ERWC - English 12 (Period 2) Assignments

Agenda: Tues., Jan. 14, 2014

1. Finish reading "Three Ways to Persuade" by John Edlund
2. PAPA Square
3. Read "A Change of Heart About Animals" by Jeremy Rifkin, page 33
4. Homework: Reread "A Change of Heart About Animals" and annotate, find 1 example of each classical appeal (1 ethos, 1 pathos, 1 logos)

• Define "commencement"
• Summarize each of the 3 stories
• How does each story show Jobs opinion on the value of life

Agenda: Tues., Nov. 5, 2013

1. 'You've got to find what you love,' Jobs says, page 68

• Read & annotate

2. Squeeze Summary

• Group #1 - 1st story, page 68
• Group #2 - 2nd story, page 69
• Group #3 - 3rd story, page 70
• 2 sentence summary stating what the main idea is and how it reveals Steve Jobs opinion of the value of life

Agenda: Mon., Nov. 4, 2013

1. Quote Hunt

• For each of the texts we have read (Hamlet's soliloquy, Roger Ebert Interview, What Is a Life Worth, Healing Sgt. Warren) find 2 quotes that represent the value of life.
• Cite each quote: Text title, author's name, line/paragraph/page number
• For each quote, explain how it represents the value of life

2. Homework: Finish quote hunt; You should have a total of 8 quotes

Agenda: Fri., Nov. 1, 2013

1. Finish reading "Healing Sgt. Warren"

2. Classroom discussion

• The value of life according to Sgt. Warren
• The value of life according to Stephenson

Agenda: Thurs., Oct. 31, 2013

1. Finish reading "What Is a Life Worth?"

• Page 60, paragraphs 21 - 30

2. Predictions & Asking Questions "Healing Sgt. Warren"

• Look at the pictures and read the picture captions.
• What do the pictures and picture captions tell us about the article?
• Read the title and subtitle.
• What does the title tell us about the article?

3. Read "Healing Sgt. Warren"

1. Warm-up: 1) Have you read anything from Time magazine? 2) What do you know about that publication? 3) What kids of articles are commonly included in it? 4) What types of people do you think compose the magazines primary readership?
2. Making predictions & asking questions: "What Is a Life Worth?" article
• What predictions can you make about the article's content from the subtitle?
• What similarities does this article have with the Hamlet soliloquy and the Roger Ebert interview? What differences do they have?
• The Hamlet soliloquy and the Roger Ebert interview took a first-person perspective on the value of life. What perspective will this article take?
3. Read "What Is a Life Worth?"
• page 56, paragraphs 1 - 20
  

1. Return resumes
2. Collect composition books
3. Squeeze Summary presentations
   

1. Warm-up: 1) What topics related to the issue of "how society values life" does Ebert talk about in this interview? 2) Do you think Ebert's claim about the value of life will agree with Hamlet's? Why or why not?
2. Squeeze Summary: Write a 5 sentence summary for your chunk of the "Roger Ebert" interview
   
• Group 1: Paragraphs 1 - 7
• Group 2: Paragraphs 8 - 11
• Group 3: Paragraphs 12 - 14
• Groups 4: Paragraphs 15 - 21, Paragraphs 22 - 28
• Group 5: Paragraphs 29 - 40
3. Homework: Composition books due Fri., Oct. 25 (Notebook check #3 dates: 10/07/13 - 10/25/13)

1. Warm-up: Look again at the structure of Hamlet’s soliloquy. Each question should be answer in a well-written paragraph: 1) Where does Hamlet ask the central question of his soliloquy?, 2) Where does he restate this question in greater detail?, 3) Does Hamlet ever answer this question?, 4) Does he ask any other questions in this speech? And 5) Who or what interrupts Hamlet at the end of his soliloquy? Do you think he was finished talking?
2. Second Reading: Read the soliloquy a second time. This time, read the text with a yellow highlighter or colored pencil (or devise some other way of marking the text in a unique and easily recognizable way), marking the places in the text where Hamlet describes what it means to be alive. For example: In lines 2-3, Hamlet describes life as “the slings and arrows of outrageous fortune,” so you could highlight that phrase as an example of what Hamlet thinks it means “to be.”
3. Pessimism vs. Optimism: Take a look at the parts of the soliloquy you have highlighted and mark the examples with a “+” or “–” to indicate whether the examples show a positive (+) outlook on life or a negative (–) one. For the example (“the slings and arrows of outrageous fortune”), you would mark a “–” because it compares being alive to being under attack. After you have marked several such examples, reflect on the question asked earlier: At this moment, does it seem as if Hamlet is an optimist or a pessimist?
4. Homework: Draft #2 of Personal Statement due Fri., Oct.18, 2013
• Use either one of the attached worksheets to help you organize and revise your personal statement. Both worksheets are from Personal Statement workshops given by the UCs.

1. Society & life
• Answer the following questions in regards to how SOCIETY would answer it. What does being a live mean?
2. Shakespeare & Hamlet
   
• Prior knowledge - What prior knowledge/experiences have you had with either Shakespeare or Hamlet?
3. Homework: Draft #2 of Personal Statement due Fri., Oct.18, 2013
• Use either one of the attached worksheets to help you organize and revise your personal statement. Both worksheets are from Personal Statement workshops given by the UCs.
  

1. Return Personal Statements
2. Warm-up: What is life? Please answer each of the following questions in a well-written paragraph.
• What does being alive mean to you?
• How do you assign value to life?
• What makes life challenging?
• What makes life worth living?
• Describe a few examples that help show your thinking about how people should value life.
3. Homework: Type 2nd draft of personal statement due Fri., Oct. 18
   

1. Long Beach State speaker
   

1. Review grammar activities
   

1. Rhetorical Framework handout
2. Sentence Summaries
• Write five one-sentence summaries of your purpose, audience, situation, persona/ethos and message for your personal statement.
3. Resume Tips
4. Resume samples
5. Homework: 1st Draft of resume
   

1. Return composition books
2. Check homework
3. Type Personal Statement rough draft
• 1" margins all around
• Times new Roman, size 12
• Double space
4. Homework: Finish typing Personal Statement and email to [email protected]
   

1. Finish Benchmark Exam
2. Finish Student Transcript Conferences
3. UC Personal Statement
• Discuss Prompts
• Choose Prompt #1 or Prompt #2 and write
4. Collect composition books
• Notebook # 2 (9/23/2013 - 10/04/2013)
  
5. Homework: Finish Personal Statement
   

1. District Synched Assessment
2. Student Conferences - Transcript review
   
3. Homework: Composition books will be collected Fri., Oct. 4. Make sure everything is up to date and label with a legible date. The date time frame is Mon., Sept. 23, 2013 - Fri., Oct.4, 2013.

1. District Synched Assessment
2. Homework: Composition books will be collected Fri., Oct. 4. Make sure everything is up to date and label with a legible date. The date time frame is Mon., Sept. 23, 2013 - Fri., Oct.4, 2013.

1. District Synched Assessment
2. Homework: Composition books will be collected Fri., Oct. 4. Make sure everything is up to date and label with a legible date. The date time frame is Mon., Sept. 23, 2013 - Fri., Oct.4, 2013.
   

1. Warm-up: Choose 3 events that have had an impact on your life. Explain why each event impacted your life.
2. Personal Statements
• UC Personal Statement Prompt
• Student Samples of UC Prompt
3. Homework: Outline each event from your warm-up (outline in the terms of how you will right about this event-what's your event, describe the event, how did it impact your life, etc.) 

COMPOSITION BOOKS WILL BE COLLECTED ON FRIDAY, OCT. 4TH

1. Jigsaw group presentations

1. Check homework
2. Jigsaw groups - prepare for presentations
• Summarize the document's argument
• Choose 2 important quotes/pieces of information from your document and explain why they are important
3. PowerSchool student info
4. Post grades

1. Collect homework - Trust Letter
2. Return composition books
3. Jigsaw Articles
• Read and annotate your corresponding article
• Period 1 = #s 1, 5: "10 Rules for Going to College When Nobody Really Expected You To", page 10; #s 2, 6: "Not Going to College is a Viable Option", page 12; #s 3, 7: "Why Go to College?", page 14; #s 4, 8: "The 10 Most Common Excuses for Not Going to College and Why They're All Wrong!", page 18
• Period 2 = # 1: "10 Rules for Going to College When Nobody Really Expected You To", page 10; # 2: "Not Going to College is a Viable Option", page 12; # 3: "Why Go to College?", page 14; # 4: "The 10 Most Common Excuses for Not Going to College and Why They're All Wrong!", page 18
4. Homework: After reading your article, write a report based on your reading including the following information: 1) A brief summary of the document's argument, 2) 3 - 4 important quotes and/or pieces of informatio the writer provides, and 3) Explain why these quotes and/or pieces of information are important.

1. Check homework
2. "Idea Chunks" class discussion
3. Trust Letter
   • Think of ONE person who you trust your life with. You will write a letter to him/her explaining why you are either prepared or not prepared for life after high school. Life after high school being either going to college or going to the workforce. Your letter must not be less than 3 paragraphs.
4. Collect composition books
5. Homework: Finish "Trust Letter"

1. Finish "Hidden Intellectualism"
• Stop & Respond #6 - Paragraphs 11 - 13
• Stop & Respond #7 - Paragraphs 14 - 16
• Stop & Respond #8 - Paragraphs 17 - 18
2. "Want to Go to College? Learn to Fail." vs. "HIdden Intellectualism"
• How are they the same?
• How are they different?
• What are they saying about how to represent yourself in the next stage of life?
3. Homework: "Idea Chunks" writing: Idea chunks are short pieces of writing, maybe 2-3 paragraphs long, that attempt to capture an idea you have, find some support for that idea, and explain the importance of the idea. Choose THREE "idea" starters, from the essays we read, that capture your attention because you agree with it, disagree with it, liked what it said, didn't understand what it said, relates to you due to a personal experience, etc., copy the words/phrase/sentence and write. Here are some ideas to ge tyou started:
• Review your list of 20 words. Do the word you chose still best represent key aspects of your identity, values, goals or abilities?
• Has the meaning or significance of your 20 words changed in any way?
• Have new words surfaced or do different words seem more important after reading Perez's and Graff's essay?
• Have Perez or Graff added any insight to your thoughts about a career or a school?
• Have Perez or Graff made you think of any moments in your life that best represents who you are now?
• Have Perez or Graff caused you to change your thinking about anything?

1. Others Perspective of You
• what did you learn about yourself interms of how people view you
2. "Want to Get Into College?"
• class discussion
3. Intellectual
• 3 intellectuals
• define intellectual
4. Homework: Compositions books will be collected on Friday, 9/20: Make sure every assignmnet is label with a date and, if you choose, label each assignmnet (warm-up, classwork, homework, etc.)

1. Check Thurs., 9/12 and Fri., 9/13 assignments
2. Grammar Test
3. Homework: Compositions books will be collected on Friday, 9/20: Make sure every assignmnet is label with a date and, if you choose, label each assignmnet (warm-up, classwork, homework, etc.)

Answer the following questions in your composition book. 1) Look at the title, and make predictions about what you think will be Perez’s message. 2) Take a look at the length of the article, and decide if your predictions can be fulfilled in this length of the article – 752 words. 3) Skim through the first two paragraphs, and read the final paragraph. Once you have done that, can you add anything to your predictions about Perez’s message?

** As you read, underline (or put a check next to) the BEST advice Perez gives about how to represent yourself, believing that the advice he gives is good advice. After reading the essay the first time, go back through it again and choose 4 of the sentences you marked. Copy them down on the left side of the dialectical journal. On the right side, write about what the quote made you think about or why you chose the quote.

Dialectical Journal Template:

Advice Perez gives about how we represent ourselves -- What his comments make you think about

1. Warm-up: Answer each of the following questions in a well-written paragraph. 1) WHy did you rank your 20 words as you did? 2) What do your words tell you about your opinion of yourself in terms of readiness for work or college? 3) What would someone who knows you well think of the words you chose? 4) Predict what you will need to learn more about to acheive your goals (refers back to what you will be doing 1 year and 5 years after graduation warm-up)? 5) Predict how well your words/characteristics will work for you as you move into the next stage of your life. Explain how those words/characteristics can work for you or against you.
2. Read "How to Mark a Text" by Mortimer Adler
3. Homework: 1) Re-read "How to Mark a Text" and mark (annotate) it 2) Share your 20 words with 2 people, 1 friend and 1 adult. Ask them to chose the 3 best words that describe you and to explain why they chose those words. Paraphrase (rewrite in your OWN words) their explanation of their chosen words.

1. Warm-up: Make a list of 10 words that describe you. Explain in detail why those words describe you.
2. Word List: Choose 10 words from the list that describe you and explain in detail why those words describe you.
3. Word Rank: Rank your list of 20 words in order of importance. With 1 being the most important and 20 being the least important. Each word will have its own rank. For example, you cannot have two #10s.
4. Homework: Answer the questions that petain to you. Each question you answer should be answered in a well-written paragraph. 1) If you are going to college, why did you make this decision, and where will you go? 2) What do you want to get from your college experience? 3) If you are going into the work force or the military, why are you choosing that option? 4) What do you want from working or entering the military or any other career you might be considering.

1. Warm-up: What will you be doing 1 year after graduation? What will you be doing 5 years after graduation? What do you need to do to be ready for these plans? Explain your answers.
2. Personal Statement and Cover Letter/Resume overview.
3. Homework: Bring composition books

1. El Camino College Concurrent Enrollment

1. Collect Parent/Guardian Signatures
2. ERWC Rubric

1. Collect Parent/Guardian Signatures
2. ERWC Reading & Writing Survey
3. Homework: Finish ERWC Reading & Writing Survey, get composition book

1. Warm-up: Why are routines, rules, and/or policies important? List and explain 3 routines/rules/policies you would enforce.
2. Classroom Expectations/Course Syllabus
3. Academic Dishonesty Policy
4. ERWC textbook handout
5. Homework: Parent/Guardian Signatures

1. Digital Citizenship Lesson 1: Private Today, Public Tomorrow

1. TurnItIn.com registration
2. Computer lab
3. TurnItIn submission
4. Homework: Finish typing writing assessment essay and submit to TurnItIn.com

Period 1: Class ID: 6824167        Password: period01

Period 2: Class ID: 6824172        Password: period02

1. Writing Assessment

1. Warm-up: What are your goals for this school year? What are some of the obstacles you may come across this school year? Explain your answers.
2. "The Indispensable Tiger"

1. Seating chart
2. Sign in students
3. Introduction Sentence Starters