English 12_Mr.Triplett_SY23/24-3rd Period Assignments

OBJECTIVE:                                                                   

SWBAT analyze King’s rhetorical choices in “Letter from a Birmingham Jail” by writing a paragraph that explains the intended impact on the audience.
AGENDA (130 total points):
Key Points………………..……….10 points
Novice…………………….....………10 points
CFU 1……………………......……….5 points
CFU 2……………………......……….5 points
Developing……………...…………10 points
CFU 3………………………......…….5 points
Mastery…………………......………25 points
Expert/Exit Ticket……………..50 points
HW: LESSON 7 PREP……..….N/A

Let us know what you plan to bring!

In preparation for your final, please complete the following graphic organizers.

In preparation for your final, please complete the following graphic organizers.

CONTEXT
So far in English 12 we have learned that rhetoric is any form of communication (verbal, nonverbal, visual, etc). In English classes we tend to prioritize reading written rhetoric, however in real life rhetoric more often appears alongside images found in advertisements, in pop culture, and in social media content designed to persuade you of something. This can make the potential to either be persuaded, or to be persuasive, ever-present in our lives. The recent rise of social media “influencer” is the clearest modern-day example of this.  
DEFINITION 
A video essay is an essay, but unlike a written essay, utilizes a video's structure to advance an argument, persuade, educate, analyze, or critique; often in an entertaining way. Much like photo essays and traditional essays, video essays tell a story or make a point. The difference is that video essays use video to present the information. When you make a video essay, you can use video, pictures, text, music, and / or narration to create a video essay that is powerful and effective. 
TASK
For your semester one final project, you will be tasked to pick a social justice issue of your choice and to create a video essay/content (3 minutes or less) about your social justice issue. You will be expected to use the This I Believe essay structure that you used earlier in the semester as a framework for this video essay. This means that you should provide a written version/transcript of your project that abids by the following constraints: 

Be brief: Your statement should be between 400 and 600 words. That’s about three minutes when read aloud at your natural pace. Remember that an essay is a collection of paragraphs organized around a central idea. So while this is a brief essay, it still must be broken up into multiple paragraphs to be considered for a grade. 
Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief, because three minutes is a very short time. Example 1: I believe that universal healthcare is a human right for all regardless of economic status. Example 2: I believe that college education should be free in order to ensure people can participate in a democratic society. Example 3: I believe that everyone should have access to housing.
Be personal: Write in words and phrases that are comfortable for you to speak. It is recommended that you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and voice that truly echo your belief and the way you speak.

REQUIRED VISUAL COMPONENT
In your video essay you are free to choose whether or not you want to be in the video, however your voice must be heard throughout the video in some capacity (either as voice over or off camera, or with a direct address, or all three!). This means you may not use an AI reader. This is to serve as evidence of your ability to achieve the Speaking & Listening Common Core Standards for Grade 12 listed below. Beyond that, you are free to get as creative as you would like with your video content. Note that you must also include your citations in the video essay in any way you choose. The following steps will help you get going with your project:
Develop a topic. Using traditional prewriting, work to narrow your topic into something specific. If you’re telling a story, think about good elements of narrative. If you’re making an argument in your video essay, think about the elements of effective argument. Once you have your topic and angle, you’re ready for the next step.
Create an outline and a basic script for your video.
Collect your images. You can use still images and / or video you film yourself, but you’ll need to plan for more pictures or footage than you’ll need in order to have plenty of good content to work with.
Collect your voice files and / or music. Free Creative Commons music can be found at the Creative Commons Legal Music For Videos site.
Upload your files into your video editing software and begin the process of creating your video essay. Some operating systems come preloaded with a video editor. For example, Windows 10 comes with Video Editor, and Macs come with iMovie, both of which work well. You can find other free video editing software options on the web.
Share your video essay. You can share your video essay with the world on your web page or on YouTube. REQUIRED WRITTEN COMPONENT
Your written component should be annotated to indicate where you have considered aspects of the rhetorical situation (i.e., purpose, audience, context, tone) as well as where you have made appeal(s) to your audience (ethos, logos, pathos, kairos). MLA Format is required for a grade:
Formatting Your Paper
With the exception of page numbers, all margins (Top, Bottom, Left & Right) should be set at one inch.
Use an easily readable font – Times New Roman 12 pt. font is one option.
Leave one space after periods or other punctuation (unless otherwise instructed).
Double space throughout the paper (including your heading)
Do not use a title page. Headings should be aligned on the left with your name, your instructors name, course title, and date each on separate lines
Center the title of the paper. Do not underline, italicize, bold or put in “quotation marks”.
Indent the first line of each paragraph ó inch from the left margin (MLA recommends using the Tab key).
Page numbers should be in the upper right-hand corner, one-half inch from the top. Type your last name before the page number.
Tables and illustrations should be places as close as possible to the text they relate.
If using endnotes, include them on a separate page before your Works Cited page.
 Works Cited Your list of Works Cited should start on a new page at the end of your paper. Use these rules when creating your Works Cited.
Continue the page numbering from the body of your paper.
Center the title, Works Cited, an inch from the top of the page.
Double space between the title and your first entry.
Alphabetize entries by author’s last name. If no author; alphabetize by title (ignore A, An, The).
If an entry runs more than one line, indent the following line(s) ó inch.
Double space your entire list, between and after each entry.

CONTEXT
So far in English 12 we have learned that rhetoric is any form of communication (verbal, nonverbal, visual, etc). In English classes we tend to prioritize reading written rhetoric, however in real life rhetoric more often appears alongside images found in advertisements, in pop culture, and in social media content designed to persuade you of something. This can make the potential to either be persuaded, or to be persuasive, ever-present in our lives. The recent rise of social media “influencer” is the clearest modern-day example of this.  
DEFINITION 
A video essay is an essay, but unlike a written essay, utilizes a video's structure to advance an argument, persuade, educate, analyze, or critique; often in an entertaining way. Much like photo essays and traditional essays, video essays tell a story or make a point. The difference is that video essays use video to present the information. When you make a video essay, you can use video, pictures, text, music, and / or narration to create a video essay that is powerful and effective. 
TASK
For your semester one final project, you will be tasked to pick a social justice issue of your choice and to create a video essay/content (3 minutes or less) about your social justice issue. You will be expected to use the This I Believe essay structure that you used earlier in the semester as a framework for this video essay. This means that you should provide a written version/transcript of your project that abids by the following constraints: 

Be brief: Your statement should be between 400 and 600 words. That’s about three minutes when read aloud at your natural pace. Remember that an essay is a collection of paragraphs organized around a central idea. So while this is a brief essay, it still must be broken up into multiple paragraphs to be considered for a grade. 
Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief, because three minutes is a very short time. Example 1: I believe that universal healthcare is a human right for all regardless of economic status. Example 2: I believe that college education should be free in order to ensure people can participate in a democratic society. Example 3: I believe that everyone should have access to housing.
Be personal: Write in words and phrases that are comfortable for you to speak. It is recommended that you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and voice that truly echo your belief and the way you speak.

REQUIRED VISUAL COMPONENT
In your video essay you are free to choose whether or not you want to be in the video, however your voice must be heard throughout the video in some capacity (either as voice over or off camera, or with a direct address, or all three!). This means you may not use an AI reader. This is to serve as evidence of your ability to achieve the Speaking & Listening Common Core Standards for Grade 12 listed below. Beyond that, you are free to get as creative as you would like with your video content. Note that you must also include your citations in the video essay in any way you choose. The following steps will help you get going with your project:
Develop a topic. Using traditional prewriting, work to narrow your topic into something specific. If you’re telling a story, think about good elements of narrative. If you’re making an argument in your video essay, think about the elements of effective argument. Once you have your topic and angle, you’re ready for the next step.
Create an outline and a basic script for your video.
Collect your images. You can use still images and / or video you film yourself, but you’ll need to plan for more pictures or footage than you’ll need in order to have plenty of good content to work with.
Collect your voice files and / or music. Free Creative Commons music can be found at the Creative Commons Legal Music For Videos site.
Upload your files into your video editing software and begin the process of creating your video essay. Some operating systems come preloaded with a video editor. For example, Windows 10 comes with Video Editor, and Macs come with iMovie, both of which work well. You can find other free video editing software options on the web.
Share your video essay. You can share your video essay with the world on your web page or on YouTube. REQUIRED WRITTEN COMPONENT
Your written component should be annotated to indicate where you have considered aspects of the rhetorical situation (i.e., purpose, audience, context, tone) as well as where you have made appeal(s) to your audience (ethos, logos, pathos, kairos). MLA Format is required for a grade:
Formatting Your Paper
With the exception of page numbers, all margins (Top, Bottom, Left & Right) should be set at one inch.
Use an easily readable font – Times New Roman 12 pt. font is one option.
Leave one space after periods or other punctuation (unless otherwise instructed).
Double space throughout the paper (including your heading)
Do not use a title page. Headings should be aligned on the left with your name, your instructors name, course title, and date each on separate lines
Center the title of the paper. Do not underline, italicize, bold or put in “quotation marks”.
Indent the first line of each paragraph ó inch from the left margin (MLA recommends using the Tab key).
Page numbers should be in the upper right-hand corner, one-half inch from the top. Type your last name before the page number.
Tables and illustrations should be places as close as possible to the text they relate.
If using endnotes, include them on a separate page before your Works Cited page.
 Works Cited Your list of Works Cited should start on a new page at the end of your paper. Use these rules when creating your Works Cited.
Continue the page numbering from the body of your paper.
Center the title, Works Cited, an inch from the top of the page.
Double space between the title and your first entry.
Alphabetize entries by author’s last name. If no author; alphabetize by title (ignore A, An, The).
If an entry runs more than one line, indent the following line(s) ó inch.
Double space your entire list, between and after each entry.

CONTEXT
So far in English 12 we have learned that rhetoric is any form of communication (verbal, nonverbal, visual, etc). In English classes we tend to prioritize reading written rhetoric, however in real life rhetoric more often appears alongside images found in advertisements, in pop culture, and in social media content designed to persuade you of something. This can make the potential to either be persuaded, or to be persuasive, ever-present in our lives. The recent rise of social media “influencer” is the clearest modern-day example of this.  
DEFINITION 
A video essay is an essay, but unlike a written essay, utilizes a video's structure to advance an argument, persuade, educate, analyze, or critique; often in an entertaining way. Much like photo essays and traditional essays, video essays tell a story or make a point. The difference is that video essays use video to present the information. When you make a video essay, you can use video, pictures, text, music, and / or narration to create a video essay that is powerful and effective. 
TASK
For your semester one final project, you will be tasked to pick a social justice issue of your choice and to create a video essay/content (3 minutes or less) about your social justice issue. You will be expected to use the This I Believe essay structure that you used earlier in the semester as a framework for this video essay. This means that you should provide a written version/transcript of your project that abids by the following constraints: 

Be brief: Your statement should be between 400 and 600 words. That’s about three minutes when read aloud at your natural pace. Remember that an essay is a collection of paragraphs organized around a central idea. So while this is a brief essay, it still must be broken up into multiple paragraphs to be considered for a grade. 
Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief, because three minutes is a very short time. Example 1: I believe that universal healthcare is a human right for all regardless of economic status. Example 2: I believe that college education should be free in order to ensure people can participate in a democratic society. Example 3: I believe that everyone should have access to housing.
Be personal: Write in words and phrases that are comfortable for you to speak. It is recommended that you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and voice that truly echo your belief and the way you speak.

REQUIRED VISUAL COMPONENT
In your video essay you are free to choose whether or not you want to be in the video, however your voice must be heard throughout the video in some capacity (either as voice over or off camera, or with a direct address, or all three!). This means you may not use an AI reader. This is to serve as evidence of your ability to achieve the Speaking & Listening Common Core Standards for Grade 12 listed below. Beyond that, you are free to get as creative as you would like with your video content. Note that you must also include your citations in the video essay in any way you choose. The following steps will help you get going with your project:
Develop a topic. Using traditional prewriting, work to narrow your topic into something specific. If you’re telling a story, think about good elements of narrative. If you’re making an argument in your video essay, think about the elements of effective argument. Once you have your topic and angle, you’re ready for the next step.
Create an outline and a basic script for your video.
Collect your images. You can use still images and / or video you film yourself, but you’ll need to plan for more pictures or footage than you’ll need in order to have plenty of good content to work with.
Collect your voice files and / or music. Free Creative Commons music can be found at the Creative Commons Legal Music For Videos site.
Upload your files into your video editing software and begin the process of creating your video essay. Some operating systems come preloaded with a video editor. For example, Windows 10 comes with Video Editor, and Macs come with iMovie, both of which work well. You can find other free video editing software options on the web.
Share your video essay. You can share your video essay with the world on your web page or on YouTube. REQUIRED WRITTEN COMPONENT
Your written component should be annotated to indicate where you have considered aspects of the rhetorical situation (i.e., purpose, audience, context, tone) as well as where you have made appeal(s) to your audience (ethos, logos, pathos, kairos). MLA Format is required for a grade:
Formatting Your Paper
With the exception of page numbers, all margins (Top, Bottom, Left & Right) should be set at one inch.
Use an easily readable font – Times New Roman 12 pt. font is one option.
Leave one space after periods or other punctuation (unless otherwise instructed).
Double space throughout the paper (including your heading)
Do not use a title page. Headings should be aligned on the left with your name, your instructors name, course title, and date each on separate lines
Center the title of the paper. Do not underline, italicize, bold or put in “quotation marks”.
Indent the first line of each paragraph ó inch from the left margin (MLA recommends using the Tab key).
Page numbers should be in the upper right-hand corner, one-half inch from the top. Type your last name before the page number.
Tables and illustrations should be places as close as possible to the text they relate.
If using endnotes, include them on a separate page before your Works Cited page.
 Works Cited Your list of Works Cited should start on a new page at the end of your paper. Use these rules when creating your Works Cited.
Continue the page numbering from the body of your paper.
Center the title, Works Cited, an inch from the top of the page.
Double space between the title and your first entry.
Alphabetize entries by author’s last name. If no author; alphabetize by title (ignore A, An, The).
If an entry runs more than one line, indent the following line(s) ó inch.
Double space your entire list, between and after each entry.

CONTEXT
So far in English 12 we have learned that rhetoric is any form of communication (verbal, nonverbal, visual, etc). In English classes we tend to prioritize reading written rhetoric, however in real life rhetoric more often appears alongside images found in advertisements, in pop culture, and in social media content designed to persuade you of something. This can make the potential to either be persuaded, or to be persuasive, ever-present in our lives. The recent rise of social media “influencer” is the clearest modern-day example of this.  
DEFINITION 
A video essay is an essay, but unlike a written essay, utilizes a video's structure to advance an argument, persuade, educate, analyze, or critique; often in an entertaining way. Much like photo essays and traditional essays, video essays tell a story or make a point. The difference is that video essays use video to present the information. When you make a video essay, you can use video, pictures, text, music, and / or narration to create a video essay that is powerful and effective. 
TASK
For your semester one final project, you will be tasked to pick a social justice issue of your choice and to create a video essay/content (3 minutes or less) about your social justice issue. You will be expected to use the This I Believe essay structure that you used earlier in the semester as a framework for this video essay. This means that you should provide a written version/transcript of your project that abids by the following constraints: 

Be brief: Your statement should be between 400 and 600 words. That’s about three minutes when read aloud at your natural pace. Remember that an essay is a collection of paragraphs organized around a central idea. So while this is a brief essay, it still must be broken up into multiple paragraphs to be considered for a grade. 
Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief, because three minutes is a very short time. Example 1: I believe that universal healthcare is a human right for all regardless of economic status. Example 2: I believe that college education should be free in order to ensure people can participate in a democratic society. Example 3: I believe that everyone should have access to housing.
Be personal: Write in words and phrases that are comfortable for you to speak. It is recommended that you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and voice that truly echo your belief and the way you speak.

REQUIRED VISUAL COMPONENT
In your video essay you are free to choose whether or not you want to be in the video, however your voice must be heard throughout the video in some capacity (either as voice over or off camera, or with a direct address, or all three!). This means you may not use an AI reader. This is to serve as evidence of your ability to achieve the Speaking & Listening Common Core Standards for Grade 12 listed below. Beyond that, you are free to get as creative as you would like with your video content. Note that you must also include your citations in the video essay in any way you choose. The following steps will help you get going with your project:
Develop a topic. Using traditional prewriting, work to narrow your topic into something specific. If you’re telling a story, think about good elements of narrative. If you’re making an argument in your video essay, think about the elements of effective argument. Once you have your topic and angle, you’re ready for the next step.
Create an outline and a basic script for your video.
Collect your images. You can use still images and / or video you film yourself, but you’ll need to plan for more pictures or footage than you’ll need in order to have plenty of good content to work with.
Collect your voice files and / or music. Free Creative Commons music can be found at the Creative Commons Legal Music For Videos site.
Upload your files into your video editing software and begin the process of creating your video essay. Some operating systems come preloaded with a video editor. For example, Windows 10 comes with Video Editor, and Macs come with iMovie, both of which work well. You can find other free video editing software options on the web.
Share your video essay. You can share your video essay with the world on your web page or on YouTube. REQUIRED WRITTEN COMPONENT
Your written component should be annotated to indicate where you have considered aspects of the rhetorical situation (i.e., purpose, audience, context, tone) as well as where you have made appeal(s) to your audience (ethos, logos, pathos, kairos). MLA Format is required for a grade:
Formatting Your Paper
With the exception of page numbers, all margins (Top, Bottom, Left & Right) should be set at one inch.
Use an easily readable font – Times New Roman 12 pt. font is one option.
Leave one space after periods or other punctuation (unless otherwise instructed).
Double space throughout the paper (including your heading)
Do not use a title page. Headings should be aligned on the left with your name, your instructors name, course title, and date each on separate lines
Center the title of the paper. Do not underline, italicize, bold or put in “quotation marks”.
Indent the first line of each paragraph ó inch from the left margin (MLA recommends using the Tab key).
Page numbers should be in the upper right-hand corner, one-half inch from the top. Type your last name before the page number.
Tables and illustrations should be places as close as possible to the text they relate.
If using endnotes, include them on a separate page before your Works Cited page.
 Works Cited Your list of Works Cited should start on a new page at the end of your paper. Use these rules when creating your Works Cited.
Continue the page numbering from the body of your paper.
Center the title, Works Cited, an inch from the top of the page.
Double space between the title and your first entry.
Alphabetize entries by author’s last name. If no author; alphabetize by title (ignore A, An, The).
If an entry runs more than one line, indent the following line(s) ó inch.
Double space your entire list, between and after each entry.

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

OBJECTIVE:                                                                   

SWBAT analyze how King’s diction and figurative language in “Letter from a Birmingham Jail” target each specific audience’s emotions and values. 
AGENDA/GRADING RUBRIC (185 points):
Key Terms/Concepts…………10 points
Novice………………………........…10 points
CFU1…………………………...........5 points
Developing……………….....…….20 points 
CFU2……………………….....….....5 points
Mastery……………………......…..30 points
CFU3……………………….......…...5 points 
Expert……………………….......….50 points
Exit Ticket……………….....…….50 points
HW……………………..……..........OPTIONAL

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

OBJECTIVE:                                                                   

SWBAT explain the exigence for “A Call for Unity” and “Letter From a Birmingham Jail” by researching the events leading up to Martin Luther King Jr.’s arrest in April 1963.

AGENDA/GRADING RUBRIC (190 points):
Key Terms/Concepts…………10 points
Do Now/Novice…………...….…10 points
Novice………………………........…10 points
Developing……………….....…….20 points 
CFU1………………………........…...5 points
Mastery………………………........30 points
CFU2…………………………...........5 points 
Expert……………………........…….50 points
Exit Ticket………………......…….50 points
HW……………………..…........…...N/A (*Optional)

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Part 1: Introduction to Context I
Objective: SWBAT identify and explain the context of “A Call for Unity,” a public statement that was issued after Martin Luther King Jr. was arrested in April 1963 by answering 4W questions.
Part 2: Introduction to Context II
Objective: SWBAT identify and explain the broader context of the beginning of Dr. King’s letter (paragraphs 1 - 9) by creating a modified KWL chart that includes what they already know, what they learned, and what they want to find out.
Part 3: Introduction to Speaker
Objective: SWBAT identify the speaker of “A Letter from a Birmingham Jail” and explain how his background, reputation, and expertise influenced his rhetorical choices in the letter.
Part 4: Introduction to Message
Objective: SWBAT identify Dr. King’s message in a close reading section of his letter (paragraphs 20 - 27) by summarizing his claims, reasoning, and evidence. 
Part 5: Introduction to Organization
Objective: SWBAT explain King’s organizational choices by connecting his placement of the sections “The White Church” and “Disturbers of the Peace” to his audience and message.

Part 1: Introduction to Context I
Objective: SWBAT identify and explain the context of “A Call for Unity,” a public statement that was issued after Martin Luther King Jr. was arrested in April 1963 by answering 4W questions.
Part 2: Introduction to Context II
Objective: SWBAT identify and explain the broader context of the beginning of Dr. King’s letter (paragraphs 1 - 9) by creating a modified KWL chart that includes what they already know, what they learned, and what they want to find out.
Part 3: Introduction to Speaker
Objective: SWBAT identify the speaker of “A Letter from a Birmingham Jail” and explain how his background, reputation, and expertise influenced his rhetorical choices in the letter.
Part 4: Introduction to Message
Objective: SWBAT identify Dr. King’s message in a close reading section of his letter (paragraphs 20 - 27) by summarizing his claims, reasoning, and evidence. 
Part 5: Introduction to Organization
Objective: SWBAT explain King’s organizational choices by connecting his placement of the sections “The White Church” and “Disturbers of the Peace” to his audience and message.

Rubric Checklist for Grading Questions 1 & 2:
Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2:
Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2: 

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name 

The following assignments ask you to think about creating effective arguments. Please choose one of the following to be attached in a Word Doc with correct MLA formatting (including a heading): 

Map out the personal and financial costs of your potential college education and the personal and financial gains you hope to get from it. Use both texts and visuals to present compelling information about your college costs. What argument do you think your map is making? Write a few paragraphs explaining how you would persuade an interested audience (such as a family member) that your studies are - or are not - worthwhile.
Choose an episode of a TV show you're familiar with, and try to think about the the kinds of "arguments" makes outside of its plot. (e.g. Crime dramas often argue against government bureaucracy as much as they clearly take a stance against crime). Once you have some thoughts on the show's arguments, think about how it goes about making those arguments: is it purely through storytelling, or do visuals and other elements play a part as well? 
Create your own short dramatic script using a popular fable or fairy tale, and imagine how characters might interact in a courtroom setting. 
Create a plan for a website that would discuss an issue that interests you in an engaging way. How would you show the seriousness (or lack of seriousness) of the issue to a particular audience? What evidence would you need to include on the site, and how would you present the evidence --- using links? text? images? media files? How would you organize the site?

OBJECTIVE:                                                                   
SWBAT explain LBJ’s message and purpose by identifying his claims and evidence in close reading sections of his Howard University Commencement Speech.

AGENDA/GRADING RUBRIC (180 points):
Key Terms/Concepts…………10 points
Novice…………………………........10 points
Developing………….....………….20 points 
CFU1…………………….......……...5 points
Mastery………………….....……..30 points
Expert……………………......…….50 points
CFU2……………………......……...5 points
Exit Ticket……………....………..50 points
HW……………………..….......…...N/A

OBJECTIVE:                                                                   
SWBAT analyze images and texts by making inferences about patterns throughout a text.


AGENDA/GRADING RUBRIC (225 points):
Key Terms/Concepts…………10 points
Do Now/Novice…………….…10 points
Novice…………………………20 points
CFU1…………………………..5 points
Developing…………………….20 points 
CFU2…………………………...5 points
Mastery………………………..30 points
CFU3…………………………...5 points 
Expert………………………….50 points
Exit Ticket…………………….50 points
HW……………………..……...20 points

Rubric Checklist for Grading Questions 1 & 2:
Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

OBJECTIVE:                                                                   
SWBAT identify elements of the rhetorical situation by examining the message, audience, and purpose of a visual advertisement.

AGENDA/GRADING RUBRIC (230 points):

Key Terms/Concepts…………10 points
Do Now/Novice…………….…10 points
Novice…………………………10 points
CFU1…………………………..5 points
Developing…………………….20 points 
CFU2…………………………...5 points
CFU3…………………………...5 points
Mastery………………………..30 points
CFU4…………………………...5 points 
Expert………………………….30 points
Exit Ticket…………………….50 points
HW: Prep for Lessons 3……...50 points

Rubric Checklist for Grading Questions 1 & 2:
Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Fill out the attached document to show evidence of pre-writing
Attach a final draft in MLA Format (see attached guidelines) in a different Google Doc
The final draft should match the draft written at the bottom of the pre-writing document for proof of writing history

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Attached are the documents you will need for your Independent Reading Requirement. Please use Kami for any PDF files provided.
Part 1: Book Choice....due before September 7th 
Part 2: Dialectic Journal + Story Arc Map....due before October 31st
Please Complete the Self-Reflection/Rubric (at the bottom of you dialectic journal)

Attached are the documents you will need for your Independent Reading Requirement. Please use Kami for any PDF files provided.
Part 1: Book Choice....due before September 7th 
Part 2: Dialectic Journal + Story Arc Map....due before October 31st
Please Complete the Self-Reflection/Rubric (at the bottom of you dialectic journal)

Attached are the documents you will need for your Independent Reading Requirement. Please use Kami for any PDF files provided.
Part 1: Book Choice....due before September 7th 
Part 2: Dialectic Journal + Story Arc Map....due before October 31st
Please Complete the Self-Reflection/Rubric (at the bottom of you dialectic journal)

Attached are the documents you will need for your Independent Reading Requirement. Please use Kami for any PDF files provided.
Part 1: Book Choice....due before September 7th 
Part 2: Dialectic Journal + Story Arc Map....due before October 31st
Please Complete the Self-Reflection/Rubric (at the bottom of you dialectic journal)

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Section 1 - Analytical Journal for “I Believe…” Essays (50 points): 
CORE: Temple Grandin, "This I Believe" : Includes audio and transcript; 1 page; Autistic professor shares how she sees the world 
CORE: Jackie Robinson, "This I Believe" INCLUDES audio and transcript; 1-2 pages from Jackie Robinson when he was still playing baseball
DIALECTIC JOURNAL: 
Choose two important quotes from each audio. Type in those two quotes for each transcript on your worksheet in the left column, for a total of 4 quotes after you have listened to both audio tapes. 
In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on each passage).
You must label your responses using the following codes:
(Q) Question – ask about something in the passage that is unclear
(C) Connect – make a connection to your life, the world, or another text
(P) Predict – anticipate what will occur based on what’s in the passage
(CL) Clarify – answer earlier questions or confirm/disaffirm a prediction
(R) Reflect – think deeply about what the passage means in a broad sense – not just to the characters in the story/author of the article. What conclusions can you draw about the world, about human nature, or just the way things work?
(E) Evaluate - make a judgment about what the author is trying to say
(A)Analyze – explain how the author is using rhetoric and language to make point and persuade the audience
How is this quote important?How does this quote help to define the theme of ¨This I Believe?¨
*Minimum of one (1) paragraph (6-7 sentences) for each quote analysis response.
Section 2 - What Is A Personal Essay annotations (25 points): Read the three personal forms below: 
“My Pal, Robert” (below): Personal Narrative. 
“My First Lifeline” (below): Personal Memoir. 
“Accomplishing Big Things in Small Pieces” (below): Personal Essay.  
Annotate (write a note as a comment) for the following:
Identify all of the key components of personal essay writing in each piece and that most effectively contribute to the author’s purpose 
Identify which supporting details in each piece most effectively contribute to the author’s purpose 
Identify aspects of the narrative and story arc
Section 3 - Personal Essay vs. Transactive Writing annotations (25 points): Read the personal essays below: 
Activity: “Question the Author.” 
Read the personal essays below 
Tomorrow Will Be a Better Day (Josh Rittneberg)
Finding the Flexibility to Survive (Brighton Earley)
We Are Each Other’s Business (Eboo Patel)
Inner Strength from Desperate Times (Amelia Baxter-Stoltzfus)
Annotate (write a note as a comment) for the following:
Identify all of the key components of personal essay writing in each piece and that most effectively contribute to the author’s purpose 
Identify which supporting details in each piece most effectively contribute to the author’s purpose 
Identify aspects of the narrative and story arc

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

After reading Issue 3: Writing Identities, choose one of the assignment options below to submit to this assignment post. These assignments ask you to think about the importance of identity when composing. Don't forget to add a proper heading to a submitted Google Doc.
This chapter mentions Barbara Enrenreich's Nickel and Dimed, a book about the struggles of the working poor that relies on the author's  experience of getting by on minimum-wage jobs. What personal experiences have you had that connect you to an idea or a subject that interests you? How can you use your experiences to explore that subject in a piece of writing? Draft a proposal for a writing project in a genre of your choosing (perhaps a Web essay or a newspaper editorial) that uses your firsthand experience to enhance the discussion of your topic.
Keep notes for a week about how you interact with others through various online sites. How do you represent yourself -- in filling out required or requested information, in uploading content, and in interacting with others? Write a short autoethnography -- a brief narrative describing your own use of the sites -- that analyzes your experiences and discusses how you use different identities in different rhetorical situations.
Look a pp. 133-35 of this chapter, in which extreme and bland tones are represented both verbally and visually. Choose a short text, such as an email or online posting, that you have written in the past month with a particular audience in mind. Who is the audience? What tone do you take in your writing? Turn your original text into an audience - appropriate media text (perhaps a comic, collage, poster, or video) that uses visuals or other nonverbal means to help convey tone. 
Many students fell anxiety about public speaking and presenting their ideas in front of large groups of people. What is the largest audience that you have ever had to address? How did you prepare for your presentation? Looking back, what worked well, and what should you have done differently? How did the composition of the audience affect how you felt about your performance?

Read over the examples of “Raised By” poems.
Brainstorm a topic for your own “Raised By” poem by thinking about the following questions: What are some things that have been essential to your upbringing, things that make you who you are today? (Remember this does not have to be a person!) What are some phrases that you have heard throughout your life? Who are some famous people or things that surrounded you when you were growing up?
Complete the graphic organizer 
What is one repetitive phrase you might use in your poem to help establish rhythm and to organize your ideas? (If you don’t know, I suggest using “I was raised by…”)
Poem requirements:
You must write an original poem about the experiences that have shaped your identity.
Your poem must be at least twenty lines long.
You must include at least three examples of sensory language (imagery) in your poem. Be sure to highlight each example for quick/easy grading
You must include examples of writer's voice worked on so far: detail, diction, imagery, syntax, imagery. Highlight or annotate each example for credit.
You do not have to use the phrase “I was raised by” in your poem, but you must include some repetitive phrase in your poem to connect your ideas.
Attach your final poem to this assignment post in a Google Document that contains all of your drafting history.

After reading Issue 2: Strategic Reading, choose one of the assignment options below to submit to this assignment post. These activities ask you to focus on the rhetorical dimensions of texts and visuals you might write about.


Choose one print text and one nonprint text that you are currently reading. Consider all of the ways you "notate" what you read, either in writing or in your head. Do you make real notes? Use stickies? Use digital stickies? If you primarily use "mental stickies," what kinds of questions do you ask about what you read? Write down some questions you might ask, or notes you might make, about the texts you have chosen. Include an example along with your responses to these questions in a Google Doc and attach it to this assignment post.
Consider how you might use some terms from Chapter 1 -- logos, ethos, pathos, and kairos -- to engage in active reading. Pick a work you are reading for a class and make a note of the following: the subject, how the text builds logos, how the writer establishes ethos, how the text demonstrates use of pathos, and how the writer shows an awareness of kairos. What do you discover? How might attending to these rhetorical dimensions improve your ability to read -- and summarize -- a text? Include the text along with your responses to these questions in a Google Doc and attach it to this assignment post.
Choose a text that you might be called upon to analyze, such as a journal article, a work of art, or a video or film. Make a list of all of the questions you have about it, as well as all of the points that you find interesting. Next, make a list of quotations, still images, characteristics of the work, or other information that has popped out at you during your reading of the text. Now group these pieces according to criteria that make sense to you, as Liz does with the images from Frederick Douglass's autobiography on page 91-93. Consider the questions you listed in light of your arrangement of pieces from the text. Rearrange questions and textual evidence as needed. What new insights emerge for you from this process? Include this analytical work (process) in a Google Doc and attach it to this assignment post. Be sure to make clear what text you have chosen.
Think about the book you're reading right now -- Understanding Rhetoric: A Graphic Guide to Writing. Look back at the discussion of pages 87-88 of Frederick Douglass's interest in controlling the way he appeared in images in print. Why do you think that this book uses Douglass as an example? What evidence do you find that indicates that the writers and illustrators of this book thought carefully about the images it includes? What choices might you have made differently? Include your responses in a Google Doc and attach it to this assignment post.

Use the sign-up sheet attached to conference with Mr. T about your personal narrative

Sign up to bring supplies for our publishing party!

Students were requested to make all edits and revisions on the same Google Document in order to ensure that there is a document history. 
Submissions without a document history will not be considered for a grade.
Please attach your document to this assignment post prior to the deadline. 
Be sure to review the rubric (attached) before you hit the submit button.

Students were requested to make all edits and revisions on the same Google Document in order to ensure that there is a document history. 
Submissions without a document history will not be considered for a grade.
Please attach your document to this assignment post prior to the deadline. 
Be sure to review the rubric (attached) before you hit the submit button.

Students were requested to make all edits and revisions on the same Google Document in order to ensure that there is a document history. 
Submissions without a document history will not be considered for a grade.
Please attach your document to this assignment post prior to the deadline. 
Be sure to review the rubric (attached) before you hit the submit button.

Students were requested to make all edits and revisions on the same Google Document in order to ensure that there is a document history. 
Submissions without a document history will not be considered for a grade.
Please attach your document to this assignment post prior to the deadline. 
Be sure to review the rubric (attached) before you hit the submit button.

After reading Issue 1: Why Rhetoric?, choose one of the assignment options below to submit to this assignment post. The following assignment choices ask you to practice thinking about the rhetorical strategies of ETHOS, LOGOS, PATHOS and KAIROS:
Keep your eye out for published texts around school or around South Pasadena: newspapers, flyers, posters, zines, etc. When you find an interesting one, grab a copy or take a picture of it. Who is producing the text, and for whom? What does the text aim to do, how does it do it, and how effectively does it do it? Why might this text exist where you found it? (Hint: Luis and Cindy perform a similar analysis in the ReFrame section; how does the text you've found compare to the ones they've found?). Submit your response to this assignment choice on a Google Doc, then attach it to this assignment post.
Jot down some ideas about the rhetorical characteristics of informal and formal writing. In what ways are they similar? In what key ways are the different? Then, pick a kind of formal writing that you either are working on now or have encountered in the past. Think about how a consideration of logos, ethos, pathos, and kairos could help you compose a formal piece better. Complete this assignment option by making annotations (using the comment feature) on the original writing, then submit it to this post. You can also add new text to the document using a different font color to indicate what has been added for this assignment.
The internet brings together diverse groups of people and invites them to share their ideas and opinions, so conflicts, disagreements, and arguments are common online. Find a contentious or polarizing exchange on one of your favorite Internet haunts. Dissect the appeals used by the various parties in the exchange. Look specifically for places where people lean on their reputation or expertise (ethos), where the participants solicit specific emotional responses from one another or from their audiences (pathos), and where logic, facts, or evidence are used (logos). What are the effects of using the appeals? Whose arguments are most convincing in this exchange, and why? Compose your response on a Google Doc and attach it to this assignment post. 
Think of an issue at school that effects your experience on campus and that you would like to see changed. In whatever text you see fit --- an email, a text message, an open letter, a social media rant, an opinion piece for the school newspaper, a formal letter to a school administrator or someone else --- try to bring awareness to the issue so that the necessary changes can be made. Consider the rhetorical occasion and the context, and compose an effective rhetorical response. What appeals will be most effective for your audience? What genre feels most kairotic? Would it be helpful to add images appropriate to the rhetorical situation? Complete this task by using Google Docs and attach it to this assignment post.

After reading Issue 1: Why Rhetoric?, choose one of the assignment options below to submit to this assignment post. The following assignment choices ask you to practice thinking about the rhetorical strategies of ETHOS, LOGOS, PATHOS and KAIROS:
Keep your eye out for published texts around school or around South Pasadena: newspapers, flyers, posters, zines, etc. When you find an interesting one, grab a copy or take a picture of it. Who is producing the text, and for whom? What does the text aim to do, how does it do it, and how effectively does it do it? Why might this text exist where you found it? (Hint: Luis and Cindy perform a similar analysis in the ReFrame section; how does the text you've found compare to the ones they've found?). Submit your response to this assignment choice on a Google Doc, then attach it to this assignment post.
Jot down some ideas about the rhetorical characteristics of informal and formal writing. In what ways are they similar? In what key ways are the different? Then, pick a kind of formal writing that you either are working on now or have encountered in the past. Think about how a consideration of logos, ethos, pathos, and kairos could help you compose a formal piece better. Complete this assignment option by making annotations (using the comment feature) on the original writing, then submit it to this post. You can also add new text to the document using a different font color to indicate what has been added for this assignment.
The internet brings together diverse groups of people and invites them to share their ideas and opinions, so conflicts, disagreements, and arguments are common online. Find a contentious or polarizing exchange on one of your favorite Internet haunts. Dissect the appeals used by the various parties in the exchange. Look specifically for places where people lean on their reputation or expertise (ethos), where the participants solicit specific emotional responses from one another or from their audiences (pathos), and where logic, facts, or evidence are used (logos). What are the effects of using the appeals? Whose arguments are most convincing in this exchange, and why? Compose your response on a Google Doc and attach it to this assignment post. 
Think of an issue at school that effects your experience on campus and that you would like to see changed. In whatever text you see fit --- an email, a text message, an open letter, a social media rant, an opinion piece for the school newspaper, a formal letter to a school administrator or someone else --- try to bring awareness to the issue so that the necessary changes can be made. Consider the rhetorical occasion and the context, and compose an effective rhetorical response. What appeals will be most effective for your audience? What genre feels most kairotic? Would it be helpful to add images appropriate to the rhetorical situation? Complete this task by using Google Docs and attach it to this assignment post.

After reading Issue 1: Why Rhetoric?, choose one of the assignment options below to submit to this assignment post. The following assignment choices ask you to practice thinking about the rhetorical strategies of ETHOS, LOGOS, PATHOS and KAIROS:
Keep your eye out for published texts around school or around South Pasadena: newspapers, flyers, posters, zines, etc. When you find an interesting one, grab a copy or take a picture of it. Who is producing the text, and for whom? What does the text aim to do, how does it do it, and how effectively does it do it? Why might this text exist where you found it? (Hint: Luis and Cindy perform a similar analysis in the ReFrame section; how does the text you've found compare to the ones they've found?). Submit your response to this assignment choice on a Google Doc, then attach it to this assignment post.
Jot down some ideas about the rhetorical characteristics of informal and formal writing. In what ways are they similar? In what key ways are the different? Then, pick a kind of formal writing that you either are working on now or have encountered in the past. Think about how a consideration of logos, ethos, pathos, and kairos could help you compose a formal piece better. Complete this assignment option by making annotations (using the comment feature) on the original writing, then submit it to this post. You can also add new text to the document using a different font color to indicate what has been added for this assignment.
The internet brings together diverse groups of people and invites them to share their ideas and opinions, so conflicts, disagreements, and arguments are common online. Find a contentious or polarizing exchange on one of your favorite Internet haunts. Dissect the appeals used by the various parties in the exchange. Look specifically for places where people lean on their reputation or expertise (ethos), where the participants solicit specific emotional responses from one another or from their audiences (pathos), and where logic, facts, or evidence are used (logos). What are the effects of using the appeals? Whose arguments are most convincing in this exchange, and why? Compose your response on a Google Doc and attach it to this assignment post. 
Think of an issue at school that effects your experience on campus and that you would like to see changed. In whatever text you see fit --- an email, a text message, an open letter, a social media rant, an opinion piece for the school newspaper, a formal letter to a school administrator or someone else --- try to bring awareness to the issue so that the necessary changes can be made. Consider the rhetorical occasion and the context, and compose an effective rhetorical response. What appeals will be most effective for your audience? What genre feels most kairotic? Would it be helpful to add images appropriate to the rhetorical situation? Complete this task by using Google Docs and attach it to this assignment post.

After reading Issue 1: Why Rhetoric?, choose one of the assignment options below to submit to this assignment post. The following assignment choices ask you to practice thinking about the rhetorical strategies of ETHOS, LOGOS, PATHOS and KAIROS:
Keep your eye out for published texts around school or around South Pasadena: newspapers, flyers, posters, zines, etc. When you find an interesting one, grab a copy or take a picture of it. Who is producing the text, and for whom? What does the text aim to do, how does it do it, and how effectively does it do it? Why might this text exist where you found it? (Hint: Luis and Cindy perform a similar analysis in the ReFrame section; how does the text you've found compare to the ones they've found?). Submit your response to this assignment choice on a Google Doc, then attach it to this assignment post.
Jot down some ideas about the rhetorical characteristics of informal and formal writing. In what ways are they similar? In what key ways are the different? Then, pick a kind of formal writing that you either are working on now or have encountered in the past. Think about how a consideration of logos, ethos, pathos, and kairos could help you compose a formal piece better. Complete this assignment option by making annotations (using the comment feature) on the original writing, then submit it to this post. You can also add new text to the document using a different font color to indicate what has been added for this assignment.
The internet brings together diverse groups of people and invites them to share their ideas and opinions, so conflicts, disagreements, and arguments are common online. Find a contentious or polarizing exchange on one of your favorite Internet haunts. Dissect the appeals used by the various parties in the exchange. Look specifically for places where people lean on their reputation or expertise (ethos), where the participants solicit specific emotional responses from one another or from their audiences (pathos), and where logic, facts, or evidence are used (logos). What are the effects of using the appeals? Whose arguments are most convincing in this exchange, and why? Compose your response on a Google Doc and attach it to this assignment post. 
Think of an issue at school that effects your experience on campus and that you would like to see changed. In whatever text you see fit --- an email, a text message, an open letter, a social media rant, an opinion piece for the school newspaper, a formal letter to a school administrator or someone else --- try to bring awareness to the issue so that the necessary changes can be made. Consider the rhetorical occasion and the context, and compose an effective rhetorical response. What appeals will be most effective for your audience? What genre feels most kairotic? Would it be helpful to add images appropriate to the rhetorical situation? Complete this task by using Google Docs and attach it to this assignment post.

Add the element to your working draft. 
Be sure to highlight and/or annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and/or annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and/or annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and/or annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and/or annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and/or annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and/or annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and/or annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and/or annotate what you have added. 
Keep the draft and just mark this assignment as done.

Read and annotate for the 5 modes of storytelling (exposition, narration, interior monologue, dialogue, description). 
In your annotations, try to identify what function or purpose the mode is serving for the story (e.g. Is the dialogue building tension towards the climax? Is the description creating place or setting a mood? Is the interior monologue revealing something? If so, what specifically?) 
Then complete a story arc to identify the specific arc for the chapter.

Read and annotate for the 5 modes of storytelling (exposition, narration, interior monologue, dialogue, description). 
In your annotations, try to identify what function or purpose the mode is serving for the story (e.g. Is the dialogue building tension towards the climax? Is the description creating place or setting a mood? Is the interior monologue revealing something? If so, what specifically?) 
Then complete a story arc to identify the specific arc for the chapter.

Read and annotate for the 5 modes of storytelling (exposition, narration, interior monologue, dialogue, description). 
In your annotations, try to identify what function or purpose the mode is serving for the story (e.g. Is the dialogue building tension towards the climax? Is the description creating place or setting a mood? Is the interior monologue revealing something? If so, what specifically?) 
Then complete a story arc to identify the specific arc for the chapter.

Read and annotate for the 5 modes of storytelling (exposition, narration, interior monologue, dialogue, description). 
In your annotations, try to identify what function or purpose the mode is serving for the story (e.g. Is the dialogue building tension towards the climax? Is the description creating place or setting a mood? Is the interior monologue revealing something? If so, what specifically?) 
Then complete a story arc to identify the specific arc for the chapter.

Add the element to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the element to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Read Ch. 4: Action Figures from Elliot Page's memoir, Pageboy, an annotate for the 5 modes of storytelling (exposition, narration, interior monologue, dialogue, description). 
In your annotations, try to identify what function or purpose the mode is serving for the story (e.g. Is the dialogue building tension towards the climax? Is the description creating place or setting a mood? Is the interior monologue revealing something? If so, what specifically?) 
Then complete a story arc to identify the specific arc for the chapter.

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the elements of dialogue to your working draft. Be sure to highlight and annotate what you have added.

Read Lilliam Rivera's short story "Salvation and the Sea" then complete a story arc to identify its parts

Read Lilliam Rivera's short story "Salvation and the Sea" then complete a story arc to identify its parts

Read Lilliam Rivera's short story "Salvation and the Sea" then complete a story arc to identify its parts

Add the elements of exposition to your working draft. Be sure to highlight and annotate what you have added. Keep the draft and just mark this assignment as done.

Add the elements of exposition to your working draft. Be sure to highlight and annotate what you have added. Keep the draft and just mark this assignment as done.

Add the elements of exposition to your working draft. Be sure to highlight and annotate what you have added. Keep the draft and just mark this assignment as done.

Add the elements of exposition to your working draft. Be sure to highlight and annotate what you have added. Keep the draft and just mark this assignment as done.

In this lesson students will quick write a "fast draft" (10 minutes). Then there will be a mini-lesson on story pacing. Lastly, students will begin to work on draft 2 using a pacing guide. *Please attach a copy or a pic of each of your two drafts along with your pacing guide for a grade

Watch any tv episode or movie of interest and fill out a story map for it. If you haven't already seen Barbie, this is a really great excuse to do so! It is a "perfect" story.

In this lesson you will be asked to complete a story arc for a short story called "Frog" before brainstorming a story arc for your own personal narrative. You will also review the grading rubric for the final narrative assignment in this unit.

*Please use Kami to fill in the attached PDF files
-Submit Google Form after the group activity 
-Follow along with the mini-lesson slides
-Complete 3 story arcs (attached):
Room - 3D animated short film (attached)
Coca Cola Spot - Brotherly Love (attached)
Ch. 1: Smile (All Boys Aren't Blue) (attached)

*Please use Kami to fill in the attached PDF files
-Submit Google Form after the group activity 
-Follow along with the mini-lesson slides
-Complete 3 story arcs (attached):
Room - 3D animated short film (attached)
Coca Cola Spot - Brotherly Love (attached)
Ch. 1: Smile (All Boys Aren't Blue) (attached)

*Please use Kami to fill in the attached PDF files
-Submit Google Form after the group activity 
-Follow along with the mini-lesson slides
-Complete 3 story arcs (attached):
Room - 3D animated short film (attached)
Coca Cola Spot - Brotherly Love (attached)
Ch. 1: Smile (All Boys Aren't Blue) (attached)

Choose your three best stories from the topics from today's class activity (Concentric Circles) below and write a quick summary of each one:

What is something important you learned in the past few years?
● Describe a time when you felt nervous.
● Have you ever had a nickname?
What's the story behind it?
● Describe a time when you got lost or lost something.
● What is your best memory about a holiday?
● Describe a time when you had to apologize.
● What was a really good gift you gave someone?
● Describe a time when you helped someone.
● What was the worst vacation you ever had?
● Describe a big mistake you made.
● Describe an argument you had with a family member.
● Describe a time when you wanted something but didn't get it.
● Describe a time when you felt homesick.
● What is something you have changed your mind about?
● Describe a time when you said something you regretted.

Choose your three best stories from the topics from today's class activity (Concentric Circles) below and write a quick summary of each one:

What is something important you learned in the past few years?
● Describe a time when you felt nervous.
● Have you ever had a nickname?
What's the story behind it?
● Describe a time when you got lost or lost something.
● What is your best memory about a holiday?
● Describe a time when you had to apologize.
● What was a really good gift you gave someone?
● Describe a time when you helped someone.
● What was the worst vacation you ever had?
● Describe a big mistake you made.
● Describe an argument you had with a family member.
● Describe a time when you wanted something but didn't get it.
● Describe a time when you felt homesick.
● What is something you have changed your mind about?
● Describe a time when you said something you regretted.

Choose your three best stories from the topics from today's class activity (Concentric Circles) below and write a quick summary of each one:

What is something important you learned in the past few years?
● Describe a time when you felt nervous.
● Have you ever had a nickname?
What's the story behind it?
● Describe a time when you got lost or lost something.
● What is your best memory about a holiday?
● Describe a time when you had to apologize.
● What was a really good gift you gave someone?
● Describe a time when you helped someone.
● What was the worst vacation you ever had?
● Describe a big mistake you made.
● Describe an argument you had with a family member.
● Describe a time when you wanted something but didn't get it.
● Describe a time when you felt homesick.
● What is something you have changed your mind about?
● Describe a time when you said something you regretted.

read CHAPTER 1: SMILE. Consider the following question: What makes this a "story"?

read CHAPTER 1: SMILE. Consider the following question: What makes this a "story"?

read CHAPTER 1: SMILE. Consider the following question: What makes this a "story"?

Requirements for your Letter of Introduction 
Take the personality test found HERE. 
This will take around 10 minutes to complete.
Be sure to go with your first gut response to each scenario. 
Try your hardest to not choose the neutral button too often (if at all). 
When you are finished, be sure to email the results to yourself (in the top right corner of the page). This way, you can come back to it tomorrow (and at a later time this quarter).
Read through your results then write your Letter of Introduction to me (Dear Mr. Triplett). 
Guidelines for typing your letter:
Start with the date and an opening salutation (Dear Mr. Triplett,)
Paragraphs:
Introductory Paragraph - First person. quick hello to me with anything you feel I need to know about you personally.
This could include: your pronouns, any extra-curricular activities or hobbies, jobs, responsibilities, special interests, number of siblings and your order (eldest, youngest, middle child), life goals, etc.
Body Paragraph 1 - Big Picture: First & Third Person.Your personality trait and how you feel about the introduction information for your trait describes you. How does this fit with the info in your introductory paragraph?
Body Paragraph 2 - First & Third Person.
Get specific: pick one of the strengths listed and explain why you agree or disagree with it. 
Get specific again: pick one of the weaknesses and explain why you agree or disagree with it.
Conclusion - First Person. Pick one of the people/characters listed at the bottom of the introduction page that is labeled the same personality trait as yourself. Why and how do you identify with that person? 
Closing Salutation + Signature - Example: “Kind Regards,” “Sincerely,” etc.
Proofread for spelling, grammar, and syntax errors 1 page typed (2 max), 12 pt font, Times New Roman font, 1.15 spacingFollow all of the guidelines of a Personal Letter (use mine as an example) Include small pieces of evidence from the personality results into each body paragraph.Balance “friendly letter” language with an awareness of your audience (your academic teacher).Include at the bottom a picture of yourself (no sunglasses, no mask, school appropriate). Make sure your face is clearly visible so I can match your letter to a face!Guidelines for submitting a video:
All the same requirements for the letter stated above must be included in the same order.
Have an outline of all of the above so that you can stay on task.
Must be done under 3 minutes.
You must be visible on screen the entire time (can use subtitles/text). 
Make sure you are following normal dress code guidelines (school uniform if appropriate).
Rewatch your video before you submit. 
This should be treated the same as the letter (language, organization, evidence, etc.).