Comp 1 homework

HW: Write SHORT scholarship essay. Work on ch. 1-4 presentation.

Thursday, 9-21

Focus: Revision. Focus not just conventions (but conventions are important, too.)

Finish the last of the scholarship letters, an essay of 300-500 words (task #2). Put this one in the same document as the other two. Be sure to include the required length, the length of your essay, and the prompt in bold before EACH essay. Show me your drafts when you have them ready.

HW: Work on senior memory book. Third installment of memory book due tomorrow. Work on ch. 1-4 presentations.

Friday, 9-22

*Show me three chapters of Senior Memory Book. Work on presentations. Work on third scholarship letter.

HW: All three scholarship essays in final draft due Tuesday beginning of class.

Week 6

Tuesday, 9-11

Almost everything is on hold today so we can focus on our longest scholarship essay (similar to the Hansen autobiographical essay). Consider this a practice run if you're sitting for the Hansen test Wednesday. If you're not, you'll probably need a longer personal essay at some point anyway.

We'll focus on the parent letter on Thursday to get it ready to send to your parents. See other details below.

Write in-class longer scholarship (similar to Hansen) essay. See scholarship/college entrance writing. The pertinent info for today is in red. Due by end of block.

As you write, individuals who won't compete for a Hansen scholarship will discuss with me the 1st chapter of the senior memory book.

HW:

Read the rest of the scholarship/college entrance writing assignment sheet.

Make suggested revisions to parent letters (and any additional changes that will improve the letter).

For Tuesday, 9-18: Read "Writing to Inform" from Joining the Conversation and take notes.

Thursday, 9-13

Have all of you revised and re-submitted the Sayreville assignment. If not, do so.

Finalize parent letters and address envelopes.

Discuss ch. 3, including the U.R. Riddle recommendation (p. 54). Write the UR Riddle recommendation in class. Group to evaluate best fulfillment of assignment.

Discuss ABGW ch. 4. (Extended from last week)

Work on ch.2 of memory book.

HW: Finish senior memory book chapter 2.

Friday, 9-14

Show me the 2nd (and for some, first) chapter of the senior memory book.

Final drafts of parent letters will be mailed on or before Tuesday, 9-17. If I tell you that yours isn't mailable, you'll need to get the final version in the envelope by the beginning of Tuesday's class.

*Introduce video presentation for ch. 1-4.

*Read and make decisions about your upcoming presentation.

Instead of writing an essay for your 1-4 test, you will be asked to create a presentation (PowerDirector, Moovly, Screentastify, Powtoons, Prezi, iMovie, Google Presentation, graphic novel, etc.) about one of the major concepts presented in the first four chapters of the ABGW text. You will present projects Thursday, 9-27. See samples on the bottom of the presentation guide sheet.

HW: For Tuesday:

*Finalize any remaining parent letters.

*If you had only a couple paragraphs on the scholarship in-class essay, have you finished that?

*Have you read "Writing to Inform" from Joining the Conversation and taken notes?

*Choose the topic for your presentation and begin organizing. What tool will you use for the presentation? Create a story board.

Upcoming: For Thursday, 9-27: Prepare ch. 1-4 presentation.

Week 5

MONDAY, 9-4 LABOR DAY; NO SCHOOL.

Tuesday, 9-4 (Mr. McClure gone)

Focus: Believe/doubt about bullying in football.

See the news clips about the NJ football season being cancelled here and read here and view here. Discuss. (Sorry about all the pop-up ads.)

Then add to your understanding of the facts here and here. Play believing/doubting game with in-class practice paragraphs about this topic. (See text page 33-34 and read the believe-doubt material aloud together. Using the material in the green box as an example (although I'd like to see you work in more facts in your believe and doubt paragraphs), believe and doubt either or both of the following:

* that the Sayreville administrators did the right thing in canceling the football season and/or

* that the team members on trial should have been convicted and sentenced.)

BTW, this event took place three years ago in September, and trials concluded in the fall of 2016. There is probably more information somewhere. You are welcome to seek and find the outcome.

HW:

*Write (finish) your believe/doubt assignment about the Sayerville football season cancellation.

Thursday, 9-6

Are all assignments in on Classroom? Check.

Discuss the Sayreville assignment. Show a couple of believe/doubt items on the screen. Revise. Submit to Classroom.

HW: Continue work on parent letters. Read and take notes on ABGW ch. 4.

UNDER CONSTRUCTION

Friday, 9-7 Discuss ABGW ch. 4

Tuesday, 9-11

Review ch. 1-4 ABGW.

_______________________________________________________________

Week 4

Tuesday 8-28

* Discuss closed to open.

* Peer edit parent letters. Use this document.

* Read a few aloud?

* Intro believe/doubt.

HW:

Revise parent letter according to peer's recommendations for next class. (Final due Tuesday, 9-11.)

Work on final draft of closed to open for Friday.

Thursday, 8-30

Read ch. 3 and take notes at beginning of class.

* Preview upcoming "stuff" for Friday and Tuesday.

* Review ch. 1 and 2.

Check ch. 3 notes and discuss ch. 3.

HW: Read and take notes on ch. 4 for Thursday, 9-6.

Friday, 8-31 (Mr. McClure gone)

* Submit final draft of closed-open.

Open to work on senior memory book chapter. See memory book details on the asst. sheets/models page of this web site. Due Tuesday by end of class. Usually will be due on Fridays.

______________________________________________________________

Week 3

Tuesday 8-29

* Draw a continuum - create an analogy.

* Peer edit parent letters.

* Read a few aloud

HW: Read ch. 3 and take notes for Thursday.

Final draft of closed to open.

Thursday, 8-31

* Submit final draft of closed-open.

* Preview upcoming "stuff."

* Peer edit parent letter. Use this document.

* Intro angle of vision.

* Intro believe/doubt.

* Review ch. 1 and 2.

Check ch. 3 notes and discuss ch. 3.

HW: Read and take notes on ch. 4. Revise parent letter according to peer's recommendations for next class. Final due Tuesday, 9-12.

Friday, 9-1

Open to work on senior memory book chapter. See memory book details on the asst. sheets/models page of this web site. Due Tuesday by end of class. Usually will be due on Fridays.

Week 2

Tuesday 8-21 Activities: avoiding plagiarism, ways to publish. Forecast next week's work.

Old business:

Are the following complete?

*Sign up for Google Classroom?

*For Remind?

*SalinaTech enrollment?

Discuss Senior Memory Book (one way we'll "publish"). First installment due next Friday.

New business:

Print closed to open continuum rough drafts and read them in groups. Place the roughs on a continuum from most closed to most open.

10 minutes: Flash several students' paragraphs on the screen and discuss reasons you placed them where you did on the closed to open continuum.

10 minutes: Self edit. Regardless of the position on the continuum, did your paragraph do the following:

*Explain or make reference to closed and open forms.

*Explain or make reference to the form in between the poles.

*What could you improve to make this writing clearer and more interesting?

10 minutes: After revision, read paragraphs aloud in groups, and discuss how to improve them further so they better achieve their purposes.

Discuss remainder of ch. 1 ABGW.

Discuss parent letter. Read Mark McClure's open form letter to parents.

HW:

1. Revise and turn in via Google Classroom your current best draft of the open-closed continuum paragraph. (Due Thursday)

2. Read ch. 2 and take notes.

Thursday, 8-23

Submit final drafts of closed to open continuum paragraphs via Classroom after first 10 minutes of class.

* Spot check ch. 2 notes during the 10 minutes for closed-open final tweaks. Discuss ch. 2. What are the key concepts?

Any questions about senior memory book?

Discuss parent letter.

*Read Brady's letter. (See Asst. Sheets/Models)

Note to teacher: Remind students to keep all materials in a College Comp folder on Google Drive, including at least three drafts (rough, revision, final) of each essay and text book chapter notes and other assignments.

See the syllabus section on plagiarism and discuss pp. 569-70 of ABGW. Focus on table 21.1 on p. 570.

HW:

* Parent letter rough (typed) will be due Tuesday.

Friday, 8-24

HAND OUT PICTURE PACKETS!!

*Plan your parent letter. (Outline and determine whether to use open or closed form.) Rough outline of letter due Friday end of block; rough draft of letter due Tuesday. We'll peer edit Tuesday.

HW:

Write parent letter (due Tuesday beginning of class on Classroom); create the best letter you can before the peer review.

__________________________________________

WEEK 1

Thursday, 8-16

Mrs. Wright in at 10:45 and 2:35 to explain Salina Tech enrollment.

Attendance. Pass out ABGW text books and record numbers.

Sign up for:

* Google Classroom

* Remind (Teachers' and students' texting app)

* Lastpass (if it's not blocked)

Examine this schedule for the semester (called "overview by week" in the left sidebar).

Continue with Friday's material if time permits.

HW: Read course syllabus before Friday. Read ABGW ch. 1. Make a list of major points discussed in the chapter and write as many notes as you'll need to do the following: (1) prepare for a test at the end of chapter 4, (2) be able to explain those major concepts to your classmates during class discussion. You will be graded on your ability to contribute to our discussion and explain concepts presented in the chapter.

Friday, 8-17

Discuss ch. 1. (Focus: closed to open continuum);

Using one of the following prompts, write for an audience of your peers, a 200 to 400 word piece that relates to the open-closed continuum which is discussed on p. 6-11 of the ABGW text.

1. Write a closed-form paragraph explaining the closed to open continuum.

2. Using an analogy, explain the closed-open continuum.

3. Write a story in which two or more characters ponder the closed-open continuum.

4. Write an ode to the closed-open continuum.

Sign up Classroom and Remind done?

HW:

If we don't finish in class, finish your 200-400 word piece about the closed-open continuum.

HAND OUT PICTURE PACKETS? School pictures are Friday, Aug. 31.

Daily Plans and Homework 2017

Week 17

Tuesday, 12-6

Midterm followup

* Begin with groups correcting these sentence lifts from the midterm in-class essays.

Research paper (informative-surprising) source review

* Turn in your research paper checklists (peer editing papers) and submit your 2nd draft of the research paper on Classroom.

* See this video about the CRAP test of sources. (This is a clever way to remember what I've been telling you about good sources. The Powtoon was based on this California State University, Chico publication.)

From CRAAP Source Evaluations to Evaluative Essay Details:

APA Style Continued

* Examine APA in-text citations and references.

* For details about in-text citations, see this page at the OWL.

* For basic rules about APA references, see this.

Annotated URLs

Show me three annotated URLs for evaluative essay.

See this OWL site about MLA8 works cited.

Evaluation Matrices

Discuss evaluation matrices.

See this and this for examples. (You don't need to have the specifics yet, just the items to compare and the list of criteria that you intend to use to compare them.)

Continue working on evaluative essay (analysis and evaluation).

HW:

1. Create a matrix that includes the products/schools/other you will evaluate and the criteria on which you will base your evaluation. Due Thursday.

2. Read and take notes on ch. 8 of Joining the Conversation. Focus on 295-306. See p. 296 and 320 for suggestions about a product evaluation. See 313 - 319 for APA style.

Thursday, 12-8

Art Club gone (M. Berg)

Show ch. 8 JTC notes. Discuss ch. 8.

See and discuss Kendall Schlessener's and/or Deric Shettler's evaluative essays. Find them here. Work on evaluative essay and memory books.

Friday, 12-9 Submit memory book chapters through 11 on Classroom.

On paper or Chromebook, list 3 of the main things you've learned this semester.

example: 1. Developing ideas: Considering audience and purpose to determine the best genre for communicating. 2. Usage: identifying and correcting run-ons and fragments. 3. Artistry: showing rather than telling.

Discuss final essay exam.

See the evaluation rubric.

In your pre-assigned pairs, complete at least to the end of page 3 of the printed sentence lifts.

HW: Finish sentence lifts. Finish outline for final exam.

Week 18

Tuesday, 12-12 Final in-class essay.

Thursday, 12-14 NHS gone (most included) - Work on evaluative essay.

Friday, 12-15 Evaluative essay due. Work on senior memory books.

Week 19

Tuesday, 12-19 Open to finish senior memory books. Optional: Submit a third draft of research paper.

Thursday, 12-21 Senior memory books due

Share books with classmates. Turn in text books.

12-22 NOON DISMISSAL

_______________________________________________

Week 16

Tuesday, 11-28 Discuss research paper and introduce evaluative essay. Introduce evaluative essay #1 (product cost/benefits analysis and evaluation). Declare evaluative essay plan.

HW: Draft 2 of research paper due Thursday

Thursday, 11-30

Explore APA style. See this sample APA essay at the Purdue OWL. Or see this one which is used at Illinois State University; you might find it more detailed. See this video about basic APA format.

*Discuss parenthetical source citations and APA style references.

*See this source for information about what to include in the reference citation. *See this OWL web page to review in-text APA citations.

Optional: This video is very specific about how to use Microsoft Word to format in APA style. You can probably adapt the video for use with Google Docs. If you need a video that is specific to Google Docs, here's one. It's not as detailed, but it will get you started.

Not optional: *Test your knowledge of APA style with this interactive quiz.

See this APA template, copy it, and insert all parts you can for your evaluative essay assignment.

HW: Work on senior memory book. Find three sources and create an annotated URL list for your evaluative essay.

Friday, 12-1

Peer editing day.

HW: Using the peer editing checklist that we completed Friday, revise your research paper one more time and re-submit it to the draft 2 slot by the beginning of Tuesday's class.

Week 15

Tuesday, 11-21 Mid-term.

TUESDAY 11-22 - SUNDAY, 11-26 THANKSGIVING BREAK

UNDER CONSTRUCTION

Week 14

Tuesday, 11-14 Introduce in-class mid-term for Tuesday, 11-21.

Open to work on research paper. See this checklist for details and deadlines. (There have been a few date changes.)

Thursday, 11-16 Open to work on research paper. Follow this checklist.

Friday, 11-17 Research paper rough due.

Week 13

Tuesday, 11-7

Complete comma splices and fused sentences Exercise 3 at Chomp Chomp before taking the Google form run-on sentence test.

Quiz 1: Run-on sentences (fused and comma splices)

Note-taking for one source due by end of block.

See Reader's Digest example of surprising essay.

See OWL sample MLA paper.

Work on research papers.

If you haven't already done so, show me the following:

*ch. 19 notes

*ch. 20 notes

*10 annotated URLs

*Answers to the following questions:

1. What will be your topic for this informative/surprising essay?

2. What do you classmates think is the common view of this topic?

3. What are 10 things you already know about the topic?

4. What are 10 things you would like to know?

5. What surprise(s) do you anticipate?

HW: Read ch. 21 (Incorporating sources into your own writing). Revise A of V. Highlight changes. Submit on Classroom.

Thursday, 11-9

Final draft of A of V due.

Take RS test #2

SEE UPDATED RESEARCH PAPER CHECKLIST

Show ch. 21 notes.

HW: Read ch. 22 (Citing and documenting sources). No notes due, but turn in at least three MLA source citations (works cited) by end of Friday's block to demonstrate understanding of MLA style for Works Cited.

Friday, 11-10 (musical cast performing)

10th installment of senior memory book due

Do this interactive MLA review , take the quiz on page 9 of the review and show me your quiz score on your computer screen. Then polish source citations.

Work day for research paper.

Show me 3 polished source citations in MLA style.

____________________________________________________________

Remainder of period open for research and writing (Surveys and interview q’s due by end of block.) Work on note-taking.

Week 12

Tuesday, 10-31

See together the fragments, comma splices and fused sentences PowerPoint at at Chomp Chomp. Scroll down to the sixth presentation on the page.

Do exercises 1 and 2 -- Comma Splices and fused sentences -- at Chomp Chomp.

See Reader's Digest examples of informative/surprising.

Confirm topics. A few topics of the past include:

*history of Salina baseball: It was a bigger deal than you know.

*Prescription drugs are more of a problem than illicit drugs.

*Identity theft: You'll be surprised about the demographics of ID theft.

*Homework: Helping or hurting

*The link between obesity and increasing consumption of fast food.

*Why dieting typically doesn't work.

*Diabetes: the disease that will bankrupt America

*CTE: the risks are even greater than we had thought

*Social media is distracting you more than you think.

Declare research topics.

*Discuss a notetaking system for the digital age AND my method (slugs in margins or, better, on note cards) and maybe color by subtopic or by question. Continue annotated URL list. Create your notetaking plan.

*Using one of your sources, create an example of your notetaking plan; be ready to show me your notetaking plan during today's class.

Show me three annotated bib notes. Continue gathering information for informative/surprising.

Then answer the following questions:

1. What will be your topic for this informative/surprising essay?

2. What do you classmates think is the common view of this topic?

3. What are 10 things you already know about the topic?

4. What are 10 things you would like to know?

5. What surprise(s) do you anticipate?

HW: Read ch. 19 for Thursday. Continue work on research paper. Read all sample research papers on web site (if you haven't already done so).

Thursday, 11-2

Show 10 URLs for sources and annotations that tell you what you'll find in each source.

*Discuss surveys and interviews. Start writing survey or interview questions. Make a plan for conducting surveys, interviews and polls (When? How? Where?)

*Discuss ch. 19 What makes a good research paper? What are primary and secondary sources? What is a research database and how do you use it? What are Boolean search commands?

HW: 1. Use your notetaking plan with at least one article and show me Friday how your system works. (Yes, I want to see notes for the whole source.) 2. Prepare 9th installment of senior memory book.)

Friday, 11-3

Senior Memory book 9th installment due beginning of block.

Show instructor all preliminary research steps. See this checklist for details. (NOTE: This checklist is not in its final version yet. I anticipate adding specific due dates.)

Remainder of period open for research and writing (Surveys and interview q’s due by end of block.) Work on note-taking.

Tuesday, 10-17 *Evaluate the last of the sophomore character sketches.

See Paige Nurnberg's analysis. Focus on sentence structure. Show me your comments (notes about words, fig. lang., added/omitted details, sentence structure) on your positive and negative paragraphs. Then work on an analysis.

HW: Finish analysis. Read and take notes on ch. 8 of ABGW

Wednesday, 10-18 P/T Conferences - No school for students.

Friday, 10-19 (Friday is Thursday)

Angle of vision all parts (positive, negative, analysis) due.

Introduce informative but surprising essay. Preview text ch. 8.

See Wyatt Rutherford's "Numb Nation" essay.

HW: Take notes on text ch. 8. Finish reading Wyatt Rutherford's "Numb Nation" I-search essay. Choose a topic for surprising essay.

Week 9

Tuesday, 10-10

Commas quiz.

Angle of vision:

First, revise two descriptive paragraphs, considering teacher's recommendations.

Next, check for examples of the following:

*Words: Highlight strong verbs. Highlight words that convey your desired positive and negative connotations.

*Figures of speech: Highlight similes and metaphors, personification and other figures of speech that you have used. Make notes in the margin to show how you have modified these images from positive to negative.

*Sentence structure:

Note examples of sentences in which you have modified sentence structure to frame an image, either to emphasize or de-emphasize an that image.

Note examples of sentences in which you have moved an image to the front or back of a sentence to accentuate that image.

If sentence length plays a part in conveying a positive or negative angle of vision, note sentences in the positive and the negative that show how you have modified sentence length to convey an intended angle of vision.

*Added or omitted details: Jot down details that are present in one angle of vision paragraph but absent from the other.

HW: Using your examples above, write your first draft of the analysis portion of the angle of vision assignment. Due Tuesday. This late deadline will allow you time to ask your editors to look over this assignment before you submit it to me.

Thursday, 10-12 *Using this form, edit two sophomore character sketches. (Most of you will edit a total of four.)

Friday, 10-13 *Evaluate sophomore character sketches.

Week 8

Tuesday, 10-3

Return scholarship essays. See one on screen. (Mention revision opportunity.)

View additional model descriptions on the Asst. Sheets/Models page.

See 1-2 students' angle of vision experiments on the overhead screen. Work on showing and not telling, adding fig language, adding and omitting details and revising sentence structure.

HW: Revise a classmate's first a of v paragraph, making the paragraphs show, as we did in class. Prepare senior memory book installment for Friday.

Thursday, 10-5

Angle of Vision: Submit revised version of positive or negative angle of vision paragraph on Classroom. Discuss the reflection technique to write the opposite view.

Grammar and Punctuation: See commas at Chomp Chomp. Focus on commas with conjunctions.

1. See the "coordination and subordination" PowerPoint on this web page.

2. See the commas portion of the "punctuation" PowerPoint on this web page.

3. Do COMMA exercises 1, 2 and 3 on this web page. You'll need to scroll WAAAAY down past apostrophes.

4. If you need my help, ask. Be ready for a comma quiz Monday.

Senior Memory Book: Work on senior memory book chapters if time permits. Sixth installment due Friday.

ROUGH RESEARCH PAPER DUE – PEER EDIT IN CLASS;

Using this Peer editing guide, evaluate a classmate's first draft of the research paper.

Submit essay to Classroom.

Remainder of day is Chomp Chomp -

Grammar day:

See together the fragments, comma splices and fused sentences PowerPoint at at Chomp Chomp. Scroll down to the sixth presentation on the page.

Do exercises 1 and 2 -- Comma Splices and fused sentences -- at Chomp Chomp.

HW: Revise informative surprising draft 1. You will use the revision for a second peer edit Monday/Tuesday.

Week 9

Monday, 10-10

Continue work on research paper. Show me three works cited entries, preferably one for an internet source, one for a print source and one for an interview (or other non-web source).

Week 8

Monday, 10-3

Scholarship essays due - all 3 with questions

Block 1: Show 10 URLs for sources and annotations that tell you what you'll find in each source.

*Discuss coursebook - a notetaking system for the photocopy age AND my method (slugs in margins or, better, on note cards) and maybe color by subtopic or by question. Continue annotated URL list.Create your notetaking plan.

*Using one of your sources, create an example of your notetaking plan; be ready to show me your notetaking plan during today's class.

*Examine "When it's all too much" in coursebook.

Continue gathering information for informative/surprising.

HW: Read ch. 21 (just pages 611-615, 624-634, and 639-642) for Wednesday. Continue work on research paper. Read all sample research papers on web site (if you haven't already done so).

Wednesday, 10-5

*Discuss surveys and interviews. Start writing survey or interview questions. Make a plan for conducting surveys, interviews and polls (When? How? Where?)

*quiz ch. 21 Open notes - due no later than end of block.

Then it's grammar day. See commas at Chomp Chomp. Focus on commas with conjunctions.

1. See the "coordination and subordination" PowerPoint on this web page.

2. See the commas portion of the "punctuation" PowerPoint on this web page.

3. Do COMMA exercises 1, 2 and 3 on this web page. You'll need to scroll WAAAAY down past apostrophes.

4. If you need my help, ask. Be ready for a comma quiz Monday.

HW: 1. Use your notetaking plan with at least one article and show me Friday how your system works. (Yes, I want to see notes for the whole source.) 2. Prepare 5th installment of senior memory book.)

Friday, 10-7 -

Senior Memory book 5th installment due beginning of block.

Note-taking for one source due by end of block.

Show instructor all preliminary research steps. See this checklist for details. (NOTE: This checklist is not in its final version yet. I'll be converting it to a Google Doc and modifying it.)

Remainder of period open for research and writing (Surveys and interview q’s due by end of block.) Work on note-taking.

HW: Read Ch. 22 – (pp. 643-686 -- “Cite and Document Sources”)

-- no notes required but turn in at least three MLA source citations by end of Monday/Tuesday's block to demonstrate understanding of MLA style

Week 7

See returned scholarship essay.

Submit 3rd scholarship essay on Classroom.

Process our experience with scholarship writing:

What do scholarship essays have in common (regardless of length)?

What is the greatest strength of each of your essays?

Which scholarship (of the three), based on the quality of your essays, would you be most likely to get? Why?

What weaknesses do you see in your essays?

Which length of essay was most difficult to write? Why?

Choose one of your essays and answer: What makes your opening excellent?

Choose one of your essays and answer: What makes your conclusion excellent?

Choose one of your essays and answer: What specific personal details did you include that will make your essay stand out from the rest of the pack?

What rhetorical techniques (maybe delaying the thesis or using a motif?) did you use to make your essay different from the rest of the pack?

Ch. 9 ABGW notes due. Discuss ch. 9.

Read and explore Wyatt's (Wyatt Rutherford - A Numb Nation) and Colton's (Droge - Oil) informative essays.

Review. See assignment sheet on the Asst. Sheets/Models page of this web site and tell me whether your topic will best fit option A or option B.

Finalize topic selection and continue work on annotated URL list.

Activities:

Review Kansas Library Card data base use.

If you haven't already gotten approval for research paper topic, today's the day. Create your annotated URL list (3 minimum for Wednesday). Here's a sample.

HW: Revision of one scholarship essay (due Tuesday with other two essays and questions and answers from Monday, 9-26).

Read Wyatt and Colton carefully.

Create URL list.

Wednesday, 9-28

*Read Ch. 20 of ABGW and take notes.

Hand out coursebook packet and assign pp. 98 of course book.

*Also do pp. 98 and 102-3 of coursebook

Work on sources.

HW: Finish ch. 20 and coursebook pages. Expand annotated URL list to 10 or more.

Friday, 9-30

*Be ready to show me annotated bib (10 or more sources in your annotated URL list) for research paper by beginning of Friday's class.

*Discuss notetaking system in the electronic age (annotated texts combined with slugs in margins and slugs and notes on cards). Offer as an alternative: Color by subtopic or by question. Continue annotated URL list.Create your notetaking plan. It may NOT be a copy and paste plan.

HW: Revise one scholarship essay and turn in all three with questions and answers - Do Monday.

Extended to Monday/Tuesday - Read ch. 20 ABGW and take notes.

Week 6

Monday, 9-19

Block 1: Show me memory book 3rd chapter.

Both: Show notes on "Writing to Inform" and discuss chapter.

Review, on screen, 3-4 scholarship letters, including Dakota Baker's Earl Bane. Continue writing responses to scholarship prompts.

Submit scholarship essay if you haven't already.

HW: Write second scholarship task.

Wednesday, 9-21

Introduce informative (but surprising) essay. Establish a Kansas Library Card and navigate Explora multi-search. Generate ideas for informative/surprising.

HW: 1. Be ready to show me at least three informative/surprising essay ideas. 2. Prepare 4th installment of senior memory book.

Friday, 9-14

Show me fourth chapter of memory book.

Show me three ideas for informative/surprising.

Limit to one best topic and write a thesis sentence with tension that indicates a surprising twist about your topic.

Once you get approval to pursue your topic, start an annotated URL list. Here's a sample. Three annotated URLs will be due Wednesday. Ten or more annotated URLs will be due Friday.

HW: 1. Read ch. 9 of ABGW and take notes. 2. Write third and final scholarship task.

_______________________________________________________________

Week 5

Monday, 9-12 Ch. 1-4 presentation due. Present in class.

Final drafts of parent letters mailed Monday. I'll get revisions back to you Wednesday.

Do Review ch. 1-4 in class in groups. Finish at home, if necessary.

HW: For Wednesday: Finish Review ch. 1-4 .

For Monday/Tuesday, read "Writing to Inform" in Joining the Conversation and take notes. Write one scholarship answer. Memory book chapter.

Tuesday, 9-13 Same as Monday, but add a quick rough of Hansen essay. See scholarship/college entrance writing.

Wednesday, 9-14 and Thursday, 9-15

Finish presentations.

Parent letter revisions returned.

Introduce scholarship/college entrance writing. Review the ACES method using this Youtube video. Apply to SHORT scholarship essays.

Focus: short, short essays. Assignment - Write two scholarship essays, one with a 300 or fewer word limit and the second with a word limit above 300 words. You may choose from the items I present to you, or you may find your own scholarship essays. (Note: Those who are competing for a Hansen scholarship may choose "task 1", a 2-page autobiographical scholarship essay for Friday's deadline, if you like.)

HW: 1. Continue writing responses to scholarship prompts. One due Friday (Task 1 for Hansen test takers; task 2 or task 3 for others); the other (either task 2 or task 3) is due Monday. (The due date for the third task will be announced soon.)

2. Write your chapter for your memory book.

3. Finalize parent letter. Strip off the name block and make the letter follow the friendly letter form.

Friday, 9-16

Print parent letter and address envelope. Use this document to see style requirements.

*Show 3rd chapter of Senior Memory Book.

*Strip MLA formatting from parent letters, and change to friendly letter format. Print parent letter and address an envelope. Final printed draft to be mailed Monday/Tuesday.

*Examine samples of scholarship writing on overhead, and discuss subject matter and rhetorical problems involved in writing a short scholarship essay.

HW: Read "Writing to Inform". Write second scholarship essay.

Week 4

Monday, 9-5 NO SCHOOL - LABOR DAY

Tuesday, 9-6 and Wednesday, 9-7

Play believe/doubt game about Sayreville football case. Recap and add to your understanding of the facts here and here. BTW, this event took place two years ago in September.

HW: Write your believe/doubt assignment about the Sayreville football season cancellation.

Continue work on parent letter revisions. Create your presentations. Study for test 1-4.

Work on presentations.

Thursday, 9-8 and Friday, 9-9 Review ch. 1-4 ABGW. Work on parent letters and tech projects.

Parent letter revision due by end of class.

For Monday/Tuesday: Finish your chapter 1-4 presentation.

For Wednesday/Thursday: Read ch. 5 in text and take notes.

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Week 3

Monday, 8-29

* Preview upcoming "stuff."

* Peer edit parent letter. Use this document.

* Intro believing/doubting: See the news clips about the NJ football season being cancelled here and here and here. Play believing/doubting game with in-class practice paragraphs about this topic. (See text page 43.) This activity foreshadows a future assignment (the summary and response essay), so keep your paragraphs.

* Review ch. 1 and 2.

Check ch. 3 notes and discuss ch. 3.

HW: Read and take notes on ch. 4. Revise parent letter according to peer's recommendations for next class. Final due Friday?

Wednesday, 8-31

Review closed to open paragraphs. Revise and reflect as directed.

Discuss ch. 4, including the U.R. Riddle recommendation. Write the UR Riddle recommendation in class.

HW: Memory book chapter, revise and submit parent letter, revise closed to open paragraph (This revision is optional.)

Friday, 9-2

Introduce presentation. Choose the topic for your presentation and begin organizing. What tool will you use for the presentation? Create a story board. The presentation is due Monday, 9-12 or Tuesday, 9-13, depending on the day you meet.

Groups: Choose U.R. Riddle best letters (honest but painting U.R. in the best light possible).

HW:

*Read and make decisions about your upcoming presentation.

Instead of an essay test question discussed in the last item on the review sheet above, you will be asked to create a presentation (Moovly, Screentastify, PPT, Prezi, Google Presentation, WeVideo, graphic novel, etc.) about one of the major concepts presented in the first four chapters of the text. You will present projects 9-12 and 9-13.) See samples (created in Moovly) here.

WEEK 1

Thursday, 8-18

Attendance. Chromebook distribution. Pass out text books and record numbers. Sign up for Google Classroom. Briefly discuss SalinaTech credit and their visit tomorrow. Go to assembly at 8:40.

HW: Read course syllabus before Friday.

Friday, 8-19

SalinaTech enrollment.

If time permits, sign up for:

Remind (Teachers' and students' texting app)

Lastpass (Keeps passwords and other info secure. (Create a STRONG passphrase for Lastpass - and change it often. If you do, it'll be the only password you need to remember. BUT YOU WILL HAVE TO REMEMBER THIS ONE PASSWORD.) Note: A strong password requires a combination of at least eight letters, numbers and symbols. Strong passwords use at least one capital letter and at least one symbol or number. Example: URgr3@t! or IMgr82!! (Ug3tth3id3@!)

HW: Read ABGW ch. 1 and take notes or outline the chapter. If you don't finish sign-ups listed above in class, complete the sign-ups at home. Note: These assignments will be due even if we are busy with assemblies and enrollment both Thursday and Friday.

Week 2

Monday, 8-22 and Tuesday 8-23 Activities: plagiarism, ways to publish. Forecast next week's work.

Are the following complete?

*Sign up for Google Classroom?

*For Remind?

*LastPass

*SalinaTech enrollment?

Discuss use of LastPass and Remind.

Discuss Senior Memory Book (one way we'll "publish")

Discuss ch. 1 ABGW. (Focus: closed to open continuum); write for an audience of your peers a closed-form paragraph of approximately 250-300 words explaining the closed to open continuum which is discussed on p. 19 of the text. Draft due Wednesday.

Homework: Complete and turn in via Google Classroom your rough draft of the open-closed continuum paragraph. (Final draft due Friday)

Wednesday, 8-24

10 minutes: Discuss thoughts about your understanding of the closed to open paragraph.

10 minutes: Flash 3 students' paragraphs on the screen and discuss.

10 minutes: Self edit and revise closed to open paragraph; then read paragraphs aloud in groups and, using the "closed to open paragraph checklist," discuss how to improve them. (See Asst. Sheets/Models to find the checklist.)

Discuss parent letter.

Note to teacher: Remind students to keep all materials in a College Comp folder on Google Drive, including at least three drafts of each essay and text book chapter notes and other assignments. See the syllabus section on plagiarism.

HW:

* Closed to open paragraph final drafts are due Friday.

* Read ch. 2 and take notes.

* Parent letter rough (typed) will be due Monday.

*Read Mark's and Brady's letters to parents.

Friday, 8-26 Submit final drafts of closed to open continuum paragraphs via Classroom after first 10 minutes of class.

* Spot check ch. 2 notes during the 10 minutes for open-closed final tweaks. Discuss ch. 2. What are the key concepts?

*Plan your parent letter. (Outline and determine whether to use open or closed form.) Rough outline of letter due Friday end of block; rough draft of letter due Monday. We'll peer edit Monday.

HW reminder: Read ch. 3 and take notes for Monday.

Write parent letter (due Monday/Tuesday beginning of class on Classroom); create the best letter you can before the peer review.

HAND OUT PICTURE PACKETS. School pictures are Friday, Sept. 2.

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UNDER CONSTRUCTION - MUST MAKE ROOM ON FRIDAYS TO SEE PROGRESS ON SENIOR MEMORY BOOK

2015

WEEK 16

Monday, 12-7 Ch. 25 notes due. Show notes.

Hand in paper for exercise 4, commas.

Read all sample exit exam papers on this site. Then write a tentative outline for your exit exam and post it on Classroom. Finally, work on final draft of research paper (due Friday) and summaries for cultural literacy essay (due Wednesday).

Wednesday, 12-9

* FINAL IN-CLASS ESSAY (letter to portfolio reader

*Summaries of "An Indian Father's Plea," "How I Learned to Read and Write," and "A Lesson From the Amish" due on Google Classroom.

Ask any questions about organization and content of cultural literacy essay if you have them.

Friday, 12-11

Final draft of research paper (informative and surprising) essay due.

*Rough draft of cultural literacy essay due if you desire feedback. (This was initially due Wednesday, 12-9.)

WEEK 17

Monday, 12-14 and Tuesday 12-15

Preview semester 2

Portfolio construction -- rewriting and gathering; finish cultural literacy essay revisions.

Wednesday, 12-16 and Thursday 12-17 Final draft of cultural literacy essay due end of block.

Friday, 12-18 Work on portfolios.

Monday, 12-21 Tie up loose ends. Submit portfolios and relax.

Christmas Break

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WEEK 15

Monday, 11-30 - Snow day

Tuesday, 12-1 and Wednesday, 12-2

Preview last three weeks and discuss two sample exit exams - an open form one (Catherine Conley) and a closed form one (Rachel Peuchen).

Discuss final in-class essay. (Slated for next Wednesday and Thursday)

Discuss "An Indian Father's Plea" and write summary. Use the summarizing approach we used on the summary/response essay to finish this in class. (Groups?)

Work on summaries of other autobiographical narratives.

Grammar focus: See this PowerPoint: Pronoun-antecedent agreement. Then do pronoun-antecedent exercises at this URL. Show me your score before you exit each exercise. You may stop when you score 90 or better on an exercise.

HW: Take ch. 25 notes (– pp. 727 – 742 (“Assembling a Portfolio and Writing a Reflective Self-Evaluation”) for Monday; revise research paper (draft 2 due beginning of next class period).

Thursday, 12-3 and Friday, 12-4 – Research paper draft 2 due

*Examine sample cultural literacy essay by K-State student. This is your model for this essay.

*Discuss Frederick Douglass' "How I learned to read and write" and summarize.

Grammar focus: Review commas. Complete this handout. Then do exercise 4 at the Grammar Bytes web site. Download the worksheet, as the site recommends. Report your scores to me using that handout, and ask questions if you miss any items.

HW:

1. Read all example exit exam essays (letter to the portfolio reader essays) on the asst. sheets/models page of this web site.

2. Do ch. 25 notes if they are not done.

3. Do exercise 4 from Grammar focus above.

4. Extended to Wednesday/Thursday: Write the remainder of your cultural literacy summaries: "An Indian Father's Plea," "How I Learned to Read and Write," and "A Lesson From the Amish."

Week 14

Monday, 11-16

1. Show Mr. M. notes for ch. 21 and any other research paper items not yet recorded in the gradebook. Have surveys/interview been conducted?

2. Develop outline for research paper, get it approved and write research paper during class.

HW: Finish draft of research paper, including works cited. Use MLA style.

Wednesday, 11-18

Using this Peer editing guide, evaluate a classmate's first draft of the research paper. A copy of this completed peer editing guide will be required in your portfolio folder.

HW: Revise informative (and surprising) essay (research paper)

Friday, 11-20

Students: Submit revised draft of research essay to Classroom.

Teacher: Introduce cultural literacy essay. Choose three of the five readings to summarize. Follow the guide sheet for the writing assignment.

HW:

*Read and take notes on ABGW ch. 13.

*Read and annotate Literature in Three Metaphors by Sylvia Schribner

Monday, 11-23 and Tuesday, 11-24

*Discuss MARS approach to reading and annotating all materials (5 cultural essays, assignment sheet, formatting guide) in your cultural literacy packet.

*Then finish gathering and printing summary/response materials - summary-response folder due by end of block. See this checklist for details about what to put in the folder.

HW:

(Due Monday, 11-30) Read and annotate all essays in cultural literacy packet. Use the MARS method to annotate. If you don't remember to take them home, you can find them on the Asst. Sheets/Models page of this web site. We'll write summaries when you return from Thanksgiving break.

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Week 13

Monday, 11-9

Due today: URLs (annotated bibliography).

To do today:

*Submit draft 2 of summary-response if you haven't already done so.

*Review coursebook guide to notetaking in a photocopy age. Show instructor your note-taking plan

*Examine "Sunday Afternoon Blues" in coursebook.

*Discuss surveys and interviews. Start writing survey or interview questions. Make a plan for conducting surveys, interviews and polls (When? How? Where?)

*quiz ch. 21 Open notes - due no later than end of block.

*HW-- Read remainder of research paper examples on this web site. Coursebook page answers. Write interview or poll questions. Use your notetaking plan with at least one article and show me how your system works on Wednesday.

Wednesday, 11-11 Open for research and writing (Surveys and interview q’s due.) Work on note-taking.