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  1. ERWC - English 12 (Period 2)
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ERWC - English 12 (Period 2) Assignments

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Past Assignments

Due:

Assignment

Agenda: Fri., June 6, 2014
  1. Test Brave New World chapters 13 - 18
  2. Homework: Type sections A and B of outline

Due:

Assignment

Agenda: Thurs., June 5, 2014
  1. Research Paper Requirements
  2. Homework: BNW  chapters 13 - 18 test, fix outline, introduction paragraph with thesis statement, set-up title papge

Due:

Assignment

Agenda: Wed., June 4, 2014
  1. Collect LATE outline and works cited
  2. Brave New World read and discuss
    • Chapter 16
    • Chapter 17
    • Chapter 18

Due:

Assignment

Agenda: Tues., June 3, 2014
  1. Collect LATE outline and works cited
  2. Brave New World read and discuss
    • Chapter 16
    • Chapter 17

Due:

Assignment

Agenda: Mon., June 2, 2014
  1. Collect outline and works cited
  2. Brave New World read and discuss
    • Chapter 14
    • Chapter 15

Due:

Assignment

Agenda: Fri., May 30, 2014
  1. Finish Unit 8 SyncEd Assessment
  2. Writing Workshop Day
    • Type research paper outline
    • Type research paper works cited
  3. Homework: Research paper outline with works cited

Due:

Assignment

Agenda: Thurs., May 29, 2014
  1. Collect LATE note cards
  2. Test Brave New World chapters 7 - 12
  3. Research paper due dates - REVISED
    • Outline  & Works Cited: Mon., June 2, 2014
    • Research Paper: Mon., June 9, 2014

Due:

Assignment

Agenda: Wed., May 28, 2014
  1. Collect LATE note cards
  2. Return papers
  3. Research paper due dates
    • Outline  & Works Cited: Mon., June 2, 2014
    • Research Paper: Mon., June 9, 2014
  4. Brave New World Review
    • Chapter 12
    • Chapter 13

Due:

Assignment

Agenda: Tues., May 27, 2014
  1. Collect LATE note cards
  2. Digital Citizenship Lesson
    • Taking Perspectives on Cyberbullying
  3. Research paper outline template

Due:

Assignment

Agenda: Fri., May 23, 2014
  1. Collect any LATE introduction paragraphs
  2. Collect note cards
  3. Read chapter 13 Brave New World
  4. Chapter 13 Rewind - This is to be completed on a separate sheet of paper.
    • Give the chapter a title - the title should reflect what the chapter and parts are about and make it creative.
    • Summarize the chapter in a well-written paragraph of 6 - 10 sentences.
    • List the characters in the chapter and give a description of who they are what their role in the chapter is.
    • Provide TWO quotes from the chapter that you feel are important.
    • Explain why EACH quote is important to the chapter.

Due:

Assignment

Agenda: Thurs., May 22, 2014
  1. Collect any LATE introduction paragraphs
  2. Finish SyncEd Assessment Unit 8
  3. Homework: Research paper note cards - 10 total

Due:

Assignment

Agenda: Wed., May 21, 2014
  1. SyncEd Assessment Unit 8
  2. Homework: Research paper note cards - 10 total

Due:

Assignment

Agenda: Tues., May 20, 2014
  1. Collect any LATE introduction paragraphs
  2. Read chapter 12 Brave New World
  3. Chapter 12 Rewind - This is to be completed on a separate sheet of paper.
    • Give the chapter a title - the title should reflect what the chapter and parts are about and make it creative.
    • Summarize the chapter in a well-written paragraph of 6 - 10 sentences.
    • List the characters in the chapter and give a description of who they are what their role in the chapter is.
    • Provide TWO quotes from the chapter that you feel are important.
    • Explain why EACH quote is important to the chapter.
  4. Homework: Note cards due Fri., May 23rd

Due:

Assignment

Agenda: Mon., May 19, 2014
  1. Collect any LATE annotated bibliographies & introduction paragraphs with thesis statement
  2. Note Cards - DATE CHANGE: Fri., May 23, 2014
    • 3 types: direct quote, paraphrase, summary
    • Will be using direct quotes - required to have 10 quotes in paper, therefore you need 10 note cards
    • FRONT: "Copy quote word for word" (Author's last name page #) or (Article title page#) or (Author's last name paragraph #) or (Article title  paragraph #)
      • 1 - 2 sentences is sufficient
    • BACK: 1) In your own words, what does the quote say? 2) Why is this quote important? 3) Where in your paper are you going to use this quote? For example, the positive effect my topic has on the world.
  3. Brave New World
    • Chapter 11
  4. Homework: Note Cards

Due:

Assignment

Agenda: Fri., May 16, 2014
  1. Collect introduction paragraph with thesis statement
  2. Brave New World read and discuss
    • Chapter 9
    • Chapter 10

Due:

Assignment

Agenda: Thurs., May 15, 2014
  1. Brave New World group presentations
    • chapter 4
    • chapter 5
    • chapter 6
    • chapter 7
    • chapter 8
  2. Homework: Introduction paragraph with thesis statement

Due:

Assignment

Agenda: Wed., May 14, 2014
  1. Brave New World group presentations
    • chapter 4
    • chapter 5
    • chapter 6
    • chapter 7
    • chapter 8
  2. Homework: Introduction paragraph with thesis statement

Due:

Assignment

Agenda: Tues., May 13, 2014
  1. Collect any LATE annotated bibliographies
  2. Read chapter 8 Brave New World
  3. Chapter 8 Rewind - This is to be completed on a separate sheet of paper. Due at the end of the period. No exceptions.
    • Give the chapter a title - the title should reflect what the chapter is about and make it creative.
    • Summarize the chapter in a well-written paragraph of 6 - 10 sentences.
    • List the characters in the chapter and give a description of who they are what their role in the chapter is.
    • Provide TWO quotes from the chapter that you feel are important.
    • Explain why EACH quote is important to the chapter.

Due:

Assignment

Agenda: Mon., May 12, 2014
  1. Collect Annotated Bibliography
  2. Collect chapter 7 homework
  3. Introduction Paragraph with Thesis Statement
    • typed, 1" margins, 10/12 size, Times New Roman font, double space, printed before class
    • Your introduction paragraph should follow the following format:
      • 1 sentence = introduce your topic -- do not start off with a question, a quote or "In this research paper I will be writing about..."
      • 3 sentences = background information on your topic -- summarize your topic so it captures my attention to the point that I cannot wait to read your paper
      • 2 sentences = showing how your topic is related to Brave New World
      • 1 sentence = thesis statement -- , must be your last sentence, state your position in terms of your topic, how do you feel about your topic now that you have researched it?
      • 1 quote = copied word for word and cited correctly, the quote cannot be you 1st or last sentence, the quote must support your background information on your topic OR show how your topic is related to Brave New World
  4. Brave New World continued
    • Groups of 3 - 4
    • Assigned a chapter (4, 5, 6, or 7)
    • Summarize your chapter
    • List characters in your chapter, describe the characters, state what their role in the chapter is (they are mentioned in the chapter for a reason, what is that reason)
    • 2 important quotes from your chapter, cited properly
    • Explain why each chapter is important to your chapter
  5. Homework: Introduction with Thesis Statement

Due:

Assignment

Agenda: Fri., May 9, 2014
  1. Brave New World Quiz chapters 1 - 6
  2. Collect composition books
  3. Homework: Brave New World chapter 7, annotated bibliography
    • Chapter 7 Rewind
    • Give chapter a title
    • Summarize the chapter in your OWN words in a well-written paragraph of 6 - 10 sentences
    • List the characters in the chapter and give a description of who they are and what their role in the chapter is
    • Provide TWO quotes, properly cited, from the chapter that are important to the chapter
    • Explain why each quote is important to the chapter

Due:

Assignment

Agenda: Thurs., May 8, 2014
  1. Collect any LATE works cited note cards
  2. Annotated Bibliography handout (blue handout)
  3. Read chapter 6 Brave New World
  4. Chapter 6 Rewind - This is to be completed in your composition books. Make sure you have the sub stamp your work either when you are finished or at the end of the period.
    • Give the chapter a title and each part (Part 1, Part 2 & Part 3) its own title as well - the titles should reflect what the chapter and parts are about and make it creative.
    • Summarize the chapter in a well-written paragraph of 6 - 10 sentences.
    • List the characters in the chapter and give a description of who they are what their role in the chapter is.
    • Provide TWO quotes from the chapter that you feel are important.
    • Explain why EACH quote is important to the chapter.

Due:

Assignment

Agenda: Wed., May 7, 2014
  1. Collect any LATE works cited note cards
  2. Annotated Bibliography handout (blue handout)
  3. Read chapter 5 Brave New World
  4. Chapter 5 Rewind - This is to be completed in your composition books. Make sure you have the sub stamp your work either when you are finished or at the end of the period.
    • Give the chapter a title and each part (Part 1, Part 2 & Part 3) its own title as well - the titles should reflect what the chapter and parts are about and make it creative.
    • Summarize the chapter in a well-written paragraph of 6 - 10 sentences.
    • List the characters in the chapter and give a description of who they are what their role in the chapter is.
    • Provide TWO quotes from the chapter that you feel are important.
    • Explain why EACH quote is important to the chapter.

Due:

Assignment

Agenda: Tues., May 6, 2014
  1. Collect any LATE works cited note cards
  2. Annotated Bibliography handout (blue handout)
  3. Read chapter 4 Brave New World
  4. Chapter 4 Rewind - This is to be completed in your composition books. Make sure you have the sub stamp your work either when you are finished or at the end of the period.
    • Give the chapter a title and each part (Part 1 & Part 2) its own title as well - the titles should reflect what the chapter and parts are about and make it creative.
    • Summarize the chapter in a well-written paragraph of 6 - 10 sentences.
    • List the characters in the chapter and give a description of who they are what their role in the chapter is.
    • Provide TWO quotes from the chapter that you feel are important.
    • Explain why EACH quote is important to the chapter.

Due:

Assignment

Agenda: Mon., May 5, 2014
  1. Check late sources (final due date for 1/2 credit = Wed., May 7, 2014)
  2. Review Brave New World chapter 3 conversations
  3. Collect works cited note cards
  4. Annotated Bibliography information
    • Format: typed, 1" margins all around, 10 or 12 size, Times New Roman font, double space, hard copy
    • Heading: top left corner:
      • Name
      • ERWC, Period ___
      • May 12, 2014
    • Title: centered
      • Annotated Bibliography

Due:

Assignment

Agenda: Fri., May 2, 2014
  1. Check homework
  2. Talk Time (tracking chapter 3 conversations)
    • groups of 3
    • #1 = conversation #1
    • #2 = conversation #2
    • #3 = conversation #3
    • summarize your conversation
    • identify 2 important things about your conversation
    • explain why they are important to your conversation
  3. Talk Time presentations
  4. Homework: Works cited note cards

Due:

Assignment

Agenda: Thurs., May 1, 2014
  1. Brave New World chapter 3
    • finish reading
    • periods 1, 3 : "His fordship Mustapha Mond!"
    • period 2: "In the lift, on their way up to the changing rooms,..."
  2. Homework: Tracking conversations
    • Regardless of who is speaking, make the following notations for each of the conversations in chapter 3
    • Conversation #1: Mustapha Mond aka COntroller, DHC aka the Director, Alpha students = MM
    • Conversation #2: Henry Foster, Assistant Director of Predestination, Bernard Marx = HF
    • Conversation #3: Lenina Crowne, Fanny Crowne = LC

Due:

Assignment

Agenda: Wed., Apr. 30, 2014
  1. Check research paper sources
  2. Brave New World chapter 3
    • read, discuss, take notes

Due:

Assignment

Agenda: Tues., Apr. 29, 2014
  1. Brave New World chapter 2
    • read, discuss, take notes
  2. Homework: Sources for research paper

Due:

Assignment

Agenda: Mon., Apr. 28, 2014
  1. Works Cited note cards lesson - see attachment for formatting
  2. In class research time
    • EbscoHost
    • internet
  3. Homework: Sources do Wed., Apr. 30th
Ebscohost Log-in Information from home:
User ID: centinela
Password: library

Due:

Assignment

Agenda: Fri., Apr. 25, 2104
  1. Finish reading chapter 1 Brave New World
  2. Discuss assignment from previous day, Thurs., Apr. 24th
  3. Homework: Sources (1 website, 2 books, 3 articles/journals) due Wed., Apr. 30th
Ebscohost Log-in Information:
User ID: centinela
Password: library

Due:

Assignment

Agenda: Thurs., Apr. 24, 2014
  1. Finish reading Chapter 1 of Brave New World 
    • Periods 1 & 2 – Pick up at “But in the interval,” Mr. Foster concluded...
    • Periods 3 & 5 – Pick up at “The Predestinators send in their figures to the Fertilizers.”
  2. Chapter 1 Rewind – This is to be completed in your composition book. Before the end of the period or as you finish the assignment, have the sub stamp your work.
    • Give the chapter a title – the title should reflect what the chapter is about and make it creative.
    • Summarize the chapter in a well-written paragraph of 6 – 10 sentences.
    • List the characters in the chapter and give a description of who they are
    • Write 3 questions that you have about chapter 1
  3. Chapter 1 Quick Check
    • Answer each of the following questions in a well-written paragraph.
    • What is the World State’s motto? Do you agree that are three components of the motto are necessary for a properly functioning society?
    • What happens in the Social Predestination Room? Is this necessary? Why or why not? Won’t social classes always exist? Explain your answer.
  4. Homework: begin researching your topic on EbscoHost
***Attached is the calendar for the rest of the school year. Dates and activities are subject to change. Use the calendar as a guide to help you plan reading Brave New World and to work on your research paper.***

Due:

Assignment

Agenda: Wed., Apr. 23, 2014
  1. Research paper topic selection
  2. Review previous day reading - chapter 1
  3. Continue chapter 1
  4. Homework: begin researching your topic on EbscoHost
***Attached is the calendar for the rest of the school year. Dates and activities are subject to change. Use the calendar as a guide to help you plan reading Brave New World and to work on your research paper.***

Due:

Assignment

Agenda: Tues., Apr. 22, 2014
  1. Collect research paper signatures (blue signature)
  2. BNW vocabulary
    • fertilize - a sperm combines with an ova
    • incubator - a machine to control temperature and other conditions for the development of life
    • ova - female gametes or eggs
    • ovary - the female organ that produce the eggs
    • gametes - cells that combine for reproduction
    • sterilize - make infertile
    • salinity - saltiness
    • viscosity - thickness of a liquid
    • liquor - a liquid containing dissolved components
    • spermatozoa - male gametes
    • peritoneum - the lining of the abdominal cavity
    • morula - a mass of cells that will become an embryo
    • embryo - the early stage in the development of a fetus
    • placentin - an insulin-like protein
    • thyroxin - a hormone of the thyroid gland
    • corpus luteum - a female organ that secretes hormones
    • blood-surrogate - blood substitute
    • freemartin - an infertile female with some masculine characteristics
  3. Chapter 1 BNW
    • In class reading procedures
      • read chapter straight through
      • write down questions and take notes in composition book or on Post-Its or write in book if it's your personal copy
      • after reading chapter, ask questions and write down answers
      • take notes on class discussions and teacher will provide any missing and important information about the chapter
  4. Homework: Research paper signature (blue signature)

Due:

Assignment

Agenda: Mon., Apr. 21, 2014
  1. Collect research paper signature
  2. Brave New World by Aldous Huxley PowerPoint presentation
You can still sign in your BNW book and you research paper signature by Wednesday, April 23rd for late credit.

Due:

Assignment

Agenda: Fri., Apr. 18, 2014
  1. SyncEd Assessment Unit 7
  2. Homework: Research paper signature

Due:

Assignment

Agenda: Thurs., Apr. 17, 2014
  1. SyncEd Assessment Unit 7
  2. Homework: Brave New World book due tomorrow, research paper signature due Monday

Due:

Assignment

Agenda: Wed., Apr. 16, 2014
  1. Brave New World Anticipation Guide

Due:

Assignment

Agenda: Tues., Apr. 15, 2014
  1. Research Paper Information Guide

Due:

Assignment

Agenda: Mon., Apr. 14, 2014
  1. "The Transformation of Silence into Language and Action" by Audra Lorde, page 116
    • Read and annoate
    • Explain how silence affects language? Why is being vocal a good thing?

Due:

Assignment

Agenda: Fri., Apr. 11, 2014
  1. "Prelude" The Barbershop" by Vershawn Ashanti Young, page 122
    • Read and annotate
    • What is Young saying about the interdependence of language, gender and culture?
 

Due:

Assignment

Agenda: Thurs., Apr. 10, 2014
  1. Writing Prompt: On a separate sheet of paper answer the following prompt.
    • Directions: You will have all period to plan and write an essay on the topic assigned below. Before you begin writing, read the passage carefully and plan what you will say. Your essay should be as well organized and as carefully written as you can make it.
    • “Much of the unconscious bias embedded in modern English stems from cultural attitudes toward women and, to a lesser but significant extent, from cultural expectations damaging to men. Comparable considerations affect members of other groups, since standard usage also conceals biases based on race, religion, ethnicity, sexual preference, age, and physical handicaps.” -- Casey Miller and Kate Swift in The Handbook of Nonsexist Writing
    • Explain the author's argument and discuss the extent to which you agree or disagree with her views. Support your position by referring to the passage and by providing reasons and examples from your own experience, observations, or reading.

Due:

Assignment

Agenda: Wed., Apr. 9, 2014
  1. Writing Prompt: On a separate sheet of paper answer the following prompt.
    • Directions: You will have all period to plan and write an essay on the topic assigned below. Before you begin writing, read the passage carefully and plan what you will say. Your essay should be as well organized and as carefully written as you can make it.
    • “Much of the unconscious bias embedded in modern English stems from cultural attitudes toward women and, to a lesser but significant extent, from cultural expectations damaging to men. Comparable considerations affect members of other groups, since standard usage also conceals biases based on race, religion, ethnicity, sexual preference, age, and physical handicaps.” -- Casey Miller and Kate Swift in The Handbook of Nonsexist Writing
    • Explain the author's argument and discuss the extent to which you agree or disagree with her views. Support your position by referring to the passage and by providing reasons and examples from your own experience, observations, or reading.

Due:

Assignment

Agenda: Tues., Apr. 8, 2014
  1. Semester Calendar
    • Brave New World information
  2. Review "Honor Code" by David Brooks, page 113 
  3. "His Politeness Is Her Powerlessness" by Deborah Tannen, page 120
    • Title prediction
    • define politeness, powerlessness
  4. "His Politeness Is Her Powerlessness" read
    • How is this article similar to "Honor Code"?
    • How is this article different from "Honor Code"? 

Due:

Assignment

Agenda: Mon., Apr. 7, 2014
  1. Warm-up: How can posting information on the internet affect your future opportunities?
  2. Digital Citizenship Lesson #3: College Bound

Due:

Assignment

Agenda: Thurs. Mar. 27, 2014
  1. "Prelude:The Barbershop" by Vershawn Ashanti Young, page 122
    • Read & annotate
    • Highlight/Underline anything that captures your attention because you agree with what it says, disagree with what it says or don't quite understand what it says
    • Find 4 examples of the classical appeals and explain how it fits that classical appeal
  2. EAP Summary "Prelude: The Barbershop"
    • Title by Author's Name
    • Purpose: the reason why the author wrote this text
    • Thesis/Claim: main argument/idea
    • Paraphrase: 8 - 10 different details that support the thesis/claim
  3. "The Transformation of Silence into Language and Action" by Audre Lorde, page 116
    • Read & annotate
    • Highlight/Underline anything that captures your attention because you agree with what it says, disagree with what it says or don't quite understand what it says
    • Find 4 examples of the classical appeals and explain how it fits that classical appeal
  4. EAP Summary "The Transformation of Silence into Language and Action"
    • Title by Author's Name
    • Purpose: the reason why the author wrote this text
    • Thesis/Claim: main argument/idea
    • Paraphrase: 8 - 10 different details that support the thesis/claim

Due:

Assignment

Agenda: Wed. Mar. 26, 2014
  1. "Prelude:The Barbershop" by Vershawn Ashanti Young, page 122
    • Read & annotate
    • Highlight/Underline anything that captures your attention because you agree with what it says, disagree with what it says or don't quite understand what it says
    • Find 4 examples of the classical appeals and explain how it fits that classical appeal
  2. EAP Summary "Prelude: The Barbershop"
    • Title by Author's Name
    • Purpose: the reason why the author wrote this text
    • Thesis/Claim: main argument/idea
    • Paraphrase: 8 - 10 different details that support the thesis/claim
  3. "The Transformation of Silence into Language and Action" by Audre Lorde, page 116
    • Read & annotate
    • Highlight/Underline anything that captures your attention because you agree with what it says, disagree with what it says or don't quite understand what it says
    • Find 4 examples of the classical appeals and explain how it fits that classical appeal
  4. EAP Summary "The Transformation of Silence into Language and Action"
    • Title by Author's Name
    • Purpose: the reason why the author wrote this text
    • Thesis/Claim: main argument/idea
    • Paraphrase: 8 - 10 different details that support the thesis/claim

Due:

Assignment

Agenda: Mon. Mar. 24, 2014
  1. Catch-up day
    • Complete assignments from 3/20/2014 and 3/21/2014
  2. Homework: Finish assignments

Due:

Assignment

Agenda: Tues., Mar. 25, 2014
  1. Surveying the Text
    • "Honor Code" by David Brooks, "His Politeness Is Her Powerlessness" by Deborah Tannen, "Prelude: The BarberShop" by Vershawn Ashanti Young and "The Transformation of Silence into Language and Action" by Audre Lorde
  2. Making Predictions About Author's Purpose & Argument - "Honor Code" by David Brooks
    • What does the title tell us about the topic and purpose?
    • What questions does the title bring up?
    • Based on the first 2 paragraphs of the article, what can we predict about the article?
  3. Read "Honor Code" by David Brooks, page 113

Due:

Assignment

Agenda: Fri., Mar. 21, 2014
  1. “His Politeness Is Her Powerlessness ” by Deborah Tannen, page 120
    • Read and annotate any particular points of interest or noting any places that need clarification; then answer the following questions about it:
    • Looking back at the predictions you made based on the first two paragraphs you analyzed above, which of your predictions turned out to be true? Why?
    • What surprised you? Why?
    • If your prediction was inaccurate, what words or phrases in the text misled you? Why?
    • What, if anything about this piece, do you find confusing? Why?
    • Write a single sentence in your own words that states Tannen’s argument.
  2. Label Components of an Argument
    • Reread the Brooks and Tannen articles and answer the following question for each of the articles.
    • Most compelling arguments (the points that either surprised you the most or made the most sense to you)
    • Most compelling examples (the ones you find most consistent with or most different from your own experiences as well as those you might want to use in your own writing)
    • Author’s explanations of the importance of those examples
    • Your reactions to what the author is saying.
    • Personal connections that support or refute the author’s points
    • Reflections on the quality of the evidence or examples (taking note, for example, how the author is using ethos, pathos, and/or logos)
    • Questions about the author’s ideas or assumptions
    • Challenges to the author’s inferences or conclusions

Due:

Assignment

Agenda: Thurs., Mar. 20, 2014
  1. Return composition books (They will be in piles marked by period.)
  2. Surveying the Text: “Honor Code” by David Brooks, page 113; “His Politeness Is Her Powerlessness” by Deborah Tannen, page 120; “Prelude: The Barbershop” by Vershawn Ashanti Young, page 122; “The Transformation of Silence into Language and Action” by Audre Lorde, page 116
    • On a separate sheet of paper, answer the following questions: 1) examine the titles, and make a prediction about the content of each piece; 2) note the types of texts and genres (New York Times Op-Ed piece versus book excerpt), and make any relevant predictions about the content or rhetorical stance of each piece; and 3) examine the brief author biographies provided below, and then imagine how each author’s identity and gender—as described in those biographies—might influence the text’s language, content, or purpose. NOTE: Biographies are posted as an attachment on the school website.
  3. Making Predictions About the Author’s Purposes & Arguments
    • Now that you have surveyed the texts and considered the titles of the pieces as well as the dates of their publication and you know a bit about each author based on the brief bios provided, you can begin to make some predictions about the authors’ purposes and arguments.
    • What do Tannen’s and Lorde’s chapter titles tell you about the texts’ topics and purposes?
    • What questions do the titles of Brooks’s and Young’s pieces raise for you?
    • Read only the first two paragraphs of each of the four longer texts (Tannen, Brooks, Young and Lorde).
    • What predictions can you make about each text based on the opening paragraphs?  
    • What questions do those paragraphs raise for you that you hope the reading will answer?
    • Based on only the first two paragraphs of each text, what can you infer about the audiences and purposes each author seems to have imagined for his or her text? Explain.
  4. “Honor Code” by David Brooks, page 113
    • Read and annotate any particular points of interest or noting any places that need clarification; then answer the following questions about it:
    • Looking back at the predictions you made based on the first two paragraphs you analyzed above, which of your predictions turned out to be true? Why?
    • What surprised you? Why?
    • If your prediction was inaccurate, what words or phrases in the text misled you? Why?
    • What, if anything about this piece, do you find confusing? Why?  
    • Write a single sentence in your own words that states Brooks’s argument.
NOTE: ALL assignments are due at the end of the period. NO EXCEPTIONS.

Due:

Assignment

Agenda: Wed., Mar. 19, 2014
  1. CAHSEE Math
  2. Knotts Berry Farm

Due:

Assignment

Agenda: Tues., Mar. 18, 2014
  1. CAHSEE English
  2. Senior picnic

Due:

Assignment

Agenda: Mon., Mar. 17, 2014
  1. Collect composition books
  2. Catch-up day
    • Make sure ALL assignments are in your composition books
  3. Finish Unit 6 SynchEd Assessment

Due:

Assignment

Agenda: Fri., Mar. 14, 2014
  1. Media Center Orientation
NOTEBOOKS WILL BE COLLECTED ON MON., MARCH 17. THE DATES COVERED WILL BE TUES., FEB. 18, 2014 - MON., MAR. 17, 2014

Due:

Assignment

Agenda: Thurs., Mar. 13, 2014
  1. Warm-up: For each of the listed words, create a bubble map of words and/phrases that are associated with each word.
    • language
    • gender
    • identity
    • culture
  2. Concept Map - Group
    • Groups of 3 - 4
    • Share bubble maps of each word
    • Create group concept map showing how each bubble map connects to each other

NOTEBOOKS WILL BE COLLECTED ON MON., MARCH 17. THE DATES COVERED WILL BE TUES., FEB. 18, 2014 - MON., MAR. 17, 2014

Due:

Assignment

Agenda: Wed., Mar. 12, 2014
  1. Read "Phylosophe" Transcript by Judith Butler, page 115
  2. Discuss Monday's warm-up prompts
    • #1: Some people assert that just one or two generations ago men and women seemed to have more rigid codes for how to behave: for example, men could be loud and assertive while women were expected to dress modestly and to use a “feminine” voice. Do you think these codes or “rules” for male and female behavior still hold true today? What experiences and observations can you point to as support for your position?
    • #2: Families have their own rules for how male and female members should talk and behave. Think back to the advice you have heard in your family or to the rules you have noticed family members following. Describe your family’s implicit (unspoken) or explicit (articulated) rules about polite talk and behavior.
    • #3: How do children and young adults learn what is “appropriate” behavior, either in general or for them as boys and girls or young men and women? What happens when a young person acts in some way his or her family or friends consider “not normal”? How is he or she treated? Refer to your own experiences and observations to support your points.
    • #4: Characterize some of the differences you have observed between how American men and women generally walk. What aspects of walking behavior or style make a person’s walk seem “feminine” versus “masculine”? (Consider speed, size of steps, carriage of the shoulders and hips, gaze [focus of the eyes], etc.) Describe an example of any individuals you’ve known whose walk could be characterized as typically “masculine” or “feminine.”
    • #5: Based on your own observations, how do American women typically speak in their conversations? Consider volume and pitch of voice, choice of words, body posture (open or closed), proximity or closeness to other speakers, gaze/eye contact, use of hand gestures while speaking, etc. Now consider and describe the way American men typically speak.
NOTEBOOKS WILL BE COLLECTED ON MON., MARCH 17. THE DATES COVERED WILL BE TUES., FEB. 18, 2014 - MON., MAR. 17, 2014

Due:

Assignment

Agenda: Tues., Mar. 10, 2014
  1. Unit 6 Synched Assessment

Due:

Assignment

Agenda: Mon., Mar. 10, 2014
  1. Collect Bully Research Project
  2. Warm-up: Language, Gender & Culture
    • For each of the prompts, answer in 1 - 2 well-written paragraphs.
    • #1: Some people assert that just one or two generations ago men and women seemed to have more rigid codes for how to behave: for example, men could be loud and assertive while women were expected to dress modestly and to use a “feminine” voice. Do you think these codes or “rules” for male and female behavior still hold true today? What experiences and observations can you point to as support for your position?
    • #2: Families have their own rules for how male and female members should talk and behave. Think back to the advice you have heard in your family or to the rules you have noticed family members following. Describe your family’s implicit (unspoken) or explicit (articulated) rules about polite talk and behavior.
    • #3: How do children and young adults learn what is “appropriate” behavior, either in general or for them as boys and girls or young men and women? What happens when a young person acts in some way his or her family or friends consider “not normal”? How is he or she treated? Refer to your own experiences and observations to support your points.
    • #4: Characterize some of the differences you have observed between how American men and women generally walk. What aspects of walking behavior or style make a person’s walk seem “feminine” versus “masculine”? (Consider speed, size of steps, carriage of the shoulders and hips, gaze [focus of the eyes], etc.) Describe an example of any individuals you’ve known whose walk could be characterized as typically “masculine” or “feminine.”
    • #5: Based on your own observations, how do American women typically speak in their conversations? Consider volume and pitch of voice, choice of words, body posture (open or closed), proximity or closeness to other speakers, gaze/eye contact, use of hand gestures while speaking, etc. Now consider and describe the way American men typically speak.
NOTEBOOKS WILL BE COLLECTED ON FRI., MARCH 14. THE DATES COVERED WILL BE TUES., FEB. 18, 2014 - FRI., MAR. 14, 2014

Due:

Assignment

Agenda: Fri., Mar. 7, 2014
  1. Bully Research Project
    • Begin information guide
    • Use Publisher
    • Choose "catalogs" as your type of publication
    • Begin typing and adding visuals
BULLY RESEARCH PROJECT IS DUE MONDAY, MARCH 10, 2014
NEEDS TO BE PRINTED BEFORE CLASS

Due:

Assignment

Agenda: Thurs., Mar. 6, 2014
  1. Bully Research Project
    • Begin information guide
    • Use Publisher
    • Choose "catalogs" as your type of publication
    • Begin typing and adding visuals
BULLY RESEARCH PROJECT IS DUE MONDAY, MARCH 10, 2014
NEEDS TO BE PRINTED BEFORE CLASS

Due:

Assignment

Agenda: Wed., Mar. 5, 2014
  1. Bully Research Project
    • Begin information guide
    • Use Publisher
    • Choose "catalogs" as your type of publication
    • Begin typing and adding visuals
BULLY RESEARCH PROJECT IS DUE MONDAY, MARCH 10, 2014
NEEDS TO BE PRINTED BEFORE CLASS

Due:

Assignment

Agenda: Tues., Mar. 4, 2014
  1. Bully Research Project
    • Begin information guide
    • Use Publisher
    • Choose "catalogs" as your type of publication
    • Begin typing and adding visuals
BULLY RESEARCH PROJECT IS DUE MONDAY, MARCH 10, 2014
NEEDS TO BE PRINTED BEFORE CLASS

Due:

Assignment

Agenda: Mon., Mar. 3, 2014
  1. Bully Research Project
    • Begin information guide
    • Use Publisher
    • Choose "catalogs" as your type of publication
    • Begin typing and adding visuals
BULLY RESEARCH PROJECT IS DUE MONDAY, MARCH 10, 2014
NEEDS TO BE PRINTED BEFORE CLASS

Due:

Assignment

Agenda: Fri., Feb. 28, 2014
  1. Continue Ebscohost research
    • You need to find at least 3 more articles on bullying and/or cyber bullying. If you have more than 3 articles, that is fine
  2. Homework: Read and take notes on articles
    • Notes should be on information that you can use in your Bullying Information Guide

Due:

Assignment

Agenda: Thurs., Feb. 27, 2014
  1. Check homework
  2. Bullying Research Project
  3. Ebscohost Search
    • Find 3 additional articles on bullying
Ebscohost Log-in Information:
User ID: centinela
Password: library
 

Due:

Assignment

Agenda: Wed., Feb. 26, 2014
  1. Discuss Bully movie
  2. District Anti-Bullying Policy
  3. Homework: Bully movie questions (periods 1, 3,& 5 only)
    • Answer each question in a well-written paragraph in your composition books
    • 1) Which parts of the film had the greatest impact on you?
    • 2) Hirsch chose to focus the film solely on the stories of those who are victimized by bullying. What might we learn about bullying from their stories? What might we learn from experts? What other perspectives would be helpful? Why do you think that the filmmaker chose not to include the bully’s perspective?
    • 3) Although the fact is not shared in the film, Alex has Asperger’s Syndrome. People with Asperger’s, an autism spectrum disorder, often have difficulty perceiving nonverbal social cues and expressing empathy. How might this disorder, or others with similar affects, make one more vulnerable to bullying and harassment? Unlike many physical disabilities, Asperger’s Syndrome is not a condition that is immediately visible to others. How might the visibility of one’s disability change how he or she is treated by others?
    • 4) Hirsch wonders why our society allows young people to torment each other in ways that would never be acceptable among adults: How much abuse is too much when bullying is involved? When does the assault reach a threshold where it’s too much in society’s viewpoint? If an adult was to strike another adult twice, that adult would be in jail. You would have a restraining order, society would say that’s not acceptable. But some of these kids endure what amounts to torture. The daily abuse is significant. So when we talk about Ja’Meya, it’s a delicate conversation to have because obviously you don’t want to send the message that if you are being bullied you can pull a gun out, but [where] does a kid who’s not getting help from adults or from her peers. . . turn to? Do you agree with Hirsch that bullying is as serious as assault and abuse between adults? When young people are getting bullied, whom can they turn to for support? How do you explain why they do not always get the support they need?

Due:

Assignment

Agenda: Tues., Feb. 24, 2014
  1. Watch movie Bully

Due:

Assignment

Agenda: Mon., Feb. 24, 2014
  1. Watch movie Bully

Due:

Assignment

Agenda: Fri., Feb. 21, 2014
  1. Group presentations "School Bullies Are Often Also Victims"

Due:

Assignment

Agenda: Thurs., Feb. 20, 2014
  1. "School Bullies Are Often Also Victims", page 155
    • Group Stop & Respond (groups of 3 -4)
    • Write a summary for the chunk of text and state ONE thing you agree/disagree with from that chunk of text and explain why
    • Stop & Respond #1: paragraphs 1 - 2
    • Stop & Respond #2: paragraphs 3 - 5
    • Stop & Respond #3: paragraphs 6 - 7
    • Stop & Respond #4: paragraphs 8 - 9
    • Stop & Respond #5: paragraphs 10 - 13

Due:

Assignment

Agenda: Wed., Feb. 19, 2014
  1. Collect homework
    • What about the bully? essay
  2. "How to Handle a Bully", page 152
    • Stop & Respond: Chunks of paragraphs will be read and students will write a summary of the paragraphs read, write what they agree with and why for paragraphs read and/or write what they disagree with and why
    • Stop & Respond #1 -- paragraphs 1 -4
    • Stop & Respond #2 -- paragraphs 5 - 9
    • Stop & Respond #3 -- paragraphs 10 -12
    • Stop & Respond #4 -- paragraphs 13 - 25
    • Stop & Respond #5 -- paragraphs 26 - 29

Due:

Assignment

Agenda: Tues., Feb. 18, 2014
  1. Return composition books
  2. What about the bully? Writing Prompt
    • As stated in the articles we have read, bullying is a world-wide problem that is on the rise. It is something that we can no longer ignore and must become active participants to put an end to bullying. In order to put an end to bullying, we must begins to understand ALL parties involved--the victim and the bully.
    • In a well-written essay from the perspective of the bully, explain why you have chosen to target someone and what you think others will think of your actions.
  3. Homework: Finish essay

Due:

Assignment

Agenda: Thurs., Feb. 13, 2014
  1. Collect composition books
  2. What about the bully? Writing Prompt
    • As stated in the articles we have read, bullying is a world-wide problem that is on the rise. It is something that we can no longer ignore and must become active participants to put an end to bullying. In order to put an end to bullying, we must begins to understand ALL parties involved--the victim and the bully.
    • In a well-written essay from the perspective of the bully, explain why you have chosen to target someone and what you think others will think of your actions.

Due:

Assignment

Agenda: Wed., Feb. 12, 2014
  1. "A Profile of Bullying at School", page 144
    • Read and annotate as class
  2. Homework: Finish reading and annotating "A Profile of Bullying..."
    • Periods 1, 2 & 5 -- finish reading from paragraph 17
    • Period 3 -- finish reading from paragraph 14
    • Notebook collection tomorrow

Due:

Assignment

Agenda: Tues., Feb. 11, 2014
  1. Check homework
  2. Modified Gallery Walk
    • "Bullying in Schools"
    • Groups of 3-4
    • Read the statement, discuss as group, decide if group agrees or disagrees and explain why
    • Write answer on Post-It and place Post-It on poster paper
    • When asked to "switch" move clockwise
  3. Discuss "Bullying in Schools"
** NOTE: COMPOSITION BOOKS WILL BE COLLECTED THURS., FEB. 13TH FOR THE WORK COMPLETED BETWEEN FEB. 3RD - FEB. 13TH.  PLEASE MAKE SURE YOUR COMPOSITION BOOK IS IN ORDER. EVERYTHING SHOULD BE PROPERLY DATED IN CHRONOLOGICAL ORDER, HAVE AN ASSIGNMENT TITLE (WARM-UP, CLASSWORK, HOMEWORK) AND THE ASSIGNMENT. I DO NOT WANT SPIRAL BOUND NOTEBOOKS AND MAKE SURE ALL LOOSE LEAF SHEETS OF PAPER ARE STAPLED INTO YOUR COMPOSITION BOOK.**

Due:

Assignment

Agenda: Mon., Feb. 10, 2014
  1. Warm-up: From the student perspective, list 5 solutions/suggestions for bullying on campus. The bullying can be either physical bullying or cyber bullying. The suggestions can be prevention or intervention for either the bully or the victim.
  2. Take One, Give One
    • Must speak to 5 classmates
    • From each classmate, you will take ONE of their solutions/suggestions and write their name next to it.
    • In return, you will give each student ONE of your solutions/suggestions
  3. "Bullying in Schools" by Ron Banks, page 140 (For those students who do not have a textbook, the articles are attached.)
    • Read and annotate the article
    • EAP Summary Template
      • Title by Author's Name
      • Purpose: the reason why the author wrote this text
      • Thesis: the author's main argument
      • Paraphrase 8 - 10 details from the text to support the thesis. If you include quotes from the text, explain what the quote says and state how it supports the thesis.
  4. Homework: Finish "Bullying in Schools" and EAP summary
** NOTE: COMPOSITION BOOKS WILL BE COLLECTED THURS., FEB. 13TH FOR THE WORK COMPLETED BETWEEN FEB. 3RD - FEB. 13TH.**

Due:

Assignment

Agenda: Fri., Feb. 7, 2014
  1. Collect Classroom Expectations signature
  2. Read "Students' Perspectives on Cyberbullying"
    • Highlight/Underline words, phrases and/or sentences that capture your attention because you agree with what it says, disagree with what it says, do not understand what it says, etc.

Due:

Assignment

Agenda: Thurs., Feb. 6, 2014
  1. Collect Classroom Expectations signature
  2. Warm-up: Define bullying. Write 3 questions that you, or people in general, may have about bullying.
  3. Semantic mapping PowerPoint presentation
  4. Cyber Bullying semantic map
    • In your groups from Wed., Feb. 5 create a semantic map for "the perspectives in cyber bullying"
  5. Homework: Classroom Expectations signature, composition books, ERWC book/green article

Due:

Assignment

Agenda: Wed., Feb. 5, 2014
  1. Collect Classroom Expectations signature
  2. Check homework - bullying word list
  3. Group Bullying word list
    • Groups of 3 - 4
    • List 10 informal words and 10 formals words related to bullying
    • Speaker presents word list
  4. "Students' Perspectives on Cyber Bullying" by Patricia Agatston et al, page 137 (or green handout) Surveying the Text
    • Briefly answer the following questions for the text.
    • What is the title of the article?
    • Who are the author's? Are the author's qualified to write about bullying?
    • What do the headings of the article mean?
    • What does the section labeled References mean?
  5. Homework: Classroom Expectations signature, composition book, Surveying the Text (periods 1 and 3 only)

Due:

Assignment

Agenda: Tues., Feb. 4, 2014
  1. Warm-up: Victim or Victimizer
    • 1) Have you ever been bullied? What happened? How did you deal with it? What were the consequences? If you answer no, explain why you feel you have never been bullied.
    • 2) Have you ever bullied anyone or been an onlooker when bullying was happening? What did you do? Why did you do it? What did the person who was bullied do in response? What happened afterwards? If your answer is no, explain why you have never bullied anyone and/or be an onlooker when bullying was happening.
  2. Research Project
  3. Bullying Word List
    • Make a list of 10 - 12 words and/or phrases related to bullying
      . For example, teasing, mean girls, bully, intimidation, etc.
    • Categorize your list of words as informal (Which words do you and your friends use to talk about bullies and bullying?) or formal (Which words would a researcher use when writing about the problem of bullying? Which words would a teacher, a counselor and/or administrator use when addressing the problem of bullying?)
  4. Homework: Finish your Bullying Word List, Classroom Expectations Signature

Due:

Assignment

Agenda: Mon., Feb. 3, 2014
  1. Finish Unit 4 Assessment
  2. Warm-up: Writing Weaknesses & Strengths
    • If I was not your teacher last semester, who did you have for ERWC - English 12A?
    • List and explain 2 weaknesses you have in your writing. (Each weakness should be a well written paragraph.)
    • List and explain 2 strengths you have in your writing. (Each strength should be a well written paragraph.)
    • In looking at your English grade from last semester, what will you do different this semester to get a better grade?
  3. Classroom Expectations
  4. Homework: Classroom Expectations Signature, bring ERWC book