English 12 (ERWC) Assignments
- Instructors
- Term
- 2017-18 School Year
- Department
- English/Language Arts
- Description
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The Expository Reading and Writing Course was developed by the Cal State University system in order to better prepare graduating seniors for the reading and writing expectations of the college classroom. In lieu of the traditional British Literature courses often taught in 12th grade, this course, which is an elective fourth year of English, is centered on a variety of modules that consist of articles, essays, and literary excerpts. Students hone their critical reading and writing skills, focusing largely on text structure and argument development.While designed for college-bound students, this is not a requirement of any sort. Any student willing to engage in critical reading, thinking, and writing, including a significant amount of work to be completed at home, can be successful in this course.The class has historically been small, allowing for wonderful classroom discussions and ample opportunities for one-on-one support for students. We also have a lot of laughs. I love my seniors!
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Upcoming Assignments
No upcoming assignments.
Past Assignments
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Finish reading Part 1 of 1984. Be prepared to discuss questions from Activity 10.
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Bring in a recent article or editorial that somehow relates to the content in 1984.
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Essay Draft deadline extended. Due Thursday 2/22
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Read and annotate article. Answer questions.
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Activity 25 (gathering evidence) due Monday
Choose from all five texts. If you identify other evidence you need to support your argument, research and add to your chart. (Keep track of all sources).
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Activities 21 and 22 (do in reverse or simultaneously) due Tuesday 2/6
Activity 24 (prewriting) due Thursday 2/8
Vocab assignment due Thursday 2/8 (3 paragraphs)
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Activity 20: Rhetorical Precis of Lorde text
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Activity 15--partner up or work alone; choose 2-3 texts
Understand their arguments
Have a sense of their writing style
Understand their arguments
Have a sense of their writing style
Activity 20--Rhetorical precis of Lorde text due Monday
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Finish Activity 17 for discussion in class tomorrow
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Language, Gender, Culture Module update
1/23/18
Discuss activity 12 (ethos/pathos/logos)
How are Brooks and Tannen “speaking to each other”?
Did one of them affect you more? Change your thinking?
Activity 13: together (pre-reading vocab)
Activity 14: Reading and annotating “Barbershop” (Young)
Seek first to understand, then to be understood
Annotations will show understanding and thinking
Be able to discuss anything that surprised you (revisiting predictions) as you share your annotations with a partner
How are Brooks and Tannen “speaking to each other”?
Did one of them affect you more? Change your thinking?
Activity 13: together (pre-reading vocab)
Activity 14: Reading and annotating “Barbershop” (Young)
Seek first to understand, then to be understood
Annotations will show understanding and thinking
Be able to discuss anything that surprised you (revisiting predictions) as you share your annotations with a partner
1/25/18
Pair up and share annotations for “Barbershop”
Class discuss text
Activity 16: Reading with the grain; Answering 5 questions (annotations optional; we will analyze the structure in 17) for homework
Class discuss text
Activity 16: Reading with the grain; Answering 5 questions (annotations optional; we will analyze the structure in 17) for homework
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Assignment
Language, Gender, and Culture Module
Tuesday 1/9:
Activity 1 (choose one quickwrite in packet)
Activity 2: complete sentence starters, watch video, answer questions in packet
Sentence Starters:
1. In our society, women are expected to (fill in with anything about how women are expected to look, behave, etc.)
2. In our society, men are expected to (same as above).
3. I wish that guys (or girls--each student should direct towards opposite gender) would just (fill in with anything you wish the opposite sex would do, not do, understand, etc.)
2. In our society, men are expected to (same as above).
3. I wish that guys (or girls--each student should direct towards opposite gender) would just (fill in with anything you wish the opposite sex would do, not do, understand, etc.)
Butler Video https://www.youtube.com/watch?v=DLnv322X4tY&index=1&list=PLMcMwHXCHQUmJwOO-sdVoc0KdN_hy3ZRE
Skip Activities 3 and 4
Activities 5 and 6 are homework due Thursday (page with 6 is flipped backwards in packet)
--you can skip the Butler part of Activity 5
Thursday 1/11: Sub day
Turn in Activities 1,2,5,6
Activity 7-9 completed in class (homework if necessary) due Tuesday 1/16
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Assignment
ELA Support for Social Media Project
Project explanation (Social Media 2017)
Project Proposal form
Project Overview of graded elements
Project Research Requirements (with Annotated Bibliography)
Video on how to use the Easy Bib add-on for Google Docs to create the Annotated Bibliography
Reflective Report project assessment
Presentation Building and Performance Rubrics
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Good Food, Bad Food Module
Week 1:
Activities 1-4 10/17-10/19 (in class)
Activities 5-6 10/23
Activity 6 for "No Lunch..." 10/24 (in class)
Activity 7 10/26
Rhetorical Grammar Activity 2 10/26 (in class)
Week 2:
Activity 9 10/30
Rhetorical Grammar Activities 3-4 10/30 (in class)
Activity 10 10/31
Activity 11 10/31 (in class)
Written Response/Analysis: What is your opinion of Bittman’s editorial? How objective do you believe he was? What do you think about his appeals to emotion? How effective was his evidence in supporting his claims? Do you agree with his overall argument? Use evidence to support. (11/02)
Rhetorical Grammar Activities 5-6 (Due 11/02)
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Assignment
Essay revisions due next Monday
--What point are you making about where you’ve come from, what you’ve learned, what you are still learning, and where you want to end up?
--How are you presenting yourself?
--How are you presenting yourself?
Revise in this order:
1. Big Ideas--Is your point clear?
2. Supporting details--Have you provided specific details/examples to illustrate?
3. Structure and organization--Have you chosen the most effective order for your paragraphs? Do your ideas transition well from one to another?
4. Word choice and voice--Have you been clear and specific and avoided redundancy in your language? Have you chosen words that create your desired tone?
5. Spelling and punctuation--Have you used Spell Check? Have you looked for errors previously brought to your attention? Have you had someone else check it for errors?
1. Big Ideas--Is your point clear?
2. Supporting details--Have you provided specific details/examples to illustrate?
3. Structure and organization--Have you chosen the most effective order for your paragraphs? Do your ideas transition well from one to another?
4. Word choice and voice--Have you been clear and specific and avoided redundancy in your language? Have you chosen words that create your desired tone?
5. Spelling and punctuation--Have you used Spell Check? Have you looked for errors previously brought to your attention? Have you had someone else check it for errors?
6. MLA format-- Have you included your last name and page number in the Header? Have you only double-spaced all text? Have you used TNR 12-pt font? Have you left all text in plain text?
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Assignment
Social Media and Its Effects on Communication, Journalism, and Language Usage
Pre-Project Idea Generating Activities
Videos, journal prompts, brainstorm list, questions list
Students should utilize the opportunities to consider their options for the schoolwide project
What question will you ask about how social media affects people and society?
- A Brief History of Communication.mp4
- See how social media is changing the way we communicate.mp4
- Social Media, The New Language.mp4
- Journals/Brainstorms/Questions.pdf
- How Is Social Media Changing Journalism- - YouTube.mp4
- Grammar Girl - Social media isn't ruining grammar.mp4
- Reduced Language in Social Media.mp4
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Writing Assignment
--Read activities 22-24
--Pre-write (free write or organizational plan) Will be turned in with draft
--Letter of introduction to career community
OR
--Essay for college community
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Grammar Activity 4
--Complete before class Tuesday
--I will check them off, and we will discuss them together
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What's Next module activities 6-8
--Surveying the Text
--Reading with the Grain
--Responding
--Text should be marked as directed
--Written response should be thoughtful
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What's Next module activities #2-5 (personal vocabulary and reflection) Homework
Rhetorical Grammar activity #1 (guided composition) Completed in class
*Complete module documents attached here