Informational Essays

imgres.jpgAs we review informational writing, please copy the resources below into your Class Notebook.

Ms. Ellis’ Notes on Informational Essay Writing


 

Legend:

Any information that is grade specific will be highlighted in the appropriate color below.

10th Grade Specific

11th Grade Specific


 

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Introductory Paragraphs

  • Expectations:

    1. Intriguing Hook (lead) that is unbiased. (1-2 sentences)

    2. Substantial background information that tells your audience about your topic. What is it? What is important to know prior to hearing your reasons? (2-3 sentences)

    3. Clear and concise thesis Statement (using the umbrella or list method). (1 sentence)

  • Resources:


Student Examples:imgres-1.jpg

Click below to see images of student examples and the in-class activities completed w/ Ms. Ellis.


 

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(Yes, I do realize this picture contains a grammatical error. Live a little.)

Body Paragraphs

Expectations:

  1. Clear topic sentence or transitional sentence at the beginning of each paragraph including reason. (1 sentence)

  2. Explanation of reason.

  3. Evidence #1 to back up reason.

  4. Explanation of evidence #1.

  5. Evidence #2 to back up reason.

  6. Explanation of evidence #2.

  7. Evidence #3 to back up reason.

  8. Explanation of evidence #3.

  9. Clear and concise closing statement or transitional sentence that leads into next reason. (1 sentence)

  10. You must use 6-7 pieces of evidence in your entire essay. (Includes intro and conclusion). NOTE: 11th grade = 7-8 pieces

    • i.e.- You may have a quote for your hook (1), five pieces of evidence in your body paragraphs (5), end your conclusion with a notable quote (1) = 7 total pieces of textual evidence utilized in your essay.

  11. Vary the ways you integrate quotations in your essay.

    Essay Requirements

    (10th Grade= 6-7 pieces of textual evidence)

    Reg.- Use 3 types of quotation integration strategies & 1 paraphrased piece of evidence.

    -paraphrase (1)

    -explanatory phrase + comma (1)

    -complete sentence + colon (1)

    -make quotation part of  your sentence (1)

    Hon.- Use all types of quotation integration strategies & at least 1 paraphrased piece of evidence.

    (11th Grade= 7-8 pieces of textual evidence)

    1. Paraphrasing (2)

    2. Complete sentence w/ a colon (1)

    3. Explanatory phrase w/ comma (1)

    4. Make quote part of own sentence (2)

    5. Short quotations part of own sentence (2)

      Resources:

  • Cite Evidence Notes
  • Integrating Quotations

    • Reminders:

    • Thoreau ends his essay with a metaphor: “Time is but the stream I go a-fishing in.” Note the location of the period.

    • Thoreau ends his essay with a metaphor: “Time is but the stream I go a-fishing in” (paragraph 3). Note the location change of the period after citation.

    • Vary your tags! (Do not repeat “said”). i.e.- gasped, replied, stated, explained, informed, proclaimed, rebutted, suggested, etc.

    • Paraphrasing: Rule #1: Do NOT repeat the same keywords as the original author. Rule #2: Do NOT look at the quotation more than twice. If you stare at the author’s words too long, you will be unable to come up with your own original synonyms.

    • Know the difference:

      • Comma= ,

         (Use an introductory dependent clause prior to the comma)

        • If you use the word “that” you DO NOT use a comma.

      • Colon= :

           (Must be preceded by a complete sentence)

      • Semicolon= ;

        (May NOT be used to introduce a quotation)

    • When quoting poems, include the line break. i.e.- “Roses are red,/ Violets are blue…”

    • Only use an ellipsis (…) when it won’t change the meaning of the quotation.

    • In- Class Practice: (10th Grade)

  • Transition Words and Clauses

  • Transition Words List #2

  • Transition Sentences and Words- Student Copy


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Concluding Paragraph

Expectations:

  1. Mirror your introduction’s hook. (optional)

  2. Restatement of your thesis. (1 sentence)

    • You must REWORD your thesis. Do not write your thesis statement in the exact same way!

  3. Recap major points in body paragraphs. (2-3 sentences)

    • DO NOT mention new information. This is a summary section.

  4. Discuss controlling idea and set it in a larger context. How will others be affected? OR Redefine key terms to help audience better understand your topic.

Resources:

  • Types of Conclusions

  • Look in the Student Examples section to see conclusions from your own peers.


Proofreading:c1c68270db939e7409533c26529216bb.jpg

  1. Do you have clear and concise Sentences?

  2. Writing Checklist

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Directions: Revising your Fall Writing Interim

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  1. Rewrite your essay based on the notes you received.

  2. I will review each portion of the essay and then you will rewrite just that piece.

  3. The following class I will check your rewrites and review the next section.

    • i.e.- I will teach introductory paragraphs; you will rewrite your introduction; I will check your revised introductory paragraph.

  4. By the end of the workshop, you will have revised your introduction, body paragraphs, and conclusion.

  5. Type up the revised paragraphs into a final draft. Please use the following set up when typing.

    • Font= Times New Roman

    • Size of Font= 12 points

    • Line Spacing= Double Spaced

    • Header in Left- Hand Corner= Name, Teacher, Date, Period

    • Title of Essay= Centered in the Middle

    • Use this template for assistance: Student Essay Template

  6. Legend

      


 

Let’s Take It Digital!

  1. Upload your final essay onto your Digital Portfolio under “Informational Writing.”

Socratic Circle: Immigration in America

Essential Question:

What does it mean to be an immigrant in America?

ossis-back-home


After exploring various texts throughout the first quarter, you displayed your collective knowledge in a Socratic Circle to discuss our essential question above. Although any text read this quarter was viable, everyone should have four specific texts analyzed prior to the discussion:

  1. “Blaxicans” by Richard Rodriguez (essay)

  2. “Mother Tongue” by Amy Tan (essay)

  3. HMHFYI.com article (from “A New Birth of Freedom” section)

  4. one article from a credible source (your choosing)

Note- You could have incorporated our other relevant texts (“Immigrant in Our Own Land” – Baca (poem) or “Song of Myself”- Whitman (poem))

This is an evaluation image and is Copyright Pamela Perry. Do not publish without acquiring a license. Image number: 0515-1105-0620-2900. http://www.acclaimimages.com/_gallery/_pages/0515-1105-0620-2900.html

Reminder: You should have…

  •  a bulleted list of the major points from all the texts of your group members

  • a stance on the essential question that you can explain in one concise sentence

  • created five (5) questions to utilize during the scholarly discussion


Ntoes picNotes from Socratic Circle on Immigration in America

Find notes from our class discussions below.

Period 4:

 Period 4 Socratic Circle- ImmigrationPeriod 4 -Immigration 2

Period 6:

P.6 Socratic Circle- Immigration



Writing Assignment:

Over the first quarter, we have discussed the immigrant experience. Based on both the texts we have examined and our Socratic Circle discussion, what does it mean to be an immigrant in America? In three argumentative paragraphs, fully address your stance on the immigrant experience incorporating at least four correctly cited pieces of textual evidence. You must address a minimum of two (2) counterarguments presented during the discussion.

Essay Scoring

Grading essays pic

How were your essays scored?

Recently, I scored your Fall Writing Interim essays. Even though we have discussed the writing rubric in detail, I wanted to provide an additional breakdown of the points system. Please view the number- letter system explained below.

Scoring System:

10-9= A

8-7= B

6-5= C

4-3= D

2-0  or UNSCORABLE= F

  • Your largest weakness is written on the front of your essay beside the corresponding category.

    • i.e.- “clear thesis” means you needed a clearer thesis in your introduction.

Reminders/ Patterns Found in Fall Interim Writing Assessments:

  • A title is not optional.

    • Come up with an original title and center it at the top of your essay.

  • Remove yourself from your essay.

    • No “I” statements.

    • No “I think” or “I believe”

  • Your thesis should be one (1) clear and concise sentence at the END of your introduction.

    • i.e.- When it comes to genetically modified foods, there are many benefits and risks. (p.1.)

    • OR

    • i.e.- “While the formation is above sea level, people come to see its fascinating features with different points of view- the “no mortal understands” versus the “we know” approach. (p.4)

  • Read the prompt and determine the type of essay at the BEGINNING.

    • Many of you wrote argumentative essays by giving your own advice instead of simply providing the readers with the facts.

National Novel Writing Month (NaNoWriMo)

NaNoWriMo IconNovember is National Novel Writing Month or NaNoWriMo!


Because of our stringent schedule, I cannot have the entire class participate in NaNoWriMo, but I would like to offer extra credit to students who participate.

Sometimes we simply need a bit of motivation to help our writing come to life. Sign up for NaNoWriMo here and get started.

NaNoWriMo How To

Need more incentive? Check out this blog post.

Note:

  • To receive the extra credit you must show me the badges you have collected during the month of November, as well as your completed novel.

  • You will not receive credit for only a few pages of writing.

Good luck and happy writing!

Writing w colors

Ms. Ellis’ Literary Duel: How Bookish Are You Really?

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I officially challenge you to a duel of literary proportions! Each quarter you will compete against your teacher to see who can read the most books (nonfiction or fiction). If you beat me, you will receive an automatic “A” to use on any project (that same quarter) of your choosing. If you read at least ten (10) books each quarter, I will give you extra credit for the quarter.

Note: It is possible to receive the automatic “A” AND the extra credit. 

Here are the rules:

  1. Your book must be within the Lexile range for your grade level.

    • Screen Shot 2015-10-07 at 5.20.25 PM

    • The “Stretch” Lexile Band is for those readers who want to challenge themselves.

  2. Check Lexile levels here by typing the title of your text in the right-hand corner.

  3. You must submit a book review on Goodreads for every book you read. Follow Ms. Ellis on Goodreads so she can see your progress. Your book review must contain the following information:

    • Write a summary of the book including its central idea.

    • Discuss the book’s strengths and weaknesses.

    • Tell whether or not you would recommend the text to other readers.

  4. Keep a hard copy of your reading log posted in the classroom: Ms. Ellis’ Literary Duel Log 

Quarter 1- English II Lesson Plan

Teacher:           Ms. Ellis                                               Robert Morgan Educational Center
Grade Level & Subject: 10th Grade/ English 2
Lesson and/or Unit: HMH Collection 1: Ourselves and Others
Amount of Time: 11 Weeks
 
LAFS:

LAFS.910.L.2.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
LAFS.910.L.3.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
LAFS.910.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RL.1.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
LAFS.910.RL.1.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
LAFS.910.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
LAFS.910.RL.2.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
LAFS.910.RL.2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
LAFS.910.SL.1.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Learning Focus: Close Reading and evidence tracking through annotation.

Student Learning Objective: The student will be able to use digital technology to practice close reading and evidence tracking when analyzing multiple selections presented in diverse formats. The student will synthesize ideas about these analyses and will present their findings in a variety of products.

Objectives by Text: The student will be able to…

  • “What of This Goldfish, Would You Wish?”- analyze the impact of cultural background on point of view.
  • “The Wife’s Story”- analyze structures of a story and character development.
  • Court Opinion from Texas v. Johnson & “American Flag Stands for Tolerance”- analyze a Supreme Court decision, cite evidence used to make inferences in an editorial, and compare tone in two texts by analyzing the impact of word choice.
  • “My So-Called Enemy”– analyze how a director unfolds a series of ideas to advance a purpose and a point of view.
  • from The Universal Declaration of Human Rights unpack the aspects of a seminal document and examine its meaning.
  • “The Lottery” – analyze a writer’s choice in terms of pacing, word choice, tone, and mood.
  • “Without Title”- support inferences about theme.

 

Assessment For Learning (Summative or Formative): 

  • Research paper/ Documented Essay: Analytical Essay (Summative)
  • Portfolio Reflection Assessment
  • Peer Assessment
  • Oral Assessment/ Discussion Participation
  • Project-based Presentation/ Assessment
  • Timed Writing Assessment
  • Standardized Test Practice Assessment
  • Analytical Reading Log/ Dialectical Journal
  • Other:

By Week:

  1. English 2 Reading/ Writing Baseline
  2. Summer Reading Assignments
  3. Social Justice Manifesto Presentation
  4. Frayer Model- Collection 1 Vocab
  5. NRI Identifying Sentences and Fragments Quiz
  6. NRI Components of a Sentence #1 Quiz
  7. NRI Components of a Sentence #2 Quiz/ Fall Writing Interim
  8. NRI Connecting Clauses with Colons and Semicolons Quiz
  9. NRI Punctuating with conjunctions Quiz
  10. NRI Parts of Speech #3 Quiz
  11. ThinkCERCA Quarter 1 Average
Characteristics of the Exemplary Work Product/Lesson Outcome:

 see FSA Writing rubric

Key/Essential Questions: What is the impact of cultural background and point of view?

 

Key/Academic Vocabulary: HMH Collection 1 & Write Starts

discriminate, diverse, inhibit, intervene, rational (frayer model)

 (See weekly daily Starts Words)

Materials/Items Needed: HMH Collection 1 (digital or copies made by teacher), Write Starts Grade 10
Bellringer/Engage:

  • Grammar Practice (No Red Ink Quizzes)
  • Journal/ Writing Practice (Write Starts)
  • Group Discussion
  • Vocabulary Practice (Write Starts)
  • Other:

Write Starts Vocab./ No Red Ink (NRI)

Week 1: Acquiesce

Week 2: Banal, Chide/ NRI Diagnostic

Week 3: Dogmatic, Efface/ NRI Identifying Sentences and Fragments Practice

Week 4: (sign-up for HRW) Fastidious, Garner, Heresy/ NRI Iden. Sent. and Frag. Quiz, NRI Components of a Sentence #1 Practice

Week 5: Innocuous, Jettison, / NRI Components of a Sent. #1 Quiz, NRI Components of a Sent. #2 Practice

Week 6: Sagacious, Languid/ NRI Components of a Sent. #2 Quiz, NRI Connecting Clauses w/ Colons & Semicolons Practice

Week 7: Mitigate, Novel, Orthodox, Parsimonious, Quail/ NRI Conn. Clauses w/ Colons & Semicolons Quiz, NRI punctuation w/ conjunctions practice

Week 8: Recalcitrant, Sonorous, Trenchant/ NRI punctuation w/ conjunctions quiz, NRI adjectives practice

Week 9: Umbrage, Volition, Waft/ NRI adjectives quiz, NRI Identifying Parts of Speech #3 practice

Week 10: Sanguine, Yammer, Zenith/ NRI Identifying Parts of Speech #3 quiz, NRI Commonly Confused Words #2 practice

Week 11: Abrogate, Belie, Capricious/ NRI Commonly Confused Words #2 Quiz, NRI Active and Passive Voice practice

Activities: 

Week 1: Introduction, syllabus, tablets, Summer Reading projects due.

Week 2: Introduction to HMH Collection 1: Ourselves and Others. Group Manifesto Project/ presentations

Week 3: Finish group presentations. Teach NRI Sentences and Fragments. Sign up for Digital HRW textbook (my.hrw.com). “What of This Goldfish, Would You Wish?” by Etgar Keret, Introduce analysis essay (tablet distribution)

Week 4: Wrap up group presentations. Teach NRI Components of a Sentence #1. Review ThinkCERCA questions missed on HW. Interim Essay (District), “The Wife’s Story” by Ursula Le Guin, character development chart, Speaking Activity: discussion, Introduce parts of an essay/ types of essays (tablet distribution)

Week 5: Teach NRI Components of a Sentence #2. Review ThinkCERCA questions missed on HW. Court Opinion from Texas v. Johnson by William J. Brennan & “American Flag, Stands for Tolerance” by Ronald J. Allen, Writing activities: comparison, analysis, Teach introductory paragraphs

Week 6: Teach NRI Connecting Clauses w/ Colons & Semicolons. Review ThinkCERCA questions missed on HW.  “My So-Called Enemy” Directed by Lisa Gossels, Speaking activity: argument, Teach body paragraphs

Week 7: Teach NRI punctuation w/ conjunctions. Review ThinkCERCA questions missed on HW. from The Universal Declaration of Human Rights by UN Commission on Human Rights, Teach conclusions

Week 8: Teach NRI adjectives. Review ThinkCERCA questions missed on HW. “The Lottery” by Shirley Jackson, Writing activity: letter, Examine analysis essays

Week 9: Teach NRI Identifying Parts of Speech #3. Review ThinkCERCA questions missed on HW.”Without Title” by Diane Glancy and The Story of Us: American Buffalo (HISTORY video), Speaking activity: Oral Narrative, Synthesize articles read 1st quarter

Week 10: Teach NRI Commonly Confused Words #2. Review ThinkCERCA questions missed on HW.Write drafts 1-2 of analysis essay

Week 11: Teach NRI Active and Passive Voice. Review ThinkCERCA questions missed on HW.Teacher- student writing conferences. Peer review/ final editing of analysis essay. Analytic essay due.

DI: HMH Close Reader: Collection 1

  1. “The Wife’s Story” by Ursula K. Le Guin
  2. from The Universal Declaration of Human Rights by UN Commission on Human Rights
  3. from Towards a True Refuge by Aung San Suu Kyi
  4. Student- Teacher Writing Conferences

Exit Slips:

  • Review daily EQ and objective
Differentiation Notes: Technology Integration
Honors

  1. www.hmhfyi.com Extension activities
  • HP Tablets
  • One Drive
  • One Note Class Notebook
  • No Red Ink
  • ThinkCERCA
  • Padlet
  • Kahoot!
  • Word Processing
  • PowerPoint
  • Internet Resources
  • Graphics/Charts
  • Internet Research
  • Web Cam
  • Interactive whiteboard
  • Class Dojo
  • Remind
  • Teacher Website
  • Movie/ Film
  • Other:
ESE (IEP/ 504)

  •  Extended time
ELL

  •  Extended time
Other: Specified in IEP or 504 plan.
Teacher Strategies – Best Practices

  • Student choice
  • Teacher modeling
  • Cooperative learning
  • Hands-on learning/ manipulatives utilized
  • Small group
  • Higher-ordering thinking skills
  • Real-world connections
  • Criteria charts created (student-driven; supports learning by defining and clarifying a task )
  • Rubrics created (student-centered)
  • Mentor texts
  • Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts previously introduced)
  • Research/research materials
  • Evidence of assessment for learning (teacher modifies instruction based on students’ understanding)
  • Socratic Circle/ Seminar
  • Other:

Reading Skills

  • Annotation
  • Paraphrase
  • Summarize
  • Chronology/ Timeline
  • Literary Element Analysis
  • Questioning
  • Prediction
  • TPCASTT
  • SOAPSTONE
  • Independent Reading
  • Writing before and after reading
  • Implementing pre, post, or during reading activities
  • Teaching metacognitive strategies/reading strategies
  • Classroom/Literacy library

Vocabulary Skill

  • Greek/ Latin Roots
  • Analogies
  • Context Clues
  • Synonyms/ Antonyms
  • Prefixes/ Roots/ Suffixes
  • Usage

Writing Skill

  • Literary Analysis
  • Pre-Writing
  • Revision/ Peer Editing
  • Reflection/ Self Analysis
  • Informational/ Explanatory
  • Persuasive/ Argumentative
  • Narrative
  • Writing workshop time
  • Teaching grammar and mechanics in context
  • Conferencing
  • Other

 HW: See REMIND texts.

Week 1: Get all appropriate paperwork signed. Summer Reading projects are due on Thursday/ Friday.

Week 2: Daily Voice Journal entries, ThinkCERCA #1, No Red Ink Diagnostic Assessment, Bring mobile device agreement, and technology fee.

Week 3: Daily Voice Journal entries, ThinkCERCA #2, No Red Ink Sentences and Fragment Practice Exercises

Week 4: Daily Voice Journal entries, ThinkCERCA #3, NRI Components of a Sentence #1 Practice

Week 5: Daily Voice Journal entries, ThinkCERCA #4, NRI Components of a Sent. #2 Practice

Week 6: Daily Voice Journal entries, ThinkCERCA #5, NRI Connecting Clauses w/ Colons & Semicolons Practice

Week 7: Daily Voice Journal entries, ThinkCERCA #6, NRI punctuation w/ conjunctions practice

Week 8: Daily Voice Journal entries, ThinkCERCA #7, NRI adjectives practice

Week 9: Daily Voice Journal entries, ThinkCERCA #8, NRI Identifying Parts of Speech #3 practice

Week 10: Daily Voice Journal entries, ThinkCERCA #9, NRI Commonly Confused Words #2 practice

Week 11: Daily Voice Journal entries, ThinkCERCA #10, NRI Active and Passive Voice practice

Prefixes, Suffixes, and Roots Project

Prefixes, Suffixes, and Roots Project

Due: December 14 (even classes) or December 15 (odd classes)

Prefixes, Suffixes, and Roots Booklet -Updated

Full List of Prefixes, Suffixes, and Roots

Paper Booklet Example from Last Year

(Note: Your booklet will be a digital representation.)

 
PSR Booklet Cover

Your opening slide or screen must contain the cover page information.

PSR Table of Contents

Your table of contents MUST come after your first slide. If you are using Padlet or Glogster, ensure that your order the content in the screen in a logical progression according to my directions.

PSR Prefix Example Page

Example of how to create a prefix page. Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).

PSR Suffix Example Page

Example of how to create a suffix page.Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).

PSR Root Example Page

 

 

 

 

 

 

 

 

Example of how to create a root page.Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).


Grades

Your scores are based on the rubric that is at the end of your Prefix, Suffix, and Roots packet. (Look up! There is a digital copy at the beginning of this post.) Please find the points to letter grade breakdown below.

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Scoring

16-14= A

13-11= B

10-8= C

7-5= D

4-0= F

 

 

 

 

 

 

Collaborative Blog Assignment

Guest blogging

Throughout the school year, pairs of students will be tasked with recording all pertinent information from Ms. Ellis’ class for their assigned week. The blog is due every Saturday at 8pm. Email your blog to Ms. Ellis at msdrellis@gmail.com.

Create your blog in a word document. I will copy and paste your information into our WordPress blog. Please PROOFREAD your work. I will not proofread each post. Your grade will be negatively affected if your blog is unorganized, missing information, or unedited.

Groups should be keeping track of the following information:

  1. Specific HW list from the entire week. (include assignment titles, directions, dates due).

  2. Notes on all texts read. (Be specific! Titles, authors, notes)

  3. Key vocabulary (include definitions)

  4. Class activities (i.e., bellringers, exit slips, group activities/ discussions, tests, etc.)

  5. Any other relevant information covered during the week.

Please see below for a template for your blog. (NOTE: Your blogs do not have to look identical. Feel free to add pictures from class or videos of my lectures. Maybe an inspirational video that you want to share with your classmates. Be sure that anything included is APPROPRIATE for an 11th grade classroom setting.)


Week 2 (August 31- September 4, 2015)

By: Name and Name

(Do not include last names. Include last initial if another student in class shares your first name)

Essential Question (can be found on the dry erase board)

Vocabulary

Class Activities

Sites shown in class

Texts Read with Accompanying Notes

HW Completed Throughout the Week

Go get em tiger- small kitty pic

Introduction to HMH Collection 1: Ourselves and Others

Research a Social Justice Issue and Create a Manifesto Explaining How Your Group Would Fix the INJUSTICE

Stand speak act pic

Directions:

Put yourselves into groups of three (3).

Research a social injustice currently occurring in today’s society. (ISIS beheading Christians/ imposing their religious beliefs on others, other radical groups imposing religious beliefs, Russia invading the Ukraine (human rights), Immigrants traveling to various countries to escape poverty, racism in the US/ Europe, etc.)

You may only choose one (1) social injustice issue.

  • Start research here:

  • Compile your findings into a Prezi presentation. (www.prezi.com)

    • include group member names on the first slide of your Prezi

    • include vital information about:

      • what country or peoples you are concerned about

      • what is going on (give specific details, dates, names, etc.)

      • whether there are people or organizations are already trying to help

  • Add a manifesto to your Prezi (see below)

Create a manifesto with your group members by answering the following questions:

  1. Are you ready to make a declaration? (if not, when will your group be ready? 6 months? a year? college? as an adult?)

  2. What are you ending? (i.e., is it a social injustice: racism, discrimination, gender inequality, LGBTQ+ rights, immigration crisis)

  3. What do you want the world to be like?

  4. What sort of community are you creating?

  5. Who are we? (“We” means you and your group members.)

  6. Who or what are you defeating?

  7. What way of being are you promoting?

  8. What actions are you encouraging?

  9. What can you build so others can live your idea?

Be sure your Prezi is pleasing to the eye. Add graphics, visuals, anything that helps your audience (your classmates/ teacher) understand the information presented.

Be sure your Prezi saves correctly!

 Need an example?

Example of manifesto

Coming to America Introduction: Group Activity

PilgrimsPlymouth

Directions:

Imagine your group is the first to travel to North America.You are planning on living in North America permanently. (Think 17th century. The pilgrims came over to the New World September of 1620.)

Materials:  (all sheets will be submitted)

  1. Planning Sheet

  2. Lined Paper

  3. Printer Paper (from Ms. Ellis)

Jobs for Group Members:

  1. Scribe #1 (Jot down ideas on planning sheet)

  2. Scribe #2 (Clearly write down group’s specific explanatory paragraph of community’s design)

  3. Artist (Draw visual representation of explanation)

  4. Creative Thinkers (help group brainstorm the specific details of your society)

Video to get you brainstorming:

http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/pilgrims-in-america

Get Started:

Create a planning sheet:

Where are you coming from?

What items would you bring? Why?

How many of you are making the voyage to the New World? (i.e., number of men, women, children, or lack thereof)

List from highest importance to lowest importance what you would do as soon as you disembark from your boat. (at least 10)

What laws would you institute to promote the American Dream? Be specific.

What does your community look like? Familial structure?

What is your procedure for meeting the indigenous peoples already residing in North America?

Name your community.

Explanation: (must be in paragraph format)

Write an explanation of your community on a separate sheet of paper. Be as specific as possible. The reader of your explanation should be able to clearly visualize what your community looks like, who lives there, how it came to be, and how the individuals function within its walls.

Visual Representation:

Draw your community. Include all important aspects! Make your explanation come to life.