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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:
16 May
Best attempt at a final draft due tomorrow. Bring 2 copies. MUST be complete to receive credit. Must also submit to turnitin.com --------------------------------------------------------------------------------------------------- 8 May Unit 5: Argumentative Research Essay and TED Talk --------------------------------------------------------------------------------------------------- 6 May Walt Whiman: "Give Me the Splendid, Silent Sun" --------------------------------------------------------------------------------------------------- 2 May Walt Whiman vs. The World (Graphic Organizer) --------------------------------------------------------------------------------------------------- 30 April CAASP TESTING --------------------------------------------------------------------------------------------------- 29 April Walt Whitman: "Spontaneous Me" --------------------------------------------------------------------------------------------------- 23-26 April CAASP TESTING --------------------------------------------------------------------------------------------------- 19 April Practice SBAC Performance Task (Complete Part 2) --------------------------------------------------------------------------------------------------- 18 April Practice SBAC Performance Task (Complete Part 1 Questions) --------------------------------------------------------------------------------------------------- 17 April Practice SBAC Performance Task (Complete Part 1 Readings) --------------------------------------------------------------------------------------------------- 15-16 April Read/Annotate Ch.1 of The Big Necessity ---------------------------------------------------------------------------------- 11-12 April Read/Annotate The Big Necessity Introduction ---------------------------------------------------------------------------------- 2 April Begin Reading/Annotating: Man in the Realm of Nature (Alexander Spirkin) ---------------------------------------------------------------------------------- 1 April Video Transcript: "Xiuhtezcatl Roske-Martinez Gave An Incredible Speech To The UN" ---------------------------------------------------------------------------------- 22 March Read/Annotate: What Happens After The Year 2100? Complete Graphic Organizer Section ---------------------------------------------------------------------------------- 19 March Transcript of "Cooked - Air" Ongoing Assignment: Graphic Organizer: Developing a Context for Climate Change - 100 pts. ---------------------------------------------------------------------------------- 11 March Food Extravaganza Sign Ups (for THURSDAY 3/14) Revise Essay and Bring in New Draft (hard copy) Tomorrow Take home "OPT-OUT" Letter for Friday's Activity ---------------------------------------------------------------------------------- 4 March "Taking Steps Towards Change" Letter Assignment PERIOD 3 ONLY: Complete Response to “Farmer in Chief” (Due Tomorrow) ---------------------------------------------------------------------------------- 1 March Finish Reading/Annotating “Farmer in Chief” Complete Graphic Organizer section for Bittman PERIOD 3 ONLY: Complete Response to “Farmer in Chief” ---------------------------------------------------------------------------------- 27 February Complete Graphic Organizer for Mark Bittman Begin reading/annotating Polan's "Farmer in Chief" ---------------------------------------------------------------------------------- 26 February Mark Bittman's "What's Wrong with What We Eat?" (Transcript) ---------------------------------------------------------------------------------- 13 February Michael Pollan's "In Defense of Food" Graphic Organizer: Developing a Context for Food ---------------------------------------------------------------------------------- 12 February Foer Questions (Due Tomorrow) ---------------------------------------------------------------------------------- 8 February Foer's "Let Them Eat Dog" Complete two embedded quotes and put them in the Graphic Organizer: Developing a Context for Food ---------------------------------------------------------------------------------- 6 February Makenna Goodman's "Ever Wonder if You Could Kill What You Eat?" ---------------------------------------------------------------------------------- 4 February Calorie Convey Belt Transcript ---------------------------------------------------------------------------------- 1 February Graphic Organizer: Developing a Context for Food Tara Lohan's "The Ultimate in Eating Local" ---------------------------------------------------------------------------------- 30 January PROPOSAL PRESENTATION SCHEDULE ---------------------------------------------------------------------------------- 24 January PROPOSAL PRESENATION CHECKLIST PROJECT RUBRICS ---------------------------------------------------------------------------------- 15 January SAMPLE PROPOSAL ---------------------------------------------------------------------------------- January 7 Creating a Sense of "Home": A DHS PROPOSAL ASSIGNMENT SURVEY DATA ANALYSIS: Due Friday (1/11) December 10 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) ---------------------------------------------------------------------------------- December 7 Lee vs. Iyer Paragraph Assignment (Due Friday PM) Sample Chang vs. Lee Paragraph ---------------------------------------------------------------------------------- December 6 Begin reading Chang-Rae Lee's "Coming Home Again" ---------------------------------------------------------------------------------- December 5 Otis Johnson vs. Krebs Questions (Due Wednesday) Watched: "My Life After 44 Years in Prison" ------------------------------------------------------------------------------------------ December 4 "Soldier's Home" Analysis ------------------------------------------------------------------------------------------November 30 Hemingway's "Soldier's Home" ------------------------------------------------------------------------------------------ November 28-29 Lucille Clifton Poem (See slides) Pico Iyer TedTalk Transcript Response to Pico Iyer's TedTalk, "Where is Home?" ------------------------------------------------------------------------------------------ November 27 Identity Found Poems Padlet Begin Home Unit ------------------------------------------------------------------------------------------ November 26 CFA 2 on Illuminate ------------------------------------------------------------------------------------------ November 16 Found Poem Video Assignment (Due 11/27) ------------------------------------------------------------------------------------------ November 13 IDENTITY Found Poem ------------------------------------------------------------------------------------------ November 9 Presentations Entrance Ticket Sampling ------------------------------------------------------------------------------------------ November 6 Applying Sources to "Superassassin" - See slides Presentations on Friday ------------------------------------------------------------------------------------------ November 6 Julian Baginni TEDTalk Transcript Connections to other sources (see slides) ------------------------------------------------------------------------------------------ November 1 WEB DuBois "Double Consciousness" Reading Questions on "Double Consciousness" (Due Tuesday 11/6 by 11:59pm) ------------------------------------------------------------------------------------------ October 31 Complete Shadid and Mouaz vs. Superassassin Quickwrite Submit on Turnitin.com by 11:59pm ------------------------------------------------------------------------------------------ October 29 TEDTalk on Shadi and Mouaz VIEW TRANSCRIPT of TEDTalk ------------------------------------------------------------------------------------------ October 28 Analysis Questions due at the start of class tomorrow ------------------------------------------------------------------------------------------ October 25 FINISH Reading "Superassassin" COMPLETE Questions 1-7: "Superassassin" Analysis Questions Due Friday at the start of class ------------------------------------------------------------------------------------------ October 23 Continue Reading "Superassassin" COMPLETE PARTS 1 & 2 of the "Superassassin" Analysis Questions ------------------------------------------------------------------------------------------ October 22 Read and Annotate Lysley Tenorio's "Superassassin" ------------------------------------------------------------------------------------------ October 18 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 16 ASSIGNMENT: Design Your Own Superhero UNIT 1 Assessment tomorrow! ---------------------------------------- END OF UNIT 1--------------------------------------- October 15 FINAL DRAFT of ESSAY DUE TOMORROW! --------------------------------------------------------------------------------------------------- October 5 Research Essay: Constitutional Rights Sample Outline Constitutional Amendments VIEW SAMPLE TEST PARAGRAPH SEE DUE DATES IN ASSIGNMENT DESCRIPTION! --------------------------------------------------------------------------------------------------- October 4 Court Case #1 Essay due Friday by 11:59pm --------------------------------------------------------------------------------------------------- 2 October Begin Court Case #1 - Writing Handout (Due Wednesday at the end of the period) --------------------------------------------------------------------------------------------------- 1 October Court Case #1: Tinker v. Des Moines Supreme Court Case #1 - Handouts (A-C) Court Case #1 Graphic Organizer Court Case #1 - Writing Handout --------------------------------------------------------------------------------------------------- 28 September Extra Credit Videos (Protest letter) due Monday Post Videos to the Padlet on the RIGHT > --------------------------------------------------------------------------------------------------- 25 September Join our Fight Letter / Video --------------------------------------------------------------------------------------------------- 24 September Declaration of Independence view Modern English Supplement --------------------------------------------------------------------------------------------------- 21 September Posters due Monday (See agenda for assignment description) --------------------------------------------------------------------------------------------------- 19 September Final Drafts due Thursday --------------------------------------------------------------------------------------------------- 18 September Complete rough draft of essay (intro + 3 body paragraphs + conclusion) by tomorrow --------------------------------------------------------------------------------------------------- 14 September DUE MONDAY: Complete Questions 1-4 (READ Questions) + 2 Paragraphs (Write Question): "Remarks Concerning the Savages" Questions Sample Paragraph #1 Sample Paragraph #2 --------------------------------------------------------------------------------------------------- 12 September Complete Questions 1-4 (READ Questions): "Remarks Concerning the Savages" Questions Sample Paragraph #1 Sample Paragraph #2 --------------------------------------------------------------------------------------------------- 11 September IN CLASS: Reading/Annotating Franklin's "Remarks Concerning the Savages" Quiz on Thursday (Sentence Types/Comma Splices/Passive Voice) --------------------------------------------------------------------------------------------------- 7 September Obama Rhetorical Analysis essay due by Sunday at 11:59pm on turnitin.com Sample TEST Paragraph --------------------------------------------------------------------------------------------------- 5 September Complete INTRO and ONE Body Paragraph of the Rhetorical Analysis Short Essay OUTLINE --------------------------------------------------------------------------------------------------- 4 September Michelle Obama Speech Transcript --------------------------------------------------------------------------------------------------- 30 August Finish Logos page of packet --------------------------------------------------------------------------------------------------- 29 August Finish Pathos page of packet --------------------------------------------------------------------------------------------------- 20 August Goldberg's "Be Specific" --------------------------------------------------------------------------------------------------- 17 August TEST Paragraph on "English is a Crazy Language" Due Monday SAMPLE PARAGRAPHS --------------------------------------------------------------------------------------------------- 16 August Complete Richard Lederer Summary using the BIG 5 (due Friday) --------------------------------------------------------------------------------------------------- 14 August Read and annotate Richard Lederer's "English is a Crazy Language" Identify THE BIG 5 (reading strategies) |
Unit 5: Nature vs. The World
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 account and build shaped and refined by specific details; provide an objective summary of on one another to produce a complex; 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 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. Unit 4: What's For Dinner?
Common Core Standards READING
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 Materials
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. 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
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GRAB N' GO
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HELPFUL LINKS
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DOCUMENTS/HANDOUTS
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TURNITIN.COM CODES:
[Be sure to join the correct class]
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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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