December 17, 2019

Periods 1 and 2:
Please go to Google Classroom and view the two most recent posts.
After finishing your first two position papers (revised and ready for turn-in), for the remainder of the week, you have three options:

Complete a presentation of your letter to authority (use the template posted in Classroom, but spruce it up!)
- Present your presentation via a screen capture of your Slides.
Maximum score: 16/20

Write a protest poem (using the contents and ideas of your letter) in one of the two styles of a poem shared in Google Classroom ("Lost Generation" or "We Are Not Responsible").
- Present your poem via Flipgrid (more information to come).
Maximum score: 20/20

Write a third position paper on the remaining agenda topic for your committee.
Likely score: 24/20
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Periods 3 and 4:
Affinity mapping: Censorship
Take a look at today's Slides (if you are absent). Although you missed the class collaboration, you will want to understand what we talked about and review the notes on the four types of evidence.
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Period 6:
Hopefully, you've already written your introduction paragraph, where you've presented your problem and proposed a potential solution. If not, take a look at my intro paragraph about the vandalism at PLHS.

Once you've drafted your introduction, it's time to dive into the body of the essay. 

You might want to aim for 2-3 paragraphs that discuss the solution. 

• Explain your solution in simple terms that anyone could understand. 
• Offer as many details as possible about how this will solve the problem without getting unnecessarily wordy.
• Explain why you think your solution will be effective. 
• Where possible, cite evidence for your solution. 
• Offer examples where similar solutions have worked before. 
• Cite expert opinion, statistics, and studies. Try using a frame like this:
• In the article “______________” by John Doe, he asserts/claims/supports...

Take a look at a sample body paragraph.

You should have one to two body paragraphs drafted by tomorrow. If you do not, you will certainly be behind.

December 13, 2019

Periods 1 and 2:
Today in class, we worked on position paper two. Continue to research and draft. All papers must be turned in on Friday of next week.

Periods 3 and 4:
Please use these Slides to review what we did today.
There are two documents posted on Google Classroom to help you. (The patterns of development and the patterns of development question stems)
You should complete your essay's outline by Monday.

December 12, 2019

Periods 1 and 2:
Today was dedicated to revising your letters to an authority.
resources are posted in Google Classroom.
The letter is due (along with notes, outline, and works cited page) on MONDAY when you walk in.

Periods 3 and 4:
Draw a simple graphic that represents the relationship between the sources you have read.  Write a short explanation of your graphic.

You can use words, images, stick figures, arrows, lines to connect - any visual representation that shows how what you’ve read may (or may not) be connected)

On your own in fluency journal, complete a Writing Sprint: Identify Impact. 

What individuals or groups (perspectives) are impacted most? List possible causes and effects they may face. Include information from 2 or more texts (paraphrase is fine) to support your thinking.

Now, return to the graphic and add yourself, marking your own position in the conversation.

Period 6

Re-read "Let Kids Go Wild Online" in order to write the rhetorical precis (started on Tuesday).

Sentence 1 (What does the author argue?): 

[AUTHOR], in the article, “__________________________” (YEAR) argues that ...

Sentence 2 (What are 3 pieces of evidence the author uses to develop his/her argument?): 

______supports his claim by pointing out __________________, then ___________________, and finally by ______________________________. 

Sentence 3 (Author's purpose):

_____'s purpose is to  _____________in order to make the the point that________________.

Sentence 4 (Tone and intended audience):

Writing in a ________________ tone to ______________________ (audience), the author hopes to help the audience realize / understand……….

December 9, 2019

Periods 1 and 2:
The focus of today's class is to work on explaining the importance of the evidence you choose/chose for your letter to an authority.

Here are the SLIDES that will help you through today.

You should be finished drafting your letter by the time you walk in on Wednesday (for writing response groups).

Periods 3 and 4:
We began the class by watching the TED Talk: "Why Student Journalists Should Be Protected From Censorship." This represents source four on your note chart. You should take notes, reflect, and include a rhetorical precis for this source.

For the remainder of the period (and for tomorrow), you were to select ONE article found in this folder covering the topic of censorship in the international community. Again, the directions are the same: take notes, reflect, and include a rhetorical precis for this source.

Period 6:
For today's class, we learned about rhetorical precis.

Here is the link to the document that you will need to copy/paste into your notebook. This document, if you were absent, was used to notice and note what happened in each of the four parts of a rhetorical precis. When finished with the inquiry, you will write your own precis at the bottom of the document.

December 6, 2019

Periods 1 and 2:
Please check your position papers for feedback. You should be researching your second paper and/or revising your first paper.

Periods 3 and 4:
Use this link to review the presentation on rhetorical precis. In class, you wrote TWO precis, one for each article you independently read this week.

Period 6:
Go to Google Classroom and complete the Form assigned today: "Describing Language".

December 5, 2019

Periods 1 and 2:
Today we reviewed/were introduced to the rhetorical appeals of pathos, ethos, and logos. After, we reviewed the use of the appeals in Coben's "The Undercover Parent."

In reviewing the text, we annotated examples of pathos, ethos, and logos as well as addressed the following two questions:
What seems to be Coben’s most frequently used appeal?
Which appeal could he use to, in your mind, strengthen his writing?

In your Letters to an Authority, consider adding where you will use the three appeals in order to be persuasive in your argument.

Periods 3 and 4:
Continue with text set #2 (posted as a folder in Classroom). By 12/6/2019, you should have read/made notes/reflected on a total of two sources and the TED Talk.


Period 6:
Introduction to pathos, ethos, and logos. If you were absent, watch the video below as an introduction/review.

December 4, 2019

Periods 1 and 2:
Text: "The Undercover Parent"

Learning outcomes: Create a descriptive outline of the text, create a descriptive outline for the letter to an authority

Strategic Marking and Annotation of the Text asks you to reread the text and indicate graphically the main ideas, key arguments, and support the author uses. This also allows you to respond to the text from a personal
point of view

Coben does not use data or studies to support his claims about parental monitoring, but he does offer evidence and supports his viewpoint with concrete details. Complete a rereading of the text in which you identify and mark the examples Coben uses to add evidence to support his argument. Then, identify the supporting details.

First Highlighting: Use a yellow highlighter to mark Coben’s article. Highlight the examples Coben uses to make his argument.


Second Highlighting: Go through the text once more, this time with a pink highlighter. Highlight the details that add support to each piece of evidence highlighted in yellow from the previous highlighting.

Responding to the Text: In the margins of the text, use the following questions as guidelines for writing your reactions to the evidence Coben uses:
1. Have you also heard of the examples he uses?
2. Have you observed or experienced anything similar?
3. Which examples are serious? Which seem exaggerated to you?


Periods 3 and 4:
Source: Rebecca McKinnon, TED Talk: "Let's Take Back the Internet"

Rebecca MacKinnon looks at issues of free expression, governance and democracy (or lack of) in the digital networks, platforms, and services on which we are all more and more dependent.

Use the note chart ASSIGNED in Classroom. It is simply called CENSORSHIP NOTES.

As you watch, note:
What is she claiming about censorship?
What evidence or examples does she provide to support her position?

After watching the TED Talk, go to this folder to select ONE article. Each one explores an angle on censorship. By tomorrow, complete the reading and note-making and reflecting using the note chart provided. (You will have to write in the source name and author on the note chart). 

Period 6:
Text: "The Undercover Parent"
Learning outcomes: Create a descriptive outline of the text
; 
We opened class by discussing the following questions;\

• How accurate were your predictions?
• When you read the whole article, did anything surprise you?
• Are there any parts of the article that you found confusing?
• Return to your initial completion of the SOAPSTone, and complete your answers more fully and specifically. You may make changes to and predictions you made that were wrong or add details for clarification.

Next, we chunked the text.

Paragraphs 1-3: 

Paragraphs 4-5: 

Paragraphs 6-10: 

Paragraphs 11-13: 

Paragraphs 14-15:

Using the list of verbs (what authors do) consider writing a sentence or two for each “chunk” regarding what is Coben (the author) doing?

Here are the results:

Paragraphs 1-3: Introduces the concept of monitoring your children by installing spyware on your home computer to guard children against Internet dangers.

Paragraphs 4-5: Acknowledges the aversion to the word “spyware” but points out it’s the same as being watchful in the home and school environment.

Paragraphs 6-10: Lists the rebuttals or excuses parents will use to argue against spyware and offers his rebuttal for each.

Paragraphs 11-13: Argues that parents should use spyware for listening for “dangerous chatter” and supports his argument with a personal anecdote about the straight-A daughter.

Paragraphs 14-15: Concedes to the opposition that spyware does invade privacy, so perhaps it “might be enough” to talk to your kids about installing it.

Here's why it matters. If you were to “write like this,” how is Coben’s piece a “mentor”?

Paragraphs 1-3: Introduces 

- What would you introduce at the beginning of a text like this?

Paragraphs 4-5: Acknowledges

- What could you acknowledge/note that would be important about your issue/topic?

Paragraphs 6-10: Lists

- What would you list/give examples of?

Paragraphs 11-13: Argues

- What would you argue/claim as a result of what you wrote in earlier paragraphs?

Paragraphs 14-15: Concedes

- How could you acknowledge other perspectives?

After reviewing, you should review these SLIDES. This will guide you through outlining your letters using the descriptive outline process.

December 3, 2019

Back to the blog. 

Periods 1 and 2:
Text: "The Undercover Parent"
Learning outcomes: Create a descriptive outline of the text, create a descriptive outline for the letter to authority
; 
We opened class by discussing the following questions;\

• How accurate were your predictions?
• When you read the whole article, did anything surprise you?
• Are there any parts of the article that you found confusing?
• Return to your initial completion of the SOAPSTone, and complete your answers more fully and specifically. You may make changes to and predictions you made that were wrong or add details for clarification.

Next, we chunked the text.

Paragraphs 1-3: 

Paragraphs 4-5: 

Paragraphs 6-10: 

Paragraphs 11-13: 

Paragraphs 14-15:

Using the list of verbs (what authors do) consider writing a sentence or two for each “chunk” regarding what is Coben (the author) doing?

Here are the results:

Paragraphs 1-3: Introduces the concept of monitoring your children by installing spyware on your home computer to guard children against Internet dangers.

Paragraphs 4-5: Acknowledges the aversion to the word “spyware” but points out it’s the same as being watchful in the home and school environment.

Paragraphs 6-10: Lists the rebuttals or excuses parents will use to argue against spyware and offers his rebuttal for each.

Paragraphs 11-13: Argues that parents should use spyware for listening for “dangerous chatter” and supports his argument with a personal anecdote about the straight-A daughter.

Paragraphs 14-15: Concedes to the opposition that spyware does invade privacy, so perhaps it “might be enough” to talk to your kids about installing it.

Here's why it matters. If you were to “write like this,” how is Coben’s piece a “mentor”?

Paragraphs 1-3: Introduces 

- What would you introduce at the beginning of a text like this?

Paragraphs 4-5: Acknowledges

- What could you acknowledge/note that would be important about your issue/topic?

Paragraphs 6-10: Lists

- What would you list/give examples of?

Paragraphs 11-13: Argues

- What would you argue/claim as a result of what you wrote in earlier paragraphs?

Paragraphs 14-15: Concedes

- How could you acknowledge other perspectives?

After reviewing, you should review these SLIDES. This will guide you through outlining your letters using the descriptive outline process.

_________________________________________________________________________

Periods 3 and 4:

Today you received a text set on censorship.

You established an annotation system to identify information. 

• Look for claims, evidence, reasoning
• What are some key ideas?
• What catches your attention, seems useful, or is new information?
• Are there any trends between the articles?

Practice this annotation system while you read the text set. You will return to their annotated texts in the next lesson to write and refine your claim as well as identify the most significant information that can be used as evidence to support or counter your claim. 

Use this note template to guide you.

After reading, be sure to reflect using the reflection stems (on the note template).
____________________________________________



Period 6:
Today you will be reading the article "The Undercover Parent" using the "Say Something" method. 

BEFORE READING, copy and paste the following three questions in to the TOP of your English Journal. Discuss the questions with your partner before typing your response.

1.     What does the title “The Undercover Parent” reveal about the main idea of Coben’s article?

2.     Read the first paragraph of Coben’s article. Near the end he writes, “At first I was repelled at this invasion of privacy. Now, after doing a fair amount of research, I get it.” What do you predict the author’s position on parental monitoring spyware will be?

3.     Now read the last paragraph of Coben’s article. How do you think
Coben’s position might have changed throughout the article?


NEXT, you will read one paragraph at a time, pausing after each paragraph to "say something" to your partner (taking turns who goes first each time). Below are some sentence stems for things you might say. Use the "comment" feature to make note of what you are discussing in your text.

November 19, 2019

Periods 1 and 2:
At the beginning of the period, we created a class list of topics that could be potential subjects for letters to authority. That list is found on Google Classroom for both periods.

After performing some headline research and taking notes, you were asked to narrow down your potential topic list to three topics, and to respond on by copying this document into your Notebook and adding it to your table of contents.

You should consider:

Guiding Questions to Consider: What do you know and not know?

• Why does this issue matter to you?
• Why does this topic matter to a larger population?
• How does your personal experience connect to the topic?
• Who else is affected by this issue?
• What are the causes/effects of this issue?
• What can be done as a response to this issue?
• What are the different perspectives of this issue?
• What can a President or someone in a position of power do about this issue?

Periods 3 and 4:

We started the period by reviewing the information for your Fahrenheit 451 final. Review this information and start working on preparing.

Part 1 is the multiple-choice (tomorrow)

Parts 2 and 3 will be Thursday.

Part 4 is an in-class writing task on Thursday.

Finish reading the book by tomorrow. There are NO notebook prompts to complete for yesterday or today. Ignore posts on Google Classroom.

Period 6:

Part III, The Pearl Final

Today, complete the passage analysis for The Pearl.

November 13, 2019

Periods 1 and 2:
Text: Run Forest Run, a letter (mentor text)
Objective: Analyze a mentor text for content, structure, and craft.

Please see the following SLIDES to review what we did in class today. (View up to slide 11)

Keep in mind you will write an argumentative letter about a topic of your choosing.
_________________________________________________________________________

Periods 3 and 4:
Text: Fahrenheit 451, pages 100-110
Objective: Analyze the use of irony in part two of the novel

In partnerships or small groups, you read 100-110 at your own pace and completed the following notes. Make sure they are copied/pasted into your notebook and added to the table of contents.

Your grades are posted for your analytical paragraphs. If you review it with me (scheduled, during advisory next week) you may revise/submit for a regrade (with reflection). _________________________________________________________________________

Period 6:
The Pearl, Final (Part II)

If you are absent, you must schedule a time to come to advisory and make up the assignment. This may not be done at home.

November 12, 2019

Periods 1 and 2:
I have the privilege of introducing you to the rhetorical patterns of developments (modes) which, I believe, is one of the most important concepts for you to understand and own as a reader and writer because it will allow you to break from writing formulaically and think strategically.

After introducing you with these Slides, we use Bruno Mars' song "When I Was Your Man" to identify the multiple modes Mars uses in the song (in order to understand that, although we may attempt to write for a purpose using one "mode," they really overlap.

If absent, view Slides and attempt to annotate the Bruno Mars piece here. 

Periods 3 and 4:
Text: Fahrenheit 451, Pages 91-100
Objective: Explain what is revealed about society through the words of the women at Mildred’s party and describe their reaction to Montag’s poem.

If you are absent, here are the notebook prompts from today. As always, copy/paste into your Notebook and add to your table of contents.

Homework: Read "Dover Beach" and respond to the prompts. Again, you should copy/paste into your Notebook and add it to your table of contents.

Period 6:
Part I: Take the FINAL Form Assessment for The Pearl. It covers mainly chapters four through six.

If you are absent, you need to come to see me during Advisory to make up the final or you will receive a 0.

Part II: Notes for Chapter 6, The Pearl. As always, copy/paste to your Notebook, add to your table of contents.

November 8, 2019

Keeping it simple today folks.

Periods 1 and 2:
Objective: research for position paper, paragraph number three, your country's policy.

Periods 3 and 4:
Objective: Review Fahrenheit 451, pages 75-93.
Part I: "Block Party"
- We wrote down: what we think Faber and Montag should do, a quote from Montag, a quote from Faber, and a "golden line"
- In partnerships/triads, we discussed our lines
Part II:
The Duality of Montag (if absent, see me when you return)

Period 6:
Text: The Pearl, Chapter 6

Today, I introduced your final at the beginning of class. HERE is an overview of what your final will be. You will finish with the novella by the end of next week.

November 7, 2019

Periods 1 and 2:
Text: "Peaches" by Adrienne Wu
Notes: Click here

Use these Slides to follow along with today's lesson.








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Periods 3 and 4:
Text: Pages 75-85 in Fahrenheit 451.

Objective: Analyze and explain the significance of the title “The Sieve and the Sand” based on Denham’s Dentifrice scene. Identify which three things are missing from society according to Faber and explain their importance.


Homework: Read pages 75-93 in Fahrenheit 451.




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Period 6:
Text: No new reading
Objective: Independently respond to demonstrate an understand and connection to The Pearl

Chalk Talk
I placed posters around the room. With a marker, you were asked to QUIETLY respond to as many posters as possible, using complete sentences and evidence when needed.

Next, you responded to 3-5 other people's responses in a thoughtful way beyond simply agreeing or disagreeing. Again, this was QUIET.

Finally, you walked around and reviewed what other people wrote or responded, and we had a class discussion. The prompts are listed below.

1. Women and men have different roles and responsibilities. (Respond with either: your opinion outside the text or how this is true/untrue within the text).
2. Why does Juana feel the events following the pearl's discovery may all have been an illusion?
3. Did Kino do the right thing in demanding a fair price for the pearl, even if it meant leaving his community?
4. Describe the role of greed in the story.
5. What surprises, shocks, or disturbs you the most about this story?
6. What is the most obvious theme, to you, in this story? Why?

Homework/Exit Slip: Question on Google Classroom and read The Pearl, chapter six until page 92.

November 6, 2019

Periods 1 and 2:
Text: "Hello, My Name Is..." by Jason Kim
Objective:  Analyze an author’s style.
Success Criteria:  

• I can annotate what the author is saying.
• I can ask questions while reading for meaning. 
• I can identify and analyze literary devices. 

See today's Slides here. If absent, read and follow the directions Slides 8-10.

Here is my example for the style analysis chart in the notes. 

Quote Find a quote that demonstrates style. Use an ellipsis to cut unnecessary segments as needed. Always include a page or paragraph #.	Technique Possible techniques: repetition, metaphor, simile, personification, imagery, diction, symbolism, etc	Analysis What is the impact of the author’s use of this technique? Use specific words and phrases from the quote within your analysis. Try to write 2-3 complex sentences.
How do you understand yourself in a diverse country that actively chooses to ignore your particular kind of diversity? (Paragraph 22)	Rhetorical Question	By him asking this rhetorical question, the reader can tell that he’s struggling with the idea of being, at once, both Korean and American. He feels that America, or at least American “Hollywood” ignores his culture and by being an Asian in the film industry, he is sort of a stand-out figure. He also seems to imply that it shouldn’t be that way, pointing to how this further complicates his understanding of his own identity as an actor/writer and Korean-American.

_________________________________________________________________________

Periods 3 and 4:
Texts: Student analytical paragraph samples
Objective:
1. Evaluate the work of others in order to better understand the expectation and to plan for the next analytical prompts.
2. In a paragraph, write a well-developed response in which you describe and analyze how Bradbury develops one of Montag’s conflicts (as demonstrated between pages 63-75).

At the beginning of class, we evaluated two paragraphs from the opposite class period:
Read the two paragraphs provided from another period. 
Identify the required elements of the response. 
Reflect: One praise, one question, one wish.

After sharing out, I introduced the following analysis prompt: 

In a paragraph, write a well-developed response in which you describe and analyze how Bradbury develops one of Montag’s conflicts (as demonstrated between pages 63-75).

Your response to this prompt is due by the time you walk in tomorrow or NO GRADE will be given. It is to be written on a Google Document and submitted in Classroom. The rubric for grading is also available.
_________________________________________________________________________

Period 6:
Today in class, you worked on completing your notebook tasks for chapter five. Please copy and paste your notes into the notebook and add to your table of contents.

Tomorrow, you will be preparing/writing an analytical paragraph.

November 5, 2019

Periods 1 and 2:
Text: "Hello, My Name Is..." by Jason Kim
Objective:  Analyze an author’s style.
Success Criteria:  

• I can annotate what the author is saying.
• I can ask questions while reading for meaning. 
• I can identify and analyze literary devices. 

See today's Slides here. If absent, read and follow the directions for first and second read annotations found on Slide 7. Ignore Slides 8-10.

Homework is to complete annotations of the text.

_________________________________________ 

Periods 3 and 4:
Text: Continuing with pages 63-75 of Fahrenheit 451.
Objective: Analyze Montag's conflict(s).

We began the period with a discuss (at tables) of the following questions:

• How has Beatty’s speech left Montag feeling on p. 64?
• Track Mildred’s suggestions for how to feel better. What does this show about her thoughts on what Beatty said?
• From pp. 65–66, track Montag’s revelations to Mildred. How does she react to this? Why?
• What is Montag begging Mildred to do on pp. 66–67?
• What two things greatly disturb Montag on p. 67?
• What does he decide to do? What does this decision reveal about how his internal conflict is developing?

After looking at some "golden lines," we moved to the Style Analysis Chart (below) that should be in your notes from yesterday.

What is most important about this chart is to: select passages that best reflect Montag's conflict(s), note what Bradbury is doing (craft/style/techniques), and connect back to how that craft helps the reader understand the conflict(s).

This should be completed upon entering the class tomorrow.

_______________________________________________

Period 6:

Text: The Pearl, Chapter 5

Objective: Analyze multiple conflicts, track character development

Here is the audio:

Here are the notes for today.

November 4, 2019

Periods 1 and 2:
Text: "An Iraqi Immigrant's Unlikely Role"
Learning outcomes:
I can…
- Describe the common purposes of a text (such as to inform, persuade, entertain).
- Examine how the central idea of a text can indicate an author’s purpose.

We read and discussed the text (linked here) and completed the notes here. 

For the remainder of class, there was time to work on position papers.

___________________________________________________________

Periods 3 and 4:
Text: Fahrenheit 451 (pages 63-75)
Objective:

1. Analyze how Bradbury develops Montag’s internal conflict.
2. Analyze and explain the significance of the title “The Sieve and the Sand” based on the Denham’s Dentifrice scene.
3. Identify which three things are missing from society according to Faber and explain their importance.

In class, you read the pages in groups using the Reciprocal Teaching Protocol (linked). You are responsible for the reading and notes

 even if you are absent. You should break the text in chunks (3) and play each role in the protocol (predict, clarify, question, summarize) for each chunk. (Do not worry about the style analysis chart on the note page).
___________________________________________________________

Period 6:
Goals: Understanding connotation and denotation and then applying that knowledge to some excerpts from the story we read yesterday. 

Connotation and Denotation Lesson: 
DICTION refers to the specific word choices that authors make.
Often, authors choose specific words because of their CONNOTATION.
Words can be interpreted in three different ways.

1. DENOTATION - This is the literal, dictionary definition of a word.

2. CONNOTATION (emotional charge) - Every word has a positive, neutral, or negative connotation or association. 

• "Youth" = positive connotation (or association); "Juvenile" = negative connotation; "Adolescent" = neutral connotation.
• "Request" or "Remind" = positive connotation; "Whine" or "Nag" = negative connotation; "Ask" = neutral connotation.
• "Assertive" = positive; "Bossy" = negative; "Dominant" = neutral.
  

3. CONNOTATION (symbolic meaning) - Some words have a secondary figurative or cultural association with them. In this case, the word can take on a whole new meaning.

• Snake: An evil, devious or immoral person.
• Chicken: A coward.
• Pig: A vulgar person or slob.
• Sweet: Cool, awesome or fun.

With your partner: 
Complete THIS GOOGLE FORM to look more closely at some of the language from the story we read yesterday. (It's okay if you didn't finish reading it. There are paragraphs on the form of the parts you really need.)
Absent? You are still responsible for the work. You can do it on your own.