 24, 2020
First we will go over the thesis statements you created in your groups yesterday then we will move on to the next handout, "Warrants/Sets of Three.
Read the handout.
Do what it takes to actually put the information into your long term memory. That may involve annotating, marking up, etc. Be caeful as there are actually parts of the handout that require marking up according to specific instructions.
Read the bottom of the handout as well.
Turn in the marked up handout at the end of class.
Thursday, January 23, 2020
Important reminder: You must have a spiral notebook for this class only on Monday, January 27. If you are unable to get this you need to see me by Friday in order to not lose the points that will be given for having this spiral on Monday.
Today we will immediately finish the movie we didn't finish during finals. This only applies to periods 1 and 2.
We will now begin our intensive writing unit. This unit will take about 2 weeks. It is important that you be here both mentally and physically every day. If you are sick and must miss, be sure to check the website so you do not fall behind.
Begin our writing basics unit. Today: handout, "Essays and Thesis Statements" (this may be found on the resources tab of the class website if you don't have it). Read handout (it was read aloud in class). Now, work on finding and labeling topic, claim, three sub topics. Finally, last activity today, on the back of the handout, each person at your table needs to write a thesis statement for one of the topics/words listed there. After you write your answer, pass it to your neighbor and ask them to label the parts of your thesis statement. If they cannot identify the parts, fix it. If they can, pass it around the table. Each person at the table must have all 7 thesis statements written down. We will begin class with these tomorrow.
Wednesday, January 22, 2020
Welcome to semester two; the final semester of your high school career. Are you ready for it? Let's all commit to living by the quote (from my college English professor, Dr. Gerald Heidt), "Be where you are when you are there".
So, here we are, B114, second semester of Senior English. We're marching toward graduation. Don't stop now. Give it your all. Make this your best semester ever!
Today we have a guest presenter, SSG Pew. Let's all pay attention, listen respectfully, and be sure to go away having learned something new today.
ERWC Essay Evaluation Form Rubric.docxTuesday, January 14, 2020Okay, yesterday we had a change of plans. So, for our final essay for the semester, worth 100 points, the following is due:Thesis statementBody Paragraph 1Body Paragraph 2That's itAlso due today,Pink Stamp Sheet with all of row 3 completeParagraph Shaping sheet, completeEssay Checklist with my signaturesThe turnitin box for this assignment will be locked today a 11:59 pm. It will not be unlocked. There will be no exceptions made!
Sample Thesis Statement (Prompt 1) There are many more on the boards in class. You may use one that I have written with no penalty.
Everyone values life differently. Having read several views on the topic, over the past month in class, I have come up with my own perspective on the issue. Considering Hamlet's pessimistic view on life, reading about Ebert and Job's optimism in the face of death, and considering Amanda Ripley's explanation of how life is valued in our country, I have decided that my views best align with those of _(Steve Jobs)______________________________ who believes (live is a gift that must be enjoyed and passionately lived)________________________.
Monday, January 13, 2020Time to really buckle down. You have today and tomorrow to finalize your essay. I am requiring 2 peer reviews. You must write your essay, share it with 2 classmates through google docs, the peer must make comments on the essay. Call me over to show me the peer reviews and I will sign you off. Be sure to read the rubric thoroughly. How can be sure you are following all requirements if you don't look them over first? The rubric is just to the left on this page : )
Follow all instructions for the essay:This essay will be submitted to turnitin.com. It is due Tuesday, January 14, at the end of your period. Late work will not be accepted and the classroom box will be locked at the end of the period.Please follow this format:MLATimes New Roman12 point fontdouble spacedUse the MLA template to accurately set up your paper.Be sure to run your paper through grammarly. Do a spelling and grammar check before you submit. The essay should be 4-5 paragraphs, your choice.Include textual evidence and cite and embed it accurately. Choose the best evidence to support your position. Each paragraph will include two pieces of textual evidence. I strongly recommend direct quotations.
Friday, January 10, 2020Today you need to write your thesis statement and begin to write a rough draft of your essay. Please use the Body Paragraph Format/Paragraph Shaping Sheet handout. Use the Body Paragrahp side for your first body paragraph and the Paragraph Shaping Sheet side for your second body paragraph. This essay will be submitted to turnitin.com. It is due Tuesday, January 14, at the end of your period. Late work will not be accepted and the classroom box will be locked at the end of the period.
Thursday, January 9, 2020Turn to page 66 in your reader.Read and annotate the article, "What Is the Value of a Human Life?"Complete the last remaining row on your "Charting Multiple Texts" chart.I will stamp your stamp sheet when the chart is complete.Pick up the essay prompt sheet.Read through the prompts and decide which you will respond to.
Complete a Do/What chart for the prompt you have chosen to help clarify directions. To create a “Do/What Chart,” draw a T-graph in your notes, labeling the right side “Do” and the left side “What.” Then list verbs from the prompt in the “Do” column and the objects of those verbs in the “What” column.
Wednesday, January 8, 2020Continue annotating the article "What Is a Life Worth?" Be sure to answer the two questions at the bottom of the article. You MUST get your stamp sheet stamped today for completing this work or you will not receive the points.When you finish, go through the article again and mark the sentences dealing with life from a financial/legal perspective f/l.Mark the sentences dealing with life from a human/emotional perspective h/e.Find 8 examples total.Finally, complete the seventh row on the "Charting Multiple Texts" chart.
Tuesday, January 6, 2020Apparently there were some problems with getting work done yesterday. So, today, do what was supposed to be done yesterday. I guess when the cat's away the mice do play.
Sample Thesis Statement (Prompt 1) There are many more on the boards in class. You may use one that I have written with no penalty.
Everyone values life differently. Having read several views on the topic, over the past month in class, I have come up with my own perspective on the issue. Considering Hamlet's pessimistic view on life, reading about Ebert and Job's optimism in the face of death, and considering Amanda Ripley's explanation of how life is valued in our country, I have decided that my views best align with those of _(Steve Jobs)______________________________ who believes (live is a gift that must be enjoyed and passionately lived)________________________.
Monday, January 13, 2020Time to really buckle down. You have today and tomorrow to finalize your essay. I am requiring 2 peer reviews. You must write your essay, share it with 2 classmates through google docs, the peer must make comments on the essay. Call me over to show me the peer reviews and I will sign you off. Be sure to read the rubric thoroughly. How can be sure you are following all requirements if you don't look them over first? The rubric is just to the left on this page : )
Follow all instructions for the essay:This essay will be submitted to turnitin.com. It is due Tuesday, January 14, at the end of your period. Late work will not be accepted and the classroom box will be locked at the end of the period.Please follow this format:MLATimes New Roman12 point fontdouble spacedUse the MLA template to accurately set up your paper.Be sure to run your paper through grammarly. Do a spelling and grammar check before you submit. The essay should be 4-5 paragraphs, your choice.Include textual evidence and cite and embed it accurately. Choose the best evidence to support your position. Each paragraph will include two pieces of textual evidence. I strongly recommend direct quotations.
Friday, January 10, 2020Today you need to write your thesis statement and begin to write a rough draft of your essay. Please use the Body Paragraph Format/Paragraph Shaping Sheet handout. Use the Body Paragrahp side for your first body paragraph and the Paragraph Shaping Sheet side for your second body paragraph. This essay will be submitted to turnitin.com. It is due Tuesday, January 14, at the end of your period. Late work will not be accepted and the classroom box will be locked at the end of the period.
Thursday, January 9, 2020Turn to page 66 in your reader.Read and annotate the article, "What Is the Value of a Human Life?"Complete the last remaining row on your "Charting Multiple Texts" chart.I will stamp your stamp sheet when the chart is complete.Pick up the essay prompt sheet.Read through the prompts and decide which you will respond to.
Complete a Do/What chart for the prompt you have chosen to help clarify directions. To create a “Do/What Chart,” draw a T-graph in your notes, labeling the right side “Do” and the left side “What.” Then list verbs from the prompt in the “Do” column and the objects of those verbs in the “What” column.
Wednesday, January 8, 2020Continue annotating the article "What Is a Life Worth?" Be sure to answer the two questions at the bottom of the article. You MUST get your stamp sheet stamped today for completing this work or you will not receive the points.When you finish, go through the article again and mark the sentences dealing with life from a financial/legal perspective f/l.Mark the sentences dealing with life from a human/emotional perspective h/e.Find 8 examples total.Finally, complete the seventh row on the "Charting Multiple Texts" chart.
Tuesday, January 6, 2020Apparently there were some problems with getting work done yesterday. So, today, do what was supposed to be done yesterday. I guess when the cat's away the mice do play.
Monday, January 5, 2020 Happy New Year and welcome back.
Monday, January 5, 2020 Happy New Year and welcome back.
Let's start the new year strong. Focus and respect your guest teacher. We are preparing for our final writing assignment of the semester. The better prepared you are the easier it will be.
We are continuing with our unit, "The Value of Life". So far we have read Hamlet's soliloquy and an excerpt from an interview with Roger Ebert. Today we are going to read another article. Please find the article, "What Is A Life Worth?" in your reader.
As you read for the first time do the following:
Look for the main issues and the various stances people take in response to those issues. Be sure to also look for connections to the idea of valuing life and to what was previously said about valuing life by Shakespeare and Ebert. Mark up your article, annotate using our guidelines. On the bottom of the article, answer the following questions thoroughly:
1. How is “life” defined in this text? For example, does “life” refer to a human body, a soul, human experience, existence, or quality of life?
2. Does this definition include a person’s personal life and professional or working life?
We will be discussing this article as a class tomorrow.
ERWC Essay Evaluation Form Rubric.docx"The Value of Life"
"The Value of Life"
December 16-20
Monday: December 16, 2019
Activity 22: Thinking Critically
Jones’s text is an extended interview in the style of “A Day in the Life.” As with the soliloquy we examined earlier, the form of this writing has an effect on how it is read and understood. The questions below will help you assess how Jones characterizes the subject of his interview, Roger Ebert, and how Ebert’s statements characterize himself.
Choose one question from each of the following categories and answer the question thoroughly, including, embedding, and citing textual evidence when appropriate. Please use complete sentences and follow all conventions of the English language. Each answer is worth 12 points and will be graded as follows:
- Student includes textual evidence when appropriate 4- Excellent inclusion of evidence 3 inclusion of evidence but not the best evidence to support position 2 evidence included but not effectively 1 no evidence included
- Student effectively and accurately embeds evidence 4 Effective inclusion and embedding of evidence 3 inclusion of evidence but there is a problem with embedding 2 evidence not embedded correctly 1 evidence stands alone, not embedded
- Student accurately cites evidence 4 Evidence is cited as taught 3 minor problems with citation information 2 attempt at citing falls short 1 no citing or cited incorrectly and not according to lessons
Questions about Logic (Logos)
An interview is a form of nonfiction—a text that tells the “truth.” Do you think Jones is being truthful in his observations of Roger Ebert? Do you think Ebert is being truthful in his statements about himself? Are you more likely to believe what someone else says about a person or what the person says about himself or herself? Explain your reasoning.
Sample Response:
- I believe that Jones is being truthful in his observations of Ebert because Jones is a reporter working for a reputable magazine and his job is to accurately and truthfully report information. I also believe that Ebert is being truthful in his observations of himself because he doesn't seem to make himself appear perfect. He actually includes information that is rather personal and not necessarily complimentary. Ebert has been through a lot, including "[...] more than half of a thirty-month stretch in hospitals [...]" (Jones 51) yet still remains optimistic. I am more likely to believe what others say about a person than to believe what someone says about themselves because I have found that people often see only the good in themselves and the bad in others. In this particular situation I believe both Jones and Ebert.
How are emotional pain and loss different from physical pain and loss? Can the two be compared fairly?
Questions about the Writer (Ethos)
Unlike some cancer survivor stories, Chris Jones’s interview with Roger Ebert doesn’t make it clear that Ebert is successfully winning his fight against cancer. How does the uncertainty of Ebert’s health impact the way we see his attitude toward the value of life? Would Ebert’s credibility be the same if he had long ago defeated cancer?
Compare Ebert’s attitude about dreams to Hamlet’s. How do dreams affect the suffering of both men? What do their attitudes toward dreams reveal about their characters?
Compare Ebert’s attitude about death to Hamlet’s. How does each characterize “the undiscovered country” (Hamlet’s words) “on the other side of death” (Ebert’s words)? How do their attitudes toward death and what might happen after death relate to the way they approach life?
What does Ebert mean when he says, “When I am writing my problems become invisible and I am the same person I always was. All is well. I am as I should be.” (par. 18)?
How does Jones characterize the post-cancer Ebert as being different from the pre-cancer Ebert?
Re-read the paragraph beginning, “But now everything he says must be written…” (par. 20). Why does Jones say of Ebert’s new life, “so many words, so much writing”? What does this statement help us understand about what Ebert values in life?
What evidence, if any, can you find that suggests Ebert is more of an optimist after fighting cancer than before?
What evidence, if any, can you find that suggests Chris Jones admires and believes Roger Ebert?
Questions about Emotions (Pathos)
Why does Jones describe Ebert’s medical crises in 2006 in graphic detail? What words suggest the brutality of the cancer treatment and recovery process Ebert experienced?
How do you think Jones’s description of Ebert’s “open smile” might impact readers?
What language in the excerpt from Ebert’s review of Broken Embraces in the article’s conclusion suggests Ebert’s enduring passion for life?
The above, three questions answered thoroughly, are due at the beginning of class tomorrow.
Tuesday: December 17, 2019
We need to take a break from our scheduled unit plans and really focus on integrating quotations. I will reteach this skill. This skill is necessary throughout this entire year and into the future. Pay attention and ask questions if you don't get it. You will be required to demonstrate your knowledge today!
ICE method to build your body paragraphs (this ppt, (credit to: https://www.cusd80.com › cms › lib › Centricity › Domain › Using ICE fo..) is in the resources tab of the class site.
Handouts. Exam.
Wednesday, December 18, 2019 Activity 23: Charting Multiple Texts
Make an entry in your chart for the Ebert text. Fill it out as you did with the soliloquy. When you reach the entry for “How does this text connect to other texts?,” briefly describe the ways in which Ebert responds to or challenges the assertions Shakespeare makes in his soliloquy for Hamlet.
Read Steve Job's Commencement Address. Annotate. Is Jobs a pessimist or an optimist? Find two quotations that support your position. Add to your charting multiple texts chart.
Thursday, December 19, 2019
Complete the chart for the Job's Article.
Now, time to get ready to write.
Revisit the chart you made while reading the texts. Pay particular attention to the column that asks about your opinion of each text’s claims. This will help you determine where your ideas fit within the “conversation” about valuing life that takes place in the texts we read. Fill in these blanks as a way of determining your own position.
“I agree most with the ideas in ____________________________________________because_________________ .”
“I agree least with the ideas in ______________________________________ ______because_________________ .”
Friday: December 20, 2019
Periods 1-4 will have a panel of college students presenting information on their college experiences in class today.
Period 5 will have to discuss college as a group.
Have a wonderful break and I'll see you next year : )
Have a wonderful break and I'll see you next year : )
December 9-13
Monday: Slides 33-35
Tuesday: Slides 36-37
Wednesday: Students were to read the article, "Roger Ebert: The Essential Man [Excerpts]". Annotane (make marks throughout the text), on the first reading (with the grain), make notes in the right margin. On the second reading (against the grain), take notes in the left margin. Also mark examples of ethos (E), pathos (P), and Logos (L). I am on a field trip so you will need to tear these pages out of your reader, staple them, and tuen them in. They MUST be turned in today; NO EXCUSES.
Thursday, December 12, 2019: Prepare for Mock Interview. Following instructions below, get ready to interview your partner today. You must include evidence from the text (at least two direct quotations) in your responses.
Postreading Activity 21: Summarizing and Responding—The Mock Interview
Ebert and Hamlet, in their respective texts, provide quite different perspectives on the meaning and value of life. Working with your partner, envision a scenario in which Hamlet somehow would have the opportunity to interview Ebert and vice versa. One of you should write out a series of at least five questions that Hamlet would ask Ebert while the other writes five questions for Ebert to ask Hamlet.
When the questions are completed, take on the personas of these two and conduct the interviews. Be sure to give answers that are in keeping with the points of view provided in the two texts. After conducting the mock interviews, discuss the relative viewpoints of the characters. How well would they get along with one another? How would each respond to the arguments made by the other?
Here are some sample interview questions:
How do you feel you’ve been treated by other people?
Are you afraid of death?
Are there any benefits to suffering?
How do you approach challenges?
Mock interview. Select your best question and answer and submit on flip grid today! To clarify: Select the best question and answer for Hamlet and then the best question and answer for Ebert. Put each on flipgrid, today. Be sure to indicate which character you are portraying!
flipgrid link: https://flipgrid.com/692b33c6
flipgrid link: https://flipgrid.com/692b33c6
Friday: View flipgrid mock interview samples. Students take notes as you will need good evidence in your upcoming assignment.
Tuesday, December 10
Ethos, Pathos, Logos Clarification (see video below)
Complete second row of chart. Again, for Hamlet. You may use my example or choose your own quotation.
Q/W Hamlet. What would you say to him if you met him? What do you think of him? (Stamp sheet /5)
Monday, Dec. 9, 2019
First, a few words about listening, following ALL instructions, and your Racial Profiling paragraphs.
We ran out of time on Friday so we need to finish the video. We will complete the first row of our "Charting Multiple Texts" graphic organizer and I will demonstrate how to use your chart to write a fantastic paragraph. Copy all information onto your chart. This will be instrumental on our writing assignment.
Monday, December 2
Last chance to succeed on the Racial Profiling Paragraph assignment.
Today we will have a mini lesson on effectively using, embedding, and citing quotations.
We will not be spending anymore time in class on this assignment. No late work will be accepted on this assignment; it has been more than long term.
Please take notes on the lesson today. You will need this information for your paragraph.
Pay attention to how Colbert leads into and out of quotes. Clip: 1:50-2:27
Quotation Sandwich (introduce graphic only)
http://www.super-ela.com/terms/the-quote-sandwich/
Watch Second Clip: 2:27-4:00
Listen for and write down the parts of the sandwich.
Now, lets do the practice Einstein quote from the quotation sandwich site.
(thanks to Jeanne Wolz,, Teacher Off Duty, for this lesson).
Tuesday, December 3
Today we begin a new unit, "The Value of Life". We will work on this module until we leave for winter break. Please be here daily as we will be focused daily in order to develop the necessary skills to succeed on the final assignment: A letter to Hamlet.
Slides 1-6
credit to Zamir Braydon for this slide show.
Wednesday, December 4
Slides 7-12
for the vocabulary on slide
Thursday, December 5
I made a slide show for today's work.
Slides 13-26
for the vocabulary on slide 13, use this format
Word Personal Association
Definition Something not the word
slide show for one day of the value of life.pptxFriday, December 6
Dear Seniors: There are 25 school days remaining in semester one. I know none of you want to fail English and have to add an additional English class and stress, from February through June, over whether or not you'll be graduating. So, time to step it up. Please, once again, "Be where you are when you are there" and remember, it's easier to keep up than it is to catch up.
Late work will come with a price from this point forward. If you are absent, ask a friend to get any handouts and keep you informed of what happened in class while you were gone. If your absence is excused you have the number of days you were gone to get the missing work in to me. It is your responsibility to find out exactly what you missed. Long term assignments are due on the due date with no grace period. We do 99% of our work in class so there truly is no excuse for not having it all complete and turned in on time. If there are extenuating circumstances impacting your ability to meet these expectations, tell me NOW, not when you are failing.
Let's finish the march to graduation strong!
Monday, November 4-Friday, November 9
Friday: Racial Profiling
Thursday: Racial Profiling
Friday, Jan. 11
Week of January 14-18
Monday 1/14/19 Today we will work through slides 41-50 of the PPT. Work on a 5 sentence summary at your table. You may all have the same summary but you each need to write the summary on page 45 of your reader. Include 5 vocabulary words and underline them. I have written the words on the board. I am checking this summary today for 20 points. After you complete the summary, write 5 questions based upon the article. These should be either questions you have or questions which would be good for discussions. I will check your questions for points tomorrow when you enter class.
Friday 1/18/19
Introduction to Evidence Evaluation Chart and practice for tomorrow's lesson
Wednesday, November 13, 2019
Introduction to Evidence Evaluation Chart.
Tuesday, November 12, 2019
News, Listen as I read "Jim Crow Policing", annotate, at your table mark the text according to instructions on the board and in the PPT.
Friday, November 8, 2019
Finish video. discuss. Turn in handout.
Work on "key concepts" at your table. Survey the text. Make predictions and ask questions. Key vocabulary.
Thursday, November 7
I am attending a training periods 1-3. Please respect the guest teacher. You will receive a handout, "A Class Divided". The guest teacher will have you view the video, "A Class Divided". Complete the handout as you view the video. In case of an issue, here is the url: https://www.pbs.org/wgbh/frontline/film/class-divided/
If you do not finish the video today we will finish the remaining few minutes tomorrow and then discuss and turn in the handout.
Wednesday, November 6, 2019 : Racial Profiling
Using computers, in class, take notes from the PBS Jim Crow website. https://www.thirteen.org/wnet/jimcrow/stories.html
Focus on either the "narratives" or "people" tabs in the site (PPT slides 9-13). You are required to take notes on at least two people. On your paper, write at least five things you learn about each person. If you finish early, you may research Ferguson or do further research on Jim Crow and write a paragraph (5-7 sentences) for extra credit. This option is only available for those who are signed off after completing their work for the day.
Tuesday: Let's get started on our next module: Racial Profiling.
Monday: Today we will participate in a class readaround of your FAQs. It is vital that you turn in FAQs as you enter class today. Those of you who have already turned in the printed copy - YEAH!!! Please remember, the FAQs were also to be submitted to google classroom. Check there for all instructions.
Monday, October 28-Friday, November 1
This week got completely rearranged due to minimum days and no school due to the fires. Wednesday, October 30 we watched a Tedtalk and took notes. I required a five sentence paragraph response. Thursday and Friday school was cancelled. We will get back on track Monday. Please be present as we need to make up for time lost.
Thursday and Friday, October 23 and 25: Complete your FAQs in class. Proof read, follow format, ask for a peer review, edit, revise, final copy due Monday at the beginning of class. We will be using your FAQs for an activity.
Wednesday, October 23: Counselor presentation on A-G. Instructions on completing your FAQs, if time allows.
October 21-22, 2019
Friday (of last week) - Tuesday: Webquest http://zunal.com/webquest.php?w=280678
You should have completed the handout in class, yesterday. If not, you need to complete it today. The handout and the career map are due at the end of the period today (Tuesday, October 22)!!!
Follow the instructions on the webquest. Pay attention to the following tabs in the webquest for information on the map: Process Day 1 introduces the assignment. Day Four gives specific instructions. Evaluation tab contains the rubric I will be using to grade this career map assignment.
October 14-18, 2019
Friday: Getting ready to write our FAQs (Slides 67-74)
Change of plans. It seems as though my students would benefit from spending time researching careers and determining what path is best for them. So, we are going to be working on a webquest.
Please go to : zunal.com/webquest.php?w=280678
Follow all steps and complete every activity. Turn in all work as directed. The rubric is in the webquest.
Enjoy!
Thursday: Turn in your summary for points. Get into groups with others who read the same article. Prepare a presentation for the class on your article. Discuss whether it is better to go directly to college or into the work force. (Slides 63-66)
Wednesday: School wide SAT and PSAT
Tuesday: New note paper. We will turn in these notes on Friday. First entry: Q/W Video response. Watch the "Impose Your Will" video of Inky Johnson and write a three sentence response. Second entry: Read the article you were assigned and write a 3-sentence summary. Include the title of the article. (Slides 60-62)
Monday: New note paper. 1. Idea Chunks: Copy my sample and come up with 2 of your own - one from the Perez article and one from the Graff article. Be sure to include and cite textual evidence. 2. On the back side of the note paper, write a letter to someone you trust explaining how you are or are not ready for the next stage of your life. Be specific. You must discuss at least 3 areas of readiness or non readiness. This should be 5 sentences as you need to introduce the idea before explaining yourself. Due at the end of the period! (Slides 57-59)
October 7 -11, 2019
"What's Next? Life After High School
Monday:
- Words to describe me
September 30-October 4
Friday: Minimum day. Quick write on song that best describes you today and continue with What's Next?
Thursday: Presentations of slides. Begin our next module: "What's Next? Life After High School"
Monday through Wednesday: With your partner (or individually) complete the rough draft for your chart. This is due Tuesday. Complete your slide and the final draft of your chart. This is due at the beginning or class Thursday when we will present our slides. Complete instructions are on the google classroom site.
Week Five September 23-27
Monday September 23
Activity 13: I will assign you a Tedtalk to watch and take notes on.
Activity 14: Synthesizing multiple perspectives with a concept map. Activity 15 and 16:
Tuesday September 24 Today we actually, finally, watched the assigned Tedtalks. Tomorrow the notes (as I instructed you to complete them) are due at the beginning of class.
Wednesday September 25 Working with people who viewed the same Tedtalk as you and using your notes, make a chart that clearly teaches your Tedtalk to others.
Now, get together in groups and teach your Tedtalk to others.
Thursday September 26
Friday September 27
Week Four September 16-20 So, Friday the 13th didn't go great. I didn't update the site for period 1, period 4 was so hot we had to find a new room, etc. Anyway, let's start fresh today. First, why does it even matter whether or not you can express yourself clearly? Does it?
Week Four September 16-20 So, Friday the 13th didn't go great. I didn't update the site for period 1, period 4 was so hot we had to find a new room, etc. Anyway, let's start fresh today. First, why does it even matter whether or not you can express yourself clearly? Does it?
Monday September 16 (oops, Ms. Curran went home sick after period 2. Hopefully everyone was able to follow instructions on the board and get Activity 6 finished.)
Activity Six: Reading for Understanding Round 1: "The Daily Me"
Round 2: "'The Daily Me' is Neither New nor Bad"
Tuesday September 17 Today we did a sort of catch up day. At a minimum, you need to have both articles read with notes in the right margin (reading with the grain notes). There was also a sample on the board of how your paper should be laid out and specific instructions for a 3 sentence summary. It must begin as instructed. You need one summary per article as well. Those will be due in class tomorrow when class begins.
Wednesday, September 18 Let's see how much we can get done today; I feel good about this!
Google slides - 41-50
Activity 7: Annotating and Questioning the Text- Identifying Assumptions Within the Text
Activity 8: Negotiating Meaning - Unpacking Important Sentences round 1 and round 2
Activity 9: Examining the Structure of the Text. Mapping the Argument Structure
Activity 10: Considering the Rhetorical Situation Discussion
Thursday September 19 Okay, we got a bit off track due to unforeseen circumstances. We will move today's work to tomorrow. Please be ready to work today as we need to step it up in here!
Friday September 20
Activity 11: Analyzing Rhetorical Grammar Activity 12: Thinking Critically - Reading against the Grain Activity 13: I will assign you a Tedtalk to watch and take notes on.
Activity 14: Synthesizing multiple perspectives with a concept map. Activity 15 and 16:
If this is the TedTalk you are assigned, only watch 03:22-12:58
Week Three September 9-13 (Our first full week)
Week Three September 9-13 (Our first full week)
Monday Sept. 9, 2019
Turn in expectations sheets if you have them.
1. Catch up. What did we not get to do last week.
Some periods still need to watch the senior foot print and Smart goals video.
2. Set your smart goals. Share them with your table mates. Who will you be accountable to?
3. News vs Advertisement handout. Complete. Answer thoroughly!!!
Period 4 has the senior assembly today.
Tuesday Sept. 10
Begin our first real unit: "The Daily Me"
1. Please write these big questions on your paper:
- Why do people tend to believe arguments that appeal to their biases, and what are the potential consequences of this?
- How do rhetors take advantage of this tendency, and what strategies can we use to manage it?
- How can "personalized" digital media interact with this tendency?
2. Activity One (PPT) 20 minutes
Wednesday Sept. 11
1.Homework/Classwork check and table discussion on your 2 questions from yesterday
2. Red and Blue in the American Political Discourse. Take a couple of notes.
3. Activity Two: Watch "The Big Sort" by Bill Bishop twice following the instructions in the PPT
Keywords (in case you need them): geography, affluence, taste, tribal, feedback loop
Thursday Sept. 12
1. Analyze the concept of polarization. (handout)
2. Activity Three: Surveying the Text; Making predictions and asking questions. (handout on back of the above handout)
Activity four: Understanding Key Vocabulary
Activity Five: Creating Personal Learning Goals
Activity Six: Reading for Understanding Round 1: "The Daily Me"
Round 2: "'The Daily Me' is Neither New nor Bad"
Friday, September 13
Laptop Friday
(yep, we're going to make that a thing)
Okay, today you will pretend that you are home, working on your own, without instructions from me, simply following all instructions on this site, thoroughly.
1. Get your laptop
2. Open the class website
3. Go to instructions for Friday, September 13
4. Open the slide show (it is in the site and the classroom)
5. Begin with slide #23. Get out your completed handout for surveying the texts.
6. You will work through slides 23-33. Follow all instructions. The activities you will be completing are as follows. You will be turning in work before you leave today.
Activity four: Understanding Key Vocabulary
Activity Five: Creating Personal Learning Goals
Activity Six: Reading for Understanding Round 1: "The Daily Me"
Round 2: "'The Daily Me' is Neither New nor Bad"
Week Two September 3-6, 2019
Week Two September 3-6, 2019
Wednesday, September 4
Sorry but because I am missing Periods 1 and 2 and we are missing our readers, we need to veer a bit out of the norm today.
Label a piece of lined paper with your name, date, and period in the upper right corner.
Watch this video: Write a response to the following question, based on the video: Which student are you and why? (3-5 sentences)
Share your responses at your table. Now, let's set some SMART goals
On the back side of the paper, write down the acronym, SMART, vertically. As you watch the video take notes on what each letter means then, set your smart goals. Set 3 goals. Be sure that your goals meet all the criteria for smart goals.
Share your goals at your table.
Turn in your sheet of paper. Tomorrow we will do the introduction slide show. If your slide is not finished you have until class begins tomorrow to complete it. If it is not ready when class begins you will receive a 0.
Tuesday September 3
- Seating Chart
- Finish Introduction Slide - Due tomorrow!
Senior Year 2019-2020
Senior Year 2019-2020
Monday, July 22, 2019
1. Finish video. Continue taking notes on stereotypes for discussion.
2. Introduction to Sabine Ulibarri. Handout: "Single Paragraph Summary Template: Response to Literature". Simile and Metaphor. Read the short story, "My wonder Horse". As you read, write down all the similes and metaphors you find in the story. Include the page number and what the simile/metaphor refers to. Example
1. "White as memories lost" (167) the horse
complete the front of the handout using information from the story.
Read "My Grandma Smoked Cigars" (165-183)
As you read, write down 5 quotations from the story that describe the grandma. Include the page number.
POV: Told by an older narrator in contemporary times who holds fond memories of grandparents.
Fray Angelico Chavez (184) "Hunchback Madonna"
Introduce Andrew Garcia (212)
3. Read "Very Short on Law and Order" from Tough Trip Through Paradise
Wednesday, July 17, 2019
Tuesday, July 16, 2019
Today we will look at some short fiction in our Literature book. We will begin with "Everbody Knows Tobie" by Daniel Garza.
As you read concentrate on the character you are assigned. Characters: Mr. Brewer, Mr. Brewer's customers, the Chicanos in the Mexican barbershop and the middle-aged Chicano on the street, Joey, Tobie.
Questions to consider:
- Is the person or group prejudiced?
- Toward what group or individual is this person or group prejudiced?
- What is the cause of the prejudice?
- What is the effect of the prejudice on the person or group to which it is directed?
- How does prejudice affect the behavior of the person who holds it?
Group discussion? What are some insights the story offers into the nature of prejudice?
Point of view:
- What are the 4 types of point of view?
The 4 Types of Point of View
- First person point of view. First person is when “I” am telling the story. ...
- Second person point of view. The story is told to “you.” ...
- Third person point of view, limited. The story is about “he” or “she.” ...
- Third person point of view, omniscient.
Monday, July 15, 2019
First, we need to complete what we started on Friday. So, to the first article...
Objective 4: Feminine Archetypes & Cuentos as Counternarratives
Objective 4: Feminine Archetypes & Cuentos as Counternarratives
I. Pre-reading: What is a cuento or a folk tale? What is its function? Who is LA LLORONA?
II. Reading: “La Llorona“, Spiritual Cleansing: A Mexican Ghost Story, “Woman Hollering Creek” by Sandra Cisneros, “La Llorona’s Sacred Waters” by Juana Alicia
III. Post Reading: Analytical Summary, SOAPS Analysis, Write your Own Cuento starring La Llorona
Friday, July 12, 2019
Friday, July 12, 2019
1. Finish watching "Under the Same Moon". Be sure that you have at least main ideas on your note paper. After the movie ends, please write a 3-5 sentence reflection on the movie. What did you learn? What did you already know? Did the film make any important points?
2. Moving on to our study, chronologically, of Mexican American Literature and it's development as well as how historical events impacted the literature.
Objective 2: Metanarrative of Manifest Destiny
Objective 2: Metanarrative of Manifest Destiny
I. Pre-Reading: Art Analysis, “American Progress” by John Gast
II. Reading: “The Great Nation of Futurity” by John O’Sullivan, “The Power of an Idea” by Miguel Ángel González Quiroga, “Native American Displacement Amid U.S. Expansion” A Conversation With R. David Edmunds from University of Texas at Dallas, “Never Forget” by Lalo Alcaraz
III. Post Reading: Analytical Summary, SOAPS ANALYSIS, FOUR SQUARE DISCUSSION
Thursday, July 11, 2019
Essential Questions:
Essential Questions:
1. What is IDENTITY and how is it shaped by historical events?
2. How does IDENTITY shape perspetives of historical events and conflicts?
3. In what ways does literature, art, and folk culture serve to help us understand POINTS OF VIEW of historical events such as the Mexican American War?
4. What do folk traditions such as corridos and cuentos reveal about the impact of the Mexican American War on Mexican American identities and culture?
Watch this video. Take Cornell notes.
Be sure to take good notes.
Wednesday, July 10, 2019
1. Continue looking at David Botello's murals. Today we will close read, pair and share "Dream of Flight".
2. Quick write response to this quotation:
- “Unless we base our sense of identity upon the truth of who we are, it is impossible
to attain happiness.” –Brenda Shoshana
3. Introduction to "Senior Picture" short story by Michelle Serros.
4. First reading. Discuss words and ideas you do not understand: chemin de fer, cb, handle, pudding pop
5. Second reading of "Senior Picture". Annotate. Write an amazing sentence using this sentence frame:
- In the short story, “________,” _____ illustrates/describes/depicts _______________.
6.
Tuesday, July 9, 2019
1. Watch the video, "Exploring Borderlands". As you view the video consider the following points and take notes accordingly. What to think about while watching: How has the southwestern border region changed over time? What political and social issues have shaped the literature of the borderlands? What is the relationship between the conquerors and conquered? How do these writers articulate an ideal of a mixed and inclusive identity? How does the Chicano notion of "historia" complicate traditional Anglo ideas about the distinction between history and fiction? What traditional stereotypes have been applied to mestiza women? How have women restructured and redefined the identities open to them in the borderlands?
Complete the single paragraph summary form for this video.
Watch the Al Madrigal video, "Half Like Me".
Take notes specifically on what you most relate to and what you do not understand.
Monday, July 8, 2019
1. Finish "Walkout"
2. On a piece of notebook paper, labeled according to my instructions on the board, answer the following questions in complete sentences using all conventions of the English language.
- What problems did the students experience?
- How did their treatment by the schools affect them?
- What were the risks and benefits of taking action?
- Was the outcome for individual participants and for students as a whole worth the risks to individual participants? Explain your answer.
3. Read "Rift in Arizona as Latino Class Is Found Illegal" by Marc Lacey. Follow our instructions for annotating the text.
4. At the bottom of the article, in the blank space, write three complete sentences responding to the article. These may be questions you have, things you learned, or ways this article relates to issues in "Walkout".
5. Read and annotate "Why Long Beach Needs Ethnic Studies in High Schools" by Oscar Bautista.
6. In the blank space, on the last page of the article (under the article), write a response. Do you agree or disagree that Long Beach needs Ethnic Studies in High Schools? Why or why not? You need a total of five sentences. Use this sentence frame to start. Include something you learned either from the film or the other article we read today, or both.
- After reading the article, "Why Long Beach Needs Ethnic Studies in High Schools" by Oscar Bautista, I (agree or disagree) with the author. I believe that Ethnic Studies (are or are not) needed because_____________________.
7. Today we will move on to Folk Music and Poetry beginning with "El gato le dice al raton"/ "The Cat Says to the Mouse" then moving on to El Corrido de Gregorio Cortez and, Corrido de la muerte de Antonio Mestas. These are in your text book.
Friday, July 5, 2019
Continue reading Folk Tales from our unit on the Oral Tradition. Today we will read, "The Force of Luck"
To consider before you read, Which would you rather receive: two hundred dollars of "a worthless piece of lead"? Enlisted to settle an argument between two wealthy friends, a simple miller proves that apparent values can be deceptive.
Make a chart to complete as you read:
Column 1: Those events that are attributable to luck or chance Column 2: Those events that the miller himself brings about through prudence, ingenuity, and charity
Pay attention to the story and be prepared to explain at what point in the story does the miller's "luck" change?
How is he responsible for his wife's receiving the fish? How does he bargain with the jeweler's wife?
What does he do with the money once he receives it?
When you finish reading "The Force of Luck", determine whether or not you think that the argument between the two friends has been resolved. Write a five sentence paragraph on this topic.
In the short story, "The Force of Luck", a miller attempts to prove that values can be deceptive when he tries to settle an argument between two friends. At the end of the story, I believe the argument (has/has not) been resolved because ________________________________________________________
Tales of La Llorona
Write down what you know or have heard about this legend.
Introduction pages 36-37
Read "The Weeping Woman (I)" and "The Weeping Woman (II)" on pages 38-39
Which of the two versions of this folk tale did you prefer and why? Use the sentence frame on the board to write a two sentence response.
Watch "Walkout" to get more of an understanding about the Chicano movement.
We will discuss the film and answer questions regarding the movie on Monday.
Wednesday, July 3
complete activities we did not get to yesterday.
Ted Talk on the dangers of a single story
Identity corners
give one/get one
Begin looking at literature in our text book
"The Deer Thief"
- Create a one-pager for the story. Use a piece of printer paper, landscape style. Write the title at the top of the page and the author's name at the bottom of the page. An image, what you think of after hearing the story, should take up the majority of the paper. Include two quotations from the story that you feel are important.
"The Force of Luck"
quick write:
- Which would you rather receive: two hundred dollars of "a worthless piece of lead"? Enlisted to settle an argument between two wealthy friends, a simple miller proves that apparent values can be deceptive. When you finish reading "The Force of Luck", determine whether or not you think that the argument between the two friends has been resolved. Write a five sentence paragraph on this topic.
In the short story, "The Force of Luck", a miller attempts to prove that values can be deceptive when he tries to settle an argument between two friends. At the end of the story, I believe the argument (has/has not) been resolved because _____________________________________________________________.
July 2, 2019 Day 2, Only 17 to go....we got this!
July 2, 2019 Day 2, Only 17 to go....we got this!
1. Follow instructions on "Literacy Narrative Questionnaire" handout
1. Follow instructions on "Literacy Narrative Questionnaire" handout
2. Circle the five questions you find most interesting. Answer them for yourself.
2. Circle the five questions you find most interesting. Answer them for yourself.
3. Now, interview a partner using five questions.
3. Now, interview a partner using five questions.
4. Watch the Tedtalk, "The danger of a single story" and write down three things you learn from the Tedtalk.
4. Watch the Tedtalk, "The danger of a single story" and write down three things you learn from the Tedtalk.
5. View PPT to prepare for our upcoming Socratic Seminar.
5. View PPT to prepare for our upcoming Socratic Seminar.
WhyEthnicStudies.pptx6. Review the Race, Ethnicity, and Nationality video we watched yesterday.
6. Review the Race, Ethnicity, and Nationality video we watched yesterday.
7. Identity Corners
7. Identity Corners
Listen as I instruct you through this learning activity. We will be sharing with our classmates as we consider our identity.
Listen as I instruct you through this learning activity. We will be sharing with our classmates as we consider our identity.
MexAmIDCorners1 (1).pptxLiteracyNarrativeQuestionnaire (1).pdf
How to read poetry
- Read the poem silently then out loud. ...
- Paraphrase the poem. ...
- Identify the speaker and the intended audience. ...
- Identify the specific setting of time and place. ...
- Consider the poem's title. ...
- Consider the poem's diction. ...
- Identify any figures of speech. ...
- Identify any instances of irony.
Gary Soto Poetry
Gary Soto Poetry
Late Confession
Monsignor, I believed Jesus followed me
With his eyes, and when I slept,
An angel peeled an orange
And waited for me to wake up.
This was 1962. I was ten, small as the flame
Of a struck match, my lungs fiery
From hard, wintery play. When I returned home,
Legs hurting, I placed my hands on the windowsill
And looked out—clouds dirty as towels
And geese I have yet to see again
Darkening the western sky.
Monsignor, a machine
Had painted on the eyes of my toy soldier,
Little dots off-center,
Almost on his cheeks. Such a cheap toy,
I drowned him over and over in my bath,
Drowned him until the painted-on eyes flaked off.
Then a leg fell off—surge of dirty water
Sunk him to the bottom.
I now at this age place hands on the windowsill,
My eyes nearly on my cheeks,
My belly with its rising tide.
There is no angel with an orange at the edge
Of my bed. There is no soldier
Of God. Only a pane between the inside
And the outside, between this living
And this dying. Monsignor,
Saintly man of this child's wonderment,
When will I see the geese again?
Saturday at the Canal
I was hoping to be happy by seventeen.
School was a sharp check mark in the roll book,
An obnoxious tuba playing at noon because our team
Was going to win at night. The teachers were
Too close to dying to understand. The hallways
Stank of poor grades and unwashed hair. Thus,
A friend and I sat watching the water on Saturday,
Neither of us talking much, just warming ourselves
By hurling large rocks at the dusty ground
And feeling awful because San Francisco was a postcard
On a bedroom wall. We wanted to go there,
Hitchhike under the last migrating birds
And be with people who knew more than three chords
On a guitar. We didn't drink or smoke,
But our hair was shoulder length, wild when
The wind picked up and the shadows of
This loneliness gripped loose dirt. By bus or car,
By the sway of train over a long bridge,
We wanted to get out. The years froze
As we sat on the bank. Our eyes followed the water,
White-tipped but dark underneath, racing out of town.
Biography of Gary Soto
Biography of Gary Soto
Gary Anthony Soto (born April 12, 1952) is an American author and poet.
Soto was born to Mexican-American parents Manuel (1910–1957) and Angie Soto (1924-). In his youth, he worked in the fields of the San Joaquin Valley. Soto's father died in 1957, when he was five years old. As his family had to struggle to find work, he had little time or encouragement in his studies, hence, he was not a good student. Soto notes that in spite of his early academic record, while at high school he found an interest in poetry through writers such as Ernest Hemingway, John Steinbeck, Jules Verne, Robert Frost and Thornton Wilder.
Soto attended Fresno City College and California State University, Fresno, where he earned his B.A. degree in English in 1974, studying with poet Philip Levine. He did graduate work in poetry writing at the University of California, Irvine, where he was the first Mexican-American to earn a M.F.A. in 1976. He states that he wanted to become a writer in college after discovering the novelist Gabriel García Márquez and the contemporary poets Edward Field, W. S. Merwin, Charles Simic, James Wright and Pablo Neruda, whom he calls "the master of them all.
Soto taught at University of California, Berkeley and at University of California, Riverside, where he was a Distinguished Professor.
Soto was a 'Young People's Ambassador' for the United Farm Workers of America, introducing young people to the organization's work and goals. Soto became the sponsor for the Pattonville High School Spanish National Honor Society in 2009.
Soto lives in northern California, dividing his time between Berkeley and Fresno, but is no longer teaching.
Gregorio Cortez
What is this Corrido about? Where did it come from? What does it mean?
https://tshaonline.org/handbook/online/articles/xee02
Story of Gregorio Cortez
Story of Gregorio Cortez
Gregorio Cortez was born on a ranch just south of the Mexican border in 1875. In 1887 the Cortez family moved to Texas. 2 years later Gregorio and his brother Romaldo worked as farm hands and vaqueros. Gregorio soon married. His first child, a daughter, was born when he was 16. After years of wandering the Cortez family settled in Karnes County. It was 1900; Gregorio Cortez was 25.
In 1901 Sheriff Brack Morris visited Gregorio Cortez seeking a horse thief described only as "...a medium-sized Mexican with a red hat." Through his interpreter Morris questioned several Mexicans and finally traced the man who traded a horse for a mare from Gregorio Cortez. Later investigations proved Cortez had legally acquired the mare. At the Cortez place Romaldo Cortez spoke with the visitors first, then called Gregorio. When asked if he had traded a horse Gregorio replied "no" (he traded a mare) When Gregorio Cortez said "no" Sheriff Morris tried to arrest the Cortez brothers. Morris then shot Romaldo, shot at Gregorio and missed and was mortally wounded by Gregorio.
Knowing the posse would soon arrive, Gregorio Cortez left his brother with the Cortez family, fled north and hid out with a friend. Betrayed by friends of Sheriff Morris, a gunfight ensued in which a posse member was shot and killed by a drunken deputy. Again Cortez escaped, heading toward the Rio Grande. Another friend gave him a pistol and a mare. Pursued by a posse using bloodhounds, after 2 days of hard riding the mare gave out and died. Cortez acquired another mare and for 3 days outran posse after posse. When she too gave out, Cortez lay exhausted and slept all day.
On his 26th birthday Gregorio Cortez walked into a sheep camp. Inspired by the 1000 peso reward, a greedy camp hand betraying Gregorio brought about his arrest. The money was never paid. Despite Mexicans' fundraising toward Cortez' defense he was found guilty and sentenced to life in prison. Pardoned in 1916 Cortez, 41, died of wounds from fighting in the Mexican revolution. The Ballad of Gregorio Cortez is sung solemnly in Texas borderlands today. The story is told in the biography With His Pistol in His Hand and in the film Ballad of Gregorio Cortez, starring Edward James Olmos. Again, I can't find the MIDI for Corrido De Gregorio Cortez.
Gregorio Cortez
En el condado del Carmen
miren lo que ha sucedido
murió el teniente mayor
quedando Román herido
Otro día por la mañana
cuando la gente llegó
unos saben y otros dicen
no saben quién lo mató
Anduvieron informando
como tres horas después
supieron que fue malechor
era Gregorio Cortez
Exportaron a Cortez
por toditito el estado
vivo muerto si es que aprende
porque a varios ha matado
Decía Gregorio Cortez
con la pistola en la mano
no siento haberlo matado
al que siento es a mi hermano
Decía Gregorio Cortez
con su alma muy encendida
díganme ustedes cobardes
la defensa es permitida
Gregorio le dice a Juan
muy pronto lo vas a ver
anda y dile a los policías
que me vengan a aprender
Decían los americanos
si lo vemos qué le hacemos
si le entramos por derecho
muy poquitos volveremos
Agarraron a Cortez
ya terminó la cuestión
la pobre de su familia
la lleva en el corazón.
Gregorio Cortez translated to English
In the country of the Carmen
Look what happened
The sheriff died leaving
Roman wounded
The following morning
When people arrived
Some said to others
They don't know who killed him
They were investigating
And three hours later
They found out the wrongdoer
Was Gregorio Cortez.
Cortez was wanted
Thoroughout the state
Alive or dead apprehended
For he has killed several.
Said Gregorio Cortez
With his pistol in his hand
"I'm not sorry I killed him
Self defense is permitted."
Americans came
They flew like the wind
Because they were going to win
The three thousand pesos reward.
They continued toward Gonzales
Several sheriffs saw him
They did not want to continue
Because they were afraid of him
Came the hound dogs
They came on his trail
But to reach Cortez
Was to reach a star.
Gregorio Cortez said
"What's the use of plans
If you can't catch me
Even with those hound dogs."
Corrido De Gregorio Cortez Part 2
The Americans said,
"If we see him what shall we do to him,
If we face him head on
Very few will return."
In the ranch corral
They managed to surround him.
A little more than 300 men
There he gave them the slip.
There around Encinal
From all they say
They had a shoot-out
And he killed another sheriff.
Gregorio Cortez said,
With his pistol in his hand,
"Don't run, you cowardly Rangers,
I am Gregorio Cortez."
Gregorio says to Juan
"Very soon you will see,
Ggo and talk to the sheriffs
They should come and arrest me."
When the sheriffs came
Gregorio presented himself.
You'll take me if I wish it,
Because there is no other way."
Now they caught Cortez,
Now the case is closed,
His poor family
He carries in his heart.
With this I take my leave
In the shade of a cypress
Here we finish singing
The tragedy of Cortez.
Mexican Chicano Literature
Mexican Chicano Literature
Summer 2019
Summer 2019
July 1
Welcome to Mexican Chicano Literature
Today we will begin our study and exploration of Mexican Chicano Literature.
1. Name Tag
Please make a name tag according to my instructions. Folding the paper hot dog style, into a tri-fold, on the front side write your name. On the inside answere the following questions?
What grade are you going into?
Why are you taking this class?
What do you hope to gain over the next four weeks?
What do you think we will cover in a course titled Mexican Chicano Literature?
2. Introductions
3. Read the following article and answer the questions. As you read, write down any words you do not understand.
http://faculty.georgetown.edu/bassr/tamlit/essays/chicano.html
1. Who is a Chicano? A Chicano is a Mexican person who has lived in the US for an extended period of time.
2. Which two terms are interchangeable to Paredes? The terms Chicano and Mexican American are interchangeable to Paredes.
3. When did Chicano literature first take shape? Chicano literature first took shape in the generation after the Mexican War in 1848.
4. What does Paredes describe as, "one of the first examples of an emergent literary tradition, rendered in Spanish and evincing a Catholic sensibility, but American nonetheless"? Gaspar Perez de Villagra's Historia de la Nueva Mexico is one of the first examples.
5. What does Paredes call the turning point in the history of the American Southwest? The turning point in the history of the Mexican Southwest came in 1948 with the Treaty of Guadalupe Hidalgo that ended the two years of war between Mexico and the US.
6. Who is Juan Seguin and what is one thing that happened to him? Juan Seguin was mayor of San Antonio and he supported Texas independence.
7. What is a corrido? A corrido is a Mexican ballad form related to the Spanish romance. The corrido serves a function similar to that of the blues in African American culture.
8. What point of view is typical for a corrido? Corridos are typically told from the point of view of working people.
9. By which year did Mexican American literature emerge as a distinctive part of the literary culture of the United States? By 1900 Mexican American literature was a distinctive part of the literature of the US.
10. Which book was the first literary work by a Mexican American to reach a general American audience? When did this happen? In 1945, Josephina Niggli's novel, Mexican Village, was the first Mexican American work to reach a general American audience.
11. How did WWII accelerate the process of Mexican American assimilation? WWII led Mexican Americans to move into large cities. This reduced cultural isolation.
12. What are estampas? Estampas are short sketches, sometimes only several paragraphs in length.
13. Which area of recent Chicano writing has yielded the most satisfying works? In Chicano writing, poetry has yielded the most satisfying works.
14. What, in Paredes opinion, is the major task now before Chicana and Chicano writers and for all American authors whose ethnic identities are central to their work? The central task for authors whose identities are central to their work is how to keep their cultural distinctiveness.
Let's look at a corrido that we read about in the article.
Reminder: We are in the final quarter, NO LATE WORK will be accepted.
Reminder: We are in the final quarter, NO LATE WORK will be accepted.
Be here. Check the website. Ask a friend. Be proactive. The real world awaits.
Help! I'm failing! What do I do?
Follow all instructions below!!!
Do NOT submit work anywhere. You MUST print it out and give it to me!!!
Okay, first, attend Saturday school on June 1 and June 8. I will not accept these assignments if you do not go to Saturday school and complete them.
Arrive on time and stay the entire time.
You may complete any of the high point assignments, from this semester, that you are missing.
If you complete these assignments, in Saturday school, you will receive half credit. Be sure to follow all instructions and print out all your work.
The assignments you may complete (these are the only ones I will accept):
- Into the Wild Research Questions
- Into the Wild Work's Cited Page
- Flipgrid video with an older person
- 7 Questions to Ponder Regularly
- Letter to Chris McCandless's Parents
- Juvenile Justice Essay
Click on the timer to see how much time is left. Enjoy high school. It's almost over.
Click on the timer to see how much time is left. Enjoy high school. It's almost over.
https://www.pinterest.com/pin/419890365229882303/
Flipgrid "Lives Well Lived" video assignment. You are to interview a person 75 years of age or older.The questions the director of the film, Sky Bergman, used are attached here.You may use these questions or come up with your own. The interview is to last a minimum of 90 seconds to a maximum of 3 minutes. If you decide to do the teach/learn option instead of the interview option, please speak to me.
Remember, be creative. What will make your video stand out? This is due Tuesday at the beginning of class. If your video is not in flip grid on time you will receive a 0.
Here are the flip grid codes for each class period.
Period 1: 0e4c73f7 Period 2: 8e709710
Period 3: a0b1cd53 Period 5: 30af049f
Period 6: 3c11e448
The rubric is also attached here.
Please review all instructions as well as the rubric before completing this assignment.
LIVES WELL LIVED QUESTIONS.docxhttps://drive.google.com/file/d/0B5-GmLyMvyX4eDdSZHVaZENacGZSV1B2OFRkRm51YmV4aTFr/view?usp=sharing
Wednesday, May 15
Write down the Seven Good Questions to Ponder Regularly in Cornell Note form. Put the question in the margin. We will be answering these questions after we finish the film.
As you watch the film, take Cornell notes on the following:
The 14 main characters of the film. Write their names in the margin.
Write their age, what difficulty they lived through, and one quotation in the notes part of the paper. This is a minimum requirement. Of course, you may write more.
These notes will be due tomorrow at the end of class.
Seven+Questions+PDF+#1.pdfcredit to Strategies of the Spirit blog
https://drive.google.com/file/d/0B5-GmLyMvyX4ZUFsVkRUR29NejJ2MzdreWkySFhmdEtfMjBz/view?usp=sharing
Thursday, May 16
Continue viewing "Lives Well Lived" and taking Cornell notes per the requirements from yesterday. These notes are due at the end of class today.
Friday, May 17
Wrap up Lives Well Lived.
Plan flipgrid video or other option.
Tuesday, May 14
Begin our unit on aging. Today we have a "lab" activity. Be here mentally and physically. This week we will be watching the documentary, "Lives Well Lived".
Today we will discuss our opinions on several topics in preparation for this unit.
You will need a piece of paper to work on today.
Complete handout, "Teens and Elderly Study Guide"
Quick write: At what age is one considered elderly and why?
Listen to story, "You're Only Old Once"
At your table, in your group, discuss memories of your grandparents. What is a grandparent? What is the role of a grandparent? How are grandparents different today than from 25-100 years ago?
Quickly list things teens and the elderly have in common. Discuss
Elderly lab.
Lab handout including 4 2-3 sentence reflections (one in each box) due today before you leave class.
Monday, May 13
Finish "Adrift"
Ticket out: 3 sentence reflection on the film. What did you think about it? How did it relate to Into the Wild.
Tomorrow we will have an aging lab. Be here or you will miss out.
Thursday, May 9
Work on the noredink assignments that are due tomorrow at 3:00 pm. Continue to work on your group poem. Watch more senior foot prints. Remember, the due date is just around the corner! Do not procrastinate. Make it meaningful. Make a card for Mother's Day or Dia de las Madres.
Friday, May 10
Extra Credit Opportunity, Due Today: Perform a poem you have memorized, 8 lines minimum, in front of class. I am expecting a dramatic, energetic and expressive presentation.
Poetry Slam entries due today!
Group poems due today.
Noredink assignments due at 3:00 pm today. (Changed this to Tuesday, May 14 at 3:00 pm).
Begin "Adrift". Ticket out: Two complete sentences discussing how either Tammy or Richard is like Chris McCandless.
Monday, May 6
Due to the Peer Resource presentation some students were unable to complete the letter to the MCCandless's. This is due today.
Minimum 6 sentences. Include and underline 3 specific details from the story.
EX:
Dear Mr. and Mrs. McCandless:
I just finished reading Into the Wild and wanted to share what I learned. (Include 3 specific details/facts and underline each one). Include why you feel Chris did this. You may blame someone or say it is no one's fault.
Sign,
Print Name
Tuesday, May 7
Poetry Unit
Handout Four poems on Mother's
Go over the first one, by Emily Dickinson
Discuss following our poetry discussion sentence starters:
- I noticed that...
- These words reminded me of...
- This made me feel ....
- This made me think about ...
- This made me wonder if....
- My favorite phrase was...
Wednesday, May 8
Watch the two videos.
On the side of your handout or o a piece of paper, take 5 notes. This is due at the end of the period today.
Read the second poem, "On Mother's Day" by Bruce Lansky.
Begin working on a group poem following his format.
Wednesday, May 1
I will be checking everyone's 8 questions for points. Have it ready. Come in, open your google doc, and I will be over to give you 40 points (5 points per question answered correctly and incorporating textual evidence).
Begin working on Works Cited Page
Thursday, May 2
Works Cited Page
Get everything edited and ready to submit. The entire project is due at the end of the day tomorrow, May 3.
Friday, May 3
Peer edit and revise your research and your works cited page. Submit both, according to instructions, to google classroom by 3:05 TODAY!!!
The classroom assignment also tells you to submit to turnitin.com. These will not be graded until they are in both places.
It is far too close to the end of the school year for late work. Keep up please.
Monday April 29
Periods 1,2, and 3 will go to the library today to work on poetry with Mrs. Brickey.
Period 5 and 6
Continue working on your research. I am expecting the 8 questions to be answered, accurately, including your textual evidence, at the beginning of class Wednesday, May 1. I will check this on Wednesday for points.
In case you have not chosen the person you will research, here are two picture of the names of people you may use:
Tuesday, April 30
Period 5 to library for poetry with Mrs. Brickey
Periods 1,2,3, and 6 Continue working on your research. I am expecting the 8 questions to be answered, accurately, including your textual evidence, at the beginning of class Wednesday, May 1. I will check this on Wednesday for points.
Monday April 29
Periods 1,2, and 3 will go to the library today to work on poetry with Mrs. Brickey.
Period 5 and 6
Continue working on your research. I am expecting the 8 questions to be answered, accurately, including your textual evidence, at the beginning of class Wednesday, May 1. I will check this on Wednesday for points.
In case you have not chosen the person you will research, here are two picture of the names of people you may use:
Tuesday, April 30
Period 5 to library for poetry with Mrs. Brickey
Periods 1,2,3, and 6 Continue working on your research. I am expecting the 8 questions to be answered, accurately, including your textual evidence, at the beginning of class Wednesday, May 1. I will check this on Wednesday for points.
Tuesday, April 23 (p. 1,3,5) and Friday, April 26 (p. 2,4,6) (Block Schedule)
I will explain our assignment and teach you how to complete it effectively. Please pay attention as I will not reteach this in class.
You need to take notes and be prepared to complete this assignment accurately and according to expectations in order to receive full credit.
receive handout: "Research for ERWC Into the Wild
Wednesday, April 24 and Thursday, April 25
Teen Dating Violence workshop
Monday, April 22
Welcome Back!
Here are your instructions for today. Please respect the guest teacher and do not be on your phones.
Pay attention to what I am expecting from you next time I see you.
1. Finish reading Into the Wild if you have not done so already.
2. Get all journal entries or one-pagers complete for me to check tomorrow.
3. Choose one of the individuals Chris refers to who in some way reject the ideals and lifestyle of modern America (or their culture). Who are these individuals? What are they looking for? Why are they dissatisfied with their lives or the way others live? You need to choose one rebel, outcast, extreme adventurer or social/environmental warrior to research.
Ask yourself, Who steps out of the traditional bounds of society and why? What do they hope to accomplish? What do they find? How does society respond to them? (You may select your own rebels, but the list below is a start. Seek out individuals that are of interest to you. (These “rebels” need only to have visibly pushed back against the status quo in some way. If you choose someone not on the list you must get my approval).
Henry David Thoreau, Edward Abbey, Jack Kerouac, Captain Paul Watson, Cheryl Strayed, Anne LaBastille, Beryl Markham, Ayaan Hirsi Ali, Edward Snowden, John Muir, Timothy Treadwell, Ted Kaczynski, Paul Gauguin, Allen Ginsberg, George Carlin, Bill Hicks, Daniel Ellsberg, Mahatma Gandhi, Thomas Morton (see Hawthorne’s “The Maypole of Merry Mount”), St. Francis, Hermann Hesse (see Siddartha), John Brown, Che Guevara, Nelson Mandela, Ho Chi Minh, Galileo Galilei, Sitting Bull, Crazy Horse, Martin Luther, Martin Luther King, Jr., William Wallace, George Washington . . .
5. You may spend some class time today quickly researching some of the individuals in order to decide which one you will ultimately research. Next time we meet I will be asking you which individual you plan to research and teaching you exactly how I expect you to do this research as well as explaining this assignment.
Friday, April 5
Chapter 16
"The Alaska Interior"
Monday, April 8
Chapter 17 "The Stampede Trail" (p.172-186)
Tuesday, April 9
Chapter 18 "The Stampede Trail" (p. 187-199)
and Epilogue (p. 200-203)
Monday, April 1 and Tuesday, April 2
Depending which period you are in as we are on block schedule.
Complete your journal entries (or one-pagers) for chapters 9,10,11. I will check them half way through class.
Read chapter 12. We will discuss what Chris learned about his life that completely changed his outlook.
Into the Wild
Chapter 12 "Annandale" (p. 117-126)
The following needs to go on the text side of your dialectical journal for chapter 12. Be sure to write a thorough, heart-felt response.
"Like many people, Chris apparently judged artists and close friends by their work, not their life, yet he was temperamentally incapable of extending such leniency to his father" (Krakauer 122). How are we most critical of those closest to us? Why are we?
Wednesday, April 3 and Thursday, April 4
Students, I am at a training but it has come to my attention that you may not have a sub in my classroom. IF that is the case, you are still able to get your work done. Next time I see you you will have a quiz on chapters 9-12 and 13.
I also expect all the required work for those chapters to be complete as well.
Depending which period you are in as we are on block schedule.
Sorry, I forgot I was scheduled to attend a training today therefore I am unable to give the chapter 9-12 quiz to periods 1 and 3.
Period 5 will be taking this quiz.
All students do the following
Read chapters 13 and 14 of Into the Wild and do either a one-pager or your dialectical journal entries. I will check your entries on Friday.
Chapter 13 "Virginia Beach" (p. 127-132)
Chapter 14 " The Stikine Ice Cap" (p. 133-144)
You have 2 hours and everyone should complete this in class today.
Turn in the entries or the one-pagers for chapters 13 and 14 before leaving class today. If you are afraid of the work being lost, take a picture.
Friday, April 5
We need a break from reading. We will be doing something different today.
Into the Wild
Chapter 15 "The Stikine Ice Cap" (p. 145-156)
Tuesday, March 26
1. Chapter 8 quiz
2. One-pager (due today)
3. Chapter 9 (p. 87-97). Read in class. See the above example of what to write in your dialectical journal for chapter 9. Write a 3-5 sentence (minimum) response. Be thoughtful.
Wednesday, March 27
G-tech: Catalina
Into the Wild
Chapter 10 is very short, p. 98-102.
Read the chapter in class today. Write the epigraph and a quotation from the chapter in your dialectical journal. Respond to both today. I have placed this assignment in google classroom and it is due at the end of class today. Use your time wisely in order to receive full credit.
Thursday, March 28 and Friday, March 29
G-tech: Catalina
Into the Wild
Chapter 11: 103-116
Read and complete your dialectical journal.
I hope to see you all on Monday and I will be checking your dialectical journals from chapter 8-11 on Monday. Please be sure that they are complete.
Monday, March 25
Into the Wild
In chapter 8, on pages 71-72, Jon Krakauer tells us that, "The most strident criticism [of Chris McCandless] came in the form of a dense, multipage epistle from Ambler, a tiny Inupiat village on the Kobuk River north of the Arctic Circle. The author was a white writer and schoolteacher, formerly from Washington, D.C., named Nick Jans. Warning that it was 1:00 a.m. and he was well into a bottle of Seagram's, Jans let fly" (Krakauer 71). Here is an excerpt from the letter:
"(Jack London got it right in 'To Build a Fire'. McCandless is, finally, just a pale 20th-century burlesque of London's protagonist, who freezes because he ignores advice and commits big-time hubris)..." (Krakauer 71-72).
When I asked, none of my students were familiar with Jack London's short story, "To Build a Fire". Today we will watch this video and prepare to create a one-pager based on the story. As you watch the film, please write down three significant quotations.
Do you agree or disagree with Jans' portrayal of Chris? Is Chris just like the "old-timer" in the story?
One of my favorite quotations from the story is, "He lacked imagination". Does Chris lack imagination? Think!!!!
Wednesday, March 20 Happy First Day of Spring!!!
Today I am attending a workshop. Please extend a warm welcome to Ms. Simonson, she's back!
If your dialectical journal was not checked yesterday, for chapters 3-7, Ms. Simonson will check it today. If you do not get a score today it will be half credit from tomorrow forward.
Continue working on the most creative presentation you can come up with. Be sure to include a minimum of 4 sources and a works cited page.
These presentations take place tomorrow. If you are not ready you will receive half credit when you do turn it in.
fyi: I'm not citing this photo because it is mine. Know the rules. Don't steal the work of others.
Thursday, March 21
Today we present our "Operation Varsity Blues" presentations. I can't wait to see how you will demonstrate mastery on this assignment.
Friday, March 22
Possible Socratic Seminar or other activity today or...Back to Into the Wild, let's see what Chris has gotten up to while we've been learning other things.
We finished up our presentations and started reading chapter 8 of Into the Wild in preparation for a quiz on Monday. Be ready!
Monday, March 18
Teachers work; students
get a day off. Be sure to catch
up on your Dialectical Journal.
I will be checking the entries through
and including chapter 9 and, of
course, the epigraphs as well.
Tuesday, March 19
I'm back!
Project: Operation Varsity Blues 100 points possible
Today, we are going to take a short break from Into the Wild and work on a very mini research project (Presentations due Thursday morning!) however, you have quite a bit of control regarding your final product.
The final product must be some sort of presentation: skit, PPT, slide show, video, poster, interpretive dance, talk show, rap song, whatever. Be creative!!!! Your goal is three-fold:
1. Demonstrate your knowledge of the topic
2. Make your position clear to the audience. What do you think about this issue? What do you think should happen to the people involved?
3. Put your own creative spin on the presentation
Presentations may be no more than 5 minutes.
You may work in groups - maximum of 4
You must include a works cited in whatever you do
I expect only good, valid sources. Include a minimum of 4 sources.
This will be scored 4,3,2,1 with 4 being an A and so on.
To receive an A you must not only demonstrate a thorough knowledge of the controversy but also find new information that is not known by all of your classmates. Be an investigative reporter! You know how to search.
search terms: Operation Varsity Blues, Lori Loughlin, Felicity Huffman, USC, Olivia Jade, Rick Singer (you find the rest)
Good luck!
Monday, March 11
Quiz on chapter 4 (periods 2-6) Period 3 took chapter 3 and 4 quiz today to make up for missing a day.
New Writing Rules. Write on page 7 in interactive notebook:
- Must follow body paragraph format
- Must include 2 pieces of evidence/body paragraph
- If there are more than 5 sloppy errors in the first paragraph I will stop reading and you will receive a 50 (assuming you wrote the entire essay). This is because so many students submitted rough drafts without bothering to capitalize "I" or correct the red underlined errors.
- If you cite incorrectly you will lose 5 points for each inaccurate citation.
Discuss Into the Wild.
Begin reading chapter 5 - quiz tomorrow.
Tuesday, March 12
Late Start
Quiz on Chapter 5
Quick review of Senior Footprint expectations
Continue reading Into the Wild
Wednesday, March 13
Quiz on chapter 6
Into the Wild
Don't forget to keep your dialectical journal up to date
Thursday, March 14
Continue Into the Wild
Friday, March 15
Continue Into the Wild
Be sure to write in your dialectical journal every chapter.
Noticing Language handout
Thursday, March 7
Quiz on chapters 1 and 2
Period 3: I had to leave. You will take the quiz tomorrow. For today, be sure your Dialectical Journal is totally up to date. I expect 7 entries tomorrow, when I check: author's note, epigraph and a passage for chapters 1,2, and 3. Remember, respond not explain.
Friday, March 8
Quiz on chapter 3
Dialectical journal check (7 entries)
Continue working on chapters 4-7. PPT, characters.
Wednesday, March 6
I'm back!!! Quiz on chapters 1 and 2 as well as a dialectical journal check. Be prepared!
Hmmmm....lots of seniors were missing today. Those who came to school reaped the benefits. Quiz postponed to tomorrow.
Tuesday March 5
Today you will begin the book. Please follow all instructions on the slide show for today. I will be back tomorrow and will be checking your Dialectical Journals for the author's note and chapters one and two as well as the epigraphs. By tomorrow you should have five entries in your Dialectical journal. Please do not fall behind!!! I will check these at the beginning of class.
Monday, March 4
Begin Into the Wild
Handout: Into the Wild Dialectical Journal. Sample can be found in the resources tab of the class website. I will check your journal randomly. Always have it up to date based upon the assigned reading. For example, if chapter one has been assigned I expect the journal to be complete regarding the epigraph and a passage from chapter one. Please read and follow all instructions on the handout. Read my sample to see what I expect. Be sure to study the rubric.
Handout: Rubric for Dialectical Journal (also in resources tab of class website).
Follow all of the instructions on the following slide show: You are expected to complete all the work from this slide show today. You will only read the author's note. Be sure to make your dialectical journal and choose a passage from the author's note to comment on.
Monday, Feb 25: Use your annotated copies of "Greg Ousley is Sorry For Killing His Parents" for a student led discussion.
Tuesday, Feb. 26 Taking a Stance—Trying on Words, Perspectives, and Ideas
Socratic Seminar on Juvenile Justice using your evidence
Wednesday, Feb. 27 Writing assignment. Write thesis. Get thesis approved. Find evidence. Follow our guideline for writing body paragraphs. Rough Draft.
Thursday, Feb. 28: Read, revise, edit, peer review
Friday, March 1: Continue revision process. Final draft of essay due in google classroom Friday, March 1 at 3:00 p.m. Late submissions receive half credit. Remember the class requirements for late work. You will have ample time to complete this essay in class during the three writing days as long as you actually use your class time for this class work.
No school Monday Feb. 18
Tuesday Feb. 19: Content and Purpose. At your tables, in the margin, write the content and purpose for several sections of the article, "Startling Finds on Teenage Brains". Draw lines across the page under the following paragraphs: 3, 4, 7, 9. Work as a group writing a summary (content) as well as a purpose for each of the 5 sections.
Over the next two days we will be reading the following texts independently: "On Punishment and Teen Killers" and "Juveniles Don't Deserve Life Sentences". Be sure to annotate and keep track of the information necessary for you chart.
Quick discussion of Jean Jacques Rosseau, William Golding, and the Noble Savage Theory. What do you think?
Wednesday Feb. 20: Continue reading the articles introduced yesterday. Do the following on your text:
In the left-hand margin, label what the author is saying as follows:
The introduction, the issue or problem the author is writing about, the author's main arguments, the author's examples, the author's conclusion
In the right margin, write your reactions to what the author is saying. You can ask questions, express surprise, disagree, elaborate, and note any moments of confusion.
As a class, discuss the annotations you and your classmates made on the first article. Now repeat this process for the second article. When you finish, exchange your copy with a partner. Read your partner’s annotations, and then talk about what you chose to mark and how you reacted to the text. Did you agree on what the main idea was? Did you mark the same arguments and examples? Did you agree on the conclusion?
Thursday Feb. 21: Positive and negative connotation. Summary response. Rhetorical appeals.
Friday Feb. 22: Read “Greg Ousley is Sorry for Killing His Parents,” Annotate and prepare to answer questions and discuss on Monday.
https://www.google.com/search?q=greg+ousley&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiBtNWVnMjgAhUewMQHHbHhAccQ_AUIDygC&biw=1265&bih=635&dpr=1.5#imgrc=fExVMjw2-bDt-M:
February 14, 2019
Happy Valentine's Day!!!
The PPT for this unit can be found in the curriculum tab of this website.
Today: Pre-reading, semantic map, vocabulary assessment and chart, quick write. If time allows we will begin reading our first article in this unit, "Startling Finds on Teenage Brains". Be sure to take good notes and keep your chart going as this will make it easier for you to gather your information when it is time to write your essay for this unit.
February 15, 2019
Read and annotate "Kids Are Kids - Until They Commit Crimes"
Add information to your chart
content and purpose for each section of the reading
focused questions on the article
Let's not forget the victims. This is the teacher killed by Nathaniel Brazill.
Monday February 11
No School
Tuesday February 12
20 points: 10 for completed reading survey and 10 for bringing your text to class.
Answer 6 questions about your text on a separate piece of paper.
Discuss your texts, as a group, and decide which one you will have me attempt to read.
I will do a think aloud. Please take notes.
Analyze key words in your texts.
View project requirements.
Watch a senior footprint to prepare.
Wednesday February 13
Due to a failure, on the part of the majority of my students, to bring a text to class (I'll blame it on brain development), we are tossing yesterday's unit and beginning a new one. Yes, I have control over our readings again. Bring your interactive notebook and reader to class daily.
Begin "Juvenile Justice"
Today, on page 3 in IN:
- Quick write on crime
- Defininition of legal terms relating to homicide
- compare juvenile and adult
- true crime scenarios
- brain facts
Wednesday February 6
Socratic Seminar. Be prepared. complete the Notes section during and after the seminar.
Turn in the handout before leaving class today.
Friday February 8
Noredink
Debrief reading habits survey
"Bring a Text You Like to Class" unit
Thursday February 7
Noredink Commonly confused words practice 3,4,5
Reading habits survey
Homework: Bring a text you like to class tomorrow
Tuesday February 5 Late Start
You may include information/evidence from your notes on the person you researched and from the notes you took on others' presentations on the SS form.
Complete the "Questions to Ask During Discussion" and "Points to Make During Discussion" boxes on the SS handout.
Tomorrow, be prepared for the Socratic Seminar.
Monday February 4
Finish (first period begin) presentations using your graphic organizers based upon your research on your assigned person.
Begin Socratic Seminar graphic organizer. Your essential question is, "What is the correct/best response to artists who behave badly? What should we do when an artist is disgraced? Do we disregard their art? What should we do?"
To consider: Are there any reasons not to completely disregard their art?
Today you need to write the essential question in the space. Complete a response to the initial position
Read article, "Good Art, Bad People". Annotate and take margin notes. Mark evidence that will be useful for the Socratic seminar. Write your evidence on the SS form including paragraph number. Be sure that you have a good connection between your evidence and the essential question.
https://www.af.mil/News/Features/Display/Article/142567/vanohlen-takes-air-force-wrestling-to-higher-level/
Congratulations Fernando Godoy and Jacob Sandoval on your wrestling victories!
Friday, February 1,2019
What? An entire month of 2019 is already gone? Dang, graduation is right around the corner.
Quickly finish researching your assigned person then complete the graphic organizer. If anyone else in class worked on the same person, work with that person. Begin presentations on your assigned celebrity.
Background is a portion of a painting by Pablo Picasso
Friday, February 1,2019
What? An entire month of 2019 is already gone? Dang, graduation is right around the corner.
Presentations if we didn't finish yesterday.
Read article, "Bad People, Great Art" annotate, take margin notes, find useful evidence for the Socratic Seminar.
Work on SS handout
Thursday, January 31, 2019
- 10-15 minutes on noredink
- Before we do any more research, let's learn about the CRAPP test.
- Be sure your sources pass the CRAPP test!
- Continue researching your assigned person. Answer the final two questions.
- Get together with other students who researched the same person and make an infographic on the person using the information you gathered.
- Present your person to the class.
- Take notes on presentations.
Wednesday, January 30, 2019
1. Get YOUR computer and work on the practice assignment in noredink.com (15-20 minutes)
2. Handout expectations. Due Friday, signed by you and your parent. Will then be glued on p. 2 of Interactive Notebook.
3. "How to Know If a Source Is Reliable by Shmoop"
4. I will assign certain artists, sports stars, performers, to each student. Your job is to find the following information from a reputable web site
- What are they famous for?
- How famous are they? The absolute best, hall of fame, top performer, awards?
- What caused their fall?
- What do you think about what you learned?
5. Get together with others who worked on the same person and make a small infographic
6. Share out
Welcome to Semester Two
Welcome to Semester Two
Tuesday, January 29, 2019
If you are new to this class you need a copy of the syllabus. Please have it signed by your parents/guardians and return the signed page to me asap.
Due Dates:
- All work is due on the due date. If you are absent, and the absence is excused the day it is due, you have one day to get the work to me. This does not apply to major assignments such as essays or projects. Long term assignments are due on time even if you are absent. You need to utilize the google classroom dropbox when applicable or email me.
- Any late work, for 1/2 credit, is due one week before the end of the grading period. Grading periods are every five weeks. The last day for late work/missing asignments in each grading period would be the end of the fourth week.
- Late/missing work will not be dealt with during class time. You must find me before or after school or at lunch. Deadlines are important in the real world and will be enforced in class in order to prepare you for the future.
Quick important things lecture and handouts.
Explanation about noredink.com
Be sure to get the noredink assignments in on time as no late work will be accepted for the work on noredink.
Two handouts will be passed out today:
"Important information for ERWC with Ms. Curran" and the Expectations infographic.
(google images)
Week of January 14-18
Monday 1/14/19 Today we will work through slides 41-50 of the PPT. Work on a 5 sentence summary at your table. You may all have the same summary but you each need to write the summary on page 45 of your reader. Include 5 vocabulary words and underline them. I have written the words on the board. I am checking this summary today for 20 points. After you complete the summary, write 5 questions based upon the article. These should be either questions you have or questions which would be good for discussions. I will check your questions for points tomorrow when you enter class.
Tuesday 1/15/15 I am attending a training periods 1-3. Please respect the guest teacher. You will receive a handout, "A Class Divided". The guest teacher will have you view the video, "A Class Divided". Complete the handout as you view the video. In case of an issue, here is the url: https://www.pbs.org/wgbh/frontline/film/class-divided/
If you do not finish the video today we will finish the remaining few minutes tomorrow and then discuss and turn in the handout.
Wednesday 1/16/19 finish video. discuss. Turn in handout.
Thursday 1/17/19 1/2 hour dedicated to determining what you are missing and turning it in asap. All late work must be in tomorrow or not at all. As discussed numerous times, late work refers to work from this grading period, not all the way back to the beginning of the school year. Late work is due at the end of the fourth week in each five week grading period. This policy will change dramatically next semester.
Introduction to Evidence Evaluation Chart and practice for tomorrow's lesson
Friday 1/18/19
Week of January 7-11, 2019
Friday, Jan. 11
As announced (numerous times), today is the final day to do the news for semester one. If you have not done the news yet and do not do the news today, you will receive a 0.
News, Listen as I read "Jim Crow Policing", annotate, at your table mark the text according to instructions on the board and in the PPT.
Thursday, Jan. 10
In the text of "Jim Crow Policing", find and define the following words: dbomination (p1); contraband, (p3); despicable (p5); unconstitutional (p13); specious (p15)
Do first part of the passive verbs handout, #1-10, and turn it in today.
Wednesday, Jan. 9
Racial Profiling"
Using computers, in class, take notes from the PBS Jim Crow website. https://www.thirteen.org/wnet/jimcrow/stories.html
Focus on either the "narratives" or "people" tabs in the site (PPT slides 9-13). You are required to take notes on four people. Do this on page 26 of your Interactive Notebook. I will check your notebooks first thing tomorrow. If you are finished today Ms. Simonson will give you points today.You need to write a minimum of three sentences about each of the stories you read. Focus super well on one of the people. So well that you are able to share your information on this person in class tomorrow. This person needs ten sentences. So, to reiterate: three people's stories will have a minimum of three sentences in your notes. The fourth, your focus person, will have a minimum of ten sentences. Do NOT plagiarize. If you finish early, you may research Ferguson or do further research on Jim Crow and write a paragraph (5-7 sentences) for extra credit. This option is only available for those who are signed off after completing their work for the day.
If everyone finishes early Ms. Simonson will have you work on a word cubing activity at your table.
Tuesday Jan. 8
Monday Jan.7
Submit The Value of Life Essay to turnitin.com; Mark up your essay either through the hard copy which was due in class today or on googledocs. Save this copy as The Value of Life essay highlight version; complete your self evaluation and turn it in to the teacher.
Essays not submitted to the googleclassroom by 8am today are late. Essays not submitted to turnitin by 3:05 today will receive 1/2 credit. We worked on this for two weeks in class. It was strongly recommended that you turn your essay in to the classroom before you left for break.
Today is Ms. Simonson's Classroom takeover (well, at least for periods 1,3, and 5). Let's see what she has in store. For the next few weeks, instead of checking the agenda, select the Ms. Simonson tab in order to know what's going on in class.
Enjoy your time off. We begin a new unit November 26. See you then.
Wednesday, November 14
School cancelled due to fires and air quality. If you are bored, finish Body Paragraph Three. We started this in class yesterday. It is due Friday. Follow all instructions.
Thursday, November 15
Okay, we just spent about two weeks working intensely on writing. Do NOT forget what you've learned as this format will be expected all year!
We practiced writing body paragraphs, with the new format, in a group and then we demonstrated our knowledge by writing a fantastic body paragraph individually. Today we will see how well you argued your case as we watch the episode focusing on our case. Was she found guilty or not guilty? Today we'll find out.
Friday, November 16
Remember, your Body Paragraph Three is due today! If it's not right you'll be revising until it is.
This has been a rather hectic week. Today we will focus on thankfulness as we work on a thankfulness activity.
Tuesday, November 13
Today you will make a turnitin.com account. All codes and course numbers are on the board in class.
Next, you will write Body Paragaph Three. You must use a category your group did not use. For example, if you already used motive and evidence, now you must use either character or alibi. The title is Body Paragraph Three. Use MLA format, Times New Roman, 12 pt. font, double-spaced. The paragraph must follow our new format: Topic Sentence, Detail, Quote/Fact, Analysis, Analysis, Detail, Quote/Fact, Analysis, Analysis, Concluding sentence. Be sure to cite as you were taught at your tables with the group paragraphs. Use transition words. Well, who did it? Did you argue the case well?
News, SSR
Writing Workshop Week
Writing Workshop Week
Monday, November 5
Continue our intensive writing workshop. Complete "Sets of Three" handout. Move on to Warrants/Sets of Three labeling
Tuesday, November 6
Continue working with Warrants/Sets of Three labeling. Move on to our murder mystery
Wednesday November 7
Murder Mystery and writing
Thursday, November 8
Continue murder mystery writing
Friday, November 9
School was cancelled due to fires. If you were scheduled to do the news today, you will do the news next Friday, November 16.
Monday, November 5
Continue our intensive writing workshop. Complete "Sets of Three" handout. Move on to Warrants/Sets of Three labeling
Friday, November 2
Guest Teacher
News, SSR, Ted Talk on what makes a word real
Thursday, November 1
Continue our writing workshop.
Wednesday, October 31
Columbia College presenter is here today
Warrants/Sets of Three DollmanTuesday, October 30
Trusted Aid presenter will be here to help you get the $ you need for college. If time allows we will continue our writing work.
First we will go over the thesis statements you created in your groups yesterday then we will move on to the next handout, "Warrants/Sets of Three
Essays and Thesis Statements DollmanMonday, October 29
Finish "The Worst Story I Ever Heard" by Rich Schapiro
Begin our writing basics unit. Today: handout, "Essays and Thesis Statements". Read handout (it was read aloud in class). Now, work on finding and labeling topic, claim, three sub topics. Finally, last activity today, on the back of the handout, each person at your table needs to write a thesis statement for one of the topics/words listed there. After you write your answer, pass it to your neighbor and ask them to label the parts of your thesis statement. If they cannot identify the parts, fix it. If they can, pass it around the table. Each person at the table must have all 7 thesis statements written down. We will begin class with these tomorrow.
Friday, October 26
Letter to the Editor due in google classroom at 8:00 am this morning.
News, News, News!!!!
SSR
Thursday, October 25 Final draft due by the end of the period today.
Wednesday October 24
After thinking about your reading, discussion, and analysis of Rifkin’s article and the letters in response to it, what do you personally think about Rifkin’s point? Do you think it is true, as Rifkin says, that “many of our fellow creatures are more like us than we had ever imagined”? Do you think we need to change the way we treat the animals around us? Or do you think Rifkin is wrong? Write a letter expressing your viewpoint to the editor of the newspaper.
You must include 3 pieces of evidence. You may paraphrase. If the information you are paraphrasing comes directly from the Rifkin article, you do not need to cite it. If it comes from somewhere else, you must cite. When you finish your rough draft, peer edit.
This needs to be approximately a page in length.
Start it like this:
Re "A Change of Heart About Animals, " commentary, Sept. 1: Jeremy Rifkin
Rough draft of letter to the editor and peer editing
Tuesday October 23
Late Start
Ticket in: Socratic Seminar handout or a piece of paper with two high level questions and two pieces of evidence from Rifkin's "A Change of Heart About Animals"
Socratic Seminar
Get ready to write your letter to the editor
Gather evidence to support your claims
Write each passage down as a correctly punctuated direct quotation
Next, paraphrase the material in your own words. What does the author mean by this?
Begin letter to the editor. Choose your position. Find a claim to agree with or refute. Get your evidence. Be sure to include and mark an example of ethos, pathos, and logos in your letter.
Monday October 22
Have your SSR book and reader on your desk along with your IN
Continue taking notes on the videos. After you have watched all the videos go to the blog and follow all instructions.
If you finish early, SSR
Monday October 15
Today we will begin our next unit, "The Rhetoric of the Op/Ed Page"
1. Quick write : 2 sentence minimum. A time you persuaded someone. Which method (s) did you use?2. Share at your table. Choose the most interesting story you heard. 3. Terms:ethos, pathos, logos. Define as we will use them. 4. Read the first article in this unit, "Three Ways to Persuade" by John Edlund. Annotate, including margin notes.
Aristotles-Appeals_EthosPathosLogos (2) chart.docTuesday October 16
"The Rhetoric of the Op/Ed Page"
Quick video on ethos, pathos, and logos for clarity.
Read and annotate "A Change of Heart About Animals" by Jeremy Rifkin after prereading questions and some vocabulary discussion.
(Period 1 needs to do this on Wednesday as we are a bit behind).
Wednesday October 17
All periods, except period 3:
- Counselors are here today to discuss A-G.
- Period 3:
PAPA square activity led by Ms. Simonson.
Thursday October 18
Periods 1,2,5,6
PAPA Square
All periods: Second reading of Jeremy Rifkin’s “A Change of Heart about Animals.” Remember, the first reading is "with the grain and playing the believing game". The second reading is "against the grain and playing the questioning game". To help you when you answer the questions, do the following:
Underline (with a double underline) or highlight in one color the thesis and major claims or assertions made in the article.
Underline (with a single underline) or highlight in a second color the evidence in support of the claims and assertions.
Write your comments and questions in the margins.
In your IN on page 12, answer the following questions (if a question has more than one part, be sure to respond to all parts):
- You do not need to write the questions down but embed the question in the answer. Include textual evidence for your answers. example:. Rifkin wants the readers to believe...
1. What does Rifkin want readers to believe?
2. What are some of the things people believe humans can do that animals cannot? How does Rifkin challenge those beliefs?
3. What authorities does Rifkin use to support his case?What action does Rifkin want readers to take?
If time allows, we will begin our hyperdoc.
Friday October 19
News Anchor for the Day
Get into tribes
Explanation
Hyperdoc on Jeremy Rifkin be sure to take notes so you are prepared for your discussion on the blog on Monday.
Thursday, October 11
Wednesday, October 10
PSAT/SAT day, school wide.
Minimum day.
Tuesday October 9
news, news, news! News Anchors for the day need to be ready with their articles and handouts.
Socratic Seminar wrapping up our "What's Next" unit. What do we think now? Have we changed our minds? Gotten new ideas? Plans?
Monday, October 8
Ms. Curran is on a field trip to Paradise Falls with G-Tech.
Let's consider what is good enough.
1. Read and annotate the poem, "Pretty Good" by Charles Osgood.
2. In complete sentences, follow all instructions and complete the back side of the handout. This is due at the end of the period.
3. Complete and turn in the Socratic Seminar handout for "What's Next?"
Pretty Good.pdfFriday, October 5
Ms. Curran is not at school today. Because of this, all News Stories are rescheduled to Tuesday, October 9. Please be ready to present.
Today we will focus on evidence and how to correctly include it in your writing.
You will receive two handouts: ICE: Introduce, Cite and Explain Your Evidence and "Why You Shouldn't Listen to Music While Studying"
1. Read and annotate the article, "Why You Shouldn't Listen to Music While Studying"
2. Read the ICE handout.
3. Complete the activity with a partner, fixing and labeling the paragraph.
4. Now, using your annotated article, write two chunks. Each chunk must follow ICE (introduction, citation, explanation). You are not writing a paragraph, just two separate chunks.
Example:
1. Briggs, in the article, "Why You Shouldn't Listen to Music While Studying", claims that (I), "some of us work better with a little Jack Johnson egging us on" (1) (C). Whether or not Jack Johnson is your cup of tea, many of us enjoy listening to music while studying.(E)
5. Turn your work in to Ms. Simonson or the guest teacher, depending upon which period you are in.
Why You Shouldn't Listen to Music While StudyingThursday October 4
Video: Wear Sunscreen
Read and annotate the article, "Advice I Wish Someone Had Given Me After Graduating High School"
Use our annotation marks, number the paragraphs, take reading notes (I know there isn't a lot of room on the article but you can do it!)
At the bottom of the article write the following:
- 1. One point you agree with, include the textual evidence.
- 2. One point you question or disagree with including the textual evidence.
Example:
- Klosowski claims that "it's reasonable that college - or even just a four year college - isn't for you" ((5) before going on to discuss trade schools. I agree that, for many, trade school is definitely the best option.
Wednesday, October 3
Peer editing, revising rough drafts. Final drafts of Personal statements due in google classroom by 11:59 PM tonight.
When you are finished with your final drafts you will begin work on the Socratic Seminar form for a Socratic Seminar to wrap up the "What's Next? Life After High School" unit. This Socratic Seminar Handout is due, as your ticket into class, on Tuesday, October 9.
Tuesday, October 2
Work on the two PIQs you will be addressing. All specifics are on the handout you received in class yesterday. If you finish your rough drafts today you may begin working with a classmate on peer editing.
Rough drafts due before class tomorrow. 20 points each. They must be complete for full credit. The credit is for completion.
Monday, October 1
Finish Career Pathway presentations
Personal statement brainstorming in class. Select the two you will address. Rough drafts due before class tomorrow. 20 points each. They must be complete for full credit. The credit is for completion.
Friday, September 28
Present your career map to the class.
Personal statement brainstorming in class. Select the two you will address. Rough drafts due before class tomorrow. 20 points each. They must be complete for full credit. The credit is for completion.
Thursday, September 27
Career map presentations.
Wednesday, September 26
Ms. Curran is on a field trip. Please respect your guest teacher!
Complete webquest. Turn the completed handout in to the guest teacher. Create your career map. It must be uploaded to google classroom before class tomorrow. Tomorrow we will present our career maps. Remember, if you are making a physical map you must take a photo and upload it to google classroom. You will present your physical copy to the class.
Tuesday, September 25
Continue working through the webquest and completing the handout.
Monday, September 24
Mrs. Brickey will be here for a presentation on research.
Career Webquest notes sample day oneERWC career webquest handout day 2.docxFriday, September 21
Webquest
Thursday, September 20
Webquest
Wednesday, September 19
Change of plans. It seems as though my students would benefit from spending time researching careers and determining what path is best for them. So, we are going to be working on a webquest.
Please go to : zunal.com/webquest.php?w=280678
Follow all steps and complete every activity. Turn in all work as directed. The rubric is in the webquest.
Enjoy!
Tuesday 9/18
Guest Speaker: Mrs. Baylor
Be sure to sign up for her google classroom: q29mmg5
Remember what she told us, "It's not that you don't have enough time; you didn't prioritize".
"Stop saying I don't have time. Own it and make it a priority".
Monday 9/17
Get together with others who have read the same article. Discuss what you learned. Add to your summary.
Now, get together with a group of people who read the other articles. They need to know any important information from your article. Maybe they will want to read it themselves.
Now, read pages 21-23 in your reader. Annotate according to our prescribed method.
Share
"What's Next? Thinking About Life After High School" COWs in class. Work on FAQs
H/W: Ask someone older than you the following question: If you could do high school again, what one thing would you do differently and why? Due as ticket into class tomorrow.
"What's Next? Thinking About Life After High School"
Career Webquest notes sample day oneERWC career webquest handout day 2.docxFriday, September 21
Webquest
Thursday, September 20
Webquest
Wednesday, September 19
Change of plans. It seems as though my students would benefit from spending time researching careers and determining what path is best for them. So, we are going to be working on a webquest.
Please go to : zunal.com/webquest.php?w=280678
Follow all steps and complete every activity. Turn in all work as directed. The rubric is in the webquest.
Enjoy!
Tuesday 9/18
Guest Speaker: Mrs. Baylor
Be sure to sign up for her google classroom: q29mmg5
Remember what she told us, "It's not that you don't have enough time; you didn't prioritize".
"Stop saying I don't have time. Own it and make it a priority".
Monday 9/17
Get together with others who have read the same article. Discuss what you learned. Add to your summary.
Now, get together with a group of people who read the other articles. They need to know any important information from your article. Maybe they will want to read it themselves.
Now, read pages 21-23 in your reader. Annotate according to our prescribed method.
Share
"What's Next? Thinking About Life After High School" COWs in class. Work on FAQs
H/W: Ask someone older than you the following question: If you could do high school again, what one thing would you do differently and why? Due as ticket into class tomorrow.
"What's Next? Thinking About Life After High School"
This is a sample of how your notes for today should look.
Friday 9/14
I will assign each of you to read a specific text.
You will take notes on your assigned text.
Write a 2-3 sentence summary at the bottom of the page
Thursday September 13
Letter to a trusted person about how ready or not ready you are for the next stage of your life.
Wednesday September 12
For those of you who did not get to read yesterday, do a combined reading where you are following the instructions below regarding the stops for reflection as well marking the text and taking margin notes.
Reading of the Graff essay, "Hidden Intellectualism" with stops for reflection.
Idea statements: Connect what Graff and Perez say to your own experiences and beliefs about your next stage of life. This should be on page 6 of your Interactive Notebook.
Tuesday September 11
Okay, I changed up the vocabulary as the day went on. Some classes were abble to do a first reading of the Graff essay and others weren't. I will fix that tomorrow.
Today, depending upon which period you are in, we either front loaded the vocabulary or did a first reading of the essay.
Idea statements: Connect what Graff and Perez say to your own experiences and beliefs about your next stage of life.
Letter to a trusted person about how ready or not ready you are for the next stage of your life.
Monday September 10
1. Quickwrite: Describe a time you were less than perfect. Explain what this event shows about your character or values or potential for work or study.
2. What is an intellectual? Who do you consider an intellectual? Why?
• “The demand for certainty is one which is natural to man, but is nevertheless an intellectual vice.” Bertrand Russell
• “An intellectual is a person who takes more words than necessary to tell more than he knows.” Dwight D. Eisenhower
• “An intellectual is someone whose mind watches itself.” Albert Camus
Vocabulary: Please define the word or phrase I assign you. We will present tomorrow.
Friday September 7
Share what you learned during your interview last night.
Active Reading and Annotating
Active Reading and Annotating
Learning Targets:
- I can annotate a text.
- I can utilize the "writing in the margins" strategies.
- I can cite evidence to support claims
Second reading of "Want to Get Into College? Learn to Fail" by Perez
This time, playing the questioning game; reading against the grain.
Today you will do a second reading of the article. Use our "marking the text handout. I expect marks throughout the text wherever they apply. I also require a minimum of three margin notes per page. I will stamp your stamp sheet for 10 points today.
Thursday September 6
On page 4 of IN: Look at list of descriptive words. Choose the 10 that best describe you. Rank order them. Discuss why you chose and ranked the words the way you did. H/W: Interview someone who you trust and who knows you well about the words you chose. Due tomorrow at the beginning of class.
Explanation of "reading with the grain" and "reading against the grain". First reading of "Want to Get Into College? Learn to Fail". As you read the first time, playing the "believing game", put a star next to the good advice Perez gives about how to best present yourself to others.
Today we worked through slides 15-30 of PPT
"
Whats Next_ Thinking about life after high school.pptxWednesday September 5, 2018
Quick video and response. On page 1 of your Interactive Notebook
Distribute readers and annotation/marking the text handout.
Today we worked through slides 1-14 of PPT
"Thinking About Life After High School": Begin our first module: "What's Next? Thinking About Life After High School". Quick write. Activating Prior Knowledge. Listing reasons you are/are not ready for the next stage of your life. Discussion.Ten Words Describing You, ranked."Thinking About Life After High School": Begin our first module: "What's Next? Thinking About Life After High School". Quick write. Activating Prior Knowledge. Listing reasons you are/are not ready for the next stage of your life. Discussion.Ten Words Describing You, ranked.
Tuesday September 4, 2018
1. Please have name tag and spiral on your desk for a materials check.
2. The first page of your spiral will be the Table of Contents. Let's set it up.
3. Turn to the next page. Number this page 1.
Title this page "Quick Writes in response to Videos"
We will be responding to a couple of videos today and marking our spiral according to instructions.
Watch the "Famous Failures" Video. In the margin, on page 1, write, "Famous Failures" in the body of the page, explain which person stood out to you and why.
In the Margin write, "A Pep Talk from Kid President to You"
Write a one sentence response in the body of the page.
Now, let's set some SMART goals
On page 2 write down the acronym, SMART, vertically. As you watch the video take notes on what each letter means then, set your smart goals. Set 3 goals.
The course expectations are in google classroom. You must read the expectations, with your parents, and complete the google form by Friday, September 7. This is worth 25 points.
Tomorrow we dive into the curriculum and begin our first unit.
If you did not complete your slide on Friday, I need it asap for full credit. Please make a slide and I will upload it to the presentation.
Monday September 3
No School
Friday August 31. 2018
One more "get to know you" activity. Today we will be getting out the chrome books and utilizing technology.
1. Chrome book assignments and instructions for getting out, returning, and appropriate technology behavior.
2. Google Classroom code, log in
3. Get to Know Me Photo Slide Show Assignment
4. Introduction of "News Anchor for the Day" and demonstration by today's anchor, your's truly, Ms. Curran live from B114.
5. On Tuesday you must bring a spiral notebook, to be used for this class only, to class. If you know this is not possible, see me TODAY!!!
Enjoy a fantastic three day weekend. You completed the first week of Senior Year!!!
Thursday August 30, 2018
1. Quickwrite: What are your goals for this year? Which goals did you achieve or not achieve last year? What will you do differently this year? 3-5 sentences using all the conventions of the English language.
So, which student are you?
2. Appointment Clock Buddies
3. "The All About Me Gazette" handout
4. Share with a buddy (I'll tell you which one). Share with another buddy (at my discretion). Share out to class.
Wednesday August 29
Welcome to the first day of Senior Year!!!!
Welcome to the first day of Senior Year!!!!
1. Alphabetize yourselves
2. Tweet me. Due at the end of the period.
3. Watch a couple of Senior Footprints to get thinking about what you'll do to amaze us at the end of the year.
Tuesday, March 26
Into the Wild
Chapter 9 (p. 87-97). Read in class. See the above example of what to write in your dialectical journal for chapter 9. Write a 3-5 sentence (minimum) response. Be thoughtful.
into the wild slide for instructions chapter 9Report abuse