Editorial Assignment Directions

Editorial Assignment Directions are posted in Box on mainpage of Blog.

Week 7 English 10 B

Day	Class work	Homework
Monday Skills: Students should be able to craft a short, evidenced based editorial and be able to refute an Argument ☐ Use STEAL to complete a character analysis ☐	Bring Fahrenheit 451 to Class daily Study Guide part II due Discussion on Part II The Sieve and The Sand Fahrenheit 451	Bring Fahrenheit 451 to Class daily 1. Propaganda Blogs due Friday
Tuesday	Discussion Part II Team Notes due	Read Part III Burning Bright  2. Begin Study Guide
Wednesday	Read Part III Burning Bright Continue Study Guide	Propaganda Blogs due Friday Read Part III Burning Bright Continue Study Guide
Thursday	Read Part III Burning Bright Continue Study Guide	Read Part III Burning Bright  Finish Study Guide
Friday	1.  Propaganda Blog and Study Guide for Part III Due 3. What is an Editorial? What is the Purpose of an editorial? 4. In teams analyze editorials.	5. Read and Take Cornell Notes on New York Times article “How to Write an Editorial” . Be prepared to write a timed editorial in class

Propaganda Blogging Assignment

Driving Questions:

1. What is propaganda? Can you give an example?


2. What is the purpose or function of propaganda?


3. Who uses propaganda? 

“We are bombarded daily with hundreds of media messages, it is important to develop skills that help us sort through those messages and choose those that have the most relevance to our lives. It is also important to know how to determine if a source of information is credible. By examining the messages more closely we can come to understand how the different media can influence our beliefs and our actions. This knowledge can empower us to make better choices for ourselves.”

1. Go to the website http://www.propagandacritic.com/

2. Choose an Article
3. Read the article carefully.
4.  In your blog post identify and discuss the type/s of propaganda techniques used in the article.   Remember to identify the target audience, and what the author is trying to “sell”. Back up your claim with evidence (quotes) from the text.
5. This should be at least a 5 paragraph essay!

Fahrenheit Resources have been posted to the Box

Most of the handouts and a study guide have been posted to the  10th grade Box!

Week 6 English 10B

Day	Class work	Homework
Monday Skills: Students should be able to refute an Argument ☐ Use STEAL to complete a character analysis ☐		1. Study for Quiz on Part I of Fahrenheit 451 2. Revised Versailles Essays due 3. KWL and technology survey Worksheets due 4. Benainous Class Blogs completed Bring Fahrenheit 451 to Class daily
Tuesday	P1 and P3  1. Introduce Character Map 2. Begin Cause and Effect Table 3. Review Dialectical Journaling	Bring Fahrenheit 451 to Class daily Fahrenheit 451 Dialectical Journal Part I
Wednesday	No class meeting	Bring Fahrenheit 451 to Class daily
Thursday	Fahrenheit Part I Reading Discussion Circles	Bring Fahrenheit 451 to Class daily Read Part II
Friday	Bring Fahrenheit 451 to Class daily	Bring Fahrenheit 451 to Class daily Study for Quiz on Part II Dialectical Journals due

How to write and examples of: Attention Grabbers/Hooks, Thesis Statements, and Transitions: Coherence between ideas

1.    How to write a Hook/Attention Grabber


2.  Tips and Examples for Writing A Thesis Staement


3. Transitions: Coherence between ideas

How to write a hook or attention grabber

Hooks

Week 5 English 10B

Day	Class work	Homework
Monday Skills: Students should be able to refute an Argument ☐ Use STEAL to complete a character analysis ☐	Exam on Animal Farm Pass out Graphic Organizer Treaty of Versailles Essay	1. Graphic Organizer for Treaty of Versailles Essay Bring to class completed
Tuesday	In class Essay use Graphic  Organizer ONLY CAHSEE and ELA Assessment Practice Rubric: Persuasive Essay  Common Core Objective: Cite strong and  thorough textual evidence to support analysis of what the text says explicitly  as well as inferences drawn  from the text.	2. Type Essay and submit to turnitin.com
Wednesday	Fahrenheit 451 Anticipation Guide And Technology Survey Grammar pp. TBA ☐ Fahrenheit 451 Read Part I Driving Question: How is censorship determined technically, Politically, and socially in the age of the  internet?	Work on Benainous Propaganda Blogging Assignment Set up and begin Dialectical Journal for Part I Bring Fahrenheit 451 to class daily
Thursday	Work on Benainous Blogging Assignment Submit by beginning of class Friday	Finish Benainous Blog on Propagands  Fahrenheit 451 Read Part I ☐ Bring Fahrenheit 451 to class daily
Friday	KWL Chart on Driving Question. Dialectical Journaling Part I   Bring Fahrenheit 451 to class daily	Finish Fahrenheit 451 Part I ☐ Study for Quiz on Part I Dialectical Journals due

Common Core Presentation Rubric

PRESENTATION RUBRIC for PBL (for grades 9-12; Common Core ELA aligned)
	Below Standard	Approaching Standard	At Standard	Above Standard ✔
Explanation of Ideas & Information	•   does not present information, arguments, ideas, or findings clearly, concisely, and logically; argument lacks supporting evidence; audience cannot follow the line of reasoning •   selects information, develops ideas and uses a style inappropriate to the purpose, task, and audience (may be too much or too little information, or the wrong approach) •   does not address alternative or opposing perspectives	•   presents information, findings, arguments and supporting evidence in a way that is not always clear, concise, and logical; line of reasoning is sometimes hard to follow •   attempts to select information, develop ideas and use a style appropriate to the purpose, task, and audience but does not fully succeed •   attempts to address alternative or opposing perspectives, but not clearly or completely	•   presents information, findings, arguments and supporting evidence clearly, concisely, and logically; audience can easily follow the line of reasoning (CC 9-12.SL.4) •   selects information, develops ideas and uses a style appropriate to the purpose, task, and audience (CC 9-12.SL.4) •   clearly and completely addresses alternative or opposing perspectives (CC 11-12.SL.4)
Organization	•   does not meet requirements for what should be included in the presentation •   does not have an introduction and/or conclusion •   uses time poorly; the whole presentation, or a part of it, is too short or too long	•   meets most requirements for what should be included in the presentation •   has an introduction and conclusion, but they are not clear or interesting •   generally times presentation well, but may spend too much or too little time on a topic, a/v aid, or idea	•   meets all requirements for what should be included in the presentation •   has a clear and interesting introduction and conclusion •   organizes time well; no part of the presentation is too short or too long
Eyes & Body	•   does not look at audience; reads notes or slides •   does not use gestures or movements •   lacks poise and confidence (fidgets, slouches, appears nervous) •   wears clothing inappropriate for the occasion	•   makes infrequent eye contact; reads notes or slides most of the time •   uses a few gestures or movements but they do not look natural •   shows some poise and confidence, (only a little fidgeting or nervous movement) •   makes some attempt to wear clothing appropriate for the occasion	•   keeps eye contact with audience most of the time; only glances at notes or slides •   uses natural gestures and movements •   looks poised and confident •   wears clothing appropriate for the occasion

	Below Standard	Approaching Standard	At Standard	Above Standard ✔
Voice	•   mumbles or speaks too quickly or slowly •   speaks too softly to be understood •   frequently uses “filler” words (“uh, um, so, and, like, etc.”) •   does not adapt speech for the context and task	•   speaks clearly most of the time •   speaks loudly enough for the audience to hear most of the time, but may speak in a monotone •   occasionally uses filler words •   attempts to adapt speech for the context and task but is unsuccessful or inconsistent	•   speaks clearly; not too quickly or slowly •   speaks loudly enough for everyone to hear; changes tone and pace to maintain interest •   rarely uses filler words •   adapts speech for the context and task, demonstrating command of formal English when appropriate (CC 9-12.SL.6)
Presentation Aids	•   does not use audio/visual aids or media •   attempts to use one or a few audio/visual aids or media, but they do not add to or may distract from the presentation	•   uses audio/visual aids or media, but they may sometimes distract from or not add to the presentation •   sometimes has trouble bringing audio/visual aids or media smoothly into the presentation	•   uses well-produced audio/visual aids or media to enhance understanding of findings, reasoning, and evidence, and to add interest (CC 9-12.SL.5) •   smoothly brings audio/visual aids or media into the presentation
Response to Audience Questions	•   does not address audience questions (goes off topic or misunderstands without seeking clarification)	•   answers audience questions, but not always clearly or completely	•   answers audience questions clearly and completely •   seeks clarification, admits “I don’t know” or explains how the answer might be found when unable to answer a question
Participation in Team Presentations	•   Not all team members participate; only one or two speak	•   All team members participate, but not equally	•   All team members participate for about the same length of time •   All team members are able to answer questions about the topic as a whole, not just their part of it

Presentation Rubric / Grades 9-12 / Page 2