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Quarter 4 Resources and Information

Vocabulary Project - Home Edition

We will continue our Vocabulary Project by sharing new words on FlipGrid. If you haven't already, go to FlipGrid and take a look at the vocabulary words your peers have shared. Make your own vocabulary posters, and share a video of you sharing and explaining your word.

Please remember that the vocabulary project includes ten words you share with the class, ten you learn from your classmates, and ten you learn from me.

Later in the semester I'll send out a vocabulary list template to help us prepare for the vocabulary assessment.

Quarter Three Assignments and Information

Writing about your vision board.

Write a 2-4 page paper in which you answer the following about your vision board:
 
•What goals and aspirations do you want to focus on in the coming year and in the future?
 
•Use at least four different methods of development to explain your answer.
Focus on unity and coherence.
 
Due in class or on Teams 1/15 or 1/16.

Evaluating your writing

Before turning in your vision board paper, complete the following:

•Note which methods of development you use throughout the paper.
•Write in the margins if you have a physical copy.
•If you have an electronic copy, add comments to identify where you’re using different methods of development.
 
•Methods of development:  narration, description, definition, classification, cause and effect, and compare/contrast.
 
•Highlight the unifying elements (thesis and topic sentences) in the overall paper and paragraphs.
 
•Choose one paragraph and highlight cohesive elements (transitions and old/new connections).

Practice Timed Write - Completed in Class on 1/21 or 1/23:

Allow yourself 40 minutes to write an essay in response to the prompt below. Have your essay in class on Thursday or Friday to be used in an activity.

Free Response Question - Argument

In her Book of Common Sense Etiquette (1962), former first lady Eleanor Roosevelt wrote, “True patriotism springs from a belief in the dignity of the individual, freedom of equality not only for Americans but for all people on earth, universal brotherhood and good will, and a constant striving toward the principles and ideas on which this country was founded.”

Carefully consider Roosevelt’s definition of patriotism. Then write a well-developed essay in which you argue your position on what it means to be a true patriot.

In your response you should do the following:

  • Respond to the prompt with a thesis that may establish a line of reasoning.
  • Explain the relationship between the evidence and your thesis.
  • Select and use evidence to develop and support your line of reasoning.
  • Demonstrate an understanding of the rhetorical situation.

Reflection on Argument Essay Revision - Completed in Class on 1/28 or 1/29

After you've revised your timed write to improve your argument, complete the following:

Consider your original timed write, the process of giving feedback to your peers, the feedback you received, and your revision of the argument essay. Write a well-developed paragraph or two in which you reflect upon the following:
 
•How does your revised essay present a stronger argument than your original timed write? What specifically is improved in your second draft?
•What was your revision process? Give specific examples of how you improved your essay, including how you incorporated feedback from your classmate.
• Turn in your materials in the following order:  reflection on top, then revision, timed write, and feedback received.
Completed in Class 2/7 or 2/10 - Scoring Synthesis Essays
 
1) Read and Evaluate Example Essays
Read the Locavore Example Essays (below). Use the Syhtnesis Scoring Guide to complete the Scoring Rubric (both below) for each paper. Include comments explaining the score you give each paper.
 
2) Score your own essay and reflect on your writing
 
•Read through your own synthesis essay.
 
•Highlight evidence from the sources. In the margin of the paper, explain the function of each piece of evidence. (See notes from 2/5 or 2/6).
 
•Put brackets around your commentary. Note in the margin how your commentary connects your evidence to your main idea or thesis.
 
•Put an * by your consideration of other points of view. Circle the words that demonstrate you’re discussing a different point of view and then returning to your own point.
 
•Use the rubric to score your essay.
 
•Write a well-developed paragraph in which you explain what you did well in your paper and what you could improve upon to craft a stronger synthesis essay.

Completed in class 2/18 or 2/19

MCQ Reading and Reflection

After answering the multiple choice questions over "Is Google Making Us Stupid?" and participating in the activity in class, complete the following: 

•Write a well developed paragraph (7-9 sentences) in which you reflect upon the following:
•How successfully were you able to answer the questions after reading the passage independently?
•What process did you and your partner and/or group use to determine which answers were correct?
•What strategies can you use to be successful on similar activities in the future?
 
 
Turn in your original answers with explanations and citations, any changes you made during the group work in class, and your reflection.
 

Due 2/20 or 2/21

Vocabulary Practice

•Pick one of your vocabulary words/posters (that you already shared and that has been returned to you)  to be turned in and graded as part of this vocabulary practice grade. Choose the word/poster you've shared that best helps others understand the word you shared.
 
•On a separate piece of paper, write a paragraph in which you correctly use at least 6 words from your 2nd semester vocabulary list (2 you have shared, 2 from peers, and 2 from Mrs. Bryant).
•Be sure your use of the words conveys your understanding of the meaning.
•For example:  “I snubbed him” would not receive credit.
•“I snubbed him and just kept walking without saying hello” would receive credit.

Quarter 2 Information and Assignments

For 10/16 or 10/17 - Read the Background information on James Weldon Johnson and his poem "A Poet to his Baby Son." Be prepared to discuss rhetorical situation, claims and evidence, and lines of reasoning.

For 10/23 or 10/24 - Read "Learning to Read" by Malcolm X. Use SPACE CAT to help you analyze the essay. Be prepared to discuss the rhetorical situation, claims and evidence, and line of reasoning.

Also be prepared to examine your AP personal progress checks in class.

For 10/31 or 11/1 - Read "The Ways We Lie" by Stephanie Ericsson. Take notes on Ericsson's use of the methods of development. Be prepared to discuss the reading and methods of development in class.

Finding Fallacies in the Wild - Due 11/18 or 11/19.

Your task is to find at least three examples of logical fallacies in the media. For each fallacy, write a paragraph in which you identify the source, the fallacy, and explain how the fallacy affects the argument being made.

You can use any media source. There are a few sites linked in the Quarter Two Resources section below.

Even Day Schedule and Due Dates:

12/13 - Vocab List due; Draft of Rhetorical Analysis Essay due for Peer Review

12/17 - Vocabulary Assessment and Final Draft of RA Essay due

12/18 - In-class Final (Reading/MC)

 

Odd Day Schedule and Due Dates:

12/16 - Vocab List due; Draft of Rhetorical Analysis Essay due for Peer Review

12/19 - Vocabulary Assessment and Final Draft of RA Essay due

12/20 - In-class Final (Reading/MC)

Summer Project Information

Information about the Summer Project from Mrs. Bryant's letter:

The summer project for this class is called the REHUGO Challenge. REHUGO stands for Reading, Entertainment, History, Universal concepts/truths, Government/current events, and Observations/personal experiences. You will choose at least three sources (from three different categories) and write summary and reflection paragraphs for each source. Your chosen sources will then be used as evidence for our first timed write, which will be assigned during the first week of school. For more information and detailed instructions, please read the "Welcome Letter and REHUGO Challenge instructions" document below.

The "REHUGO Sources" document gives lots of options you can choose from for your project. I will also be adding to the "Other REHUGO Source Options" area below as I learn about community events throughout the summer. But you aren't limited to what's on this LibGuide. You can use sources you find on your own this summer, too.

I will be sending announcements and updates using Remind.com. Instructions for signing up to receive these reminders can be find in the "Remind Invite" document below.

Finally, I've provided an example of written summary and reflection paragraphs, to give you an idea of what I look for in this type of writing.

Please contact me at kristi.bryant@ops.org if you have any questions or concerns. I look forward to meeting you in August!

 

Mrs. Bryant

Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).