ERWC (Period 5) Assignments
- Instructor
- Tyler Shelley
- Terms
- Fall 2015
- Spring 2016
- Department
- Language Arts
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
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Mod.8 / Activity 20: Taking a Stance—Trying on Words, Perspectives, and Ideas (typed)
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Vocab #22 List
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QUIZ –Vocab #22
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Mod.8 / Activity 17: Thinking Critically
-Answer eight questions for "group 1" or "group 2" (on topics of logos, ethos, pathos)
-Answer eight questions for "group 1" or "group 2" (on topics of logos, ethos, pathos)
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Mod.8 / Activity 13: Annotating and Questioning the Text (in student readers)
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Mod.8 / Activity 14: Analyzing Stylistic Choices (**explain what you think the connotation is for each one) (use w/ “On Punishment…”) (in packet)
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Mod.8 / Activity 15: Summarizing and Responding (use w/ “Juveniles Don’t Deserve…”) (on your own paper)
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Watch on Youtube:
Video: “A Case of Affluenza 20/20” (39:48)
https://www.youtube.com/watch?v=VyTdfkslIeY
Video: “A Case of Affluenza 20/20” (39:48)
https://www.youtube.com/watch?v=VyTdfkslIeY
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Mod.8 / Activity 9: Considering the Structure of the Text (Typed - descriptive outline for “Starling Finds…”)
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Read & Annotate: TEXT 3: “On Punishment and Teen Killers” (Jennifer Jenkins) (2pgs)
Read & Annotate: TEXT 4: “Juveniles Don’t Deserve Life Sentences” (Gail Garinger) (2pgs)
Read & Annotate: TEXT 4: “Juveniles Don’t Deserve Life Sentences” (Gail Garinger) (2pgs)
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Read & Annotate:
TEXT 2: “Startling Finds on Teenage Brains” (Paul Thompson)
TEXT 2: “Startling Finds on Teenage Brains” (Paul Thompson)
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Mod.8 / Activity 8: Reading for Understanding (in packet – fill out table)
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Vocab #21 List
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Mod.8 / Activity 4: Surveying the Text (just think about these questions)
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Mod.8 / Activity 5: Making Predictions and Asking Questions (Typed)
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QUIZ –Vocab #21
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Read & Annotate
TEXT 1: “Kid are Kids—Until They Commit Crimes” (Marjie Lundstrom)
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Multi-Genre Portfolio -Complete (Genre Pieces and Intro Essay) –F.D.
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Mod.8 / Activity 3: Exploring Key Definitions (legal terms and “Matching Activity”)
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Mod. 7 / Activity 18: Writing the Introduction to the Multi-Genre Portfolio
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Introduction Essay –R.D.
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Mod.8 / Activity 1: Getting Ready to Read (Quickwrite)
“If you committed a serious crime, do you think it would be fair for you to be punished the same way an adult who committed the same crime would be?” [5 min.]
“If you committed a serious crime, do you think it would be fair for you to be punished the same way an adult who committed the same crime would be?” [5 min.]
Mod.8 / Activities 1 & 2 (worksheet)
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Multi-Genres–R.D.
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Revising and Editing
Mod. 7 / Activity 17: Peer-Review of Genre Pieces
Mod. 7 / Activity 17: Peer-Review of Genre Pieces
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QUIZ –Vocab #20
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-Mod. 6 / Activity 3: Surveying the Text (p. 71)
-Mod. 6 / Activity 4: Making Predictions and Asking Questions (p. 71)
(Do each activity on the opposite side of a piece of lined paper.)
-Mod. 6 / Activity 4: Making Predictions and Asking Questions (p. 71)
(Do each activity on the opposite side of a piece of lined paper.)
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-Mod. 6 / Activity 5: Reading the Author’s Note -Discuss Activity 5 questions
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Vocab #12 List
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Mod. 5 / Proposal F.D.
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Mod. 5 / Activity 20 (typed)
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QUIZ –Vocab #12
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Mod. 6 / Activity 2: Introducing Key Concepts
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Mod. 6 / Activity 1: Getting Ready to Read -Quickwrite
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Vocab #11 List
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Completed Surveys (5 per student) with Tally Sheets
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Mod. 5 / Activity 17: Taking a Stance
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QUIZ –Vocab #11
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Vocab Crossword: lists #6-10
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TEST -Vocab Cumulative 6-10
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Mod. 5 / Survey Script -Create a survey script you can use to approach people regarding your survey sheets, using the information from the handout (typed)
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Grammar (Mod. 5) Activity 2: Coordinating Words that Connect Words and Phrases in a Series
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HOW APPROACH PEOPLE TO CONDUCT A SURVEY
-Handout: “How to Approach People to Conduct a Survey”
–Add: Do not survey people who have taken it already (ask them)
–Add: Do not survey people in any of my ERWC classes (ask them)
-Role-play: approaching other students to get responses to the surveys
-Handout: “How to Approach People to Conduct a Survey”
–Add: Do not survey people who have taken it already (ask them)
–Add: Do not survey people in any of my ERWC classes (ask them)
-Role-play: approaching other students to get responses to the surveys
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Mod. 5 / Activity 15: Reflecting on Your Reading Process
-Three questions and the second quickwrite
-Three questions and the second quickwrite
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Mod. 5 / Survey Questions–Each group should type up your 12 created survey questions and:
1. Email the survey questions to me 2. Print out the questions
1. Email the survey questions to me 2. Print out the questions
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Vocab List #10
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QUIZ –Vocab #10
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SURVEY QUESTIONS
Mod. 5 / Activity 14: Designing and Administering a Survey
-Create 3 survey questions
Mod. 5 / Activity 14: Designing and Administering a Survey
-Create 3 survey questions
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Mod. 5 / Activity 13: Thinking Critically
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Mod. 5 / Activity 12: Summarizing and Responding—Rhetorical Précis (Use the annotations for “Bad Food? Tax It, and Subsidize Vegetables” you took for Activity 10 to complete this activity) (typed)
*see attachment for an example
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Vocab #9 List
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QUIZ –Vocab # 9
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Mod. 5 / Activity 11: Analyzing Stylistic Choices (in class) (lined paper)
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Grammar (Mod. 5) Activity 1: Noticing Language (rewrite the paragraph) (answer on handout) [Staple this to the first part of Activity 1: Guided Composition]
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Mod. 5 / Activity 9: Noticing Language— Sentence Combining
(typed)
(typed)
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Mod. 5 / Activity 8: Considering the Structure of the Text—Quickwrite
-Prompt: “Do you eat healthy lunches when you are at school? Why or why not?”
(typed)
(typed)
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READ TEXT— “Bad Food? Tax It, and Subsidize Vegetables” (Mark Bittman)
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Mod. 5 / Activity 10: Annotating and Questioning the Text (make margin notes for “Bad Food…”)
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Mod. 5 / Activity 7: Considering the Structure of the Text—Descriptive Outline (In packet –not typed)
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QUIZ –Vocab # 8
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Grammar (Mod. 5) Activity 1:
-Guided Composition (listen and recreate a paragraph)
(lined paper –see me if you were absent)
-Guided Composition (listen and recreate a paragraph)
(lined paper –see me if you were absent)
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Vocab #8 List
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Mod. 5 / Activity 4: Making Predictions and Asking Questions (4 Qs)
-Answer four questions (this will involve reading par. 1 of “No Lunch Left Behind” and par. 1-5 of “Bad Food?”
(lined paper)
-Answer four questions (this will involve reading par. 1 of “No Lunch Left Behind” and par. 1-5 of “Bad Food?”
(lined paper)
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READ TEXT— “No Lunch Left Behind” (Alice Waters and Katrina Heron)
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Mod. 5 / Activity 6: Understanding Key Vocabulary (In packet & student reader)
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Mod. 5 / Activity 1: Getting Ready to Read –Quick Write
-Prompt: “Americans are at increasing risk of disease because of the unhealthy food we eat. What will it take to get us to change our eating habits?” (typed)
-Prompt: “Americans are at increasing risk of disease because of the unhealthy food we eat. What will it take to get us to change our eating habits?” (typed)
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READ TEXT— “Attacking the Obesity Epidemic by First Figuring Out Its Cause” (Jane Brody)
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Mod. 5 / Activity 3: Making Predictions— Anticipation Guide
-complete the first column of the table (in the packet)
-complete the first column of the table (in the packet)
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QUIZ –Vocab #7
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Vocab #7 List
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Letter to the Editor R.D. (typed) [250-300 words]
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Module 2 / Activities 32, 33, 34
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Brainstorm -Letter to the Editor (read Mod. 2 / Activity 27 - 31)
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Vocab List #6
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QUIZ –Vocab #6
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Mod. 2 / Activity 23: Analyzing Stylistic Choices—Representing Relationships and Positions
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Grammar Packet (Mod. 2) Activities: 3-4
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Mod. 2 / Activity 21: Reading for Understanding
- answer 4 response questions (typed)
- answer 4 response questions (typed)
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Mod. 2 / Activity 22: Noticing Language— Vocabulary
(underline and place a “v” above every vocab word in the text [33 words])
(underline and place a “v” above every vocab word in the text [33 words])
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Grammar Packet (Mod. 2) Activity: 2
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Vocab Review Crossword #1-5
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TEST –Vocab Cumulative (Lists# 1-5)
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Mod. 2 / Activity 14: Thinking Critically (14 questions / Research into Rifkin) (typed)
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- Mod. 2 / Activity 20: Summarizing and Responding—Quickwrite (write answers on a piece of lined paper)
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Mod. 2 / Activity 16: Understanding Key Vocabulary (underline and place a “v” above every vocab word in the text)
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Mod. 2 / Activity 18: Considering the Structure of the Text—Descriptive Outline (see Activity 8)
-Draw lines: where you think the intro ends, between topic sections, where you think the conclusion begins. Then summarize the sections.
-Draw lines: where you think the intro ends, between topic sections, where you think the conclusion begins. Then summarize the sections.
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READ TEXT— “Hooked on a Myth: Do Fish Feel Pain?” (Victoria Braithwaite)
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Mod. 2 / Activity 8: Considering the Structure of the Text
-Draw lines: where you think the intro ends, between topic sections, where you think the conclusion begins. Then summarize the sections.
-Draw lines: where you think the intro ends, between topic sections, where you think the conclusion begins. Then summarize the sections.
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Mod. 2 / Activity 11: Analyzing Stylistic Choices—Loaded Words: Language That Puts a Slant on Reality (Typed)
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Mod. 2 / Activity 6: Understanding Key Vocabulary
–Write definitions of the four words listed
-Make a word tree for one of the words or choose a word from the text (Use a separate sheet of lined paper)
–Write definitions of the four words listed
-Make a word tree for one of the words or choose a word from the text (Use a separate sheet of lined paper)
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-READ TEXT— “A Change of Heart About Animals” (Jeremy Rifkin)
-READ TEXT— “Letters to the Editor in Response to ‘A Change of Heart About Animals’”
-READ TEXT— “Letters to the Editor in Response to ‘A Change of Heart About Animals’”
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Grammar Packet (Mod. 2) Activity 1: Guided Composition & Noticing Language
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Module 2 / Activities 3, 4, 5
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Vocab #5 List
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QUIZ –Vocab #5
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Mod. 2 / Activity 1: Getting Ready to Read
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Personal Essay for College or Career (F.D.)
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QUIZ –Vocab #4
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Grammar Packet (Mod. 1) Activities #4,5,6
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QUIZ –Vocab #3
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Vocab #3 List
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READ:
-Mod. 1 / Activity 17: Making Predictions and Asking Questions -Examine the “Web Site Resources” text (p. 24-26)
-Mod. 1 / Activity 18: Considering the Structure of a Web Site
-Mod. 1 / Activity 19: Reading for Understanding and Collecting Information
-Read the “FAQ Guide for College or Work” (Student Reader p. 21-23)
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Mod. 1 / Activity 16: Summarizing and Responding
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“Goals” Paragraph: Step Up to Writing -8 Sentence Paragraph -F.D.
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“Goals” Paragraph: Step Up to Writing -8 Sentence Paragraph -R.D.
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IN CLASS --This is class work. Only do this as homework if you were absent.
-Mod. 1 / Activity 14: Surveying the Text (groups assigned one of the texts below)
-Mod. 1 / Activity 15: Reading for Understanding (groups assigned one of the texts below)
-Summary of document
-Important Quotes
-Explain what is important about the document
Texts—
-“10 Rules for Going to College When Nobody Really Expected You To”
-“Not Going to College is a Viable Option”
-“Why Go to College?”
-“The 10 Most Common Excuses for Not Going to College and Why They’re All Wrong”
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-(Mod. 1) Grammar Packet -Activities # 2-3
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Mod. 1 / Activity 12: Thinking Critically (“Activity 12 –Idea Chunks” [typed] -respond to Prerez’s and Graff’s essays –3 “idea chunks” relating any ideas in these two articles to your life and experience) /
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QUIZ –Vocab #2
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Vocab #2 List
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Mod. 1 / Activity 8: –“Less Than Perfect” (typed / formatted)
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-Read Text: “Hidden Intellectualism” –Gerald Graff
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Mod. 1 / Activity 10: Understanding Key Vocabulary (fill in table -predict word meanings / find words in essay “Hidden Intellectualism” & dictionary)
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Mod. 1 / Activity 4: Making Predictions and Asking Questions
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Mod. 1 / Activity 5: Understanding Key Vocabulary--- (reactions from a trusted person) -Typed
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Mod. 1 / Activity 7: Reading with the Grain
---note key phrases
---dialectical journal [copy sentences and respond]
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Vocab #1 List
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QUIZ –Vocab #1
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Mod. 1 / Activity 6: Surveying the Text---in packet
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-Read Text: “Want to Go to College? Learn to Fail” –Angel B. Perez
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Mod. 1 / Activity 2: Activating Prior Knowledge---Short writing (your future / then analyze your writing)
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- Grammar Packet (Mod. 1)- Activity 1
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Mod. 1 / Activity 3: Exploring Key Concepts (Choose, list, & rank words that describe you.) –In Packet
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Syllabus Parent Signature Sheet