December 13th and 14th

1. The timeline of your final. (So plan accordingly with interviews/picture/printing…)

You have received the assignment the DAY BEFORE YOUR FINAL.
You will have the entire class period of the day the assignment is received AND most of the
assigned class final  date. You will turn in your final project before the last 10 minutes of the end of class
on the second day.

3rd Hour:

Thursday, December 13th- Receive assignment

Friday, December 14th- Assignment due by 10:40 A.M. .

2nd Hour:

Monday, December 17th- Receive assignment

Tuesday, December 18th- Assignment due by 9:00 A.M.

Necessary links:

MIT- Character Traits LIST

How to cite an Interview- OWL

December 10th

1. Independent reading- 1st 10 minutes of class.

2. Turn in Boot Camp Project TODAY.

On your final draft, please code the following elements:

Coding System:
1. Underline the thesis/claim
2. Count the three major supporting points 1, 2, 3
3. Mark I for the introduction (contextualizing, attributing to author) on quotes
4. Mark C for proper citation of the quote (parentheses... author last name if not mentioned before... page number... period AFTER the parentheses)
5. Mark * for explanation of the quote
6. Mark E for proper and effective WARRANTS.
7. Mark A, B for each example given under their main supporting points. Do this for each supporting point.
8. Mark I, II, III for the TYPES of quote embedding.
             I: Colon  (Intro complete sentence : Quote)
            II: Tag line (active verb.. not said... proper punctuation)
            III: Grammatically integrated into own sentence (sentence has subject/verb... no run on)
9.  Circle each transition or transition phrase.
10. Write CC beside your counterclaim
11. Mark P beside your demonstration of effective paragraphing!
13. Write SYN next to your concluding synthesis statement (end of writing)'

3. When you are done coding your final draft, staple it on top of the previous Steps of Writing, in reverse order of completion. The brainstorms should be at the bottom of the stack. Make sure that each step is clearly labeled

Friday, December 7th

1. Independent reading.

2.  With your one Boot Camp topic, you have completed Step 7 of Writing (Writing rough draft integrating source material) and Step 8 of Writing (Writing rough draft integrating transitions).  You will switch the one body of writing with a partner. They will be proofing the writing thoroughly with the following system:

Coding System:

1. Underline the thesis/claim

2. Count the three major supporting points 1, 2, 3

3. Mark I for the introduction (contextualizing, attributing to author) on quotes

4. Mark C for proper citation of the quote (parentheses... author last name if not mentioned before... page number... period AFTER the parentheses)

5. Mark E for proper and effective WARRANTS.

5. Mark A, B for each example given under their main supporting points. Do this for each supporting point.

6. Mark I, II, III for the TYPES of quote embedding.

             I: Colon  (Intro complete sentence : Quote)

            II: Tag line (active verb.. not said... proper punctuation)

            III: Grammatically integrated into own sentence
                  (sentence has subject/verb... no run on)

7.  Circle each transition or transition phrase.
----------------------------------------------------------------------

2. When you are done, return the writing. You will visually see what you have.. and don't have. Please read through your writing, when you are done, at the bottom of each section, please write a concluding sentence. This sentence needs to SYNTHESIZE your argument. This means that you emphasize the significance of the argument, or you reiterate what the reader should understand about you argument that you present.


3. Please get the following information in your notes:

Step 9 of Writing- Paragraphing and Counterclaims

Where to Put a Counterargument

Counterargument can appear anywhere in the essay, but it most commonly appears:

• as part of your introduction—before you propose your thesis—where the existence of a different view is the motive for your essay, the reason it needs writing;
• as a section or paragraph just after your introduction, in which you lay out the expected reaction or standard position before turning away to develop your own;
• as a quick move within a paragraph, where you imagine a counterargument not to your main idea but to the sub-idea that the paragraph is arguing or is about to argue;
• as a section or paragraph just before the conclusion of your essay, in which you imagine what someone might object to what you have argued.

But watch that you don't overdo it. A turn into counterargument here and there will sharpen and energize your essay, but too many such turns will have the reverse effect by obscuring your main idea or suggesting that you're ambivalent.

Copyright 1999, Gordon Harvey (adapted from The Academic Essay: A Brief Anatomy), for the Writing Center at Harvard University

How do I know when to start a new paragraph?
You should start a new paragraph when:

• When you begin a new idea or point. New ideas should always start in new paragraphs. If you have an extended idea that spans multiple paragraphs, each new point within that idea should have its own paragraph.
• To contrast information or ideas. Separate paragraphs can serve to contrast sides in a debate, different points in an argument, or any other difference.
• When your readers need a pause. Breaks between paragraphs function as a short "break" for your readers—adding these in will help your writing be more readable. You would create a break if the paragraph becomes too long or the material is complex.
• When you are ending your introduction or starting your conclusion. Your introductory and concluding material should always be in a new paragraph. Many introductions and conclusions have multiple paragraphs depending on their content, length, and the writer's purpose.

Copyright 1999, Gordon Harvey (adapted from The Academic Essay: A Brief Anatomy), for the Writing Center at Harvard University

For the end of class on MONDAY:
You will need to fix any issues found in your proof-reading exercise... as well as adding thoughtfully a counterclaim and demonstrate effective paragraphing. This will be your final draft.

All of your Boot Camp Steps are due on MONDAY at the end of class....  in reverse order of completion (Step 2 on bottom) with final typed copy stapled on TOP of your steps. Make sure that each step is CLEARLY labeled.

Wednesday/Thursday, December 5th/6th

Class today: 

1. Independent reading. 

2. Finish your Step 7 Writing the Rough Draft integrating Source Material.  Double check that you have the following: 6 specific examples, a warrant for each example, 3 direct quotes that have been contextualized, introduced, cited correctly, and explained. These quotes will function as backing. The word transition written in where transitions should be placed. 

PRINT THIS STEP OFF BEFORE YOU ALTER IT FOR STEP 8 (you will attach this to all of your other steps of writing). 

3. Step 8 of Writing: Write rough drafts integrating transitions.

Things to know: 

• The Steps of Writing are to take us through the body of a paper... Introductions and conclusions are a different animal. 
• Step 7 and 8 will be simultaneously... we are just learning them separately to focus on the skill).
• Steps 5-6 are essentially outlining. Step 7 starts the writing of the rough draft of the body of your paper. 

What are transitions and how are they used?

• transitions are phrases or words used to connect one idea to the next
• transitions are used by the author to help the reader progress from one significant idea to the next
• transitions also show the relationship within a paragraph (or within a sentence) between the main idea and the support the author gives for those ideas
• different transitions do different things....

Transition Handout

TYPES OF TRANSITIONS:

• Transitions between sections: Particularly in longer works, it may be necessary to include transitional paragraphs that summarize for the reader the information just covered and specify the relevance of this information to the discussion in the following section.
• Transitions between paragraphs: If you have done a good job of arranging paragraphs so that the content of one leads logically to the next, the transition will highlight a relationship that already exists by summarizing the previous paragraph and suggesting something of the content of the paragraph that follows. A transition between paragraphs can be a word or two (however, for example, similarly), a phrase, or a sentence. Transitions can be at the end of the first paragraph, at the beginning of the second paragraph, or in both places.
• Transition words between sentences: As with transitions between sections and paragraphs, transitions within paragraphs act as cues by helping readers to anticipate what is coming before they read it. Within paragraphs, transitions tend to be single words or short phrases.

FOR FRIDAY: 

Complete Step 8 of Writing (Transitions) for your 1 Boot Camp Topic (the one you have already written for Step 7).   Print this off for class on Friday!! 

Tuesday, December 4th

1. Independent reading- First 10 minutes of class

In CLASS:

We will review the ways of source/quote integration.

4 things to remember when integrating sources:
1. Provide context for the quotation. (Explain where it came from, or why the author is important)
2. Attribute the quotation to a source. (Who said it?)
3. Explain the significance of the quotation. (Warrant)
4. Provide a citation for the quotation. (In-text citation)

How to embed a quotation:
1. Lead in with a colon. The colon announces that a quote will follow to provide evidence for the sentence’s claim.

Hamlet denies Rosencrantz’s claim that thwarted ambition caused his depression: “I could be bounded in a nutshell and count myself a king of infinite space” (Hamlet 2.2).

2. Introduce or conclude the quote by attributing it to the speaker. If your attribution precedes the quote, you will need to use a comma after the verb.

When faced with a twelve-foot mountain troll, Ron gathers his courage, shouting, “Wingardium Leviosa!” (Rowling 176).

3. Use the words of the quote grammatically within your own sentence.

When Hamlet tells Rosencrantz that he “could be bounded in a nutshell and count [him]self a king of infinite space” (Hamlet 2.2), he implies that thwarted ambition did not cause his depression.

REMEMBER: Each sentence you write MUST HAVE YOUR OWN WORDS IN IT. No dive bombing in of quotes. 

FOR Wednesday/Thursday: 

Collate your Steps 2-6 of Writing for your Boot Camp topics. Make sure that each step is CLEARLY LABELED.

Select 1 of the 2 extended paragraph structures you did for Step 6 of Writing. You will be completing STEP 7 of Writing with the ONE extended paragraph structure. This will be a typed draft.

You will actually write out the draft from your extended paragraph structure. Write your thesis as the first sentence (we will adjust this later)... integrating source material as you write. For this exercise and this exercise ONLY, you will make up the quotes. I am not requiring you to research for this one and only assignment. This assignment is about practice the integration of the source material.

Things to remember: 

• You will need to include 3 direct quotes with citation through out the entire piece of writing. Please use each of the three ways of quote integration that I reviewed in class. 
• When time for a transition write the word TRANSITION (for now).
• Remember the 4 things that has to accompany the integration of a quote. EACH TIME.
• In-text citation will be from a book. Nice and easy.  But for future notice... check out the OWL for the different ways of doing IN-TEXT citations. OWL In-text Citation

Monday, December 3

1. Independent reading- first 10 minutes of class

Step 7 of Writing: Writing the Rough Draft Integrating Source Material

Primary Source: Source of analysis or critique
Secondary Source: Source that critiques or analyzes the primary source

2. In order to be ready for the next step of writing, I need you to go through and take notes on the following links found under "Writing Links". Your notes are going to be resources for you as you write. As you reference your notes, you will be gradually reprogramming yourself in the way you need to write.

Go through in the following order:

• "Cornell Guide to Sources" Link here
• "What must be cited" Link here
• "UNC Source Integration" Link here

3. Take very thorough NOTES on the above links.
-This is building upon the LMC's presentation on SOURCES.
- You don't need to write down word-for-word. Get the processes
.. the advice... the "how-tos".

After this, things will move very quickly. You will be putting these skills into play. Makes sure that your notes are accessible for you!

Classwork Inventory: For Today, what should be done: 1. Steps 1-5 for 4 Boot Camp Topics 2. Step 6 for 2 of the 4 Boot Camp Topics 3. All 6 Steps (of notes) easily accessible in your notes. 4. The notes getting ready for Step 7 in your notes.

Friday, November 30th

1. Independent reading.

2. Turn in practice round of Step 6. Questions or help with the homework.

3. FOR MONDAY: PICK 2 of your Boot Camp topics. JUST TWO. You will construct an extended paragraph structure for both topics. You should already have Step 5 done for these. You will write "backing" and "transition" just like we did for the practice for today.
Keep these out of your notes..  They need to be attached to your Steps 2-5. Clearly label each step.

We will add Step 7 of Writing on Monday. (We are almost done!)

Wednesday/Thursday, November 28th/29th

1. Independent reading.

2. Review Steps 1-5 of Writing.

3. Step 6 of Writing- Go over process in class.

4. PRACTICE: 
Respond to the following prompt: Should LSN adopt "online academy" during snow days? Why or why not?

1. Write answer out as a thesis (restate the question, answer, provide the why)
2. Do Step 5 of Writing. (3 major reasons why)
3. Do Step 6 of Writing. (Add in specific examples, write out a warrant)

• Briefly jot out warrant.
• Write the words "backing" and "transition" as place holders knowing these will come. 
• Consider where your counterclaim will logically appear. 

You will turn this practice in to Mrs. Cole on Friday.

Tuesday, November 20th

1. 10 minutes- Silent reading

Make sure that the following is in your notes for Monday, November 26th. 

2. Step 6 of Writing: Extended "paragraph" structure
** Notice Step 5 has been lightly highlighted.

 I: Thesis/Claim: 
                    A. Supporting point #1 (Broad point... written as a topic sentence)
                                   1.  Example #1
                                          -warrant
                                         - backing
                                         - transition
                                   2. Example #2
                                         - warrant
                                         - backing
                                         - transition 
                    B. Supporting point #2 (Broad point... written as a topic sentence)
                                   1. Example #1
                                          -warrant
                                          - backing
                                          - transition
                                   2. Example #2
                                          -warrant
                                         - backing
                                         - transition
                   C. Supporting point #3 (Broad point.... written as a topic sentence)
                                 1. Example #1
                                         - warrant
                                         - backing
                                        - transition 
                                2. Example #2
                                          - warrant
                                         - backing
                                         - transition 

Things to note:
1. Number of examples is not a fixed formula.
2. Transitions do not have to be written out in this step. This serves as a reminder of where they will go.
3. As we evolve, warrants won't be written out in outlining... you will just know they have to always follow evidence.

TERMS: 
Claim- argumentative/ analytic stance on specific topic.

Warrant- the explanation of how your evidence connects back to your claim

Backing- Additional justification for the warrant. Secondary sources usually fill this role.

Counterclaim- Acknowledgement of opposition position.

Rebuttal- Response to the opposition's position.

Monday, November 20th

LMC- Book talks

Select an independent reading book.

Friday, November 16th

1. Step 4 of Writing needs to be done for your 4 Boot Camp topics.

• Switch with a partner. They will look over each thesis to make sure that it is actually an argumentative thesis. 
• Write what type of claim they are using.
• Make sure that it is not a descriptive statement.
• Make sure that it is has all three parts of a thesis. 
• Check capitalization, spelling, punctuation. 

2. Step 5 of Writing: Basic "Paragraph" Structure
               I- Thesis
                  (Ask for reasons why this is true)
                   A: (Broad) Supporting reason #1
                   B: (Broad) Supporting reason #2
                   C: (Broad) Supporting reason #3

For MONDAY:
Do Step 5 for all 4 Boot Camp topics. Clearly label this step and keep all of these steps out of your notes. They will be turned in at the end of Boot Camp.

November 14th/15th

1. Quiz over Art of Communication and Steps 1-4 of Writing.

2. Write a THESIS (Step 4) for each of your Boot Camp topics. Keep them separate from your notes. Clearly label your step. Add it to your earlier 3 Steps of Writing.

3. Work on Noredink.com: Sentence fragments and sentence structure. This is due by Friday.

Tuesday, November 13th

Step 4 of Writing- Thesis

1. Review the 11 thesis statements on the following handout as a small group.  You will collect notes as a group on each statement.

Identify if they are strong or weak.. .and why? What is the type of claim that is being used? What type of claim would be better utilized? You will, as a group, rewrite the weak thesis statements. You will turn in a GROUP NOTES/ REWRITES to me. 

Thesis Practice Handout

2. You will have a quiz over the first 4 Steps of Writing, Art of Communication, Cole's Rules of Writing. This will take place on Wednesday/Thursday, November 14th/15th

November 12th

Catch up Day!

Make sure that the following are completed:

1. You have Steps 2 and 3 done for 4 Boot Camp topics. You have selected these topics.
These Steps need to be separate from your notes and clearly labeled. We are adding Step 4 in the next few days.

2. Thesis examination (2 statements)- From Wednesday/Thursday

3. Thesis "Got to Care" work from Friday

4. Final Literature Circle Reflection- From Wednesday/Thursday.

5. Make sure that you have CLEAR and COMPLETE NOTES on Steps 1-4 of Writing, plus Rules of Writing. There will be a quiz over *Art of Communication *Steps 1-4 of Writing *Rules of Writing on WEDNESDAY/THURSDAY.

Friday, November 9th

1. Remember, the ultimate aspect of success in thesis/claim writing comes from the care in which you approach the content. You must start caring and forming opinions about the world around you! Therefore, read the following articles. Please note the opinions of the authors do not necessarily reflect my own.. the purpose of these specific articles are to engage your opinions on timely subjects.

No One Cares About Climate Change

Average Cost of Raising a Child

Emma Watson- WP

Why India's Narendra Modi

2. For each article, draw a t-chart in your notes and on one side take notes on WHAT YOU LEARNED and on the other side write WHAT YOU THINK.

This is, of course, is a style of higher level annotation where you are not only keeping track of new information... but also starting to form opinions about what you are reading!!  As you are gathering the "what"... you are starting to think of the "why" and "how".

Be thinking about the formula of the thesis/claim and the checklist as you are doing this activity.

2. When you have finished this, you will write a thesis for each article. A total of 4 thesis statements.

3. You will need to EACH of your thesis statements for each article to Schoology.

November 7th/8th

1. Literature Circle Final Meeting: 
You will have your discussion and then do your final group report. Turn in your journal response.

2. Do a final reflection in Schoology on the literature circle process.

3. Step 3 and Step 4 of Writing Review.

• You should have all the notes for Step 3 and 4 in your notebooks. 
• You should have also have a brainstorm done for each of your Boot Camp topics.
• You should have done a "Break down the topic" for each of your Boot Camp topics

4. Review through the material in the following link: Indiana University- Thesis Statements
Supplement your current notes. This will talk you through the process of developing a topic, through identifying a strong or weak thesis statement.

5. In SCHOOLOGY- you need to work through the following:

•  Discuss the strengths of the following thesis statements: 

Examples of good thesis statements:

• "The ability to purchase television advertising is essential for any candidate's bid for election to the Senate because television reaches millions of people and thus has the ability to dramatically increase name recognition."
• The organizational structure of the United Nations, namely consensus voting in the security council, makes it incapable of preventing war between major powers.

FOR FRIDAY.... read and take notes over the following handout: 

Thesis Handout 

Monday, November 5th

I will talk through the following two days when I return on Tuesday.
Make sure that you get the following material in your NOTES!!

1. Step 3 of Writing- Breaking Down the Topic is due today. You should have broken down each topic to a manageable size. Label these clearly.

STEP 4 of Writing: Writing a THESIS OR CLAIM. 

Definition of THESIS: arguable main idea of a paper or paragraph

Purpose of Step 4: to provide analysis and argument of a topic, as well as providing a clear road map for the writer and the reader. 

Formula of a thesis: Subject + Attitude or Belief about this subject + Blueprint = Thesis

Other thesis formula options: 

By examining _____, it is clear that ______. 

Although researchers believe/ or have argued ________, closer examination shows _________. 

Checklist for evaluating a thesis:

1. Is the thesis/claim debatable? 

2. Does it answer an intellectual question? 

3. It is not a statement of fact (consider the audience). 

4.  Does it clearly point the direction of the argument (limiting it scope).

5. Is the language vivid and clear?

6. Is the point I’m making one that would generate discussion and argument, or is it one that would leave people asking, “So what?” (does it pass the "how" and "why" test?)
7. Does it use an active verb? (Avoids "Be Verbs... is, are, am, were)

To assist in knowing how to approach a subject in order to make a claim about the material, you can utilize one of these four types of claims:

Types of claims:

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, in other words what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

1. Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

• What some people refer to as global warming is actually nothing more than normal, long-term cycles of climate change.

2. Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

• The popularity of SUVs in America has caused pollution to increase.

3. Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

• Global warming is the most pressing challenge facing the world today.

4. Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

• Instead of drilling for oil in Alaska we should be focusing on ways to reduce oil consumption, such as researching renewable energy sources

---------------------------------------------------------------------------------------------------
3.  Review through the material in the following link: Indiana University- Thesis Statements
Supplement your current notes. This will talk you through the process of developing a topic, through identifying a strong or weak thesis statement.

Friday, November 2nd

1. You will turn in your 2 Ted Talk handouts and brainstorms.

You should have 4 brainstorms done for your Boot Camp topics for STEP 2 of Writing.

Write down the following in your notes... :)

2. Step 3 of Writing is "Breaking Down the Topic".
The purpose of this step is to make the topic size match the paper size.

The process for this step is to take a topic that develops from your Brainstorm (Step 2), and carry it into Step 3. Your goal for this step is to make the topic size manageable for the amount you are expected to write. You are also looking at the hierarchy of ideas when it comes to the topic.

Think about writing a 5 page paper... World War II is too large for 5 pages. Needs to be broken down into something more manageable. ** Rule of thumb. How big would the book in the library be if you found it on that topic? If it is "book sized" it is too big for a small paper.

The TEMPLATE for STEP 3:
(1) What comes before the topic (larger issues/categories)
              |
         TOPIC
              |
(2)  What falls below the topic (smaller issues/categories)

An EXAMPLE for STEP 3

Teen experiences      Steps of education
                \                  |
               High School
                  |               \
              Activities      College/career prep
               |      |                            \               \
  Athletics    Academic           IB Courses    Technical Education

(Keep going until you have met a topic size that is appropriate for the size of your paper)

3. IN YOUR NOTES... Practice with the following two "practice" topics:

1. Lee's Summit. 2. History
This practice should be done IN YOUR NOTES.

4. For Monday- 
Do Step 3 of Writing for EACH of your 4 chosen "Boot Camp" topics.
This will be 4 total.
Make sure to clearly label as Step 3 these and DO NOT embed these in your notes.

Don't forget your literature circle books!

Wednesday/Thursday, October 31st/Nov. 1st

1. Watch the following Ted Talks: Fill out the Ted Talk handout while watching.

Brene Brown- Vulnerability

Aicha el-Wafi and Phyllis Rodriguez "The Mothers Who Found Forgiveness" 

2. After watching... on a piece of paper for EACH talk... identify the following:

• What is the main argument? 
• What do you think are some major topics that this Ted Talk addresses? 
• Do a complete brainstorm on ONE of the topics of this Ted Talk. (Each talk)

3. Staple Ted Talk handout to the paper with your topics and brainstorm.... Turn in Friday.

Monday, October 29th

1. Introduction to Step 2 of Writing- Brainstorming.

Pick 4 topics... do a brainstorm for each. These will need to be broad topics... and you will need to do these on paper that you can turn in at the end of Boot Camp.

THESE TOPICS WILL FOLLOW YOU THROUGH THE REST OF THE STEPS OF WRITING. Pick wisely.

Rules of Formal Academic Writing.... Put these in your notes!

Friday, October 26th

Wednesday/Thursday we were listening to good information from the LMC on source evaluation, and where to find appropriate sources.

Please hold on to your notes. We will be using them when we get to this Step of Writing.

TODAY- 

We will meet in our groups for our second literature circle.

I will collect the journal entries as you begin discussing.

• All group members need to have the book and their role sheet out on their desks at the beginning of the discussion. Desks are in a circle. Discussion Director selects a timekeeper to help manage the group’s time. 
• The Discussion Director begins the discussion by asking the Summarizer to go first. 
• The Discussion Director then asks one of the below-the-surface questions he/she has prepared. Group discusses the question, taking notes. 
• After the Director has asked all questions, the Passage Analyst shares his/her passage prepared for the day.  The Passage Analyst reads the passage and group members discuss, taking notes.
• After the Passage Analyst finishes, the Essential Questions Connector identifies specific passages in the text that address one or more of the essential questions. Group members discuss and take notes. 
• The Vocabulary Enricher will interject as needed to define terms or look them up (if a new one has been added to the list).

Members of the group should take care to make connections during each discussion time.  It is one thing to discuss the book, but members should also expect these connections:

Text to Text: Are there similarities or differences between the book you are reading now and one that was assigned for another class or that you have read for pleasure at another time?

Text to Self:  In what ways can you identify with the characters or circumstances in this book?  What kinds of personal/emotional reactions do you have to specific parts of this book?

Text to World:  In what ways is this book reminiscent of current events or “real world” issues? 

WHEN YOU ARE DONE.... 

1. You will need to do a "Group Report" with your discussion summary page. Please staple this on top of all group role sheets.

2. Assign Group Roles for final meeting.  Review your reading assignments.

3. Go to Schoology for a post-circle reflection.

Tuesday, October 23rd

1. Review and take notes on the Writing to an Academic Audience link...REALLY IMPORTANT!!! FOUND HERE:
UNC Writing Center: Audience Tips

2. To post in Schoology: pick THREE of your classes that you are enrolled currently.
    a. Imagine you have been assigned a 3 page paper on a subject that you are currently studying in each class.
    b. You are going to do a thorough analysis of what you think EACH teacher/audience will or will not want in the written communication from you..  This can be a list/bullet points.
    c. To consider when doing this analysis: The information found above (academic audience link) + questions to consider that I gave you  + your experience so far in that class + explicit references from the teacher + implied directions from the teacher
    d. Make sure that you consider the "stuff" you want back from the written communication, so you can make sure that you have a realistic expectation of what your communication needs to achieve.

EXAMPLE:
Characteristics you may mention:
Precise attention to grammar and mechanics.
Following citation guide to the letter.
Sources need to be strong and reputable.
Needs knowledge info... does not want knowledge level info..

3. Log into Noredink.com. There is a short quiz over commas and contractions.  Please make sure that this is done before tomorrow morning.

Monday, October 22nd

CLASS:
1. Review the important aspects of Audience Awareness.

• Purpose
• Checklist to consider for Audience Awareness: Handout Audience Awareness

2. We are going to practice crafting a message, using audience awareness.

IN CLASS PRACTICE:
With a classmate, you will construct a group explanation of the car accident. Open one document, and share it with the other. You will each submit this document to Schoology.

You were in a slight, no-injury, car accident...
As a group, you will construct an explanation of the accident for three different audiences.. This will be in NARRATIVE FORM. You can use "I"... "You" for this exercise. I am not concerned about dialogue... or formatting. This is an informal practice exercise. I am most concern with you showing how you can differentiate between audiences... attending to their needs.
Be thoughtful of "What do they want?" and "What do they need?"
1. Your parents.
2. Your insurance company.
3. Your Best Friend.

Consider the purpose of communication AND audience awareness. What needs to be included? What needs to be omitted? What about the tone? What is the ultimate purpose for each audience?

Use your notes from last class period to craft your explanation.

Tuesday, October 16th

The first literature circle is today!

• All group members need to have the book and their role sheet out on their desks at the beginning of the discussion. Desks are in a circle. Discussion Director selects a timekeeper to help manage the group’s time. 
• The Discussion Director begins the discussion by asking the Summarizer to go first. 
• The Discussion Director then asks one of the below-the-surface questions he/she has prepared. Group discusses the question, taking notes. 
• After the Director has asked all questions, the Passage Analyst shares his/her passage prepared for the day.  The Passage Analyst reads the passage and group members discuss, taking notes.
• After the Passage Analyst finishes, the Essential Questions Connector identifies specific passages in the text that address one or more of the essential questions. Group members discuss and take notes. 
• The Vocabulary Enricher will interject as needed to define terms or look them up (if a new one has been added to the list).

Members of the group should take care to make connections during each discussion time.  It is one thing to discuss the book, but members should also expect these connections:

Text to Text: Are there similarities or differences between the book you are reading now and one that was assigned for another class or that you have read for pleasure at another time?

Text to Self:  In what ways can you identify with the characters or circumstances in this book?  What kinds of personal/emotional reactions do you have to specific parts of this book?

Text to World:  In what ways is this book reminiscent of current events or “real world” issues? 

WHEN YOU ARE DONE.... 

1. You will need to do a "Group Report" with your discussion summary page. Please staple this on top of all group role sheets.

2. Assign Group Roles for next meeting.  Review your reading assignments.

3. Go to Schoology for a post-circle reflection.

Monday, September 14th.

Your literary circles have been postponed until TUESDAY. Please have your journals/role sheets ready for tomorrow.

1. Log into Noredink.com. There is some practice work on commas and sentence fragments. This is our highest critical area determined by the diagnostic test we took last week.

Please finish, if possible, during class today.

2. When you are done, you will have time to read your literature circle books.

Thursday, October 11th

55 Incredible Images of Girls Going to School Around the World

1. Take out your Audience Awareness notes/handout over 2 Obama speeches.

2. You will be placed in groups of 3, where you will discuss both speeches.  Emphasize what the audience wants and needs as you go through each question on the handouts.  Please turn in your questions when your group is done discussing.

3. In Schoology, please respond to the prompt: What is your understanding of audience awareness when it comes to communication? Why do you think it is the first step of writing? What did you learn from President Obama about audience awareness. 

4. Read and take notes on the following information on Audience awareness. Put this in a place that you will easily be able to access this information.

Writing for an academic audience HANDOUT

FOR MONDAY:

Literature Circle Meeting #1!

• Have your group-assigned reading DONE. You are responsible to the group, and the group's success is on each group member having their work done. 
• Have your journal entry done... printed off BEFORE CLASS.  The packet has questions for you to consider to help you complete your journal entry. 
• Your literature circle role sheet completed before your group meeting. 

Tuesday, October 9th

1. Introduction to the Art of Communication.

Induction into "Writing Boot Camp".

2. Step #1 of Writing: Audience Awareness:

- purpose of Audience Awareness step

You will use the following handout as a guide to examine audience awareness of one speaker, but two speeches:

Audience Awareness Speech Evaluation Handout

Select one of the two following speeches from the Correspondence Dinner-

Selection 1:* President Obama's White House Correspondence Dinner Speech

Selection 2: * "Obama Out" Correspondence Dinner

Watch the following funeral eulogy.
Watch the following starting at minute 29.00

President Obama's- Rev. Pinckney's Funeral

The handout is due at the end of class on Thursday. 

Monday, October 8th

1. Reading day! Reading day!

Get a good start on your literature circle books! Enjoy the time!

Friday, October 5th

1. First literature circle meeting.  You will need to determine the following things:

• The break down of reading assignments for the following dates: 10/15, 10/24, 11/7
• Who will fill what role for the first meeting: Discussion Director, Summarizer, Passage Analyst, Question Connector, Vocab Enricher (If there are only 4 in your group, Summarizer and Vocab Enricher will be combined into one)
• One person needs to post to Schoology Discussion Board the group's reading assignments and roles

2. Remember: October 10th/11th you will ALL need to be prepared for the first discussion with a journal entry (to turn in) and your role report (to also turn in).


Here is an electronic copy of the packet I gave in class: Literature Circle Packet

October 3rd/October 4th

Mid-term projects are due at 7:30 AM today (Wednesday)!

1. Literature Circle book talks and book check out- LMC

2. Make your book selection in Schoology.

3. Click on the following link:
           2nd Hour: Noredink Invite Link

           3rd Hour: Noredink Invite Link

* You will be taking the Grammar/Mechanics Diagnostic test in NoRedInk.com. You need to try your best on each of these questions.

4. As you are working on your Diagnostic Test, I will be determining literature circle groups. I will call you over to get your book, and check it out with Mrs. Rockwell.

Eleanor and Park: 
                           Yasmeen
                           Ainsley

Paper Towns:
Chance             
Bradley                Kenyia
Jackson              Shonese
                     

The Lost Hero: 
Reggie                 Amil
Kya                     Jourdin
Chris

The Things They Carried:
                            Zane
                            Kyle

Winger: 
Carson                Terrell
Aiden                  Devon
Kolson                Matthew

An Abundance of Katherines:
Kevin
Nickolette
Franco
Zaylen

Some Boys:
Destiny                Samantha 
Elizabeth              Kayla
Ryley                   Ashley
Mikayla               Jace
Bailey                  Savannah


5. You will have time to START READING your new book!

6. Respond to prompt in Schoology regarding initial impressions of this book.

FOR FRIDAY: 

Read and review the English 10 Literature Circle packet: English 10 Literature Circle Packet

I will be going over the assignments, we will be determining reading assignments in groups on Friday.

October 2nd

1. The first part of class, you will have time to work on your mid-term project.

2. Proofreading/ editing. You will first go through your presentation answering the following questions. These are the significant components of your presentation that need to be done correctly.

Use the following for a checklist for proofreading your project:

• Is there a title page? 
• Are titles of studied texts all italicized? 
• Are major words in titles capitalized?  The Other Wes Moore. Good Will Hunting. 
• Are all words spelled correctly? Punctuation is correct? Capitalization is correct? 
• Has theme been accurately defined? Process explained? (4 steps)
• Have you explained what you have learned about theme, personally?
• Has an issue been applied to each of the two texts? 
• Has that issue been written as a theme? (What the author is saying about the issue). 
• Is there sufficient evidence to support each theme (3 textual examples)? 
• Have the examples been explained as to why they connect to the theme? 
• Has the textual evidence been cited correctly on the slide? (In-text citations).
• Has the 3rd remaining issue been applied to BOTH texts?
• Has this 3rd issue been written as a theme that applies to BOTH texts? 
• Is there sufficient evidence that supports both texts and the applied theme? 
• Is the evidence cited correctly with in-text citations? 
• Is there a works cited page? Is it done correctly? (2 citations). Alphabetized entries. Hanging indent on the second line of the citation? 
• Are there supportive images used wisely through out the presentation?  

PRESENTATIONS ARE DUE TO SCHOOLOGY BY 7:30 AM ON WEDNESDAY. NO LATE SUBMISSIONS WILL BE ACCEPTED.

October 1st

Today is a work day for your mid-term project. You need to use this time wisely.
Remember that everything is DUE on Wednesday, October 3rd at 7:30 AM.

You will have about 1/2 of your class time tomorrow to work because the other 1/2 will be used for proof-reading/editing before you turn in everything.

During the last 10 minutes of class, please go to Schoology to answer some progress questions about your project. They are due at the end of class today.

Friday, September 28th (Mid-term project)

The Other Wes Moore and Good Will Hunting Mid-term Project:  

DUE OCTOBER 3RD AT 7:30 AM. 

Using Google Slides as your format, you will be constructing a presentation on Theme in The Other Wes Moore and Good Will Hunting. 

You have already found evidence of the issues of IDENTITY, DECISIONS, and REDEMPTION in both texts. 

You will need to do the following: 

1. Pick one issue and write it out as a theme as seen in The Other Wes Moore. 

- Provide a minimum of three textual quotes, cited correctly, AND explanation of how the textual evidence supports your stated theme. 

2. Pick one issue and write it out as a theme as seen in Good Will Hunting. 

- Provide a minimum of three textual quotes, cited correctly, AND explanation of how the textual evidence supports your stated theme. 

3. Pick one issue and write it out as a theme and show how it is seen in BOTH The Other Wes Moore and Good Will Hunting. 

- Provide a minimum of three textual quotes for EACH text, cited correctly, AND explanation of how the textual evidence supports your stated theme. 

Presentation requirements: 

1. A title slide with your name and purpose of the presentation. 

2. A slide(s) dedicated to explaining the definition of theme, and the process of determining theme. 

3. What do you feel theme teaches you about a text/your world. 

4. A brief summary of each text- The Other Wes Moore and Good Will Hunting... needs to be in your own words, not result of a Google search. 

5. Address, cite, and explain a theme specific to WM. (See above)

6. Address, cite, and explain a theme specific to GWH. 

7. Address, cite, and explain a theme that applies to BOTH WM and GWH.

8. Proper in text citation of direct quotes within the presentation, using MLA style guide. 

9. A works cited page citing both WM and GWH, using MLA citation guide. 

10. Images scattered throughout presentation that are thoughtful and supportive of the material covered on the slide. 

11. Proper grammar and mechanics (spelling, italicized titles, capitalization, punctuation). 

Wednesday/Thursday, September 26th/27th

Theme: Cold read and on-demand assessment.

1. Read through the following short story by Kate Chopin. Be thinking about what is the most prevalent issue that the story addresses (Common list of universal issues in literature).

The Story of an Hour

You will be going through the process of determining THEME:

2. In Schoology, you will write out the issue as a THEME. Ask yourself what the author is teaching us about that issue.

3. You will need 4 textual examples to support your argument of theme.

__________________________________________________________


Finish Good Will Hunting.  Make sure that your notes are complete. Evidence of the common issues of IDENTITY, DECISIONS, REDEMPTION.

You will receive your final assignment for Wes Moore and Good Will Hunting on Friday.

Tuesday, September 25th

1. We will continue watching Good Will Hunting. Remember to be adding to evidence of the three issues of Identity, Decisions, Redemption in our notes.

Monday, September 24th

Today we begin our second text in study of THEME: Good Will Hunting. We will be using this film to look at the issues of IDENTITY, DECISIONS, and REDEMPTION.

Remember... these are only the issues within a text. They are what are universal and seen in different texts. It is what you argue the author is saying about these issues when it becomes a THEME.

1. You already have textual evidence of these issues in The Other Wes Moore.  You will now be gathering textual evidence of these three issues in Good Will Hunting.  This evidence will go on the first page of notes in the packet you are getting in class.

2. You will be completing some questions that go along with the film that will help you pick up on some significant plot elements, which can also tie into building a theme.

You will NOT do questions: 2, 7, 8, 9, 10, 12, 13, 18, 30, 35, 36, 38.

You will turn in this packet with your final THEME project (announced after the film).

Friday, September 21st

1. In Schoology, I have posted an article “Theme: What Ties it All Together”. Students need to read this first. Take notes on main ideas.

The link is also found HERE: Theme: What Ties it All Together

2. In Schoology, you will need to complete the following assignment:

Pick three of your favorite movies. Go through the process of determining theme
with each of these movies.

• Start with the universal issue. 
• Think about why it is evident in the movie. 
• Write out what you think the author is saying about that issue? What are they teaching us? Remember “The author believes….”.  
• Then you will need to come up with 3 specific examples of how you see that theme in that film. 

3. If you have not completed it yet, make sure that you have your 4 pieces of evidence for the 3 themes in The Other Wes Moore that we worked on Wednesday/Thursday. 

September 19th/20th

We are going to watch this video to model the process that we are going to go through.
Theme Video

Theme: The main idea or underlying central meaning of a text.

Universal issues in literature/text:

Theme is the message about life... NOT the issue.

The PROCESS for determining THEME:
1. Pick a common issue/ universal issue in literature.
2. Why do you feel this is an evident issue in this piece?
3. What is the author saying/ message projecting about life?
4. Find textual evidence to support the theme that you have determined.

For CLASS:
We have looked at 3 major ISSUES in The Other Wes Moore.
1. Identity
2. Decisions/ Cause and effect
3. Faith/ Redemption

We are going to examine the three issues in The Other Wes Moore and develop them into three THEMES.

1. Write out the issue as a THEME in The Other Wes Moore. "The author believes that . . . "

2. Find 4 specific textual examples/quotes from The Other Wes Moore. Make sure that you collect the citation info (page numbers). PUT THESE IN  YOUR NOTES.

Tuesday, September 18th

PICTURE DAY WEDNESDAY/THURSDAY OF THIS WEEK. 

Theme: underlying purpose or universal message in a text.
Faith: a strong belief in something or someone
Redemption: The action of being saved from previous act.

1| There are several ways in which the themes “faith” and “redemption”
emerge in the book. Keep these two themes in mind and read the following examples:

• On page 3, the two Wes Moores share an understanding that they are going to mourn absences of their fathers in different ways.
• On page 36, Wes’s mom gives a financial gift to help emergency aid providers avoid making the same mistake that caused the death of Wes’s father.
• On page 122, we read how the wooded area surrounding Valley Forge played dual roles in this story. First it posed as an obstacle for Wes and then it was a haven.
• On pages 135–137, Wes describes his experience as paratrooper jumping out of the plane and the different things he had faith in as he prepared to jump.
• On page 168, Wes asks his South African host mother how she was able to forgive the pain of apartheid and she responds,“Because Mr. Mandela asked us to.”
• On page 173 we read that in prison, “Wes is now a devout Muslim. Initially, he went to Friday mosque services because they were the only opportunity he had to see his brother, Tony, who was also in Jessup, but eventually he started to pay attention to the message and decided to learn more.”

After re-reading the previous passages, please consider the themes of faith and redemption:

2| With these examples in mind, or others that you think of, write three facts from the book related
to the theme of faith.

3| With these examples in mind, or others that you think of, write three opinions from the book
related to the theme of faith.


4| With these examples in mind, or others that you think of, write
three facts from the book related to the theme of redemption.


5| With these examples in mind, or others that you think of, write
three opinions from the book related to the theme of redemption.

Monday, September 17th

1. Work on The Other Wes Moore study questions. Wes Moore Reading Questions
- 2nd hour: Select 30 to do for extra credit. Spread out through out the entire book. Turn in on Tuesday.
- 3rd hour: 63 Study questions are due Tuesday. You may choose 30 beyond for EC.

2. Finish the book for Tuesday- Quiz over entire book.

Friday, September 14th

1. Please turn in your Ted Talk notes sheet and reflection sheet.

2. Scrabble Game Day./ Work on Wes Moore.

Please finish the book for Tuesday, September 18th. We will have a quiz.

September 12th/13th

3rd Hour:

1. Turn in your six Socratic questions to Schoology.

2. Turn in your Ted Talk handout/notes- "Decisions"

3. Watch: "I am the Son of a Terrorist: Here is how I chose peace" on your own with the Ted Talk handout/notes.  When you are done, please turn in your notes.

4. We have looked at the issues of decision-making/choices/cause and effect. Keep this in mind as you are finishing the book.

5. The entire book needs to be read for Tuesday, September 13th.
The study questions are due on Tuesday. They need to be completed on your own paper, with the questions stapled on top of your responses. You must complete a minimum 63 questions through out all 93. Not JUST the first 63. You must select questions through out the 8 chapters and epilogue. You may do the remaining 30 questions for +15 extra credit points.

There will be a quiz over the book on Tuesday.

---------------------------------------------------

2nd Hour:

1. Soctratic seminar addressing Ted Talk and decision-making. You have 6 total questions due for the seminar.

2. Socratic Reflection Sheet:  Please address the following questions on your own piece of paper.


Finish the book for Tuesday, September 18th. There will be a quiz.

Tuesday, September 11th

Using your charts on decision making/ cause and effect in The Other Wes Moore, in Schoology, answer the following responses with a paragraph for each prompt:

1. What is meant by the saying, “One bad decision often leads to another bad decision”? Provide an example that illustrates your response:

2. On page 67, Wes writes, “I guess it’s hard sometimes to distinguish between second chances and last chances.” What does he mean by this and how does this quote relate to the theme of “redemption”?

NEXT:

Take out your head phones, and the Ted Talk note taking sheet.

Watch the following Ted Talk: "Are we in control of our decisions?"- Ted Talk

When you are done, you will need to write 3 upper-level Bloom's questions about the Ted Talk, PLUS 3 upper-level Bloom's questions addressing The Other Wes Moore and decision making.
This is 6 TOTAL questions.  Use the Bloom's question stems/verbs to help you out.

DUE: Wednesday/Thursday-
1. 6 total questions.
2. Ted Talk notes sheet.
3. Be ready for Socratic seminar.
4. Finish book for Friday.

-------------------------------------------------------

This date is significant in American History and representative of the best of the American/Human Spirit.... Please take some time to look through the stories that came out of the devastation and darkness. On this day, I think of a famous anecdote told by Fred Rogers (Mr. Rogers)...

"When I was a boy and I would see scary things in the news, my mother would say to me, 'Look for the helpers. You will always find people who are helping.'"

911 Memorial Site

Pentagon Memorial Site

Flight 93 Memorial Site

CSPAN Video Clips- 9/11

       

Monday, September 10th

BRING HEADPHONES FOR TUESDAY. 

1. Your 12 questions on "Intriguing Images" are due today.

2. Read the following passage from page 14:
"The ambulance crew loaded my father onto the gurney and raced back out. By this point dozens of
people lined the street. They watched as he was placed in the back of the ambulance.The doors slammed shut behind him. The loud sirens and flashing lights broke the silence of the neighborhood. Mommy quickly loaded us into the car and followed the ambulance to the hospital. The car was full of sound—Shani crying and Nikki making goo-goo noises to try to calm her down, and the roar of the ambulance in front of us—but it felt as silent as a tomb. No talking. No questions. Just the white noise of the ambulance, one sister crying, and the other struggling to comfort her without words."

• In this example, what are the occurrences that cause something else to happen? 
• In this example, what are the effects that happen as a result of the items you identifed in question 1? 
• Prior to this horrible incident, what were the decisions that Wes’s father made? What were the decisions that the doctors at the hospital made? 
• What were the consequences of these decisions? How might the story have changed if different decisions were made? 
• Think about other decisions made the by the people in "The Other Wes Moore” and complete the following chart. PLEASE SELECT 6 DECISIONS AND OUTCOMES. 

PERSON   DECISION AND OUTCOME   HOW WOULD THIS OUTCOME CHANGE
                                                                       IF A DIFFERENT DECISION WAS MADE

Friday, September 7th

First read: Becoming a Critic of Your Thinking
- Take notes as you read.
- Be ready to discuss on Monday

For today, you have examined the 10 images from the NY Times. You have taken notes on the 6 general critical questions.

1. Select 4 to examine closer. You will then need to write 3 Bloom's Taxonomy Questions PER image. (12 total). Stick to the higher/upper level of Bloom's for this activity. You do not need to answer the question. I would like you to label the level of Bloom's you are attempting.  To do this, utilize the "Bloom's verbs" and "Bloom's question stems" to help you write your questions.  You can use the verb to help you start your question... or  the start of the questions on the graphics below.

Bloom's Action Verbs

2. Clearly label what picture you are examining, write your questions,  AND EXPLAIN how the level connects to the question.

Submit to Schoology BY Monday. Please utilize the MLA heading on the top of your document. (Example is found under Important Links).

Read up through chapter 6 in The Other Wes Moore for Monday.

Wednesday/Thursday September 5th/6th

1 Quiz: The Other Wes Moore. Schoology.

2. Review Bloom's Taxonomy-  Higher order thinking.

3. Discuss examples of assignments and their Bloom's order.

4. Why ask Why?

4. Open the "Intriguing Images" link. Examine the 10 images
FOUND HERE: Intriguing Images: NY TIMES

Use the 6 general critical thinking questions to get you to dig into the pictures. You will
take notes on your findings on all 10 pictures. You can jot down the questions you have. Things you notice. Patterns that you see. Connections to what you see.



The Other Wes Moore Reading Schedule:
Monday, September 10th- Chapter 6
Friday, September 14th- Finish the book

Tuesday, September 4th

For today, you should be up through the first 5 chapters of The Other Wes Moore. 
You will have a short quiz on Wednesday/Thursday.

The Art of Questioning

We have started our journey into inquiry/questioning. After watching "Why Do We Ask Questions", and being introduced to Bloom's Taxonomy...

Why Do We Ask Questions? Ted Talk

How To Ask Good Questions- Ted Talk

For Wednesday/Thursday: 

1. In your notes please pick 5 assignments/activities we have done in the first 3 weeks of school and identify the level of Bloom's Taxonomy that the assignment asks the student to employ and explain how you connect the assignment to the level.

2. Be reviewing the 6 levels of Bloom's Taxonomy... Notice the verbs in the lightbulb!

FRIDAY, August 31st!

We have almost made it to September!

1. Please turn in your "Single Story" Soctratic seminar reflection sheet at the beginning of class?

2. Using your chart on identity and perceptions, answer the following question on Schoology:

In what way can you utilize positive perceptions of your identity through your actions? What actions have you discovered that you may want to avoid that enhance a negative perception of your identity? 

3. Reading time!! Be through chapter 5 in The Other Wes Moore for Tuesday, September 4th.

Look over Chapters 3-5 to check your comprehension and to start examining significant questions that the book offers. FOUND HERE: Wes Moore- Chapters 3-5 Discussion Questions