Global Conflict Extra Credit Prompts:
Use your annotated article to answer a prompt in the ACEs format. This optional assignment for those who scored below a 28 will be due on Monday, 9/29.
Global Conflict Essay Extra Credit Prompts
Monday
Classwork: Discuss ACES writing format for ELA/SS prompts. Practice as a whole class, small group, and individually.
ACES method
Homework: ACES poetry prompt -Monday's homework
Tuesday
Classwork:
1. Share ACES homework in partners/small groups. Complete the self-evaluation on the back of the ACES template.
2. Complete grammar pre-assessment
Homework: Annotate "Black Men in Public Spaces" by Brent Staples. As you read, analyze the text for connections to some of our current class themes and topics: identity, voice, tone, and mood. Consider the author's own understanding of his identity versus what other people automatically think of him and his identity. As a reminder of how to annotate, look at the annotation Thinkmark that should be in your binder. Remember to add notes in the margins! Notes can include questions to the author and other readers. Questions to other readers allow us to get our peers' perspectives. The annotated copy is due on Friday. Be prepared because we will have a Socratic Seminar regarding the content of the article!
4. Continue working on your Identity Prompt final draft. It is due Monday. Identity Prompt Rubric
Here is a link for tips on writing a terrific personal statement: Personal statement tips
Wednesday
Classwork: We will have a review course on Accountable Talk in order to prepare for a school year filled with seminars and class discussions. Come prepared with Accountable Talk stems you've find useful in classroom conversations as well as other real world situations.
Homework for Wednesday and Thursday:
Continue working on annotating Brent Staples' article "Black Men in Public Spaces." Answer the following questions regarding the article to prepare for our discussion:
1. Describe the voice, tone, and mood in this essay.
2. What is Brent Staples' thesis? Where did you find it in the essay?
3. Why do you think he wrote this essay?
4. Who do you think his intended audience was? Who do you think he hopes will read his essay?
5. List and define any unfamiliar vocabulary words.
6. What is the function of each paragraph? (Write the function in the margin of the essay)
7. Are the social issues in the article still present today?
More homework: Continue working on your Identity Prompt final draft. It is due on Monday. Make sure to have an adult read it/review it. DISCLAIMER: Do not submit a final draft that has spelling errors. Arrrgh!
Friday
Classwork: Socratic Seminar regarding the article "Black Men in Public Spaces."
Homework: Work on final draft of identity prompt.
Tuesday, September 23, 2014
Thursday, September 18, 2014
Monday, September 15, 2014
Monday, 9/15
Alternatives for independence:
Read the following sentences and tell how the reader/writer could enhance his or her independence by being proactive in actions or speech:
1) I don't know what to do.
2) I can't do this.
3) What do I need to do to get an A?
4) I can't think of anything.
5) What do I do? Well, __________ told me to do it another way.
6) What should I write here?
7) This doesn't make sense.
Identity
Class prompt free write: Tell about the world you came from.
Share out: Pick the best line from your free write.
Independent:
Here is a sample college admissions essay prompt. In 300 words or less, you must: Describe the world you come from--for example (but not limited to), your family, community, or school--and tell how that world has shaped your dreams and aspirations. Remember to consider your audience, the admissions committee for your dream college.
Fill in this chart to help you brainstorm ideas: Identity Prompt Brainstorm
Here is the actual prompt from UC Berkeley: Personal statement
Read the following sentences and tell how the reader/writer could enhance his or her independence by being proactive in actions or speech:
1) I don't know what to do.
2) I can't do this.
3) What do I need to do to get an A?
4) I can't think of anything.
5) What do I do? Well, __________ told me to do it another way.
6) What should I write here?
7) This doesn't make sense.
Identity
Class prompt free write: Tell about the world you came from.
Share out: Pick the best line from your free write.
Independent:
Here is a sample college admissions essay prompt. In 300 words or less, you must: Describe the world you come from--for example (but not limited to), your family, community, or school--and tell how that world has shaped your dreams and aspirations. Remember to consider your audience, the admissions committee for your dream college.
Fill in this chart to help you brainstorm ideas: Identity Prompt Brainstorm
Here is the actual prompt from UC Berkeley: Personal statement
Thursday, September 11, 2014
Monday, September 8, 2014
Warm-up: Read and respond.
Every gun that is made, every warship launched, every rocket fired signifies in the final sense, a theft from those who hunger and are not fed, those who are cold and are not clothed. This world in arms is not spending money alone. It is spending the sweat of its laborers, the genius of its scientists, the hopes of its children. This is not a way of life at all in any true sense. Under the clouds of war, it is humanity hanging on a cross of iron. ~Dwight D. Eisenhower, speech, American Society of Newspaper Editors, 16 April 1953
1. Summarize Eisenhower's main point.
2. Respond with your opinion of the content of his quote.
Every gun that is made, every warship launched, every rocket fired signifies in the final sense, a theft from those who hunger and are not fed, those who are cold and are not clothed. This world in arms is not spending money alone. It is spending the sweat of its laborers, the genius of its scientists, the hopes of its children. This is not a way of life at all in any true sense. Under the clouds of war, it is humanity hanging on a cross of iron. ~Dwight D. Eisenhower, speech, American Society of Newspaper Editors, 16 April 1953
1. Summarize Eisenhower's main point.
2. Respond with your opinion of the content of his quote.
Friday, September 5, 2014
Wednesday, September 3, 2014
9/2-9/5
Hi all! I am so excited about your enthusiasm and effort so far this year. You are very hard-working and, from what I've observed, very supportive of one another. Please keep up the good work! Here is what we will be doing for the rest of the week:
Tuesday
Class: Complete literary skills pre-assessment. Begin short grammar pre-assessment. I will use this data to give you individualized attention regarding your skill level.
Homework: Read for 30 minutes. Bring Independent reading book for DEAR at PA.
Wednesday
Class: Mrs. Motta, Culbreth's gifted specialist, is co-teaching with me today! We will discuss annotating text and creating objective summaries to clarify and comprehend complex texts. We will model these skills with the following scholastic news article: Putin's Power Play.
Third period students will attend an author's talk in the media center. Here is more information about the NY Times bestselling author Ellen Hopkins: http://flyleafbooks.com/author-ellen-hopkins. Autographed copies can be ordered through Flyleaf Books or through the Culbreth Library.
Homework: Finish reading and annotating "Putin's Power Play." Create an objective summary for the article. Use the following strategy to help you create an objective summary. This will be due Friday for all classes.
Objective Summary Strategy:
1. Name It: the title and author
2. Verb It: explains, describes, demonstrates, displays, etc.
3. Central Idea: Synthesize the important details into one statement.
Example: The article "Zombie Apocalypse" by Jessie Grinnell explains how zombies have descended upon Carrboro and examines steps citizens can take to defend themselves from extermination.
4. Using transition statements ("In addition," "This is demonstrated by," "Because of ….,") introduce three to four more key details from the texts. Remember to state these details in your own words. This will show that you understand the material that you have read.
5. Create a concluding sentence. Consider transitions words and phrases such as "Consequently" or "As a result of" in order to complete your summary.
Thursday
Class: We will discuss the Four-Square graphic organizer for the Global Conflict essay. Students will work together to define and identify different parts of a successful essay. We will review how to incorporate quotes gracefully, and will discuss effective transition phrases and summaries.
We will also collaborate with our peers to create objective summaries of complex texts. Students will be assigned one of two articles to read, annotate, and summarize objectively.
Sixth period students will attend an author's talk in the media center. Margaret Stohl is the New York Times bestselling author of the Beautiful Creatures series Here is some more information about the visit: http://flyleafbooks.com/author-ellen-hopkins. Autographed copies of the book will be able through Flyleaf Books or through the Culbreth Library.
Homework: Finish reading assigned article and summarize.
Tuesday
Class: Complete literary skills pre-assessment. Begin short grammar pre-assessment. I will use this data to give you individualized attention regarding your skill level.
Homework: Read for 30 minutes. Bring Independent reading book for DEAR at PA.
Wednesday
Class: Mrs. Motta, Culbreth's gifted specialist, is co-teaching with me today! We will discuss annotating text and creating objective summaries to clarify and comprehend complex texts. We will model these skills with the following scholastic news article: Putin's Power Play.
Third period students will attend an author's talk in the media center. Here is more information about the NY Times bestselling author Ellen Hopkins: http://flyleafbooks.com/author-ellen-hopkins. Autographed copies can be ordered through Flyleaf Books or through the Culbreth Library.
Homework: Finish reading and annotating "Putin's Power Play." Create an objective summary for the article. Use the following strategy to help you create an objective summary. This will be due Friday for all classes.
Objective Summary Strategy:
1. Name It: the title and author
2. Verb It: explains, describes, demonstrates, displays, etc.
3. Central Idea: Synthesize the important details into one statement.
Example: The article "Zombie Apocalypse" by Jessie Grinnell explains how zombies have descended upon Carrboro and examines steps citizens can take to defend themselves from extermination.
4. Using transition statements ("In addition," "This is demonstrated by," "Because of ….,") introduce three to four more key details from the texts. Remember to state these details in your own words. This will show that you understand the material that you have read.
5. Create a concluding sentence. Consider transitions words and phrases such as "Consequently" or "As a result of" in order to complete your summary.
Thursday
Class: We will discuss the Four-Square graphic organizer for the Global Conflict essay. Students will work together to define and identify different parts of a successful essay. We will review how to incorporate quotes gracefully, and will discuss effective transition phrases and summaries.
We will also collaborate with our peers to create objective summaries of complex texts. Students will be assigned one of two articles to read, annotate, and summarize objectively.
Sixth period students will attend an author's talk in the media center. Margaret Stohl is the New York Times bestselling author of the Beautiful Creatures series Here is some more information about the visit: http://flyleafbooks.com/author-ellen-hopkins. Autographed copies of the book will be able through Flyleaf Books or through the Culbreth Library.
Homework: Finish reading assigned article and summarize.
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