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.