11/12 English


11th/12th Grade English: Composition & Rhetoric

Fall 2016—Spring 2017


Instructor: Dr. Helana E. Brigman
Classroom: High School English classroom (end of the high school wing)
Date/Time: Period 5 (M—F: 12:05 p.m.—12:55 p.m.)

Course Description:
11th/12th grade English focuses on college-preparatory writing and the rhetoric of presidential candidates like Donald Trump and Hillary Clinton. Because our class conveniently overlaps with the 2016 presidential election, we will spend quarter 1 focusing on the rhetoric of political candidates and trying to understand what does (or doesn't) make their arguments so appealing. Once we have mastered the appeals of rhetorical writing and speaking, we will pick topics for in-class debates and vote on debate winners.

Similarly, we will also pick up where we stopped in spring 2016 by looking at the rhetoric of the Brock Turner case, including the letter from the father to his son's judge and the open letter from the victim.



Other debates we will consider: Why is cursive is still so important (here).

Goals:
  • Learn and use the appeals of classic rhetoric (ethos, logos, and pathos);
  • Prepare the three genres of college-level essays for freshmen composition;
  • Prepare essays for the common app, scholarships, etc
Required Text & Supplies:
  • One copy of the eighth edition of the MLA Handbook (ISBN: 1603292624)
  • Several packs of loose-leaf paper, three-hole punched
  • Two three-ring binders (one for class notes and handouts and one for grammar)
  • Lots of pencils


Quarter 1: Sept. 6, 2016—Nov. 4, 2016

Special Topic: The Rhetoric of Presidential Candidates


Minor Assignments:
  1. Summer reading logs
  2. Rhetorical analysis of Donald Trump & Hilary Clinton's speeches (quarter 1)
  3. Ethos/Logos/Pathos poster (quarter 1)
Major Assignments:
  1. Rhetorical analysis essay (quarter 2)
  2. Persuasive Letter to a local politician
  3. In-Class Debate
Pictured: 11th/12th grade students debating the question, "Is Batman too old to fight crime?" in class (March 21, 2016).

Quarter 4: Apr. 17, 2017—June. 15, 2017

Special Topic: Communication and Literacy


April

17 – M: No School: Patriot's Day
18 – T:
  • Modified class (softball/baseball teams gone to Richmond. Go Vikings!)
19 – W:
  • No class today (Period 5 mentoring)
20 – Th:
  • Prepare for Friday's socratic circle
  • Option 1: Kammie presentation 
    • Handout: Article
    • Read as class, take notes, and write position statements
  • Option 2: Brain Hacking
21 – F:
24 – M: 
25 – T: 
  • Handout article; make sure to read, annotations, and write position statement for Wednesday
  • Blog: Freedom Writers (pick one question and respond in at least 3-5 sentences.
  • Summative: L2, "I can demonstrate grade-appropriate command of the English language including spelling, capitalization, and punctuation."
  • L2 Rubric
26 – W:
  • Kameron: lead class discussion/socratic circle on Casey Anthony article
27 – Th:
28 – F: 1:00 o'clock release day (PM Day: P5, P6, P7) / Buckfield home game (Go Vikings!)


May
1 – M:
  • Elijah presentation: lead class discussion/socratic circle on lobster exports to China.
  • We will retake this.
2 – T:
  • First half
    • Continue watching episode 1 of Casey Anthony Trial Documentary (here)
    • Take notes on anything you want to discuss in our next socratic circle.
    • Elijah: your job is to be ready to guide discussion for Thursday's re-take circle. Please have notes and guiding questions ready to go.
  • Second half: 
    • Please use this time as a study hall once the girls' basketball team leaves.
3 – W:
  • Resume Casey Anthony discussion (video here)
  • Start episode 2 (ended around 34:00 minutes)
4 – Th:
  • Socratic Circle (Elijah, group leader) moved to next week when we finish the four-part docu-series
  • Episode 2 (finish)
  • Episode 3 (started, ended at 18:00 minutes)
5 – F: Rangeley Home Game

  • Sandy—We have been focusing on our SL1 performance indicator a lot this week, and I wanted to give students time to work on SL4 and SL5.  Please ask them to use this time to work on their Pecha Kucha presentations.  They should have a total of 20 slides that will play for 20 seconds each (6:40 minutes total).  We have spent a lot of time in mentoring helping them pick topics, but I am enclosing a copy of the rubric and instructions in case you have any questions.


8 – M:
  • Modified class—because so many students are gone on today's Hurricane Island field trip, please use this time to work on either your Pecha Kucha presentations or your journaling activity.
  • Freedom Writers Journaling Activity (post here)

9 – T:
  • Resume episode 3, Casey Anthony (start at minute 18:00)
  • Begin Episode 4
10 – W:
  • Modified class; please pick one of the following options for today:
    • Work on your Pecha Kucha presentation, or
    • Pick one of the journaling activities, here.
11 – Th:
  • Tie up loose ends on the Anthony episodes
  • Socratic Circle either Tuesday! Your discussion leaders will be Kameron and Elijah.
  • Resume Freedom Writers program:
    • narrative writing journal
    • Journaling activities here.
12 – F: Early release—teacher workshop in the PM

15 – M:
  • Review the Freedom Writers program
  • Writing Activity: 
    • "I did what I had to do...because it was the right thing to do."  Write about a time when you did the right thing (especially/even if it was the hard thing to do).
16 – T:
  • Freedom Writers
  • Journaling
17 – W:
  • Final Socratic Circle
18 – Th:
19 – F:
  • Prince Ea video channel
  • Journal Writing


22 – M:
23 – T:
24 – W: No period 5 English today (go to mentoring for Pecha Kucha)
25 – Th:

26 – F:
  • The Coaches that Inspire Us (Journal Writing Activity)
    • Watch the first 19-20-minutes of Coach Carter and respond to one of the two prompts in the link above.
29 – M: Memorial Day—no school
30 – T: Early release—teacher workshop in the PM
  • Catch up day: Coaches that Inspire Us; journaling
  • Journal questions:
    • "How does Coach Carter motivate his team? Compare his technique with one of your coaches."
    • "What problems occur when a player is 'hot-headed' and/or thinks too highly of him/herself?"
31 – W:
  • Journaling: Coach Carter

June
1 – Th:
  • Journaling: Coach Carter
2 – F: 
  • Journaling: Coach Carter

5 – M:

  • Respond to Coach Carter Writing Prompts (here)
  • Journaling
6 – T:

  • Journaling
7 – W:

  • Pecha Kucha Practice
8 – Th:

  • No Class today; Girls' softball playoffs. We're headed outside to show some team spirit!
9 – F: No English class today; Early Release (go to periods 1-4)


12 – M:
  • End-of-year Review
  • Final Project Options:
    • Standards-Based Portfolio
    • Pecha Kucha ("What I learned in English class this year.")
  • Handout: English progress reports (these will help get you started)
  • Turn in Books: Watchmen and Rhetoric textbook
13 – T:

  • Work on final projects
14 – W:

  • Work on final projects
15 – Th:

  • Work on final projects
16 - F:

  • Presentation: Portfolios or Pecha Kucha (you will only be doing one)
17-Saturday: Graduation

Quarter 1
September
5 – M: Labor Day, no school
6 – T: 1st day of school for students
  • Share narratives
  • Discuss classroom expectations. Dr. B's 2 expectations are:
  1. Always give me your best! "Best" may look different in September than it does during basketball season, but always give me your best.
  2. Always bring paper, pencils, and reading materials to class.
  • Create classroom expectations (each student gets to pick 1 or 2).
  • Sign classroom expectations.
  • Handout blog permission slip (bring back tomorrow!)
  • Handout learning targets & discuss (any that you don't understand?).
  • Brief summary of summer reading log assignment.
7 – W: 
  • Pass in signed permission slips
  • 2-min. download/Eric Pickersgill image (writing warmup)
  • Watch & discuss Prince Ea, "Can We Autocorrect Humanity" (YouTube)
  • Discuss connections between the images we began with and the video we watched
    • Big connection: How much social media can waste your time.  Makes you anti-social.  Yet...social media is such an important communication tool! What do we do?
  • Go over summer reading log assignment (due Friday).
  • Take Shelfies!
  • Homework: Signup for blog/accept Dr. B's invite to contribute to blog
8 – Th: 
  • Writing Warmup
    • Full life quote (writing warmup)
    • Prince Ea, "Everybody Dies, but Nobody Lives" (here)
  • Did everyone accept Dr. B's blog invite? Let's check-in. We'll do a blog walkthrough today/tomorrow based on how many students have access to the blog.
  • Discuss summer reading log assignment
  • Work on summer reading log project
9 – F: Summer Reading Log #1 Due
  • Writing Warmup: 
  • Work on summer reading logs (post at the end of class)
  • Discuss learning targets ("Which ones will we assess for the blog?

12 – M:
  • Writing Warmup: 
  • Work on/finish blog posts for summer reading
13 – T:
  • Writing Warmup:
  • Handout: The Language of Composition: Reading, Writing, and Rhetoric by Renée H. Shea, Lawrence Scanlon, and Robin Dissin Aufses (checkout the Amazon page here)
  • Read "Donald Trump's Best Speech of the 2016 Campaign, Annotated" by Aaron Blake of The Washington Post (here)
  • Handout: Discuss next formative assessment: YouTube Book Review (like this one, here)
  • Homework: read pages 3-6 of The Language of Composition: Reading, Writing, and Rhetoric.  Come to class ready to discuss "ethos, logos, and pathos."
14 – W:
  • Writing Warmup: 
    • Ethos, Logos, and Pathos Commercials playlist (here) from YouTube
  • Discussion of ethos, logos, and pathos in Donald Trump's "Donald Trump's Best Speech of the 2016 Campaign"
    • Highlight ethos (blue), logos (yellow), and pathos (pink) in Trump's speech
  • Homework: finish highlighter activity identifying rhetorical devices in Trump's speech.
15 – Th:
  • Writing Warmup: 
    • Reply to Dr. B's post on ethos, logos, and pathos in Donald Trump's "Best Speech of the 2016 Campaign" from The Washington Post.  Be sure to give one example of each rhetorical device.
  • Watch: "How Trump Is Winning with Reality TV" (& take notes!!)
  • Homework: read Albert Einstein's letter to a sixth-grade student on pgs. 9-10 in The Language of Composition: Reading, Writing, and Rhetoric.  Answer the question, "How rhetorically effective do you find Einstein's response? Explain your answer in terms of subject, speaker, audience; context and purpose; and appeals to logos, ethos, and pathos).  NOTE: This assignment will be for a formative grade.  You will be scored on standard, SL3, "I can identify rhetorical devices in an effective speech."
16 – F:
  • Writing Warmup:
  • Find a speech by a politician of your choice (i.e., Donald Trump, Hillary Clinton, Barack Obama, George W. Bush) and begin identifying the rhetorical devices.  Turn in at the end of class for a formative grade on SL 3, "I can identify rhetorical devices in an effective speech."
  • Homework: read Albert Einstein's letter to a sixth-grade student on pgs. 9-10 in The Language of Composition: Reading, Writing, and Rhetoric.  Answer the question, "How rhetorically effective do you find Einstein's response? Explain your answer in terms of subject, speaker, audience; context and purpose; and appeals to logos, ethos, and pathos).  NOTE: This assignment will be for a formative grade.  You will be scored on standard, SL3, "I can identify rhetorical devices in an effective speech."

19 – M:
  • Writing Warmup:
    • Respond to Dr. B's post on "Swagger Wagon, Toyota"
  • Turn in Einstein's letter for a formative assessment on SL3
  • Take growth mindset quiz
20 – T: No Class. Boys soccer game! GO VIKINGS!
21 – W: Catch up day (new students added to class)
22 – Th: Turn in Einstein's Letter Homework
  • Discuss Einstein's letter and put answers on board
  • Homework: Analyze a political cartoon in terms of ethos, logos, and pathos.  Describe who you think is the audience for the cartoon and what makes the artist credible.
23 – F:
  • Writing Warmup:
    • Political Cartoon
  • Share political cartoons with class.

26 – M:
  • Writing Warmup:
    • How do you think Hillary Clinton and Donald Trump will do in tonight's presidential election? Which one do you think will win?
  • Handout: "Who Will Win?" by James Fallows (The Atlantic)
  • Homework: Watch the presidential debate tonight.  Come in ready to discuss it tomorrow!
27 – T: Update NWEA software on your computers!
  • Part 1: Presidential Debate: "Live Tweet" (respond to debate here)

28 – W: Open House (6:00 p.m.—7:00 p.m.)
  • Part 2: Presidential Debate: "Live Tweet" (respond to debate here)
29 – Th:
  • Part 3: Presidential Debate: "Live Tweet" (respond to debate here)
30 – F: Class is gone to Buckfield for soccer game.

Instructions for today: 

October
3– M:
  • Writing Warmup:
    • Review, Ethos, Logos, Pathos (here)
    • Model ethos/logos/pathos in presidential debate
    • RESPOND: Ethos/logos/pathos in the presidential debate
  • Excellent discussion of ethos/logos/pathos using Carrie Underwood's "I Will Always Love You."
4 – T:
  • Working in small groups, identify one example of logos, pathos, and ethos in Trump's or Clinton's arguments from the presidential debates.  Create posters to share with class.
5 – W: 
6 – Th: Modified class (VIKINGS gone to play Greater Portland Christian!)
7 – F: NWEA Testing (11th grade, finish test Tuesday)


10 – M: Columbus Day, No School
11 – T:  Finish NWEA Testing (sorry for the confusion Friday!)
12 – W: Present Donald Trump Posters 
    • You will receive a formative score for SL3, "I can identify when a speaker uses classic rhetorical techniques (e.g., ethos, logs, pathos, and logical fallacies") to persuade."
13 – Th: No School, Teacher Workshop—Island Institute Conference
14 – F: No School, Teacher Workshop—Island Institute Conference

17 – M: 
  • Writing Warmup:
    • Ethos/Logos/Pathos and Logical Fallacies Video (here)
  • Finish poster presentations
18 – T: 
  • Writing Warmup: 
    • Michelle Obama's responses to Donald Trump (here)
  • Watch SNL spoof of second presidential debate (here)
  • End of class discussion: what did everyone decide about a final project for quarter 1? Do we want to make commercials that illustrate rhetoric? Or, do we want to make video presentations like the one watched in class yesterday (here)?
19 – W:
  • Class Discussion: what makes commercials persuasive? What components do persuasive commercials have?
  • Break into small groups and decide on: 
    • 1) A product to sell?
    • 2) Story? Theme?
    • 3) Music to match the mood?
    • 4) Ethos/Logos/Pathos
20 – Th:
  • Watch first third of the presidential debate (last night's debate)
  • "Live Tweet" debate
  • Break into small groups and work on projects
21 –  F:
  • Work on group projects

24 –  M:
  • Watch "Butter Stick" Commerical (here)
  • Live tweet third presidential debate (here)
  • Note: This is a Summative Assessment! Please give Dr. B one example of ethos, logos, and pathos to earn a score for SL3, "I can evaluate a speaker's rhetoric" and SL 1, "I can initiate and collaborate in a discussion."
25 – T:

  • Finish live tweeting presidential debate.  Make sure to give one example of ethos, logos, and pathos, and respond to Dr. B's discussion questions.

26 – W:
  • Edit rhetorical commercials footage
    27 – Th:
    • Group 2 (finish footage and finish editing video footage)
    • Group 1 (catchup day)
    28 – F: Early release—teacher workshop in the PM

    31 – M: Halloween
    • Finish watching the third presidential debate (no "live tweeting" required)

    November:
    1 – T:
    • Rhetorical appeals review: 
    • Handout: "Analyzing an Argument"
    • As you watch Jordan's speech, markup logos, pathos, and ethos (pgs. 39-42)
    • Discuss with peers
    2 – W:
    • Read student paper on rhetorical appeals (pgs. 39-43)--this is a great example of an A+ paper for first-year college writing! Many of you will have to write this exact same paper in your first English class in college!
    • Watch Prince Ea's "I Sued the School" and discuss his rhetorical appeals
    • Ethos/Logos/Pathos Assessment:
      • Step 1: Select an argument to analyze
        • Find an article to analyze--a speech or a sermon, an op-ed in a newspaper, an ad in a magazine, or even a commentary in popular culture such as Prince Ea's "I Just Sued the School."  
    3 – Th:
    • Handout graphic organizers (summative grade!) (download here)
    • Graphic organizers on first page and Ethos

    4 – F: Quarter 1 ends (41 days)
    • Graphic organizers: Logos and Pathos. You should be finished with step 3 today.

    Quarter 2: Nov. 7, 2016—Jan. 27, 2017

    Special Topic: Preparing for First Year, College Writing

    November
    7 – M:
    • Catchup day: finish graphic organizers from last week
    • Check that your article is an argument.  If it isn't, how can we still use it for your first major paper?
    • Anything else you're missing from English?
    • Kameron's presentation on Sarah McLaughlin's SPCA commercial
    8 – T: Election Day
    • Write an introduction of your argument
      • Briefly describe the argument you are analyzing, including where it was published, how long it is, and who wrote it.
      • If the argument is about an issue unfamiliar to your readers, supply the necessary background information.
      • State your thesis: what main points are you defending?
    • Compare with pg. 39 in your "Argument" packets
    • Identify the student's answers to the questions above.
    • Turn in for a summative grade (W2)
    9 – W:
    • Revise intro paragraph
    • Turn in for a summative grade (W2, W5, and RI5)
    10 – Th:

    • Revise intro paragraph
    • Turn in for a summative grade (W2, W5, and RI5)
    11 – F: Veterans Day—no school
    14 – M:
    15 – T:
    • Handout new standards (here)
    • Discuss standards vs. learning targets
    • Group work: with a partner, read your intro paragraph out loud.  Your partner needs to listen closely and provide feedback.  You will revise based on that feedback.
      • Formative scores for W2a and W5
    16 – W:
    • Group work: with a partner, identify the context behind the argument you are analyzing.  You can do this by answering the questions, what, when, and why?  
      • What is your argument?
      • When did it become a big issue/topic?
      • Why is it so important? Why do people argue about it?
    • If you finish your paragraph, read it out loud.  Your partner needs to listen closely and provide feedback.  You will revise based on that feedback.
      • Formative scores for W2a and W5
    17 – Th: Parent/Teacher Conferences
    • Dr. B is out sick today.
    • Get together with their partners from yesterday and do the following:
    •            
      1) Take turns reading context paragraphs out loud. The partner’s job is to listen carefully and provide detailed feedback to the student reading.
      2) The partner should help the student who read revise their paragraph.
      3) Then, the switch and repeat.

    18 – F: 
    • Dr. B out sick today   
    • Read over the student essay on Barbara Jordan’s speech “Articles of Impeachment.”  Each group should pick one body paragraph from the student essay and identify the following parts:
                1) What is the topic sentence?
                2) What information does the student present in his/her paragraph?
                3) Does the paragraph focus primarily on ethos, logos, or pathos?
                4) What evidence from the speech does the writer use to support their ideas?
    5) How does the writer close his/her paragraph? Does he/she wrap up the paragraph’s main ideas?
    • When you have identified these five things, share your answers with the class and hold onto them for Monday. We will be using these models to craft our own body paragraphs next week.
    21 – M: Parent/Teacher Conferences
    • Check in: how did Thursday and Friday go? Dr. B was out sick, but she has full confidence that you were all able to move forward editing your context paragraphs and analyzing the way the student organized their paragraphs in the sample essay.
    • Working with your partners from last week, create a visual outline that shows what was contained in the paragraph you were assigned:
      • Topic Sentence
      • What kinds of information the student used
      • Ethos/logos/pathos
      • How does the paragraph close?
    • Dr. B will gladly pull out some of our KQ displays from last year to show you how this exercise makes the parts of a paragraph visual. Once you can see the parts, it's easy to create  your own!
    22 – T:
    • Present paragraphs and "chunks" to class
    • Formative score for W5
    23 – W: Teacher Workshop / No School
    24 – Th: Thanksgiving Break
    25 – F: Thanksgiving Break

    28 – M:
    • Watch Donald Trump's election acceptance speech 
    • With your partner, talk about how you can use Trump's speech to craft the paragraph you worked on in last week's class.
    • Pick quotes and main ideas for your paragraph.
    • Begin outlining paragraph main ideas. 
    • Full transcript of Trump's speech at The New York Times 
    29 – T:
    • 1-min. download
    • Draft paragraph content
    • Revise paragraph with partner
    30 – W:

    • Compare your body paragraph with the student sample from A Little Argument
      • Does the content/structure/scope match the paragraph your group wrote?
    • Revise paragraph and get paragraphs approved by Dr. B.
    • Construct paragraph models on poster board using different colors for the "chunks" in those paragraphs

    December
    1 – Th:
    • Finish paragraph models from yesterday
    • Create tags that identify "chunks" 
    • Begin hanging analytical essay paragraphs on wall to create a display.
    2 – F:
    5 – M:
    • Finish class discussion from Friday, "Retakes and Do-Overs: What Do YOU THINK?"
      • Formative assessment for SL1, "I can initiate and participate in class/collaborative discussions."
    6 – T:
    • Impromptu discussion of blog writing and YouTubers (audience/purpose)
    • Practice posting blog posts on blog (do not publish; save as drafts)
    7 – W:
    • Special Journalism workshop day! Meet in Mr. Feezor's room for a special guest.
    8 – Th:

    • Discuss journalism workshop from yesterday
    • Andrew: You're up! Blog Post on Neature Nuggets
      • Present video (professionally)
      • Tell students what to watch for
      • Review discussion questions
    • Class: watch video closely and in the comments sections of Andrew's post, be sure to answer his questions. Once you've answered the questions, respond to someone else and see if you can have a clear back-and-forth discussion.
    • Andrew: guide class discussion. Your job is to "moderate" the comments like I do on the blog. Ask questions that keep conversations moving forward.
    9 – F:
    • Log into the blog and find your draft of your post
    • Pick days to present
    • Discuss presentation criteria and standards aligned with our presentations
    • Reminder: Pep Rally starts at the beginning of Period 7, 1:50 p.m. today! Have fun!
    12 – M: No School, Snow Day

    13 – T:
    • Work on blog post instructions and questions. Pick presentation days.
    • Presenters remaining from last week: Elijah
    • Instructions for presentations: 
      • Present video (professionally)
      • Tell students what to watch for
      • Review discussion questions
    • Class: watch video closely and in the comments sections of Andrew's post, be sure to answer his questions. Once you've answered the questions, respond to someone else and see if you can have a clear back-and-forth discussion.
    • Moderator: guide class discussion. Your job is to "moderate" the comments like I do on the blog. Ask questions that keep conversations moving forward.
    14 – W:
    • Amber and Paige presentation
    • Instructions for presentations: 
      • Present video (professionally)
      • Tell students what to watch for
      • Review discussion questions
    • Class: watch video closely and in the comments sections of Andrew's post, be sure to answer his questions. Once you've answered the questions, respond to someone else and see if you can have a clear back-and-forth discussion.
    • Moderator: guide class discussion. Your job is to "moderate" the comments like I do on the blog. Ask questions that keep conversations moving forward.
    15 – Th: Max Presentation

    • Self-Assessment:
      • Find your best example of the following standards
      • SL1c: "I can propel conversations forward by posing and responding to questions that probe reasoning and evidence."
      • SL1d: "I can respond thoughtfully to diverse perspectives (opinions or ideas that are different from my own)."

     16 – F: Early Release—teacher workshop in the PM / No Class today


    19 – M:
    • Henry and Max Presentation
    • Summative self-assessment (find one example of SL1c and SL1d in your comments from the last week's YouTube discussions)
    • Reminder: New Hope for Women presentation for 11th and 12th graders at 12:55 p.m.! This will be held downstairs, please find Wanda.
    20 – T: Keon presentation

    • Turn in summative self-assessment on SL1c and SL1d.

    21 – W: Relax and make holiday cards! Tis the season! (Kammie presentation?)
    22 – Th: 
    • Mentoring P5 (switch second half of period 5)
    Friday, Dec. 23—Monday, January 2: Christmas Break

    January:
    3 – T:
    • Discuss Quarter 2 Newsletter
    • Pick stories and groups:
      • Max & Andrew: "Clash of the Classes" (12/22/16)
      • Amber & Ashlyn: "Friday Schedule"
      • Elijah & Keon: "Boys' Basketball"
      • Cheyenne & Paige: "Girls' Basketball"
      • Henry & Kameron: "New Eligibility Policy"
    • Write Interview Questions
      • Who, what when where, why, and how?
    4 – W:
    • Review how to write an email to a subject you are interviewing
      • Salutation
      • Introduction
      • Explanation
      • Question
      • End of email and signature
    • CC Dr. B on your emails so she can give you grades for 
      • W2, "I can write informational/explanatory texts that convey concepts and information accurately."
      • W4, "I can produce clear and coherent writing where the style, organization, purpose, and audience are appropriate to the task."
    5 – Th:
    • Interview subjects for Quarter 1 newsletter
    • Transcribe interviews
    • Begin crafting stories
    • Do we have pictures?
    6 – F:
    • Interview subjects for Quarter 1 newsletter
    • Transcribe interviews
    • Begin crafting stories
    • Do we have pictures?
    9 – M:
    • Interview subjects for Quarter 1 newsletter
    • Transcribe interviews
    10 – T:
    • Transcribe interviews
    • Find articles that match the content of our newsletter articles.  Print off for an annotation exercise tomorrow
    11 – W:
    • Finish transcriptions of interviews
    12 – Th:
    • Handout: Graphic Organizers, "Who?" "What?" When?" "Where?" "Why?" "How?"
    • Group: Identify different questions for Q1 Newsletter article
    • Annotation exercise
      • With an article you picked on Tuesday, help identify the lead, who, what, when, where, why, and how (5 W and H questions)
      • With your partner, identify the lead, the who, the what, when, where, why, and how
      • Graphic organizer
      • "THIS LSU LIFE" (sample student video from Dr. B's former students)
    • Great resources:
    13 – F: No Class today (1:00 o'clock release; Intervention time from 12:05-1:00 p.m.)

    16 – M: MLK Day, No school
    17 – T:
    • Watch: How to Write the Perfect Newspaper Article 
    • Take notes on style, contents (5 Ws: "Who, what, when, where, why...")
    • Respond to Dr. B's post here
    • Work on Articles (figure out who is writing the who, what, when where, why, how, etc.  Agree on a lead.)
      • Divide and conquer: Who will write the first half? The second half?
    18 – W:
    • Work on Article

    19 – Th: DUE: ROUGH DRAFT OF ARTICLE
    • Work on article with group members (turn in at the end of class)
    • Make sure to use your notes from yesterday!
    20 – F:
    • Inauguration

    23 – M:
    • Return feedback for the following groups (& revise)
    • Finish rough drafts from yesterday if you haven't already so; turn in.
    • If you're done, 
    • If you are completely finished...
      • Play around with Pages on your computer and try out some layouts for the Newsletter.  We want something visually appealing and easy to read.  Do you have a picture that can go with your article? Does your article need a picture?
      • Help Dr. B find the best printer for the Q2 newsletter
      • Gather pictures for articles
      • Find dates for a possible calendar in the newsletter
      • Come up with order of stories
    24 – T:
    • Return articles with feedback and revise
    • Rough draft of Newsletter
    • Work with groups to finish your article (due yesterday!)
    • Make final revisions and receive summative scores for this article
    • Newsletter catchup day
    25 – W:
    • Workshop final drafts
    • Discuss/work on layout
    • Hear cover story and provide feedback
    26 – Th:
    27 – F: Early release—teacher workshop in the PM.  Quarter 2 ends (48 days).
    GO TO PERIOD 5 FIRST PERIOD
    CONGRATULATIONS! WE PUT OUT FIRST NEWSLETTER! Here is the final draft!
    January
    30 – M: Handout: Watchmen
    31 – T:
    • Handout: Permission Slip (Watchmen, 2009)
    • Return permission slips tomorrow!
    • Chapter 1 from yesterday
    • Did you know you can watch all of the Watchmen Chapters on YouTube? Check it out (and read along) here.
    • Homework: Read to roman numeral II (pg. 4 in the Nite Owl's journal)

    February
    1 – W:
    • Permissions slips due!
    • Quick Comprehension Check: Watchmen Chap. 1 Quiz
    • Discuss main characters
    • Watch first 17-minutes of Watchmen (2009)
    • Compare frames in Chap. 1 to frames in movie
    • Homework: Finish Chap. 2 (what we didn't get to in class)
    2 – Th: Home Games (11:00 a.m. and 12:30 p.m.).  No Period 5.
    3 – F:
    • Elijah, Kameron, and Andrew: Permission slips!
    • Girls gone for varsity basketball game
    • Catchup reading day: read Nite Owl's journal and Chapter 2 of Watchmen
    • Discuss pages 1-4 of Nite Owl's journal
    • Watch: "combination of optimism and naiveté" clip from Kick-Ass
    • Watch: "Kick-Ass First Day"
      • How is Hollis Mason's experience (pg. 6, Night Owl's book Under the Hood) similar to the protagonist in Kick-Ass?
      • What is morality?
      • How does Hollis feel about right and wrong?
      • How does he feel about being a superhero?
      • What does being a superhero allow him to do that he can't do as a regular police officer?

    6 – M:
      7 – T:
      • Circus Assembly in the auditorium.  Make sure you've read Chap. 3 of Watchmen for tomorrow!
      8 – W:
      9 – Th: No Class today (snow day)

      10 – F: No Class today. Snow day.

      13 – M: No Class today. Snow day.

      14 – T:
      15 – W:
      • Comprehension Check: Chap. 4 (Dr. Manhattan's origin story)
        • Discuss Chap. 4 origins
      • Watch: through current reading in Watchmen (2009)
      • Homework: Read pgs. 1-3 of "Dr. Manhattan's Super-Powers and the Superpowers" and Chap. 5, Watchmen.
      16 – Th: Snow Day, no school
      17 – F: 

      20 – M: Presidents Day—no school
      21 – T:
      22 – W:
      • Comprehension Check: Chap. 7 (Kahoot)
      • Discuss Chap. 7
        23 – Th: Girls Varsity Basketball team gone to Augusta.  Go Vikings!

        24 – F:

        27 – M:
        • Congratulations Lady Vikings for being the 2017 Southern Maine Class D Regional Champions!!
        • Your present? Reading! Today, we will have a whole class to read quietly so that athletes (and people who were away) can catch up.  
        • For those of you who did the reading, high five! Also, You now have class time to do tonight's homework: Read Chap. 10.
        • Also, keep a reading log, like the one above.
        • Homework: Read Chap. 10.  Comprehension check tomorrow!
        28 – T:
          • Respond to Writing Warmup (here) and Do 10-minute reading log.
          • Return Reading Logs from yesterday
          • Turn in ones students took home for homework (Kammie, Henry, Andrew)
          • Discuss reading logs:
            • Did they help?
            • Do you remember the chapter better?
          • Homework: Read Chap. 11 and write Chap. 11 Reading Log.  Comprehension check tomorrow!

          March
          1 – W:
          • Dr. B out sick today; thank you Mr. Feezer for subbing!
          • Turn in: Reading logs, Chap. 11
          • Read Chap. 12 and write reading log (turn in)
          • Homework: Read Chap. 12 and write a log if you didn't finish this in class.  
          2 – Th:
          • Return Reading Logs for Chaps. 11 and 12 (Summative, RL1)
          • Group 1:
            • If you haven't turned in your reading logs for Chaps. 11 and 12, you have earned a "Does Not Meet" on this assignment.  
            • When you don't finish your work,  you cannot move on with the rest of your class.  
            • Spend class time catching up on the homework you owe Dr. B (Reading logs for Chaps. 11 and 12).
          • Group 2: 
            • If you have finished the logs and turned them in,  you may move on to the Literary Super Hero Assignment!
            • Super Hero Slideshow (here)
            • Handout: Literary Superhero Worksheets
              • To help get started, you may consider looking at the last two pages before Chap. 11 in which the Ozymandias toy line is described in detail.
            • Work with a partner
          3 – F:

          6 – M:
          • Return reading logs from yesterday (Max, Elijah, Keon)
          • Turn in missing logs
          • Work with partners on Superhero Project
            • Doll
            • Packaging
          7 – T:
            • Group work day: Superhero Project
              • Doll
              • Packaging
            8 – W:
            • Group work day: Superhero Project
              • Doll
              • Packaging
            9 – Th:
            • Group work day: Superhero Project
              • Doll
              • Packaging
            10 – F:

            Quarter 3: Jan. 30, 2017—Apr. 14, 2017

            Special Topic: Superheroes and Complex Characters

            Monday, March 13—Friday, March 24: Spring Break

            27 – M:
            • Turn in Characterization worksheets (superhero project)
            • Two-minute presentations
              • Topic: What did you do over spring break?
              • Formative score for SL1.
              • SL1 Rubric
            28 – T:
            • Finish two-minute presentations from yesterday 
              • Ashlyn
              • Paige
            • Work time: partners who have not turned in their complex character/superhero worksheets, today is your last day to do so! This is a summative assignment for RL3!
            29 – W:
            • Two-minute presentation: 
              • Elijah
            • Creative writing activity: one-sentence stories
            30 – Th:
            • Socratic Circles!
              • Watch: Socratic Circles Video
              • Discuss Socratic Circles
              • Pick 2 groups (popsicle sticks)
              • Select an article from a relevant source such as The Washington Post, The New York Times, The Atlantic, or National Geographic on a topic of your choice (fishing, President Trump, student debt, anything) and read it for homework.  Come to class prepared tomorrow to discuss it with the group.
            • Shall we take a trip to the library downstairs to pick articles?
            • Return Literary Superheroes Project: Kool Kat and Raven Claw (summative, W3)
            • Turn in missing superheroes (summative, W3)
            31 – F:

            April
            3 – M:
            • Juniors: Please go to Ms. Baker's room for NWEA Science testing.
            • Max: You may use this time to finish your complex character worksheet and turn it in.
              4 – T:
              • Return annotations, pre-writing (talking points, position statement, etc.)
              • Two-minute presentations:
                • Amber
                • Andrew
              • Socratic Circle: Keon and Paige (Amber, please join this group and get the article.  We will reschedule you for Thursday)
              • Review Socratic Circles: Socratic Circles (real students! Real dialogue!).
              • Model Level 1, 2, and 3 questions
              • Come up with Level 1, 2, and 3 questions on the article your group worked on either Friday (Max, Ashlyn, Cheyenne, Elijah) or for tomorrow (Paige, Keon, Amber).
              5 – W:
              • No English class today.  Juniors go with our Guidance Counselor for SATs.  Good luck!
              6 – Th:
              • Review Level 1, 2, and 3 Questions we began on Tuesday.  Dr. B will model this on the board.
              • Come up with Level 1, 2, and 3 questions for the article your group will be using in its socratic circle.
              • Group that went last week (Max, Elijah, Cheyenne, Ashlyn): 
                • Pick a new article and come up with level 1, 2, and 3 questions.
                • Annotate Articles
                • Take notes on talking points
                • Write position statement
              7 – F:
              • Socratic Circles

              10 – M:
              • Watch Out of Print (2013)
              • Take notes! Important facts, ideas, and comments.  Anything that interest you.
              • Come up with level 1, 2, and 3 questions.
              • Write position statement
              • Socratic Circle Wednesday!

              11 – T:
              • Catchup day (Dr. B. out sick)
              12 – W:
              • Finish Out of Print (2013)
              • Take notes! Important facts, ideas, and comments.  Anything that interest you.
              • Come up with level 1, 2, and 3 questions.
              • Write position statement
              • Socratic Circle Thursday!
              13 – Th:

              • Socratic Circle
              14 – F: Early release—teacher workshop in the PM.  Quarter 3 ends (44 days).



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