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Junior English

Junior English. Mrs. Ellerd 2013-2014. Junior English. Mrs. Ellerd 2013-2014. Entry Task 10/31. Using a piece of paper (be sure to put in a heading) answer the following:

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Junior English

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  1. Junior English Mrs. Ellerd 2013-2014

  2. Junior English Mrs. Ellerd 2013-2014

  3. Entry Task 10/31 • Using a piece of paper (be sure to put in a heading) answer the following: • If a newspaper could be created so that you could just see articles you were interested in, what type of articles would you read and why? • What does the word “informed” mean to you? Based on your definition, would you consider yourself informed? Explain.

  4. November 1st Turn in purpose statement sheet. New Purpose Statements for 11/1 (new purpose statement sheet): 1. To evaluate the use of an author’s concession and refutation. 2. To identify support and reasoning that the diminishing role of the newspaper is a problem for democracy. Read “The Newspaper is Dying” on page 119. On the back side of yesterday’s paper, create two columns. In the left column, number from 1-5 and identify five reasons that Sunstein (yesterday’s article) believes the newspaper is a problem for democracy. In the right column, do the same for this article from Potter. Then, in 3-5 sentences, write a brief personal response as to whether or not you believe the newspaper is a problem for democracy.

  5. November 4th • Purpose: To identify bias in newspapers. Entry task: Off today’s purpose – Consider your progress in this class. How are you doing? What can you do better? What is your grade in here? Would you rather pass this class or take it again? Question: What is bias? Does everyone have a bias? What are yours?

  6. November 5th • Purpose statement is a continuation of yesterday. Complete Bias worksheet using page 124-126 as a guide. Then, start your vocabulary handout using pages 156-157 for the front side. You will work on this continuously over the next week or so. You will have a quiz in about three weeks; the worksheet can be used and, if complete, can be turned in for a point of extra credit.

  7. November 6th • Purpose Statement: To examine a specific article for bias and determine which type of bias is employed. Quickwrite: Do you belong to a social networking site? If so, identify which site and what you get out of being on it. If not, explain why. Next, In your Springboard Reader, grab a highlighter from the bin at the front table and turn to page 128. Read “Facebook Photos” and highlight any biases you can identify or write in the column to the left. Use your green sheet to guide you. We will discuss. Then, “Gore” on page 131. Same technique (highlight or notes on bias).

  8. November 7th • Purpose Statement: Continuation of yesterday. Turn to “Gore” story – pg. 131. Highlight or take notes like yesterday looking for bias. Find two biases and one supporting quote for each. We will watch “Peace Little Girl” and examine for bias. Answer the following questions on your on-going weekly piece of paper: • What makes this a powerful campaign ad? • Why do you think it was removed after just one showing?

  9. November 8th • To examine a newspaper for bias using your six questions created at the beginning of the week. Using the Newspaper Log that has been handed out, write your name in the upper right hand corner. First: Review the entire paper and fill in the log. It asks for the title of interesting articles in each section. Newspaper articles require quotes. Example: “LC steals awesome teacher from Mt. Spokane” Then, find an article from the front section of the news (not the Today or sports sections). Read the article, and complete as an exit task on your ongoing paper from this week.… • A summary of the article. • Your reaction/response to it. Turn in to the wire bin. Fourth period, have one person in your group collect and bring to me.

  10. November 13th • Purpose: Same as yesterday… • To analyze author’s use of language to manipulate reader. • To identify slanters. Activity: On page 136, we are going to examine slanters. We will use a SMELL organizer to analyze the writing as well. • Read the story about abolishing football. • Get out a piece of paper and label it “ Week of Nov. 12th Entry Tasks”. • Find three slanters, identify them, write down the quote for each and re-write the quote so it is not slanted. • 4. Complete the SMELL organizer.

  11. November 14th Purpose: To understand how to read an editorial from the newspaper. Activity: Read as a class the eight (8) questions on page 140. Then, read “Facing Consequences at Eden Prairie High”. On your entry task paper, answer the 8 questions from page 140. When done, take out your vocabulary for Unit 2. Work on this until the end of class. HOMEWORK: Finish all of the vocabulary for a check off tomorrow.

  12. November 15th • Purpose: To familiarize yourself with the format of the newspaper and identify an article to summarize and respond to. Activity: Complete a newspaper log. When done, take our your Entry Task paper and summarize the article you selected and respond to it. This is two paragraphs. Your entry task should have the following: 11/12: Three slanters with quotes and revised quote to make it fair and balance. 11/14: Eight questions answered about the Facebook article. 11/15: Newspaper article summary and response.

  13. November 18th • Purpose: To apply key elements of editorial writing. Activity: Respond to questions on page 141 about the Facebook article. We are beginning the gear up process for our first embedded assessment for this unit.

  14. November 19th • Purpose: To apply key elements of editorial writing. Activity: Review How To Write an Editorial. Then, read pages 147 and 149. Write a summary for each one on your Entry Tasks.

  15. November 20th • Purpose: To analyze two editorials and identify the structure of an editorial. Activity: After reading pages 147 and 149 (high school rigor), complete the editorial graphic organizer with a partner. Be sure you completed the summary for both articles – one paragraph each – on your Entry Tasks. Entry Tasks and Purpose Statement sheet due on Friday. Entry Tasks: 11/13: 3 slanters from the abolishing football article 11/14: 8 questions on page 140 about the Facebook article 11/15: Newspaper summary and response (2 paragraphs) 11/19-20: Two summaries from the high school curriculum articles 11/22: Newspaper summary from the editorial page (2 paragraphs)

  16. November 22nd • Purpose: To analyze an editorial and to analyze an editorial from The Spokesman Review. • Activity: Present findings from the RAFTS. Read newspaper and complete activity log, and complete summary and response on your Entry Task papers. Turn in: Purpose statement sheet Entry Tasks at end of class after reading paper.

  17. November 22nd • Purpose: To create a skeleton outline for topical editorials Activity: After drawing a topic, groups will use a RAFT organizer and create a skeleton outline for their selected topic. Research may be needed to adequately create your RAFT. Be prepared to present in the last 25 minutes of class. If you are someone who is unsure of what you want to select for a topic, please take notes.

  18. November 25th • Purpose: To identify and analyze the use of fallacies in editorial writing. Activity: On page 156-157, you will review what fallacies are. Please take out your Unit 2 Vocabulary and copy down these definitions if you do not have them. Then, with a partner, complete an illustration of your assigned fallacy. Be ready to share with the rest of the class in the last 10 minutes or the first 10 minutes of class tomorrow.

  19. November 26th • Purpose: To understand the expectations of the editorial essay for the Embedded Assessment #1 for Unit 2. Activities: Present definitions for Rhetorical Fallacies. Review expectations for Embedded Assessment. Go to library to begin EA/Sign up for Grammarly. Meet in library tomorrow.

  20. December 3rd • Purpose: To examine the outlining process for editing purposes and provide feedback for writing an editorial. Activity: Group editing: Students will be in groups of four to provide pro/con feedback to each writer. You must take with you a half sheet of paper for each person.

  21. December 9th • Purpose: To examine errors in editorial writing in both content and conventions. Activity: Complete a self edit of essay looking for convention errors using the Dirty Dozen. Then, a peer will review your essay for content only. Finally, we will check for development using a sentence count system for those who have written a traditional five paragraph essay. For those who did not, a sentence word count will substitute.

  22. December 16th Purpose: To understand satire and its effect in short writings. Activity: Students will form groups to read through “Let’s Hear it for the Cheerleader” and answer questions. Each group will select a leader, a reader, a recorder and a time keeper for the purposes of completing this assignment.

  23. December 17-18th Purpose: To understand satire and its effect in short writings. Activity: Students will begin the process of reading Satire Packet #1. Each writing requires 4 questions to be answered and should be formatted on paper, using COMPLETE SENTENCES, as follows: • List the article title. • Skip a line. • Summarize the article in 3-5 sentences. • Skip a line; then, describe the group of people being satirized. • Skip a line; then, describe the type of behavior satire. • Skip a line; then, identify the human flaw being satirized. Get as many read as possible. We will have a class review on some of these on Thursday.

  24. December 19th Purpose: To understand satire and its effect in short writings and media. Activity: Students will review Satire Packet #1followed by media presentations of satire.

  25. January 6th Entry Task: Analyze this quote in a minimum of five sentences. Then, think of a personal example you could give. “No snowflake in an avalanche ever feels responsible.” Purpose: To interpret tone in satire and to define satire (review). Activity: ”Iran Throws Obama a Party” – discuss in groups of three or four (number off) then back to whole class. Then, determine a contemporary news topic to create a satire. List topics as a class.

  26. January 7th Purpose • To work effectively in a group. • To Write a short piece of satire based on contemporary news. Activity • List two topics on the back board and select one. Topic must be on the back board in order to use for your writing piece. • Go back to the assigned roles from yesterday to begin your writing. This is due at the end of class tomorrow. Format Handwritten, approximately 1 ½ -2 pages double spaced. All names are in right hand corner. Title required. Groups that type will receive one point of extra credit.

  27. January 8th Purpose - same as yesterday • To work effectively in a group. • To write a short piece of satire based on contemporary news. Activity • Go back to the assigned roles from yesterday to begin your writing. This is due at the end of class tomorrow. Format Handwritten, approximately 1 ½ -2 pages double spaced. All names are in right hand corner. Title required. Groups that type will receive one point of extra credit.

  28. January 9th Turn in satire. Be sure all group names are on it. Entry task: Explain your understanding of satire. On a scale of 1-10 (1 low, 10 high), rate your understanding of how well you understand satire. Purpose: To read a piece of classic satire and to Annotate 10. Activity • Discuss effective annotations. Get in groups of three. • Begin reading “Adam’s Diary” in your group. Have one person make annotations on one copy. Put all group member names on that copy. • Create 10 Annotations throughout your reading. These are substantial in nature. Homework Finish the reading and annotations at home. Due tomorrow at beginning of class.

  29. January 10th Turn in satire. Be sure all group names are on it. Purpose: To read a complete work of satire created by students and understand a different perspective on satire. Entry task: Summarize two stories from the satire edition of the school newspaper. Activity Take a newspaper and read through as many stories as possible. Write a summary for two of the stories and a one paragraph response to the newspaper as a whole. Paragraph 1: Summary of an article. Paragraph 2: Summary of another article. Paragraph 3: Overall response to the entire student newspaper. You should have 3 entry tasks so far.

  30. January13th Purpose: To understand Horatian satire and how to analyze a piece of classic satire. Activity Review your annotations for “Adam’s Diary” and discuss with group/partner. Whole group discussion about author’s overall intent and purpose. Who is the intended audience? Complete these questions in a group on a piece of paper: • Choose one tone word that characterizes the whole piece and explain. • Identify and explain one piece of irony from the text. • Where is the tone of the piece most obvious? • On a scale, Horation at a 1 and Junvenalian at a 10, where does this fall on the spectrum?

  31. January14th Purpose: To connect classic Juvenalian satire to contemporary local concerns. Activity Fully read and annotate “A Modest Proposal” – Annotate 8 x 2. That’s right – 16. Complete these questions in a group on a piece of paper: • Summarize in one paragraph. • Identify the subject(s) targeted in the satire. • On a scale, Horation at a 1 and Juvenalian at a 10, where does this fall on the spectrum?

  32. January15th Purpose: To connect classic Juvenalian satire to contemporary local concerns. Activity • Review “A Modest Proposal” • Create a written, whole class brainstorm POVERTY contributers. This should be exhaustive. By the end of class, groups of 3 will select one of the contributers to work with and each group will create a proposal for Thursday and present to the class on Friday. • Groups are required to present using a posterboard (.30). You will get this on your own time.

  33. January 28th Purpose • To understand the essential understandings and goals of unit three. • To understand the structure of second semester. Activity • Review syllabus. • Unit unpacking for unit 3.

  34. January 29th Purpose • To understand the essential understandings and goals of unit three. (This is a repeat.) • To make meaningful connections from literature. Activity • Finish unpacking for unit 3. Review briefly and turn in. • Read the instructions on page 216. In your groups, you will be given a quote with which to add commentary for added understanding. Decide who in your group will deliver the quote with the additional information.

  35. January 30th Purpose To understand the impact of sentence structure. To analyze a historical document. Activity • Pre-read: What do you know about JFK? • Read John F. Kennedy’s Inaugural Address of 1961. Consider the notion of eloquence. • Work in groups of 3 and read through the address. There are 15 sections. As you read, underline any words you would say loudly for effect. Put parenthesis around any word you would say in a softer voice. Put a slash in places where you would pause for effect. • Discuss.

  36. January 31st Purpose To listen to the impact of sentence structure of a historical document. Activity • Listen to JFK’s Inaugural Address. • Team assignment of page 222 based on chunk of JFK’s address. Look for and identify on paper the following: Sentence purpose Sentence length Sentence structure Sentence order

  37. February 6th Purpose To establish ways of effectively speaking in front of a group. Activity: Questions about speaking in public.

  38. February 7th Purpose To identify and apply rhetorical appeals. Activity • Review situations on page 225. Determine which rhetorical appeal might apply; discuss. • Watch commercials. Determine who the audience is and the rhetorical appeal. • Share types of ethical appeals (next slide).

  39. February 7th - continued Ethical Appeals (Ethos) 1. Competence + integrity = credibility 2. Competence + forcefulness + likeability = charisma 3.Credibility + charisma = ethos

  40. February 10th Purpose To identify contemporary connections in literature. Activities • Watch video with Arthur Miller. Who was he? • Watch video about the House Committee on Un-American activities. • Why does this matter? What would a modern day witch hunt look like? • Take a look at the play.

  41. February 11th Purpose To understand historical underpinnings of the Salem Witch Trials. Activities • Watch Salem video. • Answer questions using handout. • Discussion.

  42. February 12th Purpose To explore background knowledge and desired knowledge related to a novel. Activities • KWHL questions as individuals and in groups for a master list of questions. Extra facts: Proctor was a tavern owner not a farmer. Elizabeth Proctor was pregnant when accused of being a witch. The girls were never in a coma like sleep; it was all violent fits.

  43. February 13th Purpose To understand how to use close reading strategies for a play. Activities Pass out sticky notes for students to make notes on as we read the play. Students will then compile these as questions for a brief review a the end of the reading.

  44. February 18th Purpose To understand how a director can interpret print media into non-print media (film). Activities Create a bank of questions to begin the process of analyzing the events within the plot line.

  45. February 19th Purpose To understand the registration process. Activities Register for your senior classes.Be sure to: • Write legibly. • Double check the course numbers. • Write in 4 alternate courses. • Ask questions!

  46. February 20th Purpose To understand the dramatic play process. To analyze directorial choices within a play. Activities Watch Act I of The Crucible. Respond to the following on a separate sheet of paper: How does the movie compare/contrast to your interpretation of the play so far? One paragraph response.

  47. February 21st Purpose To understand the dramatic play process. To predict the course of the play based on historical understandings and evidence from the play. Activities Watch Act II of The Crucible. Complete the handout for Act II that examines facts and interpretations about the movie.

  48. February 24-25th Purpose To understand the historical underpinnings of early New England. To understand contributing factors to the Salem Witch Trials. Activities – Library for periods 2, 6 You will go to my website, link to Interactive Salem Map, and complete the activities entitled Which is a Witch?

  49. February 25th Purpose To understand contemporary connections to the Salem Witch Trials. Activities • You will watch a recorded version of the interrogation and take notes. • Students will determine which students are guilty/not guilty based on evidence presented during panel.

  50. Rubber Chicken Instructions First: Students will complete the entire evaluative handout as evidence is heard. Next: Principal, Assistant Principal and Suspect may speak during the Interrogation. 2 minutes for each student. Panel may not ask questions Third: The panel will deliberate and determine which, if any, of the students are responsible for the theft of the Rubber Chicken from Ferris.

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