ERWC (ENGLISH 12) Assignments
- Instructors
- Term
- ESAT Fall Semester '18-'19
- Department
- English
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
DUE TODAY: FIRST DRAFT OF ESSAY
OBJECTIVES: Analyze and articulate instructive feedback on a peer’s informational essay (e.g. - structure; evidence; analytical commentary (matters); language/vocabulary; clarity)
ACTIVITIES:
-First, open up the attachment, "Peer Review 1984." We will review this together.
-Now will exchange your essay draft with a peer for a review. Use these questions (attached) to assist your analysis, and add your comments directly on the documents.
-First, open up the attachment, "Peer Review 1984." We will review this together.
-Now will exchange your essay draft with a peer for a review. Use these questions (attached) to assist your analysis, and add your comments directly on the documents.
PURPOSE: Peer review is for the reviewer -- The first and most important thing to remember is that peer review is for the reviewer as much as for the author. Editing someone else’s work is one of the best ways to learn how to edit your own.
HW: Revise your essay, based on your peer's feedback. (NOTE: YOUR FINAL DRAFT IS DUE START OF CLASS -- HARD COPY ONLY. FAILURE TO COME TO CLASS WITH HARD COPY WILL RESULT IN A ZERO -- NO EXCEPTIONS. LATE WORK WILL NOT BE ACCEPTED FOR CREDIT. *IF YOU ARE ABSENT ON FINALS DAY YOU MUST STILL EMAIL MR. JACQUES WITH YOUR DRAFT, OR YOU WILL BE DOCKED THE SAME PENALTY -- ZERO CREDIT.
STANDARDS:
Due:
Assignment
FOR FINAL ESSAY ON 1984 -- DUE TODAY
FACT SHEET: DUE 12/3 (odds)/12/4 (evens). A minimum of eight quotes from the novel; a minimum of eight quotes from at least three different reliable sources – entire sheet must be complete for credit. *FAILURE TO COMPLETE AND TURN IN ON TIME WILL RESULT IN A ZERO AND A DROP OF AT LEAST 1-LETTER GRADE ON YOUR FINAL ESSAY; If you are absent, you are still held to the same due date or your assignment will be penalized as LATE.
Due:
Assignment
DUE TODAY: FACTS COLLECTIONS SHEET (All of the Research and Written Work for your essay.)
OBJECTIVES: USING THE ATTACHED DOCUMENT "Working 1984 Essay" -- Begin drafting argumentative essay on 1984 by organizing and synthesizing ideas, and commentary (means/matters), and justifying your thesis by implementing strong and thorough supporting evidence from the novel. *Success measured by (working toward) 3+ on Argumentative Essay Rubric.
NOTE: OPEN UP THE ATTACHED DOC "WORKING 1984 ESSAY" TO USE AS YOUR DRAFT. YOU MUST USE THIS DOCUMENT IN ORDER TO PROVE THIS IS YOUR OWN WORK AND THE AMOUNT OF TIME YOU HAVE WORKED ON IT. If you have already begun drafting, make sure to cut and paste your work into this new doc NOW and continue using it for the remainder of the assignment.
ACTIVITIES:
- OPEN THE ATTACHED GOOGLE DOC (Essay Writing Steps): By implementing your completed FACT SHEET, you will begin outlining and structuring your essay into body paragraphs. Make sure to utilize the sentence starters handout for transitions.
- Check in with Mr. Jacques for any assistance or confusion you may have.
HW: The first Draft of your essay must be completed by the beginning of class on Thursday (see assignment requirements for page length & the Argumentative Essay Rubric). You will have time to continue writing on Wednesday.
OBJECTIVES: USING THE ATTACHED DOCUMENT "Working 1984 Essay" -- Begin drafting argumentative essay on 1984 by organizing and synthesizing ideas, and commentary (means/matters), and justifying your thesis by implementing strong and thorough supporting evidence from the novel. *Success measured by (working toward) 3+ on Argumentative Essay Rubric.
NOTE: OPEN UP THE ATTACHED DOC "WORKING 1984 ESSAY" TO USE AS YOUR DRAFT. YOU MUST USE THIS DOCUMENT IN ORDER TO PROVE THIS IS YOUR OWN WORK AND THE AMOUNT OF TIME YOU HAVE WORKED ON IT. If you have already begun drafting, make sure to cut and paste your work into this new doc NOW and continue using it for the remainder of the assignment.
ACTIVITIES:
- OPEN THE ATTACHED GOOGLE DOC (Essay Writing Steps): By implementing your completed FACT SHEET, you will begin outlining and structuring your essay into body paragraphs. Make sure to utilize the sentence starters handout for transitions.
- Check in with Mr. Jacques for any assistance or confusion you may have.
HW: The first Draft of your essay must be completed by the beginning of class on Thursday (see assignment requirements for page length & the Argumentative Essay Rubric). You will have time to continue writing on Wednesday.
Due:
Assignment
HW: By the next class (Monday, Nov 26), you need to have read Part III of 1984 (page 224-298) and complete the "debate grid" (found on Google Classroom.
OBJECTIVES: Close-Read and analyze the central ideas and their development present in 1984, including how they build upon another. Then write explanatory responses with strong and relevant evidence (Justify Why) to the assigned activity for Part II of the novel 1984. Success 3+ on theShort Response Rubric.
Due:
Assignment
BEGIN WORKING ON THE FINAL ESSAY FOR 1984.
You must choice one (1) of the two prompts below by the time you return from Thanksgiving Break.
1.) In a well-organized essay, discuss how effective the United States government uses media to control the perception of reality and truth as it pertains to similar examples in the novel, 1984.
2.) . In a well-organized essay, discuss how close our current American society is to reaching the potential of Big Brother’s surveillance techniques and its subsequent laws as described 1984.
In supporting your arguments, use must include ample evidence from:
a) The novel (FOUR OR MORE quotes or paraphrased citations; and b) and at least three reputable text sources (FOUR OR MORE quotes or paraphrased citations). *At least two of the sources can be from text provided to you.
NOTE: This evidence must be strong, relevant and contain a satisfactory amount to fully support your overall thesis.
*FOR EACH ASSIGNMENT LISTED BELOW – YOU MUST USE GOOGLE DOCUMENT PROVIDED TO YOU FOR CREDIT
DUE DATES:
FACT SHEET: DUE 12/3 (odds)/12/4 (evens). A minimum of eight quotes from the novel; a minimum of eight quotes from at least three different reliable sources – entire sheet must be complete for credit. *FAILURE TO COMPLETE AND TURN IN ON TIME WILL RESULT IN A ZERO AND A DROP OF AT LEAST 1-LETTER GRADE ON YOUR FINAL ESSAY; If you are absent, you are still held to the same due date or your assignment will be penalized as LATE.
DRAFT: DUE 12/10 (odds)/12/11 (evens). Typed; double-space; 12-point font; one-inch margins. 4-page minimum (peer review) FAILURE TO COMPLETE AND TURN IN ON TIME WILL RESULT IN A ZERO AND A DROP OF AT LEAST 1-LETTER GRADE ON YOUR FINAL ESSAY; If you are absent, you are still held to the same due date or your assignment will be penalized as LATE.
FINAL DRAFT: DUE 12/13 (odds) or 12/14 (evens) (SAME AS ABOVE – ONLY 5-6 PAGE MINIMUM); include revision suggested by your peer edit; correct mistakes. (HARD COPY MUST BE TURNED IN) (NO LATE WORK ACCEPTED)
You must choice one (1) of the two prompts below by the time you return from Thanksgiving Break.
1.) In a well-organized essay, discuss how effective the United States government uses media to control the perception of reality and truth as it pertains to similar examples in the novel, 1984.
2.) . In a well-organized essay, discuss how close our current American society is to reaching the potential of Big Brother’s surveillance techniques and its subsequent laws as described 1984.
In supporting your arguments, use must include ample evidence from:
a) The novel (FOUR OR MORE quotes or paraphrased citations; and b) and at least three reputable text sources (FOUR OR MORE quotes or paraphrased citations). *At least two of the sources can be from text provided to you.
NOTE: This evidence must be strong, relevant and contain a satisfactory amount to fully support your overall thesis.
*FOR EACH ASSIGNMENT LISTED BELOW – YOU MUST USE GOOGLE DOCUMENT PROVIDED TO YOU FOR CREDIT
DUE DATES:
FACT SHEET: DUE 12/3 (odds)/12/4 (evens). A minimum of eight quotes from the novel; a minimum of eight quotes from at least three different reliable sources – entire sheet must be complete for credit. *FAILURE TO COMPLETE AND TURN IN ON TIME WILL RESULT IN A ZERO AND A DROP OF AT LEAST 1-LETTER GRADE ON YOUR FINAL ESSAY; If you are absent, you are still held to the same due date or your assignment will be penalized as LATE.
DRAFT: DUE 12/10 (odds)/12/11 (evens). Typed; double-space; 12-point font; one-inch margins. 4-page minimum (peer review) FAILURE TO COMPLETE AND TURN IN ON TIME WILL RESULT IN A ZERO AND A DROP OF AT LEAST 1-LETTER GRADE ON YOUR FINAL ESSAY; If you are absent, you are still held to the same due date or your assignment will be penalized as LATE.
FINAL DRAFT: DUE 12/13 (odds) or 12/14 (evens) (SAME AS ABOVE – ONLY 5-6 PAGE MINIMUM); include revision suggested by your peer edit; correct mistakes. (HARD COPY MUST BE TURNED IN) (NO LATE WORK ACCEPTED)
Due:
Assignment
DUE TODAY: Come to class having read up page 184 and completed responses for CHAPTERS 1-9 QUESTIONS OF ACTIVITY 10.
TODAY'S ACTIVITIES:
- As a whole class, we will review and discuss the information provided in the section called "The Theory and Practice of Oligarchical Collectivism" (starting on page 184). *We will watch the attached videos.
- As a whole class, we will review and discuss the information provided in the section called "The Theory and Practice of Oligarchical Collectivism" (starting on page 184). *We will watch the attached videos.
- After the review, within your groups work together in order to respond to all of the guiding questions of Activities 11-12. *Consider it an Easter egg hunt. You can use the attached documents to help you better understand the text and answer your questions, plus the PDF version of the book is provided (utilize the PDF search skills you learned in INTO THE WILD).
- When finished with these questions, turn in your work (Activities 10-12) and continue independent reading the rest of Part II (pages ) . . NOTE: Use the provided audiobook and vocab definitions for support in your comprehension and reading stamina.
HW: By the next class (Thursday), you need to have read the rest of Part II (page 224) and be ready discuss these pages. You will have time to complete Activities 13-14 and will then have time on Thursday to read. NOTE: You must complete reading the rest of novel by the time you return from Thanksgiving Break .
OBJECTIVES: Close-Read and identify explicit and implicit ideas, as well as matters of uncertainty, in the novel 1984. While reading, analyze the central ideas and their development, including how they build upon another. Then write explanatory responses with strong and relevant evidence (Justify Why) to the assigned questions PART II. Success 3+ on the Self-Directed Learner Rubric & Short Response Rubric.
Due:
Assignment
DUE TODAY: Come to class having read up to page 167 (end of Chapter 7). Be prepared to share your thoughts in class and ready to complete assigned guiding questions.
OBJECTIVES: Close-Read and identify explicit and implicit ideas, as well as matters of uncertainty, in the novel 1984. While reading, analyze the central ideas and their development, including how they build upon another. Then write explanatory responses with strong and relevant evidence (Justify Why) to the assigned questions for Chapter 1. Success 3+ on the Self-Directed Learner Rubric & Short Response Rubric.
TODAY'S ACTIVITIES:
- In groups, respond to all of the guiding questions for Chapters 4-7 of Activity 10
- If finished with these questions, continue independent reading of the novel. NOTE: Use the provided audiobook and vocab definitions for support in your comprehension and reading stamina.
- The last 45 minutes of class, you will write a short response assignment pertaining to one of the novel's themes.
HW: By the next class (Tuesday), you need to have read up to page 184 and make sure to have completed ALL of the questions for Chapters 1-9 -- DUE AT THE START OF CLASS.
OBJECTIVES: Close-Read and identify explicit and implicit ideas, as well as matters of uncertainty, in the novel 1984. While reading, analyze the central ideas and their development, including how they build upon another. Then write explanatory responses with strong and relevant evidence (Justify Why) to the assigned questions for Chapter 1. Success 3+ on the Self-Directed Learner Rubric & Short Response Rubric.
TODAY'S ACTIVITIES:
- In groups, respond to all of the guiding questions for Chapters 4-7 of Activity 10
- If finished with these questions, continue independent reading of the novel. NOTE: Use the provided audiobook and vocab definitions for support in your comprehension and reading stamina.
- The last 45 minutes of class, you will write a short response assignment pertaining to one of the novel's themes.
HW: By the next class (Tuesday), you need to have read up to page 184 and make sure to have completed ALL of the questions for Chapters 1-9 -- DUE AT THE START OF CLASS.
Due:
Assignment
DUE TODAY: Come to class having read up to page 136 (end of Chapter 3). Be prepared to share your thoughts in class and ready to complete assigned guiding questions.
OBJECTIVES: Close-Read and identify explicit and implicit ideas, as well as matters of uncertainty, in the novel 1984. While reading, analyze the central ideas and their development, including how they build upon another. Then write explanatory responses with strong and relevant evidence (Justify Why) to the assigned questions for Chapter 1. Success 3+ on the Self-Directed Learner Rubric & Short Response Rubric.
TODAY'S ACTIVITIES:
- Open up the Attached document (Activities 10-14)
- In groups, respond to all of the guiding questions for Chapters 1-3 of Activity 10
- When finished with these questions, continue independent reading of the novel. NOTE: Use the provided audiobook and vocab definitions for support in your comprehension and reading stamina.
HW: By the next class (Thursday), you need to have read up to page 167. Be prepared to share your thoughts in class and to completed assigned guiding questions.
OBJECTIVES: Close-Read and identify explicit and implicit ideas, as well as matters of uncertainty, in the novel 1984. While reading, analyze the central ideas and their development, including how they build upon another. Then write explanatory responses with strong and relevant evidence (Justify Why) to the assigned questions for Chapter 1. Success 3+ on the Self-Directed Learner Rubric & Short Response Rubric.
TODAY'S ACTIVITIES:
- Open up the Attached document (Activities 10-14)
- In groups, respond to all of the guiding questions for Chapters 1-3 of Activity 10
- When finished with these questions, continue independent reading of the novel. NOTE: Use the provided audiobook and vocab definitions for support in your comprehension and reading stamina.
HW: By the next class (Thursday), you need to have read up to page 167. Be prepared to share your thoughts in class and to completed assigned guiding questions.
Due:
Assignment
NOTE: Activities 8-9 requires that you read the appendix (pages 299-312). By beginning of class, you should have read pages 299-312 and complete Activity 8 (attached). By the end of class, you should complete Activity 9 and turn in both Activities 8-9.
OBJECTIVES : Interpret figurative language and nuances in word meanings in context and analyze their role in the text of 1984; Analyze the explicit and implicit ideas present in the novel, and how Orwell's style/content affects the power and persuasiveness of the text. Success measured by 3+ on Short Response Rubric.
ACTIVITIES:
- READ pages 299-312
Open up the Activities 8-9 (attached)
- Complete Activity 8 before next class. For each questions, you should include strong and relevant textual evidence to support your positions -- and do not forget to explain how/why your evidence proves your point(s).
- We will work on Activity 9 during next class.
OBJECTIVES : Interpret figurative language and nuances in word meanings in context and analyze their role in the text of 1984; Analyze the explicit and implicit ideas present in the novel, and how Orwell's style/content affects the power and persuasiveness of the text. Success measured by 3+ on Short Response Rubric.
ACTIVITIES:
- READ pages 299-312
Open up the Activities 8-9 (attached)
- Complete Activity 8 before next class. For each questions, you should include strong and relevant textual evidence to support your positions -- and do not forget to explain how/why your evidence proves your point(s).
- We will work on Activity 9 during next class.
HW: By the next class (Wed), you need to have read up to page 136 (end of Part II/Chapter 3). Be prepared to share your thoughts in class and to complete assigned guiding questions.
Due:
Assignment
DUE TODAY: UPLOAD YOUR RESPONSES TO ACTIVITY 5 (CHAPTERS 1-8) TO THE POST DATED OCT 24 (where you found the original document.)
NOTE: The assigned reading was set at a pace that every senior student can easily accomplish (approximately 10-12 pages per day -- or 30-45 minutes of reading a day -- plus you were granted 4 hours of classtime to simply read). If you have not read the required reading over the past week and/or did not complete the questions -- then feel free to explain to me "why." Otherwise, I can only assume you chose not to read. If you are confused about any of the reading, it is your responsibility to ask me what section(s) of the story is confusing to you -- I will be glad to help you better comprehend your reading.
LEARNING OBJECTIVES: Interpret figurative language and nuances in word meanings in context and analyze their role in the text of 1984; Analyze the explicit and implicit ideas present in the novel, and how Orwell's style/content affects the power and persuasiveness of the text. Success measured by 3+ on Short Response Rubric.
TODAY'S ACTIVITIES:
- Open up Activities 6-7 (attached)
- Activity 6 is a group activity (work with your peers at your table). You are responsible for writing your own responses on your own document. For each, you should include strong and relevant textual evidence to support your positions -- and do not forget to explain how/why your evidence proves your point(s).
- Activity 7 is independent response. For each questions, you should provide rationalization (examples, evidence) i=to support your positions -- and do not forget to explain how/why your examples prove your point(s).
- All work should be completed by the end of class today.
HW: By next class -- Read pages 300-312 (The appendix) about the Principles of Newspeak and complete Questions for Activity 8 (found on next post.) . We will work on Activity 9 in class.
NOTE: The assigned reading was set at a pace that every senior student can easily accomplish (approximately 10-12 pages per day -- or 30-45 minutes of reading a day -- plus you were granted 4 hours of classtime to simply read). If you have not read the required reading over the past week and/or did not complete the questions -- then feel free to explain to me "why." Otherwise, I can only assume you chose not to read. If you are confused about any of the reading, it is your responsibility to ask me what section(s) of the story is confusing to you -- I will be glad to help you better comprehend your reading.
LEARNING OBJECTIVES: Interpret figurative language and nuances in word meanings in context and analyze their role in the text of 1984; Analyze the explicit and implicit ideas present in the novel, and how Orwell's style/content affects the power and persuasiveness of the text. Success measured by 3+ on Short Response Rubric.
TODAY'S ACTIVITIES:
- Open up Activities 6-7 (attached)
- Activity 6 is a group activity (work with your peers at your table). You are responsible for writing your own responses on your own document. For each, you should include strong and relevant textual evidence to support your positions -- and do not forget to explain how/why your evidence proves your point(s).
- Activity 7 is independent response. For each questions, you should provide rationalization (examples, evidence) i=to support your positions -- and do not forget to explain how/why your examples prove your point(s).
- All work should be completed by the end of class today.
HW: By next class -- Read pages 300-312 (The appendix) about the Principles of Newspeak and complete Questions for Activity 8 (found on next post.) . We will work on Activity 9 in class.
Due:
Assignment
Add class comment…
Due:
Assignment
DUE TODAY: You need to have read up to page 49, and complete all of the guiding questions for chapters 1-4 (Activity 5).
OBJECTIVES: Close-Read and identify explicit and implicit ideas, as well as matters of uncertainty, in the novel 1984. While reading, analyze the central ideas and their development, including how they build upon another. Then write explanatory responses with strong and relevant evidence (Justify Why) to the assigned questions for Chapter 5-7. Success 3+ on the Self-Directed Learner Rubric & Short Response Rubric.
TODAY'S ACTIVITIES: Begin independent reading of the novel. By the next class (Wednesday), you need to have read up to page 81 (end of chapter 7), and complete all of the guiding questions for Chapters 1-7 of Activity 5.
HW: By the next class (Wednesday), you need to have read up to page 81, and complete all of the guiding questions for chapters 1-7. Be prepared to share your thoughts in class. If you finish early, go ahead and read Chapter 8.
OBJECTIVES: Close-Read and identify explicit and implicit ideas, as well as matters of uncertainty, in the novel 1984. While reading, analyze the central ideas and their development, including how they build upon another. Then write explanatory responses with strong and relevant evidence (Justify Why) to the assigned questions for Chapter 5-7. Success 3+ on the Self-Directed Learner Rubric & Short Response Rubric.
TODAY'S ACTIVITIES: Begin independent reading of the novel. By the next class (Wednesday), you need to have read up to page 81 (end of chapter 7), and complete all of the guiding questions for Chapters 1-7 of Activity 5.
HW: By the next class (Wednesday), you need to have read up to page 81, and complete all of the guiding questions for chapters 1-7. Be prepared to share your thoughts in class. If you finish early, go ahead and read Chapter 8.
Due:
Assignment
DUE TODAY: Activities 1-4 of the novel (upload work to previous post)
OBJECTIVES: Close-Read and identify explicit and implicit ideas, as well as matters of uncertainty, in the novel 1984. While reading, analyze the central ideas and their development, including how they build upon another. Then write explanatory responses with strong and relevant evidence (Justify Why) to the assigned questions for Chapter 1. Success 3+ on the Self-Directed Learner Rubric & Short Response Rubric.
TODAY'S ACTIVITIES: Download the attached Activities 5-7 Document. Begin independent reading of the novel. By the next class, you need to have read up to page 20 (chapter 1), and complete all of the guiding questions for this chapter of Activity 5. NOTE: Use the provided audiobook and vocab definitions for support in your comprehension and reading stamina.
HW: By the next class, you need to have read up to page 20 (chapters 1), and complete all of the guiding questions for this chapter. Be prepared to share your thoughts in class. If you finish early, go ahead and read Chapters 2-3.
VOCABULARY LIST STANDARDS:
CCRL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;
CCRL.11-12.3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
CCRL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Gr.11-12 W-2.0f: Write informative/explanatory texts: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
GR.11-12 SL 1.0: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCRL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;
CCRL.11-12.3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
CCRL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Gr.11-12 W-2.0f: Write informative/explanatory texts: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
GR.11-12 SL 1.0: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Due:
Assignment
OBJECTIVES: Close-Read and identify explicit and implicit ideas that will be explored in the novel 1984; begin analyzing these central ideas and their development, including how they build upon another. Write explanatory responses with strong and relevant evidence (Justify Why). Success = 3+ on Short Response Rubric & Self-Directed Learner Rubric.
TODAY'S ACTIVITIES:
- Open up the attached (Activities 1-4)
- We will review the introduction to the unit and the expectations.
- Next, we will watch short video that informs of the central ideas within the novel.
- In table groups, work on Activities 1-4 together -- discussing your insight and independently writing responses to the guided questions.
- Open up the attached (Activities 1-4)
- We will review the introduction to the unit and the expectations.
- Next, we will watch short video that informs of the central ideas within the novel.
- In table groups, work on Activities 1-4 together -- discussing your insight and independently writing responses to the guided questions.
HW: Complete all activities 1-4; be prepared to begin reading the novel next class.
STANDARDS:
READING.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
SPEAKING/LISTENING: 1.0: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LANGUAGE 4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
WRITING -2.0b: Write informative/explanatory texts: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
READING.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
SPEAKING/LISTENING: 1.0: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LANGUAGE 4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
WRITING -2.0b: Write informative/explanatory texts: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Due:
Assignment
INTO THE WILD ESSAY DUE TODAY -- HARD COPY ONLY. START OF CLASS.
Due:
Assignment
OBJECTIVES: Analyze and articulate instructive feedback on a peer’s informational essay (e.g. - structure; evidence; analytical commentary; language/vocabulary; clarity)
ACTIVITIES: You will exchange your essay draft with a peer for a review. Use these questions (attached) to assist your analysis, and add your comments on the documents.
PURPOSE: Peer review is for the reviewer -- The first and most important thing to remember is that peer review is for the reviewer as much as for the author. Editing someone else’s work is one of the best ways to learn how to edit your own.
HW: Revise your essay, based on your peer's feedback. (NOTE: YOUR FINAL DRAFT IS DUE START OF CLASS (MONDAY - Odd periods) (TUESDAY - Even periods) -- HARD COPY ONLY. FAILURE TO COME TO CLASS WITH HARD COPY WILL RESULT IN A ZERO -- NO EXCEPTIONS. LATE WORK WILL NOT BE ACCEPTED FOR CREDIT. *IF YOU ARE ABSENT ON THURSDAY, YOU MUST STILL EMAIL MR. JACQUES WITH YOUR DRAFT, OR YOU WILL BE DOCKED THE SAME PENALTY.
STANDARDS:
CCW.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCW.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
ACTIVITIES: You will exchange your essay draft with a peer for a review. Use these questions (attached) to assist your analysis, and add your comments on the documents.
PURPOSE: Peer review is for the reviewer -- The first and most important thing to remember is that peer review is for the reviewer as much as for the author. Editing someone else’s work is one of the best ways to learn how to edit your own.
HW: Revise your essay, based on your peer's feedback. (NOTE: YOUR FINAL DRAFT IS DUE START OF CLASS (MONDAY - Odd periods) (TUESDAY - Even periods) -- HARD COPY ONLY. FAILURE TO COME TO CLASS WITH HARD COPY WILL RESULT IN A ZERO -- NO EXCEPTIONS. LATE WORK WILL NOT BE ACCEPTED FOR CREDIT. *IF YOU ARE ABSENT ON THURSDAY, YOU MUST STILL EMAIL MR. JACQUES WITH YOUR DRAFT, OR YOU WILL BE DOCKED THE SAME PENALTY.
STANDARDS:
CCW.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCW.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Due:
Assignment
OBJECTIVES: Continue drafting argumentative essay on INTO THE WILD by synthesizing ideas, and commentary (means/matters), and justifying your thesis by implementing strong and thorough supporting evidence from the novel. *Success measured by (working toward) 3+ on Argumentative Essay Rubric.
NOTE: Utilize the writing template provided to you.
ACTIVITIES:
- Continue implementing your completed outline w/evidence, finish drafting your body paragraphs. Make sure to refer to the writing template and sentence starters handout.
- Check in with Mr. Jacques for any assistance or confusion you may have.
HW: A full first draft essay completed by next class (see assignment requirements for page length & the Argumentative Essay Rubric). You will have time to conduct a peer review next class, so you should have completed draft for class.
Due:
Assignment
DUE TODAY: A complete OUTLINE of your essay as directed by the previous assignment.
OBJECTIVES: Begin drafting argumentative essay on INTO THE WILD by synthesizing ideas, and commentary (means/matters), and justifying your thesis by implementing strong and thorough supporting evidence from the novel. *Success measured by (working toward) 3+ on Argumentative Essay Rubric.
NOTE: Utilize the writing template provided to you.
ACTIVITIES:
- USING THE ATTACHED GOOGLE DOC: By implementing your completed outline w/evidence, begin drafting your body paragraphs. Make sure to refer to the writing template and sentence starters handout.
- USING THE ATTACHED GOOGLE DOC: By implementing your completed outline w/evidence, begin drafting your body paragraphs. Make sure to refer to the writing template and sentence starters handout.
- Check in with Mr. Jacques for any assistance or confusion you may have.
HW: 3/4 of your essay completed by next class (see assignment requirements for page length & the Argumentative Essay Rubric). You will have time to continue writing on Wednesday, and by Thursday you should have a completed draft for a peer review.
STANDARDS:
Gr.11-12 W-1.0a: Write arguments: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Gr.11-12 W-1.0b: Write arguments: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Gr.11-12 W-1.0c: Write arguments: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Gr.11-12 W-1.0d: Write arguments: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Gr.11-12 W-1.0e: Write arguments. Provide a concluding statement or section that follows from and supports the argument presented.
CCW.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Gr.11-12 W-1.0a: Write arguments: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Gr.11-12 W-1.0b: Write arguments: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Gr.11-12 W-1.0c: Write arguments: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Gr.11-12 W-1.0d: Write arguments: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Gr.11-12 W-1.0e: Write arguments. Provide a concluding statement or section that follows from and supports the argument presented.
CCW.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Due:
Assignment
SEE THE ATTACHMENT: The prompt and all information regarding expectations and due dates.
TODAY'S OBJECTIVES: Prepare for argumentative essay INTO THE WILD by formulating your thesis, and gathering and evaluating strong and thorough evidence. Formulate your critical-thoughts in order to explain what the evidence means and justify why it matters toward the prompt's topic.
ACTIVITIES - BRAINSTORM:
- Review all of your written responses in this unit (much of what you have learned and thought about can used in this essay). *Remember, you are supposed to be building your knowledge and skills.
- I suggest creating a T-chart that list the characters and their opinions about McCandless, and choose the one(s) you feel most strongly about.
- Review the novel and textual evidence that leans toward supporting your answer (again, if you answered your Activity questions correctly (with evidence and explanation), then this should be an easy task).
- If you like, research the topic and find additional evidence to use in your essay; also, you may consider your own life experiences, or observations you’ve had, and jot down your thoughts.
- Review all of your written responses in this unit (much of what you have learned and thought about can used in this essay). *Remember, you are supposed to be building your knowledge and skills.
- I suggest creating a T-chart that list the characters and their opinions about McCandless, and choose the one(s) you feel most strongly about.
- Review the novel and textual evidence that leans toward supporting your answer (again, if you answered your Activity questions correctly (with evidence and explanation), then this should be an easy task).
- If you like, research the topic and find additional evidence to use in your essay; also, you may consider your own life experiences, or observations you’ve had, and jot down your thoughts.
HW: Complete an OUTLINE (as specified on the assignment -- attached) by the start of next class. You will use this outline to begin drafting next class. NOTE: It would be to your benefit to begin drafting now.
GRADED (PROCESS WRITING):
4 – ALL OF REQUIREMENTS
3 – INTRO; AT LEAST 4 PIECES OF STRONG, RELEVANT EVIDENCE W/EXPLANATION
2 – INTRO; AT LEAST 3 PIECES OF STRONG, RELEVANT EVIDENCE W/EXPLANATION 1 – INTRO; AT LEAST 2 PIECES OF STRONG, RELEVANT EVIDENCE W/EXPLANATION
0 – (INCOMPLETE) ANY WORK LESS THAN “1” ABOVE
4 – ALL OF REQUIREMENTS
3 – INTRO; AT LEAST 4 PIECES OF STRONG, RELEVANT EVIDENCE W/EXPLANATION
2 – INTRO; AT LEAST 3 PIECES OF STRONG, RELEVANT EVIDENCE W/EXPLANATION 1 – INTRO; AT LEAST 2 PIECES OF STRONG, RELEVANT EVIDENCE W/EXPLANATION
0 – (INCOMPLETE) ANY WORK LESS THAN “1” ABOVE
STANDARDS
Gr.11-12 W-1.0a: Write arguments: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Gr.11-12 W-1.0b: Write arguments: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Gr.11-12 W-1.0c: Write arguments: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Gr.11-12 W-1.0d: Write arguments: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Gr.11-12 W-1.0a: Write arguments: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Gr.11-12 W-1.0b: Write arguments: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Gr.11-12 W-1.0c: Write arguments: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Gr.11-12 W-1.0d: Write arguments: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Due:
Assignment
DUE TODAY: ALL OF ACTIVITIES 16-20 DUE BY THE END OF CLASS TODAY. NOTE: You should have completed up to Activity 17 and read the rest of the novel before coming to class today.
LEARNING OBJECTIVES: Analyze and interpret the explicit and implicit ideas in INTO THE WILD; analyze the effectiveness of rhetoric (logos; pathos; ethos), and how Krakauer's style/content affects THE power and persuasiveness of the text.
Success measured by 3+ on both the Self-Learner Rubric and the Short Response Rubric. NOTE: Simply follow the activity instructions of the assignment, both discussing the guiding questions with your peers and writing your own responses. Do not forget to provide text evidence, details, and specifics in your written responses -- review the short response rubric for clarity.
Activities:
- Discuss and respond to the questions pertaining to Activities 18-20 in table groups today. After discussing each question, one at a time, write your individual response based on the discussion. NOTE: Do not forget to provide text evidence, details, and specifics in your written responses.
- TURN IN YOUR WORK BY THE END OF CLASS.
- If you do finish in class, go ahead and review for the essay.
HW: Review the ESSAY ASSIGNMENT and prepare to begin work at the start of next class.
PURPOSE: To better understand the writing style of a biography; plus, gather a perspective on the complex personality of a young man (Chris McCandless) who tried to escape the constraints of modern society. but ultimately lost his life while pursuing his identity and purpose in the world.
STANDARDS:
CRI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCRI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Gr.11-12 W-2.0b: Write informative/explanatory texts: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCW.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
GR.11-12 SL 1.0: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CRI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCRI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Gr.11-12 W-2.0b: Write informative/explanatory texts: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCW.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
GR.11-12 SL 1.0: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Due:
Assignment
DUE TODAY: You should have completed up to Activity 17 and read the rest of the novel at this point.
LEARNING OBJECTIVES: Analyze and interpret the explicit and implicit ideas in INTO THE WILD; analyze the effectiveness of rhetoric (logos; pathos; ethos), and how Krakauer's style/content affects THE power and persuasiveness of the text.
Success measured by 3+ on both the Self-Learner Rubric and the Short Response Rubric. NOTE: Simply follow the activity instructions of the assignment, both discussing the guiding questions with your peers and writing your own responses. Do not forget to provide text evidence, details, and specifics in your written responses -- review the short response rubric for clarity.
Activities:
- EPILOGUE ACTIVITIES: Discuss and respond to the questions pertaining to the Epilogue in table groups today. After discussing each question, one at a time, write your individual response based on the discussion. NOTE: Do not forget to provide text evidence, details, and specifics in your written responses.
- You should be able to finish your responses by the end of the period-- IF you came to class prepared. If you do not finish, then consider the rest as Homework.
- If you do finish in class, go ahead and begin questions for Activity 18.
HW: Complete all questions for Activity 17 - Epilogue by next class. Make sure to have read the rest of the novel.
PURPOSE: To better understand the writing style of a biography; plus, gather a perspective on the complex personality of a young man (Chris McCandless) who tried to escape the constraints of modern society. but ultimately lost his life while pursuing his identity and purpose in the world.
STANDARDS:
CRI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCRI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Gr.11-12 W-2.0b: Write informative/explanatory texts: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCW.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
GR.11-12 SL 1.0: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LEARNING OBJECTIVES: Analyze and interpret the explicit and implicit ideas in INTO THE WILD; analyze the effectiveness of rhetoric (logos; pathos; ethos), and how Krakauer's style/content affects THE power and persuasiveness of the text.
Success measured by 3+ on both the Self-Learner Rubric and the Short Response Rubric. NOTE: Simply follow the activity instructions of the assignment, both discussing the guiding questions with your peers and writing your own responses. Do not forget to provide text evidence, details, and specifics in your written responses -- review the short response rubric for clarity.
Activities:
- EPILOGUE ACTIVITIES: Discuss and respond to the questions pertaining to the Epilogue in table groups today. After discussing each question, one at a time, write your individual response based on the discussion. NOTE: Do not forget to provide text evidence, details, and specifics in your written responses.
- You should be able to finish your responses by the end of the period-- IF you came to class prepared. If you do not finish, then consider the rest as Homework.
- If you do finish in class, go ahead and begin questions for Activity 18.
HW: Complete all questions for Activity 17 - Epilogue by next class. Make sure to have read the rest of the novel.
PURPOSE: To better understand the writing style of a biography; plus, gather a perspective on the complex personality of a young man (Chris McCandless) who tried to escape the constraints of modern society. but ultimately lost his life while pursuing his identity and purpose in the world.
STANDARDS:
CRI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCRI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Gr.11-12 W-2.0b: Write informative/explanatory texts: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCW.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
GR.11-12 SL 1.0: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Due:
Assignment
Due:
Assignment
LEARNING OBJECTIVES: Analyze and interpret the explicit and implicit ideas in INTO THE WILD; analyze the effectiveness of rhetoric (logos; pathos; ethos), and how Krakauer's style/content affects the power and persuasiveness of the text. Success measured by 3+ on Short Response Rubric.
TODAY'S ACTIVITIES:
- Open up Activity 15 (attached)
- Independently respond to the THREE QUESTIONS. For each, you should include strong and relevant textual evidence to support your positions -- and do not forget to explain how/why your evidence proves your point(s).
- The response for each questions should be no less than 1/4 page each (although you should strive for more).
- Now READ.
HW: You need to have read Chapters 16-18 by by next class.
PURPOSE: To better understand the writing style of a biography; plus, gather a perspective on the complex personality of a young man (Chris McCandless) who tried to escape the constraints of modern society. but ultimately lost his life while pursuing his identity and purpose in the world.
STANDARDS:
CRI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCRI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Gr.11-12 W-2.0b: Write informative/explanatory texts: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
TODAY'S ACTIVITIES:
- Open up Activity 15 (attached)
- Independently respond to the THREE QUESTIONS. For each, you should include strong and relevant textual evidence to support your positions -- and do not forget to explain how/why your evidence proves your point(s).
- The response for each questions should be no less than 1/4 page each (although you should strive for more).
- Now READ.
HW: You need to have read Chapters 16-18 by by next class.
PURPOSE: To better understand the writing style of a biography; plus, gather a perspective on the complex personality of a young man (Chris McCandless) who tried to escape the constraints of modern society. but ultimately lost his life while pursuing his identity and purpose in the world.
STANDARDS:
CRI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCRI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Gr.11-12 W-2.0b: Write informative/explanatory texts: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.