Peer Feedback and Final Book Review

Block Schedule:
1, 3, 5: Thursday
2, 4, 6: Friday 

Goal: Give peer feedback on your peers' social group writing tasks and complete your final book review of 9th grade year

Agenda: 
Read 
Peer Feedback 
Book Review
Catch Up
Finals Study Guide 

1. Peer Feedback 

• There is an announcement posted in Google Classroom that will direct you to Peergrade, our online peer feedback platform. 
• You will also need to open a tab with your Social Group Writing Task open. 
• Follow directions step-by-step from your teacher. 
• Do not copy and paste all of your work; please omit your name from the work you submit so everyones' work will be anonymous. 

2. Final Book Review

• There is a new assignment in Google Classroom.
• It is called "BookaKucha: Final Book Review Slides" 
• There is a copy for each student. 
• This will be due Friday, 5/31 by 2:30PM, but you will present next Monday during class.

3. Rehearse Your Book Review 

• You will be presenting your slides to the class on MONDAY. 
• Each slide will be set for 15 seconds. You are expected to fill the 15 seconds of speaking time for each slide. 
• A rehearsal this weekend is highly suggested, even if you rehearse to a family member, friend, pet, or yourself in the mirror. Make sure you can speak for 15 seconds about each slide.

4. Catch Up: Essay
You received peer feedback from your classmates earlier. Put some of that into action and make revisions on your Social Group Writing Task. 

5. Finals Study Guide
You can get a copy of your finals study guide HERE.
It includes a link to a practice test which will tell you immediately how you did.
There is also a format for a rhetorical precis on the second page, as well.

Reminder: 

You will be presenting your book presentation on Monday. You might want to rehearse this weekend.
Your final draft of your writing task is due next Tuesday. 

Last Writing Day: Intros and Conclusions

Block Schedule:
Tuesday: 1, 3, 5
Wednesday: 2, 4,6

Goal: Finish a complete draft of our final writing task

Agenda: 
Read
Intros & Conclusions
Mid-Period Check In
Finals Study Guide

1. Intros and Conclusions
Click HERE for an outline that should help you craft your introduction and conclusion.

2. Mid-Period Check In: 
Submit this INTRO FORM to turn in a copy of your completed intro paragraph (+thesis statement included!)
3rd period: Submit by 11:00 AM 
4th period: Submit by 11:00 AM 
6th period: Submit by 1:45 PM 

3. Evidence: 

• You should have at least three images in your assignment (with links to your source at the bottom of the page) 
• You should have at least three in-text citations (with the text linked to your source) 

*YOUR ASSIGNMENT IS DUE FOR A DRAFT GRADE BY THE END OF THE PERIOD* 

4. Semester 2 Final Study Guide
Click HERE for a study guide to your second semester final. Finals start next Friday!

Reminders: 

• This is our last day of working on our writing assignment in class. 
• We will introduce your final book review-related assignment at the end of this week (Thursday for 1 and 3 and Friday for 2, 4, and 6). 
• You will read other students' work and give anonymous feedback LATER THIS WEEK.

Podcast, Incorporating Evidence, and Writing Some More

Block Schedule
Wednesday: 1, 3, 5
Thursday: 2, 4, 6

Goal: Listen to a podcast as new evidence and write more of our final writing task

Agenda: 
Read
Podcast Response
How To: Evidence
Writing Time
Exit Slip: Self Evaluation

1. Podcast Response 
There is a podcast listed below about each social group. Your job is to listen and respond to a few questions in your English Journal. Click on the link below to go to your podcast:
Immigrants
Asian Americans
African Americans
Latino/a Americans
American Muslims
Native Americans
Women
LGBTQ+
Individuals with Disabilities
Refugees

• There are questions on THIS DOCUMENT for you to respond to as you listen to the podcast. Copy and paste the questions into your English Journal. 
• If you are one of the few who chose a different social group, you may need to search for a podcast. Try NPR as a starting point. 
• You can use this podcast as a resource in your final writing task.
• *If you need headphones, you might need to share with someone. We only have a few pairs to share between the whole class, so if you have your own, please use them.

____________________________________________________

Your photos will have captions like this,
where your source will be linked below.

2. How To Incorporate Your Evidence 
Since you're writing a dynamic writing assignment that will eventually be posted as a blog post, you can take advantage of LINKS and IMAGES.

An example of an image with a caption you can see to the RIGHT. Your images should correspond to the topic about which you are writing. You MUST include a link to the image source in your work.

You should also link sources. You should have a MINIMUM of three sources linked. Here are two different examples of ways you can link sources:

According to History.com's account of the Stonewall Riots, the 1950s and 1960s were not a particularly safe time for the LGBT community.  However, the riots began to help bring these issues to light and served as a "catalyst for the gay rights movement in the United States and around the world." 

Native Americans have played several roles throughout modern US History, including in the military. For example, the Navajo Code Talkers were "an elite, top-secret group" that helped with military communications, according to the article, "Last of the Navajo Code Talkers Dies at 93." 

This is Chester Nez, one of the Navajo Code Talkers
described in this article.

___________________________________________________

3. Writing Time 

• Your writing task template is in Google Classroom. 
• Your goal today should be writing your BODY paragraphs. 
• These paragraphs should probably focus on identity, diversity, and justice. The questions are listed in your "Windows and Mirrors" resource. Use those to help guide your writing. 
• We will have time to write an intro and conclusion next week. 
• You do not HAVE to follow a specific structure, but if that helps to guide your thinking, you can use the outline written on the board.

___________________________________________________

4. Exit Slip: Self Evaluation 

Click HERE to complete a form to let me know how you're doing. What kinds of supports do you
need to successfully complete this assignment?
4th period: This is due by 11:15 AM.
6th period: This is due by 2:00 PM.

Reminders:

• See you next week! We don't have school this Friday or Monday, so if you feel compelled, you might want to write a little bit this weekend. We only have one more class period dedicated to this writing. 
• Writing deadlines are as follows: 
• Draft grade (end of period that day):     1, 3, 5: 5/28      2, 4, 6: 5/29 
• Due for Peer Feedback: 6/4
• Due for Final Grade: 6/5

Introducing Your Final Writing Task

Photo Source: Media Bias Chart

Block Schedule
Monday: 1, 3, 5
Tuesday: 2, 4, 6

Goal: Introduce your second to last major writing task with a variety of new resources

Agenda: 
Read
Quickwrite
Bias Scavenger Hunt
Writing Task
Research Time

1. Quickwrite
Consider a quote from the TED Talk we heard last week:
"The problem with stereotypes is not that they are untrue, but that they are incomplete." 

Write your thoughts about this quote for at least three minutes. You should be typing the whole time. Consider your personal experience with stereotypes. Have you ever stereotyped someone and been incorrect? Have you ever been stereotyped yourself?

2. Bias Scavenger Hunt 
Partner with one or two other people (no more than three to a group). Open this MEDIA BIAS SCAVENGER HUNT to complete together. I will set the timer and it is due by the end of the timer.
___________________________________________________

We will review this section together: 

Your Penultimate Writing Task 

• You're in charge of what you write for your last writing task, but here are some parameters I am going to set for you.
• Open the writing prompt in Google Classroom titled "Final Writing Task: Social Group Editorial." 

4. Windows and Mirrors

• I have a resource document that lists several resources for each social group. 
• Consider whether the group mirrors an experience you've had or offers you a window into a different social, cultural, or ethnic group's experience. 
• This is a starting point - you can get your information elsewhere as long as you cite it.
• Click on the resource of the group you plan to use (or explore several different ones THEN make your choice). 
• You should know for sure what group you'll be writing about by the end of the period. (It is a block period, so you have time to investigate and decide.)

5. Research Time

• The rest of your time this period is dedicated to your further research. 
• Use the document above to help. 
• Feel free to do your own researching; however, keep this Media Bias Chart in mind while you look through sources. 
• If the group you want to research is not listed and you have a really compelling reason why you'd like to research that group, let me know. 

6. Mid-Period Check In: 

Complete THIS FORM about your social group of choice and your initial writing task ideas.
6th period - this is due by 1:30 PM. 

7. End-of-Period Check In: 
A question will appear in Google Classroom 30 minutes before the end of the period. This question must be answered by the end of the period. You can comment on other student responses, as well.
6th period - this is due by 2:00 PM. 

Reminders: 

• 1, 3, and 5: We'll see you Wednesday! 
• 2, 4, and 6: We'll see you Thursday! 
• We have a four day weekend this weekend in observance of Memorial Day - read Book #11 or #12 (you should definitely be on one of those). 

FAST Assessments

Goal: Complete the final FAST Assessment of 9th grade

Agenda:
Read
FAST Assessment
Catch Up

1. FAST Assessment

• Today we need to take a quick reading assessment. We will give you instructions in class. 
• You will need headphones. 
• Wait for instructions so we can walk you through the process of logging in. 
• This test is really helpful in determining the kind of curriculum you encounter in your school journey. Show what you know!

2. Catch Up 

• Some of you should probably still work on the Investigating Photojournalism document with your chosen TIME photo.
• Check your English Journal - we've had 3 entries since the start of this last grading period of 9th grade! 
• Click HERE to rewatch Chimimanda's talk on "The Danger of a Single Story." There is also a transcript below the video on the link if reading it will help you to take notes.

Reminders:

• We're going to introduce a writing task next week. See some of you Monday and some of you Tuesday! #blockschedule 
• I'm going to graduate this weekend! I've missed you the last two days, but thanks for all of your love and support this year. 

Book #10 Book Review

Goal: Write our comparison book review, comparing book #10 to your nonfiction article

Agenda:

Read

Write about Book #10
Catch Up

Writing Book #10 Book Review:

• Open your Book Review Doc. (This is the one with the beige background that you have used before.)
• Instead of writing our usual book review you will be writing about how the article you read informed your understanding about your book.
• Use the outline below to guide your review.
• Include a link to the article you read in your review. A good way to do that is to make the title of the article a link using the link button on your doc. (See the gif above if you need help.)

Sample Outline:

A. Summarize your independent reading book

a. Title, author, setting, characters

b. Brief summary of main conflicts, plot

c. Favorite scene/part/quote explained

d. Main themes/topics

B. Summarize the article you selected

a. Title, author, publication, date, central idea

b. 3-4 paraphrased supporting details

C. How do your book and the article connect? How did the non-fiction article enhance/inform your independent reading?

a. What information from the article matched what you saw in your book and what was different?

b. What did you learn from the article that helped you understand your book better?

D. Reflect

a. How was the experience of connecting a nonfiction article to your book better or worse than just reading the book?

b. Would you recommend we give an assignment like this again next year? Why or why not?

2. Catch Up 

• Some of you need to work on the Investigating Photojournalism document with the TIME Photos. Your responses should be detailed and thoughtful.
• Check your English Journal - we've had 3 entries since the start of this last grading period of 9th grade! 
• Click HERE to rewatch Chimimanda's talk on "The Danger of a Single Story." There is also a transcript below the video on the link if reading it will help you to take notes.

Reminders:

• Tomorrow we take the district FAST reading test for the final time this year. You will need headphones or earbuds. If you would like to use your own please remember to bring them.
• Next week is BLOCK schedule. Monday is 1-3-5, Tuesday is 2-4-6.

The Danger of a Single Story

Goal: Finish writing about our photos and watch a speech

Agenda: 
Read
Article Check
Write about TIME Photo
Watch a speech (+take notes!)

1. Article Check 

• As you are reading, we're going to check to make sure you have your nonfiction article for your comparison tomorrow. 
• Bookmark your article! You need to access it quickly tomorrow.
• Put a link to your article in your English Journal. 

2. Write About Your TIME Photo 

• Yesterday you started working on your Investigating Photojournalism document (you should have a copy in your Google Drive)
• I will give you 10 minutes to spice up your answers. 
• This document will be assessed based on quality of writing, not quantity. Use the questions as guidelines. 

3. Watching a Speech 

• You all wrote about stereotypes people have had about you that were not necessarily who you are. 
• We're going to watch a TED Talk by Chimimanda Ngozi Adiche called "The Danger of a Single Story."
• While we watch, please be prepared to take notes in your English Journal about the talk.
• I will ask you specifically to write down lines that you find memorable. 
• I will pause the talk intermittently so you can catch up on your notes.

Reminders: 

We're writing about Book #10 tomorrow. Most of you should be on Book #11 or #12 right now because you're speedy. If you need help choosing a book, ask! We still have other book reviews coming your way before the end of the year.

Learning about Photojournalism

Photo credit: TIME Magazine Top 100 Photos of 2018

Goal: Learn about photojournalism and write about an influential photo

Agenda: 
Read
Norms+Expectations
Photo Rotation Rounds
Writing About a Photo

1. Norms and Expectations 

• Be kind
• Be helpful 
• Be respectful

2. Photo Rotation Rounds 

• We will be looking at different photos in our groups. 
• You will discuss the questions on each space - let's talk about what that looks like IN SILENCE.
• Make sure everyone's voice can be heard.
• Some of the photos contain sensitive material - please be empathetic toward peoples' experiences (and people have experiences different than yours) 

3. Writing About a Photo

• Make a copy of this INVESTIGATING PHOTOJOURNALISM document.
• Share it with Ms. Daniel (cdaniel@sandi.net) 
• Complete the document before the end of class. 

Reminders: 
We are writing about Book #10 on Thursday.

Charting and SOAPSTone for our New Text

Goal: Charting the text and SOAPSTone

Agenda: 
Read
Reading Progress Update
SOAPSTone
Charting the Text

1. Reading Progress Update 

Complete the READING PROGRESS FORM about the book you were reading in class today.

2. SOAPSTone with your Partner 

• Your first priority is to complete THIS SOAPSTone Form with your assigned partner. 
• We read the text "What Exactly is Media Representation Anyway" in Formative on Friday. 
• Download YOUR OWN COPY so you can look at the text and annotate if necessary. 

3. Charting the Text 

• The author is intentional with the way she crafts her paragraphs - investigate what she is doing to give the reader information.
• Insert a new table in your English Journal. 
• The dimensions should be 3 across, 6 down. 
• Use the model to the right to create your chart (and put the paragraph numbers in just like the model). 
• Use the rhetorical verbs chart in the back of the room to complete the "doing" side. 
• You can work with your partner or alone on this assignment.

Reminders: 

• We're writing about Book #10 and your non-fiction article this Thursday in class. 
• Start thinking about what social group you would find interesting to research. 

Representation in the Media

Goal: Read an article about type-casting and stereotypes in the media

Agenda: 
Read
Vocab Introduction
Read some more
Preview social group readings

1. Vocabulary Introduction

• Representation
• Stereotypes
• "Western" media 

2. New Article 

• There is an editorial piece in FORMATIVE for you to read called "What Exactly is Media Representation Anyway?"
• Read and answer the questions as you go. This is due at the end of the period today.

3. English Journal Response 

• Consider the newspaper editorial we investigated yesterday that sent a message of empowerment and a call to action
• This political cartoon was published in an 1894 magazine called "Puck," which was full of political cartoons and satire. The caption reads: “How can she vote, when the fashions are so wide, and the voting booths are so narrow?”
• In your English Journal, respond to the following question: 

How does this political cartoon depict the media's perception of women during the voting rights movement? How does this compare to the excerpts we read yesterday in class?

This weekend: 

• Keep reading Book #10. 
• Observe the different media pieces you consume. Do you see yourself represented in them?

Welcome to Your Last 9th Grade Unit!

Goal: Kick off our last unit of 9th grade by learning about social groups and editorials 

Agenda: 
Read 
Brainstorm Social Groups 
Define Editorial 
Investigate a Text

1. What is a social group? 

• Define social group
• Name as many social groups as we can

2. What is an editorial? 

• An editorial is an article that presents the newspaper's opinion on an issue. 
• Editorial writers build on an argument and try to persuade readers to think the same way they do. 
• Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause people to take action on an issue. 
• In essence, an editorial is an opinionated news story.

3. Investigate a Text

• This is a table activity. 
• I will be passing out an investigative sheet that each table will fill out.
• Do not fill out any box until you get the hints. 

Tonight's Task:

Check out what groups you see represented on television, in video games, on social media, and in music. How are different social groups represented in media? 

Editorial Definition Source: Weintraut

Project Reflections + Nonfiction Articles

Goals: Submit projects and non-fiction articles

Agenda:
Read
Submit Presentations
Non-Fiction Articles

1. Submit Presentations

• EVERYONE must submit a copy of THIS FORM, which asks you to reflect and score yourself and your group mates. We are doing this first. Please be honest with your feedback.
• If you have a hard copy of your finished product (poster, brochure, pamphlet) please turn that in to Ms. R.
• When we move, please have ONE PERSON in each group submit this PROJECT SUBMISSION FORM.

2. Non-Fiction Articles 
Before the end of the class period, SUBMIT THIS FORM connecting your Book #10 to a nonfiction article of your choice.

3. Still got time? Your book is calling you.

Reminders:
We will begin a new unit tomorrow. You should still be reading Book #10 (or more).

Project Presentations Day 2

Goal: Present Academic Honesty Projects (Day 2)

Agenda:

Read 

Project Presentations
Submit projects

1. Project Presentations: 

• We will finish project presentations today.
• Complete an evaluation form (below) for every group you attend. We will finish presentations today.

    Evaluation Forms: 
    Period 3           Period 4                Period 6

2. SUBMIT PROJECTS

Did you have a hard copy of your project (brochure? pamphlet? poster? paper infographic?) Please turn a copy in to Ms. Daniel today.

Reminders: 

Tomorrow we're asking you about your non-fiction article. Please make sure you have one selected, and it might be helpful to paste it into your English Journal so you have the link handy.

Project Presentations Day 1

Goal: Present Academic Honesty Projects (Day 1)

Agenda:

Read
Explain

Project Presentations 

Project Presentations: 

• Today, we are presenting our academic honesty projects! We are doing small group presentations in a new way. 
• Complete an evaluation form (below) for every group you attend. Half of you are presenting today and the other half will go tomorrow. 
• You will have a few minutes to convene with your group to ensure everyone is ready to do their part. 

Evaluation Forms: 

Period 3           Period 4                Period 6

Reminders: 

Read Book #10. You're going to need to connect it to a non-fiction article/current event next week.

Last Day of Project Work Time

Goal: Finish academic honesty projects and presentations

Agenda: 
Read
Reading Progress Update
Project Work Time

1. Reading Progress Update

• Complete the READING PROGRESS FORM about your current book, which should be #10 at least. 
• Remember, you'll be comparing this book to a non-fiction article for your next book review (May 16th). 
• We'll ask you more about this next Tuesday.

2. Project Work Time 

• Today is the final day to work on your Academic Honesty projects and presentations. Are you ready to present Monday? 
• The slide template that's been posted on the blog the last two days is HERE. You should have it already, but if you don't, today is the last in-class day to work on it.
• The rubric is today's blog photo. Remind yourself of expectations for the project.

Reminders: 
Today is the end of the grading period. Does your Powerschool look accurate?

EJ Self Score + Project Work Time

Goal: Self-score English Journals and work on projects

Agenda: 
Read
EJ Self-Score
Project Work Time

1. English Journal Self-Score

1. Open your English Journal
2. Review the English Journal Scoring Guide. 
3. Determine how you would score your English Journal. 
4. PASTE this sentence below into the TOP of your English Journal and be sure it is complete. 

May 2, 2019 Self Score:        

I believe I have earned a ______ <<(Your score 1-5) on my English Journal because_______________________ _______________ <<(Your reasons you think you earned that score.) 

2. Project Work Time 

• FIRST TASK WITH YOUR GROUP: Complete THIS FORM sharing the status of your project with your teachers.
• The rest of this class period is devoted to project work time.
• Yesterday we gave you THIS presentation template. Only one person in each group needs to download it, but please share it with your teachers! 

Reminders: 

• The end of the grading period is tomorrow. Do you have any questions about grading? 
• You should be on Book #10. Remember, we talked about that non-fiction article earlier this week. Think about an article you can use for your book review. We are going to ask you about it next week.

Introduce Slide Deck + Project Work Time

Goal: Introduce your slide deck for project presentations and more project work time

Agenda: 
Read
Introduce Presentation Method
Project Work Time

1. Next Week's Presentations 

• You will present your Academic Honesty project next Monday or Tuesday. 
• Each group (or pair, or individual - however you're working) will create a slide deck that includes all of the information we need to know to assess your project. 
• Some of you are ready for this now, so if you are, you can click HERE to access the slide template. 
• (Only one person in each group needs to access the template, then share it with everyone necessary). 

2. Project Work Time 
Today is for you to work on your projects. Let me know if there is anything I can do to help!

If you need to view the Point Loma High Academic Honesty Policy, click HERE. 

Reminders: 
The end of the grading period is Friday. Does your Powerschool account look accurate?