2000 Dual Enrollment English Agenda: January 2024
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WEEK 1 |
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Wednesday, January 11 |
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Bellringer |
Quickwrite #1 & DGP#1 |
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Objectives |
TSW read MLK's Letter from a Birmingham Jail TSW identifies the application of Rogerian Arguments |
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Success Criteria |
Students Can Identify ROgerian and Rhetorical appeals in MLK Letter |
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Learning Intentions |
Students learn to identify Rogerian Persuasion and the objective of Persuasion. |
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Lesson Activities |
Introduction to Rogerian Arguments Read and analyze MLK Jr.'s Letter From a Birmingham Jail Part I Pod activity: Respond to questions, unveil MLK's strategy and author's purpose Exit Ticket: Why is it essential to understand the position and argument of the opposition?
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Homework |
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Thursday-Friday, January 13 |
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Bellringer |
Quickwrite #2 & DGP #2 |
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Objectives |
TSW read MLK's Letter from a Birmingham Jail TSW identifies the application of Rogerian Arguments |
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Success Criteria |
Students Can Identify ROgerian and Rhetorical appeals in MLK Letter
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Learning Intentions |
Students learn to identify Rogerian Persuasion and the objective of Persuasion.
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Lesson Activities |
Aspects of Rogerian Arguments: Rogerian argumentation, Persuasion, and Emphatic listening Finish reading and analyzing MLK Jr.'s Letter From a Birmingham Jail Part II. Finish Pod activity: Respond to questions, unveil MLK's strategy and author's purpose
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Homework |
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Resources |
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MLK Holiday16th January
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WEEK 2 |
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Wednesday, January 17 |
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Bellringer |
Quickwrite #3 & DGP #3 |
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Lesson Objectives |
TSW Review MLK Rogerian Strategies, Review and evaluate counterargument |
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Learning Intentions |
Students can identify Rogerian and rhetorical appeals Evaluate and weigh MLK and Malcolm X's arguments |
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Lesson Activities |
TSW completed their MLK Rhetorical and Rogerian argument assignment TSW review MLK Letter from a Birmingham Jail Watch Malcolm X - Interview At Berkeley (1963) - YouTube Malcolm X's argument for segregation. Assignment: Response to Malcolm X's arguments against MLK's nonviolent demonstration. Analysis: What are the common goals and disagreements to reach the common goal? DGP Quiz #4 & MLK Rogerian/Rhetorical Quiz next class
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Homework |
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Resources |
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Success Criteria |
Students can identify Rogerian and rhetorical strategies in MLK's letter. |
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Assessment |
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Friday, January 19 |
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Bellringer |
Quickwrite #4 & DGP #4 |
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Lesson Objectives |
TSW be assessed in Rhetorical/Rogerian arguments Reading and Writing quiz |
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Learning Intentions |
Students can analyze, identify, and write about how MLK exercises the Rogerian strategy. |
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Lesson Activities |
Students complete the MLK Rogerian/rhetorical analysis assignment.
Assignment #1 Annotated Bibliography
Introduction to APA format (OWL @ Purdue)
Choosing your issue: letting sources determine your issue or vice versa.
Particular Topic: A Survey of Contemporary Media and How it Covers National Issues
Pod activity: Read the syllabus, answer the questionnaire, and begin research so you can choose an issue.
Introduction to Essay #1 Annotated Bibliography
Choosing a Media Topic Issue
Research and brainstorming for Annotated Bibliography
Read Barri Weiss's "Resignation Letter from the New York Times."
Work on activity for Barri Weiss's "Resignation Letter from the New York Times."
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Homework |
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Assessment |
Students assessed in high-stakes ACT Writing Benchmark Quiz Students assessed in identifying Rogerian and Rhetorical arguments in MLK's Letter from a Birmingham Jail |
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Resources |
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Success Criteria |
Students can identify both the objectives and modes of Persuasion in how MLK applies rhetorical and Rogerian strategies. |
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Week 3 |
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Monday 22nd |
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Bellringer |
Quickwrite #5 & DGP #5 |
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Lesson Objectives |
TSW identifies the author's purpose activity for Barri Weiss's "Resignation Letter from the New York Times." |
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Learning Intentions |
TSW read Bari Wiess's article and identified media malfeasance |
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Lesson Activities |
TSW complete activity: Author's purpose for Barri Weiss's "Resignation Letter from the New York Times"
Issue: Big Tech Censorship on Social Media Platforms
Assignment #1 Annotated Bibliography
Introduction to APA format (OWL @ Purdue)
Choosing your issue: letting sources determine your issue or vice versa.
Particular Topic: A Survey of Contemporary Media and How it Covers National Issues
Pod activity: Read the syllabus, answer the questionnaire, and begin research so you can choose an issue.
Introduction to Essay #1 Annotated Bibliography
Choosing a Media Topic Issue
Research and brainstorming for Annotated Bibliography
Read Barri Weiss's "Resignation Letter from the New York Times."
Work on activity for Barri Weiss's "Resignation Letter from the New York Times."
Continue brainstorming and researching for an Annotated Bibliography.
The last day to drop is @ noon on the January the 24th |
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Homework |
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Resources |
Microsoft Teams, OnCourse resources, teacher website. |
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Wednesday, January 24 |
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Bellringer |
Quickwrite #6 & DGP #6 |
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Lesson Objectives |
TSW will be assessed on their grammar and Rogerian argument appeals skills TSW read Barri Weiss' article to the New York Times and addressed and identified the author's purpose and charges of media malfeasance. |
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Lesson Activities |
Rogerian Review of MLK vs. Malcolm X
Read Barri Weiss's "Resignation Letter from the New York Times."
Work on activity for Barri Weiss's "Resignation Letter from the New York Times."
DGP Quiz #4 Rogerian Argument Quiz STAR Test (if you have not taken one this semester) The last day to drop @ noon without a "W"
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Homework |
Begin writing their rough draft. Choosing topic for issue |
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Resources |
Micro Teams, OnCourse resources |
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Friday, January 26 |
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Bellringer |
DGP #7 & Quickwrite # 7 |
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Learning intentions |
Students will be introduced to APA and assessed on their grammar. |
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Learning objectives |
Students will practice ACT-style test |
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Success Criteria |
Students are more prepared to take the act assessment |
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Lesson Activities |
Introduction to APA form Assignment annotated bibliography for researched argument DGP Quiz #4 Assignment: Topic proposal- Due Next Class!
Read Barri Weiss's "Resignation Letter from the New York Times."
Work on activity for Barri Weiss's "Resignation Letter from the New York Times."
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Homework |
OnCourse resources, MicroTeams |
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Resources |
Work on rough draft annotated bibliography |
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Week 4 |
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Monday, January 29 |
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Bellringer |
Quickwrite #8 & DGP# 8 |
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Learning intentions |
Students can read and identify the author's purpose and bias in news articles Sudnes declare topic |
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Learning objectives |
Students will work together and identify the author's purpose |
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Success criteria |
Students can identify the author's purpose and bias in the article |
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Lesson Activities |
Topic Proposal is due! Declare your issue Assignment: Media Bias in Journalism Report on the Article to the class |
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Homework |
Begin drafting an annotated bibliography |
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Resources |
course resources |
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Wednesday, January 31 |
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Bellringer |
Quickwrite #9 & DGP #9 |
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Learning objectives |
Students will learn how the news can influence an audience by omitting facts and arguments. |
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Learning intentions |
Students learn the APA format as well as |
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Success Criteria |
Students can successfully pass their reading quiz assessment |
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Lesson Activities |
Media Bias by Omission Mr. Henslee presentation The goal of this next week is to prepare for your peer-review rough draft You are moving towards a publishable draft for your essay. If you are still having trouble beginning the annotations, these are the main things the audience needs to see: Summarize the document Evaluate the source. Is it biased? Is it credible? Run the CAARP test! Poor sources can doom an argument or at least weaken your position. Know your stuff! Determine the usefulness of the source. How are you planning on implementing it in your Rogerian Essay?
T
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Homework |
Work on annotated bibliography |
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Resources |
OnCouae resources |
2000 Dual Enrollment English Agenda: February 2024
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Week 1 |
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Friday, February 2 |
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Bellringer |
DGP #10 & Quickwrite #10 |
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Learning intentions |
Students lay the foundation for the annotated bib and researched essays. |
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Success criteria |
Students can turn in 4 sources in time |
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Lesson objective |
students draft four annotations and submit them to the course |
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Lesson Activities |
Turn in 4 annotations for the first draft
don't get too hung up on the APA; I'm looking to see if you are keeping pace with the sourcing for the assignment.
summary
filter for credibility and identify bias
how do you intend to use the source?
Four annotations are due!
Turn in January Journals #1-10
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment |
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| Week 2 | |
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Monday, February 5 |
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Bellringer |
DGP #1 & Quickwrite #1 |
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Lesson objectives |
Students can identify ias by placement and how it influences their opposition |
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success criteria |
Students continue building their annotated bibliography |
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Learning intentions |
Students can assortment differing arguments. |
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Lesson Activities |
Media Bias by placement Continue research! See Mr. Henslee or Mr. R if you need help |
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Homework |
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Resources |
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Wednesday, February 7 |
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Bellringer |
DGP #3 & Quickwrite #3 |
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Learning intentions |
Students can identify bias by spin |
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success criteria |
students can effectively research and draft their annotations |
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lesson objectives |
students can =======students learn that punditry can be confused with real news |
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Lesson Activities |
Media bias by spin continue research for annotated bibliography Media bias in journalism group activity is due into OnCourse by the end of class or Friday @ 11:59 pm.
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Homework |
Draft presentations and continue writing an annotated bibliography |
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Resources |
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Friday, February 9 |
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Bellringer |
DGP #4 & Quickwrite # 4 |
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Success Criteria |
Students can turn in the second draft of the AB |
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Learning Objectives |
Students complete the author's purpose assignment |
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Learning Intentions |
Students can identify the author's purpose in articles |
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Lesson Activities |
Turn in the Annotated bibliography draft to OnCourse
Go to the PowerPoint in OnCourse resources and read the directions for the assignment. Rough Draft Due with 4 sources
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment |
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Mardi Gras Holidays 10-14
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Week 3 |
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Friday, February 16 |
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Bellringer |
DGP #5 & Quickwrite #5 |
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Success Criteria |
Students can peer review other annotated bibliographies |
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Learning Objectives |
Students can apply peer-review edits to their annotated bibliographies |
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Learning Intentions |
Students learn to peer-review sources and apply peer-review edits to their annotated bibliographies. |
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Lesson Activities |
Annotated Bibliography Peer review
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Homework |
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Resources |
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Week 4 |
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Monday, February 19 |
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Bellringer |
DGP #6 & Quickwrite #6 |
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Success Criteria |
Students can successfully take a grammar and reading quiz similar to ACT |
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Learning Objectives |
Students can apply previously learned grammar rules to their DGP quiz |
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Learning Intentions |
Students can identify the author's purpose in reading the quiz |
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Lesson Activities |
Students will take a DGP and Reading Quiz Read the Rogerian Essay assignment and respond to the prompt. Annotated bibliography due on February 19 at 11:59 pm. Try to publish as West Fel if you are unsure about your home internet connection. AR Test
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Homework |
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Resources |
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Wednesday, February 21 |
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Bellringer |
DGP #7 & Quickwrite #7 |
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Lesson Activities |
introduction to Researched Argument Essay
Identify your targeted audience.
Identify your audience's mainstream news diet.
Identify your audience's MSM/Legacy Media's narrative and talking points.
Begin writing the outline for the essay.
Presentations for PPT Researched Argument begin.
Assignment: Brainstorm Devil's Advocate Activity
Even Days and Odd days complete assignment: Who is your audience for the Researched Argument essay?
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Success Criteria |
Students can present their researched argument in a PowerPoint presentation. |
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Learning Intentions |
Students can answer questions about topic issues and give knowledgeable presentations. |
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Learning objectives |
Students create a ppt and explain the issue to the class in all its context. |
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Homework |
Begin developing Devil's Advocate activity |
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Resources |
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Next Week |
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Lesson Activities |
Assignment: Devil's Advocate Introduction to PECHA KUCHA RESEARCHED ARGUMENT PRESENTATION Assignment Turn in Journals and DGPs #1-9 |
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Homework |
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Resources |
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Friday, February 23 |
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Bellringer |
DGP #8 & Quickwrite # 8 |
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Success Criteria |
Students prepare for a presentation, next CLass |
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Learning Objectives |
Students complete the presentation outline and PowerPoint |
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Learning Intentions |
Students synthesize PowerPoint presentations on their topic |
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Lesson Activities |
STAR Test
Go to the PowerPoint in OnCourse resources and read the directions for the assignment.
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions for the assignment.
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Week 5 |
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Monday, February 26 |
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Bellringer |
DGP #9 & Quickwrite #9 |
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Success Criteria |
Students can present their issue topics through PowerPoint in front of a live audience of their peers. |
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Learning Objectives |
Students better understand their issues as well as the arguments surrounding their issues. |
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Learning Intentions |
Students learn to speak, answer questions, and articulate arguments in front of a live audience. |
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Lesson Activities |
Students will give their PowerPoint presentations to a live audience.
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Homework |
Complete exit tickets! Prepare for Devil's Advocate. |
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Resources |
OnCourse resources and PowerPoint |
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Wednesday, February 28 |
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Bellringer |
DGP #10 & Quickwrite #10 |
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Success Criteria |
Students can debate their topic successfully in front of their peers |
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Learning Objectives |
Students learn to understand how media can influence their opposition |
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Learning Intentions |
Students can successfully debate their researched argument to an opposition. |
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Lesson Activities |
Students will debate in Devil's Advocate activity Turn in Journals for February! |
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Homework |
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Resources |
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2000 Dual Enrollment English Agenda: March
Week March 1 1st Even Day
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WEEK 2 |
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Tuesday, March 5 |
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Bellringer |
DGP #1 & Quickwrite # 1 |
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Success Criteria |
Students can debate their topic successfully in front of their peers |
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Learning Objectives |
Students learn to understand how media can influence their opposition |
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Learning Intentions |
Students prepare for DEvil's Advocate activity |
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Lesson Activities |
Turn in Journals for February!
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions for the assignment.
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Thursday, March 7 |
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Bellringer |
DGP #2 & Quickwrite #2 |
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Success Criteria |
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Learning Objectives |
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Learning Intentions |
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Lesson Activities |
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Homework |
Prepare for Devil's Advocate. |
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Resources |
OnCourse resources and PowerPoint |
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Friday, March 8 Remote Learning Day |
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Bellringer |
DGP #3 & Quickwrite #3 |
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Success Criteria |
Students are given thesis statement examples for research essay |
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Learning Objectives |
Students learn what a thesis statement looks like for a research essay |
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Learning Intentions |
Students can successfully create and draft a thesis and begin their outline. |
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Lesson Activities |
Students will learn how to craft a thesis statement for a research argument. Read past student samples and grade them w rubric. |
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Homework |
Craft thesis statement and create the outline |
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Resources |
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WEEK 3 |
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Monday, March 11 |
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Bellringer |
DGP #2 Quickwrite #2 |
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Success Criteria |
Students can write a media strategy and thesis statement |
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Learning Objectives |
Students understand how media influences their opposition |
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Learning Intentions |
Students consolidate claims in a thesis statement and strategy in a media strategy. Students Begin Body paragraph Arguments |
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Lesson Activities |
Students participate in Researched Argument Presentation Begin Devil's Advocate debate
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Homework |
write a thesis statement and media strategy |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions for the assignment.
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Wednesday, March 13 |
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Bellringer |
DGP #3 Quickwrite #3 |
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Success Criteria |
Students can write a body paragraph identifying media narratives and how they influence their audience. |
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Learning Objectives |
Students can articulate how media narratives influence the audience and balance their claims using sources from annotated bibliography |
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Learning Intentions |
Students interact with their thesis statement Students learn how to apply sourcing and tailor it into their arguments |
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Lesson Activities |
Students will write body paragraphs. Researched Argument Presentations Devil's Advocate debate |
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Homework |
Write media strategy, thesis, and outline |
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Resources |
OnCourse resources and PowerPoint |
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Friday, March 15 |
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Bellringer |
DGP #4 Quickwrite #4 |
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Success Criteria |
Students can write a media strategy, thesis, and outline for a researched argument paper. |
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Learning Objectives |
Students can articulate how media narratives influence an audience |
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Learning Intentions |
Students will write body paragraphs |
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Lesson Activities |
Students will publish the first draft of the essay- Cover, Media Strategy, Thesis Statement, and Outline. First draft due-1,250 Words into OnCourse |
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Homework |
Craft thesis statement and create an outline |
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Resources |
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WEEK 3 |
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Monday, March 18 |
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Bellringer |
DGP #7 Quickwrite #7 |
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Success Criteria |
Students can conclude body paragraphs, Begin writing their compromise |
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Learning Objectives |
Students understand how media influence their opposition, and students can articulate arguments to dispute. |
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Learning Intentions |
Students write body paragraphs expanding on their claims in their thesis statement. |
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Lesson Activities |
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Homework |
write the first body paragraph for media strategy |
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Resources |
OnCourse Resources and OnCourse assignment |
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Wednesday, March 20 |
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Bellringer |
DGP #8 Quickwrite #8 |
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Success Criteria |
Students can write counterarguments and conclusions for an essay |
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Learning Objectives |
Students can use emphatic listening to produce an articulate argument persuading the audience to see the benefit in their position. |
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Learning Intentions |
Students learn to persuade their audience using emphatic listening and critical thinking. |
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Lesson Activities |
Students will write counter-arguments and conclusions for the essay |
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Homework |
Write an argument and conclusion for the essay |
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Resources |
OnCourse resources and PowerPoint |
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-Friday, March 22 |
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Bellringer |
DGP #9 Quickwrite #9 |
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Success Criteria |
Students peer review researched argument paper |
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Learning Objectives |
Students can edit and revise their essays for improvements |
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Learning Intentions |
Students identify weaknesses in their papers and work to improve upon them. |
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Lesson Activities |
Students will Peer Review for a researched argument essay 2nd draft is due along with peer review Essay due on 27th at OnCourse |
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Homework |
Publish Research argument essay on the 27th |
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Resources |
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WEEK 4 |
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Tuesday, March 26 |
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Bellringer |
DGP #10 Quickwrite #10 |
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Success Criteria |
Students publish researched argument essays by the due date |
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Learning Objectives |
Students edit and revise essays for final improvements before publishing |
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Learning Intentions |
Students learn the drafting process for a researched argument essay |
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Lesson Activities |
Students will make final edits and revisions for the research argument essay
Publish researched argument essay by 11:59 pm into OnCourse
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Homework |
Publish research argument essay into the course |
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Resources |
OnCourse Resources and OnCourse assignment |
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Wednesday, March 28 |
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Bellringer |
DGP #11 Quickwrite #11 |
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Success Criteria |
Students draft a thesis statement for rhetorical analysis of a media story essay. |
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Learning Objectives |
Students can articulate how media narratives influence an audience |
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Learning Intentions |
Students interact with their thesis statement |
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Lesson Activities |
Students will write a thesis statement and outline for a rhetorical analysis essay. |
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Homework |
craft thesis statement, outline essay, begin building body paragraphs |
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Resources |
OnCourse resources and PowerPoint |
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Homework! |
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Bellringer |
None |
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Success Criteria |
Students write body paragraphs for rhetorical analysis essay |
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Learning Objectives |
Students interact with a thesis statement and craft a body paragraph |
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Learning Intentions |
Students create body paragraphs out of the outline |
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Lesson Activities |
Students will write body paragraphs for rhetorical analysis |
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Homework |
Craft body paragraphs |
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Resources |
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Easter Break March 29th -April 7th
Final Month! Finish Strong!
2000 Dual Enrollment English Agenda: April
Week 1 Break
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WEEK 2 |
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Monday, April 8 |
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Bellringer |
DGP #1 & Quickwrite #1 |
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Success Criteria |
Students peer review rhetorical analysis essays |
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Learning Objectives |
Students edit and revise essays for final improvements from peer review |
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Learning Intentions |
Students offer recommendations and suggestions for the peer-reviewed essay |
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Lesson Activities |
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Homework |
Continue drafting rhetorical analysis essay |
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Resources |
OnCourse Resources and OnCourse assignment |
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Resources |
OnCourse resources and PowerPoint |
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Wednesday, April 10 |
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Bellringer |
DGP #2 & Quickwrite #2 |
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Success Criteria |
Students publish rhetorical analysis essays by the publish date |
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Learning Objectives |
Students edit and revise their essays before publishing |
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Learning Intentions |
Students learn to publish a draft before the due date |
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Lesson Activities |
Students will edit and revise rhetorical analysis essays Publish rhetorical analysis essay into OnCourse
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Homework |
Publish rhetorical analysis into OnCourse |
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Resources |
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Friday, April 12 |
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Bellringer |
DGP #3 & Quickwrite #3 |
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Success Criteria |
Students choose a journalist to write a letter to |
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Learning Objectives |
Students begin brainstorming for the letter to an editor |
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Learning Intentions |
Students learn strategies on how to apply Rogerian rhetoric |
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Lesson Activities |
students choose a journalist and media to respond to
Begin brainstorming for a new essay assignment
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Homework |
Brainstorm for thesis statement |
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Resources |
OnCourse Resources and OnCourse assignment |
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Week 3 |
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Monday, April 15 |
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Bellringer |
DGP #4 & Quickwrite #4 |
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Success Criteria |
Students draft a thesis statement for the letter to the editor |
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Learning Objectives |
Students can articulate how media narratives influence an audience |
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Learning Intentions |
Students apply emphatic listening when engaging in rhetoric with the audience |
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Lesson Activities |
Students write outlines for letters to the editor |
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Homework |
craft thesis statement, outline essay, begin building body paragraphs |
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Resources |
OnCourse resources and PowerPoint |
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Wednesday, April 17 |
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Bellringer |
DGP #5 & Quickwrite #5 |
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Success Criteria |
Students write body paragraphs for a letter to the editor |
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Learning Objectives |
Students interact with a thesis statement and craft a body paragraph |
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Learning Intentions |
Students create body paragraphs out of the outline |
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Lesson Activities |
Students will write body paragraphs for the letter to the editor |
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Homework |
Craft body paragraphs |
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Resources |
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Friday, April 19 |
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Bellringer |
DGP #6 & Quickwrite #6 |
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Success Criteria |
Students choose a journalist to write a letter to |
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Learning Objectives |
Students begin brainstorming for a letter to an editor |
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Learning Intentions |
Students learn strategies on how to apply Rogerian rhetoric |
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Lesson Activities |
students choose a journalist and media to respond to
Begin brainstorming for a new essay assignment
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Homework |
Brainstorm for thesis statement |
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Resources |
OnCourse Resources and OnCourse assignment |
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Week 4 |
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Monday, April 22 |
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Bellringer |
DGP # 7 & Quickwrite #7 |
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Success Criteria |
Students draft a thesis statement for the letter to the editor |
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Learning Objectives |
Students can articulate how media narratives influence an audience |
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Learning Intentions |
Students apply emphatic listening when engaging in rhetoric with the audience |
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Lesson Activities |
Students write outlines for letters to the editor |
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Homework |
craft thesis statement, outline essay, begin building body paragraphs |
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Resources |
OnCourse resources and PowerPoint |
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Wednesday, March 24 |
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Bellringer |
DGP #8 & Quickwrite #8 |
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Success Criteria |
Students write boy paragraphs for a letter to the editor |
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Learning Objectives |
Students interact with a thesis statement and craft a body paragraph |
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Learning Intentions |
Students create body paragraphs out of the outline |
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Lesson Activities |
Students will write body paragraphs for the letter to the editor Turn in the Final/Publishable Draft of the Rogerian Letter to Journalist by Friday, April 29, 11:59 @ OnCouse |
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Homework |
Craft body paragraphs |
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Resources |
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End of English Dual Enrollment 2000
End of English Dual Enrollment Year 2022-2023