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ASSIGNMENTS
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CALENDAR
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AGENDA
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RESOURCES
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COURSE INFORMATION
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ASSIGNMENTS
Vocabulary Notebooks (Ongoing Assignment)
Next vocabulary check: May 31
ENGLISH 11 EVALUATION ---------------------------------------------------------------------------------- May 22 Graphic Organizer - ALL Sources ---------------------------------------------------------------------------------- May 21 "Cooked" Episode - Graphic Organizer Transcript of "Cooked - Air" ---------------------------------------------------------------------------------- May 7 Persuasive Letter Writing Assignment - 200pts Rough Draft due 5/10 (in class) Final Draft due 5/13 (in class) ---------------------------------------------------------------------------------- April 16-30 CAASP Testing Practice SBAC Performance Task (Complete Part 1 Readings) Practice SBAC Performance Task (Complete Part 1 Questions) Practice SBAC Performance Task (Complete Part 2) ----------------------------------------------------------------------------------April 9 Formal Assessment: A Letter from President Obama ---------------------------------------------------------------------------------- March 29 WRITING ASSIGNMENT: Response to Pollan's Farmer in Chief ---------------------------------------------------------------------------------- March 27 Presentation Notes: Rhetorical Devices ---------------------------------------------------------------------------------- March 21 Pollan's "Farmer in Chief" (Due Monday 3/14) ---------------------------------------------------------------------------------- March 20 In Defense of Food Quiz ---------------------------------------------------------------------------------- March 15 Michael Pollan: Excerpt from In Defense of Food (Handout) ---------------------------------------------------------------------------------- March 9 Mark Bittman: “What's Wrong With What We Eat” (Handout) ---------------------------------------------------------------------------------- March 6 Makenna Goodman's "Ever Wonder if You Could Kill What you Eat?" ---------------------------------------------------------------------------------- March 2 Tara Lohan's "The Ultimate in Eating Local" (urban foraging) ---------------------------------------------------------------------------------- February 28 Lohan: Says-means-matter ---------------------------------------------------------------------------------- February 20 DHS Proposal Presentations and Written Proposals due TODAY! Come dressed & rehearsed. PANEL SCHEDULE ---------------------------------------------------------------------------------- February 16 PANEL SCHEDULE ---------------------------------------------------------------------------------- February 15 Proposal Presentation Major Topics ---------------------------------------------------------------------------------- February 13 Proposal Rubrics (Written/Presentation/Classwork) ---------------------------------------------------------------------------------- January 30 TEAM RESPONSIBILITIES WORKSHEET Step-by-Step Planning Guide Survey Data Analysis (Due 2/1) ---------------------------------------------------------------------------------- January 22 Group Members and Roles Form ---------------------------------------------------------------------------------- January 18 Creating a Sense of "Home": A DHS PROPOSAL ASSIGNMENT Suggested Tools & Resources Proposal Template Sample Proposal #1 Sample Proposal #2 DHS Proposal STEP-BY-STEP PLANNING GUIDE Organizing Evidence Worksheet (Digital) ---------------------------------------------------------------------------------- January 17 Lee vs. Iyer Paragraph Assignment (Due Thursday) Sample Chang vs. Lee Paragraph ---------------------------------------------------------------------------------- January 11 Begin reading Chang-Rae Lee's "Coming Home Again" ---------------------------------------------------------------------------------- January 8 Otis Johnson vs. Krebs Questions (Due Wednesday) Watched: "My Life After 44 Years in Prison" ---------------------------------------------------------------------------------- December 18 Entrance Ticket Sampling ---------------------------------------------------------------------------------- December 14 Hemingway's "Soldier's Home" ---------------------------------------------------------------------------------- December 12 Response to Pico Iyer's TedTalk, "Where is Home?" ---------------------------------------------------------------------------------- December 8 Videos due Monday in class - POST TO PADLET HERE PERIOD 7 Link Be sure to upload to Youtube ---------------------------------------------------------------------------------- December 5 Identity Found Poem Video Assignment ----------------------------------------------------------------------------------December 1 VOCABULARY CHECK on Monday Complete first 3 columns of the found poem assignment ---------------------------------------------------------------------------------- November 30 IDENTITY Found Poem ---------------------------------------------------------------------------------- November 27 Questions on "Life at Marrano Beach" ---------------------------------------------------------------------------------- November 16 "Life at Marrano Beach" ---------------------------------------------------------------------------------- November 14 WEB DuBois "Double Consciousness" Reading Questions on "Double Consciousness" (Due Thursday 11/14 by 11:59pm) ---------------------------------------------------------------------------------- November 9 Complete "Shadi and Mouaz vs. Superassassin" written comparison (see slides) LIST OF VERBS TO HELP! ---------------------------------------------------------------------------------- November 6 Anders Fjellberg | TED Talk - TRANSCRIPTS Group Mind Map: Comparing the Syrian refugees to the narrator of Superassassin" ---------------------------------------------------------------------------------- November 2 SUB ASSIGNMENT: COMPLETE PARTS 3 & 4 of the "Superassassin" Analysis Questions PERIOD 4: Task 3 due at the start of tomorrow's class. See agenda Slides for specific directions on task 4 ---------------------------------------------------------------------------------- November 1 SUB ASSIGNMENT: COMPLETE PARTS 1 & 2 of the "Superassassin" Analysis Questions ---------------------------------------------------------------------------------- October 27 Read and Annotate Lysley Tenorio's "Superassassin" ---------------------------------------------------------------------------------- October 26 TEDTALK - Taiye Selasi: Don't Ask Me Where I'm From, Ask Where I'm Local [click to view Transcript] Three R's of your identity - Due in class 10/27/16 ---------------------------------------------------------------------------------- October 25 ASSIGNMENT: Superhero Profile and Drawing (on Index card) are due first thing tomorrow in class. ---------------------------------------------------------------------------------- October 24 ASSIGNMENT: Design Own Superhero ----------------------------------- END OF UNIT 1-----------------------------------
October 19 Bringing your Essay to Life - POSTER ASSIGNMENT (due Friday) ---------------------------------------------------------------------------------- October 18 Essays due by 11:59 on Turnitin.com ---------------------------------------------------------------------------------- October 16-17 Revise essays based on Peer Workshop ---------------------------------------------------------------------------------- October 13 VIEW SAMPLE TEST PARAGRAPH Rough Draft Due Monday IN CLASS. PRINT ONE COPY. ---------------------------------------------------------------------------------- October 12 Sample Outline REVISE Outline, thesis, and one fully written body paragraph due tonight! ---------------------------------------------------------------------------------- October 11 Sample Outline Outline, thesis, and one fully written body paragraph due tonight! ---------------------------------------------------------------------------------- October 10 Research Essay: Constitutional Rights ---------------------------------------------------------------------------------- October 5 Short Essay due Friday (10/6) on Turnitin.com Report Card Night is tonight from 6:30-8:00p.m.! ---------------------------------------------------------------------------------- October 4 Complete part 1 and the introductory paragraph to part 2 of the Analysis of Court Case #1 - Writing Handout ---------------------------------------------------------------------------------- October 3 HW: Finish Court Case #1 Graphic Organizer ---------------------------------------------------------------------------------- October 2 26 October 2016 BILL OF RIGHTS HOMEWORK (Period 7 ONLY) - Due Wednesday on Turnitin.com: Read the NY Times article, "Kamala Harris and Rand Paul: To Shrink Jails, Let’s Reform Bail." In two paragraphs, examine the argument Harris and Paul's bill makes. How are they using the Bill of Rights to make their case. You MUST cite textual evidence from BOTH the Bill of Rights and the NY Times article. Court Case #1: Tinker v. Des Moines
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28 September Extra Credit Writing Assignment (due Friday by 11:59pm) (NOTE: You may only complete this if you finished and submitted the Protest Letter) ---------------------------------------------------------------------------------- 27 September Join Our Fight Letter *Planning document due: Wednesday on turnitin.com *Letter due on Friday by the end of the period ---------------------------------------------------------------------------------- 25 September Declaration of Independence Modern English Supplement ---------------------------------------------------------------------------------- 22 September Essays Due in Class on Turnitin.com (Must be Formatted in MLA or -5 points) Declaration of Independence ---------------------------------------------------------------------------------- 20 September Revise Local (small) issues of your essay. RECORD ESSAY, Upload to Youtube and then to Padlet PERIOD 4 Essay Revision Padlet PERIOD 7 Essay Revision Padlet ---------------------------------------------------------------------------------- 19 September Revise Global (BIG) issues of your essay. ---------------------------------------------------------------------------------- 18 September Rough Draft due tomorrow (This is your BEST attempt at a final draft) Please bring TWO hard copies ---------------------------------------------------------------------------------- 15 September INTRO + 3 BODY PARAGRAPHS DUE on MONDAY Please see the agenda slides for sample paragraphs created in class ---------------------------------------------------------------------------------- 14 September Michelle Obama DNC Speech Rhetorical Analysis (Agenda Slide 51) View Transcript Rhetorical Analysis Essay Outline Rhetorical Analysis Essay Packet ---------------------------------------------------------------------------------- 11 September Beginning Michelle Obama DNC Speech View Transcript ---------------------------------------------------------------------------------- 8 September Rhetorical Appeals Quiz Today ---------------------------------------------------------------------------------- 5 September HW: Conjunctions Worksheet (Exercises A & B ) Rhetorical Appeals Packet due (IN CLASS) ---------------------------------------------------------------------------------- 24 August HW: Complete "Banksy Analysis" (see agenda slides) ---------------------------------------------------------------------------------- 18 August HW: Complete one T.E.S.T. paragraph answering the following question: How is English arbitrary at times? BRING ALL OF YOUR SUPPLIES (DAILY) STARTING MONDAY! ---------------------------------------------------------------------------------- 15 August Syllabus Quiz Questions (GOOGLE FORM) Read and annotate Richard Lederer's "English is a Crazy Language" Identify THE BIG 5 (reading strategies) |
UNIT 4: Priority StandardsREADING
RI 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI 11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI 11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. WRITING
W 11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W 11-12.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation including footnotes and endnotes. CA Speaking and listening
SL 11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL 11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL 11-12.4 Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation. CA Unit 3: Home
Common Core Standards READING
RL 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build shaped and refined by specific details; provide an objective summary of on one another to produce a complex account; provide an objective summary of the text. WRITING
W 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W 11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation including footnotes and endnotes. CA SPEAKING AND LISTENING
SL 11-12.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL 11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL 11-12.4 Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CA Supplemental MATERIAL
Unit 2: Identity Crisis
Common Core Standards READING
RL 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build shaped and refined by specific details; provide an objective summary of on one another to produce a complex account; provide an objective summary of the text. RI 11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. WRITING
W 11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. SPEAKING AND LISTENING
SL 11-12.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL 11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Supplemental MATERIAL
Unit 1: (In)equality
Common Core Standards R.I. 11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. R.I. 11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. R.I. 11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. W 11-12..2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. S.L. 11-12
SL 11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 their own clearly and persuasively. SL 11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL 11-12.4 Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation. CA Supplemental MATERIAL
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TURNITIN.COM CODES:
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Students read and respond to historically and/or culturally significant literature that complements their study of American history in the junior year and fulfills the requirements of the English Language Arts Common Core Standards. In the fall semester, literature of the pre-Colonial and Colonial experience through the nineteenth century are studied. In the spring semester, the focus is on mastery of the three CC essays covered during first semester (narrative, informative and argumentative) and successful CCSS testing. Reading, writing, listening, and speaking are important elements of student work.
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