Senior Exit Interviews day #2

Senior Exit Interviews Day #1

• Introducing yourself
• Honorable Citizen
• Academically Strong
• Working Hard for Excellence
• Knowledgeable Communicator
• Soaring with Pride
• How LHS has prepared you for your post graduation goals
• Reflection

Due:  Bring blank note cards to class. If you cannot buy them or afford them or forget, then you will be required to use lined paper cut into the appropriate size.

In class:  Begin creating note cards for talking points on:

By the end of class:  complete 4 note cards

LHS Total Student Portfolios due and uploaded to Class of 2018 Classroom (see Slides or letter for codes)

LHS Total Student Digital Portfolio/Website due in class to "Class of 2018 LHS Total Student Portfolio." Class code on Slides and in the handout detailing assignment requirements. THIS IS NOT WHERE YOU TURN THE ASSIGNMENT IN. 

• Focus on design and aesthetic
• Editing

• Focus on design and aesthetic
• Editing

• Hyperlink the SLOs in the footer to the pages/work samples that exemplify that area:
• Honorable Citizen hyperlinked to the Community Service page or one of its subpages that contains your evidence (attendance record and community service hours)
• Academically Strong hyperlinked to a course in one of the core disciplines (English, Math, Social Science, or Science) that contains a work sample that exemplifies this SLO
• Working Hard for Excellence hyperlinked to a course in one of the core disciplines (English, Math, Social Science, or Science) that contains a work sample that exemplifies this SLO and connect to your career choice/future plans

• Knowledgeable Communicator hyperlinked to Government/Economics subpage that contains the Senior Budget Project
• Soaring With Pride hyperlinked to Co-curricular and Extracurricular Activities subpage for a sport, club, academic team, etc.

Monday 4/23-Friday 4/27

• Create footer with these 5 SLOs equally spaced at the bottom of the webpage:
• Honorable Citizen
• Academically Strong
• Working Hard for Excellence
• Knowledgeable Communicator
• Soaring with Pride

• Add content and work samples to each page/subpage. Required work samples from this year only, but all four years preferred. Remember, this is supposed to show the totality of who you are and what you’ve accomplished over the last 4 years of high school:
• AG (if you took Ag classes)
• Co-curricular and Extracurricular Activities
• Community Service:
• REQUIRED:  Community service documentation of 25 completed hours
• REQUIRED:  Attendance record from senior year, semester one.
• OPTIONAL:  Other photos or documents for discussion purposes
• Electives
• English Language Arts
• Cross-curricular projects grades 9-11 (AP students exempt)
• Anti-bullying Campaign
• Exemplary work sample
• Mathematics
• Exemplary work sample
• Physical Education
• Science
• Exemplary work sample
• Social Science
• Budget Project
• You must have the score sheet from the teacher and key elements of the budget project
• May include brochures, pictures of apartment, bank logo, etc.
• Talking point:  How did the budget project help you realize your need to communicate in real-world circumstances? (Do NOT answer this question in writing on the webpage)

Monday 4/23-Friday 4/27

• Create footer with these 5 SLOs equally spaced at the bottom of the webpage:
• Honorable Citizen
• Academically Strong
• Working Hard for Excellence
• Knowledgeable Communicator
• Soaring with Pride

• Add content and work samples to each page/subpage. Required work samples from this year only, but all four years preferred. Remember, this is supposed to show the totality of who you are and what you’ve accomplished over the last 4 years of high school:
• AG (if you took Ag classes)
• Co-curricular and Extracurricular Activities
• Community Service:
• REQUIRED:  Community service documentation of 25 completed hours
• REQUIRED:  Attendance record from senior year, semester one.
• OPTIONAL:  Other photos or documents for discussion purposes
• Electives
• English Language Arts
• Cross-curricular projects grades 9-11 (AP students exempt)
• Anti-bullying Campaign
• Exemplary work sample
• Mathematics
• Exemplary work sample
• Physical Education
• Science
• Exemplary work sample
• Social Science
• Budget Project
• You must have the score sheet from the teacher and key elements of the budget project
• May include brochures, pictures of apartment, bank logo, etc.
• Talking point:  How did the budget project help you realize your need to communicate in real-world circumstances? (Do NOT answer this question in writing on the webpage)

Monday 4/23-Friday 4/27

• Create footer with these 5 SLOs equally spaced at the bottom of the webpage:
• Honorable Citizen
• Academically Strong
• Working Hard for Excellence
• Knowledgeable Communicator
• Soaring with Pride

• Add content and work samples to each page/subpage. Required work samples from this year only, but all four years preferred. Remember, this is supposed to show the totality of who you are and what you’ve accomplished over the last 4 years of high school:
• AG (if you took Ag classes)
• Co-curricular and Extracurricular Activities
• Community Service:
• REQUIRED:  Community service documentation of 25 completed hours
• REQUIRED:  Attendance record from senior year, semester one.
• OPTIONAL:  Other photos or documents for discussion purposes
• Electives
• English Language Arts
• Cross-curricular projects grades 9-11 (AP students exempt)
• Anti-bullying Campaign
• Exemplary work sample
• Mathematics
• Exemplary work sample
• Physical Education
• Science
• Exemplary work sample
• Social Science
• Budget Project
• You must have the score sheet from the teacher and key elements of the budget project
• May include brochures, pictures of apartment, bank logo, etc.
• Talking point:  How did the budget project help you realize your need to communicate in real-world circumstances? (Do NOT answer this question in writing on the webpage)

Monday 4/23-Friday 4/27

• Create footer with these 5 SLOs equally spaced at the bottom of the webpage:
• Honorable Citizen
• Academically Strong
• Working Hard for Excellence
• Knowledgeable Communicator
• Soaring with Pride

• Add content and work samples to each page/subpage. Required work samples from this year only, but all four years preferred. Remember, this is supposed to show the totality of who you are and what you’ve accomplished over the last 4 years of high school:
• AG (if you took Ag classes)
• Co-curricular and Extracurricular Activities
• Community Service:
• REQUIRED:  Community service documentation of 25 completed hours
• REQUIRED:  Attendance record from senior year, semester one.
• OPTIONAL:  Other photos or documents for discussion purposes
• Electives
• English Language Arts
• Cross-curricular projects grades 9-11 (AP students exempt)
• Anti-bullying Campaign
• Exemplary work sample
• Mathematics
• Exemplary work sample
• Physical Education
• Science
• Exemplary work sample
• Social Science
• Budget Project
• You must have the score sheet from the teacher and key elements of the budget project
• May include brochures, pictures of apartment, bank logo, etc.
• Talking point:  How did the budget project help you realize your need to communicate in real-world circumstances? (Do NOT answer this question in writing on the webpage)

• Add content to homepage
• Must include:
• Name (First and Last, middle optional; abbreviated forms of names should appear in the middle with quotes around it:  James “Jimmy” Smith)
• Years Attended (ex. 2014-2018)
• Introduction--can be written or a video
• Must be school appropriate and of a quality that could be shown to colleges or potential employers
• Must convey an implied theme as to who you are as a person (Who are you? What do you want others to know about you? What is the impression you want to give about yourself? What’s important to you? What makes you, you? Why are you an embodiment of what it means to be a HAWK?)
• Senior photo  
• If you did not purchase your photo from ProShots, the yearbook staff and Ms. Harp-Sligh cannot release your photo.
• Highlights--over the course of all four years of high school
• 3-6

• Senior Photo
• If you did not purchase your senior portrait, do not ask yearbook for a copy
• Signed Recognition of Receipt due

Benchmarks!

• Design and create subpages for the remaining subject areas
• Subpages are for each course taken in that subject area
• Should include banners that reflect the course content

• Construct website pages for each subject area:
• AG (if you took Ag classes)
• Co-curricular and Extracurricular Activities
• Community Service
• Electives (such as Art, Music, Drama, Foreign Language)
• English Language Arts
• Mathematics
• Physical Education
• Science
• Social Science
• Design and create subpages (subpages are the individual courses you took/are taking within each discipline) for 2 subject areas
• Subpages are for each course taken in that subject area
• Should include banners that reflect the course content

Team progress check for week #5

• Review process
• Answer questions
• Individual Work time--decide on whether to create a new site or to convert the English Portfolio Website

Homework:

• Create a webpage through Google Sites
• Settings--visible to [email protected]
• Gather evidence (such as previous projects, performances, and assignments) for website (there will be daily due dates for each slide, so use the weekend to find as much of it ahead of time).

Take this survey the first 15 minutes of class:  https://goo.gl/forms/F92MtimYpTRK7qzQ2 

Submit final projects to Classroom by 2:30 Wednesday 4/11. Upload a file or a link for each product. If you have a hard copy or physical item, I need that submitted to me personally. 

Team progress check for week #4

12th grade life science exam--report to Library at the beginning of class. Periods 1 and 4 in the computer lab; period 2 in the main library using Chromebooks

Submit goals for Week 4 to Classroom. Remember, you must "make a copy" of the previous calendar. Only 1 person from each group should make the post.

Team progress check for week #3

Team progress check for week #2

Submit your Week #2 Goals here the last 15 minutes of class. (You will have to make a copy of the existing calendar--don't unsubmit)

Team progress check for week #1

Submit your research question here (on classroom). Due date is to be determined by your group. Remember that your products should answer the research question. Reply on Classroom with a comment. Only 1 comment per group.

PSA, Website, or Brochure? Submit your decision here when your group makes that decision. Due date to be determined by your group's goals.

What other product or piece of work will you develop? Remember, your products should provide a solution to your problem and answer your research question. Due date to be determined by your group's goals.

Submit your goals for Week 1 on Classroom. If your goals are not completed with roles/responsibilities and specific tasks then you will not meet the standard. Remember, once you submit something to Classroom, you will lose the ability to edit it. You must "Make a Copy" to add the next week. 

Today in class, students were introduced to the new PBL unit on Bullying. Students were put into teams and began planning their tasks. 

Into the Wild essay due to turnitin.com by 11:59 p.m.

Due:  3 counterclaims

 

In class:  Draft Essay

Benchmarks--no homework due

3 CDW cards for opposing claims--see notes for details

Today students worked on creating counterclaims for each of the opposing claims and took notes on how to write great introductions. (see Classroom for a copy of the notes)

CDW (Claim, Data, Warrant) note cards--5

In class: Complete pre-writing (slide 36)

Today in class students wrote for 20 min. to produce their first draft of their essay and took notes on argument writing.

In class:

Read the Epilogue ; answer questions on slide 33 in notebook;

choose an essay option; begin pre-writing (see slides 34-36)--specifically choose a prompt and unpack it (annotate,

paraphrase, etc on paper)

Due: Read the Epilogue ; answer questions on slide 33 in notebook;

In class:  

• Read both essay options carefully, then choose an essay option
• Do the pre-writing (see slides 36)
• Annotate the prompt on the handout
• Write your thesis statement on the handout
• Read and take notes on each of the sources on lined paper
• Complete annotated bibliography (on note cards)
• All work due at the end of class

In class:  Activity 35 (slide 31); Quickwrite #10

Due:  Quickwrite #9b

 

In class:

• Quickwrite #10--on their own; goes in their notebooks--there is nothing to cut out or paste.
• Ch. 16 and 17 reflections--goes in notebook; ½ page per chapter---not a summary
• “Other” Vocabulary from Into the Wild (endemic-callow)--due at the end of the period

Due:  Ch. 14-18 vocabulary; bring your laptop!!

In class:

• Slides 25-29
• Slide 25:  Quickwrite #7--on their own; goes in their notebooks; cut and paste the slide into their notebook
• Slide 26:  Discussion Question #10--with a partner; goes in their notebooks; cut and paste the slide into their notebook
• Slide 27:  Quickwrite #8--on their own; goes in their notebooks; cut and paste the slide into their notebook
• Slide 28:  Discussion Question #11--with a partner; goes in their notebooks; cut and paste the slide into their notebook
• Slide 29:  Quickwrite #9a--on their own; goes in their notebooks--there is nothing to cut out or paste.

Read ch. 17-18

Due:  Read ch. 16

 

In class: 

 

Due: Read ch. 14-15

 

In class:  Finish Activity 27

In class:

HW: Read ch. 16

Due:  Finish reading ch. 13; Vocab. for ch. 8-13 (there are only 11 words)

 

In class:  Review Ch. 13; read ch. 14-15

In class:  Ch. 13 reflection:  respond to the quote on p. 132 (last 2 sentences of the chapter)

Read ch. 10-12

 

Slide 18:

Read ch. 9

Read Ch. 8

Today in class:

Ch. 8 Reflection

DQ#6

Research Roszak and "In Search of the Miraculous"

DQ#7

Research Jack London and "To Build a Fire"

DQ #8

In class today:

 

Review Activity 18 questions #2-6 (discussion)

 

Answer Activity 18 questions #7-9 in notebook (must have 3-4 sentences per question min.)

 

Begin reading ch. 8 aloud

Vocab for Ch. 1-7--must be on a separate piece of paper; see slides for details

Read ch. 4 (have it read before coming to class)

In class:  Discussion question #3; Slide 11 

Read ch. 1-2 and be ready to discuss/write at the beginning of class

To be done in class:  Discussion question #1, read ch. 3, Discussion question #2

Rebel, Adventurer, Outcast essay due at the beginning of class; must be submitted to Turnitin.com

To be done in class:  Journal #1; Activity 3

Bring laptops; research assigned Adventurer, Rebel, Outcast, etc.

Check out Into the Wild and begin reading the first 2 chapters

Study guide due before the test (day of). It will go in the "Test" category. 

The essay

Take a stand on the issue of Racial Profiling in the United States of America. Develop your stand/perspective/insight as the thematic statement of your essay. You will be partnered/select a partner or small group to engage in a discussion of opposing viewpoints in a piece of writing similar to the Glaser/Martin and Schuck essay.

 

The essay requirements:

• Modified MLA format (headings and subheadings allowed)
• Typed, TNR 12 pt. font, etc.
• In-text citations and works cited page (and footnotes if appropriate)
• Must use the Harcourt and Glaser/Martin and Schuck papers, two sources from the “Additional Texts” listed on slide 27, one visual text, and one current current event (may be an article, interview, broadcast, video, etc.)
• May cite our online discussions or class discussions as evidence.
• Formal, pre-collegiate, mature, academic language is required as is the obvious use of the Index of Templates for writing
• Length:   6-10 pages

Take a look at this resource to guide you through the collaborative writing process:  http://writingcenter.unc.edu/tips-and-tools/group-writing/

This is useful information about writing an argument:  https://owl.english.purdue.edu/owl/resource/588/03/ Take a look at it and use it as a structure on which to base your unit of argumentation (IOW: each point you are making).

Submit visual text here (may be an image, picture, or infographic)

Introduce essay and requirements; formulate thesis statements/stands; idea generation; begin research

Slide 26

General class discussion. Guidelines on slides 23-25. If you are absent, you will need to do this on your own ON PAPER and turn in the absent box upon return.

Slide 21:

Who do you agree with? Why? Explain and provide specific evidence from the text. Remember, you are basing your response on this text only.

1 original post + 1 response to 2 other students’ posts

Slide 20: Whose argument is more effective? Martin/Glaser or Shuck? You don’t have to agree with the opinion, you just have to evaluate the effectiveness of the argument. Why was it more effective? What did it specifically do and how was it done? (You are looking at how the arguments are crafted).

½-1 page typed, single spaced, and uploaded to Classroom

For those students who turned in their Module 2:  OpEd essays on-time and have to re-do them, here are the directions:

Submit highlighted and annotated MPP9/11 article here.

Friday Fundamentals:  Access the Argumentative Writing:  Tinker v. Des Moines from my Google Sites webpage, then complete the lesson. Ear buds/headphones required. This is a paper-based assignment.

Muslim Profiles Post 9/11:  Is Racial Profiling an Effective Counterterrorist Measure and Does It Violate the Right to be Free from Discrimination? By Bernard E. Harcourt

1. Read, highlight, and annotate the rest of the “EVALUATING THE EMPIRICAL CASE FOR RACIAL PROFILING” section of the text.
2. Write a paragraph summary for each portion of the text in a Google Doc and submit to Classroom:

1. Profiling and Immediate Detection
2. Long Term Effects and Extent of Terrorist Attacks

II.A. An Economic Model of Profiling

II.B. Elasticity Among the Non-profiled and Possible Substitution Effects

II.C. The Central Theoretical Puzzle

II.E. Empirical Research on Counterterrorism Measures

II.F. Some Loose Ends

Muslim Profiles Post 9/11:  Is Racial Profiling an Effective Counterterrorist Measure and Does It Violate the Right to be Free from Discrimination? By Bernard E. Harcourt

1. Read, highlight, and Annotate the “Conclusion” of the text.
2. Answer the questions on a Google Doc:
1. What does Harcourt conclude about the effectiveness of racial profiling as an effective countermeasure to terrorism? How does he qualify his conclusions (What does he state should happen?)Be specific and thorough. Do you agree/disagree or a little of both (qualifying)? State specific evidence and be thorough. These are your lasting impressions.

1. Download “Racial Profiling” by Martin, Glaser, and Shuck
3. Read, Highlight, and Annotate the Article

Muslim Profiles Post 9/11:  Is Racial Profiling an Effective Counterterrorist Measure and Does It Violate the Right to be Free from Discrimination? By Bernard E. Harcourt

1. Read, highlight, and annotate paragraphs 1-3 of the “No Need for a Trade-Off” section of the article.
2. Answer the “No Need for a Trade-Off” questions on Classroom in a Google Doc:
1. Paraphrase paragraph 1 (5 points)
2. Paraphrase paragraph 2 (5 points)
3. Paraphrase paragraph 3 (5 points)
4. Summarize the main ideas of paragraphs 1-3 (5 points)

Muslim Profiles Post 9/11:  Is Racial Profiling an Effective Counterterrorist Measure and Does It Violate the Right to be Free from Discrimination? By Bernard E. Harcourt

Answer the “MPP9/11 Abstract” questions in Classroom on a Google Doc:

1. The Abstract section of the text gives an overview of what the rest of the paper is going to be about. It is divided into three sections. Paraphrase (put into your own words) NOT summarize (condensed version) each of the three paragraphs. (15 points).
2. In paragraph 2, the writer separates the idea of racial profiling as a counterterrorism measure into two distinct parts. What are they? (2 points)
3. By paragraph 2, we know what the writer really thinks about his topic:  What is his answer to his question:  Is Racial Profiling an Effective Counterterrorist Measure and Does It Violate the Right to Be Free from Discrimination? (5 points--must write complete sentences and answer thoroughly)

Muslim Profiles Post 9/11:  Is Racial Profiling an Effective Counterterrorist Measure and Does It Violate the Right to be Free from Discrimination? By Bernard E. Harcourt

1. Read, highlight, and annotate the “Thorny Questions” section of the text.
2. Do the “Thorny Questions” assignment in Classroom on a Google Doc:
1. Outline the writer’s ideas in this section then provide an objective summary (10 points)
2. List 5 or more of the “thorny questions” (15 points)

Reflection #1:  So far you've had a chance to examine what racial profiling is and why it is an issue. There are many voices that want to be heard. You've only read two. What are your reactions to the "conversations" surrounding racial profiling? How has your thinking or understanding of the issue changed or remained the same? Reflect on what we've done so far in a Google Doc. 1/2 page single spaced.

Muslim Profiles Post 9/11:  Is Racial Profiling an Effective Counterterrorist Measure and Does It Violate the Right to be Free from Discrimination? By Bernard E. Harcourt

1. Download the article in ADOBE Reader.
2. Read, highlight, and annotate the Abstract and Introduction portions of the article.
1. Use the “Comments” tool
2. Select the “T” icon to do your annotations (it will create a text box for you)
3. Select the highlight icon to do you highlighting

PDFs do NOT automatically save. You must SAVE your work periodically.

1. Institutionalized Oppression: https://www.pcc.edu/resources/illumination/documents/institutionalized-oppression-definitions.pdf
2. White Privilege:

http://www.cpt.org/files/Undoing%20Racism%20-%20Understanding%20White%20Privilege%20-%20Kendall.pdf

3. http://www.huffingtonpost.com/gina-crosleycorcoran/explaining-white-privilege-to-a-broke-white-person_b_5269255.html
4. Reverse Racism: https://www.thenation.com/article/race-millennials-and-reverse-discrimination/

I tried to find sites without bias, but these may not be, so make sure you question the sources for validity.

Read both "Racial Profiling" articles and determine their validity by answering the following questions for each article in a Google Doc (each part 1/2 page single spaced):

Encyclopedia.com

1. What is that source? The article from encyclopedia.com is actually a posting of an article from another source.

2. What would be their perspective or lens regarding the issue of racial profiling/

3. Is the organization itself objective or biased?Explain and support your answer with evidence from the text.

4. What is the agenda or purpose of the article itself? How do you know?

5. Are there specific words and language that the article uses to indicate bias?

 

ACLU (American Civil Liberties Union)

1. What is the ACLU?

2. What would be their perspective or lens regarding the issue of racial profiling?

3. Is the organization itself objective or biased? Explain and support your answer with evidence from the text.

4. What is the agenda or purpose of the article itself? How do you know?

5. Are there specific words and language that the article uses to indicate baias?

**Remember, you probably have bias, but it is your job to look at this objectively***

 

Lastly, now that you have had a chance to read both articles titled "Racial Profiling," explain what you now know about it (based on the articles). Be sure to cite evidence from BOTH texts.

 

To be done in class:  Read the assigned article and respond to it in a 1pg. piece of writing (OpEd style--single spaced).

A-E:  https://www.bloomberg.com/view/articles/2017-10-24/be-careful-who-you-call-a-white-supremacist

F-J:  https://www.newstatesman.com/politics/uk/2017/10/hesitant-radical-age-trump-david-brooks-and-search-moderation

H-L:  https://www.the-tls.co.uk/articles/public/post-truth-philosophers/

M-Q:  http://www.spiked-online.com/spiked-review/article/a-traumatic-history/20267#.WfxY5WhSzIW

R-V:  https://aeon.co/essays/the-modern-state-not-ideas-brought-about-religious-freedom

W-Z:  http://www.weeklystandard.com/you-cant-say-that/article/2009247

 

Submit to turnitin.com when complete.

Benchmarks!!! Bring your laptops--the test is online.

Final, revised draft of OpEd essay due at end of class to turnitin.com

Paper copy of revised OpEd essay + submission to turnitin.com at the beginning of class; must bring original copy (with peer review marks) and copy of printed article.

Letter of Recommendation #2--must be a hard-copy (no electronic copies will be accepted)

Don't forget to submit your community service hours form to Ms. Brauer. They are due today by 3:30!!!

Paper copy of OpEd essay due at beginning of class.

Typed draft of OpEd essay--due at end of class; submitted to turnitin.com

Step 5:  Choose 1 article in which you will respond (you will be writing your own editorial/opinion essay)

Step 6:  Print, highlight, and annotate the article from step 5.

Step 7:  Staple the ½ piece of paper (from step 3) with your argument to the top of the article.

Letter of Recommendation #1--Must bring a paper copy to class (no electronic submissions accepted)

To be done in class 110/11-12, but may be finished as homework

 

Responding to others writing:  Taking a point of view that is either contrary or complementary to Rifkin’s main argument, respond to his article with a main argument of your own. Use a variety of rhetorical devices/methods of persuasion to prove your point.

Length:  1-2 pages typed, single spaced

Expectation:  Formal, pre-collegiate academic language, sophisticated diction, varied syntax, MLA formatted. If you use outside sources, cite them in a works cited page.

 

Finish Module 2 slide 14 Descriptive Outlining #2 a, b, c. This is a paper assignment due at the beginning of class. The other parts of the slide should have been finished in class. 

For Rifkin article:

Descriptive Outlining (on a separate piece of paper):

1. Describe the rhetorical function and content of each paragraph or section.
1. What does each section do for the reader? What is the writer trying to accomplish?
2. What does each section say? What is the content?
2. Answer the following questions:

1. Which section is the most developed?
2. Which section is the least developed? Does it need more development?
3. Which section is the most persuasive? The least?

Due at the end of class:  Rifkin pre-reading questions (Slide 12)

Current Event Activity:  The Opinion Editorial Piece in Action--This is a packet done in class; due at the end of class

 

 

Due at the end of class:  Finish up through slide 9 on paper, then do slide 11 (Background research on Rifkin) in Word or a Google Doc and submit to Classroom. 

To be done in class:

• Watch the video on slide 4 from Shmoop
• On slide 5, students should read the prompt and peruse the hyperlinks about Aristotle, Gorgias, Plato, and Socrates, then complete the writing task.
• On the same sheet of paper, complete the table on slide 6
• On a separate piece of paper students should complete slide 7
• If time permits, students should do slide 8

Begin Module 2:  The Rhetoric of the OpEd piece. Do the quickwrite on slide 3 (we did this in class and it has already been collected)

Bring in your paper copies of your Resume, References, Cover Letter, Table of Contents, and Title Page so you can have me look at them one last time. These will not be re-graded.

Revised, final draft submitted to Turnitin.com by the end of class

Final draft of College Entrance/Scholarship Essay due at the end of class W/Th 9/28-29 to TURNITIN.COM (directions will be given in class on how to do this).

Peer edit

Revised Essay "Draft #3"--must submit to classroom and bring a paper copy for full credit.

Peer review

Title page and Table of Contents--must bring paper copies

Transitions Draft:

Highlight transitions between paragraphs in one color; highlight transitions between sentences in a different color. If you are missing transitions, add them to your essay where needed and as necessary.

Narrative Sentences  Draft:  Revise 5 sentences or passages (strike through old parts; use a different colored font for the new parts) according to the methods from the packets. See slide 25 directions.

Cover Letter and Reference Page 

Revise the opening paragraph to your essay:  strike through the old parts and use a different colored font for the new parts. Submit this copy of your essay to Google Classroom and label it "Opening Paragraph Draft." Submit tonight or first 5 minutes of class on W/Th.

Revise/finish your essay based on the feedback from Monday 9/11's peer review. Submit to Classroom tonight or the first 5 min. of class Tuesday 9/12.

Completed Draft of College Entrance/Scholarship Essay

 Resume due F 9/8--paper copy

 Option 1 (just write) or Option 2 (notes and outline) for the pre-writing for the College Entrance/Scholarship essay. See slide #19 in the Module 1 Slides presentation

 Finish Part 1 evaluation of your source in the Activity 25 packet.

 Job announcement and Job application 

Download a writing prompt for a college entrance essay or a scholarship for which you are applying. If you cannot find one or are not planning on attending a college you may visit the common app page for a listing of writing prompts.

 Journal #4:  "Hidden Intellects" by Graff due Friday

Journal #3--based on Perez article; see slide 4

 Journal #2

See "Module 1: Life After High School" Slide 3

 Signed Syllabus Due