Monday, December 19, 2016

AGENDA 12/19

Prep for Final Exams

Answers to Multiple-Choice Practice:
1 - A
2 - A
3 - C
4 - B
5 - D
6 - C
7 - D
8 - C
9 - E
10 - A
11 - D

HW: Last round of independent reading book groups and projects this week. Final exam on Wednesday: 20 multiple-choice questions and 2 rhetorical analysis essays, back-to-back. Bring your Rhetorical Analysis Timed Essays FLT sheet and any prep materials you'd like to use. You'll also need notebook paper and blue or black ink pens.

Wednesday, December 14, 2016

AGENDA 12/14

Take California Healthy Kids Survey

Review and discuss elements of good rhetorical analysis introductions
-peer revise rhetorical introductions we wrote on Kilbourne and Porter for homework

Review FLTs for Rhetorical Analysis Timed Essays

HW: Write ONE body paragraph for either the Kilbourne or Porter essay, building off your revised introduction and making sure to include the elements called out in the FLTs. Due tomorrow. Independent reading presentations wrap up this week and next!


LAST CHANCE FOR WRITING CENTER, TODAY AND TOMORROW AT LUNCH!

Tuesday, December 13, 2016

AGENDA 12/13

Continue to complete viewing guide for Kilbourne's Killing Us Softly 4 , take notes, and discuss as we watch


HW: Complete another SOAPSTone thesis paragraph for Jean Kilbourne's Killing Us Softly 4  just as we did for Tony Porter's "A Call to Men" and turn in tomorrow with our Kilbourne film viewing guide. Keep working on independent reading projects--presentations continue this week.

Monday, December 12, 2016

AGENDA 12/12

Distribute viewing guide for Kilbourne's Killing Us Softly 4 and discuss the "before viewing" questions

Watch the three Dove commercials: "Amy," "Onslaught," and "Evolution" and discuss: Which is most compelling? What sticks with you?

Watch and discuss (and take notes on) Jean Kilbourne's Killing Us Softly 4

HW: Hold onto Friday's SOAPSTone paragraph for Tony Porter's "A Call to Men" until we finish the Kilbourne film. Keep working on independent reading projects--presentations continue this week.

Friday, December 9, 2016

AGENDA 12/9

Combining review of this week’s learning around argument with previous learning of rhetorical analysis
Watch Tony Porter’s TED Talk, “A Call to Men
Discuss and analyze Porter's choices, and talk about whether this is primarily an argument of fact, value, or policy

HW: Write a SOAPSTone thesis paragraph in response to the prompt: Watch the TED Talk carefully. Then, write a well-organized essay in which you analyze the techniques Porter uses to convey his argument.  (NOTE: Do not write the whole essay, just the introduction paragraph!)

Wednesday, December 7, 2016

AGENDA 12/7

Additional practice on open, closed, and counterargument thesis statements


HW: Finish independent reading 📚 and work on independent reading projects. Read, annotate, re-read, and funnel “Putting Down the Gun” by Rebecca Walker, pages 573-575 AND “Being a Man” by Paul Theroux, pages 567-570 for THURSDAY.

Tuesday, December 6, 2016

AGENDA 12/6

WHAT WE’RE DOING TODAY:
Discuss Tannen’s essay “There Is No Such Thing as an Unmarked Woman,” pages 552-556.
Schedule independent reading discussions


HW: Finish independent reading 📚 and work on independent reading projects. Read, annotate, re-read, and funnel “Putting Down the Gun” by Rebecca Walker, pages 573-575 AND “Being a Man” by Paul Theroux, pages 567-570 for THURSDAY.

Monday, December 5, 2016

AGENDA 12/5

Quiz over Introduction to Chapter 3 - Analyzing Arguments: From Reading to Writing
Group activity: writing closed, open, and counterargument thesis statements
Schedule independent reading discussions


HW: Read, annotate, re-read, funnel Tannen’s essay “There Is No Such Thing as an Unmarked Woman,” pages 552-556. Be prepared to discuss tomorrow. Finish independent reading 📚 and work on independent reading projects

Monday, November 28, 2016

AGENDA 11/28

Introduction to Chapter 3, Analyzing Arguments, From Reading and Writing
Overview PPT

HW: Bring textbook the rest of this week! Finish independent reading 📚 and work on independent reading projects.

Friday, November 18, 2016

AGENDA 11/18

Reminder: Independent reading - finish books this week
Stamp check for questions 3, 7, and 8 from page 1032 of textbook
Discuss Thoreau

  1. Share your annotations, answers to questions, and funneling or other strategies you used
  2. What did you do differently? Where did you agree? (Jot notes)
  3. Choose the  three aphorisms that you think best represent Thoreau’s argument. Copy them down and cite by (Thoreau #)
  4. Write a SOAPSTone claim for this piece, including the title and author.
  5. Write down 5 questions that you could use in dialogue with Thoreau, to get him to clarify his arguments, to add support, or to push back on his ideas.

...due at end of period

EXTRA CREDIT OPPORTUNITY: Contribute a relevant, helpful image (max of two per word!) for the vocabulary words from Thoreau's "On the Duty of Civil Disobedience." Make sure the images are suitable for classroom use and would display well (that they are not too pixellated, for example). Use the first several slides as examples. Here's the link to edit the vocabulary document! Due by Tuesday, 11/22. Write your name in the "Notes" tab and a description of your image.

HW:  Finish independent reading 📚 and annotate and funnel the three current event articles in the packet. Bring your annotated, funneled packet to class on Monday, and consider doing the extra credit challenge!

Monday, October 24, 2016

AGENDA 10/24

Collect permission slips for field trip
Begin crafting scripts using script instructions for Election Project

Continue reading Act II of A Mighty Mighty People 

HW: Finish reading Act II of A Mighty Mighty People for homework and copy down two quotations worth discussing, make one Level 2 question and one Level 3 question to bring to class Tuesday: you'll have one set for Act I and one set for Act II.
Here are some of the songs from Act I:

"How I Got Over"
"Rocka My Soul"
"Mary Don't You Weep"
"Ain't Gonna Let Nobody Turn Me Around"
"Swing Low, Sweet Chariot"

Here are some of the songs from Act II:
"Be My Husband"

Friday, October 21, 2016

AGENDA 10/21

Collect permission slips for field trip
Complete survey for Proposition sign up (one group member submits for all)
Work on annotated bibliographies and view sample
Begin reading A Mighty Mighty People 

HW: Finish reading A Mighty Mighty People for homework and copy down two quotations worth discussing, make one Level 2 question and one Level 3 question to bring to class Monday. Finish and submit annotated bibliography to Turnitin.com.
Here are some of the songs from Act I:

"How I Got Over"
"Rocka My Soul"
"Mary Don't You Weep"
"Ain't Gonna Let Nobody Turn Me Around"
"Swing Low, Sweet Chariot"


Monday, October 17, 2016

AGENDA 10/17

Vocabulary from Narrative of the Life of Frederick Douglass

Thursday, September 29, 2016

AGENDA 9/29

Read, Annotate, Reread, and Funnel the two Prefaces to The Narrative of the Life of Frederick Douglass

HW: Finish this week's Commonplace Books assignment, focusing on a current article from a reputable news source about any of the Presidential candidates (this may be a news article or op-ed piece) or Presidential debates (due this weekend).

Tuesday, September 27, 2016

AGENDA 9/27

Discussing last night’s debates. Please answer on a separate sheet of paper (or at the bottom of your notes from last night’s debates):
WARM-UP: What did you notice in terms of rhetorical appeals? How did the two major-party candidates show their credibility/ethos? How did they use facts or statistics to appeal to logos? What emotional (pathos) appeals were made? What feelings do you think they were most trying to inspire in their audiences?
Introduction to The Narrative of the Life of Frederick Douglass, An American Slave
PPT introducing Characteristics of Slave Narratives as a genre
Read and discuss the Preface

HW: Begin working on this week's Commonplace Books assignment, focusing on a current article from a reputable news source about any of the Presidential candidates (this may be a news article or op-ed piece) or Presidential debates (due this weekend).

Friday, September 16, 2016

AGENDA 9/16

Please find your post-it from your parent!
Reminder: bring outside reading book next Tuesday to class. Vocabulary quiz pushed to next THURSDAY over words from Boys in the Boat and rhetorical terms from pages 36-38


Vocabulary Practice #2

Today: Watch President Bush’s speech in response to Hurricane Katrina. Use the same strategies we used yesterday to talk through your SOAPSTone/LAD ideas at your tables. This is additional practice, not new material.

HW: Continue drafting epigraph essay: final draft due between Tuesday and Sunday. Commonplace Books #2 due by Sunday to Turnitin.com. Come in for help at lunch today! Last chance!


Thursday, September 15, 2016

AGENDA 9/15

Please sign the Class Norms poster if you were absent!
Reminder: bring outside reading book next Tuesday to class. Vocabulary quiz next Tuesday over words from Boys in the Boat and rhetorical terms from pages 36-38

Review yesterday’s SOAPSTone and LAD on the editorial cartoon from 2005


Today: Watch President Bush’s speech in response to Hurricane Katrina. Use the same strategies we used yesterday to explore the image and create your SOAPSTone/LAD notes at your tables. This is additional practice, not new material.

HW: Continue drafting epigraph essay: final draft due between Tuesday and Sunday. Commonplace Books #2 due by Sunday to Turnitin.com. Come in for help at lunch tomorrow! Last chance!

Wednesday, September 7, 2016

AGENDA 9/7

Review Pust's sample rough draft, with comments, of the Epigraph Essay
Your essay should answer the following questions:

In the introduction--
Why does Brown choose this epigraph for this chapter?
What does this epigraph actually mean?

In body paragraphs--
How does Brown use language/rhetorical techniques to explore the ideas presented in this epigraph?

In conclusion--
How is this chapter/epigraph relevant to us today?

HW: Continue to draft Epigraph Essay. Completed rough draft due in class on Friday. Pust's sample revised draft is here for your reference.

Tuesday, September 6, 2016

AGENDA 9/6

Check epigraph essay chart and intro paragraphs

Timed essay practice: rhetorical analysis from The Boys in the Boat

 WHY THIS MATTERS:
Analyzing how authors use language will make us stronger thinkers and more informed readers and citizens.

HW: Continue drafting epigraph essay: working draft due tomorrow (Wednesday). Submit Commonplace Books assignment #1 to Turnitin.com before the end of the week.

Friday, September 2, 2016

AGENDA 9/2

Proofread and answer questions regarding Commonplace Books assignment: teacher sample

Introduce remaining vocabulary words from The Boys in the Boat

Introduce epigraph essay and assign chapters

HW: Continue working on Commonplace Books assignment--final draft due to Turnitin.com by Friday, 9/9 6pm. Continue writing vocab sentences/illustrations as we review each word. Begin drafting epigraph essay : completed chart and introductory paragraph due Tuesday in class.

Thursday, September 1, 2016

AGENDA 9/1

Share teacher sample of Commonplace Books assignment
Review vocabulary from The Boys in the Boat

HW: Complete your Commonplace Books assignment and bring a hard copy to class tomorrow for your peers to final-edit/proofread. Then, upload to Turnitin.com before 6pm Monday.

Wednesday, August 31, 2016

AGENDA 8/31

Quiz: The Boys in the Boat
(makeup deadline 9/7 at lunch)

Share teacher sample of Commonplace Books assignment

HW: Complete steps 1-4 of Commonplace Books assignment.

Tuesday, August 30, 2016

AGENDA 8/30

Review SOAPS and rhetorical situation, share SOAPS homework
Introduce Commonplace Books assignment
Introduce first few vocabulary words from The Boys in the Boat

Fantastic resource: Try using the dictionary at Vocabulary for all of your word analysis needs. It's a phenomenal way to look up new words!

HW: Select an article on the 2016 Rio Olympics: either a news article or op-ed piece, print or clip and bring to class tomorrow with a draft summary paragraph (step 3 from Commonplace Books handout). Write an example sentence or draw a picture for the words discussed in class today.

Monday, August 29, 2016

AGENDA 8/29

Today's PPT - review syllabus quiz, then practice Escalating Questions technique for discussing How It Went Down
Period 3 only: approve class norms

Textbook room: Check out 2nd ed of Language of Composition

HW: Read pages 1-7 of Chapter 1 and complete the SOAPS activity on pages 6-7.

Friday, August 26, 2016

Wednesday, August 24, 2016

AGENDA 8/24

Class Ethics
Share explanation of your core value
Create class ethics and share
Turn in values one-pager

Google Form for period 3 class ethics

Google Form for period 4 class ethics

HW: Review summer reading - Bring How it Went Down tomorrow if you have a copy. Reading quiz over The Boys in the Boat next Monday or Tuesday!

Monday, August 22, 2016

AGENDA 8/22

Welcome Back!
Daily Agenda
Complete Student Information Form
First Day Letter for Parents and Students
Optional Parent Homework Assignment: Parents, please feel free to email your response to me!

Create a tree map - classify Values, Morals, and Ethics and discuss examples and non-examples to arrive at clearer definitions of these concepts
Tree Maps we made
Values Packet - select 5 core values and write them on the blank side of your index card. Be prepared to share tomorrow.

HW: Catch up on or review readings as necessary: we'll work with How It Went Down this week and start on The Boys in the Boat next week!

Friday, March 18, 2016

AP Full-Length Practice Exam Information

AP Full-Length Practice Exam Information: Report to L103 on ONE of the following dates:
Saturday, March 19th: 9:00am-1:00am
Thursday, March 31st: 9:00am-1:00pm
Wednesday, April 6th: 3:30-7:00pm
1) Arrive at least 15 minutes before the session is to begin.
2) Have cell phones or any other electronic device off and put away. Youcannot use it as a clock.
3) Bring 2 #2 pencils and 2 blue or black ink pens and enough lined paper for 3 essays.
4) Bring a snack and/or beverage (suggested, not required).
5) Where to report: Language building, first floor. Headquarters: L103
6) The test lasts 3.5 hours. There will be one bathroom break after the first hour.

Wednesday, February 17, 2016

AGENDA 2/17

Revising persuasive letters to improve style
List of first and second semester texts for help with citations

Review rubric on Turnitin.com

HW: Continue to revise persuasive letter: add three rhetorical techniques, make sure you have included appeals to emotions, ethos, and logos, proofread and edit! Letter due before midnight on MONDAY. Make your discussion board posts on Turnitin.com for The Pact - 2 posts on George, Sam, and Rameck, each including a direct quotation from the text, due before midnight SUNDAY. Email me with questions or contact me through Remind!

Thursday, February 11, 2016

AGENDA 2/11

Collect revised Chavez paragraphs

Discuss techniques used and appeals made to ethos, pathos, and logos in Pust's sample letterhttps://drive.google.com/file/d/0B7F0_YI12yXJa2Q3SUZzZ1E0MEU/view?usp=sharing to Marie Claire magazine editor
Planning for your rhetorical letter:

  • Consider your request first: Do you want the person or company to send you more information? Do something differently? Add on to what they are already doing? Make a change?
  • Determine your recipient: Ask for help narrowing it down or finding the appropriate audience if you need to!
  • Select your text: You must include a direct quotation from one of our class texts and incorporate it into your argument as an "expert opinion."
Bring a typed rough draft to class on Tuesday for peer revision and advice!

Work time: Begin responses to The Pact discussion boards on Turnitin.com using your tree maps and book. You'll need to complete a total of six posts to the three discussion boards--two for each. You may start a new topic or respond to the ideas of another student (or me), and must use academic English (capitalize proper nouns, no texting language, etc.) and must include a direct quotation in each of your six posts. If you write more than six posts, you only need to include direct quotations in six of them.

In-class work check: (don't turn in; points given at your desk)

  1. Tree maps for The Pact
  2. Circle maps for letter brainstorming
  3. Intro/body paragraph for Maria Stewart prompt
  4. Intro/body paragraph for John Downe letter prompt
HW: For Tuesday, bring a typed draft of your rhetorical letter. Complete six Pact discussion board posts (2 for each topic) before 2/21 at 10pm.

Wednesday, February 10, 2016

AGENDA 2/10

Introduce rhetorical letter assignment and share Pust's sample letter

Return timed essays on the Chavez prompt and explain the revision assignment, due tomorrow

HW: Revise one body paragraph from your Chavez timed essay according to the criteria we discussed in class (FLTs R6, R7, R8, R9, R10, W2, and W3). Also, write a brief reflection paragraph describing the changes you made and what you realized about writing rhetorical analysis essays.

Wednesday, February 3, 2016

AGENDA 2/2

Two-circle discussion: "America Skips School" by Benjamin Barber

HW: Continue reading and annotating/adding to tree map for The Pact, chapters 11, 12, 13, 14

AGENDA 2/3

Finish discussing "America Skips School" by Benjamin Barber - focus on rhetoric today

  • How can we describe Barber's tone? What words give evidence for this?
  • Why does Barber use humor and sarcasm? How does the sarcastic "multiple-choice quiz" help make his argument?
  • Why does Barber use anaphora, the repetition of "If we were serious," to make his point?
  • What is the lasting take-away from this essay? The most powerful part of this piece?
Return timed essays and discuss pointers for Rhetorical Analysis - review FLTs and flow chart


HW: Continue reading, annotating, and adding to your tree maps as you finish The Pact for Monday. 

Monday, February 1, 2016

AGENDA 2/1

Work day: Read, annotate, re-read, funnel and prep for discussion "America Skips School" by Benjamin Barber

HW: Prep for class discussion tomorrow; read on in The Pact.

Friday, January 29, 2016

AGENDA 1/29

finish Escalating Questions: Neil Postman's "Order in the Classroom" starting at slide 8

Complete one-page conversation on paper in class (slide 10 of Escalating Questions) and submit at the end of the period.

HW: Read, annotate, and add to your tree map for The Pact, chapters 11, 12, 13 “Rap,” “Lovesick,” and “Access Med” for Monday. Be prepared to discuss: do their challenges increase and intensify in these chapters?

Thursday, January 28, 2016

Wednesday, January 27, 2016

AGENDA 1/27

Partner-share: Share your FATT claim and position/thesis with a partner
Cold-call students to share FATT claim and position/thesis (while...ultimately...because...and) for Sir Ken Robinson's lecture, "Changing Education Paradigms"
Read, annotate, reread, funnel "Order in the Classroom" by Neil Postman and be ready to discuss tomorrow!

HW: Finish reading, annotating, re-reading, and funneling "Order in the Classroom" by Neil Postman

Tuesday, January 26, 2016

AGENDA 1/26

Finish watching "Changing Education Paradigms," lecture by Sir Ken Robinson, and discuss
1) What ideas are worth exploring?
2) What are you skeptical about or what needs more research?
3) What is Sir Ken Robinson's major claim? Write a FATT claim statement.
4) To what extent do you agree with his claim? Write a thesis/position using "While, ultimately...because...and" and give two reasons to support your thinking.

HW: Be prepared to share your FATT claim and thesis/position in class tomorrow!

Monday, January 25, 2016

AGENDA 1/25

TW: Rhetorical analysis (Kelley)
Use rhetorical analysis FLT sheet and flow chart to assist you, as well as your sample paragraphs and notes on the Stewart and Downe prompts.

HW: Be ready to turn in your paragraphs on the Stewart and Downe prompts later this week. Continue reading and annotating/updating your tree map for The Pact, "Earth Angel," "A Different World," and "Rameck on Giving Back"

Friday, January 22, 2016

AGENDA 1/22

Reading Quiz over chapters 1-7 of The Pact on Socrative Student

Take notes and watch "Changing Education Paradigms," animated lecture by Sir Ken Robinson

Discuss: What is his focus/claim?
What is worth researching further?
What ideas are worth discussing?

HW: Read "George on Peer Pressure" and "Summer Odyssey," the next two chapters in The Pact.

Thursday, January 21, 2016

AGENDA 1/21

Class discussion: add to tree maps, discuss opening chapters of The Pact in preparation for tomorrow's reading quiz (can use tree map on tomorrow's quiz!)

HW: Read (or reread) through chapter 7 of The Pact and add to your tree map. Quiz tomorrow! Come in for extra help with timed rhetorical analysis essays if needed before Monday's timed essay.

Friday, January 15, 2016

AGENDA 1/15-1/20

First, write a challenge affecting k-12 public education on each of your four post-it notes
Then, in groups of 4-5, share your post-its round-robin style, one at a time,
Next, categorize your notes in a tree map
Create tree maps: problems affecting K-12 education (see sample #1 and sample #2) and present to class

Share out: what did this activity help you realize about challenges in K-12 education? What did you get from your group members or other groups that you didn’t think of on your own?

Read10 Major Challenges Facing Public Schools” by Grace Chen. Students should read silently, annotate for understanding, re-read, and funnel this blog post. Then, with a sharing partner, discuss annotations and funneling. What overlaps did they notice with their tree maps?

Class discussion over Chen’s blog post. Of the ten challenges Chen mentions, which ones do students think are most important? What challenge would be most important for a third-grader? For a parent? For a politician trying to get elected on improving America’s schools? For a middle school teacher? How does the point of view change the importance of each challenge Chen notes?

Create tree map to help you organize your thinking as you read The Pact
Annotate as you read on your tree maps and/or with post-its and continue to note unfamiliar vocabulary, important ideas, questions you have. Read “Dreaming Big,” “Home,” and “Ma” and annotate/note on your tree maps as you read.

HW: Continue reading and annotating The Pact, “Common Ground,” “Caged,” “A Big Break,” and “Hope,” and add to your tree maps.


Wednesday, January 13, 2016

AGENDA 1/13

Review steps for timed rhetorical analysis essay in groups of 4 - write steps on individual post-its, then view another group's work and write check marks next to any similar steps to validate their thinking.

Flow Map we made of steps for Rhetorical Analysis Essay

HW: Independent reading - 500 pages by 2/15