ASSIGNMENTS:NOTE: Content and due dates are posted here. For a detailed account of the lesson, please visit the agenda.
May 25
Persuasive Product Sales Pitch VIDEO LINKS ------------------------------------------------------------------------- Readings and Materials for the week of May 1-5:
APRIL 28
Reading: "Xiuhtezcatl Roske-Martinez Gave An Incredible Speech To The UN" ------------------------------------------------------------------------- APRIL 26 Reading: "What Happens After The Year 2100?" ------------------------------------------------------------------------- APRIL 24 Transcript of "Cooked - Air" Ongoing Assignment: Graphic Organizer: Developing a Context for Climate Change - 50 pts. ------------------------------------------------------------------------- <<<<<<BEGIN UNIT 5: NATURE Vs. THE WORLD >>>>>> APRIL 13 Public Service Announcement POSTER Due Friday, 4/14 WHEN YOU ARE FINISHED, UPLOAD YOUR POSTER (.JPG) to: GOOGLE FOLDER ------------------------------------------------------------------------- APRIL 11 Food Extravaganza Sign Up (for Wednesday 4/12) ------------------------------------------------------------------------- APRIL 3 Persuasive Letter Writing Assignment - 200pts Rough Draft due 4/10 (in class) Final Draft due 4/12 (in class) ------------------------------------------------------------------------- MARCH 29 Culinary Collaboration -------------------------------------------------------------------------MARCH 28 Graphic Organizer due tonight (11:59pm) Be sure your quotes are EMBEDDED -------------------------------------------------------------------------MARCH 22 excerpt from Michael Pollan's "In Defense of Food" -------------------------------------------------------------------------MARCH 17 Mark Bittman's "What's Wrong with What We Eat" -------------------------------------------------------------------------MARCH 15 Poster Assignment Farmer in Chief Analysis FORM EMBEDDING QUOTES FORM ------------------------------------------------------------------------- MARCH 13 Farmer in Chief Analysis FORM EMBEDDING QUOTES FORM Michael Pollan's "Farmer in Chief" Reading ------------------------------------------------------------------------- MARCH 10 Written Response - See AGENDA - (due in class on Turnitin.com) Google Form (Lohan and Goodman) ------------------------------------------------------------------------- MARCH 6 Graphic Organizer: Developing a Context for Food Makenna Goodman's "Ever Wonder if You Could Kill What You Eat? We Did the Other Night" ------------------------------------------------------------------------- MARCH 1 Tara Lohan's "The Ultimate in Eating Local" ------------------------------------------------------------------------- FEBRUARY 28 Complete Says-Means-Matter table for "Calorie Conveyor Belt" <<<<< VIEW PAST UNITS AND ASSIGNMENTS HERE >>>>> |
UNIT 5: Priority StandardsREADING
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. <<<<<<<<<<< VIDEOS >>>>>>>>>>>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 <<<<<<<<<<< VIDEOS >>>>>>>>>>>
"I wake up every morning in a house that was built by slaves"
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GRAB N' GO
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HELPFUL LINKS
Google Forms (for Writing)EMBEDDING QUOTES
SAYS-MEANS-MATTERS T.E.S.T. ----------------------------------------------------------- |
DOCUMENTS/HANDOUTS
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TURNITIN.COM CODES:
[Be sure to join the correct class]
ILLUMINATE Testing Portal
Username: student email (ex: [email protected]) Password: student lunch number (ex:123456) |
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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