December 9, 2013 - December 13, 2013 10th Grade English Agenda

Monday, December 9th - Friday, December 13th:

Common Core Assessment
Read:
11 Things Edward Snowden's Leaks Revealed to Us
Edward Snowden Is No Hero
Edward Snowden is a Whistleblower

Graphic Organizers

Essay Template

Essay

What Information did Snowden Leak to the Public?

What Information Did Snowden Leak to the Public:

1. Snowden leaked government orders to Verizon to hand over all information on a daily basis, including date and time of phone calls.

Consequences: PRISM was criticized for its ability to collect data on U.S. citizens unintentionally

Emani: The government tried to reassure the American people that the PRISM program was a vital part of national security; however, many Americans began to question the government’s right to spy on its citizens and a national debate quickly erupted.

2. Snowden leaked 41 power point slides re: government collection of personal data from search histories, e-mail and file transfers.

Consequences: PRISM was criticized for its ability to collect data on U.S. citizens unintentionally.The government can access live information, photos, video chats and data from social networks directly through the companies’ servers without required consent from the individual or individual court orders.

PRISM was widely criticzed for its ability to collect data on American citizens. These revelations occurred at the same time a meeting  was scheduled between the Chinese president and President Obama about American allegations of Chinese hacking of American security systems; the Snowden leaks of American cyberhacking undermined the credibility of Obama’s charge against the Chinese. The leaks also revealed that the U.S. spied on its European allies, which further angered the international community.

3. NSA can keep and disseminate information collected inadvertently and can keep this information for up to five years.

There were also leaks which revealed the government’s sloppy background checks in hiring personnel in high level security positions.  The leaks showed that although there were some questionable items on Snowden’s resume, no one bothered to check them out before hiring him in a high level security job.

Consequence: The leaks reveal that the NSA can keep and make use of inadvertently gathered information on U.S. citizens for up to five years without a warrant.  The information contradicts Obama’s statements that the NSA cannot access data on US citizens without a warrant.

The revelation of the NSA sloppiness in its hiring process also undermines public trust in the government’s security abilities.

4. Snowden has disseminated the rest of his files around the world. If something unforeseen happens to Snowden, he has made arrangements for the passwords to reach those with the files if he is unable to access them himself.

Consequence: The fact that he has made multiple copies of highly classified information has created tremendous unease and angst among U.S. officials, spiking fear that highly classified information could fall into the wrong hands.

5. The German newspaper, Der Spiegal, revealed that it had seen part of a 2010 document released by Snowden, showing that the NSA spied on European citizens, including EU officials.

Consequence: This latest revelation of U.S. spying, even on its closest allies, sparked a huge outcry among European countries.  It has created a breach in trust between the U.S. and its allies, and even prompted the German justice minister to compare the U.S. espionage with tactics used by Germany’s enemies during the “Cold War”.

ACLU: “Edward Snowden is a Whistleblower”

1. Identify at least two claims from the ACLU article to support his argument that Snowden is a whistleblower.

Emani: Used the definition of whistleblower to support the claim.

The definition of a whistleblower is one who reasonably believes there is evidence of any violation of any law ….or abuse of authority…(poses) specific danger to public safety.

Third Paragraph: No fewer than five lawsuits have been filed challenging the surveillance program Snowden exposed. Even the author of the Patriot Act was appalled by the things that were exposed in Snowden’s leaks.

Fourth Paragraph: Over a dozen bills have been introduced in Congress to narrow these public surveillance authorities and increase transparency….”

Sixth Paragraph: According to one of the framers of the Constitution, James Madison, a popular government without popular information is a “Prologue to a farce or a tragedy or both”. Michael German states that denying Americans this information through excessive secrecy or official deception is unjustifiable and illegal. In a democracy, laws should never be secret.

Why do you believe these claims are important for people to understand? Even the author of the Patriot Act was appalled at the extent to which his act was used to abuse the privacy of the American people - the very people  that the Act was supposed to protect.

The government will try to portray Snowden as a traitor in order to deflect attention away from its acts of illegality. 

December 2, 2013 - December 6, 2013 Weekly Agenda for 10th Grade English

Monday, December 2nd:
Read NIGHT
Discussion and Reading Log

Tuesday, December 3rd:
Shortened Day
Read NIGHT
Discussion and Reading Log

Wednesday, December 4th:
No Class Today

Thursday, December 5th:
Read NIGHT
Discussion and Reading Log

Friday, December 6th:
Read NIGHT
Discussion and Reading Log

November 18, 2013 - November 22, 2013 Weekly Agenda for 10th Grade English

Monday, November 18th:
Check out NIGHT by Elie Wiesel to students
Read pages 10 - 12
Comprehension and Discussion

No Class on Tuesday

Wednesday, November 20th:
Continue reading NIGHT by Elie Wiesel
Read pages 12 - 21
Comprehension and Discussion

Thursday, November 21st:
Continue reading NIGHT by Elie Wiesel
Read pages 22 - 26
Comprehension and Discussion

Friday, November 22nd:
List the examples of metaphor, simile, imagery and  personification in Chapter One.

Metaphors: comparison of two unlike things not using like or as.

Similes: comparison of two unlike things using like or as. 

Imagery: words or phrases that appeal to the five senses.

Personification: giving inanimate objects human characteristics

Read pages 22 - 33

Questions over Pages 22 - 33:

How are the Jews supposed to get to the next block in Auschwitz?

Who is put in charge of Elie, his father and the other prisoners in this prison block?

How do the Jews sleep the first night in the prison block at Auschwitz?

What is Elie’s reaction to the thick soup offered to him the day after arriving at Auschwitz?

What do the SS officers do to the prisoners the day after arriving at Auschwitz?

What is A-7713?

What is the lie that Elie tells the man looking for Wiesel of Sighat?

What is the man’s response to Elie’s news of his family?

Class Notes for November 12, 2013

Peer Editing for the essay on Martin Luther King’s “I Have Been to the Mountaintop”

Pass the paper to the first person sitting to your left.

Introductory Paragraph:

Check to see if the person has her name and date in the upper right corner

Make sure they have a title on the paper

Make sure they have the following:

A thesis statement

Make sure the title of the essay has quotation marks and the name of the speaker

The first time you refer to the author you should use the full name of the writer.

Subsequently, you may use the last name only or the first and last name.  You may use Dr. King.

Briefly discuss what the speech is about and Dr. King’s main ideas.

The Second Paragraph:

Make sure each paragraph has a topic sentence.

Make sure you analyze Dr. King’s position

Agree or disagree with his position: yes, we have made progress or no, we haven’t.

Defend your position with statistics, data, anecdotal evidence.

Make sure you introduce the statistics, data, anecdotal material: state where you got the information from and from whom, and what it pertains to.

After the introduction of the information, please show how it pertains to the thesis statement. Explain, discuss and/or expand upon the information.

Make sure you include quotations

Make sure you discuss and/or explain the quotation

Show how the quotation fulfills the thesis statement.

Make sure you have a good transition statement.

Make sure somewhere in the 2^nd, 3^rd and 4^th paragraphs you include a counter claim and then show how and why the counter claim is incorrect.

Conclusion:

Make sure you briefly go over the main points in your essay.

Answer the question posed in the thesis statement.

Your final thoughts.

November 12, 2013 - November 15, 2013 10th Grade English

Tuesday, November 12th:
Your essay rough draft is due today.
Break into groups of four to peer edit it.

Wednesday, November 13th:
Your final draft is due today.
Begin reading NIGHT

Thursday, November 14th:
Read NIGHT
Close Reading
Discussion

Friday, November 15th:
Read Night
Close Reading
Discussion

Class Notes for November 6th; Essay on "I've Been to the Mountaintop"

In the beginning paragraph of your essay, please include the title of Martin Luther King’s speech, “I’ve Been to the Mountaintop”. You must also include the thesis of his speech and your thesis on his speech.

The theme is that Martin Luther King has seen the many advances that African Americans have made in his lifetime, and that although he feels he may die soon, he still expects more achievements and advances to be continued by his people after his death.

Here is the argument: Are we in the Promised Land or are we still on the mountaintop? Have we continued to make advances into the Promised Land or are we still on the mountaintop? 

What would Martin Luther King say if he were to come back and see the African American community of 2013? Would he be pleased with the achievements and advances of his people or would he be disappointed?

You may use information from page 48, William Clinton’s speech, “Remarks to the Convocation of the Church of Christ in God” to support your thesis.

Or you may go to sources such as naacp.org/criminaljusticefactsheet to get pertinent statistics and data.

Here are examples of data you might want to consider; for example:

The Justice Department has released statistics that one out of every four African-American males is involved in the justice system, either as a convict, ex-convict, a parolee or on probation.

Look up statistics for the following:

The number of Black youth who are involved in gangs and drugs.

The effect of rap music in the creation of a culture of violence and misogyny.

Misogyny: the hatred of women.

You may, however, believe that the African-American community has made enormous strides:

More blacks are graduating from high school and college than ever before.

More blacks are entering the professions than ever before.

We have elected in 2008 and again, in 2012, our first African-American president.

(Be sure to find statistics from credible sources to back up these claims. Wikipedia does not count as a credible source.)

Counter Claim:

You must include a counter claim in your essay.

The counter claim is the opposing view of your argument. You must recognize the opposing view and show how and why it is wrong.

For example:

While though it is true one out of every four black young men is involved in the judicial system, it also means that three out of four young men are not. Many of these young men are in college, in the military or in the work force.

In the first body paragraph, you must include a mini-thesis statement, which will let the reader know what the paragraph is going to be about.

You must develop the thesis. In your own words please explain, discuss, elaborate what the thesis is.

You may either agree or disagree or partially agree with Martin Luther King's faith that we have traveled into the Promised Land. 

You must include quotations, statistics or evidence to support your thesis.

Then show why and how the evidence supports your opinion.

Essay on "I've Been to the Mountaintop"

Essay on “I’ve Been to the Mountaintop”

1. Skim or quickly reread “I’ve Been to the Mountaintop”

2. Look at your notes on the speech and revise or change your notes as needed.

3. Start writing the introduction to your essay. Don’t forget to:

         Include the title (with quotation marks)

Include the name of the speaker: Martin Luther King

Include the thesis (what the essay is about and your stance or position on what Dr. Kings says.

4. Begin work on the first body paragraph

         Include the mini-topic

         Discuss King’s evidence

         Use quotations from King’s speech

         Comment on the quotation you just used

 Now, write your own opinion as to whether you feel Dr.    King’s vision has been fulfilled.

Give evidence to support your opinion.

Show how the evidence  supports  your opinion.

November 4, 2013 - November 8, 2013 Weekly Agenda for 10th Grade English

Monday, November 4th:
HOLT HANDBOOK, "The Participle" pages 70 - 74 will be due today.
Work on the rough draft of your essay on Martin Luther King's "I've Been to the Mountaintop"

Tuesday, November 5th:
Work on the rough draft of your essay on Martin Luther King's "I've Been to the Mountaintop"

Wednesday, November 6th:
Peer editing on the rough draft

Thursday, November 7th:
The essay on Martin Luther King's "I've Been to the Mountaintop" is due today.
Begin reading I KNOW WHY THE CAGED BIRD SINGS

Friday, November 8th:
Continue reading I KNOW WHY THE CAGED BIRD SINGS

Persuasive Analysis of Speeches by Bill Clinton and Cesar Chavez.

Friday, October 24^th:

2^ND PERIOD:

Please read page 53 – 60 in PERSPECTIVES in MULTICULTURAL LITERATURE; “What the Future Holds for Farm Workers and Hispanics” by Cesar Chavez.

Then independently analyze this piece and the one on pages 48 – 52 by Bill Clinton, “Remarks to the Convocation  of the Church of Christ in God”.  You should analyze for the main ideas, the evidence, the use of rhetorical devices, tone, mood and organization.  Then write your findings down in the following format:

William Clinton: “Remarks to the Convocation of the Church of Christ in God”; pages 48 – 52.

Argument

Supporting Evidence:

1.

2.

3.

Rhetorical Devices:

Metaphor:

1.

2.

Similes:

1.

2.

Tone:

The tone is__________________.

Words and phrases used to suggest the speaker’s attitude are:

Cesar Chavez; ““What the Future Holds for Farm Workers and Hispanics”; pages 53 – 63.

Argument:

Supporting Evidence:

1.

2.

3.

Rhetorical Devices:

Metaphor:

1.

2.

Similes:

1.

2.

Tone:

The tone is__________________.

Words and phrases used to suggest the speaker’s attitude are:

This will be due at the end of class.

October 28, 2013 - November 1, 2013 Weekly Agenda for 10th Grade English

October 28, 2013 - November 2, 2013 Weekly Agenda for 10th Grade English 

Monday, October 28th: 

PERSPECTIVES in MULTICULTURAL LITERATURE

"What the Future Holds for Farm Workers and Hispanics" by Cesar Chavez; pages 53 - 59

Analyze the speech for ethical, logical and emotional appeals

Demonstrating your best writing, compare and contrast  “I’ve Been to the Mountaintop” by Martin Luther King and “What the Future Holds for Farm Workers and Hispanics” by Cesar Chavez.  This should be at least three paragraphs.  This will be due on Wednesday, October 30th:

Tuesday, October 29th:

PERSPECTIVES in MULTICULTURAL LITERATURE

"Civil Liberties: Civil Rights"; "Reading, Interpreting, and Analyzing a Visual Text: The Political Cartoon"; page 61

After reading the political cartoon, answer questions 1 - 7 on page 61.  This will be due on Thursday, October 29th. 

Wednesday, October 30th: 

Your compare and contrast paper on “I’ve Been to the Mountaintop” by Martin Luther King and “What the Future Holds for Farm Workers and Hispanics” by Cesar Chavez is due today. 

Look at various persuasive devices such as straw man, false dilemma, band wagon, snob appeal and expert opinion; then read several articles and determine which of the articles use those persuasive devices.  Pair up and create your own ad campaign or commercial using these same devices. 

Please bring your HOLT HANDBOOK.  Chapter 3, “The Participle”; pages 70 - 74; exercises 3, 4 and Review B. This will be due on Monday,  November 4th. 

Thursday, October 31st:

PERSPECTIVES in MULTICULTURAL LITERATURE; page 61; Questions 1 - 7; “Reading, Interpreting, and Analyzing a Visual Text: The Political Cartoon” will be due today. 

Continue working on your political campaign or commercial.  This will be due on Friday. 

Friday, November 1st: 

Present your political campaign or commercial today. 

                                                                                                                                                                   

October 21, 2013 - October 25, 2013 Weekly Agenda for 10th Grade English

Malala Yousafzai, the young Pakistani activist, who was  shot in the head by the Taliban when she insisted on the rights of young women to attend school. 

Monday, October 21st:
PERSPECTIVES in MULTICULTURAL LITERATURE

Pages 36 - 39; "Analyzing and Evaluating Speeches"

Watch speeches of the following: 

Martin Luther King

Malala Yousafzai's speech to the U.N. on the importance of education for girls
Take notes as you watch their speeches and write down your answers to the following:
The speakers' arguments: state each speaker's argument in one thesis statement
Write the reasons given by the speakers in support of the argument
What is the evidence given by the speakers to support their thesis? Give at least two pieces of evidence.
Did the speakers use logical appeal?  If so, give an example.
Did the speakers use ethical appeal? If so, give an example.
Did the speaker use emotional appeal? if so, give an example.

Tuesday, October 22nd:
PERSPECTIVES in MULTICULTURAL LITERATURE

Pages 40 - 43

Before You Read: "Ain't I a Woman?"

"Meet the Woman: Sojourner Truth"

"Ain't I a Woman?"

After You Read: Interpreting Meanings

Wednesday, October 23rd: 

PERSPECTIVES in MULTICULTURAL LITERATURE

Pages 44 - 46

Page 44: "Declarations of the Rights of Women" by Susan B. Anthony

Pages 45 - 46: "Evaluating an Author's Argument"

Thursday, October 24th: 

PERSPECTIVES in MULTICULTURAL LITERATURE
"I've Been to the Mountaintop"by Martin Luther King; page 47
"Remarks to the Convocation of the Church of Christ in God" by William J. Clinton; pages 48 - 50
Analyze each speech for ethical, logical and emotional appeals
Finish for homework

Friday, October 25th:
PERSPECTIVES in MULTICULTURAL LITERATURE
"What the Future Holds for Farm Workers and Hispanics" by Cesar Chavez; pages 53 - 59
Analyze the speech for ethical, logical and emotional appeals

October 14, 2013 - October 18, 2013 10th Grade English Weekly Agenda

SUSAN B. ANTHONY 

Monday, October 14th:
Watch "Dear America: Letters Home from Vietnam"
Earthquake Drill

Tuesday, October 15th:
Shortened Day: Dismissal Time at 1:33

PERSPECTIVES in MULTICULTURAL LITERATURE

Pages 36 - 39; "Analyzing and Evaluating Speeches"

Watch famous speeches:

Martin Luther King

Malala Yousafzai's speech to the U.N. on the importance of education for girls

Wednesday, October 16th:

Shortened Day: Dismissal Time at 2:24

No 2nd Period today

Thursday, October 17th: 

PERSPECTIVES in MULTICULTURAL LITERATURE

Pages 40 - 43

Before You Read: "Ain't I a Woman?"

"Meet the Woman: Sojourner Truth"

"Ain't I a Woman?"

After You Read: Interpreting Meanings

Friday, October 18th: 

PERSPECTIVES in MULTICULTURAL LITERATURE

Pages 44 - 46

Page 44: "Declarations of the Rights of Women" by Susan B. Anthony

Pages 45 - 46: "Evaluating an Author's Argument"

Break into groups and create a brief political campaign slogan, poster or commercial using one of the following techniques: 

Bandwagon Appeal

Snob Appeal 

Straw Man 

False Dilemma

Expert Opinion

October 7, 2013 - October 11, 2013 Weekly Agenda for 10th Grade English

Monday, October 7th:
Your final draft is due today of your persuasive essay


PERSPECTIVES in MULTICULTURAL LITERATURE
Pages 24 - 25:
Before You Read
Primary Sources and Secondary Sources
Using the Sources:
Analyze
Evaluate
Elaborate
The War Escalates
Pages 26, 27, and 28


Tuesday, October 8th:
PERSPECTIVES in MULTICULTURAL LITERATURE
Pages 29-35
Pages 29 - 30; "Dear Folks"
Pages 31 - 33; "Declarations of Independence from the War in Vietnam".
Pages 34 - 35; "After  You Read"; "Test Practice"; "Short Constructed Response"

Wednesday, October 9th:

VOCABULARY WORKSHOP: Level C; Unit 2 is due today.

Selections from:
The Things They Carried,
Journals from a Young VietCong Woman Doctor
Letters Home: Letters from Young American Soldiers in Viet Nam

Thursday, October 9th:
PERSPECTIVES in MULTICULTURAL LITERATURE
Pages 36 - 39; "Analyzing and Evaluating Speeches"

Watch famous speeches:
Martin Luther King
Malala Yousafzai's speech to the U.N. on the importance of education for girls

Friday, October 10th:
PERSPECTIVES in MULTICULTURAL LITERATURE
Pages 40 - 43
Before You Read: "Ain't I a Woman?"
"Meet the Woman: Sojourner Truth"
"Ain't I a Woman?"
After You Read: Interpreting Meanings

Rubric for Persuasive Essay

Rubric for Persuasive Essay

First Paragraph

Make sure the essay has a title

Check for a grabber (an anecdote, or an interesting fact) which grabs the reader’s attention

Check for background information: the reason for the interest in the topic

Check for a thesis statement: a sentence which states the topic and the position of the writer.

Body Paragraphs:

Check to see if the paragraph addresses the counter claim or the counter argument.

Check to see if the paragraph rebuts the counter claim (shows why the counter claim is incorrect or unimportant).

Check to see if the paragraph gives a logical appeal, or an ethical appeal or an emotional appeal.

Check to see if the paragraph gives:

Logical Appeal: facts, statistics

Ethical Appeal: Expert Opinion, Fact and Examples

Emotional Appeal: Anecdotes, Examples

Check to see if the paragraph has a good transitional sentence, which will segue to the next paragraph.

Concluding Paragraph:

Check to see if there is a restatement of the opinion

Check to see if there is a restatement of the reasons 

Check to see if there is a call to action

September 30, 2013 - October 4, 2013 10th Grade English Agenda

Monday, September 30th:
Short quiz on Kohlberg's Stages of Moral Development

PERSPECTIVES in MULTICULTURAL LITERATURE
Pages 15 - 16
Page 15:
Choose an Issue
State Your Opinion
Consider Your Purpose and Audience
Page 16:
Support Your Opinion: Logical Appeals, Emotional Appeals, Ethical Appeals
Types of Evidence: Facts, Examples, Expert Opinion, Analogies, Case Studies, Anecdotes
Page 17:
Opinion: Reasons and Evidence
Organize Your Essay

For homework: Write a rough draft of a persuasive essay based on an issue you have strong feelings about. Follow the procedures in pages 15 - 17 in your Perspectives book.


Tuesday, October 1st:
No 2nd period today.

Wednesday, October 2nd:
Please bring your VOCABULARY WORKSHOP: Level C; Unit 2
This will be due on Monday, October 7th.

PERSPECTIVES in MULTICULTURAL LITERATURE
Pages 18 - 21
Page 18 - 19: A Writer's Model
Read and analyze
Page 20 - 21: Revising
Peer Editing:
Rubric: Writing a Persuasive Essay
Evaluation Questions, Tips, Revision Techniques
Page 21: Analyzing the Revision Process

Thursday, October 3rd:
Warm-up:
Using five of your Unit 2 Vocabulary words, write complete grammatically correct sentences.
Continue working on the persuasive essay

Friday, October 4th:
Your persuasive essay will be due today.
PERSPECTIVES in MULTICULTURAL LITERATURE
Pages 24 - 25:
Before You Read
Primary Sources and Secondary Sources
Using the Sources:
Analyze
Evaluate
Elaborate
Pages 26, 27, and 28:
The War Escalates

 Excerpts from The Things They Carried,
Journals from a Young VietCong Woman Doctor
Letters Home: Letters from Young American Soldiers in Viet Nam

SEPTEMBER 23, 2013 - SEPTEMBER 27, 2013 WEEKLY AGENDA for 10th GRADE ENGLISH

September 23, 2013 – September 27, 2013 Weekly Agenda for 10^th Grade English

Monday, September 23^rd:

PERSPECTIVES in MULTICULTURAL LITERATURE

Pages 12 – 15

“The Parable of the Good Samaritan”

“Op-Ed Article: A State Championship Versus Runner’s Conscience”

Write a minimum two paragraph response to the following journal question. Please follow formal essay writing format.

Journal Topic:

What constitutes character? In the op-ed piece, “A State Championship Vs. Runner’s Conscience”, the writer, John Christian Hoyle gave up a state championship to help another fallen runner.  By helping the fallen runner, he disappointed his teammates, his coach, and his school. Do you agree with his decision?  Why or why not? Support your opinion with evidence either from the opinion piece or from your own life experience. 

“Writing Workshop”: Writing a Persuasive Essay: Prewriting

Tuesday, September 24^th:

Please bring your HOLT HANDBOOK; pages 34 - 43

Oral Practice: pages 36 - 37; Identifying Sentence and Sentence Fragments

Page 38, Exercise 1; Identifying Subjects and Predicates

Page 40; Exercise 2: Identifying Verbs and Verb Phrases

This will be due on Thursday, September 26th

Finding the Subject and Predicate, and Identifying Verb and Verb Phrases; exercises 1 and 4 will be assigned.  This will be due on Thursday, September 26^th.

Wednesday, September 25th:
Pass out, read and analyze Kohlberg's Stages of Moral Development

Thursday, September 26th:
Collect the grammar, HOLT HANDBOOK; pages 34 - 43

Class presentations on Kohlberg's Stages of Moral Development:
The class will break into groups of four and be assigned one of the six stages of Kohlberg's Moral Development.  Each group will explain their stage and then present a short scene illustrating the stage.

Friday, September 27^th:

Finish the presentations.

SEPTEMBER 23, 2013 - SEPTEMBER 27, 2013 WEEKLY AGENDA FOR 10TH GRADE ENGLISH

Monday, September 23rd:

Tuesday, September 24th:
HOLT HANDBOOK: pages 34 - 43
Oral Practice: pages 36 - 37; Identifying Sentence and Sentence Fragments
Page 38, Exercise 1; Identifying Subjects and Predicates
Page 42; Exercise 4: Identifying Subjects and Verbs
This will be due on Thursday, September 26th

PERSUASION

PERSPECTIVES in MULTICULTURAL LITERATURE

Pages 10 - 11

"Reading Check": please incorporate the questions into your answers and answer in complete sentences. 

"Test Practice": please answer questions 1 - 8;  you may just write the number and the letter.

"Constructed Response": 

Summarize the two writers' main claim

Find evidence from each article which supports that writer's claim.

Evaluate each evidence the writers used in their argument

Write which article you found more convincing and why

This will be due by tomorrow, Friday, September 20th. 

Friday, September 20th: 

PERSPECTIVES in MULTICULTURAL LITERATURE

Pages 12 - 15

"The Parable of the Good Samaritan"

"Op-Ed Article: A State Championship Versus Runner's Conscience" 

"Writing Workshop": Writing a Persuasive Essay: Prewriting

Notes for the Short Constructed Response:

What is Gloria Allred’s main claim in her article, “If Decency Doesn’t, Then Laws Should Make Us Samaritans”?

We only follow laws.

We should try to make people help others when they are in need.

If people aren’t courteous enough to be Samaritans in emergencies, then the laws should force us to help others.

What is the evidence Gloria Allred uses to support her claim?

She uses the evidence of the baby drowning, which is an emotional appeal.

Allred uses the Princess Diana story in which photographers were taking pictures of Princess Diana  dying, while her companion, the driver of the car and her bodyguard were lying in the crash already dead. (anecdotal: a brief story) Emotional appeal.

Another evidence is the anecdote of a man choking to death on a chicken bone while people are dancing around singing,”Chicken bone!”

The American ”No duty to come to the aid of others” has been criticized by legal scholars, yet the issue has generally been ignored by the public.

Under American law liability generally is for action rather than inaction.

Examination of the strengths and weaknesses of her arguments:

Her argument is one sided  and comes from a “person to person” format.   She relies too much on emotional appeal, and not enough on hard data and statistics.

GOOD SAMARITANS U.S.A. ARE AFRAID TO ACT by Ann Sjoerdsma

Main Claim:

For Americans, moral conscience, not legal duty, remains the best guide to emergency aid.

Mr. Chuy: It’s too late to legislate morality because American culture is too litigious. (Elizabeth: litigious means quick to sue!)

Now, look for evidence to support Ms. Sjoersma’s claim: Does she use data, statistics, anecdotes to support her claim?  Does she base her evidence on  emotional or logical appeals?

SYLLABUS for 10th GRADE ENGLISH

Course Description

The major purpose of this course is to emphasize analyzing literature in greater depth, analyzing expository text, and producing more complex writing assignments. Students will continue to apply the knowledge and skills acquired in earlier grades with more refinement, depth, and sophistication with grade-appropriate material. The California

Reading/Language Arts Framework states that students in the tenth grade are expected to read one and one-half million words of annually on their own, including a good representation of classic and contemporary literature, magazines, newspapers, and online articles. Students will apply and refine their command of the writing process and writing conventions to produce narrative, persuasive, expository, and descriptive texts of at least 1,500 words each.

English 10AB is organized into three standards-based instructional components that focus on persuasion, exposition, and literary analysis, integrating skills of reading, writing, listening, and speaking. During the persuasion instructional component, students will read persuasive texts, with a focus on the credibility of an author’s argument, the relationship between generalizations and evidence, the comprehensiveness of evidence, the way in which the author’s intent affects the structure and tone of the text, and extend ideas through original analysis, evaluation, and elaboration. Students will generate relevant questions about readings on issues and engage in research. Students will also write persuasive essays and deliver persuasive presentations. In the exposition instructional component, students will read expository texts and use what they have learned to establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on a subject and maintain a consistent tone and focus throughout a piece of writing. They will use primary and secondary sources accurately, distinguish between information and the significance of the data, be aware of audience, anticipate misunderstandings, and use subject-specific terms accurately. During the literary analysis component, students will read literary texts (e.g., short stories, poetry, and longer works, including novels), recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. Students will also explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. Students will write responses to literature and deliver oral responses to literature. English 10AB meets the basic tenth-grade English requirement for graduation and fulfills the B requirement of the UC/CSU Subject Area Requirements.

COURSE SYLLABUS

Complete Standards Sets Attached

Instructional Component 1 – Persuasion

Scope and Sequence (8 to 12 weeks)

Instructional Component 1 identifies and groups key skills and concepts in the area of persuasion. Students will read a rich selection of texts to analyze those that employ propositions and support patterns. They will also evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text. Through the examination of the works of others, they will develop their own persuasive arguments, both orally and in writing, that structure ideas and arguments in a sustained logical manner, use specific rhetorical devices to support assertions (appeals, anecdotes, case studies, and analogies), clarify and defend positions with precise and relevant evidence (facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning), and address readers’ concerns, counterclaims, biases, and expectations. Students will engage in academic conversations and discussions to enhance their learning. As they develop their understanding of persuasion, students will consider guiding ideas such as what elements make persuasive argument compelling, how an author’s use of evidence supports an assertion and persuades his/her audience, and what methods are used by an author to build an argument.

Instructional Component 2 - Exposition

Scope and Sequence (8 to 12 weeks)

Instructional Component 2 identifies and groups key skills and concepts in the area of exposition. Students will read varied models of expository texts for specific purposes and will analyze, distinguish, synthesize, create, and extend ideas that are presented in those texts. They will synthesize the content from several sources from a single author dealing with a single subject. Students will paraphrase ideas and connect them to other sources and related topics to demonstrate comprehension. They will also extend ideas through original analysis, evaluation, and elaboration.

Students will also be expected to write expository compositions and deliver expository presentations that marshal evidence in support of a thesis and related claims, convey information and ideas from primary and secondary sources, and make distinctions between the relative value and significance of specific data, facts, and ideas. To write effective expository compositions, students will engage in research, marshal evidence, and utilize appropriate forms of evidence and citation formats. These expository compositions and presentations also need to include visual aids, technical terms, and notations, as well as anticipate readers’ potential misunderstandings, biases, and expectations. As they develop their understanding of exposition, students will consider guiding ideas such as what are the elements of an effective analysis, how an author’s use of evidence from multiple sources supports a thesis, and what methods are used by an author to analyze, interpret, and evaluate information.

Instructional Component 3 – Literary Analysis

Scope and Sequence (8 to 12 Weeks)

Instructional Component 3 identifies and groups key skills and concepts in the area of literary analysis in various genres. Students will analyze literature in a more sophisticated manner such as elements of character; interactions among and between characters and plot, time and sequence; comparison of universal themes in several works; literary elements such as figurative language, allegory, and symbolism; ambiguities, contradictions, and ironies in text; and voice or persona. Students will be asked to articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature. They will also compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. Students will analyze interactions between main and subordinate characters in a literary text and explain the way those interactions affect the plot, and recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism. Students will also explain how voice, persona, and the choice of a narrator affect characterization, tone, plot, and credibility of a text. Using the terminology of literary criticism, they will also evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.

In order to understand literary elements in depth as an aid to reading and creating expressive discourse of their own, they will participate in close readings, discussion, examination, evaluation, and interpretation of texts. The primary genre foci in the tenth grade literary analysis component are short stories, poetry, and longer works, including novels.

The preferred pedagogical approach is best described as intertextual: the teaching and learning of literature through the use of multiple texts related thematically, biographically, culturally, historically, philosophically, politically, stylistically, by topic, by structure or by author. Students will also develop and integrate deep content knowledge of within and across genres through literary apprenticeship in which they are asked to read, write, think, discuss, and problem solve like writers, novelists, poets, and literary scholars and critics. They are also expected to write and deliver responses to literature that demonstrate a comprehensive grasp of the significant ideas of literary works or passages. Students learn to support important ideas and viewpoints through accurate and detailed references to the text or other works and demonstrate awareness of the author’s use of stylistic devices and effects created. They will also identify and assess the impact of perceived ambiguities, nuances, and complexities within a text.

Representative Performance Outcomes and Skills

In this course, students will know and be able to:

•  Use scaffolding strategies to make meaning of text.

•  Use instructional conversations (speaking and listening) to strengthen comprehension.

•  Analyze, evaluate, and elaborate on informational and literary texts.

•  Defend a position using appropriate evidence.

•  Engage in reflections to reflect on the subject matter content and learning processes.

•  Use the writing process for multiple purposes, including on-demand writing tasks.

•  Engage in research and individual inquiry to locate, analyze, and evaluate information.

• Develop a grade-appropriate academic vocabulary, including the connotation and denotation of words.

• Extend the ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

• Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text.

• Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics.

• Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

• Write persuasive compositions, expository compositions, and responses to literature; write on-demand essays.

• Deliver persuasive arguments, expository presentations, and oral responses to literature.

• Prepare for California State Standardized assessments, including the California High School Exit Exam and the California Standards Test.

 • Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the content.

Assessments

• Teacher-designed participation, quizzes and tests

• Student-written essays and oral presentations

• Periodic assessments and other formative assessments

District Adopted Standards-Based Curriculum

• LAUSD English/Language Arts Instructional Guide, Grades 10 which includes the 10th Grade Unit Lessons

District Approved Texts and Instructional Resources

 • Perspectives in Multicultural Literature, Fourth Course, Holt, Rinehart, and Winston (Williams approved)

 • District approved standards-based textbook and corresponding District approved novel(s) and complete works

• Supplemental District approved standards-based instructional materials and resources

Other Instructional Resources

• Reading/Language Arts Framework for California Public Schools

Student Materials

1. 3-ring binder (1-1½ inch)
2. 3-pens (blue or black) and 3 pencils (There is no sharpener in the class).
3. Pencil Pouch for #2.  The pencil pouch needs to be 3-hole punched so it can fit into your binder.
4. Dividers (1 set = 5 separate tabs).
5. College Ruled line paper, to go into your binder.
6. 3-hole punch that fits into your binder.

Binder Checks

Binder checks will occur at the end of every week on Friday, making up 20% of your overall grade.  Each binder check will consist of the following:

1. Weekly Grade Check with parent signature – 20 points
2. Organization of materials (#’s 1-6 listed above)
3. Returned assignments
4. Agendas
5. Notebook: Quick writes, reflections, and/or participation – 50 points

If you are not going to be at school on the day of a binder check (e.g.: field trip, guest speaker, participation in on-campus related activity) you must make arrangements ahead of time for full credit.  If you are absent you must provide the proper documentation for full credit and meet within me 1 day of your absence.  Failure to see me promptly may result in a reduction of points.

Grade Checks

In order for students and the AVID Elective teacher to stay informed of progress and missing work, students will be responsible for gathering weekly grade checks.  Grade checks are due every other week for 20 points.

Grading Scale

  A: 100-90

B: 89-80

C: 79-70

D: 69-60

F: 59-50

Participation

Students are required to participate in class activities and raise questions about text to the entire class.  Participation is the one component that will allow a student to attain an A in the class.  Failure to participate will result in the highest grade of a B.

Attendance Policy

Students are responsible for attending all classes and actively engaging the day’s lesson.  Student attendance is crucial to demonstration of proficiency in this subject.  10 points will be scores for overall attendance and can prohibit a student from attaining the 100 points, or an A for this elective.

Ten-Day Absence Rule

If a student misses more than 10 class sessions during a semester he/she may be subject to the loss of credit in that class.

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**This document is to be signed by a parent on the below lines, cut off and turned in.  The rest of the syllabus needs to be put into the front of your binder, in front of the dividers.

(Parents) I have read the above syllabus, understand, and accept how my child is being graded.  Additionally, I know I can get a hold of Kate Bridges at jkatbridge@aol.com

___________________________________ __________________

(Parent Signature) (Date)