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  1. ERWC - English 12 (Period 3)
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ERWC - English 12 (Period 3) Assignments

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Due:

Assignment

Agenda: Tues., Feb. 17, 2015
  1. Warm-up: What are THREE pieces of advice you would like to leave for future 12th grade students? Explain why each piece of advice is important for them to know ahead of time.
  2. "I can..."
    • Today I will be identifying an author's claim in a text by charting the claim with textual evidence and/or personal experiences so that I can justify a claim from a variety of sources.
    • I will know that I've got it when I can support my claim in a structured discussion.
  3. "'You've got to find what you love,' Jobs says" -- Stanford University Commencement Address June 2005, page 68
    • Read & Color: Reading with a purpose
      1. Underline/Highlight Steve Jobs claim(s) about life and the value of life.
      2. Circle the THREE stories Jobs tells.
      3. Explain how each story contributes to life and the value of life. Does Jobs give a monetary value to life or is it something else?
  4. Homework: Bring ERWC textbook, finish reading with a purpose #2 and #3.

Due:

Assignment

Agenda : Thurs., Feb. 12, 2015
  1. Collect composition books
  2. Classical Appeals Review
    • Find 3 examples of the classical appeals in "Roger Ebert: The Essential Man"
    • Explain why each example fits that classical appeal
    • Examples must support the writer's claim about life and the value of life.

Due:

Assignment

Agenda: Wed., Feb. 11, 2105
  1. Warm-up: Write a summary sentence for "What Is a Life Worth?" by Amanda Ripley.
  2. " I can..."
    • Today I will identify the main issues in "What Is a Life Worth?" and responses to the issues so that I can formulate a concise definition of life and the value of life with evidence.
    • I will know that I've got it when I can identify patterns about the value of life between the texts I have read and provide examples of rhetorical devices.
  3. "What Is a Life Worth?" by Amanda Ripley, page 56
    • Review 1st read
    • 2nd Read
    • Reading With a Purpose: Read & Color for Classical Appeals
      • Find 3 examples of classical appeals.
      • You must have ONE examples of each appeal (ethos, pathos, logos)
      • Explain why each example fits that appeal.
  4. Homework:
    • Bring ERWC textbook
    • Composition books due Thurs., Feb 12th
    • Finish classical appeals examples

Due:

Assignment

Agenda: Tues., Feb. 10, 2105
  1.  Warm-up: Using "What Is a Life Worth" by Amanda Ripley, underline the main issues, in regards to the calculus of determining a life's value in monetary terms, and the various stances people take in response to those issues in paragraphs 1 - 20.
  2. "I can..."
    • Today I will identify the main issues in "What Is a Life Worth?" and responses to the issues so that I can formulate a concise definition of life and the value of life.
    • I will know that I've got it when I can identify patterns about the value of life between the texts I have read.
  3. "What Is a Life Worth?" by Amanda Ripley, page 56
    • Reading for a Purpose: Read & Color
    • Underline the following information.
      1. What are the main issues and the various stances people take in response to those issues?
      2. What connections about the valuing of life can you make to "Roger Ebert: The Essential Man" and Zero?
      3. How is "life" determined in this text? For example, does "life" refer to a human body, a soul, human experience, existence, or quality of life? Does this definition include a person's personal life and professional/working life?
  4. Homework:
    • Bring ERWC textbook
    • composition books due Thurs., Feb. 12th

Due:

Assignment

Agenda: Mon., Feb. 9, 2105
  1. Warm-up: Chart Zero's claim.
    • Purpose: What is the text's main idea? Why did the author write this?
    • Argument: What is the author's claim/point of view about the main idea?
    • Evidence: Quote from the text to support the author's claim?
    • Agree/Disagree: Do you agree/disagree with the author's claim? Explain your answer.
    • Connection: What other texts can this relate to? What personal experiences can this relate to? Explain your answers.
  2. "I can..."
    • Today I will identify the main issues in "What Is a Life Worth?" and responses to the issues so that I can formulate a concise definition of life and the value of life.
    • I will know that I've got it when I can identify patterns about the value of life between the texts I have read.
  3. "What Is a Life Worth" by Amanda Ripley, page 56
    • Reading for a Purpose: Read & Color
    • Underline the following information.
      1. What are the main issues and the various stances people take in response to those issues?
      2. What connections about the valuing of life can you make to "Roger Ebert: The Essential Man" and Zero?
      3. How is "life" determined in this text? For example, does "life" refer to a human body, a soul, human experience, existence, or quality of life? Does this definition include a person's personal life and professional/working life?
  4. Homework:
    • Bring ERWC textbook
    • composition books due Thurs., Feb. 12th
    • finish underlining the main issues and the responses to the issues for paragraphs 1 - 20

Due:

Assignment

Agenda: Fri., Feb. 6, 2015
  1. Warm-up: List THREE reading strategies we have used this school year. For each strategy, explain what YOU think is the purpose of the strategy.
  2. "I can..."
    • Today I will identify the main issues in "What is a Life Worth?" and responses to the issues so that I can formulate a concise definition of life and the value of life.
    • I will know that I've got it when I can identify patterns about the value of life between the texts I have read.
  3. "What is a Life Worth? by Amanda Ripley, page 56
    • Predicting
    • "To compensate families of the victims of Sept. 11, the government has invented a way to measure blood and loss in cash. A look at the wrenching calculus."
      1. What predictions can you make about the article's content from the subtitle?
      2. What connections do you think you might see between this article and the previous two texts you have read and/or seen? Explain your answer.
  4. Homework: Bring ERWC textbook, composition books due Thurs., Feb. 12th.

Due:

Assignment

Agenda: Thurs., Feb. 5, 2015
  1. Warm-up: Zero by Christopher & Christine Kezelos a stop animation film. Write a summary sentence for Zero.
    • Whip Around
  2. "I can..."
    • Today I will watch the video Zero and extract 2 important quotes so that I can relate it to "Roger Ebert: The Essential Man."
    • I will know that I've got it when I can connect ideas about the value of life between two types of text.
  3. Zero
    • How can nothing be something?
    • Class discussion
  4. Zero 2nd "read"
    • Reading With a Purpose: Look for new things that you did not "see" the during the 1st "read". Look for the symbolism behind the value of life.
  5. Homework: Bring ERWC textbook
Zero by Christopher & Christine Kezelos: http://www.zeroshortfilm.com/
 

Due:

Assignment

Agenda: Wed., Feb. 4, 2015
  1. Warm-up: What are the parts of an informational text summary sentence?
  2. "I can.."
    • Today I will watch the video Zero and extract important quotes so that I can relate it to "Roger Ebert: The Essential Man:.
    • I will know that I've got it when I can connect ideas about the value of life between two types of texts.
  3. Life's Value
    • Spend a Buck
    • What monetary value does your life have?
    • You have $1 to determine your life's value. How will you spend that buck. Explain why you chose to spend your buck that way? For example, 25 cents for material possessions, 25 cents for family, 25 cents for athletic ability and 25 cents for uniqueness.
  4. Zero by Christopher & Christine Kezelos
    • How can nothing be something?
    • As you watch the video Zero, answer the following questions.
      • During the first half of the film, write down at least ONE important quote.
      • During the last half of the film, write down at least ONE important quote.
      • What does the film have to say about the value of life?
  5. Homework: Bring ERWC textbook
 
Zero by Christopher & Christine Kezelos: http://www.zeroshortfilm.com/

Due:

Assignment

Agenda: Tues., Feb. 3, 2015
  1. Warm-up: How would you define summary? Why is it important to summarize a text? Explain your answers.
  2. "I can..."
    • Today I will be formulating a concise summary sentence so that I can extract the author's main idea from a text.
    • I will know that I've got it when I can introduce the source, the author and the topic in one sentence.
  3. Source and Agenda
    • When writing a summary ALWAYS introduce the source and author.
    • Source: What type of text is it? What is the text's title?
    • Author: Who wrote the text? When introducing the author for the first time, ALWAYS use the author's complete name. Thereafter, mention the author by last name.
    • Stand up, Share, Sit down
      • Share source and author
  4. Informational Text Summary Sentence
    • Author: Who wrote it?/Genre: What type of text is it?
    • Verb: What is the author doing?
    • Topic: What is the main point of the text?
    • Stand up, Share, Sit down: Summary sentence
  5. Homework: Bring ERWC textbook.

Due:

Assignment

Agenda: Mon., Feb. 2, 2015
  1. Warm-up: Refer to "Roger Ebert: The Essential Man" by Chris Jones. Answer the following questions: 1) What do I understand about this article?; 2) How does this article connect with other articles I have read or personal experiences? and 3) What questions do I have? What do I need to know? Explain your answers.
  2. "I can..."
    • Today I will be identifying an author's claim in a text by charting the claim with textual evidence and/or personal experiences so that I can justify a claim from a variety of sources.
    • I will know that I've got it when I can support my claim in a structured discussion.
  3. Charting Claims
    • Purpose: What is the text's big issue/main idea? Why did the author write this?
    • Argument: What is the author's claim/perspective on the issue?
    • Evidence: Quote from the text that supports the author's claim.
    • Agree/Disagree: Do you agree or disagree with the author's claim?
    • Connection: What other texts can this relate to? What personal experiences can this relate to?
  4. Stand Up, Hand Up, Pair Up
    • Stand up with your hand up
    • Pair up with ONE other person
    • Share your claim with your partner
    • You may add, change, revise, etc. your claim
    • Repeat with ONE more person
  5. Exit Slip: What is Roger Ebert's claim about life?
  6. Homework: Bring ERWC textbook

Due:

Assignment

Agenda: Fri., Jan. 30, 2015
  1. "Roger Ebert: The Essential Man"
    • finish reading
  2. Optimistic vs. Pessimistic
    • class discussion of examples
  3. What about death?
    • Does Ebert make a claim for death? Why or why not?
  4. Homework: Bring ERWC textbook

Due:

Assignment

Agenda: Thurs., Jan. 29, 2015
  1. "Roger Ebert: The Essential Man"
    • structure of the text
    • purpose of each section
  2. Re-read "Roger Ebert: The Essential Man"
    • reading for a purpose: optimism vs. pessimism
    • 6 examples total
    • highlight examples of Roger Ebert being optimistic and/or pessimistic
    • explain why he is optimistic and/or pessimistic
  3. Homework: Bring ERWC textbook

Due:

Assignment

Agenda: Wed., Jan. 28, 2015
  1. Finish Tues., Jan. 27th assignment
  2. Stop & Respond Squeeze
    • Give a 2-sentence squeeze summary for each section. Each squeeze summary should be no more than 15 words each.
    • Section #1 = paragraphs 1 - 7
    • Section #2 = paragraphs 8 - 11
    • Section #3 = paragraphs 12 - 14
    • Section #4 = paragraphs 15 - 28
    • Section #5 = paragraphs 29 - 40
  3. Homework: Bring ERWC textbook

Due:

Assignment

Agenda: Tues., Jan. 27, 2015
  1. "Roger Ebert: The Essential Man" by Chris Jones, page 49
  2. Organizational Structure
    • Map the organization of the text by taking the following steps and answering the questions on a separate sheet of paper.
      • Draw a line across the page where the introduction, or first "chunk" seems to end. Is it after the first paragraph, or are there several introductory paragraphs? Is it in the middle of a paragraph? How do you know that the text has moved on from its opening section?
      • Draw a line across the page where the conclusion begins. Is it the last paragraph, or are there several concluding paragraphs? How do you know that the text has reached the conclusion?
      • What is the purpose of the opening section of the article?
      • What is the purpose of the middle section of the article?
      • What is the purpose of the concluding section of the article?
  3. Exit Slip: Which section of the article is the most important? Why? Provide proof from the text.
  4. Homework: Bring ERWC textbook, finish Organizational Structure questions

Due:

Assignment

Agenda: Jan. 26, 2015
  1. Seating chart
  2. Warm-up: What is life?
    • What does being alive mean to you?
    • How do you assign value to life?
    • What makes life challenging?
    • What makes life worth living?
    • In your opinion, how should people value life?
    • Explain your answers.
  3. Return composition books
  4. "I can.."
    • Today I will be composing a personal definition of life, by comparing my personal experience tot he views presented in a group dialogue so that I can justify the means by which it should be valued.
    • I will know that I have it when I can support my argument in a structured discussion.
  5. Museum Tour
    • Groups of three: one docent, two patrons
      • Group 1 = pink Dr. Seuss sticker
      • Group 2 = green Dr. Seuss sticker
      • Group 3 = orange Dr. Seuss sticker
      • Group 4 = blue Dr. Seuss sticker
      • Group 5 = yellow Dr. Seuss sticker
    • Share warm-up answers with group
    • Write down group answers
    • Docent explains group's "work of art"
    • Patrons walk around to "view works of art"
  6. Exit Slip: Most Important Point (MIP)
    • Based on what you have discussed and read, what is the most important point about life and its value? Explain your answer.
  7. Homework: Bring ERWC textbook every day