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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:
18 May
Please complete the SPRING GRADE PREFERENCE FORM Time to grade Mr. Tsuyuki! COURSE EVALUATION ------------------------------------------------------------------------------------------ 4 May Distance Learning Assignment #4 ------------------------------------------------------------------------------------------ 6 April Phase 3: Distance Learning Assignment Graphic Organizer (Due: 5/1/20 by 11:59 pm on Turnitin.com) ------------------------------------------------------------------------------------------ 6 April Phase 2: Distance Learning Assignment ------------------------------------------------------------------------------------------ 23 March Phase 1: Distance Learning Assignment: 3/23-4/3 ------------------------------------------------------------------------------------------ 11 March "Taking Steps Towards Change" Letter Assignment ------------------------------------------------------------------------------------------ 15-6 March CFA 4 - Interim Focused Assessment on standard RI.2 ------------------------------------------------------------------------------------------ 3 March Michael Pollan's "In Defense of Food" ------------------------------------------------------------------------------------------ 25 February NEW INGREDIENTS CHECKLIST ------------------------------------------------------------------------------------------ 24 February Ingredient Checklist ------------------------------------------------------------------------------------------ 20 February Entrance Ticket PADLET Re-imagining Food: Culinary-English Collaboration Document HW: Post Ingredients list on PADLET here ------------------------------------------------------------------------------------------ 19 February Watch Video and Annotate Transcript for Mark Bitman's "What's Wrong What We Eat?" ------------------------------------------------------------------------------------------ 18 February France & Japan School Lunches (Videos in the slides) ------------------------------------------------------------------------------------------ 14 February Sub Assignment: One-Page Essay (due Tuesday in class) Note: This assignment must be completed to participate in the culinary collaboration ------------------------------------------------------------------------------------------ 13 February Ann Cooper's "What's Wrong with School Lunches" (Transcript) ------------------------------------------------------------------------------------------ 11 February Foer's "Let Them Eat Dog" ------------------------------------------------------------------------------------------ 7 February Read and Annotate Makenna Goodman's "Ever Wonder if You Could Kill What You Eat?" Complete GRAPHIC ORGANIZER Sections for Lohan and Goodman by Tuesday ------------------------------------------------------------------------------------------ 4 February Read & Annotate Tara Lohan's "The Ultimate in Eating Local" Complete one says-means-matters Row Annotations and SMM due tomorrow in class ------------------------------------------------------------------------------------------ 13 January PROPOSAL PRESENTATION CHECKLIST PROJECT RUBRICS SAMPLE PROPOSAL ------------------------------------------------------------------------------------------ December 16
SURVEY DATA ANALYSIS: (5 rows) Due on day of final exam ------------------------------------------------------------------------------------------ December 11 Proposal Group Calendar (For Managers) ------------------------------------------------------------------------------------------ December 9 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 6 Lee vs. Iyer Paragraph Assignment (Due Friday PM) Sample Chang vs. Lee Paragraph ------------------------------------------------------------------------------------------ December 2 Begin reading Chang-Rae Lee's "Coming Home Again" Otis Johnson vs. Krebs Questions (Due Wednesday) Watched: "My Life After 44 Years in Prison" ------------------------------------------------------------------------------------------ November 20 Hemingway's "Soldier's Home" ------------------------------------------------------------------------------------------ November 18 Lucille Clifton Poem (See slides) Pico Iyer TedTalk Transcript Response to Pico Iyer's TedTalk, "Where is Home?" ------------------------------------------------------------------------------------------ 14 November Identity Found Poem VIDEOS PERIOD 4 PERIOD 5 PERIOD 6 ------------------------------------------------------------------------------------------ 6 November IDENTITY Found Poem ------------------------------------------------------------------------------------------ 5 November Identity Essay: Period 4 ONLY ------------------------------------------------------------------------------------------ 1 November Sub Assignment: Julian Baginni Analysis Julian Baginni TEDTalk Transcript ------------------------------------------------------------------------------------------ 30 October WEB DuBois "Double Consciousness" Reading Questions on "Double Consciousness" (Due Friday in class) ------------------------------------------------------------------------------------------ 28 October Shadi and Mouaz vs. "Superassassin" Paragraph due tomorrow (See slides) ------------------------------------------------------------------------------------------ 24 October TEDTalk on Shadi and Mouaz VIEW TRANSCRIPT of TEDTalk ------------------------------------------------------------------------------------------ 23 October Complete "Part 4" of the Analysis Questions (2 paragraphs) ------------------------------------------------------------------------------------------ 22 October Complete Questions 6-10 ------------------------------------------------------------------------------------------ 18 October Questions 1-5 Due Monday (at the start of class) Responses should be THOROUGH. Embed ALL quotes. ------------------------------------------------------------------------------------------ 16 October FINISH Reading "Superassassin" COMPLETE Questions 1-5: "Superassassin" Analysis Questions Due Friday at the start of class ------------------------------------------------------------------------------------------ 15 October Read and Annotate Lysley Tenorio's "Superassassin" -------------------------------------------------------------------------------------------------- 11 October Superhero Profiles due Sunday PM Dress up as your superhero on TUESDAY! -------------------------------------------------------------------------------------------------- 10 October ASSIGNMENT: Design Your Own Superhero -------------------------------------------------------------------------------------------------- 9 October 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 10/10/19 -------------------------------------------------------------------------------------------------- 8 October Mini Essay (on Court Case) due tonight! -------------------------------------------------------------------------------------------------- 3 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 -------------------------------------------------------------------------------------------------- 1 October Join our Fight Letter / Video -------------------------------------------------------------------------------------------------- 30 September Declaration of Independence Modern English Supplement -------------------------------------------------------------------------------------------------- 27 September Franklin Posters (see agenda slides) -------------------------------------------------------------------------------------------------- 26 September Essays due tomorrow at the start of class -------------------------------------------------------------------------------------------------- 23 September Due Wednesday IN CLASS (bring one hard copy) - Franklin Rhetorical Analysis Essay: Analyze the rhetorical strategies (3) Franklin uses to make his case that the Native Americans are not savages. -------------------------------------------------------------------------------------------------- 20 September Complete 2 TEST paragraphs using embedded quotes See Slides for details on what you need in each paragraph. -------------------------------------------------------------------------------------------------- 17 September Complete TEST Paragraph on one of Franklin's strategies to persuade his audience of Native American civility. Due at 11:59 tonight! -------------------------------------------------------------------------------------------------- 16 September Begin to Read/Annotate Franklin's "Remarks Concerning the Savages" (See Agenda for Specific Assignments/activities) -------------------------------------------------------------------------------------------------- 11 September Revise essays based on peer feedback. Bring in one new hard copy to class tomorrow. -------------------------------------------------------------------------------------------------- 9 September SAMPLE OBAMA RHETORICAL ANALYSIS PARAGRAPHS -------------------------------------------------------------------------------------------------- 6 September Sample TEST Paragraph Complete INTRO and TWO Body Paragraphs of the Rhetorical Analysis Short Essay OUTLINE Sample TEST Paragraph -------------------------------------------------------------------------------------------------- 5 September Rhetorical analysis notes from lesson today -------------------------------------------------------------------------------------------------- 3 September Michelle Obama Speech Transcript -------------------------------------------------------------------------------------------------- 28 August Rhetorical Appeals Packet -------------------------------------------------------------------------------------------------- 15 August Lederer Summaries due Friday Night (turnitin.com) -------------------------------------------------------------------------------------------------- 13 August Read and annotate Richard Lederer's "English is a Crazy Language" Identify THE BIG 5 (reading strategies) |
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 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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HELPFUL LINKS
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DOCUMENTS/HANDOUTS
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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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