Daily Plans and Homework 2018
Week 17
Tuesday, 12-4
Research paper (informative-surprising) source review
* 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.)
* See this OWL site about MLA8 works cited and give a final look at your works cited page. (Focuses: 1. when to use access date. 2. Easy Bib's mistakes.
* See this grading guide.
* Turn in your research paper peer editing papers and research notes and submit your 2nd (final?) draft of the research paper on Classroom by the end of class.
From CRAAP Source Evaluations to Evaluative Essay Details:
APA Style Continued
* See this APA template to examine the "reverse outline" of Kent Kimball's essay about the best car for college.
* Reverse outline an evaluative essay. Consider using Kendall Schlessener's and/or Deric Shettler's essay. Just use one that is similar to what you desire to do in your evaluative essay. Find them here.
* For basic rules about APA references, see this.
* Examine APA in-text citations and references.
* For details about in-text citations, see this page at the OWL.
* 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. (You'll start this as a guided, in-class assignment.)
Review annotated URLs.
Work on evaluative essay and memory books.
HW: Find three sources and create an annotated URL list for your evaluative essay. Prepare JTC notes (if you haven't already done this).
Thursday, 12-6
Show ch. 8 JTC notes.
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.)
Explore APA info in the left sidebar.
Discuss working the matrix into the essay. See
Continue working on evaluative essay (analysis and evaluation) and memory book.
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 Friday.
2. Review ch. 8 of Joining the Conversation. Focus on 295-306. See p. 296 and 320 for suggestions about a product evaluation. See again 313 - 319 for APA style.
Friday, 12-7 Work on memory book (all nine chapters) on Classroom.
Show annotated URLs.
Week 18
Tuesday, 12-11
Submit memory book (all nine chapters) on Classroom.
Discuss final essay exam.
See the evaluation rubric.
Examine a closed form and an open form final exam.
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.
HW: Create outline for final exam.
Thursday, 12-13 Final in-class essay.
Work on evaluative essay.
Friday, 12-14 Evaluative essay due. Mrs. Wright visiting to take care of semester 2 enrollment. Work on senior memory books.
Week 19
Tuesday, 12-18 Open to compile senior memory books. Optional: Submit another draft of research paper.
Wednesday, 12-19 NHS gone (doesn't affect our classes).
Thursday, 12-20 Senior memory books due
Share books with classmates. Turn in text books.
12-21 NOON DISMISSAL Continue sharing memory books with classmates.
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Week 16
Tuesday, 11-27 Discuss common revision needs for research papers. Discuss use of figures (for polls, charts and photos, etc.) and introduce details of evaluative essay. Discuss again evaluative essay options. Students, declare evaluative essay plan.
HW: Work on draft 2 of research paper - due Thursday/Friday.
Read pp. 300 - 323 in Joining the Conversation, "Writing to Evaluate." Take notes. Be sure to address narrowing your focus by asking questions, the steps in conducting your evaluation, using evidence to support judgments, the steps in preparing your draft and the steps in reviewing your draft.
Thursday, 11-29
Check notes on "Writing to Evaluate" from Joining the Conversation. Discuss.
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 from the University of Rhode Island 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: Find three sources and create an annotated URL list for your evaluative essay.
Friday, 11-30
1. Clean up anything not finished this week.
2. Peer edit research papers one final time.
3. Rest of period: Work day for senior memory book.
HW: Using the peer editing review 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.
Reminder: Work on senior memory book.
Tuesday, 12-4 Research paper final draft due.
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Week 15
Tuesday, 11-13
Follow-up from Friday:
Check remaining notes: 8, 19, 20, 21
Check remaining students' 3 polished source citations in MLA style.
Show 7th installment of senior memory book.
Did anyone miss RS test #2 on Friday?
Check due dates on this checklist.
HW: Continue work on research paper.
Thursday, 11-15
Carried over from Friday:
Do this MLA review quiz and this one. Write down the items you miss and write the correct answers. Show me. Then polish source citations.
Continue work on note-taking.
Open to work on research paper. Write rough draft. See checklist for due dates.
Friday, 11-16
Open to work on research paper. Show me the rough draft of the research paper with sources cited.
HW: Memory book installment 7.
Tuesday, 11-20
Peer edit day for research paper. Peer edit using this guide. Then revise and submit on Classroom. Work on senior memory book if extra time is available.
Wednesday, 11-21 though Sunday, 11-25:
Thanksgiving Break
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Week 14
Tuesday, 11-6
*10 annotated URLs due.
Review highlights of ch. 8.
Complete comma splices and fused sentences Exercise 3 at Chomp Chomp before taking the Google form run-on sentence test.
Note-taking for one source due by end of block. You are simply showing me that you have a system and that you know how you will take notes;.
See OWL sample MLA paper. Discuss MLA style.
Block 8: See on screen Colton Droge's surprising reversal (Droge - Oil) informative essay. Discuss interview/poll question. (Interview questions/poll plan due Thursday.)
Also see beginning of Lindsey's essay on the psychology of color.
See again the research paper checklist with due dates.
HW:
1. Have you read and taken notes on chapter 8 (informative/surprising essay)? Chapter 19 (Asking questions, Finding Sources)?
2. Revise A of V. Highlight changes. Submit on Classroom by Friday.
3. By Friday, show notes on ch. 8, 19, 20, 21.
Thursday, 11-8
Show me poll/interview questions by end of block.
See RS quiz 1 on screen and review.
Do lesson 3 of run-ons at Chomp-Chomp.
Discuss ch. 19.
See Google Scholar for more reliable sources.
Review use of the Purdue Owl for MLA style.
SEE AGAIN THE RESEARCH PAPER checklist
HW: Read and take notes 20 (Evaluating sources), and 21 (Incorporating sources into your own writing).
Friday, 11-9 (musical cast performing)
Show all notes: 8, 19, 20, 21
Show me 3 polished source citations in MLA style.
Show 7th installment of senior memory book.
Take RS test #2.
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 (as explained in ch. 22).
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Week 13
Tuesday, 10-30
Angle of Vision
See my notes on angle of vision essays. Revise for Thursday.
See Trinity's and Ellie's analyses on screen.
Informative/Surprising
Read Reader's Digest informative/surprising essays.
*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. *Review Kansas Library Card data base use.
* Revisit annotated URL list. Here's a sample. Ten or more annotated URLs will be due Friday.
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.
DOES EVERYONE HAVE A KANSAS LIBRARY CARD?
Thursday, 11-1
Final draft of a of v due.
Review informative/surprising assignment. See on screen Wyatt Rutherford's I-search. Review: How do you create an I-search?
See on screen Colton Droge's surprising reversal (Droge - Oil) informative essay.
Work on informative/surprising essay. (Gather sources.)
HW: Prepare 7th installment of senior memory book for Thursday.
Friday, 11-2
Show me the 7th installment of the senior memory book.
3 or more annotated URLs due.
Run-on and fragment quiz 1.
HW:
Coming next week: Research paper (informative/surprising) checklist with due dates. 10 or more annotated URLs due Monday, 11-6.
RESEARCH PAPER ROUGH DUE FRIDAY 11-16
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Week 12
Tuesday, 10-23
Discuss informative/surprising essays. See Droge oil essay beginning.
Declare topic/guiding question for informative but surprising essay.
Using this form, edit one or more sophomore character sketches.
Show me memory book chapters as you evaluate sophomore essays.
Thursday, 10-25
Finish all sophomore character sketches.
Examine sentence lifts from mid-term essays.
Show memory book chapters as you evaluate sophomore essays.
Declare updated research topics.
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?
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: Read ch. 19 for Tuesday. Continue work on research paper. Read all sample research papers on web site (if you haven't already done so).
Friday, 10-26
Complete last of the character sketches.
Finish the fragments, comma splices and fused sentences PowerPoint .
Do Comma splices exercise 3 at Chomp Chomp.
HW: Read ch. 19 for Tuesday. Continue work on research paper. Read all sample research papers on web site (if you haven't already done so).
Week 11
Monday, 10-15 and 10-16 NO SCHOOL
Wednesday and Thursday 10-17 and 10-18
Angle of vision all parts due - final draft of descriptions; draft 1 of analysis.
Angle of vision all parts (positive, negative, analysis) due. Peer edit, revise and submit.
Introduce informative but surprising essay.
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.
And here are a couple I've read about recently:
The average age of a widow is 59. (I need to vet this stat, but if it's true, why is that if the average life expectancy in the U.S. is about 70.)
Marijuana is medically much more dangerous to the teen brain than has been previously known.
Briefly preview text ch. 8.
Begin looking at Wyatt Rutherford's "Numb Nation" essay (Option B).
HW: Take notes on text ch. 8 of ABGW. Finish reading Wyatt Rutherford's "Numb Nation" I-search (a subset of Option B) essay. Choose a topic for surprising essay.
Friday, 10-19
Installment 5 of senior memory book due.
Sentence lifts from mid-terms. (For Rebekah only.)
Read all example of informative/surprising essays on the Asst. Sheets/Models page of this website. Start in class. Finish as homework.
HW: Choose at least three possible topics for your informative/surprising essay.
Week 10
Tuesday, 10-9
Submit revised scholarship essays.
Fourth installment of senior memory book due.
Continue work on positive and negative descriptions. Read analysis portions of angle of vision essays on the Asst. Sheets/Models page of this website.
Begin analysis portion of the angle of vision essay.
Introduce Thursday's in-class mid-term essay and work on outline. See Marissa's midterm and Marissa's exit exam on the Asst. Sheets/Models page.
HW: Read Catherine Conley's exit exam on the Asst. Sheets/Models page.
Create outline for mid-term.
Thursday, 10-11 In-class mid-term - due end of class.
HW: Continue work on Angle of Vision descriptions.
Friday, 10-12
Discuss approaches to angle of vision analysis.
Analyze one student volunteer's descriptions on screen. (words, figurative language, sentence structure, added or omitted details, other)
Work on the following: finalize descriptions; then write the analysis portion of the angle of vision essay.
If time permits, work on the senior memory books.
HW: Finalize descriptions; write the rough draft (best draft you can write before I see it) of the analysis of Angle of Vision.
Week 9
Tuesday, 10-2
Cleaning up:
*See any remaining ch. 1-4 videos.
*Mention the comma exercises that several missed on Friday. See the repeat immediately below.
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 Thursday.
Scholarship essays: Return scholarship essays. See one on screen. (Mention revision opportunity.)
Angle of Vision: View additional description models on the Asst. Sheets/Models page.
See 1-2 current 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.
Go outside to work on angle of vision revisions?
HW:
*In class, revise a classmate's first a of v paragraph, making the paragraphs show, as we did in class.
*For Thursday, revise scholarship essays. Be thorough.
*Prepare senior memory book installment for Friday.
Thursday, 10-4
Commas test
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.
Senior Memory Book: Work on senior memory book chapters if time permits. Fourth installment due Tuesday.
HW: Create a final draft of a of v #1 and write the opposite view in rough by the end of Friday's block. If you haven't already done so, read all examples on the Asst. Sheets/Models page of this website.
Friday, 10-5
Comma test #2.
Both positive and negative angle of vision descriptions due at end of block after peer rewriting exercise on description #2.
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Week 8
Tuesday, 9-25
All three scholarship essays due. (You'll have to un-submit the longer letter from Sept. 11 submission and submit on the Sept. 25 slot.)
Kaylee parent letter.
Introduce Angle of Vision assignment. Start by reading again concept 8 (pp. 52-57) and see the book's angle of vision assignment on p. 82 and 83. Then see the Angle of Vision Assignment Sheet. Discussion the places you've been and what you might describe.
Finalize presentations during the remainder of class.
HW: Tentatively choose a small slice of life in a specific setting for your angle of vision descriptions. Finish ch. 1-4 presentations.
Thursday, 9-27 Ch. 1-4 presentation due. Present in class.
See, on the Asst. Sheets/Models page, the examples of other students' work. Notice the showing (action and powerful descriptive diction) rather than telling. Focus on Rachel's description in class. Announce a place you'll probably describe.
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 Tuesday.
HW: Read the rest of the angle of vision descriptions on the Asst. Sheets/Models page. Choose a place to describe.
Friday, 9-28 Go outside to work on description #1 if all students have presented ch. 1-4 movies.
HW: Write first setting description. Note the models to see the desired length and narrative/descriptive style.
Week 7
Tuesday, 9-18
Final peer edit or personal edit of parent letters. (10 minutes)
Print final draft of parent letter and address envelope. Reminder: Use this document to see style requirements. Put letter and envelope in box. DO NOT SEAL THE ENVELOPE. I will read these to determine whether they are mailable.
Discuss briefly "Writing to Inform" from Joining the Conversation. Focus: We are partially writing to inform but mainly writing reflections when we write scholarship essays.
Introduce remainder of scholarship/college entrance writing. Review the ACES method using this Youtube video. Apply to SHORT scholarship essay.
*Examine samples of scholarship writing on overhead, and discuss subject matter and rhetorical problems involved in writing a short scholarship essay.
Today's focus: short, short essays (task #3). Assignment - Write a scholarship essay of approximately 250 words and no more than 299 words. Tailor this to one of the scholarships for which you might apply. Identify that scholarship and write the prompt at the top of the short, short essay. You may choose from the items I present to you, or you may find your own scholarship essays.
If time permits, work on your chapter for your memory book for Friday.
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.
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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.
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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.
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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.
HW: Read Ch. 20 – (“Evaluating sources”) - Take notes. If you have decided to use note cards, buy them this weekend.
Week 11
Tuesday, 10-24
Discuss ch. 8 of ABGW.
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.
Discuss current ideas for informative/surprising essay.
Establish a Kansas Library Card and navigate Explora multi-search. Generate ideas for informative/surprising.
Review informative/surprising assignment. Last class, we explored Wyatt Rutherford's I-search. Review: How do you create an I-search?
Today: See Colton Droge's surprising reversal (Droge - Oil) informative essay.
HW: Prepare 8th installment of senior memory book for Thursday.
Thursday, 10-26
Show me the 8th installment of the senior memory book.
Angle of vision draft 1 will be returned today. Read and revise.
Discuss analysis organizational strategies.
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. Finalize topic selection and begin work on annotated URL list.
Once you get approval to pursue your topic, start an annotated URL list. Here's a sample. Three annotated URLs will be due Tuesday.
Activities:
Review Kansas Library Card data base use.
HW: Revise your A of V. Due Tuesday. Create your annotated URL list (3 minimum for Tuesday). Here's a sample. Ten or more annotated URLs will be due Thursday.
Coming next week: Review of run-on sentences and fragments.
Week 10
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.
HW: Create a final draft of a of v #1 and write the opposite view. Read all examples on the Asst. Sheets/Models page of this website. Be ready to discuss their merits Monday.
Friday, 10-6
Sixth installment of senior memory book due. Both positive and negative descriptions due at end of block after peer rewriting exercise on description #2.
Week 7
Tuesday, 9-26
All three scholarship essays due.
Finalize presentations. Mr. M. in Topeka with journalists.
Thursday, 9-28 Ch. 1-4 presentation due. Present in class.
Introduce Angle of Vision assignment. Start by reading again concept 8 (pp. 52-57) and see the book's angle of vision assignment on p. 82 and 83. Then see the Angle of Vision Assignment Sheet. Next, on that same Asst. Sheets/Models page, look at the examples of other students' work. Notice the showing (action and powerful descriptive diction) rather than telling. Focus on Rachel's description in class. Choose a place you'll describe.
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: Read the rest of the angle of vision descriptions on the Asst. Sheets/Models page. Choose a place to describe.
Friday, 9-30 Go outside to work on description #1.
Week 6
Tuesday, 9-19
*Strip MLA formatting from parent letters, and change to friendly letter format. Print parent letter and address an envelope.
Print final draft of parent letter and address envelope. Use this document to see style requirements. Put letter and envelope in box.
Write your chapter for your memory book for Friday.
Introduce remainder of scholarship/college entrance writing. Review the ACES method using this Youtube video. Apply to SHORT scholarship essays.
*Examine samples of scholarship writing on overhead, and discuss subject matter and rhetorical problems involved in writing a short scholarship essay.
Today's 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.
HW: Write SHORT scholarship essay. Finish presentation.
Thursday, 9-21
Focus: Revision. Focus not just conventions (but conventions are important, too.) See Grant's parent letter as an example.
Finish the last of the scholarship letters. Put all on one document and submit them. Be sure to include the required length, the length of your essay, and the prompt in bold before each essay.
HW: Work on senior memory book. Third installment due tomorrow. Work on presentations.
Friday, 9-22
*Show me three chapters of Senior Memory Book. Work on presentations. Work on third scholarship letter.
______________________________________________________________
Week 5
Tuesday, 9-12
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 tomorrow. If you're not, you'll probably need a longer personal essay at some point anyway. We'll focus on the parent letter on Wednesday and Thursday. 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.
Show me 1st chapter of senior memory book.
HW: For Thursday (Frantic schedule): Read "Writing to Inform" from Joining the Conversation and take notes.
Wednesday, 9-13 (All but 4 students gone, most for Hansen test.)
Work on parent letters. Work on ch.2 of memory book.
HW: Senior memory book chapter 2.
Thursday, 9-14
Show me 1st and 2nd chapter of senior memory book.
Discuss the Sayreville assignment. Show a couple of items on the screen. Revise. Submit again to Classroom.
xc runners - read aloud UR Riddle recommendation.
Final drafts of parent letters will be mailed Tuesday, 9-19. I'll get revisions back to you today.
*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 (Moovly, Screentastify, Powtoons, Prezi, 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, 9-28. See samples on the bottom of the presentation guide sheet.
HW: For Tuesday: Finalize parent letters.
*Final printed draft to be mailed Tuesday.
*Choose the topic for your presentation and begin organizing. What tool will you use for the presentation? Create a story board.
*Revise Sayreville believe/doubt if you choose.
For Thursday, 9-28: Prepare ch. 1-4 presentation.
Week 4
MONDAY, 9-4 LABOR DAY; NO SCHOOL.
Tuesday, 9-5
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 have done 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 two years ago in September, and trials concluded last fall. 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, 9-7
Discuss the Sayreville assignment. Show a couple of items on the screen. Revise. Submit to Classroom.
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.
HW: Continue work on parent letters. Read and take notes on ABGW ch. 4.
UNDER CONSTRUCTION
Tuesday, 9-12
Review ch. 1-4 ABGW.
_______________________________________________________________
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 8-22 Activities: avoiding plagiarism, ways to publish. Forecast next week's work.
Are the following complete?
*Sign up for Google Classroom?
*For Remind?
*SalinaTech enrollment?
Share closed to open continuum rough drafts on screen. Revise.
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 remainder of ch. 1 ABGW.
Homework: Complete and turn in via Google Classroom your rough draft of the open-closed continuum paragraph. (Final draft due Friday)
*
Thursday, 8-24
* Spot check ch. 2 notes during the 10 minutes for open-closed final tweaks. Discuss ch. 2. What are the key concepts?
Discuss senior memory book.
Discuss parent letter.
*Read Mark's and Brady's letters to parents. (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, 8-26
HAND OUT PICTURE PACKETS!!
Submit final drafts of closed to open continuum paragraphs via Classroom after first 10 minutes of class.
*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, 8-17
Hand out student insurance stuff.
Attendance. Pass out text books and record numbers. Sign up for Google Classroom. Briefly discuss SalinaTech credit. Examine this schedule for the semester (called "overview by week" in the left sidebar).
* Google Classroom
* Remind (Teachers' and students' texting app)
Continue with Friday's material if time permits.
HW: Read course syllabus before Friday. Read ABGW ch. 1 and take notes or outline the chapter.
Friday, 8-18
Discuss Senior Memory Book (one way we'll "publish") and grading guide
Discuss ch. 1. (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. 6-11 of the ABGW text.
Sign up for:
* 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: 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.
Write a rough draft of a rough draft of a paragraph that explains the open-closed continuum.
HAND OUT PICTURE PACKETS. School pictures are Friday, Sept. 1.
____________________________________
UNDER CONSTRUCTION - MUST MAKE ROOM ON FRIDAYS TO SEE PROGRESS ON SENIOR MEMORY BOOK
Daily Plans and Homework 2016
Week 17
Monday, 12-5 Mary - show web site organization folders.
Examine Kent Kimball's conclusions and references.
Work on evaluative (cost-benefits) essay conclusions and references.
HW: Finish draft 1 of evaluative essay. Due Wednesday.
Wednesday, 12-7 Draft 1 Evaluative essay (cost-benefits) due beginning of block; peer edit day
Introduce in-class final.
HW: Complete final installment (#14) of senior memory book.
Friday, 12-9 Final installment of senior memory book due
Create outline for final exam.
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UNDER CONSTRUCTION
Week 18
Monday, 12-12 and Tuesday, 12-13 In-class final exam (evaluative essay 2) - NOTE THE CHANGE IN DATE DUE TO THE CHANGE OF THE NHS/SALVATION ARMY EVENT
Wednesday, 12-14 Draft 2 Evaluative essay (cost-benefits) due
Friday, 12-16 Open to assemble senior memory book
Monday, 12-19 - Open to assemble senior memory book
Wednesday, 12-21 Senior memory book due
Friday, 12-23 -- Tuesday, Jan. 3 NO SCHOOL FOR STUDENTS
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Week 16
Monday, 11-28 - See two A of V on screen.
Revise A of V essay. Peer edit.
Consumer Search literature review example (computers for college).
Work on Evaluative essay literature review.
HW: Prepare final draft of angle of vision.
Wednesday, 11-30 Draft 2 Angle of vision due (final draft?)
Examine Kent Kimball's intro and beginning of literature review. Work on literature review and senior memory 13.
HW: Review one source for the literature review portion of evaluative (cost-benefits essay).
One source of literature review and senior memory book installment 13 due Friday.
Friday, 12-2
Installment 13 of senior memory book due; literature review source one due.
Introduce discussion segment of cost-benefits analysis.
HW: Literature review and discussion section of cost-benefits analysis due Monday.
Week 15
Monday, 11-21 - Show me the evaluation matrix; work on senior memory book. Continuous senior memory book document through installment 11 due.
Wednesday, 11-23 -- Sunday, 11-27 Thanksgiving Break
Week 14
Monday, 11-14
See intros to a of v. analyses. See annotated descriptions (the copies of the descriptions that indicate the ways you have manipulated angle of vision through words, figurative language, sentence structure and addition or omission of details. Work on analysis in class.
HW: Finish analysis portion of angle of vision - turn in your positive and negative paragraphs and your analysis at the beginning of Tuesday/Wednesday class. Read ch. 8 of Joining the Conversation. Focus on 295-306. See p. 296 and 320 for suggestion about a product evaluation. See 313 - 319 for APA style.
Wednesday, 11-16
Angle of vision positive, negative, and analysis due. Introduce evaluative essay #1 (product cost/benefits analysis and evaluation). 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, 11-18
* See this video for APA basics.
* 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.
Senior memory book chapters through 11 due.
Three annotated URLs for evaluation essay due.
HW: Create a matrix that includes the products/schools you will evaluate and the criteria on which you will base your evaluation. 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 research for product analysis and evaluation.
Week 13
Monday, 11-7 *Final draft of paragraph 1 of A of V due by beginning of block.
Read together sample A of V analyses here . Focus on Linzy Kaniper's analysis of the beach. See also Rachel Peuchen's analysis of Amsterdam prostitution, and John Christie's analysis of writer's block.
Read again the assignment sheet for the angle of vision assignment. Then read the analysis portion of Linzy's and Rachel's and John's essays and answer the following questions:
1. Do all three analyses discuss ways to use word choice, figurative language, added and omitted details, and sentence structure to create a positive and negative angle of vision? If not, who has left out one or more methods?
2. Do all address the "so what" that was mentioned in the assignment sheet?
3. Do any of the introductions indicate that the writer will address the "so what"? If so, which one(s)?
HW: Write the opposite angle of vision paragraph below the previous one. Label both.
Wednesday, 11-9
On Monday, we examined together three angle of vision analyses. Today, look again at 2014 graduate Linzy Kaniper's angle of vision assignment and once again review the assignment sheet. Explain to my substitute what Linzy has done well in her descriptions and in her analysis. Make sure she understands what we are attempting to do in this assignment.
Then, here's your task for today:
*1. See my notes on your first paragraph of A of V on Classroom. Revise those paragraphs to make them show rather than tell and to make them more fluent. (15 minutes)
2. Peer REWRITE paragraph 2 with a different editor you used previously. (10-15 minutes)
3. Revise, considering that editor's suggestions.(10 minutes)
4. When you are done, show both paragraphs to my substitute. If she suggests additional work, continue to work on descriptions. (Both A of V descriptions are due on Classroom at the end of class.)
5. If she tells you they are ready to turn in, turn in your descriptions to Classroom, and do the following: Look again at the assignment sheet for the angle of vision essay and at Linzy Kaniper's and Paige Nurnberg's analyses on the Asst. Sheets/Models page to see how they are organizing their essays and how they have introduced their ideas.
The introductions are probably a variation of the following formula:
Lead in gently, broadly discussing angle of vision generally as follows:
1. Discuss default angles of vision (often determined by one's race, gender, socioeconomic status, national affiliation, etc.)
2. Advance to an overview of ways that advertisers, politicians, and others manipulate a of v.
3. Explain the current assignment (writing descriptions to explore a of v).
4. Establish your thesis - Let it introduce how you manipulated a of v for this assignment and foreshadow your discussion of the "so what." Consider forecasting the items you'll discuss in the body.
a. connotation of words
b. figurative language
c. addition or omission of details
d. sentence structure
e. any other techniques you used to manipulate angle of vision
Then write the introduction to your own analysis of your angles of vision. (due Monday)
HW: Work on senior memory book.
Friday, 11-9
Submit installment 9 of the senior memory book.
Make a copy of your 2 descriptions and use highlighting and commenting to show how you used the following to shift your reader's angle of vision.
1. Direct explanation. (You should have a difficult time finding an example of this since our goal was to show and not tell.)
2. Word choice. (Look for ways you shifted connotations of words from one paragraph to the next.)
3. Figurative language (Where and for what purpose did you use similes, metaphors, alliteration, assonance, parallelism, antithesis, repetition, inversion, allusion, irony, etc. to enhance or shift your reader's angle of vision?)
4. Sentence structure. (Did you move an image to the beginning or the end of a sentence or frame the image in the middle of a sentence for emphasis or de-emphasis? Did you use any tricolons or other examples of parallelism to create a desired cadence in either paragraph? Did you emphasize any thoughts or images by using a short sentence in the midst of long, flowing sentences?)
5. Addition or omission of details. (What did you include in one description that you didn't include in the other? Why did you add or omit that detail?)
HW:
Finish highlighting and commenting on the two descriptions for A of V if you don't finish during class. Write the introduction to to your a of v analysis.
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______________________________________
Week 12
Monday, 10-31
Draft 2 (final draft?) of informative/surprising (research paper) due. Submit to Classroom.
Show ch. 5 notes. Discuss ch. 5. (Focus on ways to manipulate angle of vision: words, figurative language, sentence structure and addition of omission of details.)
See selected items from rs/fragment test 1
Name the place you will describe for the angle of vision assignment and, in a 15-minute timed writing, write one of the two descriptions. Submit for completion points.
Work on senior memory books for remainder of period. Get ahead.
HW: Prepare for rs/frag test 2. Continue work on sr. mem book.
Wednesday, 11-2
Discuss Allyn and Bacon ch. 5.
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 sentence structure.
HW: Revise a classmate's first a of v paragraph, making the paragraphs show, as we did in class. Prepare 9th senior memory book installment for Friday.
Friday, 11-4
rs/fragment test 2
Submit senior memory book #9.
Joe Zoo on screen
Musical cast performing.
Work on senior memory book; get ahead.
HW: Create a final draft of a of v #1 and write the opposite view. Read all examples on the Asst. Sheets/Models page of this website. Be ready to discuss their merits Monday.
Nov. 3 and 4 Musical
Week 11
Monday, 10-24 and Tuesday, 10-25
Quiz on fragments and run-ons.
Senior Memory book 7th installment due.
Turn in your informative/surprising essay eval sheet if you didn't already.
Choose a different peer editor and get a second edit on your informative/surprising.
Introduce Analytical essay #1 - Angle of Vision
HW: Read ch. 5 ABGW (Angle of Vision); revise informative/surprising
Wednesday, 10-26 and Thursday, 10-27
1. Create a continuous Doc of senior memory book chapters and submit on Classroom. Memory book 8th installment due.
2. See college comp grading guide.
3. See samples of informative/surprising essays from this year's students: Bryce-intro; Evelyn-segue to quotes; Kaylen-tone (professional, informative tone, avoidance of "I" and "you," and intro and conclusion); Aspen-diction and suspense in organizational pattern.
4. Outside for second peer edit.
5. Delay ch. 5 notes, going over the rs and frag test and advancing on angle of vision until Monday/Tuesday.
HW: Using the suggestions from Monday's/Tuesday's and today's peer edit, revise your informative/surprising essay. Due Monday/Tuesday at beginning of class.
Add to ch. 5 ABGW notes if you need to.
Do you have a plan for a place to describe for angle of vision essay?
Friday, 10-28 NO SCHOOL FOR STUDENTS - professional development
Week 10
Monday, 10-17 and Tuesday, 10-18
Memory book show and tell.
Open to finish research paper.
Wednesday, 10-19 NO SCHOOL for students (PT conf)
Thursday, 10-20 and Friday, 10-21
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
Review commas, using Grammar Bytes commas exercise 4.
Take comma quiz.
ch. 20 open notes quiz scrapped. Just show me your notes. Make sure you have listed six reasons research writing poses difficulties for novice writers and seven skills essential for novice researchers.
Show ch. 22 notes.
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.
Wednesday, 10-12
Review comma usage, using comma test 1 on the overhead.
Using this form, edit two sophomore character sketches. (You will edit a total of three.)
HW: Senior Memory Book chapter; study for comma test re-take.
Friday, 10-14 Senior Memory book 6th installment due.
Comma test re-take.
Using this form, edit one more sophomore character sketches.
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.
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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.
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 block to demonstrate understanding of MLA style
Friday, 11-13 – Summary/response final draft due on Classroom. Work on writing research paper – finish source citations.
WEEK 14
Monday, 11-14
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.
Wednesday, 11-16 ROUGH RESEARCH PAPER DUE – PEER EDIT IN CLASS; show instructor all preliminary research steps. See this checklist for details.
Self-edit research paper and revise.
Friday, 11-18 -- ?? Begin final project - analyzing and synthesizing (Cultural literacy)?
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Week 12
Monday, 11-2
Summary/response essay due beginning of class.
Introduce research paper - see assignment sheet on the Asst. Sheets/Models page of this web site.
Students work on topic selection and annotated URL list as I work with conduct individual conferences about sum/response.
Activities:
Check ch. 9 notes.
Hand out coursebook packet and assign pp. 98 of course book. Review KSU data base use. Get approval for research paper topic and begin research. Create an annotated URL list. Here's a sample. Due Wednesday.
Individuals consult with Mr. M. about summary/response as others work.
HW: Due Wednesday, 10-30: Ch. 9 notes.
Due next Wednesday: Summary/response final draft.
Wednesday, 11-4 (Mr. M gone)
*Ch. 9 notes due on Google Classroom.
*Parallelism quiz (google form) - Mrs. Cordill will provide the shortened URL.
*Create an annotated URL list for your upcoming research paper. List at least 10 URLs for sources and annotations that tell you what you'll find in each source.
*Read Ch. 20 and take notes.
*do pp. 90 and 94 of coursebook
HW: If any items above were left unfinished, finish them before Friday.
Friday, 11-6
*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 page 122 of coursebook - a notetaking system for the photocopy age AND my method (slugs in margins) 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 at the beginning of Friday's class.
HW: Read ch. 21 (just pages 611-615, 624-634, and 639-642) for Monday. Continue work on summary/response and research paper. Read all sample research papers on web site.
Week 11
Monday, 10-26
1.View comments on mid-term. See one example on screen.
Annotate
2. Discuss annotating and summarizing using the MARS approach (Making Connections, Asking Questions, Reacting both with and against the grain, andSummarizing small chunks of text as you read).
3. Create (more) annotations on your chosen syndicated column using this method AND label the thesis and main points. (This labeling is part of the summarizing step.)
Self Edit
4. After using a MARS approach, revisit your summary and ask yourself the following questions.
* Did you summarize the thesis within the first two sentences?
* Did you mention each main point somewhere in the summary?
* Did you mention the author, the article title and the source within the first two sentences?
* Did you use internal transitions?
* Attributive tags?
* Does the summary's voice sound "flat," like a news story?
Trade editorials and summaries with a partner and read each other's editorials. Then trade summaries and check to see if each partner has clearly pinpointed the author's main points.
Peer edit
1. Pair, trade articles and read each others' articles.
2. Write one sentence that summarizes the gist of your partner's article. Then read your partner's gist statement at the end of the first sentence of his/her summary. Is your partner portraying accurately the author's main point?
3. Read the rest of your partner's summary. Offer suggestions about the questions listed above in purple.
Revise summary and re-submit summary.
Show teacher your response outline.
4. Work on summary/response draft 1.
HW: Continue work on summary/response
Wednesday, 10-28
1. Upload believe/doubt to Weebly site.
2. Continue work on response in class. Visit with me about your ideas as other classmates work.
Friday, 10-30
Grammar day: Parallel structure.
See this PowerPoint together and discuss.
Then do this parallelism exercise and this one.
Continue work on response.
HW: Summary/response due Monday, 11-2 and 11-3. Study for parallelism test. Do additional exercises if necessary.
Monday, 11-2 Parallelism test.
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Week 10
Monday, 10-19 and Tuesday, 10-20
1. Submit summary of cellphone column. (Examine several on screen.)
2. Introduce Wednesday's in-class mid-term essay and work on outline. See Marissa's midterm and Marissa's exit exam on the Asst. Sheets/Models page.
3. Evaluate two more sophomore character sketches.
4. Show me the essay you've chosen for your summary/response.
HW: Read Catherine Conley's exit exam on the Asst. Sheets/Models page.
Wednesday, 10-21 and Thursday, 10-22 In-class mid-term
Friday, 10-23
Examine cell phone summaries and outline examples on screen. Revise cell phone summary in class.
HW: Revise and re-submit cell phones summary (optional)
*Prepare summary of your chosen article. (required)
*Create summary/response outline and submit Monday/Tuesday. (required)
Week 9
Tuesday and Wednesday, 10-13 and 10-14
*Submit Ch. 6 practice quiz on Google Classroom.
*See summary/response samples on screen. Discuss Andres Martin's "On Teens and Tatoos" and examine the formula options (Outline Examples for writing a summary.
*Show me your three articles. Discuss favorite ideas and discuss using two favorite articles for all students.
Thursday and Friday, 10-15 and 10-16
1. Discuss how to find syndicated columns online.
2. Read "How your cellphone is damaging you" together and annotate, reading with and against the grain.
3. Begin editing one sophomore character sketch.
HW:
1. Finish edit of sophomore essay #1 (if you didn't finish in class), and bring it back to me.
2. Finish annotating the cellphone column.
3. Using page 129-30 of the Allyn Bacon Guide to writing as your template, write a summary of the cellphone column and submit it on Google Classroom.
Week 8
Monday, Tuesday 10-5 and 10-6
*See returned believe/doubt essays.
*Discuss parenthetical source citations and APA style references one more time. *See this source for information about what to include in the reference citation. *See this OWL web page to review in-text APA citations.
Ch. 6 notes due. Check and discuss. Introduce summary and response writing via this Summary/Response Assignment Sheet. Explore KSU data bases.
HW: Choose an opinion piece for summary/response. Get all pieces ready for portfolio. See this checklist to know which items to put in the folder.
Wednesday, 10-7 NO SCHOOL for students. Parent-teacher conferences.
Thursday, Friday 10-9 and 10-9
1. First 30 minutes-Work on portfolio folder #1, believe/doubt. See this checklist for detail. Put completed orange folder in the gray in-box for your class at the back of my room.
2. When you finish the folder, make a copy of this Ch. 6 practice quiz and fill in the answers.
3. Read EMAW opinion 1 and opinion 2. See also Kristin Conley's summary response.
4. Re-read Patrick Eslick's rough draft on the assignment sheets/models page of this web site.
HW: Find three opinion articles (This is a graded assignment.) that meet the requirements for the summary-response essay, and bring them Monday/Tuesday. (It's fine to bring a list of URLs if you find them online.) Make sure you have articles of 750-2000 words, and make sure they are opinion article, not news or feature articles. Newspaper editorials of 300-400 words are too short for the assignment. You may find articles on your KSU data bases, on the newspaper sites listed on the assignment sheets/models page of this web site, or elsewhere.
UNDER CONSTRUCTION BEYOND THIS POINT
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Week 7
Monday, 9-28
*Review edits on believe, doubt;
*review APA formatting
*learn about APA style intertextual citations and references See this video about basic APA format. (See APA Style Manual in the and this video about DOIs andthis one in the left sidebar)
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: Finish grammar exercises and prepare for Friday quiz.
Revise "doubt." Write abstract.
Wednesday, 9-30 Submit abstract. Discuss ideas for writing reflection and begin writing in class. Do fragment exercises 1 and 2 at Chomp Chomp.
HW: 1. Write reflection. 2. Finish fragment exercises from Chomp Chomp.
Friday, 10-2 Quiz fragments and run-ons.
Reflection (and all other parts) due
HW: Read and take notes on ch. 6.
Week 6
Monday, 9-21
*Submit "believe" on Google Classroom.
*Comma quiz (Google form)
*Examine in detail the doubt portion of KSU example believe/doubt essay to prepare to write our own essays.
HW:
Do lesson 4 at Chomp, Chomp to prepare for comma quiz 2.
Write, for Friday, your "doubt" portion of the believe/doubt essay.
Wednesday, 9-23
See "believe" essays on classroom. Revise. Peer edit using paper handout provided in class. Work on doubt essay and everything else except the reflection. If you have slack time, begin work on Friday's grammar exercises.
HW: Revise "believe" according to teacher's and peers' instructions. Complete doubt essay.
Friday, 9-25
Re-test commas.
Submit "doubt" essay on Google Classroom.
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.
Week 5
Monday, 9-14
* Convert your parent letters to friendly letter form (strip off name block, etc.) Peer edit one last time. Address envelopes and turn in parent letters in unsealed envelopes AND SUBMIT ON GOOGLE CLASSROOM.
* Discuss believe/doubt topics submitted on Google Classroom.
* Examine in detail the KSU example believe/doubt essay to prepare to write our own essays.
HW: Create an outline or graphic organizer for and write "believe" or "doubt" portion of your own "believe" essay. Read and take notes on ch. 5 of ABGW.
Wednesday, 9-16
Final draft of parent letter due in unsealed envelope.
Rough draft of "believe" due. (Five paragraphs - intro, three supported points, conclusion). It's okay if this one is pretty rough; I just need you to wallow in the complexity of this assignment and give it a try for now.
* Project a "believe" essay on the screen and discuss development (bulk), logic, and organization. If we don't, we'll either "share" essays with out class or read them aloud.
HW: Ch. 5 notes.
Friday, 9-18
* Check notes. Then discuss ch. 5 of ABGW and expand those notes.
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: Revise the believe portion according to peer recommendations and submit on Google Classroom. Finish any comma exercises you did not finish in class.
Monday, 9-21
Quiz on commas. Examine "doubt" portion of KSU believe/doubt essay.
HW: Write doubt essay. Draft due Wednesday.
Wednesday, 9-23 Doubt portion of believe/doubt due.
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Week 4
Monday, 9-7 NO SCHOOL
Tuesday, 9-8 and Wednesday, 9-9 Test ABGW ch. 1-4. Parent letter revision due by end of class.
See believe/doubt practice on screen, if projector works. If not, read Sayervile believe/doubt in front of class. Choose a subject for believe/doubt essay. See example essay that I will send to via Google Classroom. Begin research. Work on presentations if they are not yet finished.
Thursday, 9-10 and Friday, 9-11 Presentation due. Present in class. Work on parent letters and submit believe/doubt topic.
HW: Finish the parent letter. Finalize and submit on Google Classroom your believe/doubt topic.Read ch. 5 in text and take notes for Wednesday.
Monday, 9-14 and Tuesday, 9-15 Final drafts of parent letters mailed.
Week 3
Monday, 8-31
* See one paragraph from closed to open assignment. Discuss analogy (compare the new to the understood and stick with the same one analogy throughout).
* Preview upcoming "stuff."
* Peer edit parent letter. Use this document.
* Intro believe/doubt: 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 new, future assignment (the assignment after the parent letter), so keep your paragraphs. Also list 5 possible topics you could 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 Friday, 9-11. Revise closed to open paragraph if I suggested a revision.
Wednesday, 9-2 CHANGE OF PLAN FOR BLOCK 1. Danielle Brown from KSU in to discuss concurrent credit at beginning of first block class. See college class list information at the bottom of concurrent credit page (keep scrolling; our info is in red).
Play believe/doubt game about Sayerville football case. Recap and add to your understanding of the facts here and here. BTW, this event took place last September, and trials are concluding now.
Discuss ch. 4, including the U.R. Riddle recommendation. Write the UR Riddle recommendation in class. Review ch. 1-4 ABGW. Choose the topic for your presentation and begin organizing. What tool will you use for the presentation. Create a story board.
Block 6: Everyone have an Eid? Everyone have parent signature form to Mrs. White?
Block 1: See orange and have Eid and parent signature by Friday.
HW:
*Write your believe/doubt assignment about the Sayerville football season cancellation.
*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, graphic novel, etc.) about one of the major concepts presented in the first four chapters of the text. You will present projects Thursday and Friday; there's no school Monday.) See samples (created inMoovly) from last year here.
Friday, 9-4
The presentation is due Thursday, 9-10 or Friday, 9-11, depending on the day you meet.
HW: Continue work on parent letter revisions. Create your presentations. Study for test 1-4.
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Week 2
Monday, 8-24 and Tuesday 8-25
10 minutes: Discuss thoughts about your understanding of the closed to open paragraph.
10 minutes: Flash 3 student paragraphs on the screen and discuss.
10 minutes: Self edit and revise closed to open paragraph; then read paragraphs aloud and, using the "closed to open paragraph checklist," discuss how to improve them. (See Asst. Sheets/Models to find the checklist.)
Remind students to keep all materials, including at least three drafts of each essay and text book chapter notes. Sixth block: sign and turn in plagiarism pledges. Reference last year's portfolio checklist at Asst. Sheets/Models and show a portfolio.
HW:
* Closed to open paragraph final drafts are due Wednesday by midnight.
* Read ch. 2 and take notes.
* Parent letter rough (typed) will be due Monday.
*Read Mark's and Brady's letters to parents.
Wednesday, 8-26 Submit final drafts of closed to open continuum paragraphs via EdModo.
* Spot check ch. 2 notes during the 10 minutes for open-closed final tweaks. Discuss ch. 1 and 2.
*Read Mark's and Brady's parent letters on the screen. What elements help you understand that Mark's is open form and Brady's is closed?
*Plan your parent letter. (Outline and determine whether to use open or closed form.) Outline of letter due Friday; rough due Monday. We'll peer edit Monday.
HW reminder: Read ch. 3 and take notes for Friday.
Parent letter draft due Monday at beginning of class.
Thursday, 8-27 Danielle Brown from KSU in to discuss concurrent credit at beginning of 6th block class.
Friday, 8-28
HAND OUT PICTURE PACKETS
DANIELLE BROWN FROM KSU HAS CHANGED HER VISIT TO WEDNESDAY.
1st block: Discuss ch. 3. work from parent letter outlines to rough drafts
6th block: Discuss ch. 1 and 2 of ABGW. Discuss Mark's parent letter. Discuss ch. 3 if time permits.
* HW: Write parent letter (due Monday/Tuesday); create the best letter you can before the peer review.
Week 1
Thursday, 8-20 and Friday, 8-21
Activities: Discuss credit, plagiarism, portfolios. Hand out book. Forecast next week's work. Write journal entry about an event that changed your view of the world.
Sign up for Google Classroom. Discuss ch. 1 (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 Monday.
Homework: Read ABGW ch. 1 and take notes or outline the chapter. Complete and turn in via Google Classroom your rough draft of the open-closed continuum paragraph. (Final draft due Wednesday/Thursday)