English+12+(Period+4,+Period+6)+S2+2015-16


 * Here is a list of assignments, DUE dates, reading materials, and other pertinent class information: **
 * All assignments and due dates that appear in ** GREEN ** are worth points in the grade book **
 * If you can't find it... check the ** Senior English Resources Page ** for Additional Information **


 * Major papers will be submitted to the following site. Papers will not be graded unless they are submitted in this manner. **

**Class Code:**

 * Period 4: 12051506**
 * Period 6: 12051555**

**Enrollment password: skoricbhs**
= THE SITE WILL FOLLOW THE SCHOOL CALENDAR BY DATE AND WEEK = =__ WEEK ONE __= =__** Monday, Jan 4 **__=

__** Professional Work Day = NO SCHOOL FOR STUDENTS **__
=__** Tuesday, Jan 5 **__= Go Over Syllabus

Norm the Achieve, Respect, and Engage Section of the Syllabus as a class Complete the bottom of the syllabus by answering questions...why are you here and what do you hope to learn... DUE: Signed syllabus Take the Reading for Purpose Quiz

Explore various texts at their tables. Look for different purposes and different skills needed to master each one. (Complete the sheet) Discuss which was the most difficult...the easiest...the most entertaining...the most useful... WHY?

Go back and check quiz ** (COLLECT) **

__**Ticket out:**__ Make a list one example of each type of reading that they have done in the last year.


 * Signed Syllabus Due Thurs. Jan 7 **

__**Thursday, Jan 7**__

 * Collect syllabus ** - Hand Out Journals (Blue Papers)
 * Collect Reading for Purpose Quiz from yesterday for a participation grade **
 * Journal: What is your favorite type of food...why do you think that is so? What has influenced your choices? **


 * Students will demonstrate their knowledge of reading/ writing with the Pre-Assessment District Writing Prompt. **


 * Homework when finished: Complete the Pre-Reading Guess and Check sheet below in anticipation of the upcoming unit on Taste. When finished choose three and create a picture that demonstrates the meaning on the back of your sheet. Finally, read the article on Taste. Annotate the article by highlighting ten words, phrases and/or passages and writing out to the side why **





Read Smithsonian article about taste. Refer to vocab sheets as you come across the new words. Annotate the article by underlining or highlighting __**TEN**__ things you learned from the article or things you could use as evidence in a discussion about things that affect our food choices.
 * Homework:**

DUE: Annotated Articles and Vocabulary Sheets

 * Journal: What is one reason for the taste choices we make according to the Taste article and do you agree with that reasoning? Why or why not?**

Learn how to write an effective summary:

[|how to write a summary]
 * Summary Information:**

[|Informative vs. Persuasive Paragraphs]

Create a paragraph summarizing the article. Refer to the highlighted/underlined information here if you need it

[[file:Paragraph Grading Rubrics.docx]]
=== Students will write paragraphs until they have earned a grade of __ **FOUR** __ for ** __THREE INFORMATIVE PARAGRAPHS__ ** and __ **THREE PERSUSIVE PARAGRAPHS** __ some time this semester. At that point they no longer have to write paragraphs for this class. ===

=__ WEEK TWO __=

__**Monday, Jan 11**__
**Journal: Have you ever visited another country? If so, how do their customs and/or behavior differ from what your own? Why do you think that is so?**

**Watch Taboo and make a list of ten things you learned from watching the film.**

**Discuss film for last fifteen minutes of class.** ** COLLECT LIST **

__**Tuesday, Jan 12**__

 * Journal: Make a list of ten things you like to eat. Now go back to the list and circle the one that is YOUR MOST FAVORITE. Explain your choice below the list.**

In the IMC select two of the following articles.
 * Go to IMC to Research Taste Choices**
 * 1) Choose Two of the following articles
 * 2) Then Read them and Annotate Using the Sheet Provided Below.
 * 3) [[file:Taste Article Research Sheet.docx]]
 * 4) Finally, write TEN questions that you could use in a discussion where you were deciding what was the most important factor in what foods we **like...biology, culture or environment. (See examples below)**

In the article Accounting for Taste, the author says that when customers were given "frozen savory mousse" they liked it better than "salmon ice-cream" even though the two were actually the same thing. Does the name change the taste for people?
 * For example.... **

In the movie the man said he drank the cobra blood because it made him feel better. Can we make the case that biology actually decides what we like and so our 'favorite foods' are actually tastes we are born with?

**Below Find Possible** **Articles for Taste Research**
















[|Modified Article 1 McDonalds]

[|Modified Article 2 Oreos]

__**Thursday, Jan 14**__

 * Journal: ****What does it mean to have a discussion? What is the purpose of a discussion and how does it work? (Discuss advantages and disadvantages of a discussion.)**
 * Next...Look at the following list and choose three questions to answer. When they are answered in your journal turn to a partner and talk about your chosen questions and answers...**

**[|List of Questions from The New York Times]**
Learn about the purpose of a Socratic Seminar and how it is conducted.

[|Socratic Seminar 101]

Go over the grading sheet


 * Use FOUR ANNOTATED SOURCES below in your discussion:**
 * Sources:**
 * 1. Why You Like What You Like Annotations**
 * 2. Taboo Notes and/ or information gained from class**
 * 3. & 4. Two Chosen Annotated Source Articles/Questions on Back**

DUE: (Staple the following things together and turn in)

 * ====** Discussion Grading Sheet **====
 * ====** Chosen Articles Research Sheet **====
 * ====** Persuasive Paragraph **====

__ Friday, Jan 15 __
Journal: Reflect on the Socratic Seminar yesterday. Was it a valuable use of your time? Why or why not?
 * __ SKORIC GONE TODAY __**
 * (Turn in things from Socratic Seminar: Article Annotation Sheet, Questions and Paragraph) **

**Choices...We all have them.**
3. Answer the following questions on the sheet below and ** turn them in when finished. (If not finished by the end of class, finish for homework.) **
 * 1. Go to the IMC (laptops)**
 * 2. Read the three stories.**
 * [|All About Suicide]**
 * [|The Lady or the Tiger]**
 * __[|Shooting an Elephant]__**

=__ WEEK THREE __=

__**Monday, January 18**__
__**School Holiday = NO SCHOOL FOR STUDENTS**__

__**Tuesday, Jan 19**__
__**Professional Work Day = NO SCHOOL FOR STUDENTS**__

__**Thursday, Jan 21**__

 * Journal: When you study for a test what is the easiest way to remember the information you need to get an A on the test?**

Take out your phone and go to: **pollev **.com/ **skoricbhs **

Then answer the poll about Digital vs. Traditional Paper as a means of communication the [|Digital vs Paper Poll]

Using the poll as a reference, which medium is the most useful in today's society? Why? Discuss

Go to IMC 1.Read and Annotate one of articles provided about digital vs paper. Record your findings on the sheet below. [|The Shallows: This is Your Brain Online: Interview with Carr]

[|Is Google Making Us Stupid? by Carr]

[|Excerpt of the Glass Cage by Carr]















[|Paper or Tablet?]

[|Digital Natives Prefer Print - The Washington Post]

[|Modified Article: Libraries aren't just for books anymore]

__**Friday, Jan 22**__

 * Is technology replacing traditional learning? Are things being lost that cannot be replaced? Or is technology simply enhancing the learning that goes on, making it easier and more accessible?**


 * Watch the following clips about technology:**
 * [|War Games Excerpt]**
 * [|2001 Space Odessy - Hal Scene]**


 * Journal: After completing your research and watching the two clips above, do you believe that digital or print is the best way for teachers to provide information to their students?**


 * Students will participate in 'Rotating Table Discussion" about Digital Vs. Print**


 * Record their ultimate conclusions and 'new learning' in a paragraph using the template below.**


 * COLLECT ANNOTATION SHEET AND PARAGRAPH AS STUDENTS LEAVE CLASS **

=__ WEEK FOUR __=

**__Monday, January 25__**
__[|Happy by Pharrell Williams]__ Journal: Do you think you are happy? If so, why? and if not, why not? What about ten years from now? What will you do to pursue the happiness you want? How will you go about achieving that happiness?
 * __Watch the following clip:__**

In table groups discuss the meaning of the word happy...come to a consensus and agree on a one sentence definition for the word happy.

Read the Declaration of Independence at tables.

Modified Declaration of Independence

Summary and Analysis of The Declaration of Independence

Write an Informational Paragraph summarizing the Declaration. (Refer to rubric below) ** COLLECT **

=__Tuesday, January 26__= Journal: What did the idea of the pursuit of happiness mean to Thomas Jefferson, to the colonists, to the British? What about the more current version of the phrase "the pursuit of happiness"? How are they different? How has our pursuit of happiness changed? How to people go about obtaining the pursuit of happiness in today's world?

Discuss the phrase "the pursuit of happiness."

Can Happiness be measured? Twitter Happiness measure

[|Happiness index]

In the IMC look at the happiness index and find three select dates. Why do you think those dates registered in that way? Is this a realistic way of measuring the 'mood' of the country? Why or why not?

Consider these philosophers views on the pursuit of happiness? Complete the sheet provided to compare their views. (Click on their names to find the information.)

[|John Locke The Pursuit of Happiness]
 * 1) Sees happiness as the 'big picture'
 * 2) We should be concerned with the end game and not give in to immediate gratification.
 * 3) We are free to choose the route to happiness, but it should be in making moral choices for the good of others.
 * 4) We are a blank slate at birth and through our experiences we gain happiness.

[|Aristotle's Pursuit of Happiness]
 * 1) We alone are responsible for our happiness.
 * 2) Virtues lead to happiness
 * 3) Contemplation before action is best
 * 4) Use of balance and moderation to achieve your potential

[|Epicurus on Happiness]
 * 1) Hedonism or pleasure is the only intrensic value
 * 2) People fear death and the Gods...He says doesn't concernt himself with day to day events and there is no pain after death so we shouldn't be afraid of this.
 * 3) Hedonism - Pleasure (often confused in today's society) He says we should want to make good moral choices in search of pleasure, not necessarily gluttony just because we want more stuff...)

[|Maslow's Ideas on Happiness]
 * 1) Heirarchy of needs (All we do is in search of filling these needs)
 * 2) Bottom is physical needs for survival
 * 3) Top is self-actualization
 * 4) We can't move up unless we fill the bottom first
 * 5) People often sell themselves short when it comes to happiness.

Homework: ** Finish Twitter Dates and Philosopher's Sheet for THURSDAY **

=**__Thursday, Jan 28__**=
 * COLLECT TWITTER DATES AND PHILOSOPHER'S NOTE SHEET **

Jourmal: Which Philosopher do you feel that you most closely agree with

Read/Annotate (x10) Times Magazine Article about the pursuit of happiness ** CHECK FOR GRADE **




 * Reflect about the idea of the pursuit of happiness: then, now and in the future... (half a page) COLLECT **

Watch the documentary __**Happy**__. Before you watch review the philosophers studied so far. As you watch make note of examples that apply to the various philosophers. Then discuss connections at your table. For example... Would John Locks have agreed with the film? Can Aristotle's philosophy be seen throughout the film?

Read the excerpt of The Prince by Nicolo Machiavelli or listen to the audio book provided. (Be prepared to discuss the way in which he would answer the question...what is the pursuit of happiness?)
 * Homework: **

[|The Prince Full Audio Book]



Explanation of The Prince (Modification)

__ **Friday, Jan 29** __
Journal: How would Machiavelli answer the question...what is the pursuit of happiness? What does he mean when he says 'the end justifies the means' Do you agree with him? Consider the following list in your discussion

Discuss the Informative Essay Assignment

Go to the IMC and begin to explore resources.Create a thesis including a guiding focus and the three supporting philosophies you will use. ** Check for Grade **


 * Essay Rough Draft - DUE Thursday, Feb 4 **
 * Essay Final Draft Submitted to Turnitin.com - DUE Sunday, Feb 7 at 11:59 pm **

=__ WEEK FIVE __=

__ **Monday, Feb 1** __
Journal: What made you happy this weekend? Why?

Learn how to format an Informative Essay Create a brochure for a Philosopher's Travelling Exhibit at the Denver Museum as a means of organizing information for the Informative Essay. The brochure will include their three chosen philosophers (one on each of the folds inside a paper that has been folded in a tri-fold fashion)
 * 1) Include some opening art work that you think demonstrates the mood of the philosopher
 * 2) Include three compelling pieces of information to go in each 'section' of the exhibit
 * 3) Include a quote at the bottom of each section [|Quotes by the Philosophers]
 * 4) Include a transition word written along each fold between the 'sections' of the exhibit in your brochure
 * Brochure DUE TUESDAY Feb 9 **


 * Consider these possibilities as you write your intro due tomorrow**

__ Tuesday Feb 2 __
Journal: How many of you can name a book by Dr. Suess? Do you think that teenagers can learn things from children's books or are they only for children? Explain.
 * Check Brochures during Journal Time for a Grade **

Go to IMC and begin to draft their papers. (Finish brochures and introductions first at tables if not done)

__**Thursday, Feb 4**__

 * Journal: The idea of finding a pot of gold at the end of a rainbow could be used as a metaphor to describe the pursuit of happiness? What are some other things that might be used to describe the pursuit of happiness? Explain. **

1. Brainstorm a list of effective introductions on the board (make sure the list includes the following information) Have a 'hook' Have a strong thesis Do NOT give everything away in the introduction
 * Think about your introduction and conclusion **

2. Brainstorm a list of effective conclusions on the board (make sure the list includes the following information) Do NOT include any brand new information Do NOT repeat yourself word for word Provide fresh new insights into the subject


 * See Conclusion Requirements Below:**

Go to IMC to finish, print and peer edit rough drafts


 * See Peer Edit Sheets Below:**


 * Essay Rough Drafts Due by END OF CLASS **

__Friday, Feb 5__

 * Journal:** **Is the idea of the pursuit of happiness a common one in fictional stories? Can you give several examples?**
 * 1) Edit your rough draft with a partner using the following sheet
 * 2) Have a second student edit your paper as well
 * 3) Learn how to submit your paper to Turnitin.com
 * 4) ** (FINAL DRAFT DUE TO TURNITIN.COM by Sunday, Feb 7) **
 * 5) ** PAPERS NOT SUBMITTED TO TURNITIN.COM WILL NOT BE ACCEPTED FOR A GRADE **

3. Read the three stories below and be prepared to write/discuss on Monday. Consider Why and How do these stories fit under the category of the pursuit of happiness?







=__ WEEK SIX __=

__**Monday, Feb 8**__
**Journal:** What did you like/learn about Informative Writing through the Philosopher's Pursuit of Happiness Essay? Discuss the three stories.... 1. Choose One. Create an Informative Summary Paragraph using the sentence stem below as your first sentence. ** COLLECT PARAGRAPH ** **SENTENCE STEM** The short story by (demonstrates, reflects, illustrates) the idea of the pursuit of happiness. (continue with three pieces of evidences for proof) and finish with a conclusion.  2. Choose a Second Story. Create a Visual Summary in the form of a cartoon with at least four panels. 
 * COLLECT CARTOON **

__Tuesday, Feb 9__
Is there a price for excellence? Is desire the most vital ingredient in achievement? Is Creative Life always a Fight? (Choose one and write a response your journal. Be prepared to discuss it.) <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">[|Happy Feet Trailer] <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">[|Charlotte's Web Trailer] <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">[|Bambi Trailer]
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">Journal: Watch three trailers and consider these statements... **

Then make predictions about the novel Johnathon Livingston Seagull based on what you see in your journal. **Discuss**
 * Next, Watch the following clip.** [|Neil Diamond Song "Be" - Seagull Introduction]

=<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;"> Begin silently reading __**Johathan Livingston Seagull**__ (Have Part One Finished by FRIDAY) After reading write a summary of what happened and include how you think this story connects to the pursuit of happiness. =

(Homework: Read Part One and write a summary paragraph DUE at end of class Wednesday/Thursday)
=<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;"> =

[|Johnathon Livingston Seagull Read by Richard Harris] (entire novel)

[|Johnathan Livingston Seagull audio Part One] [|Johnathan Livingston Seagull audio Part Two]

<span style="color: #222222; font-family: arial,sans-serif;">__Thursday, Feb 11__
Watch [|Happiness Is by Charlie Brown]
 * Journal: What are three sports or activities that you enjoy. Choose one and write about how it could be use to represent happiness...not how it makes you happy DISCUSS**

Learn requirements of personal narrative metaphor for happiness

Finish Reading Part One of Johnathan Livingston Seagull

Go back to your journal and write three questions for Part One of Johnathan Livingston Seagull that could be used on a test at the end of the unit. Provide questions and answers. Finally, write a summary of Part One (Start with the main idea, include three supporting details and a conclusion) ** COLLECT **

**__Friday, Feb 12__**

 * Journal: Make a list of ten of your favorite things. then choose two and write about why they are your favorites.**

Mini Lesson on Metaphors for Happiness Create an advertisement that 'sells' your metaphor Include a picture that connects your idea to happiness in some way and write your three reasons somewhere on the 'ad' Example: Happiness is a new car 1. It brings excitement to life and happiness is exciting. 2. It allows you to go on a journey and happiness is a journey through life, towards satisfaction and fulfillment. 3. It comes in different colors and happiness is different for all of us. We each choose our own 'color' of happiness

Ad is due TUESDAY and will act as a rough draft. Be prepared to type rough draft and conference

Continue Reading Johnathan Livingston Seagull it any time left in class. (Finished with part two and summary of part two for Tuesday)

=__ WEEK SEVEN __=

__**Monday, Feb 15**__
__**School Holiday = NO SCHOOL FOR STUDENTS**__

__**Tuesday, Feb 16**__
Journal: Write a sensory description of your chosen metaphor. For example, let us see the football game, taste the ice-cream, hear the music or smell the roses in your garden.

Go to IMC and type your rough drafts using the metaphor sheet from yesterday and your last three journals. Conference with the teacher as needed. ** COLLECT DRAFT BY END OF CLASS **


 * Peer Edit Your Rough Drafts with Two People**

Write a summary of **Part Two** (main idea, three supporting details, conclusion) ** COLLECT ** Continue Reading the novel ** (Must be read by ___) **

**__Thursday, Feb 18__**
Journal: What do you think about Jonathan Livingston Seagull so far? Can you see its relevance in your life or is it too old to be valid in today's' English classroom? Discuss
 * ** Review the Extended Metaphor Created by Jonathan Livingston Seagull through a series of group activities. (10 pts. per activity for a total of 60 points) **
 * ** Students will move throughout the room every ten minutes **
 * ** (This will take sixty minutes and be done over two class periods) **
 * ** Complete the task in each group and collect the work in a folder with all group members names on the folder. **
 * ** Turn in tomorrow when finished with all the activities. **

__ **Group One:** __
 * Create a twelve question quiz and answer key for the novel. (Four questions for each part.) **

__ **Group Two:** __
 * Consider the symbols of flight and eating in the novel. **

1. Define each symbol 2. Find four specific examples from the novel to support your definition. (cite page numbers) 3. Create an analogy for each word using the novel in your choice that shows your definition of the symbol.

__** Flight: **__ **__as Eating:__ _**
 * Flight is to _ **
 * as Eating is to **

**Group Three:** __** Consider the characters of Jonathan, Sullivan, Chiang and Fletcher **__ __** Choose two and complete the character profile sheets **__





**Group Four** __** Create analogies for the following words. Analogies are one word comparisons that show the relationship between the two words. For example Hot: Cold as Summer: Winter. **__

__** Ordinary: Conventional as **__ **:** __** Traditions: Rules as **__**_ : _** __** Freedom: ** **as**__ **:_** __** Excellence: **__**_ as __:___** __** Creativity: **__**_ as : __:__ _**

Then choose one and answer the following questions in a statement...
 * (Insert word in the blank) ..... looks like **


 * _ smells like**


 * ___ tastes like__ _**


 * ___ feels like__**


 * __is__ _**

**Group Five:**
 * Create a cartoon which demonstrates a __theme__ learned through the novel. **

**Group Six:**
 * Choose what you feel is the most important quote from the novel. Create a graphic that contains the quote, the title and author of the novel, and art work which is representative of the quote. **

__Friday, Feb 19__
Turn in Last Summary (Part Three)
 * Journal: What did you like best about Johnathon Livingston Seagull? What did you like least? Why? Discuss**

Finish Rough Draft in IMC- Checked by Two Others Using Peer Editing Sheet

 * Check Draft with Skoric for Completion Grade **

__**Homework: Choose two of the following stories and read them. **__
[|The Devoted Friend by Oscar Wilde]

[|The Luck of Roaring Camp by Harte]

[|The Lamb to the Slaughter by Dahl]

[|Two Friends by Guy de Maupassant]

[|The Outcasts of Poker Flat by Bret Harte]

[|Desiree's Baby by Kate Chopin]

[|Thoue Baron of Grogzwig by Dickens]

[|Ligeia by Poe]

Read and write a summary paragraph of two of the six stories. (Be sure to include a supportable topic sentence that states the main idea.) You may use following template in order to construct your summary. Be prepared to discuss the stories MONDAY

=__ WEEK EIGHT __=

__Monday, Feb 22__
Journal: Which story did you like the best? Why?


 * __Extended Metaphor Essays Due Today at 11:59__**


 * Collect Two Summaries **


 * Journal: Answer the following questions on your journal. **
 * 1. What did you learn about happiness from the essay and how will you apply that learning to your life?**
 * 2. What did you learn about extended metaphors and how they are analyzed and/or created? **
 * 3. Are you getting the grade you want in this class? If not, what will you do to change that? If so, what do you plan to do to keep it? **


 * After Choosing One of the Prompts Compose an In-Class Essay on the Novel Jonathan Livingston Seagull.**

__Remember:__

 * Thesis**
 * Supporting Evidence/Examples**
 * Transitions Between Paragraphs**
 * Conclusion Restating Your Thesis**

__Tuesday, Feb 24__
[|Family - A Short Film] [|You've Got a Friend In Me - Toy Story]
 * Journal: Watch the two short films and the write a narrative paragraph in which you explain what friendship or family means to you. **

See what the class thinks is important at the start of the unit. [|Friends and Family Poll Fourth Period] [|Friends and Family Poll Sixth Period]

__ **'Quiz' on stories... Complete the following story map worksheet about one of the stories read for class. COLLECT** __

__**NO SCHOOL FOR STUDENTS = Teacher Work Day**__
=__ WEEK NINE __=
 * __Monday, Feb 29__**
 * Journal: If you had to be dropped on a deserted island, where you would live for the next ten years and you could bring only two other people, who would you choose, **
 * your friends or your family? Why? **

Go to IMC
 * 1) Select two articles from those below. (consider the source and the date it was written when choosing and in your analysis)
 * 2) Read and Annotate the Articles using the sheet below. (Be sure to put your questions on the back of the sheet.)

[|Fifteen Reasons We Need Friends]
 * Choose from the articles below:**



[|Friends vs. Family Debate.Org]



[|Peer Influence: Friends vs Families]



[|A Philosopher's View of Friendship]



[|Marriage Declines: Importance of Family Continues]





[|Scholastic Peer Influence on Teens]

In class - Annotate articles and prepare for Socratic Seminar (ten annotations and ten questions that could be asked)

=**__Tuesday, March 1__**=
 * Journal: How has the idea of 'family' changed in the last few years?**


 * Pass out the statistics sheet. Discuss the implications of the numbers. **

Complete Socratic Seminar about whether friends or family have the greatest influence on a teen's decisions

When finished with the seminar write a persuasive paragraph abot whether friends or family have the GREATEST infuence on a teen's decisions. You have to choose one or the other. (Use the persuasive grading rubric as a guide)

[[file:Paragraph Grading Rubrics.docx]]
__** If Absent for the Seminar: **__ __** Write two informative summaries of your articles and a persuasive paragraph in which you make a claim as to whether friends or family have the largest influence on teens decisions. **__
 * DUE at end of class: Article Annotations, Questions, Persuasive Paragraph, Seminar Grading Sheet **

__ Thursday, March 3 __

 * __ No School for Students = Parent Teacher Conferences __**

**__ Friday, March 4 __**

 * __ No School for Students = Teacher Exchange Day __**

= = =__ SECOND QUARTER BEGINS __= =**__Monday, March 7__**=
 * __ WEEK ONE __**
 * Journal: What is a goal you have for yourself academically this last quarter? How to you plan to make that happen? **


 * Discuss Final Quarter: **
 * 1) ** Soundtrack **
 * 2) ** 100 Books All Should Read Essay, **
 * 3) ** Conflict Unit, **
 * 4) ** Graduation Speech **

Journal: Make a list of five of your favorite musical performers. Make a list of five of your favorite songs. Why did you choose those. Are the lyrics or the music more important?

Introduce the Soundtrack of your life assignment. [|Dead Poet's Society Seize the Day] [|It's My Life Bon Jovi]

= Brainstorm a list of events that have change your life... (need fifteen) List Due Tuesday = Journal: Choose one of the events on your list of fifteen and write about its importance to you. Make a list of ten songs and ten performers you like, admire or can relate to. Try to make a connection between the events and the songs or performers...

Give requirements for Soundtrack of Your Life Assignment - ** DUE: Monday, March 21 at 11:59 **


 * Make a pre-writing plan of your soundtrack **


 * Rough Drafts Due at End of Class = Thursday March 10 - At least six of the eleven paragraphs **

=**__Tuesday, March 8__**=
 * Journal: What is the 'best' book you have ever read? Do you think that everyone should read it? Why or why not? **


 * Learn About Best Book List Persuasive Essay Requirements = Start Reading! **
 * [|Amazon: 100 Books to Read in a Lifetime] **


 * [|LIFE = 100 books everyone should read before they die]**





__ Thursday, March 10 __
Journal: How to you plan to organize your soundtrack? Explain your answer...

IMC to work on Soundtracks = Six Paragraphs Done by End of Class (Turned in to Skoric)

__ Friday, March 11 __
Journal: No Journal

IMC to Finish Rough Draft


 * __ WEEK TWO __**

__ Monday, March 14 __

 * Journal: ** What book are you planning to read for the Persuasive Best Book Essay? Have you started it? Why did you choose it? (Remember to bring it to class on Thursday)

Check out this link to see what musicians have to say about the [|soundtrack assignment]


 * Rough Drafts (Eleven Paragraphs Due) **
 * Check out these opening paragraphs:**


 * Now use the following sheet to work with a group of three and edit eachothers papers.**



=__**Tuesday, March 15**__= Journal: What has been the hardest part of writing the soundtrack? The easiest? Do you think this assignment should continue to be part of the Senior English Curriculum? Why or why not?

Go to IMC if needed and/or conference with Skoric about soundtracks. (Rmember they are due on March 21)
 * ===** Remember to bring your chosen book tomorrow. **===

__**Thursday, March 17**__
Journal: What do you know about the Salem Witch Trials from previous classes? Connect the ideas of rumors and secrets to your life as teenagers today? Does something always have to be true in order for people to believe it? Give an example of your opinion.

If you have no intention of reading bring something else to work on. There will be no talking in class today. Only reading! (And eating Donuts of course)
 * Independent Reading Day with Donuts :)**
 * Remember to Annotate as you READ**

__**Friday March 18**__
Journal: Make a list of areas in your life where there is conflict... Is conflict a way of life or are there things that can be done to prevent the conflicts from arising?


 * Create a CD Cover which will act as the Visual Aid for your presentations.**


 * Remember the essay is due to be submitted to [|Turnitin.com]by 11:59 on Monday.**


 * __ WEEK THREE __**

__**Monday, March 21**__
Journal: What grade do you hope to earn on the Soundtrack and why do you believe that you deserve that grade? Then, with grades in mind...Is education important in today's society? Why or why not?

What is an [|Allegory]?

Where have you heard of Plato before and what do you know about him? What do you think he might say about the pursuit of happiness? Watch the following depiction of Plato's Allegory. [|Claymation Version of Allegory]
 * Remember Soundtracks Due tonight at 11:59 **

Review essential vocabulary terms from Plato's Allegory using the sheet below.

[|Plato's Allegory of the Cave] [|Allegory in Plain English] (This version of the allegory may be easier to read and understand.)
 * Go to IMC and Read Plato's Allegory of the Cave.. Write a summary of the events in the story in the order they happen. (Be sure to put the title, author and main idea in the first sentence) **


 * Summaries Due Tomorrow **


 * Bring Your Novel Tomorrow for the Reading Day! :) **

__**Tuesday, March 22**__
__**No Journal:**__ Independent Novel Reading Day Today

__**Thursday, March 24**__
No Journal: Soundtrack Presentation Day

__**Friday, March 25**__
Journal: Where do you see the Parable of the Cave in Life Today? Explain your answer.

Watch the these two clips: [|The Matrix] [|The Breakfast Club]

Now try to connect the idea of an Allegory with the Idea of Education... Why do you think that the story was called Plato's Allegory of the Cave? What do you think the cave is being compared to? (Review Plato's Allegory by watching the following. [|Claymation Version of Allegory]

Review the rhetorical device of allegory as used by Plato and apply that to your own education... How are they similar and how are they different? (Write in Journal)
 * Questions to consider... **
 * Is school a 'cave' where reality is constructed by someone else? **
 * Has the internet, technology and improvements in transportation metaphorically killed the puppeteer? **
 * Is our world more transparent than it has ever been? **
 * How is then parable like or unlike the education you have gotten in the last twelve years? **

Watch the short video on educating the twenty-first century student... Then write about whether they agree or disagree with the claims made in the video clip. [|Empowering the Twenty-First Century Learner]
 * Discuss your opinion... **

Finally, write a paragraph in which you describe the education you have gotten in the last twelve years. Make the claim that you have gotten the education necessary to move forward in life or you have not gotten the education you needed. Support you claim with at least three specific examples. ** COLLECT **


 * __ WEEK FOUR __**

__Monday, March 28__
Journal: Respond to the quote...Agree, Disagree????? Connections??????


 * “We are taught you must blame your father, your sisters, your brothers, the school, the teachers - but never blame yourself. It's never your fault. But it's always your fault, because if you wanted to change you're the one who has got to change.” --Katherine Hepburn **

[|American Teacher IM] [|Waiting for Superman IMBD]
 * In your journal: Brainstorm a list of words connected with the word **LEARNING.**
 * Watch twenty minutes of each of the following documentaries.
 * For each one make a list of ten things you learned and at the end write a reflection in which you decide who the film blames for the problems in education. ** COLLECT **

__**Tuesday, March 29**__
Journal: Who is the most responsible for your education? Explain Your Answer.

Go to IMC and do some research to either back up or change your opinion as to who is responsible for your educaiton. Bring Education Research Notes, Your Annotations and Questions to Class for Seminar Tomorrow.



__ **Possibilities for articles include:** __

__ **Teachers are Responsible for Student Learning** __ __ **[|The Washington Post: War on Teachers]** __ __ **[|Pro/Con Teacher Tenure]** __ __[|The War on Teacher Tenure]__ __[|Falling Standards of Education: Who is to blame?]__



__ **Students are Responsible for Student Learning** __ [|Students must take responsibility for their own learning] [|Online Grading: Helpful or Dangerous]

__ **Parent or Society is Responsible for Student Learning** __



__ **Websites that Discuss the Responsibility for Learning** __ [|Should Teachers Be Held Responsible for Student Performance]

[|Standardized Tests Pro/Con.org]


 * Homework: Be ready with materials for the Socratic Seminar: Whose responsibility is it to Educate the Youth in America? **

__**Thursday, March 31**__
 * Students will complete their research on education in the IMC.**

__**Friday, April 1**__
Skoric Gone =Students will read Independent Novels =Complete Annotations =Write a Persuasive Paragraph as to Who Has the Ultimate Responsibiity for Student Educatioin.


 * __ WEEK FIVE __**

__**Monday, April 11**__
Journal: Who did you determine was ultimately responsible for students education? Explain your answer.
 * Collect paragraphs and research annotations. **

Discuss: What makes a novel one that all should read? Watch the following video about what defines a classic novel.
 * [|What Defines a Classic Novel]**


 * [|Italo Calvino's List of 14 Definitions of a Classic]**

[|Articles Factory.com Classic Literature]

Now take a minute and free write using the list as to whether or not your chosen book is a classic one that should be read by all. (Be ready to go to IMC tommorow and type your essay)

__**Tuesday, April 12**__
Go to IMC and finish Best Book Essays (Rough Draft Due at End of Class Tomorrow)

__**Thursday, April 14**__
Peer Edit Rough Drafts with Two Students (Collect)



**__Friday, April 15__**
= Finish paper and submit to **[|Turnitin.com]**. DUE Tuesday at 11:59


 * __ WEEK SIX __**

**__Monday, April 18__**

 * Professional Day = No School for Students**

__**Thursday, April 21**__
What do you think of when you hear the word conflict? Explain your answer.

In this short unit on conflict we will deal with two overriding questions. 1. How and What is the Message That is Being Delivered? 2. Why is that message important?

What do you know about the American Author Kate Chopin? HInt...you have already read one story by this author. [|Kate Chopin Biography]

Read the story The Blind Man by Kate Chopin

1. What is the literary conflict in the story? 2. How is is resolved? 3. What do you think Chopin is trying to say about conflict through this story? 4. How is she getting her message out and why is is important?
 * Answer the following questions: (Collect) **

__**Friday, April 22**__
Journal: What is the role and responsibility does a writer have in dealing with conflict? Explain your answer.

What do you know about the current conflict in Syria? [|Syrian Conflict]

Read the article below and after reading answer the two questions below. [|Citizen Journalists Report from Syria]


 * Text Only Below**

1. What is the message about conflict and How is it being delivered? 2. Why is that message important?


 * __ WEEK SEVEN __**

__**Monday, April 25**__
Watch a clip of the War of the Worlds Then answer the following questions in your journal. What is the message about conflict and how is it being delivered? Discuss...
 * [|The War of the Worlds by Orson Wells]**

Read: A Modest Proposal by Johnathan Swift.

[|Modest Proposal Audio Book] [|youtube a modest proposal]

As you read write down ten questions you have. Discuss.

Now, underneath your list answer the two questions below. 1. What is the message about conflict and How is it being delivered? 2. Why is that message important?
 * DUE TOMORROW **

__**Tuesday, April 26**__
Journal: What is satire? Make a list of characteristics of the genre. For example it often uses hyperbole (extreme exaggeration) and it is most often tied to real life events. Try to come up with at least five. Discuss

Now take out the list of ten things and your questions from //**A Modest Proposal**//. Discuss what students thought about the essay and how they answered the questions.

For those who are still confused...see the following resource. It provides links to examples from literature and entertainment.
 * [|satire explanation and examples]**

Now take a look at the ten conflicts to watch in 2016/ From their previous knowledge, which is the most important to the United States and why? Discuss th list and choose three as a class.

__**Thursday, April 28**__
Journal: What do they already know about one of the chosen conflicts? Explain.

Go to IMC and Research the Chosen Conflict Using the Sheet Below

When finished answer the following questions. 1. What, When, Where and How is this conflict escalating? 2. Why is this important to the United States?

__**Friday, April 29**__
Journal: What effect can a newspaper article have on a conflict going on in the world today?

Make a list of the things needed in a newspaper article. [|Directions for Editorial Articles]

Take at their research from yesterday and think about the answers to the questions asked. You will create an editorial newspaper article 'shining a spotlight' on your chosen problem. You can choose whether to create an article with a satirical slant or one that is a more traditional problem/solution format.

If they choose to attempt satire they might use the following sites as a resource for examples of satirical pieces. [|The Onion] [|McGuffin's Untrue News] [|The Daily Show with Jon Stewart]

When they are finished students will create an editorial cartoon to go along with their article. Both are due by the end of class on Thursday, May 5. [|Directions for Creating and Editorial Cartoon] [|Examples of Editorial Cartoons]




 * __ WEEK EIGHT __**

__**Monday, May 2**__
Journal: Do you believe that your chosen conflict can be solved? If so, how?


 * Be sure that you include: What, Where, When and How details about your chosen conflict.**
 * Also be sure to include: Why it is important to the US and your proposed solution.**

Go to IMC to work on Draft of Editorial and Editorial Cartoon

__**Tuesday, May 3**__
JOURNAL: You are two weeks from high school graduation. As you look towards that even what stands out to you as the most important events in the last four years? How about the thirteen years since kindergarten? [|What will stand out as the most important?]

[|Graduation Wisdom (10 Best Commmencement Speeches)] [|Best Commencement Speeches Elements Youtube] [|15 Great Graduation Speeches]

Learn the requirements for the Graduation Speech Assignment and free-write for fifteen minutes about what you think you will say... Collect for a participation grade.




 * Speeches turned in to Turnitin.com by 11:59 on May 10**
 * Give in Auditorium May 12/13**

__**Thursday, May 5**__
No Journal IMC to work on Editorials, Editorial Cartoon ( ** DUE AT 11:59 TONIGHT TO ** **[|TURNITIN.COM]**)

__** Friday, May 6 **__
IMC to work on Grad Speeches


 * __ WEEK NINE __**

**__Monday, May 9__**
IMC to work on Grad Speeches

**__Tuesday, May 10__**
IMC to work on Grad Speeches

**__Thursday, May 12__**

 * Give Graduation Speeches in the Auditorium**

**__Friday. May 13__**

 * Give Graduation Speeches in the Auditorium**
 * __ WEEK TEN __**
 * __ THIS IS IT SENIORS...THE LAST TWO DAYS OF HIGH SCHOOL __**

**__Monday, May 16__**

 * Today we are going back to where we started...To the questions of Truth, Tradition and Conflict**

__**Truth**__

 * Students will participate in series of rotating: Circle Questions**

__**Tradition**__

 * Students will write their Senior Will and Prophecy (To be published in The Maroon Tribune by Friday of this week. = Due at Beginning of Class if Not Finished Today)**
 * 10 total = 5 Wills and 5 Prophecies or a combination of both totaling ten**
 * [|Maroon Senior Wills]**

**__Conflict__**

 * Students will write letters about a conflict that occurred this year. It can be to a person or the idea itself.**
 * At the end of the hour the letters will be placed in a sealed envelope and turned in. If you want them sent, provide an address on the envelope.**
 * Congratulations and have a great summer! :)**