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ERWC - English 12 (Period 3) Assignments

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Past Assignments

Due:

Assignment

Agenda: Fri., Jan. 16, 2015
  1. "Bullhead City"
    • Chapter 5 finish
    • Stop & respond
  2. "Anza-Borrego"
    • Chapter 6
    • Stop & respond
  3. Homework: Finish chapter 6, read chapters 7 - 8, dialectical journals for chapters 6 - 8, bring Into the Wild

Due:

Assignment

Agenda: Thurs., Jan. 15, 2015
  1. Chapters 1 - 4 quiz
    • Finish
  2. "Bullhead City"
    • Chapter 5
    • Stop & respond
  3. Homework: Bring Into the Wild

Due:

Assignment

Agenda: Wed., Jan. 14, 2015
  1. Chapters 1 - 4 Quiz
  2. Homework: Bring Into the Wild

Due:

Assignment

Agenda: Tues., Jan. 13, 2015
  1. "Detrital Wash"
    • Chapter 4 finish
    • Stop & respond
  2. Writing Prompt
    • Review final essay assignment
    • Due Jan. 21st at 5 pm to TurnItIn.com
  3. Homework: Dialectical journal chapter 4, bring Into the Wild

Due:

Assignment

Agenda: Mon., Jan. 12, 2015
  1. "Detrital Wash"
    • Chapter 4
    • Stop & respond
  2. Homework: Bring Into the Wild

Due:

Assignment

Agenda: Fri., Jan. 9, 2015
  1. "Carthage"
    • Chapter 3
    • Stop & respond
  2. Homework: Dialectical journal chapter 3, bring Into the Wild

Due:

Assignment

Agenda: Thurs., Jan. 8, 2015
  1. "The Alaska Interior" and "The Stampede Trail"
    • class discussion based on student questions
  2. Homework: Bring Into the Wild

Due:

Assignment

Agenda: Wed., Jan. 7, 2015
  1. "The Stampede Trail"
    • Chapter 2
      • Read & take notes on Alex/Chris McCandless, new characters
  2. Dialectical Journal
    • Chapter 1
    • Chapter 2
    • Complete in composition book
Quote Explanation
2 quotes from the chapter that you found interesting 1. What does the quote say?
"copy quote word-for-word" and (cite page #) 2. Why did you choose the quote?
 
3. Homework: finish reading chapter 2, finish dialectical journals for chapters 1 & 2, bring Into the Wild book

Due:

Assignment

Agenda: Tues., Jan. 6, 2015
  1. "I can..."
  2. Jon Krakauer
    • Author's Note
      1. In paragraph 5, Krakauer warns us that he will not be an impartial biographer. What does this mean? Are all biographers impartial? What might we expect from Krakauer?
      2. In the last paragraph. Krakauer introduces the complexity of Chris McCandless. Keep in mind the following four questions as you read the text:
        • Should we admire McCandless for his courage and noble ideas?
        • Was he a reckless idiot?
        • Was he crazy?
        • Was he an arrogant and stupid narcissist?
  3. "The Alaska Interior"
    • Chapter 1
    • Who is Alex? Who is Gallien?
  4. Homework: Bring Into the Wild book

Due:

Assignment

Agenda: Mon., Jan. 5, 2015
  1. Warm-up: College or real world
    • Think about some alternative plans you might have to beginning college or going into the work force immediately after high school. What might you do? Why would you do it, and for how long could you see yourself doing that activity? Explain your answers.
  2. "I can..."
  3. Why Into the Wild
    • Krakauer wrote an article entitled "Death of an Innocent" in 1993. He followed the path of Chris McCandless in the pages of Outside Magazine. He later expanded the article into a book, and in 2007, Sean Penn made the book into a movie.
      1. What do you know or assume about a magazine called Outside Magazine? Who do you think the intended readers are?
      2. Why do you think Krakauer wrote this particular book?
      3. What do you think made this story so popular? What do you think people found engaging about it?
  4. Jon Krakauer
    • Author's Note
      1. What might McCandless's motive have been for his behavior (par. 3)?
      2. How difficult would it be to invent a new life?
      3. In paragraph 4, Krakauer introduces some themes of the book. Explain these themes.
  5. Homework: Bring Into the Wild book

Due:

Assignment

Agenda: Fri., Dec. 12, 2014
  1. Celebration Day
  2. Homework: Bring Into the Wild

Due:

Assignment

Agenda: Thurs., Dec. 11, 2014
  1. Entry Slip: 3-2-1
    • Write 3 things you learned about the novel.
    • Write 2 things that are interesting about the novel.
    • Write 1 question you may have about the novel.
  2. "I can..."
  3. Anticipation Guide
    • discussion
  4. John Krakauer

Due:

Assignment

Agenda: Wed., Dec. 10, 2014
  1. Warm-up: Think about an experience you have had when you were alone and made some misjudgements that could have led to a disaster but didn't. What miscalculations did you make? How did you avoid disaster? Explain your answers.
  2. "I can..."
  3. Surveying the Text
    • What is the title of the novel?
    • How many chapters are in the novel?
    • What do the chapter titles have in common?
    • Are there any visuals int he novel? If so, what are they of?
    • Who is the author?
    • When was the novel published?
    • What else has the author written?
    • What do you think the novel is about? Support your answer with evidence from the text.
  4. Homework: Bring Into the Wild book, Anticipation Guide

Due:

Assignment

Agenda: Tues., Dec. 9, 2014
  1. "Jim Crow Policing"
    • Class discussion to answer any questions

Due:

Assignment

Agenda: Mon., Dec. 8, 2014
  1. Catch-up day
    • Time to complete assignments from Dec. 3rd, 4th, and 5th

Due:

Assignment

Agenda: Fri., Dec. 5, 2014
  1. Racial Profiling Timed Writing Prompt
 

Due:

Assignment

Agenda: Thurs., Dec. 4, 2014
  1. "Jim Crow Policing" PAPA Square
    • Provide 3 examples of the classical appeals - ONE for each appeal

Due:

Assignment

Agenda: Wed., Dec. 3, 2014
  1. Jim Crow & What We Know
    • What is the main point of this essay? What examples does Herbert cite to make his point?
    • What are the consequences of racial profiling?
  2. Structure of the Text
    • Draw a line across the page where the introduction ends
    • Draw a line across the page where the conclusion begins
    • Break up the body paragraphs into meaningful chunks
      • LEFT margin: What does the chunk say?
      • RIGHT margin: Why did the writer include it in the essay?
  3. Exit Slip: Which section of the text is the most persuasive? Why?

Due:

Assignment

Agenda: Tues., Dec. 2, 2014
  1. "I can..."
  2. Why are these words important? rewind
    • abomination (par.1): an object that is intensely disliked
    • contraband (par. 3): illegal imports
    • despicable (par. 5): horrible
    • degrading (par. 8): humiliating
    • unconstitutional (par. 13): illegal
    • specious (par. 15): false
  3. "Jim Crow Policing" rewind part 3
  4. Jim Crow & What We Know
    • How does Herbert establish the significance of racial profiling?
    • Why does the author start with statistics in paragraph 2? How do they start to make the essay's point?
    • What point is Herbert making when he breaks the data down by race?
    • Why does the author the author talk about the reasons New York police stop people? What does that have to do with his main argument?

Due:

Assignment

Agenda: Mon., Dec. 1, 2014
  1. Warm-up: How has the Michael Brown incident/trial supported or refuted racial profiling? Explain your answer.
  2. Return composition books
  3. "I can..."
  4. Why are these words important?
    • abomination (par.1): an object that is intensely disliked
    • contraband (par. 3): illegal imports
    • despicable (par. 5): horrible
    • degrading (par. 8): humiliating
    • unconstitutional (par. 13): illegal
    • specious (par. 15): false
  5. "Jim Crow Policing" rewind
    • 2nd read: close reading

Due:

Assignment

Agenda: Fri., Nov. 21, 2014
  1. Finish group presentations
  2. "Jim Crow Policing" by Bob Herbert, page 43
    • 1st Read
      • Underline key points that deal with Jim Crow, profiling, discrimination, prejudice, race, ethnic, stereotyping
      • State if you AGREE (+) or DISAGREE (-) with the key points
  3. Considering the Structure of the Text
    • Draw a line across the page where the introduction ends
    • Draw a line across the page where the conclusion begins
  4. Exit Slip: What is ONE thing you are thankful for in this school year? Why?

Due:

Assignment

Agenda: Thurs., Nov. 20, 2014
  1. Jim Crow & Company
    • Group time to finish
  2. Group Presentations

Due:

Assignment

Agenda: Wed., Nov. 19, 2014
  1. "The Rise and Fall of Jim Crow" Squeeze
    • Read your group narrative
    • Summarize your group narrative into a 15 word sentence summary
      • Group #1 - Sun: "The Land" (Jeremiah, Mark, Brandon, Jahleel, Angel)
      • Group #2 - Neptune: "White Only" (Erick, Jose, Marquell, Javion)
      • Group #3 - Pluto: "Chants From the School Yard" (George, Alberto, Hazel, Raul, Victor)
      • Group #4 - Earth: Packing the Pee Can fr the Road Trip" (Rito, Anthony, Jonathan, Rudy)
  2. Jim Crow & Company
    • Key words charting
    • Group #1: race
    • Group #2: ethnic
    • Group #3: discrimination
    • Group #4: profiling
  3.  Exit Slip: Chart stereotyping
    Describe it:
    What are its colors, shapes, sizes, smells, tastes, sounds?
    Compare it:
    What is it similar to?
    Associate it:
    What does it make you think of?
    Analyze it?
    How is it made?
    Apply it:
    What can you do with it?
    How can it be used?
    		 For/Against it? Why?

Due:

Assignment

Agenda: Tues., Nov. 18, 2014
  1. Warm-up: what do you know about racial profiling? What do you think about it? Explain your answers.
  2. "I can..."
  3. Jim Crow Gallery Walk
    • Groups of 4
      • Sun = Group 1
      • Neptune = Group 2
      • Pluto = Group 3
      • Earth = Group 4
    • In your groups, move counter clockwise from poster to poster
    • A different group member must write on the poster for every rotation
    • Group consensus as to what it is to be written on each poster

Due:

Assignment

Agenda: Mon. Nov. 17, 2014
  1. Racial Profiling in America
    • On a separate sheet of paper, answer the following prompt in 5 well-written paragraphs.
    • Due at the end of the period.
    • There are many times when people are judged based on the way they look. Describe a time when someone made a judgement about you based on how you looked. How did it make you feel? Why do you think they made that judgement? How has this experience helped you not to judge people based on their appearance?

Due:

Assignment

Agenda: Fri., Nov. 14, 2014
  1. Computer lab
    • Type letter to the editor
    • Submit to TurnItIn.com

Due:

695842-manufacturing.jpg

Assignment

Agenda: Thurs., Nov. 13, 2014
  1. Warm-up: What do you see (in the image)? Hoe does what you see apply to engineering and manufacturing? Explain your answers.
  2. "I can.."
  3. "U.S. manufacturing's next phase" by Richard M. Daley & Bruce Katz
    • Groups of 3
    • Find 2 examples from the article that you agree or disagree with as a group.
    • Copy the quote word for word and cite properly.
    • For each quote, explain why you agree or disagree as a group.
    • For each quote, identify the classical appeal used.
  4. Group presentations
  5. Exit Slip: How did you feel when Ms. Preciado treated you differently from the other groups? Explain your answer.

Due:

Assignment

Agenda: Wed., Nov. 12, 2014
  1. Letter to the Editor
    • Using either "The Inspiration for engineering" OR "U.S. manufacturing's next phase"
    • Letter to the Editor is in support or against the article you have chosen.
    • Make sure to include TWO examples from the article in your letter

Due:

Assignment

Agenda: Mon., Nov. 10, 2014
  1. Collect composition books
  2. Collect homework
  3. Finish Unit 2 Benchmark

Due:

Assignment

Agenda: Fri., Nov. 7, 2014
  1. Unit 2 Benchmark
  2. Homework: Finish assignment from Thurs., Nov 6th, composition books due Mon., Nov. 10 (dates covered from Oct. 13 - Nov. 7)

Due:

Assignment

Agenda: Thurs., Nov. 6, 2014
  1. "U.S. manufacturing's next phase" by Richard M. Daley & Bruce Katz
    • Read & color
      • Read using 4 different colors: one for marking the text, one for ethos, one for pathos, one for logos
      • use annotation markings, margin annotations, margin notes
  2. PAPA square
    • Rhetorical devices: You need 3 examples of the classical appeals: one for ethos, one for pathos, one for logos
  3. EAP Summary
    • "Article Title" by Author's Name
    • Purpose: Get from PAPA square
    • Thesis: Get from PAPA square (argument)
    • Summary: Paraphrase 8 - 10 key details/main points that support the thesis
  4. Homework: Composition books due Fri., Nov. 7 (dates covering Oct. 13 - Nov. 7), finish PAPA square & EAP summary

Due:

Assignment

Agenda: Wed., Nov. 5, 2014
  1. "U.S. manufacturing's next phase" by Richard M. Daley & Bruce Katz
    • Read & color
      • Read using 4 different colors: one for marking the text, one for ethos, one for pathos, one for logos
      • use annotation markings, margin annotations, margin notes
  2. PAPA square
    • Rhetorical devices: You need 3 examples of the classical appeals: one for ethos, one for pathos, one for logos
  3. Homework: Composition books due Fri., Nov. 7 (dates covering Oct. 13 - Nov. 7), finish PAPA square

Due:

Assignment

Agenda: Tues., Nov. 4, 2014
  1. Warm-up: What is manufacturing? Why is manufacturing important? Explain your answers.
  2. Collect homework
  3. "I can..."
  4. "U.S. manufacturing's next phase" by Richard M. Daley & Bruce Katz
    • Read & color (4 colors: one for annotations, one for ethos, one for pathos, one for logos)
    • Considering the Structure of a Text
      • draw a line across the page where the introduction ends, draw a line across the page where the conclusion begins, label body paragraphs on the basis of topics
    • Marking the text & annotating
      • use annotation markings, margin annotations, margin notes
        • right margin - questions you ay have about the article, points that you agree/disagree with int he article, main ideas, label paragraphs by classical appeals
        • left margin - paragraph summary, explanation of classical appeal
  5. Homework: Composition books due Fri., Nov. 7th (will cover dates from Oct. 13 - Nov. 7)

Due:

Assignment

Agenda: Mon., Nov. 3, 2014
  1. Warm-up: What are the parts of the PAPA square?
  2. "I can..."
    • SWBAT for lesson
  3. "The Inspiration for Engineering" by Ray Almgren
    • PAPA square
  4. Exit Slip: 3 - 2 - 1
    • 3 things you agree with in the article
    • 2 things you disagree with in the article
    • 1 question you have about the article
  5. Homework: Finish PAPA square; Composition books due Fri., Nov. 7th (will cover 10/13/2014 - 11/07/2014)

Due:

Assignment

Agenda: Fri., Oct. 31, 2014
  1. Check homework
  2. Group presentations
    • paragraphs 10 - 12
    • 1 - 3 qnnottions
    • 1 example of assigned classical appeal
  3. Discuss "The Inspiration for Engineering"

Due:

Assignment

Agenda: Thurs, Oct. 30, 2014
  1. Review previous day's lesson
  2. "I can..."
    • SWBAT for the lesson
  3. "The Inspiration for Engineering" by Ray Almgren
    • Groups of 3 
    • marking the text - annotation markings
      • # paragraphs
      • circle key words or phrases
      • underline important sentences or phrases
      • write questions you may have
    • marking the text - margin annotations
      • ✓ = I know this
      • ★ = This is important to me!
      • ? = I need more info
    • classical appeals
    • You Do w/Teacher Support... paragraphs 7 - 9
  4. Homework: Finish paragraphs 10 -12

Due:

Assignment

Agenda: Wed., Oct. 29, 2014
  1. Warm-up: You and engineering
    • Why are you a part of the engineering academy? Explain your answer.
  2. "I can..."
    • SWBAT for the lesson
  3. Marking the Text
    • annotation markings
      • # paragraphs
      • circle key words or phrases
      • underline important sentences or phrases
      • write questions you may have
    • margin annotations
      • ✓ = I know this
      • ★ = This is important to me!
      • ? = I need more info
  4. "The Inspiration for Engineering" by Ray Almgren
    • marking the text - annotation markings, margin annotations
    • classical appeals
    • I Do... paragraphs 1 - 3
    • We Do ... paragraphs 4 -6

Due:

Assignment

Agenda: Tues., Oct. 28, 2014
  1. Letters to the Editor in Response to "A Change of Heart About Animals" by John R. Edlund, page 35
  2. Marking the Text
    • annotate each letter using annotation markings
    • margin notes

Due:

Assignment

Agenda: Mon., Oct. 27, 2014
  1. Letter to the Editor PowerPoint presentation

Due:

Assignment

Agenda: Fri., Oct. 24, 2014
  1. Finish Thursday's assignment
    • See #s 2 - 3
  2. "A Change of Heart About Animals" by Jeremy Rifkin, page 33
    • EAP Summary
    • Template is attached
    • NOTE: Article with annotations, PAPA square and EAP summary due at the end of the period. No exceptions.
  3. "Guess Who's Looking at Your Facebook Page" by Alessandra Potenza, handout
    • Pre-Activity: Answer the following questions in your composition book.
      1. Who do you think views your Facebook/other online social media profiles?
      2. Do you know all the people that access your page(s)?
      3. Do you feel it is important to manage your digital footprint (online presence)? Why or why not?
    • Annotating: Read the article, using 3 different colors, and annotate using the suggestions in the "activity" section of the handout.
      1. Number the paragraphs
      2. Underline main ideas
      3. Circle key words
      4. Write in the margins: summarize the paragraph, ask a question, note if you agree or disagree with something, etc.
    • Classical Appeals: Find 3 examples of the classical appeals. Make sure to color code your examples.
      1. In your own words, what does the quote say?
      2. Why does that example fit that specific classical appeal?
    • Exit Activity: Answer the following question in your composition book.
      1. Do you feel it is important to manage your digital footprint (online presence)? Why or why not?
    • NOTE: Article with annotations is due at the end of the period.
  4. "Hooked on a Myth" by Victoria Braithwaite, page 36
    • Read and annotate for classical appeals

Due:

Assignment

Agenda: Thurs., Oct. 23, 2014
  1. "A Change of Heart About Animals" by Jeremy Rifkin, page 33
    • EAP Summary
    • Template is attached
    • NOTE: Article with annotations, PAPA square and EAP summary due at the end of the period. No exceptions.
  2. "Guess Who's Looking at Your Facebook Page" by Alessandra Potenza, handout
    • Pre-Activity: Answer the following questions in your composition book.
      1. Who do you think views your Facebook/other online social media profiles?
      2. Do you know all the people that access your page(s)?
      3. Do you feel it is important to manage your digital footprint (online presence)? Why or why not?
    • Annotating: Read the article, using 3 different colors, and annotate using the suggestions in the "activity" section of the handout.
      1. Number the paragraphs
      2. Underline main ideas
      3. Circle key words
      4. Write in the margins: summarize the paragraph, ask a question, note if you agree or disagree with something, etc.
    • Classical Appeals: Find 3 examples of the classical appeals. Make sure to color code your examples.
      1. In your own words, what does the quote say?
      2. Why does that example fit that specific classical appeal?
    • Exit Activity: Answer the following question in your composition book.
      1. Do you feel it is important to manage your digital footprint (online presence)? Why or why not?
    • NOTE: Article with annotations is due at the end of the period.

Due:

Assignment

Agenda: Wed., Oct. 22, 2014
  1. PAPA Square
    • Model PAPA Square as a class
  2. Homework: Finish PAPA square with 1 example of pathos and 1 example of logos. Make sure to cite the quote properly, state what the quote is saying in your own words and explain why the quote fits that particular classical appeal.

Due:

Assignment

Agenda: Tues., Oct. 21, 2014
  1. Structure of the Text
    • Finish labeling body paragraphs by topic
    • Annotate each topic by summarizing and highlighting main ideas

Due:

Assignment

Agenda: Mon., Oct. 20, 2014
  1. Warm-up: What kinds of experiences might cause someone to change his/her ideas or feelings about animals? What are some groups of people who have strong feelings about how animals are treated? What do you think about them? What do they usually believe? Explain your answers.
  2. Structure of the Text
    • Finish labeling body paragraphs by topic
    • Annotate each topic by summarizing and highlighting main ideas

Due:

Assignment

Agenda: Fri., Oct. 17, 2014
  1. Structure of the Text
    • "A Change of Heart About Animals" by Jeremy Rifkin page 33
    • Draw aline across the the page where the introduction ends. Is it the line after the first paragraph, or are there more introductory paragraphs?
    • Draw a line where the conclusion begins. Is it the last paragraph, or does it begin before that?
    • Divide the body of the essay into sections on the basis of the topics addressed. For example, topic #1 label A or 1, topic #2 label B or 2, etc.
  2. Homework: Finish labeling body paragraphs

Due:

Assignment

Agenda: Thurs., Oct. 16, 2014
  1. Warm-up: What are some common ideas or feelings you have about animals? What are some common ideas or feelings people have about animals? Explain your answers.
  2. Surveying the Text
    • "A Change of Heart bout Animals"
    • Where and when was this article published?
    • Who wrote the article? Do you know anything about the writer? How could you find out more?
    • What is the subtitle of the article? What does it tell you about what the article might say?
    • The article was published on an editorial page. What does that mean?
  3. "A Change of Heart About Animals" by Jeremy Rifkin, page 33
    • As you read, make sure to find at least ONE example of each classical appeal: ethos, pathos, logos.
    • For each example, explain what the quote says and why it fits that classical appeal.
    • make sure to read with THREE different colors: one for ethos, one for pathos and one for logos.
  4. Homework: Finish reading article and annotating the text.

Due:

Assignment

Agenda: Wed., Oct. 15, 2014
  1. PAPA Square
    • Introduce

Due:

Assignment

Agenda: Tues., Oct. 14, 2014
  1. "Three Ways to Persuade" by John R. Edlund, pg. 29
    • Read and annotate each section: ethos, pathos, logos
      • Highlight/Underline 1 sentence that you agree with and explain why in the margin.
      • Highlight/Underline 1 sentence you disagree with and explain why in the margin.

Due:

Assignment

Agenda: Mon., Oct. 13, 2014
  1. Unit 2 CFA
  2. Return composition books

Due:

Assignment

Agenda: Fri., Oct. 10, 2014
  1. CSU Long Beach speaker
    • Take notes
  2. Collect composition books

Due:

Assignment

Agenda: Thurs., Oct. 9, 2014
  1. Group Presentations
    • Print media examples of classical appeals
  2. Homework: Composition books due Fri., Oct. 10. Notebook check #2 will cover Sept. 18 - Oct. 10.
 

Due:

Assignment

Agenda: Wed., Oct. 8, 2014
  1. Warm-up: Print media - Red Cross ad
    • Find TWO examples of classical appeals.
    • Explain why each example exemplifies that classical appeal.
  2. Print media groups
    • Groups of 3 -ONE ad from Ms. Preciado, ONE ad from group selection
    • For each ad, find TWO examples of the classical appeals.
    • For each ad and each example, explain why how the example represents that specific classical appeal,
  3. Homework: Composition books due Fri., Oct. 10. Notebook check #2 will cover Sept. 18 - Oct. 10

Due:

Assignment

Agenda: Tues., Oct. 7, 2014
  1. Collect homework
    • magazine ad
  2. "Now Hear This" Groups
    • Group 1 - ethos
    • Group 2 - pathos
    • Group 3 - logos
    • Find 1 example from your text that best exemplifies your classical appeal.
    • Explain why that example exemplifies your classical appeal.
    • What is the speaker's main purpose?
    • Who is the speaker's audience? Be specific.
  3. Group presentations
  4. Homework: Composition books due Fri., Oct. 10. Notebook check #2 will cover Sept. 18th - Oct. 10th.

Due:

Assignment

Agenda: Mon., Oct. 6, 2014
  1. "Now Hear This: The Art of Speech"
    • For each appeal, find TWO examples
    • Explain how each example is that specific appeal
    • What is the speaker's main purpose?
    • Who is the audience? Be specific.
  2. Homework: Bring in an advertisement from a magazine
*** NOTE: Composition books due Fri., Oct. 10. Notebook check #2 will cover Sept. 18 - Oct.10***

Due:

Assignment

Agenda: Fri., Oct. 3, 2014
  1. Classical Appeals
    • examples from today
  2. Catch-up day
    • complete missing assignments in composition book

Due:

Assignment

Agenda: Thurs., Oct. 2, 2014
  1. The Rhetoric of the Op-Ed Page
    • PowerPoint presentation

Due:

Assignment

Agenda: Wed., Oct. 1, 2014
  1. Warm-up: Think about a time when you tried to persuade a parent, a teacher, and/or a friend to do something and/or believe something. Describe what you said and/or did to persuade him/her.
  2. Persuasive techniques
    • brainstormed techniques used to persuade others
  3. Classical Appeals
    • introduce ethos, pathos, logos

Due:

Assignment

Agenda: Tues., Sept. 30, 2014
  1. Check homework
  2. TurnItIn.com registration
    • Class ID: 8791873
    • Password: HHSME2014
  3. Personal Statement
    • type draft
    • submit to TurnItIn.com
  4. Homework: Finish typing personal statement draft; submit to TurnItIn.com by 11:59 pm

Due:

Assignment

Agenda: Mon., Sept. 29, 2014
  1. Personal Statement
    • complete worksheets
    • pre-writing
  2. Homework: Finish worksheets for homework.

Due:

Assignment

Agenda: Fri., Sept. 26, 2014
  1. Unit 1 CSA

Due:

Assignment

Agenda: Thurs., Sept. 25, 2014
  1. UC Personal Statement
    • Student Samples
  2. Homework: Choose ONE of the 3 events that had an impact on you and write everything you remember. Keep in mind to write why this event is important, what you have learned from it, how you applied that new knowledge to your life and how it has made you the person you are today.

Due:

Assignment

Agenda: Wed., Sept. 24, 2014
  1. PBIS Implementation Day
    • Achievement

Due:

Assignment

Agenda: Tues., Sept. 23, 2014
  1. Warm-up: Choose 3 events that have had an impact on your life. Briefly describe each event and explain why each of those events had an impact on your life.
  2. Personal Statement
    • UC Prompts - review each prompt
      • Prompt #1: Describe the world you come from - for example your family, community or school - and tell us how your world has shaped your dreams and aspirations.
      • Prompt #2: Tell us about a personal quality, talent, accomplishment, contribution or experience that is important to you. What about this quality or accomplishment makes you proud and how does it relate to the person you are.
  3. Homework: Looking at your warm-up, choose ONE of the events and explain in detail:
    • Why it is important to you?
    • How did it impact your life?
    • What did you learn from it?
    • How have you applied the new knowledge to your everyday life?

Due:

Assignment

Agenda: Mon., Sept. 22, 2014
  1. Jigsaw Group Presentations
    • Present group article
    • Discuss article as a class

Due:

Assignment

Agenda: Fri., Sept. 19, 2014
  1. Group Jigsaw
    • Group according to article
    • Squeeze: One sentence summary of your article. The sentence cannot  be more than 15 words.
    • State the author's main argument.
    • Identify 2 important quotes/pieces of information. Cite paragraph number.
    • Explain why each quote/piece of information is important to the article.

Due:

Assignment

Agenda: Thurs., Sept. 18, 2014
  1. Return composition books
  2. Warm-up: List 5 reasons why people choose NOT to go to college. List 5 reasons why people choose to GO to college.
  3. Jigsaw Articles
    • Groups of 4 - 5, read your assigned article
    • Group #1 - "10 Rules for Going to College When Nobody Really Expected you To" by Joe Rodriguez, pg.10
    • Group #2 - "Not Going to College is a Viable Option" by Lawrence B. Schlack, pg. 12
    • Group #3 - "Why Go to College?" by University of North Texas, How 2 Choose, pg. 14
    • Group #4 - "The 10 Most Common Excuses for Not Going to College and Why They're All Wrong!", pg. 18
  4. Surveying the Text
    • Answer the following questions before you read your article.
      1. What kind of information do you think the article will provide?
      2. What value do you think the article will have in relation to your own research needs? (In thinking about your plans after high school, is this article helpful or not? Why?)
      3. What do you think is the purpose of the article?
      4. Who do you think is the intended audience for the article? (What types of people are going to read this article?)
      5. What do you think the writer wants you to do or believe?
  5. Annotating the Text
    • Highlight the main, or most important, points of the article
    • Take notes in the margins

Due:

Assignment

Agenda: Wed., Sept. 17, 2014
  1. Unit 1 CFA assessment
  2. Pass out PowerSchool log-in info

Due:

Assignment

Agenda: Tues., Sept. 16, 2014
  1. EAP Summary
    • Title - What is the name of the article?
    • Author - Who wrote the article?
    • Purpose - Why did the author write this text?
    • Thesis - What is the author's main argument?
    • Paraphrase (Write in your OWN words) - 8 - 10 different details from the text that support the writer's thesis.
  2. "Hidden Intellectualism" by Gerald Graff, pg. 5 EAP Summary
  3. Homework: Finish EAP summary

Due:

Assignment

Agenda: Mon., Sept. 15, 2014
  1. Resume
    • Type draft
      • use your PINK handout with student samples to guide you
    • email to Ms. Preciado
  2. Homework: Finish typing resume

Due:

Assignment

Agenda: Fri., Sept. 12, 2014
  1. "Hidden Intellectualism" by Gerald Graff, pg. 5
    • Stop & Respond Reading Strategy: Read chunks and respond. Your response can be a summary of what was read, a comment on something you agree with, a comment on something you disagree with, questions you may have about what was read, a comment on something that you can relate to due to personal experiences, or anything and/or everything you remember.
    • Stop & Respond #1 - Paragraph 1
    • Stop & Respond #2 - Paragraphs 2 - 4
    • Stop & Respond #3 - Paragraph 5
    • Stop & Respond #4 - Paragraphs 6 - 7
    • Stop & Respond #5 - Paragraphs 8 - 10
    • Stop & Respond #6 - Paragraphs 11 - 13
    • Stop & Respond #7 - Paragraphs 14 - 16
    • Stop & Respond #8 - Paragraphs 17 - 18
  2. Collect composition books

Due:

Assignment

Agenda: Thurs., Sept. 11, 2014
  1. Warm-up: Choose ONE of the quotes that best matches your definition of intellectual. Explain why this quote matches your definition.
    • "The demand for certainty is one which is natural to man, but is nevertheless an intellectual vice." -- Bertrand Russell
    • "An intellectual is a person who takes more words than necessary to tell more then he knows." -- Dwight D. Eisenhower
    • "An intellectual is someone whose mind watches itself." -- Albert Camus
  2. Check homework
  3. Intellect and Intellectual
    • Groups of 3
    • Share 3 people who are intellectuals and why, share definition of "intellectual" and share chosen quote from today's warm-up.
    • Group choose 1 intellectual, explain why that intellectual, definition of intellectual, chosen quote and why
  4. Types of Intellect
    • book smarts vs. street smarts
  5. Homework: Composition books due Fri., Sept. 12th dates to be graded Aug. 29th - Sept. 12th

Due:

Assignment

Agenda: Wed., Sept. 10, 2014
  1. Warm-up: In approximately 3-4 paragraphs, answer the following prompt. Write a description of an event or moment when you were less than perfect. Explain what your response to the moment says about your character, values, or potential for college or work.
  2. Collect essay re-write
  3. Intellectual and Intellect
    • Answer the following statements in detail.
      1. Name 3 people who are intellectual. They can be alive or dead, human or make-believe.
      2. Why are each of these people considered to be intellectual?
      3. Based on these 3 intellectual people, how would you define "intellectual'?
  4. Homework: Finish list of intellectuals, composition books due Fri., Sept. 12th

Due:

Assignment

Agenda: Tues., Sept. 9, 2014
  1. Check homework
  2. Seating Chart
  3. "Want to Get Into College? Learn to Fail" by Angel Perez, pg.3
    • Group dialectical journal
    • Share homework assignment
    • Choose the best quote that represents the article's message
  4. Homework: Composition book collection Fri., Sept. 12, 2014

Due:

Assignment

Agenda: Mon., Sept. 8, 2014
  1. Warm-up: Describe a time when you failed. Why do you think you failed? What did this failure teach you? Explain your answers.
  2. Survey the Text - "Want to Get Into College? Learn to Fail" by Angel Perez, pg.3
    • Look at the title and predict what the message of the article is.
    • Look at the length of the article (2 pages, 7 paragraphs, 752 words). Is this the perfect length for your prediction to be fulfilled?
    • Skim the first 2 paragraphs and the last paragraph, is there anything else you would like to add to your prediction?
  3. "Want to Get Into College? Learn to Fail" by Angel Perez, pg. 3
    • Highlight/Underline the best advice on how to represent yourself
    • Make sure to take notes in the margins
  4. Dialectical Journal
    • Choose the 4 best pieces of advice.
    • Draw a t-chart.
    • On the left column, copy the quote "word-for-word" and include the paragraph number.
    • On the right column, state: What did the quote make you think about? or Why did you choose this quote?
  5. Homework: Finish dialectical journal

Due:

Assignment

Agenda: Fri., Sept. 5, 2014
  1. Collect homework
    • Summer Reading Double Entry Journals
    • Resume draft
  2. Life After High School Options
    • Answer each of the following questions in 2 well-written paragraphs. If the question does not apply to you, explain why.
      1. If you are going to college, why did you make this decision? Where will you go? If you are not going to college, why not?
      2. What do you want to get from your college experience?
      3. If you are going into the workforce, or the military, why are you choosing this option?
      4. What do you want to get from your work or military (or any other career you might be considering) experience?

Due:

Assignment

Agenda: Thurs., Sept. 4, 2014
  1. Resumés
    • Writing guide
    • Student samples
  2. Academic Resumé
    • Begin draft
  3. Homework: Finish resumé draft, The Fault In Our Stars double entry journals

Due:

Assignment

Agenda: Wed., Sept. 3, 2014
  1. Check homework
  2. Skills and Engineering
    • For every engineering class you have taken, list the most important skills you have learned
    • Other skills: wood shop, aviation, robotics, technology, etc.
  3. Email addresses
    • professional email addresses
  4. Homework: The Fault In Our Stars double entry journals.

Due:

Assignment

Agenda: Tues., Sept. 2, 2014
  1. Collect parent/guardian signatures
  2. Check composition books and homework
  3. Warm-up: Make a list of 10nwords that describe you. Explain in detail why these words describe you.
  4. Who Am I?
    • Choose 10 words fro the list that describe you. Explain in detail why these words describe you
    • Positive/Negative Traits: put a "+" for a positive trait and a "-" for a negative trait
  5. Word Rank
    • In a different color, choose the 10 best words that describe you and rank them in order from 1 - 10. 1 = the best; 10 = the least
  6. Extra Curricular Activities
    • List any extra curricular activities you may have. For example, a job, an organized sport you play, community service, school clubs, hobbies, etc.
    • List any leadership roles you may have had in these extra curricular activities.
    • List the roles and responsibilities you had for these extra curricular activities
  7. Homework: Finish extra curricular activities. The Fault In Our Stars double entry journals

Due:

Assignment

Agenda: Fri., Aug. 29, 2014
  1. Collect parent/guardian signatures
  2. Notes: Stop & Respond
    • Read a chunk of text and STOP
    • Then RESPOND to the chunk of text
      • Respond can be a summary of what was read or writing down everything and anything you remember about what was read
  3. "How to Mark a Book" by Mortimer Adler Stop & Respond
    • Stop & Respond # 1 - paragraphs 1-5
    • Stop & Respond #2 - paragraph 6
    • Stop & Respond #3 - paragraphs 7-8
    • Stop & Respond #4 - paragraphs 9-11
    • Stop & Respond #5 - paragraphs 12-14
  4. Homework: Finish Stop & Respond, The Fault In Our Stars double entry journals
    • Stop & Respond #6 - paragraphs 15-22
    • Stop & Respond #7 - paragraphs 23-25
    • Stop & Respond #8 - paragraphs 26-27

Due:

Assignment

Agenda: Thurs., Aug. 28, 2014
  1. Collect parent/guardian signatures
  2. Warm-up: When you read, what are some of the strategies you use to remember what you have read? Did someone teach you this or is this something you taught yourself? Explain your answers.
  3. Notes: Annotating a Text
    • 4 Basic Markings
  4. "How to Mark a Book" by Mortimer Adler
    • Read and annotate using the 4 basic markings
  5. Exit Slip
    • What are the 4 basic ways of marking a text?
  6. Homework: Parent/Guardian Signatures, composition books,sign-up remind 101, The Fault In Our Stars by John Green dialectical journals

Due:

Assignment

Agenda: Wed., Aug. 27, 2014
  1. Collect parent/guardian signatures
  2. Warm-up: Thinking About Life After High School
    • What are your goals for this school year? What are some of the obstacles you may come across this school year? 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.
  3. Homework: Parent/Guardian signatures, composition books, Remind 101

Due:

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Assignment

Agenda: Tues., Aug. 26, 2014
  1. Collect parent/guardian signatures
  2. PowerSchool log in info
  3. ERWC Scoring Rubric
    • CSU Scoring Rubric
    • Student Friendly Language Rubric
  4. How to read a prompt
  5. Homework: Parent/Guardian Signatures, composition books, Remind 101

Due:

Assignment

Agenda: Mon., Aug. 25, 2014
  1. Collect parent/guardian signatures
  2. Writing Assessment
  3. Homework: Parent/Guardian signature for Classroom Expectations (blue paper) and Academic Dishonesty Policy (pink paper); composition book, register for Remind 101
    • From cell phone: 1) text your name to (818) 639-8608; 2) Reply with @metalc
    • From internet: 1) go to https://www.remind.com; 2) click "I'm a student or parent"; 3) type metalc; 4) choose either phone OR email; and 5) follow the steps

Due:

Assignment

Agenda: Fri., Aug. 22, 2014
  1. Warm-up: Explain the importance of rules in society. List and explain 3 rules/routines/policies you would enforce.
  2. Course Syllabus/Classroom Expectations
  3. Academic Dishonesty Policy
  4. Exit Slip:3-2-1
    • List 3 positives from the first week of school.
    • Write 2 goals you have fort his school year.
    • Write 1 question you may have.
  5. Homework: Parent/Guardian signature for Classroom Expectations (blue paper) and Academic Dishonesty Policy (pink paper); composition book, register for Remind 101
    • From cell phone: 1) text your name to (818) 639-8608; 2) Reply with @metalc
    • From internet: 1) go to https://www.remind.com; 2) click "I'm a student or parent"; 3) type metalc; 4) choose either phone OR email; and 5) follow the steps

Due:

Assignment

Agenda: Thurs., Aug. 21, 2014
  1. "The Indispensable Tiger"

    • Answer the following questions.

      a. What does indispensable mean?
      b. What did the tiger mean when he said, "What a burden it is to be indispensable."
      c. List the tigers in the story. How does each tiger relate to you as a person.
      d. What did the lion tell the tiger?
      e. Why did the lion seem to be the wiser of the two?
      f. How does the whole story relate to people?
      g. Listening is important. Would you rather have something read to you or read it yourself?
      Why? Why does it make a difference?

  2. Homework: If you were not able to set-up your Remind 101 account please do so at home.
    • From cell phone: 1) text your name to (818) 639-8608; 2) Reply with @metalc
    • From internet: 1) go to https://www.remind.com; 2) click "I'm a student or parent"; 3) type metalc; 4) choose either phone OR email; and 5) follow the steps

Due:

Assignment

Agenda: Wed., Aug. 20, 2014
  1. Welcome to Hawthorne
  2. Ms. Preciado
  3. Getting to Know You
  4. Exit Slip: Remind 101
  5. Homework: If you were not able to set-up your Remind 101 account please do so at home.
    • From cell phone: 1) text your name to (818) 639-8608; 2) Reply with @metalc
    • From internet: 1) go to https://www.remind.com; 2) click"I'm a student or parent"; 3) type metalc; 4) choose either phone OR email; and 5) follow the steps